Human
Rights and Education Network
Are
your Rights preserved? No?
Share with us in confidence your
story.
Mail to:
humanrights.edu@cytanet.com.cy
This website is under re-construction.
This website is under re-construction.
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Human Rights in Education project Projects in schools . Implementation of human rights projects in schools The participants in the seminars started to plan, discuss and
implement school activities in January 2003 and continued until June 2003 (for
the purposes of this project). The
design and implementation of the activities in the schools started one month
earlier than planned for the G/C teachers. The T/C working group informed us
that they would start the design and implementation of their school activities
on the 17th of February due to their school break. There was
continuous communication between the teachers as well as with the EU consultant
and Cypriot consultants, via email, phone call exchanges and meetings. The
curriculum expert was continuously evaluating, giving
feedback and monitoring the whole process. Lesson plans
and activities already implemented gradually became available on the website (we
have received 38 of these activities and/or action plans to date and some of
them organised a relevant exhibition in their schools) and the teachers who had
participated in the seminars were teaming up with other teachers. Overall, the initiation of such school activities has been
successful. According to the
feedback from the meetings, which took place in Limassol and Nicosia to discuss
the school activities (March and April 2003) we found that a gap exists between
the interactive methodology of the project and the current teaching approaches
in schools. There was a fluid and constant exchange of ideas and experiences,
with the teachers sharing their knowledge on design and implementation. There
was also a meeting with the
E.U. consultant (April 2003), for empowerment on school activities with
teachers. In this meeting the participants expressed some
questions on how to connect the activities to the school curriculum. Some
teachers also expressed the need for more apparent monitoring. Overall, the reaction was enthusiastic and positive. The teachers felt encouraged by
the project activities, but it also became evident that they wanted continual
knowledge updates, together with empowerment and action. As a direct result of these activities, new teachers became
aware of, and interested in, this project. The number
and content of the activities meets the expectations of the project. The
teachers reported improved teacher-student relations and more participation.
The interactive methodology was introduced for the first time by some and
enhanced by those already using it, and the teachers exchanged views on the
problems and achievements, some of them creating whole series of lesson plans. |
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