Erasmus + Projects

  Platon participates in the following European Union Projects for Education,

which are part of the Erasmus+ Programme.

Entrepreneurship – a step to the future  

      Fast changing technological, economic, political environment encourages educating young people in the spirit of free market, seeking a better life under market conditions, teaching them to understand what is  business, encourages developing initiative, entrepreneurship and leadership qualities. The aim of the project is to improve our learners' sense of initiative and entrepreneurship as one of the key competences that is on the agenda of Europe and to make the formal and non- formal learning environment life more relevant for their personal and professional lives which are a missing point for our side. There is a need to support several formal and non-formal learning areas to increase motivation, participation and improve the quality of the education towards more initiative and stimulative employment opportunities. The project organizers will seek to inspire young people to take the initiative, will encourage experienced entrepreneurs to share their experiences and skills about organization and development successful business, promote discover their creativity, innovation and entrepreneurial abilities.

     The most important aim of the project “ENTREPRENEURSHIP: A STEP TO THE FUTURE " is to foster the economic and entrepreneurial skills of school communities, to develop the ability to work in international teams in different economic and entrepreneurial projects, to create business plans, to foster national heritage and to adapt them to the modern competitive environment. The objectives of the project:  

  1. To involve young people into positive economic and cultural activities of the country,to acquire students with skills for entrepreneurial initiatives in the world of economy, to enable access to the traditions, business change in the region, country, the European Union and the world;
  2. While developing entrepreneurial skills of the students it is necessary to provide economic, legal, cultural knowledge needed not only for business, but also for the presence in it as an employee;
  3. To educate creativity, responsibility, diligence, integrity, achievement of the objective values needed for both business and personal life, to teach to express their needs convincingly, realistic assessment of the circumstances, as well as the ability to plan, organize and to implement the work qualitatively to take risks in decision-making.
  4. To present the professional courses as a valuable alternative in which young people can not only achieve  various competences but also, conclude their compulsory education and create conditions for a transition to working life.

The target group: students aged 13-17 from Lithuania, Turkey, Romania, Portugal, Italy, Greece.

For more information check the following link: http://asteptothefuturecommon.blogspot.lt/

In A Far Away Land, Refugee Children

     The objectives:

  • To raise awareness of refugee crisis in Europe and develop understanding of cultural differences, increase intercultural understanding, to grow respect for the different, to develop practices of accepting dissimilarity and to understand the meaning of showing solidarity in a local, national and global level.
  • To ensure the protection of Children’s Rights for every child in humanitarian assistance.
  • To support the development of sense of initiative and entrepreneurship and awareness regarding migrant experiences and particular needs, challenges and benefits in terms of education and training, relevant to service providers and policy makers.
  • To give the refugee children material aid and psychosocial, psychological, spiritual support to help cover the basic needs.
  • To create awareness to the importance of pre-primary education and to provide young refugee children with access to pre-primary education, receive psychological support to deal with their traumatic experiences, helping to create some sense of normality and increasing their chance to be successful in their professional life.
  • To contribute to four strategic objectives of ET 2020 strategy which are:  -Making lifelong learning and mobility a reality; improving the quality and quantity of education and training; promoting equity, social cohesion and active citizenship, enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.
  • To contribute two of new priority areas for ET 2020 which: inclusive education, equality, non-discrimination, civic competences, open and innovative education and training, including by fully embracing the digital era;
  • To contribute to reach the following ET 2020 headline targets:  Reduction of early school leaving rates.
  • By the series of training activities, to develop teenager and young learners'  intercultural dialogue; ICT, language and communicational skills both in mother and foreign languages; social& civic competences; intercultural, reading, maths, digital and science competences; presentation and expression skills; cultural awareness and expression which are the key competences of ET 2020, to promote participation in democratic life of Europe and active citizenship.
  • To contribute to the LLL quality and to improve intergenerational learning with innovative activities.
  • To develop and implement peer learning and the exchange of good, then spread it to the wider audiences across Europe during the result dissemination activities.
  • To discover different traditions now become ours.
  • To  enhance the international dimension of youth activities, foreign language competence of young students learn a new language, increase their working experiences, learn about the European Union, get to know new cultures and peer to peer exchanges.
  • To promote youth initiatives and implementation of future Erasmus+ actions.
  • To create and disseminate a series of educational resources and pedagogical tools.

     Our main target group is pre-schooler refugees. In the name of our shared humanity, we call for immediate action to end the crisis. Our project mainly aims to protect their futures and we support the idea that a multicultural Europe has many advantages. We believe that they will positively contribute to our society. We would like to create living in a multicultural, open-minded and united Europe.

For more information check the following link: http://www.inafarawayland-refugeechildren.com/

Learn to Play, Play to Learn: A European Perspective on Structured Play in Early Childhood

The genesis of this project stemmed from professional conversations among teachers in the Irish school who decided to explore the possibility of developing a project where the focus was squarely on Early Childhood. A subsequent review of our school’s European development plan clearly highlighted scope for activities in the more junior classes of the primary school. A number of teachers had received training in ‘Aistear’, the Irish Early Childhood framework, and it was felt that there was potential to marry innovative approaches in structured play with the wider context of best practice in Early Childhood education and care across Europe.

PROJECT RATIONALE:

Research in Early Childhood education underpinning the development of national curricula in many countries has highlighted the potential of play to enhance children’s cognitive, linguistic, social and creative development. In these early years children learn through discussion, exploration and play. They learn about languages and how and when to use them; they learn to think and to interact with others and the environment. They learn to be creative and adventurous, to develop working theories about their world, and to make decisions about themselves as learners. This early learning also lays important foundations for later learning.  Early childhood is an important time for developing children’s ability to persevere, take risks and solve problems; to develop confidence and independence; to nurture their curiosity; and to develop an identity as a learner.

