• Week 9

    Unit 4. Education and democratic citizenship

    TOPIC  1: Education and democratic citizenship

    Rationale and Objectives:

    The unit enables students to become acquainted with the document adopted by the Council of Europe - "New Model of Competences for Democratic Culture"

    Students will understand the essence (structure, content, purpose) of civic competence and realize the actual and potential role of schools and other educational institutions in the formation and development of democratic civic competences among students.

    Learning Outcomes:

    - Students will appreciate the main objectives and focus of the "New Model of Competence of Democratic Culture" and the Prospects of Realization of this in the Georgian Education Area.

    Compulsory Literature :

    1. "New Model of Competences for Democratic Culture". The Council of Europe. 2017

    2. Education for Democratic Citizenship and Human Rights (EDC/HRE) http://www.coe.int/t/dgap/tbilisi/index0ae0_ge.asp (28.11.2012)

    Supporting Literature:

    1  . Natsvlishvili. Ed. 2009. What should each teacher do to facilitate the teaching of civil education and human rights: the framework of teachers' competences; Tbilisi: Teacher Professional Development Center.

    2.      Vinnyderen, p. Yong, ch. Pot, b. Kupatadze, h. Civil education (Methodical guide for teachers) .2010.

    3.      Golbauer, Hudstenit, Kripp, Rowe, Tselmanuu. 2009. Life in a democratic society. Ed. Natsvlishvili, N. Tbilisi: Teacher Professional Development Center.

    4.      Gakheladze, George. Civic upbringing - the main purpose of general education http://mastsavlebeli.ge/index.php?action=page&p_id=7&npid=14&id=93

    5.      Beselia N. Bokeria N. Kordzadze str. 2011. How to become an Active Citizen (Teacher's Book) Tbilisi: Publishing House of Bakur Sulakauri.   

    Week 10

    TOPIC  2: International and national policy documents for   democratic citizenship.

    Rationale and Objectives:

    The topic will enable students to become acquainted with international and national policy documents ("Council of Europe Charter on Democratic Citizenship Education and Human Rights", "National Education for General Education", "National Curriculum", "Law of Georgia on General Education" etc.) which are creating a theoretical and practical normative basis for democratic citizenship.

    Students will develop their competence and understanding of democratic citizenship, through engagement with international and national policy documents and an appreciation of the scope and challenges of their realization.

    Learning Outcomes:   

    - Students will develop their visions and evaluate how well “democratic citizenship competencies” have been articulated in international and national educational policy documents. .



    Compulsory Literature

    1. The Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education

    2.       National Curriculum of Georgia

    (2011-2016), http://mes.gov.ge/~mesgov/content.php?id=3923&lang=geo

    3.       National Goals of General Education of Georgia

    (2004), http://www.mes.gov.ge/old/index.php?module=text&link_id=196

    4.       Law of Georgia on General Education (2005). www.parliament.ge

    Supporting Literature:

    1. Vinnyderen, p. Yong, ch. Pot, b. Kupatadze, h. Civic education (Methodological guide for teachers).2010.

    2.      Goglichidze a. 2011. Participation in the school self-government (Stident's book) Tbilisi: Publishing House Bakur Sulakauri.

    3.      Golbauer, Hudstenit, Kripp, Rowe, Tselmanuu. 2009. Life in a democratic society. Ed. Natsvlishvili, N. Tbilisi: Teacher Professional Development Center.

    4.      Education for Democratic Citizenship and Human Rights (EDC/HRE) http://www.coe.int/t/dgap/tbilisi/index0ae0_ge.asp (28.11.2012)

    Week 11


    TOPIC  3: Global challenges of democratic citizenship and sustainable development goals in the educational sphere of Georgia.

    Rationale and Objectives:

    The focus is one of considering the determination of democratic citizenship and pedagogical practice (classroom, school or non-formal) for students and teachers, in shaping democratic sensibilities and practices.

    The main aim is the creation and modeling of the best pedagogical practice based on the competencies of democratic citizenship, and an understanding of the relationship between theory and practice.

    Learning Outcomes:  

    - Students will be able to evaluate the standards of pedagogical practices (classroom, school, informal education) based on specific competencies for democratic citizenship and will agree strategies can be improved.




    Compulsory Literature:

    1. "New Model of Competences for Democratic Culture". The Council of Europe. 2017

    2.       Education for Democratic Citizenship and Human Rights Education (EDC/HRE) http://www.coe.int/t/dgap/tbilisi/index0ae0_ge.asp (28.11.2012)

    Supporting Literature:   

    1. Natsvlishvili N. Ed. 2009. What should each teacher do to facilitate the teaching of civil education and human rights: the framework of teachers' competences; Tbilisi: Teacher Professional Development Center.

    2. Goglichidze. 2011. Participation in the school self-government (pupil's book) Tbilisi: Publishing House Bakur Sulakauri.

    3. Golby, Hudstenit, Kripp, Rove, Tale Manu. 2009. Life in a democratic society. Ed. Natsvlishvili, N. Tbilisi: Teacher Professional Development Center.

    4. Beselia N. Bokeria N. Kordzadze str. 2011. How to become an Active Citizen (Teacher's Book) Tbilisi: Publishing House of Bakur Sulakauri.

    5. Angest, D. Pharar, M. Muna, a. Rothmund, A. Ed. A. Rothmund, A. 2004. Domino (a publication how to use peer education in combating racism, xenophobia, anti-Semitism and intolerance). The Council of Europe.   


Unit #3:Democracy and active citizenshipUnit #5: The role of civil organizations in raising civic awareness in Georgia