Strength of students as peacemakers Erasmus+ (S.O.S. peacmakers)


Main funder

Funder's project number2022-1-IT02-KA220-SCH-000088049


Funds granted by main funder (€)

  • 7 810,00


Funding program


Project timetable

Project start date01/10/2022

Project end date30/09/2024


Summary

S.O.S. peacemakers is the result of a continuous interaction and exchange of views which took place between all the schools of the previous project Give me five. We have chosen the the priorities indicated for the following reasons.
Societies are increasingly diverse in many ways (cultures, social groups, identities, education, literacy levels, etc.). This translates into a greater need to learn to navigate diversity and to create inclusive and cohesive social systems through educational activities. Inclusion is a key objective of the Commission's Education Initiative as well as the EU Youth Strategy. The European Pillar of Social Rights states that 'everyone has the right to quality and inclusive education, training and lifelong learning'. the United Nations 2030 Agenda for Sustainable Development also aims to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'. Finally, the European Council highlighted that 'education and culture are key to building inclusive and cohesive societies. Furthermore, sport provides a framework for personal, social and learning competences and for fostering tolerance, solidarity and inclusiveness. In the light of these statements, the project aims to test new ways of making education, training, learning inclusive, equitable and lifelong. Through the pedagogy of strength-based learning and phenomena-based learning, the partnership wants to train teaching staff to create inclusive learning pathways, sharing the national curricula of each country. Strength-based learning puts the learner at the centre of the educational process, in its entirety considering cognitive, social and affective aspects, trying to create a positive environment and to focus learning on the strengths of each learner regardless of the diversity present. (PERMAH model by Martin Seligman and the VIA-Values in Action-classification). The phenomena-based approach makes it possible to use active and pedagogically meaningful methodological strategies, which allow for the creation of different learning environments (e.g. problem solving, problem-based and project-based learning...) in which one learns by doing. Each student can find what he or she needs most: a deepening, a remedial or a reinforcement. This system promotes inclusion and the development of social skills. Phenomenon Based Learning is a type of learning focused on providing pupils with the necessary skills for living in the 21st century, those that everyone needs for personal fulfilment, social inclusion, sustainable living and active citizenship. They are developed in a lifelong learning perspective, from early childhood to all adult life, through formal and non-formal learning.The partnership is therefore made up of different school orders (pre- school, primary and secondary) in order to foster the development of key competences from the earliest school years and in continuity with the next school career.
OBJECTIVES:
1.To experiment with new methodologies to foster inclusive learning through targeted training.
2. To promote the inclusion of all students by putting the student at the centre of the learning process through strength- based pedagogy and phenomenon-based learning.
3. Creating an inclusive learning pathway shared at European level through the construction of learning pathways, comparing national curricula
4.To provide key competences through a phenomenon-based approach. In Phenomenon Based Learning holistic real world phenomena (global crises, migration, economy, environment, water, sustainable energy...) are the starting point for learning. These phenomena are studied as complete entities, in their real context, and the information and skills related to them are explored across the boundaries between disciplines. In the learning process, new information is always applied to the phenomenon or to solving a problem, which means that it has a clear immediate usefulness.
5. Update the gm5 website with all the material produced.
RESULTS:
1.Realisation of a refresher course on force pedagogy and phenomenon-based learning (also creation of webinars on the topic covered)
2. Identification of students' and teachers' strengths through drama, creation of a drama toolkit used in strength-based pedagogy for classrooms, creation of strength charts for each country.
3. implementation of inclusive learning paths using the phenomenological approach and the implementation of learning units: superheroes of peace and sustainable development
4. realisation of learning units from kindergarten onwards using the phenomenological approach involving all the key competences.
5. updating of the gm5 website, already used in the previous project, by inserting all the material produced (refresher courses, toolkits, strength charts, inclusive learning paths, learning units on the phenomenon: superheroes of peace, sustainable development, questionnaire of the Finnish University on the concepts of: multidisciplinary learning entities, integrative approach, integration of diciplines, active-based learning, holisticity, inclusion, goal-based learning and student orientation, carried out at the beginning and end of the project)
THE OBJECTIVES ARE LINKED TO THE SELECTED PRIORITIES BECAUSE:
-they aim to create inclusive learning environments through the application of strength-based pedagogy and phenomenon- based learning;
-they aim to foster the development of key competences through the phenomenological approach that addresses real problems in their entirety in an interdisciplinary way, ensuring lifelong learning in which pupils learn in groups and by doing. - encourage support for teachers through participation in refresher courses that allow them to compare, reflect and share experiences in order to improve methodological and teaching skills and create a sense of belonging to the European community.


Principal Investigator


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Last updated on 2023-16-11 at 08:40