The frequency and type of play can vary according to the cultural context. While there are universal features of play across cultures (e.g., traditional games and activities and gender-based play preferences), differences also exist. This project will allow students to explore these differences, sharing their own culture and learning from the cultures and experiences of our European partners. Undoubtedly the form and focus of the materials developed and activities undertaken in this project will be influenced both by children’s development and the socio-cultural and ecological context of each individual school. However the project aims to broaden the range and cultural diversity of content developed. Specifically this project’s objectives are to:

• Develop common resources which can be utilised in the Early Childhood setting. This will take the form of thematic kits which will be developed collaboratively by class teachers across the partner schools and will allow students to explore common themes while being exposed to the differences and similarities of other cultures.

• Allow educators first-hand experience of Early Childhood settings and practices in other countries

• Explore different models of Early Childhood education with particular emphasis on structured play (e.g.’ Aistear’ in Ireland, Icelandic Play Curriculum, Portuguese Early Childhood Curriculum) and apply these best practices to individual classroom settings.

• Develop literacy rich environments which blend specific Early Childhood literacy goals with the opportunity to explore the literature of partner countries.

• Allow students to utilise Web 2.0 technology to engage directly with students in other countries.

• Use art and the creation of manipulatives based on their learning about partner countries.

• Engage older students in using ICT in the creation of resources for junior classes. This engagement with technology will enable the development of broader transversal skills e.g. digital skills necessary to engage in collaborative work, often on an international level.

The project is consistent with the key aims of the Irish Curriculum. Furthermore this additional European focus connects perfectly with the Strand unit ‘People and places in other areas’ with the objective that young learners would ‘become familiar with some aspects of the lives of people and especially of children in Ireland, Europe and other areas’. (Primary Curriculum, 1999, D.E.S)

There are a number of clear advantages in collaborating with European partners in the project. Several of the partner schools are more advanced in relation to the use of structured play as a learning methodology. This experience will prove invaluable in the implementation of the project work. Similarly the examination of different methodologies being utilised currently across several education systems will consider a more diverse range of settings than merely the Irish context.

Also of great relevance is that diversity and equity approach to play in Early Childhood education is based on the principles of inclusiveness. Thus attention is paid to both the commonalities and differences in play. This project serves as a natural platform for such exploration.

For more information check the following link: www.playtolearn.eu

Reversed Roles at School: Flipped Classroom and Learning Through Teaching

     Objectives: The basic aim is to implement Flipped Classroom in all the 7 project partner schools and revolutionize the teaching methods in order to improve academic performance of their 4000 students . We want to follow the philosophy of education spread by Jonathan Bergmann and Aaron Sams, the teachers from the chemistry department in an American high school. In 2007 they began to record their lessons for their students who missed a lot of classes. As a consequence, the idea of reversed classroom was born in which a teacher takes on a different role being  a tutor rather than a deliverer of content. The abandonment of the traditional way of teaching with „ the sage on the stage” being replaced by „ the guide on the side” has brought the invaluable benefits. One of them is that student overall interaction increases; both teacher to student and student to student. Our objective is to develop a culture of learning in which the key success is to make target group members identify learning as their goal, instead of striving for the completion of assignments. Another reason for the success of the flipped classroom method is its online environment in which students  perform better, than those learning the same material through traditional face-to-face instruction. We want to use students’ technological literacy to create more student-friendly learning conditions at school. We would like them to acquire even greater confidence using new technologies. This confidence, combined with the ability to work on their own  will prepare them for work in modern workplaces where employers expect their employees to do projects in a creative and independent way with only a slight supervision. Another major objective of the project is to provide the 4000 students involved  with an opportunity to practice speaking foreign languages, especially English by doing their own  group projects. 

Needs: The project is to find ways to motivate students to learn Sciences and Foreign Languages. Their poor school results are caused not only by missing background knowledge but also by inadequate  teaching methods leading to lost of interest in education and lack of self-assurance and awareness of their educational goals. We need to make students more aware of what is happening in class and activate them through peer support and collaboration. Since lecturing isn’t the best way for students to learn science we aim to include exploration and creativity as part of learning standards and assign more classroom space for practise. Flipped Classroom seems to be a perfect way to embrace a creative solving problem method. When  making their films for their classmates students will have to use a dose of creative thinking to present a chosen topic in an accessible and interesting way. According to neuroscience, methods incorporating cognitive and emotional engagement are the most successful. Thinking about creativity as a skill and focusing on the development of this skill will help students to start managing and controlling their education according to their needs and interests. As far as teaching English is concerned, we need to make students talk more through direct contact with foreigners. Again, project-based teaching outweighs by far the benefits of classroom teaching. Practical immersion will enhance language acquisition. It’s essential that students forget the grammar rules and concentrate on communication and only student exchanges can ensure the most rapid development of speaking skills especially among inhibited students.

The need for international cooperation: Additionally, there is the importance of experience sharing among both teachers and students. We all need international cooperation to exchange the best teaching and learning methods. Apart from a bunch of common knowledge we all share, every country uses their own unique teaching methods we would like to discover and make use of on domestic ground. Some of the partners (like Italy, Greece or Turkey) are already operating across boundaries and are in favour of internationalization of education which brings a lot of benefits. Some other (like Poland, Romania, Hungary and Lithuania) are seeking opportunities for the development of partnerships with schools from abroad to improve the quality of teaching. Since the innovative technique of reversed lesson is new to all the partners, the international cooperation is a chance to work out together a useful methodology in this field. 

