Learning for the future Erasmus Project

Project Title

Learning for the future

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 : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: EU Citizenship, EU awareness and Democracy; New innovative curricula/educational methods/development of training courses; International cooperation, international relations, development cooperation

Project Summary

As teachers, we have three main sources of motivation to set off this project.The main one, we have been observing the gap on the relationship among different proficiency levels in terms of learner autonomy and learning strategies for the past two years and this needs analysis has yielded statistical results showing that students have a low level of autonomy in learning. We have tried to help students become autonomous learners who are independent, selfdirected, self-motivated and collaborative (21 century skills). However, taking into consideration our observations, we have noticed that we could not make enough progress in this topic. Our aim is to solve the problem in a common framework with other European countries. Because of the budget failure on the local basis, we decided to seek a solution by moving this problem to its international dimensions with Erasmus Project.
Second source of motivation is: we enthusiastically want to facilitate our primary students to interact with students of different European countries by sharing ideas and experiences through cross-curricular activities that help them take more responsibility for their own learning and encourage them to use the foreign language outside the classroom.
Third source of motivation : we believe that the cultivation of collective identity through the teaching of cultural heritage in young learners is of great importance for the long-term development of their autonomous learning. The familiarization of students with ‘cultural goods’ through creative experiential learning activities is a marvelous catalyst for all the stakeholders of the educational process in this European intercultural context. The concept of European citizenship can thus emerge through a synthesis of the participating countries’ cultural identities.
Anticipatory competency: the abilities to understand and evaluate multiple futures – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes.
Normative competency: the abilities to understand and reflect on the norms and values that underlie one’s actions; and to negotiate sustainability values, principles, goals, and targets, in a context of conflicts of interests and trade-offs, uncertain knowledge and contradictions.
Strategic competency: the abilities to collectively develop and implement innovative actions that further sustainability at the local level and further afield.
Collaboration competency: the abilities to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving.
Critical thinking competency: the ability to question norms, practices and opinions; to reflect on own one’s values, perceptions and actions; and to take a position in the sustainability discourse. Self-awareness competency: the ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires.
Integrated problem-solving competency: the overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the above-mentioned competences.
Students will gain a feeling of safety and welcome at school. Students will develop capacity to reflect on their representation of school and learning, exploring the possibility of positive connections to learning, connecting school to this idea.
Teachers, counselors and tutors (tutors/social workers, etc.) will develop and use specific skills to support transition processes in school. They will become change makers in their schools and communities, more over they will support positive psychology in classrooms and this will impact their professional self-satisfaction.
Parents and families: their role is very important in the project as parents and primary caretakers are people out of the educational system, but without their support children cannot overcome stress, which appears in school. This is why the project will give a special attention to this target group, informing, educating, involving, and supporting them to understand different stages of child’s development and how to react and overhead critical moments at home and at school.
Diverse partners (different backgrounds) bring diverse viewpoints and international overview to the topic, such transdisciplinary research and development approach impacting quality of the project materials, project participants will gain new competence and skills and will have better trained staff through the open learning content.

EU Grant (Eur)

Funding of the project from EU: 150565 Eur

Project Coordinator

Dukdalf & Country: NL

Project Partners

• Agrupamento de Escolas do Barreiro
• Sehit Sait Erturk Ortaokulu
• Scoala Gimnaziala ” Ion Luca Caragiale ” Sibiu
• Fundació Escola Catòlica de les Illes Balears – Colegio Sant Vicenç de Paül
• Tartu Hansa Kool