|
The visit was an excellent opportunity
for the participants to share knowledge and exchange experiences
regarding a variety of issues in the area of education and culture. The
highest attention was given to exploring the theme-related issues,
namely the structure and operation of education systems in Europe, the
implications of the Lifelong Learning Programme for the participants and
their institutions (involvement in former and current projects, drafting
future partnerships) and, eventually, the approaches to the problem of
multicultural diversity in the participant countries. The exploration of
the three aspects has extended the participants’ knowledge of these
issues as well as constituting a platform for exchanging ideas and
experiences.
6a. Acquaintance with the structure
and operation of education systems in Italy (the host country) and the
participant countries
The visits to three local schools of
primary and secondary education followed by lectures and discussions
with head teachers, teachers and educational experts from Procida (and
especially the lecture on the Italian education system given by Ms
Antonella Turchi, Eurydice Italian Unit Co-ordinator) provided the
participants with the basic insight into the structure and functioning
of the education system in Italy. Since all the participants are
involved in the field of primary and secondary education in their own
institutions, the following brief overview will be limited to discussing
these two stages.
- The structure of the Italian
education system
The compulsory education begins at the age of 6 and lasts until the age
of 14 (with the school-leaving age of 15). It can be preceded by 3 years
of optional pre-school nursery training. Elementary education covers
five years of Scuola Elementare and leads to the Diploma di Licenza
della Scuola Elementare. Secondary education lasts for eight years,
divided into three years of compulsory lower secondary school (Scuola
Media Inferiore) and five years of upper secondary education. The upper
secondary courses consist of classical, scientific, artistic, technical,
vocational and teacher training options. Classical secondary school (Liceo
Classico) lasts for five years, with emphasis on the Humanities, but
with scientific subjects in the second cycle. Scientific secondary
school (Liceo Scientifico) also lasts for five years, but provides more
specialized preparation in scientific subjects. The Liceo Linguistico
focuses on the study of foreign languages together with the
corresponding literature and civilization. The technical upper secondary
programmes are offered by the Istituti Tecnici and last for five years.
Vocational secondary education is provided by the Istituto Professionale,
Liceo Artistico, and Istituto di Arte. All these programmes used to lead
to different types of Diploma di Maturità (Maturità Classica,
Scientifica, Linguistica, Artistica, Magistrale, Tecnica, etc). A
Maturità was the minimum admission requirement to university studies, as
well as to most programmes at non-university institutions of higher
education. Since 1998-1999 the school leaving qualification is the
‘Diploma di Esame di Stato conclusivo del corso di…’ equivalent to the
former Maturità. More detailed information on the Italian education
system, as well as the education systems of other E.U. countries can be
found in the Eurydice database, available at
http://eacea.ec.europa.eu/portal/page/portal/Eurydice
- Tendencies for the unification of
the compulsory education age levels in the E.U.
The series of the participants’ self-presentations given on the second
day of the visit, including the information on the main characteristics
of the education systems in their countries, led to a group discussion
on the similarities and differences between education systems across the
E.U as well as the implications of different approaches on the
effectiveness of education in the countries involved. The comparison of
compulsory education age levels in the countries involved showed the age
of 6 as the starting age in the majority of E.U. countries (except the
United Kingdom and the Netherlands where obligatory education starts at
the age of 5 as well as Denmark and Bulgaria – where the starting age is
7) and lasts until the ages of 15/16 or 17 n the case of the
Netherlands. The division of the education system is usually into
pre-primary (or nursery) education, which is non-compulsory, the
compulsory stages of lower primary education (3-4 years) followed by the
upper primary school (2-4 years) as well as the lower secondary (2-4
years) education. The upper secondary education is optional in most of
our countries although it is taken by the majority of students wishing
to enter universities and colleges of higher education. The participants
from Poland and Bulgaria have also presented the basic changed resulting
from the educational reforms in the countries of Central and Eastern
Europe in late 1990s, which have resulted in remodelling their national
systems of educations in accordance with current E.U. standards.
- Selected advantages and drawbacks
of the education systems in the participant countries discussed during
the visit
As well as introducing the structure of the education systems in their
countries, the participants have discussed the main advantages as well
as the most serious problems facing these systems. The head teachers of
three primary schools from Nottingham, UK indicated the benefits of
adequate funding of British schools, which, among other things, allows
the provision of up-to-date resources for the pupils and the staff.
