The learning process:

 

The learning process was organised in the form of extra-curricular activities with students from the G. S. Rakovski High School of Commerce. It was decided that changing the environment and conducting the activities in an out-of-school setting would be beneficial for the learning process and would increase the attention and motivation of the learners, which is why the meetings also took place at the premises of University of Economics, Varna. The participants enrolled voluntarily from different classes from G. S. Rakovski High School of Commerce and formed a group of 16 people which stayed relatively permanent throughout the process. The group selected the topic of Stuff and engaged in a learning process, facilitated by the trainee of the GlobaLab international training for youth workers Nina Gadjeva.

The learning process was constructed around the Stuff Chapter in the in the guide “Six Steps to Global Citizenship. A Guide for Youth Workers, Youth Leaders and Trainers”. It followed the 6-steps to global citizenship process as the following tools were employed to ensure each step is well covered:

Step 1: Personal connections, The Web & Backpack of a Global Citizen;

Step 2: Broaden Horizons & Musical Chairs;

Step 3: Access to Goods, Good Boss, Bad Boss & Map an Impact;

Step 4: Action Dodgeball & Campaign;

Step 6: Backpack of a Global Citizen & Metaphorical Reflection.

Where needed, small adaptations of the tools were done, based on the needs and interests of the groups, but no major modifications of the tools (as described in the GlobaLab guide) were done. Within the process, the main issue that was explored by the learners within the broad theme of Stuff was responsible consumption. Along with the tools from the Guide, the facilitator has also invited responsible producer of bio chocolate to talk about the production process with the students.

 

The outcomes:​

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The participants in the GlobaLab have improved their communication and presentation skills. Their competences in relation to leadership and teamwork have also visibly developed within the process. Throughout the process and especially in relation to Step 3, they have improved their skills in working with different sources of information, especially the ones provided in foreign languages. The creative and innovative thinking has seen an increase among many of the participants throughout the process. All of these competences go together with specific knowledge and awareness in relation to global issues and particularly around the topic of Stuff and responsible consumption.

The facilitator has also assessed her own experience as enriching throughout the work with the group. The challenges around building a working group and supportive learning and working environment, as well as a relaying information in interactive and engaging ways, were the engines that kept the facilitator developing her competences further, particularly in regards to leadership.