Target group: The group the project is addressing are high school students and their teachers  teaching a wide range of general as well as vocational subjects. There are over 4000 students and 500 teachers in all the partner schools altogether. The project will involve directly around 70 students aged 15-18  and 10 -15 teachers (teaching mainly  Sciences, Business, Foreign Languages ) from each school. They will be  taking part in flipped classrooms to the greatest extent.

For more information check the following link: https://www.facebook.com/groups/664842900337336/

Science Girls, Teenage girls as co-creators of science learning engagement

      Europe’s future economy and social coherence is depending on young generations with interests, skills   and capacity far beyond what is offered in the traditional educational system. Europe needs young people deeply engaged in science, research and innovation – and based on positive and engaging experiences of what science, research and innovation is at a very early age and in early schooling. Young people are increasingly disengaged from science learning in schools and this is causing great concern in the European Commission and other global players. We call this the Commission’s SCIENCE LEARNING INNOVATION AGENDA, described and documented across numerous Commission documents, research papers and guidelines. The core message is that science learning in schools needs dramatic change and fundamental re-thinking to appeal to the young generations. We thus conclude that science aspirations sit in an uneasy tension with femininity and must be continually carefully negotiated and defended against challenges from wider popular discourses which align science with masculinity. The root of continued gender inequalities in girls’/women’s participation in, and experiences of, science is, therefore, complex, multiple, and highly resistant to change—and is especially problematic for girls who are not middle class and who do not occupy “clever” learner identities.

Recent research also evidence that girls are becoming especially disengaged from science education in school, and that this has serious consequences for their lifetime interests and for their career choices. Synthesizing leading research, it is clear that most girls do not feel comfortable with science education and the values and personal identities linked to science and science jobs. The problem is not a lack of intellectual capacity; the problem is at identity level. Recent UK research concludes that very little has changed for girls and science along the last 30 years, despite good intentions and a large number of experimentations. ScienceGirls responds to this state of the art through creating new directions for girls and science through the full co-driving and co-creation of the teenage girls themselves.

     The teenage years are precisely the most important time in life for creating identity and personality, including in particular gender identity, and this is why resistance to science among most school girls might in fact last a lifetime: when resistance towards certain school interests is directly linked to the creation of one’s identity and personality, the resistance is very difficult to overcome later in life.  Therefore any successful innovation in early science learning must link directly to the basic formation of identity. This is why ScienceGirls addresses teenage girls from 13 to 15 years old and their relations to science learning.

The project will engage the girls’ teams in 3 major challenges:

HOW WE FEEL SCIENCE

- create a more authentic understanding of science and gender in early schooling through engaging teenage girls as co-creators of this understanding, through telling the personal and collective and gender-sensitive stories about science education and about the image of science in society

SCIENCE IN REAL-LIFE

- engage the participating girls and their support teachers in real-life and real-time science and research experience in collaboration with the local community, including interacting with female role-models in science and research

VISIONS OF EARLY SCIENCE ENGAGEMENT

- invite the girls to co-create scenarios of new ways of science learning in school that will appear attractive and relevant to teenage girls and their emerging gender identities

The project’s work programme is based on and follows these 3 challenges.

    The authenticity and relevance of the results of these efforts is depending on the direct and uncompromised involvement of the girls’ teams along the entire project duration. The teenage girls will be co-drivers of new visions for what science learning could be in early schooling.

     Girls are more sensitive to poor teaching than boys. They require teaching of excellence, otherwise they quickly lose interest. The girls feel the need to address the topics contextualized. Girls often derive more benefit from “the whole picture” than from isolated facts.

     Often, teachers inadvertently embody negative attitudes towards girls. When a girl gets good results, it is said that she works hard. When a boy gets good results, it is said that he is intelligent. This needs to be changed. Teachers at the school need to be involved in the project to create joint initiatives with girls, which also take teachers' opinions into consideration.

For more information check the following link: http://sciencegirls.eu  

 

iYouth, Empowering Europe’s Young Innovators –the desire to innovate

      The iYouth title stands for innovative Youth and the project will form part of the first generation of such practical experimentation promoted by the Commission within the Europe 2020 framework through the recently launched by Empowering European’s  Young Innovators Agenda, iYouth is  missioned to carry out practical experimentation with open schooling approaches fostering innovation mind-sets and capacity in secondary schools, addressing young students aged 12-15 which is unanimously confirmed as precisely the years when most young students lose interest in science learning and careering thus disengaging from what could be turned into strong innovation capacity.

 For more information check the following link: http://iyouths.eu/

CHRIS- Countering Human RADICALISATION In School

       “Involve students in prevention initiatives: those initiatives in school where young people are able to become positive influencers are often very successful as peer influence can be very powerful.”

Preventing Radicalisation to Terrorism and Violent Extremism

The CHRIS project is guided and directed by this publication, which is demonstrated across the application.The basic infrastructures of the CHRIS project are based on this fully up-to-date publication from the EU Commission. The infrastructures are described in the Chris Mechanics included in the CHRIS Attachment Pack.

     Radicalisation and extremism is on the rise across EU – for many reasons and in many forms, including enabled by global media and online networks.

     Radicalisation threatens already fragile and somewhat unstable European social coherence and creates fear and paranoia among its citizens.Young people are at the heart of this.The Commission calls upon all societal stakeholders and resources to counter and prevent such radicalisation, in particular among the new generations.The CHRIS project will link directly to and refer directly to the Commission’s Anti-Radicalisation Agenda.Part of the Commission’s radicalisation strategy is to identify and spot radicalisation in progress and take proper action, including the active involvement of all sorts of community players.The CHRIS project is not missioned to explore ways to react to observed radicalisation, but to contribute to the LONG-TERM PREVENTION OF THE DEVELOPMENT OF HUMAN RADICALISATION POTENTIAL AMONG YOUNG PEOPLE.his does not call for punctual, stand-alone of periodical measures, but for permanent measures to be deeply integrated in the life and education of young people. Radicalisation in this sense of prevention and countering should be understood as radicalisation POTENTIAL.As “school” is the most powerful environment for impacting young people fundamentally and sustainably, for better or worse, the CHRIS project addresses young people in schools, including their school environment and in particular including their teachers.