Similar attitudes were expressed by the representatives of schools from
Denmark, Sweden and Holland. On the contrary, the Bulgarian
representative pointed out the problem of inadequate funding spent on
education in her country and the lack of any effective reformatory
actions on the part of the Ministry of Science and Education. The
poverty-level salaries for teachers and educational staff and the
unstable working conditions offered lead to the general dissatisfaction
with the operation of the education system in Bulgaria and result in
taking radical measures such as national protests and strikes (with last
year’s six-week long teacher strike as the most serious example of such
actions). Another problem mentioned by Ms Antonia Smokova was the high
percentage of drop-out students at the level of secondary education. The
problem of insufficient earnings in the public education sector (when
compared to the increasing costs of living) and insufficient financial
support of schools in Poland was also indicated by the author of this
report. Both Ms Smokova and Mr Kubera, however, notice the increasing
application of ICT resources in Bulgarian and Polish schools, as well as
the growing emphasis on the effectiveness of teaching English and other
foreign languages. In Poland, for instance, teaching English has been
obligatory for pupils aged 7-9 since 2007.
- Observations and reflections from
visits to schools in Procida
The participants of the study visit had an opportunity to visit three
schools situated in the island of Procida. We began with a tour of A.
Capraro Scuola Media (Lower Secondary School) where we were welcomed by
the headmistress Maria Saletta Longobardo. The school was also the main
venue for seminars and workshops held by the participants of this study
visit. We all noticed a variety of decorations in the corridors and
inside the classrooms, which make the school visually attractive for the
pupils, staff and parents alike. The carvings representing the Stations
of the Cross made us aware of both the important role of teaching
artistic subjects in the school as well as the attention given to
preserving the national cultural and religious identity.
The school teaches pupils aged 11-14. However, it participates in the
PROGETTI DI CONTINUITA program, which means the last grade of the school
works with the first grade of a high school. Students of the last grade
are orientated by the school for the choice of the most suitable high
school. Part of this programme involves observatory visits to secondary
schools. There is a special emphasis on the music education in the
institution, the result of which is a successful music program carried
out by the institution. The visitors of our group were impressed by the
size of the local orchestra (about 60 students) who both participate in
as well as organize national and international music competitions.
Another priority integrated in the school curriculum is the teaching of
English as a foreign language. We have seen well-equipped language
laboratories, using up-to-date ICT equipment as well as modern teaching
resources. The French language is another foreign language taught in the
school. We expressed our admiration for the strong support from the
parents, whose active involvement in the school life plays an enormous
role for the effective organization of school events and local trips.
The best example was the coffee break we were invited to on the roof
terrace and the treat of regional delicacies of Procida, all prepared
and served by a group of parents.
Significant parental support could also be noticed during our visit to "Vittorio
Scialoja" Scuola Elementare (primary school), both in preparing an
outdoor show of dance and music given by the pupils to welcome the
participants as well as in arranging a treat for the participants of the
study visit. The author of this report had already been to the same
school a year before and was amazed by the extent of the parents’
assistance in preparing a feast made of regional foods from Procida and
Naples region. The introduction by the headmistress, Mrs Lora Verrusio
Grippa Scafati was followed by an amazingly lively, colourful and
spontaneous pupil’s show, which gave us an impression of the warm and
welcoming atmosphere in the school and the friendly relations among, and
between the pupils, teachers and the parents. While sightseeing the
school we could admire eye-catching paintings on the walls showing the
images of Procida (created by pupils under a guidance of a local
painting artist) as well as displays of the pupils’ art projects, all of
which seem to constitute a big contribution to creating a favourable
atmosphere for learning as well as relaxing during break time.
The school occupies two buildings located in different parts of the
island. It has pupils aged 3 to 5 in the preschool and ages 6 to 11 on
the primary school. English language education starts at the age 6.
There is also a pottery lab and a music lab used by pupils aged 8 to 11.
