Healing the World post-Covid – Michael Woma

A good global citizen understands global processes and to narrow it down to this global pandemic, the question I keep asking myself is “What if the world is not in danger but a mechanism of healing itself from the damage mankind has cursed it?”

For some reason, I think the world isn’t in danger because we are the real threat, can you see that before quarantine nature is taking its place? Animals can roam freely, the air is more cleaner now that there are no more people working in factories and no more people using vehicles because people are inside their houses.

There is a saying, that everybody want to change the world but nobody is ready to change themselves for the world. Perhaps it is time for us to reflect on ourselves and ask, what have we done for mother earth? Do you really need to use that much plastic bag? Will you walk to the nearby shop instead of driving? It is all the little things that matters, and if everyone contributed indirectly, the planet will be a beautiful place to live it.

The world is calling for healing and it is speaking to us in a specific language we dearly understand, now is the time for this generation to come together and fight for the well-being of mother earth. 

Getting Equipped to be a Get Global Facilitator – Celestine Chime

Volunteering has always been an easy commitment to me because of my personal goals of being an active changemaker wherever and whenever the need arises. Working with Move the World (MTW) has however been a learning and development phase of my life and experience in working with NGOs thus far. 

One thing that sets MTW apart from different organizations of similar stature is the attention and emphasis on training. Training as a facilitator for the Get Global Programme was fun and challenging; challenging in the sense that it made you unlearn some things and also equipped you with new skills.

As a team, we had to go through every single activity that would be done for the thirteen sessions with the kids. Going through these activities not only equipped me with the skills needed for facilitating Get Global sessions, it also put me into the shoes of the children and made me understand some of the likely challenges the kids might face using different scenarios of facilitation. It also gave me a deeper sense of the importance of these activities in teaching about the SDGs.

My highlight during the entire training sessions was however setting for myself goals for the programme and writing them down so I could reflect on them all through the duration of the programme up until it was over. I still hold on to these goals and I am positive they are still attainable despite the Corona Virus disruptions on the programme.


A Get Global session is usually filled with games and activities with students either put into two-member teams or more, depending on the size of the class or type of activity being carried out. This kind of learning is often referred to as Game-Based learning and can be done virtually or physically- as is done with our Get Global Programme.

Game-Based learning (GBL) is defined as “a practice that relates to the use of games to enhance the learning experience” (acer for education, 2017). GBL uses exercises that serve as competition for students, either pitting them against each other or getting them to challenge themselves in order to motivate them to learn better.

Unlike in gamification, where a gaming element is used to further understanding of a non-game situation, game-based learning involves the game being the learning process, with the aim of teaching a discrete skill or specific learning outcome while giving learners an engaging experience. Gamification can be seen in the context of using a game as a reward for participation in a learning activity while, GBL is the learning activity itself.

Games as Diane Ackeman puts it “is our brain’s favourite way of learning”, as such it plays a vital role in getting knowledge across to a group of people, especially kids.  The benefits of GBL stretches across a wide range. GBL tends to provide healthy competition which motivates students to channel their logic and thinking abilities while maintaining room to make mistakes without being punished for these mistakes. In addition, GBL tends to get students to be immersed in whatever they are learning and hence helps in achieving the goal of consolidating new knowledge (Teed, 2019).

“There is no reason that a generation that can memorize over 100 Pokemon characters with all their characteristics, history and evolution can’t learn the names, populations, capitals and relationships of all the 101 nations in the world.” – (Prensky, 2001. pg. 5)

Get Global Uses Game-Based Learning as a facilitation tool in training students on the Sustainable Development Goals with every session having at least two games. Over the next few weeks we will be reviewing different interesting games that are used during Get Global sessions. These games range from Minefield, SDG Memory game, Lines of communication, just to mention a few.

Brace yourself over the next few weeks as we have fun together.


acer for education. (2017). 5 reasons to introduce Game-based Learning at school. Retrieved from https://eu-acerforeducation.acer.com/innovative-technologies/5-reasons-to-introduce-game-based-learning-at-school/

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5). https://doi.org/10.1177/1461444818783102

Teed, R. (2019). Game-Based Learning. Retrieved from SERC Pedagogic Service website: https://serc.carleton.edu/sp/library/games/index.html