     And not only school, but in particular the years in school along which the young people form their basic human and gender identity – the teenage years. The teenage years are extremely fragile, sensitive and moldable, and in very many cases mental structures created along the teenage years will have a lifewide impact on the individual, for better or worse.S econdary school is therefore the most privileged place for preventing and countering radicalisation and extremism. The CHRIS project will involve young students in basic schooling in the development of sustainable ways of countering radicalisation in schools, based on in-depths engagement in what produces radicalisation potential in relation to teenage identity formation and through real-life and real-time community collaboration – and with the aim to build capacity to co-create the project outcomes. The CHRIS project will take radicalisation prevention in schools to a didactic level and mobilize young students’ hidden and unfolded knowledge to do so. Therefore the project will take the participating young student teams through 3 phases of capacity building and co-creation: Feeling Me Feeling School (identity), Open Schooling (reality and community) and Co-creation (design of radicalisation prevention in schools).

              The project will build capacity and in particular critical capacity among the young students to be co-creating the project results, including through virtual collaboration between the students from the participating countries and climaxing the collaboration through a 5 days intensive mobility event, the CHRIS Co-creation Encounter.

                   The project will move radicalisation prevention beyond delivery of content and beyond punctual and event-based interventions and towards a didactic level: countering the development of early radicalisation potential through offering young people and empower them to solid LIFE-WIDE POLITICAL NARRATIVES, (GENDER) IDENTITIES AND MISSIONS.

             For more information check the following link: https://chris-erasmusplus.eu 

 

MOTIVA: Developing digital entrepreneurship contents for secondary schools

     At EU level, a set of eight key competences for lifelong learning has been defined. Among others, digital competences and sense of initiative and entrepreneurship are particularly important for employment, personal fulfillment, social inclusion and active citizenship (Recommendation 2006/962/EC; Entrepreneurship Education at School in Europe, 2012). Although most of the Member States have adopted national strategies to develop key competences, further support is required for the development of transversal competences such as ICT and entrepreneurship. There are different ways to integrate these competences into the curriculum across Europe. Among them, the cross-curricular approach is followed by most EU countries. However, this strategy has several challenges to be tackled. First, there is a low level of integration of digital competence in mathematics, sciences and languages. Second, teachers need to improve their skills in ICT and entrepreneurship and collaboration crossing subjects boundaries is required. This change is difficult to achieve since many countries have subject-based organisation and specialization, which is the case of most secondary education systems. (Developing Key Competences at School in Europe: Challenges and Opportunities for Policy, Eurydice Report, 2012).

Moreover, entrepreneurial thinking is related to problem-solving competence, which is defined as an individual’s capacity to engage in cognitive processing to understand and solve problem situations where a method of solution is not immediately obvious. It includes the willingness to engage with such situations in order to achieve one’s potential as a constructive and reflective citizen (PISA 2012 Assessment and Analytical Framework, 2013). Engagement or, in other words, motivation is critical to use skills and knowledge to solve problems (Funke, 2010).

     According to this situation, this project aims to achieve the following objectives:

  1. Fostering cross-curricular development of transversal skills by innovative learning approaches. Entrepreneurship and digital competences will be fostered in Secondary Schools, by adaping and creating digital contents to be implemented in different subjects. These contents will be collected and created together by teachers and developers and then implemented in an existing e-learning platform developed by the UPCT  (Cabrera et al., 2012), which encourages collaboration in the classroom, so that digital competence will be transversal regardless the subject in which the contents are used. The inclusion of entrepreneurship contents will be based on research in which the target groups will be involved to provide teachers with pedagogies and didactic tools based on good quality research, following EC recommendations (Entrepreneurship Education: Enabling Teachers as a Critical Success Factor, 2011).
  2. Improving students’ motivation. Using ICT-based methodologies improves students’ motivation and performance. Students are receptive to the incorporation of ICT in their learning process  but this might be a double-edged sword as within a few years, when these technologies are no longer new: they could be no longer useful for teaching. Thus, the key concept of this project is that introducing ICT in the classroom goes far beyond placing the students in front of a screen, to watch an interactive activity or animation. We have to be ambitious and seek a new globalized way of approaching teaching. To do this, the learning methodology will be based on a successful e-learning platform already tested in Higher Education that will be adapted for secondary education.
  3. Fostering ICT and entrepreneurship teachers’ skills. First, training activities and results will consider how to interact and develop common goals in terms of transversal skills across different subjects. Second, assessment tools will be researched and tested to foster a common evaluation framework that can be used and adapted in different countries to assess sense of initiative and entrepreneurship and digital competence. Third, an online platform will be created to share experiences and best practices.
  4. Improving ICT implementation efficiency and access to OER. To achieve this, economic and technical issues must be considered. The e-learning system runs with no need of investment in additional hardware devices. Smartphones, tablets and other electronic devices must be incorporated as available options to its deployment. Due to current financial restrictions, but also to make ICT-based technology more transferable and replicable, a constant supply of new and costly equipment is not realistic. Also, the contents will be available on the internet to be used openly and freely.
  5. Promoting the use of Content and Language Integrated Learning (CLIL). Contents delivered and the extended e-platform will be available and tested in English to foster learning of a foreing language at the same time entrepreneurial and digital skills are improved.

