Fight For Tolerance Erasmus Project

Project Title

Fight For Tolerance

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: Migrants’ issues; Youth (Participation, Youth Work, Youth Policy) ; Gender equality / equal opportunities

Project Summary

The motivation for this project Fight For Tolerance came from earlier international projects. All five participating schools had previous experience, carrying out projects on different themes like gender equality, women’s role in society, human rights, intercultural relations. The idea of prejudice was and is relevant everywhere. Coming from different cultural backgrounds, it is impossible to avoid having prejudices. The desire to explore the topic more thoroughly was born and complemented by the desire to find solutions to it. The international situation in Europe, which raises a lot of controversial issues about race, religion, migration just strengthened this need to raise awareness towards a crucial social problem, prejudice and find out how people can overcome these negative attitudes and adapt tolerance. Giving youngsters the chance to actually meet persons who are prejudiced, to experience this issue from different perspectives and hear their peers’ point of view as well, they can reduce negative feelings towards other human beings.
We wanted to make students aware of the different aspects of prejudice from gender, nation, social background, religion, age, education to politics and race, what problems can arise from it and let them find possible solutions on how people can become unprejudiced. By doing this project we aimed to enhance students’ interest in social issues and youth work; teach them to be promoters of positive attitude and behaviour towards other people; also teach them new skills and improve their competences; make them more involved in the social context, become more active citizens of Europe and accept examples of good practices from other partners. We also wanted to support students with fewer opportunities as they are very often at disadvantage and prejudiced.
Our priorities were to promote the acquisition of skills and competences in schools; to support schools to tackle early school leaving and disadvantage and to promote quality youth work.
Five secondary schools formed the partnership, they are very different in size and profile,and this diversity benefited the project as the participants could experience different educational backgrounds. From each school about 30 students aged 16-18 could travel and take part in the 5 short-term students’ exchanges, but in their home schools more students were involved in the project activities. We addressed local institutions, culture and sport centres and local NGOs as well. They helped us in workshops and provided opportunities for the students to do youth work.
As for the activities and methodology, we tried to offer the students a variety of tasks to engage in non-formal project work. At each exchange, we focused on two aspects of prejudice, for which they prepared presentations after doing research work. To each topic we chose a film that dealt with that particular issue and rose interest in students. They watched them between the mobilities and then did tasks and discussions about them. During the mobilities we always devoted one workshop to deal with the message of the film. Students also did surveys in their surroundings about people’s attitude to prejudice and analysed them. During the two years we followed the happenings in Europe concerning the migrants’ situation as our topic intertwines so much with it. They presented the conditions in their home country and learned about the problems of other countries. By doing this, they got a deeper insight into the nature of this topic and appreciated their own situation much more. The international context made it possible to learn from each other and experience situations that are unique for a place.
Final results: web site, promotional videos, logo, presentations, quizzes, multicultural performances, mini dictionary, project magazines, articles, digital educational materials.
Participants were exposed to different learning environment and they developed new knowledge and competency as regards the topic of tolerance. Students acquired new skills and competences:practiced project work, cooperation, team work in English, increased their intercultural understanding through intercultural dialogue; developed their digital skills; learnt to appreciate each other more; became more involved in voluntary work and youth work; become more interested in social studies; got to know the European Union better. Teachers increased their motivation, used new skills in project management and ICT, appraised the European idea and cooperation. Participating institutions created better relationships among the school staff, learnt a lot about different educational systems and practices in other countries, increased the prestige of their school, enhanced the quality of teaching English, Science, Art and ICT, developed interdisciplinary work, supported closer and better relationships with local institutions and parents, gained experience in international cooperation and strengthened the European dimension.

EU Grant (Eur)

Funding of the project from EU: 118060 Eur

Project Coordinator

Jurisich Miklós Gimnázium és Kollégium & Country: HU

Project Partners

• IES LOS CARDONES
• Escola Secundária de Almeida Garrett
• i.i.s. des ambrois
• Gymnázium Susice, Fr. Procházky 324