Project web page:
http://elweb2.wordpress.com/
SUMMARY
The project aims at enhancing education outcomes and transnational cooperation, especially as far
as e-learning is concerned, among secondary schools, having in common most of the subjects
(general and specific) and the commitment to improve their e-learning methodology, instruments
and Clil practices.
We will convey students’ modules on intercultural debate; teachers’ modules on teacher training
and optional curricular e-learning modules (basically all core curriculum subjects being
represented)
We will communicate via an learning platform (moodle), and its blog; and by participating to the
Project Meetings, which will provide an opportunity, to both students and teachers to facilitate their
civil and professional development and improve their sense of European citizenship.
The project will also support students and educators form minorities and disadvantaged areas, who
will work in a global virtual environment without physical or geographical barriers, based upon
principles of friendship and equal opportunities. To his extent open-source instruments will be
employed and researched upon. All materials and researches will be made freely available on the
internet.
CONTEXT AND MOTIVATION
ITALY:
a) Our school is located in the town of Rovereto (Trento), in the region of Trentino Alto-Adige, in a
rural area with small-sized industries and the highest percentage of immigrants in the nation. 946
pupils aged 14-18 attend the school for 5 years, choosing between the “Technical-Scientific
Lyceum” (oriented towards studying both Arts and Sciences, and conceived as a university
preparatory course), and the “Technical Institute”, mainly oriented towards practical subjects, in
our case Electronics, Computer Science etc. At the end of this course, pupils become qualified
technicians and decide whether to enter the job market or to enrol at a university.
The specialisations in Electronics-Telecoms and in Computer Science are the only available in
Trentino. As a onsequence, in addition to pupils coming from Rovereto and nearby villages, the
school hosts young people from all over the Province, including a high number of students from
disadvantaged area (mountain) who live in a sort of annexed boarding school. The school faces
specific needs from disabled pupils, disabled staff, pupils at risk of social exclusion, pupils with
special needs, and migrants, accommodating the diversity of students’ needs, identifying any
barriers within and around the school that hinder learning and participation, and reducing or
removing these barriers. The school uses an interdisciplinary team of support personnel, headed
by the school’s psychologist to plan and monitor curriculum and provide extra instructional support to targeted students with special needs or at risk of exclusion.
Schools in our town have 10,52% of foreign students, 8% of pupils born here from immigrated
parents and many adopted ones: the figures show how important it is to take part in this project,
in order to promote a concept of a Europe without borders, founded on common values and
constructed through intercultural dialogue, cooperation and equal opportunities.
B) The school aims to improve student’s life and employability skills, make pupils competent and
confident in their use of English, ICT and e-learning facilities, in a multi-cultural and multi-lingual
environment, both as a global value and to face the needs of our migrant students and students
with special needs. ITI Marconi school also fosters to promote the European dimension of
teaching, the use of e-learning as an educational global resource and to learn and disseminate
good practice. Our school is involved in a number of local initiatives to foster national and
international cooperation. Participating to this project would therefore represent a fruitful
collaboration within a European partnership and an important occasion to improve our e-learning
and CLIL practices and to widen our educational horizons.
PORTUGAL:
Our school is located in the town of Barreiro (district of Setúbal), in the region of Lisboa e Vale do
Tejo, in an industrial area with some industries a great percentage of immigrants. Many
immigrants came to Portugal from colonies after revolution 1975 because crisis in colonies with
instability. Last years the immigrants are from old colonies of Africa, from Brasil and from
countries from east of Europe. The students are aged 13-18 attend the school for 5 years. We
have two kinds of courses in our school, the secondary courses oriented towards the continuation
of studies and secondary courses oriented towards active life (work market). The first are classic
courses, the second one are vocational courses in Marketing, Management and Informatics.
In Barreiro there are two schools that can offer this courses, one of them are our school. As a
consequence our pupils come from Barreiro and nearby villages from Vale da Amoreira, Alhos
Vedros and Lavradio. The school faces specific needs from disabled pupils, pupils at risk of social
exclusion, pupils with special needs, and migrants. Our school try with this courses to integrate
the students qualifying them, giving them opportunities to start working as skilled technicians.
Taking part in this project is very important because students will have a chance to improve thir
understanding of other cultures and other values. Though intercultural dialogue and cooperation,
they can understand better the other peers and teachers and also themselves.
