KEYS TO THE FUTURE- DURABLE KNOWLEDGE AND INNOVATIVE LEARNING Erasmus Project

Project Title

KEYS TO THE FUTURE- DURABLE KNOWLEDGE AND INNOVATIVE LEARNING

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 2015

Project Topics

This project is related with these Project Topics: Research and innovation; New innovative curricula/educational methods/development of training courses; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

This was a project that takes 5 of 30 innovative education strategies of Prakash Nair -who is a futurist, a visionary planner and architect with Fielding (Designshare.com / 30 Strategies for Education Innovation)- as theme in the center. Acoording to the analysis we did, we found out that unenthusiasm for school and irresponsible behaviors of the students, lack of basic skills and early school leaving are common problems of European society. As it is focused on the strategies of Prakash Nair, the simple fact that the old mass-production model of education simply doesn’t work for most of students. The old model was designed to weed out the “smart” students for college from those who would work in nonacademic vocations. But that kind of distinction is no longer valid. Today, it is important to take in consideration students’ needs, wishes and skills while planning their education and career. Schools need to do more than just select students according to their cognitive abilities.
We were 5 partners from different 5 countries and we created this project in a complete aggreement of all partners in needs, rationale, objects, tasks and share of tasks, meeting programme, Learning/Teaching/Training activities for pupils. We worked on the definite innovative strategies to provide the knowledge and skills that students needed to succeed in a new global economy than the traditional model still practiced in most schools. We studied study on the six strategies. Those were;
1-Personalization,
2-Multi-Age Classes,
3-Small Learning Communities,
4-Cooperative Learning,
5-Project Based Learning,
Every partner institution had one of those to study by a team involving from teachers, students, administrative staff and PTA, for developing methedology, applying into school curriculum, doing practical applications in the schools, observing and evaluating the results and reporting the benefits. At the end of two years these 5 innovative strategies had been practised and the reports had been collected in a book.That book became the outcomes of the project as intellectual output. While doing these work, we aimed to develop the schools as the places where diverse talents were recognized and nurtured where every student was made to feel special, had an opportunity to realize his or her full potential and succeed on his or her own terms – in other words, they needed to become “New Paradigm” schools.
The central objectives of our project were defined as;
-to increase enthusiasm for school and responsible behaviors,
-to overcome lack of basic skills
-to prevent early school leaving
-to integrate good practices and new methods into daily activities;
-to improve provision and assessment of basic and transversal skills, entrepreneurship, language competences and digital skills;
-to improve levels of skills for employability
-to increase motivation and satisfaction for future
NUMBER AND PROFILE OF THE PARTICIPANTS
Students/teenagers: There were teams of 30 students in each partner organisation so 150 in total took part actively in project activities. Approximately 1200 students/teenagers had indirectly been affected.
Teachers/Adults: There were teams of 5 teachers in each partner organisation so 30 in total took actively in project activities. There were a teacher of English,Music,,a Physicological Counselor, an ICT teacher and a PE teacher/trainer .Approximately 150 teachers/adults had indirectly been affected.
Administrative staff: The headteacher/chairman and a deputy head took part in the project, Approximately 36 administrative staff had indirectly been affected.
Families: The number of the family members were 300 in total and they contributed to introduce the host country’s culture, tradition and to prepare traditional food for international evening. Approximately 480 family members had indirectly been affected.
Local community: Local community like local press, municipality, directorate of national education and PTA helped to disseminate the project to a wider community. Approximately 800 people from local community had indirectly been affected.
RESULTS AND IMPACTS
Through our project the six partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of at risk students, cultivating effective partnerships between trainers, educators, and community organizations so as to amplify our collective impact on the students.

EU Grant (Eur)

Funding of the project from EU: 158360 Eur

Project Coordinator

SAIR NABI ILKOKULU & Country: TR

Project Partners

• Szkola Podstawowa nr 65 im. W. Orkana
• Oakfield Community Primary School
• Istituto Comprensivo 1 Vasto
• Klaipedos r. Agluonenu pagrindine mokykla