Creative Learners, Tomorrow’s Entrepreneurs Erasmus Project

Project Title

Creative Learners, Tomorrow’s Entrepreneurs

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: New innovative curricula/educational methods/development of training courses; Entrepreneurial learning – entrepreneurship education; ICT – new technologies – digital competences

Project Summary

The schools which participated had a long experience in former European deadlines and we had always been fully convinced that in order to face new school challenges, this project would bring us opportunities to face these drawbacks. The starting point were the different SWOT analysis carried out which pointed out the necessity of facing those challenges with creative tools. We began to build our networking (Oct-2016) with an Etwinning project as a first step for sharing needs and problems and designing ways to face them.
The main goal of our project was to share innovative practices in order to improve entrepreneurial and leadership skills of our students through transnational collaboration. Our commitment was spreading different projects in our educative communities as we intended to enrich our organisations with innovative, effective and successful policies and practices, boosting our students’ entrepreneurial skills as a tool for their common future, professional development and personal growth, while also making teachers aware of the need of transnational cooperation. Our project was aimed to a wide range of participants. Taking into account students, we worked with a large number of participants (about 800 in total) and we included pupils facing educational problems, social and economic difficulties to give them the chance to develop themselves in an alternative way. We also consider our project was a good opportunity to involve youngsters with fewer opportunities due to economic, cultural and political problems (refugees). We were also interested in including families involvement in our work. The project also meant a challenge for teachers in our schools (about 80 in total) as they enjoyed the opportunity of sharing good and innovative practices while participating in a networking. Finally we have also regarded our project as a tool to tighten our relationship with the local community, both educational authorities and stakeholders. The promoting team of our project were fully convinced that we needed to carry out projects strongly linked to our school daily life, relevant and meaningful for our students. We designed two different kinds of activities. Some of them were done throughout the project, during the 24 months, and a second group of activities were put into practice in a specific moment, during a given a mobility. These specific activities were considered as little projects. They were led by one of the participant schools and considered a tool to share innovative practices. Those projects had been designed bearing in mind the idea of relevance for our students. Thus we had two different kinds of activities in our project: the ones carried out during the whole project, with the aim of giving unity, and the activities done in order to give support to different little projects. Those “inside collaborative projects” had students in a central position and teachers as experts supporting.
The project was designed following steps at three stages. At the beginning we had in mind the results of our SWOT’s and we incorporated them in our Etwinning work. Every school made a proposal about different projects and activities to be carried out during the grant period. The second step was the most widen in time as it was the moment when we, schools, showed each other our proposals. It was a main step because it justified our Project as an European team: we travel to share. We implemented the project in our schools when we came back and we uploaded materials produced in our web. The third stage was related to evaluation. We considered evaluation as a double tool as we needed to evaluate not only every project and activity carried out but the follow-up and the final result as well. All in all, we worked hard and managed to develop in our schools a sustainable and transferable project that became an everlasting experience.
Considering aimed results, we would like to point out that in the first stage we made an effort in reinforcing our network. Those initiatives were followed and shared by the commitment of the different groups in our local communities. We are referring to students and teachers, but also families, local agents and educative authorities. Finally, long-term results were the most interesting and the main reason of our work: to incorporate sustainable and transferable issues to our school daily life through several channels and tools. We were committed in getting impact for our project at different levels. First, as we are the cultural referent in our areas, we have a direct impact to primary schools and local agents. In a second stage impact was aimed at our regional Educative Authorities by activities, seminars and workshops. Finally, we wanted to be part of the European net of schools interested in common values by sharing our work in platforms as Etwinning, UE Dissemination Platform and School Education Gateway.

EU Grant (Eur)

Funding of the project from EU: 103080 Eur

Project Coordinator

INS ALCARRÀS & Country: ES

Project Partners

• Sredno Uchilishte “Doktor Petar Beron”
• Osnovna skola Darda
• Vainodes vidusskola