              For more information check the following link:   http://motiva-project.eu 

Looking for Enhancement of Virtual Environments for Learning

By targeting the improvement of basic math skills, the project addresses a major problem that is common throughout the EU. This is highly important because low basic skills lead to a number of problems such as early school leaving and badly qualified citizens who have very low chances of finding jobs in today’s job market. The LEVEL approach is a little different by taking the learning to a personal environment and motivating the learners through a game-based approach aiming to support especially those who struggle with maths. Teachers have a key role in supporting them and motivating those who are close to giving up on learning math after failing in the formal systems.

Game-based learning in school education

The world of media is changing and school has to adapt new methods of teaching and learning. “Over the last ten years, the way in which education and training is delivered has changed considerably with the advent of new technologies.” (ECGBL 20169). Learners are used to work with mobile devices like tablets and smartphones. They are used to play on these devices and the number of apps concerning education is increasing. In learning theory the feld on game-based learning is becoming more and more important. Small games have always been used in schools to foster motivation of the students, but improvements in technology have lead us to new experiences and new potentials. IT-supported educational games offer both learning and a focus on the vibrant and dynamic world. Using games in education can be done with more or less media and IT support. In games for educational purposes the learning processes are supported concerning several aspects. For example, leaners are forced to focus on solutions for problems and critical thinking or they are encouraged to combine competencies from different topics and areas. Moreover, they are often also encouraged to work in a team or to get in contact other team members and improve their social skills. Therefore, schools and teachers have to focus on these new approaches. But the problem is that they have to know how to integrate modern game-based learning approaches in their teaching. Usually they are not really skilled in this feld. This is where the ERASMUS+ partnership project GameON in school education offers help. The aim of GameON is to compile practical advice on using games, offer a list of games, and get an overview on the acceptance of Game-based learning in schools and the needs of teachers in this feld. Therefore, in this project desktop research on national and European level is combined with two broad school surveys with the target groups of teachers and learner which analyses how these target groups feels about game-based approaches in school, collect their experiences, problems, fears and hope. Moreover, the surveys will provide an insight into their prior knowledge concerning the use of new media and about game-based approaches in education. In GameON the partners will create a book in English on game-based learning in schools, where the survey results and the results of the desktop researches are provided and additional checklists and hints for teachers and trainers are provided. The small-scale GameON project is designed like a former partnership project under Leonardo II and does not include any intellectual outputs. Most of the work will be done at the meetings of the partners. The results of the workshops will be presented in a book. The project has a duration of 18 months and will start on the 01.09.2016. Partners # partner organisation

EDRKINDER – Montessori  for  Adolescent

     The objective of the project is to strengthen potential of the Leader and Partners of the project through exchanging Erdkinder Montessori experiences, cooperation of the school and generalizing model elements of the Montessori method for the youth aged 12+ by 31 August 2019. Will be carried out through:

  1. Supporting the staff of partner schools
  2. Implementing such tasks by teachers which are focused on pupils
  3. Sharing knowledge and experiences in practical organizational dimension of school and Erdkinder grades
  4. International cooperation between teenagers attending the Montessori Erdkinder educational system

The Young European – A Conscious and Safe Citizen of the World

The Erasmus+ project titled „The Young European – A Conscious and Safe Citizen of the World” tackles two issues currently important in multicultural Europe, namely the struggle with the influx of immigrants as well as hostile attitudes towards immigrant groups and the resulting social and political environment, fraught with certain risks. The society has a rather fragmentary knowledge of the reasons for increased immigration to Europe or of the situation of immigrants. At the same time the feeling of insecurity shared within many European nations is growing. Harmful and baseless stereotypes are a common feature of the multinational World and therefore each country concerned undertakes various information campaigns on immigration and international security. Accordingly, multiculturalism and security/safety merge into once concept, which has to be viewed from the perspective of family ties, peer group relations, school and local community integrity as well as in light of its international significance/dimension. All project partners have agreed that the issues of multiculturalism and security/safety affect each partner institution and their local environment. A number of pupils learning at partner schools are the so-called Euro-orphans, i.e. children whose parents emigrated to work abroad (in another EU country), or immigrant children. Certain fears and the problem of hostilities against immigrants have emerged on the horizon. Therefore, the above-mentioned concept of multiculturalism and security/safety urgently needs to be addressed, mainly at the educational level, so as to diminish intolerance against people who seek assistance and support from European nations, reduce related concerns and raise awareness and knowledge of safety-related behaviours that can potentially either pose health risk or be life-threatening. 

The aims of the project include:

- increase of: cultural awareness of project participants with regard to uniqueness of other European nations; understanding of the problems connected with immigration, including a wider context of migrations and specific problems immigrants face; tolerance of project participants towards cultural, social and religious dissimilarity of immigrants; comprehension of the dangers of the contemporary world; knowledge and skills related to personal safety and safe behaviours in various situations;

- enrichment of: teachers’ knowledge and skills by way of exchange of experience with other teachers from partner institutions, as well as joint creation of didactic materials and tools related to the project subject;

-eradication of: the tacit agreement to intolerance against multiculturalism, social exclusion (incl. that of immigrants), religious diversity, poverty, etc.,

- development of: project participants’ (pupils and teachers) competence and skills in use of ICT in education, use of English as a common language platform, CPR techniques;

- maintenance of: international cooperation of schools.  

Be a responsible citizen in the Digital World of Tomorrow

Most of our students are used to digital media at home and at school, although the availability of and the access to digital media at school is different/limited. However, students are often not aware of the risks and dangers resulting from digital media as well as of their potentials, i.e. using digital media like smartphones or tablets for learning at school. Instead, they use digital devices for gaming, social networks or chatting with friends, running the risk of being overwhelmed by the amount of digital resources or even becoming addictive, spending too much time online or ignoring their real life friends.

