We have been teaching for many years in a secondary school in a Priority Education Zone and we had noticed that many students were working in an individualistic way, regardless of those around them, especially the most disadvantaged people. We talked with our colleagues, our management and a number of parents who shared our point of view. The idea of our future project started then.We wanted to set up a project for the European section of our school, because we knew that if a European project would begin, English would be the essential language of communication. We also wanted to find a local associative partner in our country in order to make pupils aware of their surroundings and to make them interact with people in distress, to see how they would behave and hoping that they would become better citizens, more sensitive to the misfortunes of others and far less egocentric. This project, initially carried out by France (as we wished to be the coordinating country), could be extended to potential partners who would be added to the original project, since we thought that we all had the same problems, including countries (Scandinavian countries for example.Once the association was chosen by our students, GALI (a group of several local micro-associations with a social vocation and the reintegration of people lacking benchmarks and suffering from a disorganized social life), a partnership lasting almost two years was created, enabling our students, aged between 14 and 16, to interact with volunteers and beneficiaries, listening to their difficulties and problems of life. Little by little, concrete actions were put in place, punctually and then more regularly, according to the associative life of the association and its highlights. Charity sales organized by our students for the benefit of the association were born, volunteer contributions to food collections, lottos and other celebrations multiplied.The exchanges with our European partners made it possible, as time went on, to discover new national or local associative actors and also to see what actions were being implemented on both sides of the borders. The students fed on each other's ideas and approaches, and adults, parents and teachers alike.Because of the level of class chosen, a first promotion of students who participated in the project and became high school students, we were able to continue exchanging with them and really know what the lessons they had learned from the experience. They all agreed that they had the feeling of growing and evolving positively, developing a spirit of altruism and of European citizenship, committed to continuing the work of associations initiated and to pursuing Europe and across European borders.We have been sensitive to all the marks of gratitude, wherever they come from and whatever country it took place in. From our point of view of teachers, we had the feeling of being useful in the realization of this project, both for our students and for the beneficiaries with whom we were in contact. We aspired to set up a project that was not academic but whose approach would be essentially a citizen, with not necessarily concrete or tangible skills and competences, we were more in the creation of a concept, an idea and we think we have reached our target.Much communication around the project has brought some reflection on our local community, teachers, parents and pupils closely associated with the success of the events throughout these two years together with a single common dynamic: improvement of the living conditions of the beneficiaries of our respective associations.

In 2018 we had the 2nd hottest summer since the the start of the data collection of weather in Germany 1881. The four warmest years were the years 2016, 2017, 2015 and 2014. The UN Climate Conference in Paris in 2015 declared that the nations who signed the contract are willing to reduce the increase of global warming under 2% if possible below 1,5%. The target is to achieve a balance between the production of green house gases and the consumption of CO2 for example by forests. Unfortunately the USA, one of the main producers of CO2 have left the conference and a country like Germany, who has played a leading role has to admit that it will not be able to achieve the goals set in Paris. Greenpeace the BUND and WWF have reacted with disappointment when the results of the Katowice climate summit had been published. The summit said farewell to the goal of reducing the increase below 