1. Gioko (D.M.) Building Effective Partnerships Facilitator
Gioko, A. (D.M.) Event- Deeper understanding of global citizenship,
our partnership journey and Child Protection. Location- Milele
Nairobi Date- 9th February 2015 All materials are British Council,
2012 2. Gioko (D.M.) AIM This course supports educators in
developing their understanding of global citizenship and its
practice. The aim of this course is to support school staff
involved in international partnerships, to consolidate and develop
their partnership relationship and realize its potential for
lasting impact. Protecting Children in your School and on
International Projects GEC Preparation KSM- KEN 2/9/2015 4:02 AM 3.
Gioko (D.M.)GEC Preparation NRB-KEN 2/9/2015 4:02 AM Explore the
relevance of global citizenship for the young people in your school
and compared this with the views of educators around the world.
Explore themes for global citizenship and ideas for international
practice. Practice techniques which supports the development of
global citizenship. Explored the factors that help or hinder the
development of a mature, equitable partnership relationship
Identify practical ways of planning and managing a school
partnership Identify ways of maximizing involvement across the
school and wider community in an international partnership Explore
the next step in partnership development for participants schools.
Identify the different types of child abuse and the effects these
have on childrens lives. Recognize the signs and symptoms, risk
factors and vulnerabilities,which may indicate a child in your
class is suffering abuse. Identify the key steps that you can take
to protect children in your classroom and online. Identify best
practice in child protection online and on international schools
projects. GEC Preparation NRB- KEN 2/9/2015 4:02 AM 4. Gioko
(D.M.)GEC Preparation NRB- KEN 2/9/2015 4:02 AM Time Activity
8.30-9.00 Welcome 9.00.-9.25 Vision Articulation 9.25-9.55 Global
citizenship Themes and Techniques for global citizenship 9.55-10.45
Projects Work THEME and SKILLS(Techniques) 10.45-10.50 Reflective
Session 10.50-11.20 Health Break 11.20-11.45 What are the
challenges? 11.45-12.10 Partnership cycle Whats your partnership
like? 12.10-12.45 Our dream team! 12.45-13.00 Reflective Session
13.00-14.00 Lunch Break 14.00-14.25 Where is the partnership
Journey taking us? 14.25-15.55 Child Protection, Children Rights,
Case Studies 15.55-16.00 Reflection 16.00-16.15 Workshop Review
16.15-16.30 Health Break and Departure 5. Gioko (D.M.) MY NEW FOUND
FRIEND MNFF My new found friend is calledfrom...school and has been
teaching for.years My friend has been in partnership for years. My
friend believes that global citizenship means GEC Preparation NRB-
KEN 2/9/2015 4:02 AM 6. Gioko (D.M.) Introduce your NFF GEC
Preparation NRB- KEN 2/9/2015 4:02 AM 7. Gioko (D.M.) Connecting
Classrooms Connecting Classrooms is a global education programme,
which offers: School partnerships - get the support you need to
build a sustainable relationship with a link school Professional
development for teachers - get equipped to tackle global themes in
the classroom with our fully funded, regional face-to-face
workshops and online courses British Council International School
Award - gain recognition for your school. GEC Preparation NRB- KEN
2/9/2015 4:02 AM 8. Gioko (D.M.) School Registration
http://schoolsonline.britishcouncil.org/ Education for Global
Citizenship, Sustainable Partnerships
http://connectingclassrooms-learning.britishcouncil.org/ case
studies professional development activities classroom activities,
internet links and further reading. GEC Preparation NRB- KEN
2/9/2015 4:02 AM 9. Gioko (D.M.)GEC Preparation NRB- KEN 2/9/2015
4:02 AM Time Activity 8.30- 9.00 Welcome 9.00.- 9.25 Vision
Articulation 9.25- 10.05 Global citizenship Themes Use the rivers
of the world to explore on the themes 10.05- 10.45 Techniques for
global citizenship 10.45- 10.50 Reflective Session 10.50- 11.20
Health Break 10. Gioko (D.M.) Preamble Essential agreements.
EXPECTATIONS Questions AHA! WOW! GEC Preparation NRB- KEN 2/9/2015
4:02 AM 11. Gioko (D.M.) What do we know about global citizenship?