B) The new Portuguese school reform is introducing changes in many areas like curriculum
contents, school management, teachers ICT knowledge upgrading. Over the last years the
introduction of e-learning platforms, in our case the moodle, made it possible for students to study
with e-contents specifically created for self study at home. This is helping all students, in
particular those with special difficulties and needs. Our school is developing many activities to
involve the students inside school and with European schools (like the interchange with a Greek
school carried out last year).
This present project can contribute to a better understanding of the cultural plurality in Europe
and of an higher level of tolerance and understanding among the students of different cultures.
This project is also very important because it represents a very interesting collaboration with the
European partners that would allow us to compare and improve our e-learning, LMS and ICT
practices to have a better quality in our vocational courses.
ROMANIA: „Vasile Lupu” Normal School is a high school with a vocational profile, the only
pedagogical institution of initial training in vocational pedagogical education in the region of
Moldavia, which trains pupils for the following specializations: teachers, instructor–entertainers,
entertainer for extra curriculum activities, librarian, and school educator. The school has a number
of 751 pupils and 62 teachers. In each classroom there are schooled 2-3 pupils of Romany ethnic.
The Normal School has partnerships of collaboration with the application schools in town where
the students practice their training stage of pedagogical training, with „Gheorghe Asachi” Library
for the development of the stage for the specialization of the librarians, with „Alexandru Ioan
Cuza” University where the Pedagogical College functions assuring the prolongation of the studies
for the pupils who graduate the initial training at the Normal School, with the Teachers’ House
through several teachers of the school who are trainers as well. The Normal School organizes the
pedagogical module for the foremen of the technological high schools and professional schools who want to work in education.
The new changes of the present society prove that we are witness to the phenomenon of
computer based professions at a large scale, a phenomenon which cannot avoid the area of
education.
The three fundamental directions of the new educational system, defined within the summits from
Lisbon and Feira- school endowment, teacher training and assurance of the necessary resources –
must be understood if they are reported to the new directions of action – assuring quality in
education, continuous/lifelong learning, making the teacher’s job a professional one.
Starting from the premises of the necessity of forming transferable competences to pupils and
being aware that it is imposed a rethinking of the teaching-learning strategies, we consider that
the didactical approaches projected in an interdisciplinary manner offer a more efficient and more
rapid use of the methods, procedures and modern didactical means/e-learning instruments,
finding a flexible and balanced way of using them in the same didactical context.
The project can contribute to a better understanding of the cultural plurality in Europe, to a higher
level of tolerance between the pupils belonging to different cultures
The project will allow by our involvement in an active European partnership to realize a
comparative analysis of the educational systems from the member countries of the partnership.
SWEDEN:
a) Domarhagsskolan is the only Secondary School in the city of Avesta. Avesta is a community of
about 21 000 inhabitants, dominated by two industrial plants: The Outokumpu Stainless Steel
Works and the Stora Enso Paper Board, both operating world wide.
The school has an average mix of students, i e around 99 per cent of school leavers from
compulsory schools continue at the secondary school which houses academic as well as vocational
programmes. There is a relatively high number of migrants/refugees.
b) Participation in a Comenius project opens up wonderful opportunities in many ways. First, it
entitles us to working with schools from other European countries as a result of which we gain
loads of benefits. We meet new people – colleagues, students from another country, learn about
their school system, their priorities successes and problems. We learn to communicate and carry
out tasks connected with the joint project, make new friends. We would like to get to know each
other better, to have general knowledge of our languages and to understand our partners´
countries and cultures. Partnership focus on e-learning and ICT will be an excellent complement to
the current upgrading of staff competence in those areas as well as local implementation of virtual
classrooms. We hope this base of knowledge will encourage students to apply for future
employment in the European market
POLAND:
a) Our school is a junior secondary school (students aged 13-16) situated in a village 15
kilometres from Cracow. we have about 400 students of different social background. there is quite
a big group of students who are socially and educationally neglected. There are also students
coming from families with financial problems. It happens that they haven't got an access to the
Internet or even a computer at home. The Comenius project could compensate for some of these
disadvantages.
b) The students of our secondary school live in small villages near Cracow, and a lot of them
haven't the same educational chances as the students from big towns or cities. For this group of
students the advantage of taking part in this project would be opening to the knowledge of the
students from other countries. It is also a great opportunity of making new friends and exchanging
ideas and experiences as well as travelling and sightseeing new countries.
The Partnership could also be of benefit for our school and its teachers who can gain more
experience in teaching on a higher level with use of the modern computer techniques.
