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Description
We live in a global age. Events on one side of the globe affect events on the other and vice versa. We are forced to think critically about the information we receive, to argue, take positions and actions. We must look for solutions that are sustainable and promote global responsibility. We are convinced that teachers can develop these skills in pupils and thus help shape competent civil society. This project provides tools that help teachers include these methods and topics in their teaching. Project also supports pupils’ active citizenship initiatives by running awareness-raising campaigns. The expected results of the project will be that teachers can create educational lessons covering the topics of Global Citizenship (GO), Global Development Education (GRV), have enough information and experience to pass on the ideas of GO and GRV to their colleagues at school and thus create space for interdisciplinary links and have sufficient knowledge and skills to lead / supervise students in their projects responding to local problems with global overlaps. Pupils will be guided by their teachers to understand local specifics and analyse local problems and challenges. The result will be their chosen and implemented campaigns focused on local problems with global overlap.
Summary of project results
We consider the positive impact of the project to be that all involved schools (12 in total) were able to continuously work with students on GRV topics and, using methods of active learning and critical thinking, they were also more oriented in the area of working with resources and information. As the evaluation report also shows, the students are now better able to analyze and evaluate the information they have received. In some of the participating schools, thanks to the preparation of student campaigns for the public and peer training of GRV, it was possible to establish cross-curricular cooperation, and GRV thus began to become a regular part of the school as well as outside it. Workshops for pupils in all schools deepened pupils'' interest in GRV topics and helped them in the implementation of their campaigns. Thanks to the participation in the seminars, the teachers involved in the project became more competent to pass on their skills and experience to other teachers in their school. Pupils from student teams, as stated in the evaluation report, perceive the implementation of campaigns as meaningful not only for themselves, but that they positively influence and change the events around them. In the long term, they report that they learned to formulate their opinions and express their positions on specific GRV topics, they also learned to present in front of an audience, collaborate, plan, etc. They see all these skills as important for their future life.