How might we rethink global citizenship? What should we do
differently? What will the different approach lead to? Your Own
Personal Inquiry Question GEC Preparation NRB- KEN 2/9/2015 4:02 AM
12. Gioko (D.M.)GEC Preparation NRB- KEN 2/9/2015 4:02 AM 13. Gioko
(D.M.) Global Citizenship Outlooks Commitment to rights and
responsibility Commitment to Sustainability Desire to make a
difference Sense of interdependence Positive sense of identity
Commitment to peace Commitment to justice Open to new ideas GEC
Preparation NRB-KEN 2/9/2015 4:02 AM 14. Gioko (D.M.) Global
Citizenship GEC Preparation NRB- KEN 2/9/2015 4:02 AM 15. Gioko
(D.M.) EMERGING APSECTS GEC Preparation NRB-KEN 2/9/2015 4:02 AM
16. Gioko (D.M.) Vision Articulation GEC Preparation NRB- KEN
2/9/2015 4:02 AM 17. Gioko (D.M.) Multiple perspectives GEC
Preparation NRB- KEN 2/9/2015 4:02 AM 18. Gioko (D.M.) Plenary
Global might bring the them and us syndrome however we must realize
how connected we are. Examples there are issues of global
significance which we must address locally. Example a common
project of youth and music can be discussed across the globe and
common issues might be brought up. GEC Preparation NRB- KEN
2/9/2015 4:02 AM 19. Gioko (D.M.)GEC Preparation KSM- KEN 2/9/2015
4:02 AM 20. Gioko (D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM
21. Gioko (D.M.) Global Citizenship Themes Sustainable living
Conflict and peace. Fairness and equality Identity and Belonging
Rights and responsibilities GEC Preparation NRB- KEN 2/9/2015 4:02
AM 22. Gioko (D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM 23.
Gioko (D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM 24. Gioko
(D.M.) Global Citizenship Skills Empathy Self-Awareness Critical
thinking Conflict resolution Creative thinking Communication
Collaboration Taking Action GEC Preparation KSM- KEN 2/9/2015 4:02
AM 25. Gioko (D.M.) What technique did the facilitator use? Explore
the techniques and discuss how you can use it in your class. GEC
Preparation NRB- KEN 2/9/2015 4:02 AM 26. Gioko (D.M.)GEC
Preparation KSM- KEN 2/9/2015 4:02 AM TECHNIQUE SKILLS Ranking Can
we agree on what`s important? Communicating, critical thinking,
creative thinking, collaborating Development compass rose How are
issues connected? Communicating, critical thinking, creative
thinking, collaborating Visual literacy What do images tell us?
Communicating, critical thinking, collaborating, empathy, creative
thinking Value lines What`s important for me? Communicating,
critical thinking, creative thinking, collaborating Using drama
What can we learn in someone else`s shoes Communicating, conflict
resolution, creative thinking, collaborating, empathy, self
awareness 27. Gioko (D.M.) Guiding Question Share your experiences
on using the technique Identify the global citizenship outlook that
can be practices using this technique. Think about how you might
use this technique with an international partner. Discuss/Exemplify
the techniques GEC Preparation NRB- KEN 2/9/2015 4:02 AM 28. Gioko
(D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM Rivers connect us
to each other, our past and the world around us 29. Gioko (D.M.)GEC
Preparation NRB- KEN 2/9/2015 4:02 AM 30. Gioko (D.M.) River
Memories GEC Preparation NRB- KEN 2/9/2015 4:02 AM The A to Z of
rivers 31. Gioko (D.M.) Groups Clusters Schools Zones Subject GEC
Preparation KSM- KEN 2/9/2015 4:02 AM 32. Gioko (D.M.)GEC
Preparation NRB- KEN 2/9/2015 4:02 AM Rivers of the World Themes
Theme 1 River of Life Theme 2 River City Theme 3 Resourceful River
Theme 4 Working River Theme 5 Polluted River Theme 6 River and
Culture 33. Gioko (D.M.) Activity Explore the given theme How can
the theme be used as a classroom project? Connect it to a Global
Citizenship theme? How can the themes be used as a projects in
school partnerships? GEC Preparation KSM- KEN 2/9/2015 4:02 AM 34.
Gioko (D.M.) Application/Implementation Select one theme from the
set. Read more about the them. Design a project or activity that
could be used applied or implemented in your school(s). GEC
Preparation NRB-KEN 2/9/2015 4:02 AM 35. Gioko (D.M.) -It is
important to share the theme you would like to use or involve your
partners in the choice. -A common theme is very useful and becomes
much better when linked to the curricula. -The themes will be
interpreted differently by different people. But it is important to
appreciate that there are different view point of issues I the
world and that is an important aspect of global citizenship
practice. GEC Preparation KSM- KEN 2/9/2015 4:02 AM 36. Gioko
(D.M.) Global Citizenship Themed Projects/Activities Presentations
GEC Preparation KSM- KEN 2/9/2015 4:02 AM 37. Gioko (D.M.)GEC
Preparation KSM- KEN 2/9/2015 4:02 AM 38. Gioko (D.M.) What I found
useful GEC Preparation KSM- KEN 2/9/2015 4:02 AM 39. Gioko
(D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM 40. Gioko (D.M.)