The main events of the school are Christmas festival, the Carnival
parade and the sporting day. There is a lunch scheme in the school,
operating from Monday to Thursday. Having visited several of the
schools’ classrooms and laboratories (English, ICT) we were invited to
attend a therapeutic workshop for four year olds in the “Laboratory for
Psycho-Motor training”, aimed at 3-7 year-old children with special
needs. The children participated willingly in the session, following the
trainer’s instructions aimed to facilitate the children’s spatial
perception and, among other things, build up their confidence. We were
also invited to see the school’s elaborate website, presenting the
different projects they have been involved in (including the
nutrition-related Comenius partnership coordinated by the author of this
report). Many of the projects are carried out with a strong financial
and organizational support of the local institutions (in the field of
ecology, health service, fire emergency, and the like), which we found
very important for effective execution of such projects. One of the
projects involving the fifth-grade pupils is a snorkeling project
carried out with the assistance of diving experts. The school also
collaborates with biologic farms in the Naples area
We also paid a visit "Giovanni da Procida" Istituto Comprensivo
(secondary school) and the Navy Museum located on the school premises.
The absence of Mr Maurizio Piscitelli, the school headmaster, who had to
attend a meeting with the Ministry of Education in Rome, resulted in
some alterations to the programme of the school tour. Having visited
part of the school, we were invited to see a nautical museum located on
the school premises, where we became acquainted with the history and
tradition of the nautical profession in Procida, crucial for the
development of the island. As to the school, it is divided into four
branches: a nautical school, a scientific lyceum, a psycho-pedagogical
lyceum and a linguistic lyceum. There is a five-year education process
(ages 14-19). Students learn English as an obligatory subject as well
as, optionally, French or German. In the linguistic lyceum Spanish is
taught as the third obligatory foreign language.
The general feeling our group had following the school visits was very
positive. We were impressed by the outstanding competence and high
motivation of the teaching staff, the application of innovative,
project-based methodologies in teaching various subjects, the use of
up-to-date resources in the education process, the overall visual
attractiveness and the effective spatial organization of the schools,
the support of parents and outside institutions and, last but definitely
not least, by a warm welcome, a great hospitality and openness of all
our hosts, including the school management, teachers, pupils and their
parents respectively.
6b. Exploring the subject of
cultural diversity in the countries represented
- The multicultural image of Cyprus
presented by Mr Panayiotis Angelides
The theme of cultural diversity and ways of handling the issue was
discussed each day during the visit. It was introduced in a lecture
entitled "Cultural diversity is part of our common history" given by
Panayiotis Angelides, Associate Professor of Education from the
University of Nicosia, Cyprus, who provided us with a deep insight in
the historical background of multiculturalism in Cyprus, inhabited by
people of several nationalities. Although the population is dominated by
two opposing communities, the Greek Cypriot community and the Turkish
Cypriot group, there are also the Maronite, Armenian and Latin
inhabitants who have lived in Cyprus for centuries, as well as Gypsy and
Anglican minorities. Recent years have also seen the immigration from
Eastern Europe, the Subcontinent and South-East Asia, which made the
multicultural situation even more complex. Although efforts have been
made to facilitate integration between the different national and
religious minorities, the reality is that the cultural diversity is not
always acknowledged or respected in Cyprus. However, there are numerous
initiatives aimed to improve the effectiveness of the integration
process, including the representation of minority groups in the
parliament and endowing them with voting rights in the matters related
to their communities, the revision of history and civics textbooks, as
well as introducing the education in the languages of the minority
groups in schools. The Ministry of Education and Culture is promoting
the implementation of educational measures and policies that will
facilitate the smooth integration of groups from different cultural
identities in a creative environment, regardless of background. The
Department of Primary Education makes provisions so that bilingual
pupils are distributed evenly in the various districts, schools and even
classrooms, so that teachers can support their linguistic and cultural
needs more effectively.
- The image of multiculturalism,
approaches to the issue and challenges presented by the participants of
the study visit
The lecture gave rise to a group discussion on the issue of cultural
diversity in the participant countries. The Bulgarian representative
complained about the inadequate level of multi-cultural integration in
her country, pointing out an example of a numerous Gypsy community who
shows very little motivation to integrate with the Bulgarian majority
despite the governmental measures aimed to facilitate integration.
Similar tendencies related to the Gypsy population can be observed in
Poland, the best example of which is the author’s institution (a primary
school in Lodz) where individual Romany pupils (especially male
students) hardly ever integrate with other pupils, showing frequently
the attitudes of ignorance, laziness and aggressive behaviour.
