Conflict to Cooperation Erasmus Project

Project Title

Conflict to Cooperation

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Ethics, religion and philosophy (incl. Inter-religious dialogue); International cooperation, international relations, development cooperation; New innovative curricula/educational methods/development of training courses

Project Summary

CO2CO coincided with the 100 anniversary of WW1, and 70 years of peace in Europe since WWII, yet at the same time as escalating intolerance of mass migration and economic crisis threaten the very existence of the EU. We addressed the root causes of prejudice that lead to conflict, offering alternatives for a cooperative, coherent and democratic society via a range of relevant topics both in their immediate experience and on the international stage for a wider perspective. With the Euro2020 initiative as a starting point CO2CO worked on 2 levels:
o STAFF were engaged in a pedagogical experience that shared best practice and explored new ways of facilitating learning and presentation; this is documented on our website with planning stages, outcomes, evaluations and reflection; both methodology and products are available to the wider teaching community
o STUDENTS had a learning experience in which they gained skills for life, independent and resilient attitudes to learning and knowledge of key issues regarding conflict/cooperation
5 schools took part:
Liceo ‘Democrito’, Italy – a highly academic suburban school outside Rome with students aged 13-16 years; the school has received accolades for the extent and quality of their international engagement and are particularly interested in developing computing skills.
‘Gimnazjumnr 1’, Poland, – a school in the centre of a rural, socio-economically challenged town which, part-way through the project experienced great changes in direction as they moved from admitting 13-16 to 6-12 year old students. The school has international experience as well as a passionate staff keen to broaden their students’ experience and life chances.
‘Santo Angel’, Spain – a city centre school serving a mixed medium/low socio-economic population and catering for students aged 3-16 years; the school has enormous experience in international work, CLIL and integrating SEN.
‘Lisesi Anadolu’, Turkey – a school for 15-18 year olds set in the outskirts of Izmir, a very large and dynamic coastal city with students from a very wide range of backgrounds; the school has experience of international projects and is particularly proud of its science, technology and maths teaching.
Stroud High School, UK – a rural girls’ grammar school with students from a huge area in south-west England covering both wealthy and less advantaged communities; the school takes pride in its international work and in preparing girls for successful professional careers.
• Engaging the services of a technical expert was crucial and enabled participants to take significant and authentic working roles as reporters, investigators and technicians. The use of an entirely digital platform allowed the participation, and virtual contact, of a large student population, and greatly increased awareness of the potential of the medium as an educational tool.
• We gave priority to disadvantaged/SEN students and ring-fenced travel funds for this group
• We believed that the employability and mobility of students and staff would be greatly enhanced through participation in CO2CO, giving contact with a wider community, and up-skilling in IT, languages and management styles.
• Transparency in management was promoted as aims, objectives, methodology and results were developed by and shared with students, parents, stakeholders who were also invited to give feedback on the experience and the goal achievements.
• All partners hosted a live event – a planning or a student meeting
• Our passion for promoting/contributing to the teaching profession has led to new skills in CLIL/ a huge range of IT software/leadership/project methodology and the dissemination of our work to our peers and colleagues at a regional level across the partnership. As a team of committed internationalists we have disseminated and brought more individuals and schools on board through sharing our experience and best practice.
• The renewed and sustainable relationship between partners and the ongoing long term impact on schools and classroom practice are invaluable and great emphasis was placed on involving head teachers/school directors during the project so that they can pledge their commitment to ongoing relationships between the schools (and a new Erasmus+ project has been awarded funding). Also significant is that the schools’ curricula have developed along new lines to include these vital topics and classroom tools have been developed for future use across the departments and within the pastoral system

EU Grant (Eur)

Funding of the project from EU: 112926 Eur

Project Coordinator

Stroud High School & Country: UK

Project Partners

• College Marguerite Duras
• Szkola Podstawowa nr 4 im. 74 Gornoslaskiego Pulku Piechoty w Lublincu
• Colegio Santo Ángel de la Guarda
• Liceo Scientifico Statale Democrito
• IZMIR ANADOLU LISESI