GERMANY:
a) With more than 4,000 students and about 150 teachers our school is one of the biggest schools
in Lower Saxony in the north-western part of Germany. We are a vocational school offering a wide
range of different courses in the commercial, the IT and the health sector. Concerning computers
our school is rather well-equipped compared to similar schools in Germany. About 20% of our
students follow full-time one- or two-year courses, the others attend our school once or twice a week, doing a traineeship in a company at the same time. The social background of our students
varies a lot. We have a high number of migrant students and particularly many of our full-time
students suffer from different problems like lack of motivation and low self-esteem. Many of them
have poor secondary school leaving qualifications thus facing a disadvantage when trying to find a
job. We have cooperated with national and international partner schools for many years but for
both financial and organisational reasons it has become increasingly difficult to find students who
are willing to take part in a school exchange or class trip abroad. We also offer extra-curricular
activities like additional language and computer courses and certificates in order to heighten our
student's chances in an ever more competitive labour market and in a city in which the future of
one of the most important employers is insecure. As our personnel resources are limited though,
these offers cannot be made to all our students.
b) Cooperating with other European schools by e-learning tools will give our students the chance
to obtain additional skills during regular lessons. We will be able to expand our international
contacts involving even more students and integrating language use, intercultural learning and ICT
skills in different subjects. We hope to increase our students' motivation in this way. As the
financial background of most of our students doesn't allow foreign travelling, bringing students
from abroad into our classrooms (albeit virtually) also offers an opportunity for intercultural
learning. Besides we strongly believe in the European idea and promote it through many activities.
We have therefore recently obtained permission to call ourselves “Europaschule”. Taking part in a
European project with many partner schools is a challenge we are looking forward to.
GREECE:
a) 6th General Lykeio of Larissa is a school on the outskirts of the town, in a suburb the inhabitans
of which are mainly workers. Some students live in nearby villages and most of them belong to
low-income families with parents of low-level education. A small number of our students are
children of immigrants or refugees. Therefore, the knowledge, which they will gain of their
participation in such a project, will affect and be transfused to many social groups and
communities or areas. This is due to the fact that through their participation, a widening of their
intellectual and cultural horizons will be facilitated and achieved, not to mention the fact that
whatever difficulty in terms of mobility due to their financial problems will be surmounted.
Consequently, it will be proved in practice that the combination of a Comenius project with
Internet is based on the motto:NO BORDERS-NO DISTANCES-NO DISCRIMINATION
b) Both teachers and students will learn to get familiar to new methods of teaching by means of
Information Technology (e-learning, electronic communication platforms and forums of
discussions, teleconferencing, virtual classes, safe use of the web e.t.c). They will have the chance
to experiment the use of IT tools with other colleagues so that finally all the staff of the school
will use them, appreciate the joys of sharing, communication, access to information. So they will
see all those tools as educational and communicative resources by which they can convey
intercultural issues.
Moreover, we will have the chance to take advantage, promote and enhance the use of our school
auditorium and the various laboratories our school is equipped with and open them to all school
community and also to the nearby social community.
Taking part in such a project it will be a great boost for both students and teachers to get
motivated to improve the level of their knowledge of a certain foreign language.
Last but not least they will have immediate access to different cultures so they will be able to
combat racism, xenophobia, chauvinism through this access and contact.
BULGARIA:
a) PG po KTS is situated in a small town of about 5000 citizens. There used to be a Computer
plant which was closed down shortly after the change of the system in 1989. As a result a lot of
people remained jobless. Some found other occupations in one of the nearby small towns of
Botevgrad and Etropole or in the capital - Sofia. However, a great majority couldn't find a job. This
is the present situation and in this context one can characterize Pravets as situated in a socioeconomically
disadvantaged area. The good perspectives of our town to be tourist center are the
new golf place and luxury hotel whose construction started in the end of last year.
b) Our school is affiliated to Technical University of Sofia and was established in 1986. About 2000
computer technology experts have graduated from the school since then and have successful
careers in both Bulgaria and other countries. Our students apply after 7th grade and pass an admission test in mathematics in the Technical University. Intensive English course are
compulsory for all students at our school and second language is obligatory - German or Russian.
