V projektu Odgovorni turist varuje raznolikost kultur, ljudi in okolja mladi iz štirih partnerskih šol svoje podjetniške spretnosti in družbeno odgovornost razvijajo na področju odgovornega turizma, ki spodbuja zavedanje turistov o njihovem vplivu na naravno in kulturno dediščino destinacije, ustvarja pa tudi pozitivne učinke na lokalno gospodarstvo in povečuje blagostanje lokalne skupnosti. Promoviranje odgovornega turizma je potencial, ki ga želimo povečati z aktivnostmi v tem projektu. Projekt želimo izpeljati na mednarodni ravni, ker bodo udeleženci na ta način spoznali raznolikost ljudi, kulture in okolja ter zato, ker je odgovorni turizem po različnih državah različno razvit in ima povsod svoje značilnosti. Vpliv turizma na lokalno okolje je globalen problem in zadeva tako rekoč vse prebivalce našega planeta.
V smislu mednarodnih izmenjav, ki jih bomo izvedli s pomočjo partnerskih srednjih šol iz Bolgarije, Litve, Češke in Slovenije, bomo razvili in izvedli model odgovornega potovanja. Način, na katerega bomo to izvedli, je v šolskem prostoru inovacija, pomembna tudi zato, ker šole v svojih programih ponujajo vedno več mobilnosti za mlade. V tem kontekstu se nam zdi vzgoja za odgovorni turizem področje, ki ga je potrebno vključiti v šolski prostor.
Učinkovite izvedbe projekta si ne predstavljamo brez razvijanja podjetniških spretnosti, saj le te omogočajo mladim, da prepoznajo svoje potrebe in želje, sprejmejo izzive ter na družbeno odgovoren način izvajajo akcije. Podjetniške spretnosti bomo razvijali s pripravo in izvedbo popotniškega programa v lastnem lokalnem okolju za goste iz drugih partnerskih šol. Udeleženci bodo vlogo odgovornega popotnika izkusili z udeležbo v popotniškem programu, ki ga bodo pripravili udeleženci iz partnerskih šol.
V projektu sodelujejo štiri partnerske šole iz Slovenije, Češke, Bolgarije in Litve, skupno 32 dijakov v starosti med 15 in 19 let ter njihovi mentorji. Aktivnosti v projektu bodo najprej spoznavanje in učenje o odgovornem turizmu ter oblikovanje 10 principov odgovornega turizma, po katerih bomo izvedli nadaljnje aktivnosti. Sledi raziskovanje priložnosti za razvoj odgovornega turizma v lokalnem okolju ter priprava popotniškega programa, vzporedno s temi aktivnostmi se bomo dijaki učili o potrebnih podjetniških spretnostih. Vrhunec projekta bodo kratkoročne izmenjave skupin dijakov, kjer bodo izvedeni popotniški programi po principih odgovornega turizma. Sledi evalvacija in načrti za prihodnost.
Za učenje o odgovornem turizmu ter odkrivanje priložnosti za odgovorni turizem v lokalnem okolju bomo uporabili metode študija literature, raziskovanja in opazovanja na terenu. Razvijanje podjetniških spretnosti bomo izvajali v okviru skupinskega dela ter izkustvenega učenja. Priprava popotniških programov ter njihova realizacija bodo izkustveno učenje. V procesu izkustvenega učenja bodo udeleženci spoznavali tudi raznolikost ljudi, kultur in okolja.
Pričakovani rezultati so povezani z večjo ozaveščenostjo o pomenu odgovornega turizma in poznavanju njegovih principov. Pričakujemo, da bomo te rezultate lahko izmerili s pomočjo anketiranja in pisanja esejev, kar bomo izvajali pred, med in po projektu. Udeleženci in partnerske šole bomo oblikovale in podpisale namero o upoštevanju principov odgovornega turizma v prihodnjih aktivnostih. Z oceno uspešnosti izvedbe popotniškega programa ter samooceno udeležencev bomo ugotavljali, kakšen rezultat smo dosegli na področju podjetniških spretnosti.
Dolgoročne koristi našega projekta so v promociji odgovornega turizma med posamezniki, na področju izobraževanja, v lokalnih skupnostih ter mladinskih in turističnih organizacijah. Dolgoročne koristi pa so tudi na področju podjetništva, saj podjetniške aktivnosti usmerja na področje družbene odgovornosti.
Projekt, v katerem sodelujejo štiri šole iz štirih držav, bo potekal 28 mesecev.