Story telling loop GEC Preparation KSM- KEN 2/9/2015 4:02 AM 41.
Gioko (D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM Time Activity
11.20- 11.45 What are the challenges? 11.45- 12.10 Partnership
cycle Whats your partnership like? 12.10- 12.45 Our dream team!
12.45- 13.00 Reflective Session 13.00- 14.00 Lunch Break 42. Gioko
(D.M.)GEC Preparation NRB-KEN 2/9/2015 4:03 AM 43. Gioko (D.M.)GEC
Preparation KSM- KEN 2/9/2015 4:02 AM 44. Gioko (D.M.) EXPLORING
OUR PARTNERSHIPS How has the involvement of staff, young people and
others been sustained so far? How can this be continued and
extended? What sorts of changes and improvements have already
happened in partner schools? How can you make sure this continues?
How have different practices, priorities and approaches affected
your partnership so far? What have you learned from this? What
inequalities are there in your partnership? How can inequalities be
addressed in fair and practical ways? Are there any sensitivities
about superiority and inferiority affecting your partnership? Has
this changed over time? How can critical self-reflection and
learning together be improved in your partnership? GEC Preparation
NRB- KEN 2/9/2015 4:02 AM 45. Gioko (D.M.)GEC Preparation KSM- KEN
2/9/2015 4:02 AM 46. Gioko (D.M.)GEC Preparation KSM- KEN 2/9/2015
4:02 AM 47. Gioko (D.M.)GEC Preparation NRB- KEN 2/9/2015 4:02 AM
48. Gioko (D.M.) Nature of Partnerships Partnership schools work in
different ways. They have different procedures, practices and
expectations. Partnership working involves understanding how things
work and finding practical ways of supporting collaborative
planning, doing and reviewing. GEC Preparation NRB- KEN 2/9/2015
4:02 AM 49. Gioko (D.M.) Nurture your partnership and it will
flourish Think of two or three words or a phrase that describe your
partnership GEC Preparation NRB- KEN 2/9/2015 4:02 AM 50. Gioko
(D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM 51. Gioko (D.M.)
Break Dance GEC Preparation NRB- KEN 2/9/2015 4:02 AM 52. Gioko
(D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM 53. Gioko (D.M.)
YOU ARE NOT ALONE Forming Storming Norming Performing Mourning GEC
Preparation NRB- KEN 2/9/2015 4:02 AM 54. Gioko (D.M.) identify the
roles that they are best at (no more than three) where the roles
are not listed add your own on the available space. Cutout the
roles you have selected. Find a Match. Discuss Share your
experience of effective teams and how you have contributed GEC
Preparation NRB- KEN 2/9/2015 4:02 AM 55. Gioko (D.M.) -How many
people will there be in our dream team? - Will we have separate
teams in each school or one joint partnership team? - How will team
members communicate? GEC Preparation NRB- KEN 2/9/2015 4:02 AM 56.
Gioko (D.M.) Building an effective team provides a good base for
sustaining a partnership beyond those who set it up. Make sure that
those who are not members of the team are involved in other ways.
Using fair and transparent processes for deciding who will be
involved and how. Have a clear idea of the tasks and skills needed.
Have a time limit to review involvement. Ensure that all team
members have the opportunity to attend events on behalf of the
team. Gauge interest from the wider community governors, parents
who are interested or have useful expertise, e.g. fundraising,
project management, experience of partner country.GEC Preparation
NRB- KEN 2/9/2015 4:02 AM 57. Gioko (D.M.)GEC Preparation KSM- KEN
2/9/2015 4:02 AM 58. Gioko (D.M.)GEC Preparation KSM- KEN 2/9/2015
4:02 AM M. I. P What I found useful 59. Gioko (D.M.)GEC Preparation
KSM- KEN 2/9/2015 4:02 AM 60. Gioko (D.M.) Time Activity 14.00-
14.25 Where is the partnership Journey taking us? 14.25- 15.55
Child Protection Children Rights Case Studies 15.55- 16.00
Reflection 16.00- 16.15 Workshop Review 16.15- 16.30 Health Break
and Departure GEC Preparation NRB- KEN 2/9/2015 4:02 AM 61. Gioko
(D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM 62. Gioko (D.M.)GEC
Preparation NRB-KEN 2/9/2015 4:03 AM Testing for Sustainability Do
a self evaluation in the following areas Enrichment and
Globalization Professional Growth Equitability and Sustainability
Is your Rating A. 1-9 B. 10-15 C. 16-21 D. 22-27 What is the
effectiveness of your partnership and how might it be strengthened.