Education in 14 specialized subjects is provided by visiting professors from the faculty of Computer
system and Control. Graduates of the school receive preferential consideration upon Computer
Technology, Communication Technology and Electronics Faculties at the Technical University of
Sofia. Participation in this project will open up wonderful opportunities in many ways. It will entitle
us to work with schools from other European countries, as a result of which we gain lots of
benefits. Students want us to be good at using new technologies: we will improve our CLIL
knowledge and use of ICT in daily teaching. We will learn about e-learning and will use it late in
our classes. Project will help our students to improve their English language and learn a lot about
new ICT skills. We hope this base of knowledge may help our students to find emplyment in
international IT firms too.The horizons that such open projects are invaluable.
SPAIN:
a) Our school has 84 teachers and more than 5000 students. We serve various needs but we
mainly provide courses through distance learning. Students take second chance courses,
prerequisites for college admission, and they also enrol to earn a secondary-school or high-school
certificate. Adults take high school and technical courses for work, for self-enhancement and long
life learning.
The main features of our school are:
Highly individualized; flexible pace; start at any time; accredited; free; qualified, subject-specific
teachers
b) Throughout this European project we want to look for strategies to develop the autonomous
learning of the students who have less opportunities such as unemployed people, immigrants,
disables, young single mothers and those who have not got an academic certificate using elearning
and ICT. We also want to give them the opportunity to take part in an international
environment and to be able to communicate and share cultural information with people from
different countries.
The project will represent an important occasion to identify and disseminate how we use elearning
and ICT in teaching and learning and to share experiences and good practice with
teachers from other countries. (learning from others and also teach them.). It will also support the
development of innovative ICT-based content, services, pedagogies and practice in lifelong
learning;develop understanding among students and teachers from the diversity of European
cultures and languages; help the students to acquire the basic skills necessaries for their personal
development, which will help them for future employment and to get to understand other cultures;
encourage the learning of foreign languages and to participate in CLIL programs in the future;
promote joint cooperation activities between schools in Europe and promote intercultural dialogue
to help people, specifically those who are socially and economically disadvantaged, and to enable
them to deal with a more open environment.
OBJECTIVES OF THE PARTNERSHIP
1. develop knowledge and understanding among young people and educational staff of the
diversity of European cultures, languages and its value;
2. promote the European dimension of teaching and longlife learning, stimulate student’s
reflection on intercultural issues (integration at school and locally of disadvantages students, etc.)
on youth culture (friendship, free time activities in the different countries, ones’ favourite film,
book, etc.);
3. promote tolerance and mutual understanding between people from different linguistic,
socio-cultural and religious background and equality of all participants, regardless of their sex,
nationality, personal abilities and background;
4. support pupils from minorities and victims of racism, extremism or xenophobia to be
accepted and respected in an inclusive school system, by cooperating in multinational groups of
students and teachers;
5. diminish the rate of school leaving by stimulating the motivation and the creativity of
pupils who come from disadvantaged environments;
6. create citizens of Europe open to other cultures and simultaneously close to their national
values, customs and traditions;
7. improve knowledge of geographical, historical and cultural aspect of the partnered
countries, also by participating to the Project Meetings;
8. improve the quality of learning English and other foreign languages in real situations and
learn the basic vocabulary and structures of the partners’ languages /less widely used languages of
Europe/, in preparation and realization of project meetings;
9. provide a creative and safe use of ICT tools, by designing and actively using an eelearning
platform, virtual classrooms, forums, glossaries, wikies, etc., and web 2 tools (blogs,
videoconferencing tools; videocasting tools; screencasting tools; podcasting tools; photosharing
tools; internet phone services, etc. various applications (editing tools, power point, c-map tools,
spreadsheet, etc.) and e-products (e-portfolio, webquests, etc);
10. gain specific life skills such as negotiation, problem solving, discussion and team work
skills, for personal development, future employability and active European citizenship;
11. promote teacher’s action research, by working collaboratively at creating learning objects
and using the moodle e-learning platform. According to the specificity of the tasks, teachers with a
certain knowledge of the platform and web 2 tools will promote and sustain the programme, create
sample lessons of their choice to submit to their students and support less informed colleagues.
Teachers with little or no knowledge of the platform will participate and follow the task, being
supported by more expert colleagues;
12. promote teacher’s training, by collaboratively discuss students’ centred approaches,
creation of e-lessons, evaluation, motivation, drop out prevention policies, integration of
disadvantaged students, different school systems strong and weak points; etc.
13. foster joint involvement of parents (supporting the organization of local Project Meetings –
hosting of foreign students) and institution in educational policies;
14. promote cooperation and networking among schools, local authorities and associated
partners.
