1. PROJECT HANDBOOK Sabine Mahlknecht Paola Ramello Education for Global Citizenship

2. AIMS to give documentation of the whole project to give visibility to the school activities and experiences to give inspiration to others to consolidate the issue of Global Citizenship in formal education and school curricula highlights of the development of the project and its steps over the three years link between the practical implementation and the learning process Project‘s handbook

3. PART 1: general information and theoretical background PART 3: evaluation PART 2: the “process” PART 4: useful resources Project‘s handbook STRUCTURE AND CONTENTS

4. Project‘s handbook GENERAL INFORMATION + THEORETICAL BACKGROUND Idea & Background of the project who is who In the project Project goals Key concepts

5. Transferring experiences and concepts step by step - STEP 1: approach to the meaning of global citizenship - STEP 2: getting in contact / together - STEP 3: working together and learning from each other - STEP 4: acting as a global citizen Activities and tools: good practice examples and individual case studies that can be taken as suggestions and reproduced Project‘s handbook THE PROCESS

6. TOOLS HINTS WHAT HAPPENED National seminars School based activities - Global evening - Geographic information about the five countries.... STEP 1: Approach to the meaning of global citizenship – SOME EXAMPLES Exercises - Who is a global citizen? - Dominoes - How global are you? - What do I take home?.... How to approach global citizenship - aims at the beginning of the process - keys for the planning - elements of participatory pedagogy - facilitate activities - get into action Project‘s handbook

7. STEP 3: Working together and learning from each other International theme groups‘ work

8. Project‘s handbook CHALLENGES OF INTERNATIONAL PROJECTS EVALUATION Key elements to be evaluated outcome impact process Levels of evaluation project itselfs meetings at national and international level educational materials and tools produced steering team work ONGOING ASSESSMENT INTERNATIONAL TGs‘ WORK self-evaluation EXTERNAL EVALUATION conferences project difference of language competencies cultural differences different school systems/educational approaches different school calendars different access to facilities / technologies different levels of commitment by the participating classes

9. THANKS To The steering team and national coordinators The headmasters of the participating schools The teachers and students involved in the project