Integration problems were also mentioned by Sofia Santos, representative
of Madeira (Portugal) who said the schools in Madeira are not always
effective at integrating the students from African countries (former
Portuguese colonies) as well as, recently, from Eastern Europe. She also
mentioned the application of integration programs based on learning the
Portuguese language as well as involvement in social services, arts and
dance. On the contrary, a positive opinion regarding cultural
integration was expressed by Peter Callaway, Robert Carlyle, and Brian
Summers, the headmasters of three primary schools from Nottingham linked
within the so-called “Family of Schools”. They were satisfied with the
level of integration between pupils of different ethnic and religious
minorities in their schools (including people from India, Pakistan,
Africa and Eastern Europe), indicating the existence of mutual
understanding and tolerance among the student community. The ethnic
diversity is used by their institutions as a resource to carry out
cross-cultural study in the schools.
Finbarr O'Regan, NEAC Ireland Deputy President, and Cáit Curran, Editor
of ‘Organic Matters’ Magazine from Ireland have indicated a fast
increase in the number of immigrants since the year 2000, which has
resulted in a growing problem of the multicultural integration in their
area. Once considered as mostly homogeneous, Ireland has seen several
waves of immigration in the last eight years, predominantly from Brazil,
Africa, Eastern and Central Europe (Poland, Czech Republic, Romania)
followed by Russian and Spanish immigration, with the simultaneous
decrease in the immigration from the former Eastern Block. The Irish
representatives have also presented several interesting ideas on the
ways of successful integration for culturally diverse communities. One
of them was the idea of carrying out organic farming projects, presented
by Ms Curran. The encouragement of using the traditional farming methods
in the cultivation of fruit and vegetables turned out a very effective
way of involving the majority of the local community in the project
activities, resulting, among other things, in the decrease in the local
crime rate. At the same time it fulfilled an important educational
function, contributing to the revival of the local farming traditions.
The Dutch representatives, Robert Roks and Henk Andeweg have given a
brief overview of the multicultural background of the Netherlands
(including strong communities from Spain, Germany, France, England,
India, North America, Indonesia, North and South Africa, and Eastern
Europe), indicating the successful integration of some nations (such as
Spanish) and less successful of others (Morocco). Dutch schools,
however, make intense efforts to facilitate cultural integration
through, among other things, introducing programs to promote tolerance
and understanding of other cultures. One specific example of such
integrative activities is having meals together by all pupils in a given
school (not only lunch, but also breakfast and afternoon meals). Mr Roks
emphasized his support of cultural integration and giving equal
educational opportunities for all pupils within the system. It is
extremely important for the area of Rotterdam where, as he said, 106
different nationalities are registered.
Multicultural diversity can also be noticed in the French-speaking part
of Belgium, represented by Bernard Dupont. The main ethnic groups
include communities from France, Luxembourg, and Portugal, who
collaborate with one another in carrying out school projects as well as
organizing student exchanges with schools in Germany and France. The
Greek representative, Ms Mello Kekia, Primary Education School Inspector
and Advisor, has presented Greece as a multicultural country, where
actions are taken to help the foreign pupils integrate with the Greek
community through enabling them to participate in multicultural classes
aimed at providing linguistic support in learning the Greek language. Ms
Malin Heimer from Sweden, in turn, pointed out that the problems with
multicultural diversity in her country vary depending on the structure
of population in a particular area. As a matter of fact, the integration
is especially difficult for the communities from Islamic countries (due
to ideological, cultural and linguistic barriers) and immigrants from
Easter Europe (mainly due to problems learning the Swedish language).
Regardless of the extent of cultural integration, the Swedish system
enables the implementation of various tools targeted at facilitating
integration for all foreign immigrants.
Eventually, the representatives of France, Mr Arcangelo Di Battista and
Mr Alan Flouret, have approached the group to the “French example” of
multiculturalism, where diversity is evident everywhere and at all
times. At the same time they made the group aware that the cultural
differences in the ways of life are quite attached to the different
local areas. They commented on the world-famous incidents of conflicts
between the Arabic and African immigrants and the French authorities in
the suburban districts of Paris, drawing attention to the fact, however,
that the core of the problem lies in mainly the disadvantageous economic
situation of these cultural groups and their ideological claims
contradictory to the democratic principles of France rather than a deep
ethnic or religious conflict, as it is frequently assumed. Nevertheless
they notice the growing intensity of racism and discrimination toward
the immigrant populations (especially black and catholic), including
even those communities that have inhabited France for generations.
