WORLD AWARE EDUCATION AWARDS
Recognising excellence in partnership, networking and coordination
for increased and improved global education
with the kind support of
WORLD AWARE EDUCATION AWARDS
1. NAME OF THE PROJECT
Mirror to the world
2. BRIEF SUMMARY DESCRIPTION
Mirror to the World – Complex educational program using alternative techniques:
ˇ We offer interactive workshops in schools to promote sustainable lifestyle and to spread a global approach towards our world.
The 5 different workshops deal with the following issues:
“Cool Stuff?” - workshop with handicrafts focusing on sweatshops and multinational companies; What’s behind a trendy piece of clothing? How to become conscious consumers?
“Critical Mass”- highlighting links between South and North through the example of transport;
“The way we live”- a global picture about poverty, environmental crisis, consumer society, and the relationships in between;
“Distro” – about civil activism and NGOs in a nutshell;
“Adbusters” – analysing the way commercials work, turning them “inside out”, creating our own advertisement for useless things. Offering an alternative view on consumption, getting to know Fair Trade.
ˇ We assemble a ready-to-use workshop kit for each topic to be used by our workshop-leaders in schools and also in our trainings;
ˇ We compile a coursebook for global education classes, containing resources and detailed lesson plans, to be used by teachers in elementary and secondary schools;
ˇ We organise multiplicator trainings for teachers and college/university students to use these techniques and materials themselves.
3. WHAT IS THE NORTH-SOUTH/ GLOBAL DIMENSION OF YOUR PROJECT? Please describe.
The workshops and the related materials all deal with the north-south dimension through the different topics (see above), raising awareness of the students to global inequity (social, technological economical, demographical, environmental), and offering a new viewpoint on global issues. The message is that any act of a particular person has many influences on other people on the other side of the planet. The project aims to show people how we can live in a globally sustainable and ethical way.
4. PARTNER ORGANISATIONS
a) LEAD PARTNER
Name: Zöld Fiatalok Egyesület – Hungarian Young Greens
Contact details: Orsolya Balogh (Ms) +36 1 266 6978, email: firstname.lastname@example.org
Type of organisation: NGO
b) PARTNER 2
Name: HAND - Hungarian Association of NGOs for Development and Humanitarian Aid
Contact details: Szilárd Strenner (Mr) tel: +36-1-328-0873, fax: +36-1-328-0874,
e-mail: office @ hand.org.hu
Type of Organisation: umbrella organisation, NGO
c) OTHER PARTNERS
Elementary and secondary schools in Hungary
WORLD AWARE EDUCATION AWARDS
5. PLEASE OUTLINE BRIEFLY THE FOLLOWING ELEMENTS
OF THE PROJECT1:
a) overall aims
The level of awareness about development issues in Hungary is quite low; the understanding of the role of the country and its citizens in international development is especially weak. Our project brings global issues to the attention of our target group, pupils and teenagers, with the aim of generating change in the way they see our world and in the way they live.
Apart from that, we would like to promote and facilitate non-formal education methods within the Hungarian educational system by providing teachers with a coursebook and a ready-to-use toolkit for global education classes and workshops.
b) specific objectives
ˇ To reach about 1000 pupils and students in Hungarian schools with global education workshops;
ˇ To involve 20 teachers and future teachers in the training and provide them with a handy teaching kit for global education classes;
ˇ at least 60 workshops of 45 minutes in elementary and secondary schools;
ˇ 3 workshop kits;
ˇ a coursebook for global education classes;
ˇ 2 trainings for university/college students and teachers.
d) duration of the project
History of the project:
The Mirror to the world school workshops have been running for 3 years now, all in all reaching about 30 Hungarian schools. In 2007 we also had 2 teacher training sessions. Between 2008 January and July we organised the “Earthling Club” in one elementary school with regular activities (based on the 5 workshop topics) organized by students themselves.
