What kind of Europe do young people want? – Perceiving, thinking and shaping Europe – Erasmus Project

Project Title

What kind of Europe do young people want?
– Perceiving, thinking and shaping Europe –

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 2019

Project Topics

This project is related with these Project Topics: Civic engagement / responsible citizenship; EU Citizenship, EU awareness and Democracy

Project Summary

Project: What kind of Europe do young people want? – Perceiving, thinking and shaping Europe –

1. context/background of the project
The project idea arose from the refugee crisis and the resulting European East-South-North attitudes. It is therefore important to bring young people into contact/communication in order to look at the topic from a country perspective.
The project theme corresponds to the framework directive ‘Working and living in Europe’ and is coordinated with the legal framework of the project countries, so that the topic offers an equal and active learning approach for the school partnerships. The development takes place in the subjects: politics, history, geography, language, computer science, mathematics, physics, art etc., with which a historical-present EU diversity of life can be represented. This makes it possible to actively reflect on European history and to recognise the high value of the democratic EU in order to develop a vision of the future.

2. objective(s) of the project:
The project work aims as added value at an unprejudiced as well as inter- and socio-cultural understanding by strengthening the guiding idea of the European vision for a peaceful, equal and appreciative life in Europe. This should lead to a reflected and superordinate view of the young people, so that they can develop their own desires, ideas of life and future in a common Europe. These include, for example
– To emphasise the importance of the EU for their own professional/private lives through intercultural exchange as an acquisition of ‘cultural awareness’ in their worldview.
– Acquisition of self-competence as ‘civic competence’ in the European Community
– to clarify the exchange of different social perceptions on issues in the EU (North-South-East)
– an unprejudiced, inter- and socio-cultural understanding by strengthening the guiding idea of the European vision for a peaceful, equal and respectful life in Europe
School/country specific
Acquiring the EU key competences helps learners to think for themselves about possibilities of participation and to bring their own visions of (life) design into the European (world) construction. Interrelations between the subjects of instruction become clear in the reconstruction of knowledge on the basis of regularities/(non-)regularities/(mis)understandings etc., especially through interdisciplinary learning. This learning is extended by the transnational project method, so that topics of the EU can be opened up and reflected from different perspectives. In this European form of learning, pupils close knowledge gaps and at the same time can discover new European interests through intercultural exchange.
Cross-border
The methodology offers the heterogeneous learning community freedom and creativity to design knowledge as a product of action, so that manual, digital and subject-specific competences are acquired/strengthened as common (basic) competences across countries. Each (learning) phase (perceiving, thinking and shaping) enables different perspectives on knowledge. The resulting decisions allow for a country-specific/European perspective. This enables the pupils to transfer their knowledge acquisition to their own social/professional life. The thoughtful learning behaviour enables them to take responsibility for their own lives and to contribute as citizens of the world. The (project) added value enables them to recognise the EU guidelines in intercultural dialogue for (world) construction as democratic/participatory action.

3. number and profile of participants:
The project will involve 20 interested underage and/or adult pupils from secondary education and 6 teachers from Germany, Italy and the Czech Republic.

4. description of the activities:
Historical, socio-political, economic/ecological topics will be explored at real learning locations as a common (country) task.
Activities: reading, writing, photographing, researching, comparing, documenting, presenting, reporting, evaluating

5. methodology for the implementation of the project:
The (project) learning phases “Perceiving, Thinking and Shaping” build the acquisition of knowledge on each other and link country-specific with cross-national findings in the context of the EU guidelines.

6. (Short) description of the expected results/potential/long-term benefits
Didactic-methodical results
– EU reader/working material/picture book as complete presentation
– Timeline with sketches/texts
– (Travel) Diary
– Evaluation as an overall project
Potential/long-term benefits
– mutual (country) understanding
– Establishment of a lasting school partnership

EU Grant (Eur)

Funding of the project from EU: 81583 Eur

Project Coordinator

CGLS & Country: DE

Project Partners

• Gymnazium, Stredni pedagogicka skola, Obchodni akademie a Jazykova skola s pravem statni jazykove zkousky Znojmo, prispevkova organizace
• Liceo Scientifico e Linguistico Leonardo