1.5%. Besides all these obstacles there is also a new political player on the field. Extreme right wing parties in Europe and the current US administration simply deny global warming and climate change.We feel that we as European citizens and we, as schools, responsible for the education of the following generations, should increase our efforts in rising the awareness of our students, teachers, staff and parents for the dangers of Global Warming and Climate Change.The target of our project is to determine the ecological footprints of our schools` community and develop measures to reduce our ecological footprints within our communities and maybe meet the targets The UN Climate Conference or hopefully be even better.We chose the following participants. Cyprus, Azores, Iceland and La Reunion.We wanted to have participants who represented many climate zones which again represent different problems of climate change with a different degree of urgency. We expect to deal with different points of view and will hopefully experience different approaches to tackle the problem of climate change.Germany as an important industrial nation will deal with the reduction of CO2-Emission. So we would like to develop methods for reducing or neutralising CO2-Effects, such as optimizing nutrition, individual transports and their alternatives, insulation and saving-energy. More than that we would like to implement alternatives in ICT-sector. For example we would like to implement the eco-friendly ECOSIA-search engine and browser as a standard for all schools participating. Cyprus will be our IT experts responsible for support, maintenance and dissemination. Being an island with mediterranean-continental climate they become a more and more arid location. Therfefore they will be our experts on water management.The Portuguese school is responsible for finding the adequate way of measuring our eco-footprints. They should present it in the first meeting, so all partners can adapt this tool in order to have a common and comparative gauge. Furthermore they will develop protocol-rules for behaviour for the mobilities together with Cyprus. They will be our experts on climate change and bio diversity.Because La Reunion has to deal with (sea-)waste-problems and pollution, the French partners are responsible for waste management (reduction, avoidance, and recycling-/upcycling methods). As La Reunion is the only partner from the southern hemisphere, we expect to get a different point of view on problems like rising sea levels etc.Icland` has experience with planting actions. They will be responsible for planting processes and its effects on climate change.Being a nation which is affected by melting glaciers, they are the experts for global warming and its affect on bio diversity. Having an economy relying on fishing industry they should work on the effects on the biosphere of the North Atlantic.Activities and methodsmobilities with interdisciplianry activites. Planting actions, excursions, examination and modification of curricula and implement environment friendly procedures in our school communities. Gardening, planting actions, insulating, production of necessary devices etc. will emphasize the parctical work in this project.Results and long term impactThe a.m. objectives will lead to a sustainable investment in the quality and efficiency of our school community as we will implement the progresses we make in our school programme and/ or our curricula.It seems to us self-evident, that the involvement in this project will lead to an improvement of skills and key competences like improvement of language skills, social competences in working together in an international environment to improve the ecological footprint of the school community. The very specific work on the project, which is supposed to involve the school community, political stakeholders and other external potential partners such as businesses or the municipality, representatives from the media etc. will lead to more civic engagement and responsible citizenship.

see above

