World Wide Wet Erasmus Project

Project Title

World Wide Wet

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 2014

Project Topics

This project is related with these Project Topics: International cooperation, international relations, development cooperation; Environment and climate change; Energy and resources

Project Summary

World Wide Wet project ,through a scientific ,climatic , geographical , socio-economic and historical investigation , aimed to enhance young people’s knowledge and awareness about the environment and associated challenges. Its objective was to inform and educate students and teachers on some of today’s crucial environmental issues in front of which nobody can remain indifferent.
Water is a limited resource , it is decreasing because of global warming and excessive demand from a growing world population. This means to adopt , in the present, new lifestyles which also take into account the needs of future generations.
The context in which this kind of project was born reflect the strong belief that this theme has to be faced by schools and related educational proposals , often designed in collaboration with organisations and institutions active in the environmental protection.
All of us agreed that the topic of sustainable development, in particular for water resources, couldn’t be addressed at a local level alone. By working with countries across Europe, we generated a greater response to the issues raised.There were 6 participants,2 from Italy, cooperating from 5 different countries covering not only general education but also vocational education: Italy,Spain,Turkey, Belgium,Sweden.
Everyone had something important to learn, everyone took responsible decisions, the topic also involved the teacher and students on equal measure and its impact was also on the entire schools and also on students’parents.
Our project studied and analysed the environmental behaviours of European young people, also assessing the significance that nature and ,in particolar, water has for each individual . It is much more than a question of pure knowledge: it can be traced to an idividual and social identity, which not only represents a source of health , tradition and culture but also an integral part of a country’s economy, offering new job opportunities.
So ,the project proposed an analysis and an exchange of information relating to all the environmental factors among the European schools involved, in order to foster an awareness of the importance of sustainable development .Through a scientific approach, a multimedial technology, e-learning, mobilities and the use of the communication English language, the partnership reached a common scientific ,cultural and human reflection on “what you should and shouldn’t do,’ nature as “decoration” or as a “vital space” for mankind– what does it all mean? Is it really important?
The work was therefore based on a peer to peer scientific analysis of environment material exchanged in order to draw up a set of guidelines on a correct lifestyle and to propose some solutions to avoid pollution ,maintaining and protecting water resources . The rules on how to behave to save water and other materials are available in the 5 European partners languages, with the exception of Swedish, due to the fact that English is a second communication language for them . It can be downloaded for free on the project web site.
The approach adopted was learning by doing, cooperative learning,e-learning and project work – a participative methodology, divided into 4 phases: an orientation phase, a development and consolidation phase (planning and research), the “carrying-out” phase where pupils were given different tasks which were then shared out with each other, the “follow-up” phase where pupils evaluated their experiences together with their partners .
The project involved , in particular, students who come from families with low social status in order to improve and enlarge their horizons.It catered for students from 1st -4th classes, depending on each school exigences and structure.
Through collaborative work pupils developed an awareness of and respect for the diversity of European cultures, and they acquired life skills and competences necessary for personal development and active European citizenship.
Project website,http://robthunder.wixsite.com/worldwidewet, is available after the project completion in English,living a real possibility to learn about our materials.
Due to the presence of the project website we decided to use eTwinning platform to develop and broaden the project after its formal closing. As etwinning ambassador ,I have suggested and shared with my partners the idea to invite other etwinners and continue it. This will be also useful to go on cooperating, to disseminate the project and use the produced outputs in different classroom contexts , because of their digital accessibility.
A monitoring booklet was produced,too.
The project has positively impacted students at all levels in a wide number of contexts and as continuation “Fermi-Eredia” school will take part in the international project “Let’s Take Care of the Planet” which aims at encouraging dialogue between young Europeans, reinforcing their knowledge and commitment on the issues of sustainable development.

EU Grant (Eur)

Funding of the project from EU: 185265 Eur

Project Coordinator

IIS “FERMI EREDIA” & Country: IT

Project Partners

• C.I.AGROFORESTAL
• Rifat Canayakin Anadolu Imam Hatip Lisesi
• I.I.S.S. “A. M. Mazzei – Pantano”
• Aranäsgymnasiet
• ITHCF gembloux