WThe project targets Georgian civic education teachers and includes three components: material development, teacher training and school implementation. A total of 3 simulation games and a method manual for the Georgian school context are being developed. The participants are trained in the method and then carry out the created simulation games in their respective schools.
|Duration:||01.05.2019 – 31.12.2019|
|Participants:||20 civic education teachers from all regions of Georgia|
|Beneficiaries:||400 school pupils|
Project Goals / Content
The project supports the professional development of civic education (CE) teachers and contributes to the empowerment of school students to increase their overall understanding of societal conflicts in Georgia. The project also encourages students to become agents of change in democratic and peaceful processes.
In addition, the project promotes fundamental democratic values and enhances the quality of teaching CE as a subject at school by introducing an interactive and experience based approach. Lastly, the project contributes to the exchange of good and innovative practices between German and Georgian NGOs in the field of CE.
Twenty Georgian CE teachers represent in pairs each region of Georgia to ensure the coverage of rural areas. They are provided with training in non-formal education tools, further teaching materials and the needed support to implement a more modern teaching approach, using methods that recognize the different types of learners and rely on intrinsic learning motivation.
The initial development workshop is conducted in June by CRISP and CETF as a 2-day residential workshop for 20 CE teachers. The participants are familiarized with the methodology of simulation gaming and engage in experiential learning by playing a simulation game and evaluating the method and their learning.
In August the Georgian participants come to Berlin where their training in the methodology of simulation games is deepened. During the training, the group develops three new simulation games. Possible topics could include „Cooperation and Democratic Principles”, „Fighting Right-Wing Populism“, and „Secession Conflicts“. The games are played and evaluated by the group. For each game a manual will be written, which will include guidelines for implementation. The training is supplemented by study visits to various organizations in the field of Civic Education.
During the first months of the school year, the teachers conduct all 3 simulation games at their schools. They take place with students of the 9th and 10th grade and are monitored by CRISP and CETF. Altogether approximately 400 students will experience the innovative method of simulation gaming.
In November all participants meet to evaluate, share their experiences and discuss the lessoned learned. Based on these outcomes the simulation games, as well as the respective manuals will undergo a fine-tuning process. Furthermore, different evaluation modules will be discussed and added into the manuals. The material is published on a dissemination event in December to share it with a broader audience, especially to fellow CE-Teachers and other stakeholders in the field of Civic Education.
Outcomes / Achievements
- The project contributes to the professional qualification of Georgian civic education teachers. The participants are trained in the interactive and learner-centered methodology of simulation games and enabled to apply them in their daily work. (Training component)
- The development of three simulation games increases the variety of methods in Georgian schools. The intensive involvement of teachers in the development process of the simulation games ensures that the participants identify with the method and the materials and that the simulation matches the local needs and the Georgian school context. (Development component)
- The implementation phase will ensure that the participating students develop a better understanding of social conflicts and their complexity. In particular, "experiencing and trying out" democratic practice and political processes directly contributes to the development of social skills, democratic awareness and critical thinking. (Implementation component)