Ocene projekta
Ustreznost:
28
Kakovost:
20
Partnerstvo:
18
Učinek:
30
SKUPAJ DOSEŽENO ŠT. TOČK:
96
Skupen komentar ocenjevalcev
Projektni predlog je v skladu s cilji in prioritetami akcije KA2 šolska partnerstva in naslavlja horizontalno prioriteto, ki se skozi projekt zelo dobro uresničuje. Projekt je inovativen, cilji so jasno definirani in realni ter naslavljajo ustrezne ciljne skupine. Pomanjkljivost prijave je, da jasno in konkretno ne opredeli potreb ciljnih skupin. Projektni predlog je inovativen, saj v projekt aktivno vključuje dijake in jih postavlja na prvo mesto. Tematiko ustrezno kombinira z aktualnimi temami in v projekt vpeljuje »avtentične situacije«.
Delovni program projekta je jasen in dovršen ter vključuje vse faze, potrebne za kakovostno uresničevanje projekta. Predlagana metodologija je realna in primerna glede na pričakovane rezultate. Spremljanje aktivnosti (časovno, finančno ter vsebinsko) je premišljeno načrtovano, stalen nadzor kakovosti projekta pa predvideva tudi različne postopke reševanja projektnih tveganj oz. konfliktov (v kolikor bi to bilo potrebno). Zaprošen znesek dotacije je realen za kakovostno izvajanje načrtovanih aktivnosti.
Sestava projektnega tima in načrt delovanja sta zelo dobro predstavljena. Glavno vlogo pri vodenju in upravljanju projekta prevzema šola prijaviteljica, naloge in odgovornosti so v projektu enakomerno porazdeljene, vendar iz projekta ni razvidna bolj podrobna delitev nalog glede na institucijo. Glede na to, da projekt naslavlja horizontalno prioriteto, projekt v aktivnosti zelo dobro vključuje tudi druge organizacije iz izobraževanja in socialno-ekonomskih sektorjev. Projektna koordinacija in komunikacija med partnerji in deležniki sta zelo dobro in jasno načrtovani.
Ukrepi za evalvacijo učinkov/rezultatov projekta so zelo dobro načrtovani, kazalniki za evalvacijo so tudi ustrezni. Učinki projekta na udeležence in na ciljne skupine v širšem okolju so odlično identificirani. Diseminacija v okviru partnerjev ter izven, v širše okolje, je zelo dobro načrtovana. Predvidene aktivnosti razširjanja rezultatov, vsebina in metode razširjanja so dobro premišljeni. Tudi načrti za zagotavljanje trajnosti projekta so dobro predstavljeni.
Organizacija: LJUDSKA UNIVERZA, ZAVOD ZA IZOBRAZEVANJE IN KULTURO, ROGASKA SLATINA
Zadeva št.: KA2-SE-4/15
NASLOV: ANIMAL INTEGRATION IN THE EDUCATIONAL PROGRAMME
Opis projekta
After detailed analysis of learning achievements of pupils with special needs and the analysis of potential solutions for managing the problem of low learning achievements and early school leaving with pupils with special needs, the most innovative and interesting strategy was the use of Animal Assisted Therapy (AAT) in educational processes, which has proven to be very effective in raising pupils´ interest, motivation, cognitive and learning abilities, especially with pupils with special needs. The main objectives of the project are to develop an innovative approach for teachers and provide a more attractive education. This will be achieved by development of a guideline for teachers about how to use AAT in their curriculum and in their classrooms. The project will create new or improved practices to cater for the needs of disadvantaged group – pupils with special needs. Another objective is to train the members of the teaching staff how to use AAT in their curriculum programme and make them more skilled and prepared to integrate good practices and new methods into their daily activities and to support schools, teacher and pupils with special needs in the field of early school leaving. At the same time the teachers and others involved in the project will benefit from the linguistic and cultural diversity. The project involves 10 organizations from 8 different countries. The coordinator, an adult educational centre, was chosen because of its experience in coordinating and disseminations in national and international projects. ELISTA organization was chosen for the project because it is one of the rare institutions in Europe that offers AAT trainings and will offer its expertise on this subject throughout the project. The project focuses on teachers and on their use of AAT in classrooms on regular basis. We especially focused on teachers who deal with special need students and therefore we included five organizations with education for special needs students and three regular primary schools that have an increasing number of pupils with special needs. Through the project we will carry out various activities to reach the final output of the project – the guideline. The members of teaching staff will undergo theoretical and practical training in the field of using AAT in classrooms on regular basis. During the project they will work together with local volunteer organizations, which deal with AAT and will be trying out AAT method in the classrooms. During this they will keep detailed records, opinions and suggestions, which will be gathered by the coordinator. At the same time there will be