Drops of Life Erasmus Project

Project Title

Drops of Life

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 : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Health and wellbeing; ICT – new technologies – digital competences; Environment and climate change

Project Summary

Drops of Life was an international project, which concentrated on water being the crucial element of life. We are living the times of mega trends that influence every human being on the earth. Rapid population growth, climate change and industrialization will enhance conflicts based on the shortage of water.

With the help of this project we increased the awareness of these problems, how to influence them and how to solve the issues, both on grassroots level and globally. One school or one country cannot solve these problems alone, but with a wide cooperation between schools and countries we can raise this awareness exponentially. The countries participating in this project had different circumstances when it came to fresh water: some countries struggle with the shortage and pollution of water, while some countries have plenty of water resources available.

Drops of Life had three main objectives:
1. sustainable use of water
2. the role of water in different nations’ culture and history
3. the qualities of water and research of water

There were six schools from six countries participating in this project: Cyprus, Finland, Greece, Hungary, Italy and Spain. Finland as the coordinator focused on the recreational use of water, Cyprus concentrated on the problems of water shortage, Hungary’s main focus was on the cultural and philosophical aspects of water, Greece emphasized the economic significance of fishing, seafaring and shipbuilding. Spain specialized in ICT and introduced the latest learning and teaching technologies and some tools for researching water. Italy introduced different flora and fauna in the sea environment.

The methodology included several types of learning: research-based study in which learning environments were extended outside the educational institutions. By utilizing information and communication technology, the students were guided in digital learning environments, learning materials and tools acquiring and evaluating information presented in different formats. Peer learning was to create ideas for solutions and produce them in collaboration with others.

One aspect was to enhance the students’ linguistic skills by writing about their feelings and reflections in the Memory Book and in Twinspace. They also improved their communication skills by using the English language. It was possible for the teachers to exchange pedagogical practices and experience useful approaches, techniques and tools that are used in various European schools.

The project allowed our schools to develop and reinforce networks at international level, and also increase their capacity to cooperate, share and discuss ideas, practices and methods at transnational level.

Our students achieved a profound understanding of water as an element, water-related achievements and water-related problems. It was important to learn how to collaborate together in order to understand that people in different countries may have a different outlook on issues that may not be crucial in another person’s country.

The project included a measurement system concerning the quality of water and its changes. Water samples from different parts of Europe were carefully examined and analyzed. The research showed us that the differences regarding the quality of different kind of waters in different parts of Europe are not distinctive.

We created a project website with all the relevant information, including mobilities, results, photos, students’ presentations and footage.

Evaluation of the project, carried out by the students, revealed that their communication skills, linguistic skills, understanding of cultural differences and respect for the European cultural heritage have developed. They have significantly extended their social network and they have gained understanding of water-related global issues.

The awareness of being a European citizen promoted the sense of brotherhood. Both students and teachers are motivated to participate in another Erasmus+ project in the future. We have had a very good communication and cooperation and we would be happy to participate in a new project together.

Participation in the project has contributed to the prestige of the participating schools, which can be measured by the interest shown during the open days. The number of the applicants to the participating schools has also increased in Hungary and Finland.

Democratic values are manifested in the way we work on the final report together in online meetings.

Project Website

https://sites.google.com/view/dol-erasmus/

EU Grant (Eur)

Funding of the project from EU: 186194,44 Eur

Project Coordinator

Kauhavan lukio & Country: FI

Project Partners

• IES BEZMILIANA
• Budapest XIV. Kerületi Teleki Blanka Gimnázium
• 2 GENIKO LYKEIO CHALKIDAS
• ETHNOMARTYRAS KYPRIANOS LYCEUM STROVOLOS
• istitito di istruzione superiore “M. Bartolo”