[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n
European Lessons<\/strong><\/p>\n [\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1\/3″][vc_single_image image=”15484″ img_size=”medium” qode_css_animation=””][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_single_image image=”10831″ img_size=”medium” qode_css_animation=””][\/vc_column_inner][vc_column_inner width=”1\/3″][\/vc_column_inner][\/vc_row_inner][vc_empty_space][vc_column_text]Project No.<\/strong> K2015-VB-BY-051<\/p>\n Project duration: <\/strong>29 June 2015\u201325 November 2016<\/p>\n Project financed by <\/strong>the Ministry of Foreign Affairs of the Republic of Lithuania under the\u00a0Development cooperation and democracy promotion programme<\/p>\n Project coordinator:<\/strong> Modern Didactics Centre<\/p>\n Project partners: <\/strong><\/p>\n Association \u201cSchool-Family-Society\u201d (Georgia) Project team<\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n PROJECT RELEVANCE<\/strong><\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n Georgia and the Republic of Moldova are countries seeking EU membership (having initialed Association and Free Trade Agreements with the EU in 2013) and are active partners in the foreign policy of the Republic of Lithuania.<\/p>\n European integration processes in the Republic of Moldova span various areas of public life, including education. With the adoption of a new Law on Education (2014) and the Education Strategy 2014\u20132020, general and higher education curricula are being reviewed, textbooks are being updated, and new tools are being developed. Non-governmental organizations are also actively participating in these reform efforts. The project partner, NGO “Pro Didactica,” developed a 34-hour elective program for schools titled “Education for EU Integration” in 2008\u20132009, which was approved by the Ministry of Education in 2010. It was adopted by over 100 general education schools across various regions. However, a need has arisen to update the program by including new relevant topics (e.g., the Association Agreement), with a particular focus on transparent governance and corruption prevention. Furthermore, there is a need to train both current and new teachers. Currently, significant emphasis is placed on non-formal youth education; therefore, a program is required for use by various youth organizations to spread the ideas and values of democratic life among their members and to cultivate future leaders. As the provisions and principles of new educational documents require existing programs to be aligned with EU requirements, this project is both timely and highly necessary for Moldova.<\/p>\n Although European integration processes in Georgia are currently less prominent than in Moldova, Georgia began restructuring its education system much earlier, involving broad sectors of society and various organizations in the reform process. The Education Development Center (\u0160DC) has been collaborating with the “School-Family-Society” association for ten years, jointly implementing projects on parent education, representation, and anti-corruption education. While Georgia does not yet have a school curriculum focused on European integration processes, there is both a demand and an opportunity to implement such programs within the formal and non-formal education systems, given the association\u2019s long-standing cooperation with the Ministry of Education and other educational institutions. Similar to “Pro Didactica,” the association maintains an extensive network of partner schools where the products developed during the project will be tested.<\/p>\n Throughout the project, best practices are exchanged: Moldovan colleagues share their experience in implementing the “Education for EU Integration” program, while their Georgian counterparts share expertise in implementing anti-corruption education initiatives.[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n PROJECT AIM<\/strong><\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]Strengthening of civil society institutions for inducing their more active involvement in the Eastern Partnership policy-making and implementation and for dissemination of the information about European integration benefits.[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n PROJECT OBJECTIVES<\/strong><\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n PROJECT TARGET GROUPS<\/strong><\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n PROJECT ACTIVITIES<\/strong><\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n The project targets secondary school pupils and young people by encouraging them to know more about EU values, history, politics; helping to understand and recognize value of democratic countries community for each separate country. Project aim will be reached by following measures: developed and tested optional program \u201cThe Education for European Integration\u201d for secondary schools of Moldova and Georgia; developed and tested program and supplementary materials for youth organizations; developed in-service training\u00a0program for teachers implementing \u201cThe Education for European Integration\u201d optional program.