Projekta nosaukumsInovatīvo metožu izstrāde un izmantošana matemātikas, dabas zinātņu un valodu stundās, lai atbalstītu skolēnus ar zemiem sasniegumiem un skolēnus no imigrantu ģimenēm un novērstu priekšlaicīgu mācību pārtraukšanu.Iemesls, kādēļ skolas nolēma piedalīties šajā projektā, ir tas, ka skolu darbinieki katru dienu nodarbojas ar jautājumu risināšanu par imigrantu un romu ģimeņu bērnu integrāciju skolas sabiedrībā un viņu zemo mācību sasniegumu līmeņa uzlabošanu. Projekts nodarbojas ar kopīgu problēmu: motivācijas trūkums, zemi sasniegumi un kā rezultātā beidzama priekšlaicīga mācību pārtraukšana.Projekta mērķis bija: izstrādāt mācību līdzekļus un sociālās inovācijas, kas atbalstīs skolēnus no migrantu ģimenēm un novērsīs priekšlaicīgu mācību pārtraukšanu,attīstīt multikulturālismu Eiropas klasē.Projekta uzdevumi:• izpētīt skolu etnisko sastāvu, skolēnus, kuri apgūst izglītību partneru skolās un skolotājus, kas izmanto dažādas metodes ar redzamiem panākumiem Portugālē, Kiprā, Vācijā, Islandē, Horvātijā un Latvijā, kā arī problēmas / grūtības, kas izraisa imigrantu, romu un citu tautību skolēnu zemus sasniegumus un novērst priekšlaicīgu mācību pārtraukšanu;• izstrādāt, īstenot un dalīties inovatīvās metodēs starptautiskajā vidē;• mudināt skolēnus uzskatīt valodas prasmes par lietderīgām visiem iedzīvotājiem, tādējādi sekmējot lasītprasmi un palielināt tādu studentu skaitu, kuri veiksmīgi apgūst obligāto izglītību;• izstrādāt IKT apmācību un mācību līdzekļus: kompaktdiskus ar virtuālām ekskursijām,matemātikas lietojumprogrammas, zinātnes un valodas nodarbības.Projektā piedalījās skolotāji no sešām iesaistītajām valstīm - Portugāle, Horvātija, Īslande, Vācija, Kipra un Latvija.Projekta mērķgrupa bija vispārizglītojošo skolu dabas zinātņu, matemātikas un valodu skolotāji. Projekta gaitā skolotāji apzināja un izstrādāja skolēnu motivējošas mācīšanās un sociālās inovācijas metodes, kas atbalstīja skolēnus ar zemiem mācību sasniegumiem, no imigrantu ģimenēm un novērsa priekšlaicīgu skolas pamešanu, kā arī veidoja pozitīvu attieksmi pret multikulturālu vidi partneru skolās un klasēs.Ar šo projektu dalībnieki motivēja skolēnus veiksmīgi pabeigt skolu, uzlaboja viņu motivāciju, toleranci un starpkultūru kompetenci.Par projektu atbildīgā iestāde bija Rīgas Pārdaugavas pamatskola. Projekta gaitā skolas izstrādāja un ieviesa jaunas motivējošas skolēnu mācīšanās metodes, kas atviegloja skolēnu spēju pierādīt savas prasmes un zināšanas, sekmēja mācīšanās motivācijas uzlabojumus un palīdzēja skolēniem sekmīgi pabeigt skolu.Projekta gaitā notika tādas aktivitātes, kā - pētījumu izstrāde, stundu vadīšana un rezultātu prezentācija, diskusijas; stundu plānu, projektu darbu, datorprogrammu izstrāde un aprobācija, skolotāju pieredzes apmaiņa un semināri, videokonferences un semināru translācija ēterā.Īss rezultātu apraksts:Taustāmie rezultāti: nozīmīgie rezultāti ietver mācību stundu plānu un resursu pieejamību citiem skolotājiem un skolotāju profesionālās kompetences palielināšanu:•reālie nodarbību, stundu,citu aktivitāšu plāni un demonstrējumi, prezentācijas, izmantojot video un Power Point, kuri var būt pielāgojami dažādām mācību vidēm;•pieejami dažādu mērķauditoriju vajadzībām (skolotāji, vecāki, lēmumu pieņēmēji, audzēkņi) pētījumu rezultāti;•multikultūras aktivitātes (skolēnu imigrantu iepazīšanās ar savas jaunās mītnes valsts vēsturi un kultūru, izmantojot dejas, mūziku, kā arī radīta interese par valsts valodu apguvi, izmantojot viktorīnas, kvestus un lomu spēles);•ICT rīki – – apmācības datorprogrammas, virtuālās ekskursijas, mobilo tālruņu aplkikācijas un citi;•tika izveidota Projekta Tīmekļa vietne: http://erasmus.pdps.lv/index.htm• ziņojumi no apmācību sesijām- Newsletters Nr 1-5; • apmācības programma un prezentācijas.Galvenie projekta netaustāmie rezultāti:•iesaistīto skolu pedagoģiskais personāls ieviesa, uzlaboja resursus savā ikdienas praksē un izplatīja kolēģu vidū. Mēs uzskatām, ka ir ļoti svarīgi strādāt šajā virzienā, jo tas veicina visu dalībnieku personīgo, profesionālo un sociālo kompetenču pilnveidošanu;-palielinājas skolu darba efektivitate•inovatīvu mācību metožu izmantošana palīdzēja palielināt to skolēnu skaitu, kuri veiksmīgi pabeidza skolu un turpināja izglītību augstākās izglītības līmenī. Visbeidzot, visās skolās nebija neseksmīgu studentu no mērķgrupām, kā arī tie priekšlaicīgi nepameta skolu.•Runājot par projekta ilgtspējību, mēs varam apgalvot, ka, pētot un novērojot dažādu projektā iesaistīto valstu piedavājumus,katrs skolotājs, katra skola jebkurā valstī var iegūt idejas un pieredzi, izstrādājot labākas mācību programmas savai valstij.Tāpēc, mēs arī turpinām sadarboties ar projekta dalībniekiem, rakstām kopīgus projektus. Idejas, kuras iegūtas projekta laikā, izmantojam savas skolas ikdienā. Turklāt eTwinning platformu izmantojam, lai atbalstītu projekta ilgtspējību: izvietojām informāciju par projektu, projekta mācības materiālus.

