Print bookPrint book

Erasmus+




Site: MAEU Erasmus+
Course: Sustainable Ecology
Book: Erasmus+
Printed by: Guest user
Date: Tuesday, 26 September 2017, 6:59 AM

1 What is Erasmus+

Erasmus+ is the new EU programme for education, training, youth and sport that will replace the Lifelong Learning Programme (Leonardo, Comenius, Grundtvig, Erasmus and Jean Monnet actions), Youth in Action and five other international programmes starting from 2014. This new programme will focus on formal and informal learning across EU borders to improve the skills and employability of students, educators and workers. It will reflect the priorities of the Europe 2020 strategy and its flagship initiatives.

 

The European Commission is proposing a budget that is almost 70% higher than the current budget with an increase in the number of projects and in flat-rate grants, in order to simplify the management of the programme. This is under negotiation now and will be finally approved by this Autumn.
Coming to the structure, Erasmus+ will be an integrated programme, based around Key Actions rather than sectors of education. These will be: Learning Mobility, Co-Operation and Policy Reform.



2 Project Identification

Project Title                   : A Sustainable Ecology in the Europe of the Future (Practical approaches to learning about conservation, recycling and renewables)

Project Acronym           : Sustainable Ecology

Project Start Date         : 01-09-2016

Project Total Duration : 36 months

Project End Date            : 31-08-2019


3 Project Priorities

The main priority of the Partnership is to promote a deeper understanding, by pupils, of the physical environment, both natural and man-made, in which they live. This will be fostered by the priorities, methodology and Partnership Plan elaborated on throughout this application. 


The work is predicated on certain notions. Firstly, that an awareness of issues relating to sustainability, conservation, ecology, global warming and renewable resources should be developed at an early age. Secondly, that such an awareness produces practical implications and outcomes for the wider school community as well as the individual child. Thirdly, that the outcomes will have life-long implications for both learning and how the pupils, as adults, will conduct themselves in society and fourthly, that the intentions will best be brought about by the development of an international collaborative Partnership.


Pupils should be able to discuss issues at the appropriate level and offer possible approaches for dealing with these in a comparative international context. The ability to reason, develop arguments and draw conclusions are skills which are transferable to other areas of education. The development with a cross-cultural collaborative framework in a scientific field will be innovative. The development of the methodology is part of the work of the Partnership and the documentation relating to this methodology will form an outcome of the Partnership. 


Wider school communities will come to understand that scientific endeavour is possible from an early age and that it has practical demonstrable benefits on an everyday level. 


The second horizontal priority is one of the main platforms of the Partnership which will ensure that both teachers and learners acquire and develop digital skills and learning methods. Wider school communities will benefit from the availability of open educational resources developed within the Partnership. The methods of connecting classrooms and deploying digital devices and content are contained within the application and it is the collaborative working which will stimulate both the activities and the research and development of innovative approaches within Partner Schools. Each of the Partners is committed to mobilizing all stakeholders, staffs, pupils, families and school organizational partners, in developing the role of digital technologies within their schools. 


All three priorities support the intention of the Partnership that the benefits of the collaborative work and innovation will be felt by all school wider communities, particularly where there is relative economic or social deprivation.  Each of the Partners is committed to improving their capacity to adapt, promote and stimulate innovation and exploit the potential of technologies and digital content. They will ensure that all members of staff acquire high digital competences, whilst the Partnership itself is a community demonstrating the promotion of good practice and in-service training. 


All of this leads to innovation for learners and the development of the basic and transversal skills. The Partnership will publish comparative documents relating to the work and activities of the Partnership and will contribute in whatever way possible to Open Educational Resources. The nature of the resources and the manner in which they should be visible and widely accessible is part of the work of the Partnership during the next three years. The promotion of high quality learning opportunities will be available not only to pupils, but also to members of staff and any members of schools' wider communities who become involved in the activities of the Partnership. The Partnership, in developing blended learning, will combine face-to-face, collaborative, online and video conferencing teaching, which will increase pupils' motivation and the efficacy of learning. 


The technology of assessment will be addressed by the Partnership and the wealth of experiences available will not only address the nature of assessment but will also focus, in line with the EU 2013 Communication, "more on what the learner is capable of doing rather than on the mere acquisition of information or on what the learner is capable of repeating". Increasingly, through a range of different IT programmes, schools are developing personalized learning for pupils and the experience and knowledge of these programmes will be shared between all Partner Schools and implemented.


