my story Erasmus Project

Project Title

my story

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 2019

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; Inclusion – equity; Migrants’ issues

Project Summary

Regardless of the year long debates and efforts especially on the subject of social inclusion and gender roles, the day to day cooperation also in schools still reveals
resentment towards ethnic, socio-demographic and ideological diversity. A relaxed sense of coexistence among people with different understandings about what they hold to be important for themselves seems quite remote. One still encounters well established bias deemed long outgrown in many facets of school life.
Where individual factors such as weak socio-economic conditions, low knowledge of the educational languages or low incentives in the family environment converge with a traditional understanding of gender roles, the danger arises that students and their guardians begin distancing themselves from the education system and what it has to offer. It is imperative to become more competent as pedagogues in order to become better in recognizing problems and to be more sensitive in our dealings with them. In addition to enhancing our knowledge, we hope to increase the awareness of the problematic situation in cooperating with international project partners, because this is not limited to our academic and everyday life – it has to be seen in a global context.
Ultimately, we must initiate fundamental changes in attitudes, both for us and for the students and their families, in order to meet the described challenges in a sustainable and solution-oriented way.

For this we have set ourselves as pedagogues the goals to
– acquire knowledge of the causes of early school leaving
– develop realistic strategies for taking action against early school tiredness and distancing
– clarify our understanding of an inclusive school
– strengthen our self-competence, above all through self-reflection (to understand our own resistance and to overcome it in the sense of the common goal)
– expand competence in terms of both our own language and specialist skills
– acquire expertise for (pedagogical) exchange at EU level through cooperation in regional as well as international groups
– adopt and use digital media as another tool to achieve our common purpose.

At the pupil level, we pursue the goals of
– strengthening self-competence
– reflecting on a supposedly secure understanding of role models and ways of life
– extending language skills and their meaning through concrete application in an international context
– shared learning for students, in which they present their own work results, and where it is possible to exchange ideas and to learn from each other (peer-learning)
– “language awareness” insights into their own and foreign language structures
– creating an individual learning portfolio to reflect on their own learning pathways
– getting to know and using digital media as an additional tool in the school work processes.

The overall goal is the implementation of the topic in the respective school program of the participating schools.

Organizational:
– 4 public, general education schools from Germany, Turkey, Portugal and Italy
– mobilities of at least 18 teachers and 90 pupils (other teachers take part in the seminars and further education)
– 6 meetings of the project partners (three for the coordination of the organizational and content-related processes and three for the organization of the student exchange)
– the project is accompanied by writing workshops in all project schools, enhancing peer-learning

The project is a building block for a fundamental examination of one’s own person, one’s fellow human beings and one’s view of the world. The writing workshops are to remain a permanent institution in all partner schools and become an integral part of the respective school curriculum. Awareness of prejudices, outdated beliefs and opinions will be sustainable in dealing with those involved. A change of attitude can be stimulated, but cannot be enforced or planned. By then the project will have given enough inspiration to strengthen the ego and social skills of all participants. The impact on the schools can be seen both from the portfolios of the teachers and from the work results of the students and can be determined by the planned surveys.
A long-term cooperation beyond the project is intended. The continuation of educational offers for pedagogues should be implemented within the scope of + KA1 options.

EU Grant (Eur)

Funding of the project from EU: 122624 Eur

Project Coordinator

Hunsrueck Grundschule & Country: DE

Project Partners

• Ogretmenler Ortaokulu
• Agrupamento de Escolas de Portel
• Istituto Comprensivo “Gaetano Salvemini”