Building up Entrepreneurial Skills through Reducing Consumption Levels in a Multilingual Way. Erasmus Project

General information for the Building up Entrepreneurial Skills through Reducing Consumption Levels in a Multilingual Way. Erasmus Project

Building up Entrepreneurial Skills through Reducing Consumption Levels in a Multilingual Way. Erasmus Project
July 7, 2020 12:00 am
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Project Title

Building up Entrepreneurial Skills through Reducing Consumption Levels in a Multilingual Way.

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 school education

Project Call Year

This project’s Call Year is 2014

Project Topics

This project is related with these Project Topics: Entrepreneurial learning – entrepreneurship education; Research and innovation; Energy and resources

Project Summary

Our project had three main objectives or special areas of interest:
* Consume reduction
*The fostering of employability skills in students
* Update of teaching and learning resources in the foreign language classroom to make them linked to demands of labour market

The participating school were the following:

IES Enrique Nieto, in Melilla (Spain) as coordinator
Europagymnasium Salzburg Nonntal, in Salzburg (Austria)
College Les Eyquems, in Merignac, (France)
Havukosken Koulu, in Vantaa (Finland)
Gimnazjum nr44 im. Genarala Pawla Chrzanowskiego w Warszawie, in Warsaw (Poland)

As for the first aim, our pupils have been educated to critically filter messages from the advertising sector and be aware of the differences between real
and perceived needs.
With such aim in mind the students carried out different research showing consumerist habits in school and family context. With these results they
designed presentations to show the participating schools and after debates on the best tips to reduce consumerism, the students created some
multilingual leaflets on consumerist tips that were distributed around not only the participating schools but also local ones. Those tips were put into
practice in both contexts, school and families and new consumerism results were gathered that showed our improvement in the matter.
As for the second aim, we paid special attention to the “soft skills” (oral communicative ability in at least two languages, creativity, innovation, competivity,
flexibility, motivation, ability to influence other people and ability to take risks). These are linked to the entrepreneurship key competence that is common
to all of us according to the European Strategy 2020 but which ,unfortunatelly, none of the associated schools tackled in their curriculums in an efficient
way.
With such an aim in mind the students worked on those soft skills in many subject in each of the schools and afterwards they were introduced by
teachers into the business world. Closely linked to this aim is the visit that local businessmen and women paid to each school where students could ask
them different questions about setting up their own mini enterprises. The experts gave them tips on how to proceed and finally the pupils thought and
created a product for which they designed an advertisement. They showed the ad and product in each school and the best ones were selected for the
creation of mini businesses. For that creation each “inventor” had to carry out job interviews to select the different responsible posts in his/her business.
Products started to be created. The best three businesses in each country were selected and they started creating a fixed amount of units that were later
sold in a market held in Melilla (Spain) and which was advertised on local press and radio and which proved to be a real success.
As for the last of our objectives, students were made aware of the importance that learning foreign languages have so as to broaden their own
opportunities in the labour market. In order to motivate pupils, teachers implemented innovative teaching and learning resources and methods in the
foreign language classrooms integrating the use of of ITC tools in their everyday practice and exchanging good practices between foreign language
teachers in all participating schools, in which better links to a more practical use of language skills required by the labour market were specially
developed.
Therefore, FL teachers exchanged methods, resources, tests and books and all FL departments in the participating schools could compare what is done
in other countries and imported those things that could be easily transferred to other systems, which proved to be the vast majority.
Activities in the project have been done by mixed international groups of students who were encouraged to work using as many foreign languages as
possible in their interaction.
This multilingual interaction has obviously extended the European dimension of the partner schools and cooperation between students and teachers. In
consequence, knowledge about the partner countries and the European Union has been increased and many stereotypes have been broken.
Closely linked to this European dimension is the long term mobility of students we carried out along these three years, In order to make the evaluation of
LTM easier we designed a common evaluation rubric based on the key competences.

EU Grant (Eur)

Funding of the project from EU: 234266,84 Eur

Project Coordinator

IES Enrique Nieto & Country: ES

Project Partners

  • Europagymnasium Salzburg- Nonntal
  • Havukosken koulu
  • COLLEGE LES EYQUEMS
  • Szkola Podstawowa nr 211 z Oddzialami Integracyjnymi im. Janusza Korczaka