     Therefore, navigating, privacy, safety, and other digital dilemmas are a real challenge for schools, but the technology also provides a lot of opportunities for students and teachers.

     A further challenge for society and schools resides in the phenomenon of cyber bullying, which constitutes an excessive form of bullying as students are under an enormous pressure being trapped and not being able to escape to a different social environment.

     Teachers also face difficulties and challenges dealing with digital and social media and sometimes rather avoid digital media because of a lack of qualification and respective ICT skills. 

This short description is meant to back up the relevance of the proposed project and its aims:

- Encourage and support teachers using  ICT in their lessons

- share, reflect on and benefit from experiences of other schools

- enhance and improve students’ and teachers’ ICT skills

- teach ICT

- improve teaching quality

- enhance a thought-out and skilled use of ICT improving individual learning techniques

- use ICT respectfully

- experience innovative and student oriented learning theories

- enhance and foster creativity

- enhance critical thinking and judgment

- promote team spirit and solidarity

- foster mobility

-enhance entrepreneurial thinking

Main topics:

  • Digital citizenship: positive school culture, safe and responsible use of ICT, getting connected and collaborating
  • Developing and sharing netiquette as a code for online communication
  • Impartation of relevant web 2.0 Tools, apps, etc. Tricider for communication purposes, Prezi for presentations, q-set and monkey surve, , phase 6 Hallo Deutsch für Kinder (DaZ), mindmeister + mindmap for mindmapping and structuring purposes as well as GeoGebra, etc.
  • creation of scenarios
  • Moodle
  • digital multimedia productions of film (Magix, Moviemaker, Autopano (interactive 3D),...
  • project journal and ebook, e.g. using Publisher and or editorial online conferences (via eTwinning)
  • making a website
  • exhibition „The Dangers of using ICT uncritically“ in participating schools

     During the meetings, we will work together on our topics, share experiences and create our products together. Planning and organization will be done online (online conferences, Twin Space, Skype, Email, clouds). The project contributes to the EU-aims of Education, Employment and Innovation and particularly fosters the aspect of youth mobility (realization of mobility, team spirit, solidarity) and enhances creativity.

    It concerns intelligent, sustainable and integrative growth, reduction of unemployment and the aim of an increasing quality of life.

     Skills (language, ICT, OER etc.) as well as contents and topics are supposed to provide our students support for their future jobs or vocational training, taking the high rate of college dropouts (e.g. in Germany) into consideration. Our project is guided by global tasks like employment, reasearch, innovation,, climate protection, energy, social justice. It contributes to the educational aim of responsibility in a globalized world (European Citizenship).  

 For more information check the following link: https://www.erasmus-plus-bereci.com 

Open science schooling

 Encourage “open schooling” where schools, in cooperation with other stakeholders, become an agent of community well-being; families are encouraged to become real partners in school life and activities; professionals from enterprise, civil and wider society are actively involved in bringing real-life projects into the classroom.

   More and more young students in secondary school develop resistance towards science learning and science careers. The Commission considers this one of the most important challenges to innovation and economic growth in Europe. The Open Science Schooling approach includes the following INNOVATIONS (basic Open Science Schooling didactics):

Open Science Schooling:

- engages students in REAL-LIFE science challenges in the society

- engages schools and students in practical science collaboration with resources in the COMMUNITY, including research, science, innovation and social resources and stakeholders

- offers students direct participation in epic, immersive and exciting MISSIONS

- invites CROSS-SUBJECT and cross-class approaches

- offers students with different LEARNING STYLES a variety of practice oriented work forms very different from traditional theoretical and laboratory-based science teaching, also benefitting less academic learners

- provides students with the opportunity and resources to develop a different IMAGE of what science is and what science could be for them, linking in much more narrative ways to the identity and personality of the young students.

For more information check the following link: http://openscienceschooling.eu 

Early Innovation Capacity (iCap)

  Key EU and global players are increasingly and jointly calling for profound changes in our educational systems. Education is falling behind the realities of the globalized world; not delivering the mentality, skills and capacities youth will need to create future income and contribute to a competitive EU.Τhere is an increasing focus on skills and competences directly linked to being a citizen in the 21st century, with constantly changing jobs and social challenges. 

     All this is linked to entrepreneurial and innovation capacity, and the acquisition of those competences and mindsets should take place from an early age. iCAP stands for innovation and forms part of the launched Empowering EU’s Young Innovators agenda. The project is missioned to carry out experimentation with open schooling approaches, fostering innovation mindsets, and addressing and involving students aged 12 and 15.

It will plan and implement activities in the schools to create such innovation interest, with the aim of documenting to what extent such learning processes foster innovation. The Commission recommends that the creation of innovation, capacity and entrepreneurial interest should not be linked to a specific subject, but carried out in open schooling practices and be added to the curriculum as a new dimension. As stated across the Commission’s guidelines, generic skills and competences linked to innovation interest and entrepreneurial attitudes cannot be taught through traditional teaching methods, but are acquired through practical engagement.

     The guidelines provide the project with a platform, from which it will initially be oriented. According to that, principles can be summarized below:

- they are cross-subject and focus on unsolved problems and challenges important to society and to youth

- they induce an atmosphere of adventure, pioneering and exploration

- they trigger curiosity

- they emerge from real-life/real-time

- they require interaction with out-of-school resources

- they require knowledge creation 'on demand'

- they invite sharing and co-creation in all sorts of networks

iCAP will carry out a series of practical experimentations to test the principles, and will deliver a set of outcomes documenting the experimentation. The experimentation will be co-designed by the students and carried out in open collaboration with cross-sector resources from the involved communities.