The social inclusion of migrants in our European school systems and our on freedom founded democratic societies is one of the core challenges of our time. Migration caused by the most different sources will not decrease but will keep us busy for decades. In order to integrate these people into our societies it is essential that we supply them with skills and competences which enable them to participate in the economic and social environment of our societies.Besides the supply of competences which enable the migrant to take part in the economic structure of the European societies (it is essential to explain the values which are the foundation of our societies. Values like freedom of speech, freedom of assembly, freedom of press, pluralism, freedom of religion, equal rights of man and woman etc are values which are not self evident for many. These values must be learnt and experienced. School is an ideal location for experiencing democratic principles.The objective of the project is, besides the description of the existing practices in the different European nations, to identify methods of good practice and develop and install methods created on the basis of above mentioned experiences.Teachers should be able to collect their experiences, methods and procedures to develop a manual of good practice. This manual would be a source of assistance and should be used to disseminate competences of teaching personell. Moreover we should formulate requests to approach politics, may it be on munipical, country level or on European level to help improve the existing conditions.The objective of this project is besides the description of existing practices in the participating countries to identify good pracice and develop and implement further methods and common practice.The teachers involved are supposed to share experiences and develop a manual to communicate their competences and and act as multipliers for the staff involved. Moreover we should be able to formulate demands and recommendations for the improvement of existing practices to address political stakeholders may it be on local, regional, national or European levelprofile of participants; description of activities; methodology to be used in carrying out the project; a short description of theresults and impact envisaged and finally the potential longer term benefits. The summary will be publicly available in case yourproject3. Number and profile of participantsThe participating schools have approximately 3500 students, which we can regard as direct and indirect benefitors. In addition there are app. 400 teachers who are in contact with the project and its objectives. They profit either from direct involvement as well as through constant information through monthly staff conferences and special meetings and the communication with participating colleagues. 24 students and at least 5 are teachers and/or social workers will profit directly from the activities ofthe projects. Parents of the paticipating students will also be involved in the project. 24 students with minimum one parent make up a number of 144 involved parents. It is ddifficult to estimate the spread out of information within the families and their friends. (If we consider one sibling per family, grandma and granddad and 2 friends we can add 720 more people who get to know the objectives and the content of the project..There are also external cooperation partners like sports and culture clubs as well as and politicians invoved.All participating schools will take care of disseminate the activities and mobilities in the local, regional and national media, if possible. The social networks of the participating schools will accompany all activities and mobilities. Last but not least we count on the effects of moth to mouth communication.The following activities are planned:- 6 transnational project meetings (coordinators, teachers, students)- virtual mobilities- presentations, workshops etc.- production of the manual of good practice- disserminationThe applied methodology is participant and competence orientated, as we collect the experiences of the participating partner schools in educating migrants, determine, adjust and identify good practice. The documentation of these practices is the basis of the project`s activities. We ensure the application this approach with the following methods:- e-learning ICT- working in groups- workshops for teachers and students- presentations of experts (politicians, NGO`s, scientists, concerned persons like work migrants and refugees)- presentations, - classroom visitsWe expect the following lasting results:1. We learn good practice from the experiences of participating schools and identify good practice and improve good practice.2. We document good practice in form of a manual.3. Implementation of the manual4. Living and experiencing democratic and European values.