63. Gioko (D.M.)GEC Preparation NRB-KEN 2/9/2015 4:03 AM 19:You are
still in the early phase of partnership. With sound foundations,
your partnership can grow and become sustainable. 1015: Your
partnership has some strengths, with clear areas for improvement.
1621: Your partnership is effective and has many strengths. How can
it have greater impact and become more sustainable? 2227:
Congratulations; you have a sustainable and possibly outstanding
partnership with considerable strengths and impact. 64. Gioko
(D.M.)GEC Preparation NRB-KEN 2/9/2015 4:03 AM As school
partnerships develop and mature, the impact becomes more sustained
and rewarding. It takes time, expertise capability to establish a
good partnership. Phases of Partnerships preparatory, early,
established Embedded 65. Gioko (D.M.)GEC Preparation KSM- KEN
2/9/2015 4:02 AM 66. Gioko (D.M.) I used to thinknow I think 67.
Gioko (D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM 68. Gioko
(D.M.) Over 50,000 children are murdered worldwide every year? In
2002 50 million children experienced some form of forced sexual
intercourse or violence? 0.5 million children are involved in
prostitution or pornography? 275 million children witness domestic
violence annually? 70% of children suffer from physical punishment
in their homes? True or False 69. Gioko (D.M.)GEC Preparation
NRB-KEN 2/9/2015 4:03 AM Sexual abuse only happens once or twice
and involves a single child. Only adults sexually abuse children.
The child will always feel negatively towards the offender. Male
survivors of abuse are only abused by men. Children with
disabilities are less likely to be victims of abuse. Children often
lie about abuse to get attention. The majority of children are
abused by strangers. True or False 70. Gioko (D.M.) Child
Protection Everyone has a responsibility to support the care and
protection of children. Schools and teachers have a moral and legal
duty of care towards the children they work with: There is your
countrys local child protection law but also international law.
Nearly every country is a party to the United Nations Convention on
the Rights of the Child (1989). It is legally binding to all
governments who have signed it and applies to all children. The
United Nations Conference for the Rights of the Child states: It is
the right of all children to be protected from all forms of abuse
and neglect, exploitation and violence and All adults should do
what is best for children. Making sure children are safe and
protected is an important part of their education and ensures they
achieve their full potential. Child abuse is an issue in your
school because sadly child abuse is an issue in every school. Child
abuse is often hidden and it is always different for every child.
None of us know all there is to know about child abuse. GEC
Preparation KSM- KEN 2/9/2015 4:02 AM 71. Gioko (D.M.) Nations
Convention on the Rights of the Child Non-discrimination (Article
2): The Convention applies to ALL children regardless of race,
religion, culture, ability etc. No child should be treated unfairly
on any basis. Best interests of the child (Article 3): The best
interests of children must be a primary concern in making decisions
that affect them. All adults should do what is best for children.
Right to life, survival and development (Article 6): Children have
the right to live and develop healthily. Respect for the views of
the child (Article 12): Children have the right to have their
opinion taken into account. GEC Preparation NRB- KEN 2/9/2015 4:02
AM 72. Gioko (D.M.) What is Child Abuse Child abuse and neglect,
sometimes referred to as child maltreatment, is defined in the
World Report on Violence and Health (2002) as all forms of physical
and/or emotional ill-treatment, sexual abuse, neglect or negligent
treatment or commercial or other exploitation resulting in actual
or potential harm to the childs health, survival, development or
dignity in the context of a relationship of responsibility, trust
or power WHO, 1999 & 2002 In simple terms child abuse is when
an adult harms a child or young person under the age of 18. There
are four main forms of child abuse internationally recognized:
Physical, sexual, emotional abuse and neglect. GEC Preparation NRB-
KEN 2/9/2015 4:02 AM 73. Gioko (D.M.)GEC Preparation NRB-KEN
2/9/2015 4:03 AM Activity Case Study 74. Gioko (D.M.)GEC
Preparation NRB- KEN 2/9/2015 4:02 AM 75. Gioko (D.M.) Creating a
safe environment Recruitment and monitoring staff Child protection
procedure Child protection policy. Identifying a child protection
lead Identifying and circulating clear reporting route GEC
Preparation NRB- KEN 2/9/2015 4:02 AM 76. Gioko (D.M.)GEC
Preparation NRB-KEN 2/9/2015 4:03 AM Responsibilities A.M. is a
10-year-old girl learning at a language school. She works hard but
is very quiet and often withdrawn. One day after school the teacher
sees her walking home alone and offers her a lift. During the
journey A.M. tells her teacher she has been sexually abused by her
uncle for the last 5 years. She begs the teacher not to tell anyone
else, as she isnt ready to talk to others yet. The teacher agrees
but tells A.M. she should have a think about reporting it. A.M.
says she is too scared. The teacher is worried but has promised not
to tell so doesnt want to break her confidence with AM. After a
couple of days she talks to a friend who works at another school.