Serious social tensions also arise around the several-million Muslim
community, and they result from negative reactions of the European part
of French society towards the terrorist attacks carried out by
fundamentalists as well as from the Muslim community criticism of the
measure banning to wear head scarves in public schools, introduced by
the French Education Minister. As the French participants of the study
visit point out, however, the current policies of the French government
are showing tendencies toward a better and more effective multicultural
integration among French society.
Eventually, we were presented to a very interesting way of promoting
multicultural diversity locally, in the island of Procida, where the
local elementary school initiated integration-related activities by
inviting pupils, parents and teachers – representatives of different
cultures present on the island, to take part in a big Christmas festival
which involved the preparation, display and eating together their
national and regional foods, getting dressed in their traditional
clothes, singing Christmas songs from different parts of the world as
well as presenting Christmas-related traditions to the whole group. This
type of activities proved an excellent way of introducing people of
different cultures to one another who may have coexisted for a long time
without knowing much of the other communities.
- The group discussion on cultural
diversity following the lecture by Finnbarr O’Regan and the solutions
suggested
The lecture entitled “Strengthening Intercultural Education and Its
Contribution to Social Integration” given by Finnbarr O’Regan showed
different perspectives of the issue of multicultural diversity, as well
as putting forward some general ideas of how to improve the existence of
different ethnic and religious communities in Europe focusing on the
field of school education. The session was concluded with an inspiring
discussion on the differences between ‘integration’ and ‘inclusion’ and
the ways of coping with both issues in our own situations. After
exchanging different views we realised there is no proper definition for
integration, diversity or interculturality as the terms can only be
defined according to certain local conditions in a given area or
institution. This stems from the fact that there are still areas where
the existence of different cultures is considered as a nuisance or
threat by the majority of the local community while in other places
multiculturalism is viewed as a great opportunity for promoting shared
human values across Europe. There was, however, a general agreement that
the effectiveness of any actions is largely dependent on our own
self-awareness in terms of our own identity, values, national and
cultural background. We shared the view that it is necessary to have
enough confidence in your own beliefs first (which we, as teachers,
ought to instill in our students in the education process). Only then
are we able to truly open to diversity. An important role of the
participants of this visit was underlined. A few-day meeting of people
of different nationalities and diverse backgrounds made us more aware of
the meaning of ‘integration’ which, as we all decided, must start ‘from
the bottom of your heart’. Openness to other man and a broad-minded
attitude should be the first step toward understanding and learning true
tolerance and respect for others.
Adopting a proper attitude to diversity does not only concern
multicultural societies. As a matter of fact, diversity can be observed
in the great majority of schools in all countries and it does not
exclusively apply to ‘foreigners’ or ‘immigrants’. It is especially
important in more homogeneous societies (such as Poland, for instance)
where there is an observable diversity of views and beliefs among
students and teachers of a given school, often correlating with
different political or religious convictions, varied economic situation,
abilities and competence. The different needs are a frequent reason for
antagonism and conflicts among communities, which could be reduced in
the atmosphere of higher tolerance and understanding. It seems obvious
that building a common European citizenship – one of key objectives for
the future of the European Union, is not possible without crossing any
barriers between people of one nation. Moreover, the group also noticed
the fact that multiculturalism is a fast-growing phenomenon and, some
countries (Poland, for instance), which have traditionally been
considered as homogenous, are now experiencing changes in the structure
of population as a result of job immigration from, and to Poland.
Therefore more attention need to be given to the problems being
discussed.
A question also arouse whether interculturality provides equal
opportunities for all, and the answer expressed by nearly all
participants was negative. The solutions depend on the extent of
successful multicultural integration in a given country, area, or
institution. In the first place, as the group underlined, was the
above-mentioned necessity to adopt the positive and friendly attitude
toward another human regardless of their national, racial, religious,
political or economic background. However clichéd it may sound, it is
the primary requirement for any improvement in the field of human
relations. Diversity ought to be defined at a local rather than national
level. Closely linked to this (as it is people who create law) is
creating favourable conditions by political decision-makers aimed at
facilitating multicultural integration, including both legislative and
executive actions. Thirdly, it is the proper execution of
integration-related laws by institutions (schools, universities)
ensuring the conditions of equality for everyone. At this stage actions
ought to be targeted both at pupils (activities carried out during
school-time as well as out of school) and their parents, respectively
(educational campaigns aimed to raise the awareness of social rights as
well as duties of all citizens) with the ultimate aim of breaking any
prejudice toward other cultures, rooted in people’s minds and preventing
any effective intercultural dialogue. One of crucial actions here is
raising people’s awareness of tolerance and respect of otherness to such
an extent that no support (whether active or passive support, which can
be of equally damaging effect), is shown by the majority group toward
any prejudicial actions originated among the group and directed against
minority groups.