Student talent bank

CONTEXT

     Even if the data of early leaving from education and training is falling since 2002 in the European Union, the data are still high, indeed EUROSTAT (2015) registers that there is still an 11% of early school leavers both for man and woman. Young man, ethnic minorities and foreign-born residents are more likely to leave education, there is a higher tendency to leave prematurely formal education which is almost twice as high than natives (19 % vs 10,1 %) due to problems related to languages skills, underachievement and lack of motivation. If drop outs from schools are at so high rate and it is a problem common all over Europe, it does not necessary mean that there is something wrong on students. It can signify that school and education system in general, mirror of the societies they are embedded into, do not properly respond to education needs of all young in school age.

OBJECTIVE

     ST BANK is a project aimed at promoting entrepreneurial education in secondary schools in order to increase school engagement especially in those areas which show a high percentage of ethnic minorities and foreign-born residents that have a higher tendency to leave prematurely education. Therefore, with the present project, we aim at empower teachers with the innovative learning contents and tools to diminish school drop-outs and increase school engagement. The project addresses the EU2020 target of reducing the rates of early schools leavers below 10 %, in particular the project will be focused on “Education and Training 2020” (ET2020) challenges of: 1) Improving the quality and efficiency of education and training 2) to promote equity, social cohesion and active citizenship and 3) enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.

TARGET

     The project results target teachers in secondary schools, who play a central role and impact on learners’ attainment, talent valorization and school engagement, while the indirect target group is represented by the school students. Instead of forcing students into a school system, which seems not to be fully appropriate, the school system is the one, which should adapt to find new methodologies to equip teacher for properly answering the educational needs of students. 

ACTIVITIES

     The main outcome will be a multifunction and interactive platform to support teacher to integrate entrepreneurial education and learning in secondary schools. The added value of the project is to pursue this goal by offering inno-vative approach based on experimental and active learning and new tools.

     Τhe project foresees the development of a training course for teachers to increase the entrepreneurial competences with a particular focus on diversity and talent management and emotional intelligence delivered with the learning “snacks”. Learning snacks are thus short and punctual training activities for teachers i.e. short Continual Professional Development (CPD). The learning snacks will be offered through a closed community of practices, where teachers will enroll free of charge and will have the possibility to interact with like-minded colleagues. This community of practice will facilitate peer exchange and support. In order to transfer their competences in class, the project will develop a new tool, the Student Talent (Time) Bank, to support the teachers to empower student through extra-curricular activities. The Student Talent (Time) Bank is an online “bank” where school students can open an account and create a profile to exchange their talent in terms of services offered to other students around Europe. For every exchange the students will receive a coin (1 coin=1 hour) which it will be accumulated into the student bank account. Teachers will track the extra-curricular activities of the students, so that they will be able to measure their entrepreneurial footprint on students’ behavior by the number of exchanges.

     Research suggests that methods involving students' experiences outside the classroom and connecting them to the real world are central to entrepreneurship education. Clear guidelines are important in order for teachers to have a common understanding of what methods are appropriate for entrepreneurship education, and which methods will contribute most effectively to its successful teaching. (Eurydice Report, 2016).

     According to SK PRES 2016 (Slovak Precedency of the Council of the EU), FOSTERING AND DEVELOPMENT OF TALENT it will have a positive impact on personal development, economic growth and social inclusion. ST Bank underlines the necessity to develop the project internationally due to the implementation of European policy and legislation related to the EU2020 Strategy, and in particular to the ET2020 strategic objectives. By the nature of the project results, and in particular, of Community of Practice and the European Talent (Time) bank it wouldn't be possible to develop the project at national level due to its pan European nature.

 For more information check the following link: http://talentbankproject.eu 

SpaceGuardians – Interactive eBook for Improving Astronomy Literacy of Kids

In the process, the project intends to raise awareness towards the importance of Astronomy Education at various levels.The eBook will be developed considering:

• A framework for Astronomy education that the partnership will specifically develop for pre-school level.

• Good practices of storytelling and interactive stories, specifically for this age group.

• Need to appeal to both boys and girls.

As an interactive eBook, it will integrate interactive features, namely a dynamic storyboard that may enable for different endings depending on the children’s response to questions, mini-games, puzzles and other elements embedded in the story.

Along with the interactive story, it will be developed a Facilitator’s Guide for teachers and parents, to help them make the most out of the learning opportunity provided by the interactive learning book.

A training of trainers programme will also be set up as well, giving the opportunity to address the needs of teachers and other educators and to prepare them to be actively engaged in the Astronomy education of their pupils and children.

 For more information check the following link: https://spaceguardians.eu/ 

 

Augmented reality and New  MEdia against onLine  prOmotion of unhealthy foods

CONTEXT

     Children today are overweight or obese and heading for early diabetes and increased risk of heart disease. The vast majority of children are overweight simply because they eat too much sugary and fatty food and governments have invested large amounts of money into well-meaning projects, which aimed to change children’s eating habits or encourage them to take more exercise. As a result restrictions have been imposed for food and soft drink product advertisements to children in broadcast or non-broadcast media. However, they failed to curb online advertising of fast foods to children – they just forced the food industry to be cleverer. Food promotion to children is now much more subtle, more engaging and doesn’t look like advertising at all.

     Online promotion does clearly influence what children buy and eat. A UK study shows that although most children find out about food and snacks from TV adverts, one fifth said they did visit food and drink sites. On those sites one third of them played games, 17% watched videos and the same number said they entered competitions. 43% of the children said they would be influenced to buy or consume more of a food or snack if they saw it on the Web or played a game about it.