The friend knows A.M. from a youth group she works at. She has had
concerns in the past around A.M.s behaviour. The friend advises the
teacher to report the disclosure to the school leader. The next day
the teacher goes to the school leader and tells her everything she
can remember about A.M.s disclosure. The school leader calls A.M.
into the office and asks if this is true. A.M. says no, she just
made it up. There is no further action. A.M. does not disclose her
abuse to anyone again until she is well into adulthood. 77. Gioko
(D.M.)GEC Preparation NRB-KEN 2/9/2015 4:03 AM Online Protection
Cyber bullying Grooming Inappropriate websites Losing control
Viruses, hacking and security 78. Gioko (D.M.)GEC Preparation
NRB-KEN 2/9/2015 4:03 AM Make sure children are aware of privacy
controls on social networking sites. Set up safe search and safety
mode on Google and YouTube. Other sites will have similar
functions. Show children how to block people on social networking
sites. Talk to children about online friends and what it is
appropriate to share. Advise children not to share anything online
that they wouldnt say face to face. Ensure that children know what
to do if someone they dont know contacts them, i.e. report to you.
Ensure children are aware that strangers can pop up anywhere online
and may pretend to be someone else. Advise children to turn the GPS
off on their mobile devices. Be there to support children and
advise children on Internet use. Report any inappropriate content.
79. Gioko (D.M.)GEC Preparation NRB-KEN 2/9/2015 4:03 AM
Recommendations Children need to be aware of their rights
Stakeholders in childrens development, that is, teachers, parents
and other caregivers should be knowledgeable of the rights of
children Enforce our solutions and rights into laws and create
effective support systems to promote the advancements of rights
More trained and resourced personnel to enforce laws When children
do decide to report, the process needs to be easy and friendly to
children; ensure people/staff are properly trained to know how to
work with children and create friendly environments Children need
to support other children Children need to be involved in finding
the solution Appropriate psychosocial support in place to know how
to handle case of abuse Need resources and supports to implement
rights and actions at the regional and sub- regional levels 80.
Gioko (D.M.)GEC Preparation KSM- KEN 2/9/2015 4:02 AM 81. Gioko
(D.M.)GEC Preparation NRB- KEN 2/9/2015 4:02 AM 82. Gioko (D.M.)GEC
Preparation NRB-KEN 2/9/2015 4:03 AM What do we know about global
citizenship? How might we rethink global citizenship? What should
we do differently? What will the different approach lead to? Your
Own Personal Inquiry Question 83. Gioko (D.M.)GEC Preparation
NRB-KEN 2/9/2015 4:03 AM Explore the relevance of global
citizenship for the young people in your school and compared this
with the views of educators around the world. Explore themes for
global citizenship and ideas for international practice. Practice
techniques which supports the development of global citizenship.
Explored the factors that help or hinder the development of a
mature, equitable partnership relationship Identify practical ways
of planning and managing a school partnership Identify ways of
maximizing involvement across the school and wider community in an
international partnership Explore the next step in partnership
development for participants schools. Identify the different types
of child abuse and the effects these have on childrens lives.
Recognize the signs and symptoms, risk factors and
vulnerabilities,which may indicate a child in your class is
suffering abuse. Identify the key steps that you can take to
protect children in your classroom and online. Identify best
practice in child protection online and on international schools
projects. GEC Preparation NRB- KEN 2/9/2015 4:02 AM 84. Gioko
(D.M.)GEC Preparation NRB-KEN 2/9/2015 4:03 AM AIM This course
supports educators in developing their understanding of global
citizenship and its practice. The aim of this course is to support
school staff involved in international partnerships, to consolidate
and develop their partnership relationship and realize its
potential for lasting impact. Protecting Children in your School
and on International Projects 85. Gioko (D.M.)GEC Preparation
NRB-KEN 2/9/2015 4:03 AM Affirmation Mingle Move around. When you
hear a clap stop. Share with the one near you on thing in which you
noticed that person shine during the session. Swap until the next
clap. Repeat after another clap. 86. Gioko (D.M.) 87. Gioko
(D.M.)GEC Preparation NRB- KEN 2/9/2015 4:02 AM