The following ideas present selected solutions that may be applied to
enhance successful integration in multicultural schools
• implementing educational campaigns promoting tolerance and respect of
other cultures, addressed both to majority- as well as minority groups
in schools, including pupils and their parents
• more emphasis on teaching the language and culture of the minority
groups in schools
• more emphasis on teaching and preserving national culture and
traditions in society ethnic majority groups to build up confidence in
one’s own values first, necessary to eliminate bias and prejudice toward
other values
• increasing the effectiveness of teaching the language and culture of
the native country groups to minority groups in schools
• holding schools events promoting the culture and traditions of
different ethnic communities
• holding local events addressed to the whole community including all
cultures represented with the aim of making the immigrant or other
minority groups more active and useful for the community
• carrying out educational, cultural and sporting programmes addressed
at the most gifted minority pupils
• launching food programmes by school canteens, including meals from
different cultures in the school menu
6c. The relevance of the visit to
the Lifelong Learning Programme initiatives
The presentations from the study visit
participants given during the working sessions showed both the
involvement of their institutions in the projects of the Lifelong
Learning Programme as well as their personal experiences in this area.
Some institutions have already had direct experience in carrying out LLP
projects, namely the schools from Denmark, France (Nemours), Holland
(Rotterdam), Ireland, Poland and Sweden. Three of these schools (from
France, Poland, and Sweden) are currently involved in a Comenius
partnership of schools. The school from Belgium has participated in an
international student exchange programme, while the Bulgarian
representative has taken part in the Erasmus programme as a student. The
Greek representative, in turn, maintains regular contacts with a group
of 18 primary schools in Central Macedonia, some of which have either
participated or are interested in the future involvement in LLP. The
representative of Portugal, on the other hand, is in charge of contacts
with Madeiran secondary schools, some of which are keen to participate
in Comenius partnerships. The three schools from Nottingham and the
French school from the Metz region have expressed their interest in LLP
pointing out they would like to engage in a project that covers their
schools’ statutory priorities.
They series of presentations was followed by a thematic workshop on
Lifelong Learning by Stephanie Møller, the NEAC Denmark deputy
President, providing the group with numerous details of the programme,
ways of participating, formal requirements, type of activities, shared
products, evaluation, and the like. Afterwards the group discussed the
implications of a joint program under the LLL program. The participants
who have not taken part in LLP projects were interested in the formal
procedure of starting a project. The position and funding of the role of
coordinator were addressed, with the conclusion that different national
agencies have different priorities in assigning extra funds to support
coordinating schools. Another discussion was devoted to the differences
in operation of the various National Agencies and the conditions under
which new projects could lead to the creation or development of a
European curriculum by researching the content behind the different
curricula subjects. An example was given by Mr Alain Flouret who put
forward a question on the differences in understanding the content of
certain school subjects (Maths or History, for instance) by the
curricula in different European countries.
