Travel through and to the other Erasmus Project

Project Title

Travel through and to the other

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: EU Citizenship, EU awareness and Democracy; Inclusion – equity; Migrants’ issues

Project Summary

This project concerns four schools from four different countries which are facing the same problems with early school dropouts of pupils having a strong record of difficulties.
Among them, socially disadvantaged and/or immigrant students are a more fragile audience.

These four institutions decided to work together to make their schools socially more inclusive, that is to say to see the difference as an educational asset rather than a barrier to learning.

This project aims to place schooling in a context of co-education, respectful of the origin and culture of each person.

To achieve this, staff are part of a process of developing organizational, managerial and relational skills to make their school socially more inclusive and fight against early drop-out.

The methodology pursued is to free the voice and creativity of pupils and teachers through intercultural activities to stimulate the confidence of pupils in themselves but also in their own identity.

In addition to a week of observation and exchange of professional practices for teachers and management staff, the project activities are:

* a fusion restaurant that will enhance diversity through culinary traditions. The intercultural and audacious recipes invented by our students will show that the difference is a true richness, in both cooking and society.

* a Youth Parliament where the junior deputies appointed by each high school, on the occasion of the 70th anniversary of the Schuman Declaration, will imagine a kind of Europe and high school that is protective and imbued with values. They will also draw up a manifesto against racism in the four schools.

*Students will then release their creativity to mix traditional dances and music in an intercultural show. Students will be led to (re) discover their roots, take an interest in the roots of others and, as in the case of fusion restoration, associate them to make dance the crucible of intercultural relations.

* They will discover Italian craftsmen who perpetuate ancestral skills and compare them with their own craft traditions.

* They will also make a short film about harassment and bullying.

* Finally, this project will conclude with the drafting of a Protocol of Good Practice on Social Inclusion.

Informed by their pupils and parents, teachers will list the eight major obstacles to the development and academic appetite of the most fragile, including young immigrants.
The staff of the four institutions will reflect on concrete and feasible answers to these same eight concrete cases. They will rely on the benefits of their exchange of practices.

The 66 pupils participating in the motilities are mostly high school students with fewer opportunities, likely to drop out early.

This project involves a very important part of collaboration using e-Twinning.

Pupils and teachers prepare activities in their own schools and deposit their results on the platform.

Regular exchanges are organized to coordinate the action of each.

Before each student trip, the host country coordinator orchestrates a virtual meeting of participants.

He concretely explains to them the expectations, the program and makes the virtual meeting of the participants possible.

The role of each institution was defined in advance and the tasks were organized into four main areas:
Management: financial management, monitoring and financial balance sheet, risk management, collection of invoices and supporting documents.

Logistics: organization of hospitality, travel, material purchases, material preparation of activities

Instructional engineering: design of activities in relation to needs and objectives, adaptation throughout the project, monitoring and pedagogical review

Evaluation and dissemination: diagnostic, questionnaire development, data collection, indicator monitoring, communication, dissemination

Each institution has appointed one or more persons responsible for each division and therefore works under the same structure. This allows the different clusters to interact via the country coordinator but also directly together.

The project results in the implementation of pragmatic tools, relevant and responsive to concrete and acute problems of institutions and are intended to persist in the different institutions (manifesto against racism, protocol to support disadvantaged pupils…)

The four high schools will live for two years at the rhythm of a project that makes social inclusion their priority. This will therefore have an impact well beyond the participants, and we bet that this will be sustainably imbued with the genes and identity of the participating schools.

EU Grant (Eur)

Funding of the project from EU: 98518 Eur

Project Coordinator

Lycée Paul Langevin & Country: FR

Project Partners

• Liceul Teoretic Nicolae Balcescu Medgidia
• Mehmet Emin Resulzade Anadolu Lisesi
• I.S.I.S. Sandro Pertini