    The British Heart Foundation (BHF) and the Children's Food Campaign (CFC) have just published a scathing report. In this report 100 websites were identified, including product sites, brand sites and company web pages. Over 80% of these websites were associated with products classed as less healthy according to the Food Standards Agency’s nutrient profiling model, which are therefore not allowed to be advertised during children’s television programs. Over 75% of the websites carrying High Fat, Salt and Sugar (HFSS) products are linked to a corresponding product or brand page on a      social networking site, with Facebook and Twitter being the most common.

The EU should take under consideration the case of the US, where obesity was largely ignored for a long period of time. Its impact is now beginning to show in population-based indicators related to both length and quality of life. This clearly entails that there is need for strengthening collaboration with Member State initiatives to solve the problem.

The Internet is a great tool that offers youngsters many additional opportunities to their education, entertainment or even social life. It is a fact that internet is nowadays thoroughly embedded in children’s lives. Recent studies show that the average age of first Internet use is around eight. One third of 9-10 year olds go online daily. By 15-16 years of age this percentage raises to 80%, while the time spend online per day is 188 minutes, twice as long as the 9-10 years olds (58 minutes). As Internet is increasingly integrating into our lives the use of the Internet by children is expected to rise.

     The amount of time spent on the Internet by children and the possibilities offered by the Internet as an educational tool make it necessary to explore the possibility of using the Internet as a “weapon” against children obesity rather than a means, which promotes children obesity, as it tends to become today.

 For more information check the following link: https://anemelo.eu

Boost competences for a responsible use of online identity – Digit

     The project aims to boost adult educators competences in relation to the concept of DIGITAL FOOTPRINT through the development of a training model and contents that will provide the necessary tools to assist people in the management of their online data in a protect and safe manner.

     Project rationale is based on the definition of online identity of the individuals, i.e. the digital footprint. Online identity is represented by all the online data produced by, for and about an individual and the consequent interpretation of these data. Therefore the project will address the topic from multiple point of view and reflect about the implications of online identity for the individual, as adult and active member of the society.

     During WEB 2.0 era citizens where encouraged to upload their data online, through social channels and dynamic environment (social network, forum, blog, e-commerce). Nowadays we are experiencing the early days of WEB 3.0 period, which has at its disposal an enormous database of all the already collected data. WEB 3.0 is characterized by advanced data mining and machine learning technologies capable to extract knowledge and key information that can be exploited in any possible way. Ideally however it should be exploited for the benefit of its owners through activities such as personalized learning and the present project is supporting the move towards this direction.

     THE QUESTION THE PROJECT WANTS TO ADDRESS IS HOW ONLINE IDENTITIES CAN IMPACT OUR DAILY LIFE AND THE ONE OF OUR RELATIVES, ESPECIALLY CHILDREN OR OLDER PARENTS. IS NOT ONLY A MATTER OF BEING CAPABLE TO PROTECT OURSELVES FROM THE DANGEROUS SITUATION, SUCH AS IDENTITY THEFT, FRAUD ETC., BUT TO BE AWARE OF THE POTENTIAL USE OF ONLINE MEANS AND THE SIDE EFFECTS FROM AN INAPPROPRIATE USE.

In particular:

- Provide the necessary tools to educators in order to shape up aware families by making them "responsible consumers" of the web

- Boost educators competences in order to help people understand digital issues, implications, side effects and misuse

- Ease the learning process in a family context to raise responsible future digital citizens

- Provide the right instruments for citizens in order to promote conscious use of the broader concept of “online identity.

The project objectives will be properly achieved only through transnational collaboration, the share of the experiences of partner’s countries and different background, to shape outcomes by the contribution of know-how and a diverse sample of people, attitudes, culture and societal assets. Therefore DIGIT is worth to be carried out transnationally as people are the more and more transnational and different culture can better shape project results.

Despite there are ways and tools to protect ourselves a low percentage of Europeans knows that there are dedicated bodies at national level that can protect them. Among the point of concerns of EU citizens there is the use of data made by companies that by misused what they collect from us. 

The directive related to this policy framework - 95/46/CE Data Protection, today is under major reform taking into consideration societal changes especially those brought by new technologies. In particular last 13th May 2014 the European Court of Justice ruled on the “right to be forgotten”, i.e. the possibility for the individuals to ask for their information and personal data cancellation from web browser.

The right to protection of personal data is a fundamental right. Project is addressed to adult citizens that need to fully understand this right and know what means for them and their families.

Based on the Eurobarometer Report “Attitudes on Data Protection and Electronic Identity in the European Union” (2011) the 74% of the Europeans see disclosing personal information as an increasing part of modern life. The information considered as personal is, above all, financial information (75%), medical information (74%), and national identity numbers or cards and passports (73%), and Europeans tend to protect their privacy related to the above mentioned information by  undertaking measures to secure their data.

However if Europeans tend to protect their personal information related to their financial information, when it comes to social network they are more likely to share information: name 79%, photo 51% and nationality 47%. The same applies to online shoppers’ that disclose personal information mainly involving their names (90%), home addresses (89%), and mobile numbers (46%).

Over the past few years, the European Commission has adopted a series of measures to raise Europe's preparedness to ward off cyber incidents. The NIS Directive is the first piece of EU-wide legislation on cyber security. The Directive on security of network and information systems (the NIS Directive) was adopted by the European Parliament on 6 July 2016. Among other objectives the directive suggests a culture of security across sectors which are vital for the EU economy.

 For more information check the following link: https://digitproject.eu/

Older Projects 

Bilingual Education a Step Ahead

Sinbad

NonForLesl

We are the world

ECHO

A Healthy Mind In A Healthy Body

Youth, Multilingualism and Work Perspectives in Europe 

EL2LE

Successful Scientists

Water, a European task in a Global Context