activities carried out for the children in order to test reactions of children to animals. On the basis of all the experience in the project, partners will develop the final guideline for teachers on how to use AAT in classrooms. During the process of testing the guideline we will use the method of experimenting, method of problem solving will be used in cases of reports about occurring problems from the teachers, which will probably occur through testing, but will be solved by the project team. During the practical training and afterwards during the work done together with the local AAT organizations, we will use the method of demonstration, because the AAT experts will be demonstrating good practices to the participants and all through the project the project participants will use discussion techniques to manage the project and come to results. The main result of the project will be a final guideline for teachers about how to use Animal Assisted Therapy in classrooms. Among other we wish to encourage and educate members of teaching staff to use this method for the benefit of children and in this way raise their motivations for learning and at the same time raise their level of learning achievements. The impacts of the project are to improve participants´ knowledge of foreign languages, to gain a broader understanding of practices, politics and systems in the field of education and training, better understanding of social, language and cultural diversities and reactions to them, a more positive attitude towards European projects and values of the EU, to give participants a better understanding that it is not only the formal education is the one that is important for their further education and trainings, a strengthen motivation and contentment at their everyday work, to upgrade their yearly curriculum and educational plan with an innovative AAT method, a better understanding of different educational programmes in the special need education and general education in Europe, to raise their awareness of the beneficial effects of AAT in education. The organizations have already made plans how to continue with the AAT after the project finishes and they all made plans how to integrate project results into their regular segment of activities which will improve their educational offer and improve quality of services they offer.
Ocene projekta
Ustreznost:
30
Kakovost:
17
Partnerstvo:
19
Učinek:
26
SKUPAJ DOSEŽENO ŠT. TOČK:
92
Skupen komentar ocenjevalcev
Projektna vloga naslavlja ustrezne prednostne naloge programa Erasmus+ in Strateškega partnerstva, relevantne za področje šolskega izobraževanja. Analiza potreb projekta je ustrezna in sloni na rezultatih več mednarodnih raziskav in analiz. Ciljne skupine so ustrezno opredeljene. Cilji projekta so jasno zastavljeni in ustrezno zadovoljujejo potrebe ciljnih skupin ki jih projektno partnerstvo s svojo heterogeno sestavo ter z ustreznimi strokovnimi kompetencami lahko doseže.
Projekt je izvedbeno dobro vpet v mednarodno sodelovanje partnerjev, ki jasno kaže na dodano vrednost sodelovanja za dosego rezultatov projekta.
Projektni predlog je zastavljen obsežno in kompleksno. Problemsko področje obravnavano na inovativen način, kar predstavlja visoko dodano vrednosti projekta. Delovni program je jasno zastavljen in realističen, glede na število vključenih partnerjev in njihove heterogene strokovne kompetence. Projekt je terminsko ustrezno predstavljen s precizno načrtovanimi projektnimi aktivnostmi, ki je deloma neusklajen z besedilom vendar ustreza analizi potreb in ciljem projekta. Predlagana metodologija dela je realistična in vključuje pričakovane rezultate. Projekt predvidi večplastno evalvacijo projektnih aktivnosti in projektnega managementa, ki je zastavljen kompleksno, a učinkovito. To zagotavlja tudi visoko kontrolo nad izvedbo projekta in izvajanje ustreznih ukrepov, za dosego ciljev projekta.
Učinki projekta na udeležence in deležnike so trajni, saj zagotavljajo učinke tudi po preteku projekta, z uvedbo rezultatov projekta v šolski kurikulum. Načrt diseminacije je kontinuiran in korekno načrtovan. Diseminacija projekta zagotavlja več informiranja in manj uporabo rezulatov, izven sodelujočega partnerstva, kar vidimo kot pomanjkljivost projekta.
Projekt je stroškovno popolnoma učinkovit. Finančni načrt pa je mestoma nejasen in pomanjkljiv. Zahteva za sofinanciranje je kot celota realistična.
Organizacija: SOLA ZA RAVNATELJE
Zadeva št.: KA2-SE-26/15
NASLOV: Leadership capacity building for career development of educational staff
Opis projekta
The main aim of the project LEADCAREER is to develop school leadership knowledge and skills for career development of educational staff. This will be effected by realizing two specific objectives of the project:
- to develop a curriculum for a training programme for school leaders focused on capacity building for career development of education staff;
-to develop a strategy for implementing the above mentioned programme into lifelong learning of school leaders.