- Presenting good practices of the
Lifelong Learning Programme and other E.U. programmes
Title of the project/programme/
initiative/... |
Name of the institution that implements it (website) |
Contact
person (if possible), who presented the programme to the group |
Whom
the project/programme/
initiative addresses |
What
features of the project/programme/
initiative make it an example of good practice |
|
Healthy Diet
through Regional Cuisines
a multilateral Comenius partnership within the Lifelong Learning
Programme;
2006-2009
Aims:
Arising the participants’ interest in the alimentary traditions
of their countries, exploring the eating habits of their regions
focusing on the aspect of healthy nutrition and, eventually,
encouraging the participants to give more attention to the
composition of their daily menus by enriching them with healthy
food products, originating in many cases from their own regions. |
Coordinator:
Szkola Podstawowa nr 113 (primary school), Lodz, Poland
Project website:
http://www.neac.eat-online.net/healthydiet/ang.html
Participant
countries: Poland, Italy, Portugal, Bulgaria. |
Adam Kubera, Lodz, Poland
curczak@o2.pl |
Direct
addressee: Pupils, parents, teachers, staff and the local
communities of the schools involved
Indirect
addressee: school children and adults interested in the
theme of healthy nutrition; relevant theme-related institutions; |
Correlation with
all LLP objectives;extensive use of ICT (see the project
website); emphasis on using English as the working language of
the project; involvement of all pupils regardless of status,
abilities, religion etc.; high involvement of the teaching
staff, parents and associated partners; consistency in
documenting, evaluating and disseminating the project
activities; high impact on the school’s local community;
effective cooperation between the partner schools, creating of
numerous shared products |
|
Food to Go
a multilateral Comenius partnership within the Lifelong Learning
Programme
2006-2009
Aims:
Raising awareness of the importance of good diet and healthy
active life |
Coordinator: Harris
School, Rugby, England, UK
Project website:
http://www.harris-school.co.uk/
Participant countries: Bulgaria, France, Germany, Poland,
Sweden, UK |
Coordinator:
Fred Rex, Rugby, UK
fjrex@yahoo.com
Project
presented by: Malin Heimer, Sundsvall, Sweden
malin.heimer@skola.sundsvall.se |
See above |
See above |
|
Using the media
to support intercultural education
on the example of ‘Organic Matters’ magazine
An ecological project carried out throughout Ireland and partner
countries
Aims:
Promoting ecological farming methods and healthy nutrition in
and outside the local community; involving people of all
cultures, backgrounds etc in the local community in the project
as a way of dealing with social problems existing in the area
(e.g. rising crime rates) |
Coordinator:
Cáit Curran,
Editor of ‘Organic Matters’ Magazine, Consultant and lecturer
for Organic Horticulture, Champion of Board of the Management of
Primary School; Newtownforbes, Ireland
Project website:
http://www.organicmattersmag.com/ |
Coordinator:
Cáit
Curran,
Newtownforbes, Ireland
ccurran@ireland.com |
Local community (with emphasis on schools’ pupils
and staff) |
Effective implementation of ecological as well as
multicultural education; involvement of the whole community;
effectiveness in coping with social problems; promoting national
and local traditions of agri- and horticulture in the
participants, including primary and secondary schools |
Apart from these practices, discussed
in a more detail, the following projects, initiatives or institutions
were also addressed:
-
Network of European Active Citizens NEAC2 (since
2007), Networking Project of E.U. within LLP; study visit organizer,
http://www.neac2.eu/
General Director: Ms
Eugenia Tesoro
-
"I Eat, Therefore I Am..." (2000-2004), Comenius
Partnership presented by Finbarr O’Regan
http://www.eat-online.net/english/default.htm
-
"Growing Up in a New Europe" (2000-2007),
Comenius Partnership presented by Finbarr O’Regan
http://homepage.eircom.net/~foregan/carnaun/growinguphome page1.html
-
Projects of the Arquivo
Regional da Madeira
presented by Sofia Santosł
www.arquivo-madeira.org
-
ICT
development local projects in the Gilthill Primary School,
Nottingham, presented by Peter Callaway
http://schoolsfinder.direct.gov.uk/8912414/school-profile/
and the Mornington
Primary School, Nottingham presented by Rob Carlyle
http://www.mornington.notts.sch.uk/
-
ICT and
pedagogical development training in Horsendale Primary School
Nottingham, U.K mentioned by Brian Summers
http://www.horsendale.co.uk/page_viewer.asp?category=Home&sid=18
-
Family of Schools
project presented by Peter Callaway, Rob Carlyle and Brian Summers
from Nottingham primary schools
-
Projects carried
out by Regional Directorate of Primary and Secondary Education of
Central Macedonia of the Ministry of National Education and
Religious Affairs of Greece presented by Mello Kekia
-
Former
Comenius project about the integration of foreign students with Umea
University in Sweden and Volks Hochschule in Berlin, Germany as well
as extra educational care programmes for children with special
needs presented by Robert Roks
http://www.lmc-rotterdam.nl/cms/publish/content/showpage.asp?themeid=76
-
Educational
and Cultural projects of the Paideia Foundation, Sofia presented by
Antoniya Smokova
http://www.paideiafoundation.org/
-
Ministère de
l'Education Brussels, Belgium; partnerships of local schools with
schools in France and Germany addressed by Bernard Dupont
-
Partnership
between Collège "Louis Armand" with a school in Germany
http://www.ac-nancy-metz.fr/Pres-etab/CollLouisArmand/
-
Projects within the
practical education system as well as projects of the city council
presented by Henk Andeweg
-
"Using
art to change eating behavior patterns", a Comenius partnership
mentioned by Alain Flouret
- Building partnerships for future
projects
The last workshop, conducted by Ms Stephanie Møller and Mr Finnbarr
O’Regan, was devoted to the possibilities of starting new projects by
the participants of the study visit. The theme “Draft of project: why
not?” encouraged the group to engage in a brainstorming session in which
we were asked to put forward our ideas, or dreams we would like to
achieve through the execution of new projects. The discussion has led to
taking inventory of different ideas individual members of the group had
in their minds about the subject matter of potential LLP projects.