The Partnership will promote practical, active, stimulating and beneficial scientific teaching in the ecological fields of conservation, recycling and renewables and will do this through a programme of innovation in the Partner Schools using collaborative methods in all their fields of endeavour and employing techniques which meet the needs of staff and pupils operating in a range of learning styles and techniques. The methodology has two guidelines of being cross-curricular and meeting the needs of all pupils. 


4 Project Summary

The main theme of the Partnership is to promote a deeper understanding of the physical environment in which pupils live. This theme is predicated on the notions, firstly, that an awareness of issues relating to sustainability, conservation, ecology, global warming and renewable resources should be developed at an early age and secondly that such an awareness produces practical implications and outcomes for the wider school community. Pupils should be able to discuss the issues at the appropriate level and offer possible action plans for dealing with these, eventually in a comparative international context.


The three years of the project are divided into six periods termed Semesters of approximately equal length. This allows for differences in dates of school terms across the countries of Europe.


Throughout the period of the Partnership, led by the Primary Education Department at MAK√ú, threads will be followed which develop the Partnership's teaching ethos of encouraging pupils to develop logical coherent thinking and becoming articulate in expressing their own ideas whilst responding to the ideas of others. Within these threads pupils will engage in activities relating to the understanding of the issues and the addressing of questions of ultimate concern. Pupils will learn about the societal backgrounds of Partner Schools and develop an appreciation that small changes at any level can have large consequences. They will undertake a range of activities at an appropriate level including conducting local research to include surveying both school and local initiatives relating to themes under study. Also included in the plans are activities aimed at energy conservation;  national and international research aimed at producing comparative studies of cross national initiatives relating to project themes; the study of renewable resources and plans for the future and activities intended to disseminate the results of the work to wide audiences including the production of an Erasmus Festival and conservation guides for wider school community consumption.


The Partnership Plan includes an emphasis on the introduction of appropriately levelled scientific concepts at as early an age as possible. The Partnership intends to create a practical ecological curriculum which will have consequences for the wider school community.  The main aim is to produce an innovatory approach and curriculum which can be adopted or adapted by primary schools wherever located. In order to achieve the goals the Partnership will support schools in developing to maximum capability their utilization of ICT applications, whilst supporting one another in areas where there is an inequitable distribution of resources.


The programmes of work which are cognizant of the needs and aspirations of  pupils with special needs  or disabilities (SEND) who are vulnerable and for those who are gifted and talented in specific areas. Pupils in all Partner Schools will contribute to planning and assessment.


Semesters begin with a Planning & Review Meeting with all Partners represented. These are the administrative driving force behind the Partnership. As well as making administrative decisions they create Action Plans for the coming Semester and rigorously review the work of the previous Semester. Hosting rotates between Partner Institutions. In the final Semester the product of the Partnership will be drawn together and all communities involved will participate in a Europe-wide simultaneous Erasmus Festival.


In terms of ethos, self-view and commitment to one another Partners will develop close and purposeful contacts which leave a legacy for the schools, the University, the educational support organization and enhance future life choices for pupils. Partners wish to develop and enhance pupils' and students' views of themselves as contributing European citizens and to enable them to share their lives, languages, educational establishments and communities via a range of mediums in an enjoyable, productive and meaningful manner, whilst collaborating and sharing experiences with their peers in other countries.


For staffs the aim is to promote good teaching practice within Partner Schools and the University and to disseminate this practice to a wider audience. Opportunities for staff mobilities will be maximized in order to enhance the relationships between staffs and develop the wider European perspective in their operational curricular.  One of the clear aims is to produce a practical view of a pedagogy for the teaching of ecology and related subject matter from a cross-cultural perspective with educational practice which is sustainable in the future. Mobilities both as part of cyclical review and for training will be directed towards this practical pedagogy.


The Partnership will continually disseminate widely to all interested parties in various forums and via modern communication technology, the planning, progression and outcomes of the Partnership. develop the wider European perspective in their operational curricular.  One of the clear aims is to produce a practical view of a pedagogy for the teaching of ecology and related subject matter from a cross-cultural perspective with educational practice which is sustainable in the future. Mobilities both as part of cyclical review and for training will be directed towards this practical pedagogy.


The Partnership will continually disseminate widely to all interested parties in various forums and via modern communication technology, the planning, progression and outcomes of the Partnership.



5 organisations

a