Territoire apprenant, des protocoles innovants au service des apprentissages. Erasmus Project

Project Title

Territoire apprenant, des protocoles innovants au service des apprentissages.

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 school education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; New innovative curricula/educational methods/development of training courses; Research and innovation

Project Summary

Context : « Learning territory » is a pedagogical and global educational project concerned with teaching and assistance provided to teachers based around three different territories in three countries of the European union. The starting point is a triple, shared diagnosis of the present situation: inequalities in relation to the acquisition of knowledge and difficulties for pupils to keep up; teaching programmes which are cumulative and concern a single discipline rather than having a horizontal and collaborative character; the absence of links between the worlds of education and research.

Aims: The project is based on a triple challenge: the priority given to developing teaching methods has a positive impact on the students’ learning; the opening up of schools to their local environment and territories provides a favourable context and sense of purpose for the acquisition of knowledge; and the comparison and exchange of viewpoints between different stakeholders (teachers, researchers, pupils, students and parents) will allow appropriate procedures to be developed. By coherent actions within a given territory, by the mobilisation of resources both within and outside educational establishments and by joint leadership of projects, lasting knowledge and skills will be acquired by both pupils and teachers. In detail, the proposal consists of certain specific objectives:
-For teachers and the educational team, it concerns reflecting on and analysing professional practices based on co-operation and networking between organisations (primary and secondary schools, research laboratories, universities…), experimenting and introducing innovative methods.
-For pupils, joint actions, territorial based procedures and initiatives will facilitate the identification and validation of acquired knowledge, aptitudes and skills, as well as enriching and giving a sense of purpose to school work. These actions will allow those in most difficulty to reinvest in fields of learning by introducing new types of knowledge and skills (research, partnerships, local authorities…), by organising a dialogue between those inside and those outside the school, between ‘school time’ and ‘free time’ and between teachers and the families and relatives of pupils.
-For the pedagogical community, the actions set out in the form of new situations or as themes with a territorial context aim to achieve better preparation and accompaniment so as to then diffuse these initiatives amongst educational and teaching professionals.
-For the university with its links through teaching and research, a twin objective exists. From a pedagogical point of view, the aim is to associate students with educational and territorial projects and to allow them to use their knowledge and skills in vivo in the field with different partners and groups. With respect to research, the aim is to understand better the life styles of pupils.
-For local authorities associated with the project, the goal is to integrate better young people into their environment and to develop new forms of citizenship and participation in the dynamics of territories.
-For society as a whole, it is a question of responding to problems of equity, diversity and of inclusion within the different fields of learning.

Participants: This innovative project brings together pupils, stakeholders in school education (teachers, training officers, school heads) and university lecturers and researchers as well as advanced students and different territorial actors. It will be carried out in the same way in the regions of Milan, Craoïva and Grenoble, based around schools. The project will be undertaken by a total of seven structures. In each case it brings together the same triptych: university-school-education involving initially 90 people at different scales: school (micro); territorial partnership (mezzo); dissemination (macro).

Description of activities: The stakeholders will build together, at the scale of the territory surrounding the educational establishment, different situations, activities which form part of a teacher-orientated route and a pupil-orientated route which are wider in scope than those of a normal citizen who knows how to make use of his immediate environment and who contributes to its development.

Methodology: The project is based on the same teams of teachers and is organised over three years in six phases: incubation; exploration; sedimentation; restitution; discussion-evaluation-improvement and dissemination.

Impacts: We see that the development of professional practices of teachers at the micro level, of education and of greater territorial involvement of schools at the mezzo level and, at the macro level, of educational systems towards a new context of learning supported by the project’s approach.

Long term advantages: The aim is to ensure the inscription of schools and learning within a territorial context ensuring the right to education for everyone.

EU Grant (Eur)

Funding of the project from EU: 283629,75 Eur

Project Coordinator

UNIVERSITE GRENOBLE ALPES & Country: FR

Project Partners

• ACADEMIE DE GRENOBLE RECTORAT
• Ligue de l’enseignement – Fédération des Oeuvres Laïques de Savoie
• UNIVERSITATEA DIN CRAIOVA
• UNIVERSITA’ DEGLI STUDI DI MILANO-BICOCCA
• Liceo Statale Erasmo da Rotterdam
• Liceul “Voltaire”
• INSPECTORATUL SCOLAR JUD.DOLJ