PARTNERSHIP AND DISTRIBUTION OF TASKS
a) The distribution of tasks between participating institutions/organisations:
All the schools participating in the project are equal. From the application phase to the end of the
projects, partners will jointly
-formulate clear and realistic aims;
-exchange opinions and experience;
-choose topics, activities and forms of presenting the results in their schools, having considered
their students needs and expectations;
-create the target pupil group and encourage the completion of the project activities;
-alert the lead school when problems arise;
-participate in project meetings and study visits to plan on project ;
-define a in real situations and distribute tasks in such a way that the results can be achieved and
all partners are actively involved;
-ensure effective communication and cooperation;
-make clear how pupils and relevant staff will be involved in the planning, implementation and
evaluation of activities;
-define an approach to evaluate achieved aims and impacts;
-monitor and evaluate the work;
-arrange bilateral, tripartite and multipartite contacts (mobilities);
-plan dissemination and exploitation activities
b) The competences required from each of the participating institutions/organisations:
- e-learning skills
- English as a foreign language (level from B1 onwards)
- CLIL competences
- disciplinary competences
- new methodologies competences
c) how we will ensure the active involvement of all partners in common partnership activities:
- by massive and structured communications via a learning platform (moodle), a blog (teachers
and students), a virtual password protected space (teachers only);
- by clear vision of objectives and mutual responsibility of students and teachers from the onset of
the project to its end,
- by participating to the Project Meetings and continuously reinforcing the sense of collective
responsibility, collaboration and friendship.
RELEVANCE FOR THE OBJECTIVES OF THE PROGRAMME
(a) To improve the quality and to increase the volume of mobility involving pupils and educational
staff in different Member States:
we intend to promote the concept of mobility throughout Europe among our pupils and staff, by
letting them participate in the programmed mobility actions which will be hold by partnered
institutions to strengthen the complementarity between schools, universities and organizations,
help to develop mutual specialisation and promote the joint use of mobility project and other
integrative initiatives. Mobilities will be crucial in achievement of this target.
(b) To improve the quality and to increase the volume of partnerships between schools in different
Member States, so as to involve at least 3 million pupils in joint educational activities during the
period of the programme
- we intend to actualize the potentialities this partnership offers, by being able to implement
concrete plans which we wouldn’t be able to carry out if not under the aegis of the project and in
collaboration with the other institutions. We will discuss educational and intercultural issues with
partners form different European countries, which will widen our understanding of European
citizenship and will enable students and educator to benefit from UE educational and civil
opportunities. E-learning will be crucial in achievement of this target.
c) To encourage the learning of modern foreign languages
- we intend to improve the quality of learning and teaching English (official working language) and
resort to English as a vehicular language, for the learning and teaching of extra-linguistic content
(CLIL). By reading some texts in the different national languages pupils will also reflect on their
mother tongue structures and lexicon; pupils will moreover learn some basic vocabulary and
structures of the partners’ languages, also in preparation for project meetings.
d) To support the development of innovative ICT-based content, services, pedagogies and practice
in lifelong learning
we intend to work on e-learning from a twofold perspective:
- to convey curricular contents in a more motivating and innovative way;
- to improve teachers’ and students’ e-learning skills, to be ready to face the demands of a
European society and a market relying more and more on technology for its civil and economic
development (longlife learning, virtual learning, telework, etc.).
Students will be able to personalise their learning experience, by resorting to the Moodle e-learning
platform, taking part to discussion forums, posting and reading messages and using an electronic
environment that will make them interested in longlife learning and educational use of ICT tools.
Teachers will learn how to use a virtual classroom, submit, track, store and share electronic
materials, create structured units and sequence learning activities, integrate them with the virtual
classroom and export them; use electronic planning tools/journals, provide personalised support to
learners and colleagues; etc. All actors will develop motivation in starting an intercultural dialogue
by means of more motivating ways of learning and exploiting the educational potential of the new
technologies
e) To enhance the quality and European dimension of teacher training:
- we intend to carry out action research activities and discussions about methodological issues and
e-learning, to improve the pedagogical offer of each institution and create a dimension of giving
and taking form European colleagues, that will improve teachers on the professional side, but also
on the inner self-perception of themselves as European citizens and educators.
f) To support improvements in pedagogical approaches and school management:
- we intend to improve our e-learning and pedagogical approaches, valuing step by step the results
of action research carried out collectively. School management in the different institutions will
likewise be informed of action research results and will be enabled to compare management issues
in the partnered countries.