The group have presented the following ideas:
-
Carrying out a
research in the way food may be helpful in changing the children’s
behavior (Robert Roks, NL and Adam Kubera, PL)
-
Exploring the links
between food and culture in various European countries –
participants of a new Comenius project, with emphasis on
implementing nutritional programmes effective in coping with
violence and aggression in schools (Adam Kubera, PL)
-
Carrying out a
project in which all participant schools will contribute to creating
a shared product in the form of a book or film on a given theme
(each school is expected to create their own chapter or film scene
that would be put together In a form of a shared product) (Henk
Andeweg, NL)
-
Working out a
programme of an in-service headmaster training on school management
strategies on the subject of dealing with all sorts of pupils,
involving such aspects as the inclusion of minorities, socially
impaired children, children with high intelligence etc) (Mello Kekia,
GR)
-
Adopting the
above-mentioned headmaster training program and extending it to
involve a partner school from Nepal. Engaging in a collaboration
with French schools with the goal of improving the effectiveness of
French language education for English children (Peter Callaway, UK)
-
Exploring the ways
of obtaining funds for carrying out programmes on cultural
education. Implementing such programs in the schools of Madeira,
setting up culture-related exhibitions, increasing the emphasis on
cultural education in local primary and secondary schools (Sofia
Santos, PT)
-
Engaging in an
intercultural dialogue in French schools facilitated by the
involvement of the mass media (newspaper articles), international
student meetings in different countries aimed at learning other
cultures (Alain Flouret, FR)
-
Arranging student
and teacher mobilities between irish and Bulgarian schools on the
basis of researching into specific agricultural skills common to
both countries. Another objective mentioned is the benefit of
English language education for the schools in Bulgaria (Antoniya
Smokova, BG)
-
Starting a project
on breaking down prejudices against other nations, cultures etc
through creating an international website by students from European
countries, discussions in chatrooms, etc (Antoniya Smokova, BG)
-
Carrying out a
project on trash collection, recycling and environmental problems by
students from Italy (Naples) and Bulgaria (Sofia), cities facing
serious environmental problems (Antoniya Smokova, BG)
-
A project on ethnic
minorities, ways of integration with the Romanian, Gypsy and Turkish
communities in the schools involved, emphasis on dropout prevention
in secondary schools (Antoniya Smokova, BG)
-
Supporting the
programme suggested by Ms Mello Kekia of Greece. Carrying out a
project on the integration of working life in the classrooms.
Encouraging entrepreneurs to cooperate with schools by visiting
them and providing the pupils with hands-on practical experience (Malin
Heimer, SE)
-
A project on the
international issue of climate change and global warming (Rob
Carlisle, UK)
-
Starting a
programme allowing the international exchange of students,
educational and managerial staff with the aim of increasing general
awareness of the operation of education systems in different
countries (Arcangelo Di Battista, FR)
-
A project on
intercultural education. Creating a corpus of European cultural
heroes in the field music, fine arts, cinema, architecture etc and
including in the national curricula of all EU countries (Bernard
Dupont)
-
Following the ideas
presented by Ms Kekia and Mr Battista, carrying out a project
providing the schools’ educational and managerial staff with first
hand experiences of education systems in partner countries, ways of
handling problems (including problems of multicultural integration
in schools).
Of the following initiatives, one
suggested by Robert Roks and Adam Kubera was found interesting by
representatives of 10 countries who said they would present the ideas to
their to their Colleagues in their own institutions or other related
institutions in their regions with the aim of creating a new Comenius
partnership within LLP. The session was concluded with a summary of the
discussion aimed to provide the input for the final report that will be
submitted by Mr Adam Kubera |
