M@KERS Inc. Erasmus Project

Project Title

M@KERS Inc.

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 2018

Project Topics

This project is related with these Project Topics: Entrepreneurial learning – entrepreneurship education; ICT – new technologies – digital competences; Cultural heritage/European Year of Cultural Heritage

Project Summary

Entrepreneurship in the global public interest, based on the belief that entrepreneurial thinking and activity can, should and does create a wide range of benefits for both individuals and society. Our goal for educators and pupils in our organisations was to step out of their comfort zone and transform from passive learners into active MAKERS, gaining experience from established and successful businesses in our communities. This approach of a broad, balanced, sustainable learning and teaching experiences ensured that individuals fulfilled their potential, took ownership of their learning paths and create a healthy, open, inclusive environment.
The teaching profession is constantly challenged by new demands and legislation, therefore educators have to be ready and open to change, acquiring new ways of delivering skills and knowledge. This project was a great initiative for educators developing actions, and support measures and characteristics of the entrepreneurial teacher.
The main objectives of the project was that all participants developed digital skills, learnt basic concepts and characteristics of entrepreneurship and learnt new skills which were appropriate to the needs and requirements of each school taking into consideration the pupils ages and maturity. International fictitious ”company” M@KERS was established, consisting of partner companies from 5 countries, that worked locally under certain theme. Teachers were trained for teaching entreprenurship or similiar activites in their school. Self esteem, critical thinking, problem solving communication, team building skills and cooperative learning of both, pupils and teachers’, were raised. We managed to establish new relation with cultural heritage and natural legacy. All intelligences were included in project.
The main target groups were pupils, teachers, support staff, parents, local community (local city councils, local businesses, local and national media, local and regional education authorities) education advisers, county councillors and supervisors and regional authorities responsible for European programmes.
We had a very clear structured achievable timetable of tasks to be carried out. During the two year project there were two subthemes- 1st year Cultural Heritage; 2nd year Digital Innovations- with the same framework. Due to Covid-19 2nd year was extended to three years. At the beginning stakeholders designed and realized innovative and market appealing product, then they got to know basic concepts of financial literacy, financial construction of company and a market analysis. After that they advertised the product and in the end they was selling it traditionally. The webshop for products was created but due to Covid 19, we couldn’t sell it online, because school was closed. In the first year stakeholders got familiar with natural and cultural heritage and entrepreneurship in a traditional way.
In the second year the main subtheme was digital innovations. Pupils did a market research what is popular in their local environment, created videos, photos and commercials and put everything online. We decided not to sell the products but to collect likes.
This well organized educational process led our schools to tangible and intangible results.
The project provided tangible and intangible results. Tangible results are questionnaire about financial literacy for teachers and for pupils, catalogues of products related to cultural/natural heritage of each country, check list for measuring quality of products, International Fair, logo of M@kers international company, M@kers webshop, evaluation questionnaire about quality of digital product and analysis, PPT presentations of market research and product development and evaluatuon questionnaire for teachers who evaluated the final impact and presentation of the whole project. More tangible results were produced at all partner schools: amazing range of products produced and sold at the International Fair realated to culutral and natural heritage, packages, photos and commercials of the products, template of financial contruction of products, financial contructions of all products sold in International Fair and digital products (videos) of all countries uploaded online.
These tasks were designed in order to facilitate differentiated learning, working individually, in groups, cross culturally with access to different stakeholders, with planned visits to motivate and nurture an eagerness to develop further learning.
Pupils have learnt how to take initatives, be proactive as well as reactive and find solutions to problems. Through entrepreneurial endeavours, pupils has learnt effective problem solving and decision-making skills, leadership, communication skills and responsibilities. The knowledge and experience gained through this project created well qualified and highly motivated entrpreneurs, self confident and professional teachers, sensitive and responsible European citizens.

EU Grant (Eur)

Funding of the project from EU: 114502,46 Eur

Project Coordinator

Osnovna sola Brinje Grosuplje & Country: SI

Project Partners

• Istituto Comprensivo Bartolomeo Sestini
• Ysgol Y Dderi
• Istituto comprensivo Giosuè Carducci
• Jelgavas 4. sakumskola
• Abel skole