CONTRIBUTION TO THE EUROPEAN PRIORITIES SET OUT IN THE
CALL FOR PROPOSALS
a) any of the eight key competences set out in the 2006 Recommendation
-we intend to actualize all recommendations by letting adult students improve their mother tongue
or the tongue of the country they have immigrated to; foreign languages competences;
Mathematical competence and basic competences in science and technology; Digital and e-learning
competence; learning to learn and longlife skills; social and civic competences, also by
communicating with adult students form other countries; Sense of initiative and entrepreneurship,
by participating to group works and discussions, also addressed to work and entrepreneurial skills;
and to promote cultural awareness and expression.
b) overcoming socio-economic disadvantage and reducing early school leaving:
- female and male students form disadvantaged background will find a chance to partly
compensate to their objective limits by participating in a virtual community based upon equal
opportunities and transnational friendship, where borders do not represent limits but rather mutual
enrichment.
c) awakening and reinforcing creativity and innovation: learners will find the project an important
alternative to teachers’ centred approaches, will make a wide use of ICT tools and experience new,
constructive and creative inputs and a positive attitude to life and learning.
EVALUATION
Evaluation will be a continuous structured process going on throughout the project and will be
carried out both on a formal and informal level and in the form of self and hetero assessment.
Ex-ante evaluation: the relevance of the project will be comprehensively examined and evaluated;
indicators will be set and used to measure the effect of the project in subsequent evaluation stages
.
Mid-term evaluation: will be conducted at the middle of the project to examine the achievement
and the process: pupils and teacher’s participation (qualitative and quantitative analysis),
motivation and measurable improvements; level of collaboration and interaction; mutuability;
effectiveness of means of communication, methodology effectiveness; timing and pace; objectives
and expected mid-results achievement; impact on the curriculum; associated partners’ added
value; parents involvement; project visibility; project impact; etc. Based upon its results, the
original project plan may be revised to include alternative strategies.
Terminal evaluation will focus on its efficiency, effectiveness, and sustainability and considering the
aspect indicated in mid-term evaluation phase. This analysis will also aim at deriving lessons and
recommendations for their the planning and implementation of more effective and efficient
European projects
Evaluation will involve all project actors: students, teachers, school staff, headteacher, parents and
local communities, who will have a clear understanding of what self and hetero assessment criteria
are and how they will be used.
ACTIVE INVOLVEMENT
Learners will:
-make initial social e-mail contacts with groups of students in partner institutions;
-discuss agreed topics on the basis of an agreed calendar;
-be involved in designing activities;
-create resources which can be shared, such as an electronic collective journal; collection of power
-point presentations; forums discussions, e-books and webpages for the project site;
-share materials and assignments and make adjustments/changes where necessary;
-search for relevant information;
-write up and analyze the collected information;
-share the collected information; receive and discuss feedback;
-participate in PMs in the different countries and arrange/take part to social programmes
Teachers will:
-improve their teaching skills;
- create e-modules on disciplinary topics, to de used, improved, reused and disseminated;
-exchange, disseminate and adopt good practice;
-develop enthusiasm for international learning and teaching.
Institutions and management bodies will
-provide a better learning environment to their learner;
-improve their educational offer in the present and in a future perspective.
INTEGRATION INTO LEARNING AND/OR OTHER ONGOING
ACTIVITIES
All partnered schools, at different levels, have ongoing activities which transversally inform the
present project: learning styles; student-centred learning and collaboration; promotion of life and
work skills The pedagogically added value of the project will be carefully integrated into existing
curricular or extra curricular activities, by means of massive communication with teachers not
directly involved in the project and through dissemination activities.
DISSEMINATION AND USE OF RESULTS
How will you disseminate and use the results, experiences and, where applicable, products of the
Partnership?
- in the participating organisations?
- in the local communities?
- in the wider lifelong learning community
Amongst the participating institution, by means of:
- an e-learning open-source platform
- students’ and teachers’ blogs
- presentations at staff and department meetings;
- articles on the school's sites and magazines;
- school exhibitions;
- educators seminars.
Amongst other institutions by means of:
- presentations and articles provided to local school research centres.
Within the local community by means of :
- press releases,
- articles and presentations to local media networks and to communal and regional offices dealing
with active citizenship policies.
Within the wider lifelong community by means of:
Articles and diffusion of best practices in lifelong community portals, such as e-twinning.
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