Slovenia, Austria, Croatia are the partners involved on the project. The need for a project derives from different research results and from good practice in other fields outside educational environment. The main arguments are related to the changing social environment which requires flexible working time and educational staff that will be more and more responsible for steering their own career development. Educational staff should for reasons of irregular employment and varieties of employment know themselves well and identify opportunities for learning and work, being able to make decisions and successfully transfer and shift between their roles as students, staff members, family members and citizens. On the other hand, school leaders should become competent in career guidance and development of educational staff. Therefore it is necessary to offer school leaders and other educational staff training for career development, i.e. to enhance their career competence (being part of a learning to learn and entrepreneurship competences). The main aim of the project is to develop a 5 -day innovative curriculum with the help of the headteachers (as the main target group) from all partner countries. We intend to invite headteachers (10 from each partner country) to actively participate in the curriculum design. In order to reach the main aims 5 intellectual outputs are planned: a comparative study, a detailed curriculum, pedagogical materials, policy recommendations/guidelines and an e-book. Aproximately 120 people will be involved and will benefit from the project directly and indirectly. The main target groups are headteachers, teaching staff, institutions and policy makers. The quality of the project's activities and results will be monitored throughout the project with questionnaires, logs and reports. Transnational project meeting will be held in each participating country as to gain a clear insight into the culture, thinking and hands-on practice of the countries involved. 10 meetings are planned being held every 2-3 months. After each transnational meeting, a consultation day with headteachers will be performed. The main aim of the consultation days is to present the headteachers separate parts of the curriculum, gain their views, beliefs, knowledge and attitudes, suggest methods of implementation and guidelines for policy making at the national and international levels. The main expected impacts are:
- the empowerment of headteachers for leading their own career development and of educational staff because of the very direct involvement into the project.
-ready made training materials and developed curriculum for leadership capacity building for career development of educational staff,
- policy documents, profesionally supported and reasearch-based,
- empowered training institutions for leadership capacity building for career guidance of educational staff.
Dissemination strategy will encompass a wider audience using different communication channels, e.g. web pages, journals, conferences, informal meetings, workshops, training programmes.
Ocene projekta
Ustreznost:
28
Kakovost:
16
Partnerstvo:
18
Učinek:
30
SKUPAJ DOSEŽENO ŠT. TOČK:
92
Skupen komentar ocenjevalcev
Projekt je relevanten glede na razpisane cilje in prioritete programa Erasmus+ ter ustreza horizontalni prioriteti krepitve profila učiteljskega kadra. Analiza stanja je konkretna in poglobljeno opiše trenutno stanje. Cilji projekta so natančno in jasno opisani in odražajo potrebe vključenih partnerjev. Projekt je namenjen ožji skupini uporabnikov – ravnateljem in ni prenosljiv na druga področja. Projekt je inovativen. Dodana vrednost na EU nivoju je ustrezna. Delovni program je dobro opredeljen in strukturiran. V projektu se predvideva ustrezno vodenje, nadzor in izvedbo projekta. Program je realističen in jasen in ima pregledno načrtovano tabelo aktivnosti. Predlagane aktivnosti omogočajo izvedbo vseh potrebnih in planiranih rezultatov za dosego ciljev projekta. Metodologija izvedbe je dobra in realna. Ocenjevanje in kontrola izvedbe je dobro načrtovana. Projekt v smislu potrebnih finančnih sredstev ni povsem racionalen. Partnerji imajo za izvedbo delovnega načrta ustrezne kompetence in izkušnje. Naloge med partnerji so enakomerno razporejene in evidenten je doprinos vsakega od njih. Način koordinacije in komunikacije je natančno opisan. Predlagane metode evalvacije projekta so ustrezne. Projekt bo imel pozitiven učinek na partnerje projekta, saj rezultati projekta predstavljajo nadgradnjo vsebin njihovega dela. Rezultati bodo lahko aplicirani na druge države in predstavljajo novo inovativno metodo pristopa k oblikovanju dopolnitev učnega programa za šolanje ravnateljev. Projekt bo lahko imel pozitiven vpliv na lokalno, regionalno in EU raven družbe in omogoča sinergijo z drugimi uporabniki. Disiminacija in uporabnost rezultatov je dovolj pojasnjena in natančno opisana. Učni program bo javno in prostodostopen. Začrtane so ustrezne aktivnosti za zagotavljanje trajnosti uporabe rezultatov projekta.