Our current project with the activities described in this application runs from
2008 September to 2010 August.
e) participation of the target group(s)
ˇ in the design of the project
We assemble the workshop kits and the coursebook with the help of teachers and other educational experts.
During the Earthling Club we constantly adjusted the themes of the sessions and the activities to the interests of the pupils. The older students organised school community events such as a “freeshop” and a world music instrument workshop, with the help of their and schoolteachers and us.
ˇ in the implementation of the project
School pupils and students participate in global education workshops. University/college students and teachers take part in our trainings and use the teaching material (workshop kit and coursebook).
f) strategies for integrating learning from the project into the educational system (formal and non-formal).
We offer non-formal interactive workshops that either take place instead of regular classes, or serve as colorful programs on special school days. Why this strategy?“What I hear – I forget, what I see – I might remember, what I do – I know!” says the proverb. We have the capacity to influence youngsters more than media campaigns and publications because they will actively participate.
ˇ something exciting happening in the classroom
ˇ easier to remember messages when they are accompanied by experience of emotions and deeds (drama, handicrafts, games)
ˇ face-to-face meeting with our professional and talented GE team
During the training the teachers learn how to use the teaching material in their classes and to integrate global education into their own subjects.
As member organisation of HAND - Hungarian Association of NGOs for Development and Humanitarian Aid we have the chance to influence the planning of the national school curriculum and to take part in designing coursebooks for schools.
g) evaluation mechanisms (internal and/or external).
ˇ Random feedback sheets filled in by young participants;
ˇ Self-evaluation by the executing team;
ˇ Evaluation sheets filled in by teachers after the school workshops and the trainings;
ˇ Interactive blog site with photos and description of the events;
ˇ Reports compiled by club coordinators
h) budget – details of financial sources and summary of income and expenditure.
Income for the workshops, toolkit and trainings:
Grant from the Norwegian Civil Fund (NCTA-2008-Z01769): 14 870 EUR
Income for the coursebook:
Grant from the Hungarian Ministry of Foreign Affairs (KÜM-2007-NEFE-NGO): 3500 EUR
6. DESCRIBE HOW NETWORKING, PARTNERSHIP OR CO-ORDINATION WORKS IN THE PROJECT TO ENHANCE EFFECTIVENESS
The coordinator of the project is a full-time employee of the Hungarian Young Greens, financed from the grants for the project. She is in charge of coordination and overall management of the project, including promotion of the program in schools, contacting school teachers, training workshop leaders, organising the compilation of the workshop kit and the teaching material, writing the final comprehensive reports, and so on.
We promote our program for teachers through posters, information leaflets and emails, using our already existing contacts with educational experts, mailing lists, and printed media.
In our workshops we involve other NGOs who are also part of HAND Hungarian Association of NGOs for Development and Humanitarian Aid, such as Fair Trade Hungary and BOCS.
We have cooperation with the following secondary schools in Budapest and its surroundings: Széchenyi István Gimnázium, Batthány-Strattman László Gimnázium és Szakközépiskola, Nagy Sándor József Gimnázium, Leövey Klára Gimnázium, II. Rákóczi Ferenc Gimnázium, Kölcsey Ferenc Francia Kéttannyelvű Gimnázium, Városmajori Gimnázium, Erzsébetvárosi Informatikai Szakközépiskola, Alsóerdősori Gimnázium, Apáczai Csere János Gimnázium. Principals and teachers of these schools have positive experience with educational programs of ZÖFI, and ready to arrange classes for our upcoming project.
7. WHAT IS THE MOST IMPORTANT LEARNING DIMENSION OF THE PROJECT THAT COULD BE USEFUL IN OTHER COUNTRIES?
The innovative methods used in the school workshops and the workshop kit are only language-wise country-specific, otherwise they can be implemented in any other formal and non-formal Western education.
|Former Statutory Bodies|
1 Please feel free to use existing documentation in response to Part 5 of the application form.