Young Europeans THINK&ACT Erasmus Project

Project Title

Young Europeans THINK&ACT

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: Integration of refugees; Cultural heritage/European Year of Cultural Heritage; Energy and resources

Project Summary

The background for this project is that Europe is experiencing difficulties. A lot is going well in Europe, but there are also serious challenges, even more so in recent times due to the pandemic. We chose to focus on four areas where is it essential to find sustainable solutions in the years to come: renewable energy, water management, migration and integration of immigrants and the processes of sharing, protecting and creating heritage. The project weeks have given the students new knowledge on the topics and they have been challenged to come up with ideas for solutions.

According to us, the objectives of the project is absolutely met. The students have improved their digital skills. The tasks have included making of videos, webpages, podcasts, digital posters and presentations. They have also been using different shared platforms for communication and joint work.

The students have improved their language skills, mostly in English, but also Spanish. Many of the participating students have Spanish as their second foreign language in school.

The evaluation of the project weeks show that the students have gained in depth knowledge on the topics. The topics have been approached in an explorative and open way, combining both a theoretical and a practical approach. All project weeks have included lectures and/or meetings with experts and researchers. In Poland, the students got a lecture at The University of Poznan on the subject “heritage”. In The Netherlands the students met researchers on renewable energy. In Spain, the students visited sites executing successful water management. In Norway they met municipality workers in charge of integration of refugees, refugees in the local community and a survivor from the Utøya-attack in 2011. These are just examples. For a more complete presentation, please look at each partners summary, and at the project webpage: https://erasmusthinkandact.wixsite.com/yeta and the Twin-space site:

The project weeks have encouraged active citizenship and participation in civic and social life. Especially the projects in Spain and Norway have been connected to ongoing processes in the local community. The students have experienced that powerful people have listened to them and have taken their ideas into consideration. We think and hope that this will aspire further engagement. All the project weeks have tasks where the students are encouraged to make actual changes in their own life, as to transition to environmental friendly energy behavior, water saving, social inclusion and awareness of their role as creators and protectors of cultural heritage.

All the activities in the project have been completed, but a few changes was made (see below).
The activities involved pre-tasks before the meetings. The students collected information and communicated using different digital shared platforms. Between meetings the partner schools communicated using eTwinning and other digital communication platforms. Each meeting had a final product that has been shared on the webpage: https://erasmusthinkandact.wixsite.com/yeta
The students were working in international groups all the time.

It is complex to state the effects of such a transnational project, as the effects are on many levels. On a personal level, it has been important for the students. This can be read from their evaluations. They have enlarged their understanding and knowledge of important topics. They have acquired new skills and competencies. They have experienced difficulties and joys working in international groups, they have lived in families and experienced the foreign culture from the inside. For students from families with economic difficulties, it has been their first trip abroad. And for students coming from unstable families, the hospitality and friendliness of the host families have made great impact. The students, and teachers, have made friends, potentially for life. The value of this should not be underestimated. Understanding and social inclusion comes from getting to know people that are different from yourself, to challenge your prejudice and to experience, not just talk about, intercultural exchange. During the project weeks, social, cultural and outdoor activities have been added to enrich understanding.

The effects are also substantial on a school level. Teachers and school leaders involved in the project have shared thoughts on administration, methodology and content. This will be integrated and used by teachers and school adminitration to improve student outcomes. The cooperation with the local municipality has resulted in dissemination outside the schools. Local newpapers have made articles about the project and helped us disseminate even further. It has been a great joy to take part in this project. The project partners work really well together and we are hoping to continue working together also in the future as we still think we have a lot to learn from each other.

EU Grant (Eur)

Funding of the project from EU: 109164 Eur

Project Coordinator

Nesodden videregående skole & Country: NO

Project Partners

• Farel College
• IES ALGARB
• Zespol Szkol Ogolnoksztalcacych Nr 12, II LO im. Gen. Zamoyskiej i H. Modrzejewskiej