<\/p>\n Optional program \u201cEducation for European Integration\u201d for secondary schools<\/strong> <\/p>\n During September\u2013October 2015 experts of Moldova renewed the existing 34 hours program \u201cEuropean Integration for you\u201d. This program was developed during 2008-2009 and approved by the Ministry of Education in 2010. Renewed topics cover such themes as Europe, European civilization, idea of European unity; establishment of the European Union; EU institutions; free movement in Europe; single European currency \u2013 fundamental element of economic cohesion of the EU; school and education in the EU; young people in the EU; Moldova before and after the signing of the Agreement for European Association; new export markets for Moldovan products; EU and the challenges of contemporary world; EU and Arab migration crisis; what future for Europe? Optional program “European Integration for you” is implemented in more that 60 secondary schools and about 1500 pupils completing the course each year (according 2015 data). The renewed program and teaching materials are available on\u00a0Educational Centre “Pro Didactica” website.<\/p>\n Integrated programme<\/strong> RO<\/a><\/p>\n
\nEducational centre “Pro Didactica”\u00a0(Moldova)<\/a>
\n[\/vc_column_text][vc_empty_space][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_single_image image=”15482″ img_size=”large” qode_css_animation=””][vc_column_text]<\/p>\n\n
\n
\nDuring September\u2013October 2015 Georgian experts developed the optional 24 hours program \u201cEducation for European Integration\u201d for secondary schools. The program covers such themes as European Union, EU system of common European bodies and institutions, and their meaning\/destination\/purpose, EU development policy; Georgia and the EU. During October 2015 topic \u201cEuropean Union\u201d was tested in three schools: public school of Tbilisi No. 5, public school of Tbilisi No. 130 and private school “Eruditi”. 28 students of upper grades participated in pilot lessons.
\nTeachers have filled program pilot reports, where indicated positive aspects also obstacles, weaknesses of the program\/topic and presented recommendations for improvement. Teachers noted high expectations and interest of the students. During lessons students were high involved, they independently developed the text, categorized information, raised questions, and expressed their thoughts and emotions. Students were excited and ready to attend more lessons.
\nThe main obstacle \u2013 lack of time. Topics are broad, requiring discussions, reflections, therefore it would be better to provide double lesson. Other weaknesses teachers addressed to their own preparation for the lesson.
\nTo understand the sense of European Union, teachers recommending to include the program \u201cEducation for European Integration\u201d into national curricular. Teachers also think it would make sense to start lessons in lower grades and make this subject not optional but compulsory.<\/p>\n
\nDuring September\u2013December 2015 the\u00a0 program was piloted in theoretical lyceum ,,Emil Nicula\u201d Mereni, high school TEORETIC R\u0107spopeni, theoretical lyceum \u201eMihai Eminescu\u201d or. H\u00eence\u015fti. There were piloted topics \u201cEurope and European Civilization\u201d, \u201cUnity in Diversity of Europe\u201d, \u201cRepublic of Moldova and the Council of Europe\u201d, \u201cCouncil of Europe \u2013 ,,the Biggest\u201d European Organization\u201d. 58 students of upper grades participated in pilot lessons.
\nTeachers have filled program pilot reports, where indicated positive aspects also obstacles, weaknesses of the program\/topic and presented recommendations for improvement. Evaluating the program teachers noticed that topics are with broad aspects of approach, not politicized, actual and interesting for pupils. During the lessons all pupils were involved in various activities, having freedom to express their opinion \u2013 that increased their motivation on learning process. Pupils possess discipline’s specific language and operate with it easily and appropriately. The informational support was visually diverse and theoretically accessible. The information’s structuring in diagrams or tables allowed pupils to access information in\u00a0more easy way. The educational framework benefited to the qualitative empathetic teacher-pupils relationship.
\nTeachers in Moldova also faced a lack of time \u2013 it was stated that lessons need more time because of the broad themes, a large volume of information. Teachers do not always manage properly time for lesson \u2013 seeking to discuss one topic were lack of time to another. For some tasks there was given too much time, some tasks did not involved all students, sometimes too much factual information was presented. The political aspect involved students were less until not been challenged in a discussion.
\nTeachers pointed out, that the program is actual and believe it is necessary to follow and realize as much as possible tasks \/ activities \/ techniques proposed in the handbook. It was suggested to establish working techniques that would allow flexibility and adaptation to the pupils needs; to encourage pupils to express personal opinions as well as to identify situations where they might apply the accumulated knowledge; to review some texts, sources, suggested documents from the manual; too include more images, tables, charts for better students understanding. Teachers are looking for recommendations for various techniques to guide learning in which the teacher would be able to select and less to initiate one. For teachers it might be necessary to create a website for exchanging experience and improving educational process.<\/p>\n