Climate Change Ready Erasmus Project

Project Title

Climate Change Ready

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: Quality Improvement Institutions and/or methods (incl. school development); Environment and climate change; Pedagogy and didactics

Project Summary

1. In general, the theme Climate Change Ready was chosen correctly and up to date, which was not entirely predictable in detail.
The topic is currently on the agenda in politics and society in various countries around the world and is therefore of great interest to the participating schools. In this respect, the project (hopefully) in these schools has contributed to a greater willingness to deal with climate change and its consequences. But it would probably be presumptuous to assume that it would have been only the influence of the project work of the past two years, which has led to the awareness and, if necessary, to the change in consciousness and behavior in the context of the “whole school approaches”. Since climate change and its consequences and the way in which it has been dealt with have been permanently present in all media and in politics, it is not possible to exactly measure the influence of project work.
2. Nonetheless, we would like to call on all participating schools to contribute to the objectives of the project and of our education and training mission in general and to further contribute to a conscious change of behavior in schools, pupils and parents. Not all related activities are brand new, as before or parallel to the CCR project work already existed similar projects and also in the context of teaching in biology, chemistry, physics but also politics, economics and social studies and philosophy issues of climate change at various levels were and will be discussed. Existing home influences also help address climate change.
3. In this respect, the goal is “with particular focus on students – to understand, address, mitigate, and adapt to the impacts of climate change, encouraging the changes in attitudes and behavior needed to put our world on a more sustainable development path and build a new generation of climate-change aware citizens … ”
achieved with certainty, just not directly measurable as a result of the project alone. In this respect too, the evaluation of the CCE indicators was omitted in the project as a whole. If used, this took place internally in the schools.

4. There has been widespread participation in all schools. Student body, quorum and parenting were involved far beyond the limited number of participants on the closer project, many merely informed but quite a number actively participated. This took place within the framework of project days and ongoing projects in the two school years as well as in the framework of the CCR project.
5. School gardens were created or further developed at almost all schools, solar bicycles were built (Portugal), waste separation (almost all schools), visits to water and wastewater management, solar houses, recycling companies, development of public transport, inclusion of cycle-friendly traffic, Klima-Sail (Water research in the Baltic Sea), lectures by environmental organizations in different countries (Hungary, Slovenia, Portugal, Greece and Spain) especially in Germany: Climate House Bremerhaven, Energiebunker Hamburg, UFA Factory Berlin, Institute of Physics, TU Berlin,
It is pleasing to note that the school’s long-standing willingness to use bicycles on the way to school was taken into account by expanding the lockable and covered bicycle shelter at the school.
6. In view of the fact that the schools had different requirements and different possibilities because of the great differences in the size of the schools, there were differences in the teaching requirements and design and above all the periods of school holidays and exam times and the resulting lessons Very different opportunities to participate in the closer project, as well as a tight schedule over the course of the two years in the project was waived on a common curriculum, as announced in the application. All schools have made their actions essentially free, although a mutual inspiration, especially in the design of the meetings cannot be denied.
7. Especially for the German school is to note that the project of cooperation with the city of Hamburg in terms of “bicycle city Hamburg” despite initial collusion due to scheduling difficulties did not materialize, a priority focus on the subject of cycling was not really achieved. This, however, was in favor of a broader set of CCR topics at the school. Many colleagues took part in the project days of the school with different offers. In addition, in the context of overall conferences, partly exclusively on the subject of CCR as well as at school events (summer party, Adventscafe and the 6o year anniversary) information was spread widely.

EU Grant (Eur)

Funding of the project from EU: 152955 Eur

Project Coordinator

Ganztagsschule Jenisch Gymnasium & Country: DE

Project Partners

• Osnovna sola Ivana Cankarja Vrhnika
• Agrupamento de Escolas de Mem Martins
• RALLEIO GENIKO LYKEIO THILEON PEIRAIA
• Sant.Nicolau Agrupación Pedagogica
• Klebelsberg Kuno Általános Iskola és Gimnázium