Now the team is ready to fill out the didactic table. Before addressing evaluation and assembling a jury, we can now already list most advantages WELT brings to (citizenship) education and project teaching.
- The complexity problem of the several matrixes is overcome. Once the parts of both the knowledge part and doing part are filled out it suffices to add the items applicable to them. That is also when (not before) these items should be looked at, to simply verify the comprehensiveness of the whole approach. Depending on particular circumstances and needs schools can and will opt to stress or focus on either this or that (set of) item(s) – which is perfectly okay for the structure guarantees purposiveness and critical integral learning.
- There finally is a both practical and theoretically sound way in trans-course or multi/interdisciplinary project teaching to involve and organize the several courses of the curriculum: the moral step-by-step plan and the on average 2 to 3 weeks turn each.
- Equally important is that this way the connection between the several courses and thus the meaning of the curriculum becomes clearer to both pupils and teachers. There are indications that this also improves the learning process in the courses involved as more pupils now get a better idea of their “usefulness”.
- Where until now (world) citizenship education often still is external to the curriculum or added to it, with WELT it simply becomes (again) the overall goal of schooling because of its scale, generic structure and integration of the several matrixes. It makes school policy far more purposeful.
- The duration and structure guarantee the neutrality or non-indoctrination of the method: there is a clear difference between analysis and evaluation, the phase of analysis demands several weeks organized by different courses, the last but one phase is explicitly there to teach and secure the democratic or pluralist attitude and nature of the trajectory. For a more thorough argument, see here.
- The participation of pupils is being significantly raised thanks to the focus on engagement and active and collective ways of learning in especially the doing part, which is crucial to inclusion of the more disadvantaged pupils. In fact, WELT is based on a method used in Flemish vocational (and technical and art) education: the integrated test or GIP. Transforming it into WELT makes it feasible to be implemented in general education and will upgrade the technical and vocational strands of the educational system, meaning the transmitted (world) citizenship education becomes more equal across all strands.
We are left with but one more part to address, before illustrating all parts.