Future Face Of Europe Erasmus Project

Project Title

Future Face Of 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 : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Overcoming skills mismatches (basic/transversal); Inclusion – equity; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

FFE Has given us the opportunity to understand and begin to see solutions and alternatives in education base on a shared Europe that realizes existing structures of education for learning such as schools, universities, and workplaces at this point in time do not always have the resources to deliver High level technical, inclusive, bilingual/plurilingual and intercultural education needed to realize this goal. We now recognize that this need for forming and developing literacies and even pluriliteracies has become more and more necessary for young people to be able to function in an ever-changing European and Global market.

Our project functioned as a means of beginning this process in order to provide value-based instruction with measurable progression in literacies ( appropriate language, knowledge, and skills) for students in different cultures, systems of education, and from different social and cultural backgrounds. we have chosen a diverse selection of learners, systems of education, cultures, and higher education settings. We created opportunities and activities in order to review existing didactic and pedagogical methods and materials as well to introduce the new ones, we will use on-site access to students and teachers. The outcomes are based on interactive processes and the production of measurable results. (How do we know they know?)

Our participants are made up of a combination of 250 learners, 15 teachers, 8 higher education providers, and 6 prospective employers. Because 21st-century learners and employees need to have at the least second language skills, higher-order thinking, and problem-solving skills which include ICT as well as an ability to be independent and autonomous. They need to have a greater knowledge of their own as well as other European countries. Our Project has been an opportunity to enhance the quality and relevance of learning in education and to evaluate and make improvements upon teaching methods and education in general, with the goal of improving literacies and skillsets in order to allow our youth to succeed in this ever-changing arena. To have them openly discuss and debate these issues using the skills and resources they will acquire during the project. We discovered that by promoting innovative practices in education such as using the Pluriliteracies model, CLIL based lessons and materials as well as the technology of the 21st century, collaborative teaching and learning, ICT, OER, and fostering critical thinking helped to further these goals. In our project, we were able to utilize the expertise of some of the forerunners and experts in these fields including guest teachers and speakers as well as teacher trainers. Each of the schools is participating in a development and evaluation process including feedback and reflection to foster growth and improvement. This has resulted in the inclusion of teacher and learner mentor training in the methodologies. The project results and outcomes are being offered to schools within Europe as well as all the materials and resources produced by the project. This has resulted in a database for educators, parents, and learners to have access to many diverse and relevant materials at their disposal and this would ensure the improvement of the capacities of organizations involved actively in the field of education. The trained teachers and learner mentors will now support the ongoing processes in their own schools and the results and outcomes will be shared in other regional, national, and international events by the experts and teacher trainers. Our project was a whole school approach that revolves around the schools, teachers, and learners from the different countries and regions are important as each one has a different system of education, diverse group of learners, unique areas of specialization, and strong community support.
During the project we realized that we were involved in something even greater. The involvement of outside agencies and institutions as well as our stakeholders provide us with situations and resources.

EU Grant (Eur)

Funding of the project from EU: 59225 Eur

Project Coordinator

CVO PENTA college CSG Jacob van Liesveldt & Country: NL

Project Partners

• Colegio Inmaculada
• Bjornholt vgs