Naslov: Odgovorni turist varuje raznolikost kultur, ljudi in okolja

Organizacija: UNIVERZA V LJUBLJANI
Zadeva št.: KA2-SE-19/15

NASLOV: I for InterEducation – Education for interculturalism in European classrooms

Opis projekta
Recently, most EU countries encounter with migrations, it happens in many countries that interculturalism experiences crisis. For this reason, we believe it is necessary to address this important topic among broader societies to encourage social cohesion in EU. In the project proposal this topic is addressed especially to teachers and future teachers, playing an important role when implementing the intercultural communication and cooperation as conditions for living in cultural diversity society. We are addressing intercultural encounters, cultural conflicts and relations in European intercultural schools not in the aspect of cultural assimilation but rather in the aspect of inclusive society which means building an opportunity for coexistence of different cultures and languages. The main aim of the project is to strengthen the profile of the teachers in the field of intercultural awareness and responsibility of compulsory education to the development of skills and qualifications in the frame of social competence in the lifelong learning. The key to successful implementation of intercultural education and building of inclusive society in school is the formal school system, student and teachers support mechanisms in accordance with the principles of intercultural education, and intercultural competent teacher. Our thesis is that systematical integration of intercultural education in the schools and in the pedagogical practices brings awareness and suggests positive perceptions of cultural diversity in our society. In contact with immigrant children, teachers need many new skills. In many studies it has been proven that teachers' views to the immigrant students in some of EU countries are negative, also are stated as a problem of ignorance of the principles of intercultural education and the rejection of its guidelines. Meanwhile some countries such as Sweden already recognized rejection of intercultural education some years ago, and partly developed support mechanisms for teachers and immigrants, and incorporating inserter intercultural education as important issue in education study programs and struggles to make interculturalism work. In the MIPEX evaluation of school systems Sweden remains among three top countries but still regarding the situation and research outputs, it is clear that we need a consistent training model for future teachers in EU which would help to develop this intercultural competence among immigrants and non-immigrants, while intercultural competence is important for both groups. From the project rationale we will implement: - the activities of cooperation and exchange practices between countries that have different intercultural policies; - support to the development of innovative course for future teachers in teacher education programs and course for professional development of teachers in EU classrooms; - activities that will support and address the issue of discrimination and segregation of immigrant pupils and pupils with different cultural background; - activities to better prepare and deploy the education and training professionals for equity, diversity and inclusion challenges in the learning environment; To support all the activities and to exploit project results we will follow some important steps and provide intellectual outputs. The project will start with a research and analysis of different systems and support for intercultural education in educational systems, followed by report and comparative analysis. 5-day learning – teaching activities that will follow the research, is going to be an opportunity for the exchange practices between countries that have different intercultural policies and sharing the most efficient examples discussed by experts and teachers themselves. The teaching learning activities (in Sweden, Cyprus and Spain) will be the basis for the setting up joint accredited course for future teachers in HEI that educate teachers and a course for teacher to obtain additional knowledge. After testing the course in each partner country, parallel we will work on the guidelines for teachers and teacher education students, where the theoretical support and practical advises will be put together for the support to teacher’s staff and indirectly to the children. To follow the use of ICT in schools e-tools for teachers and students will be developed. After the evaluation and valorization of the course program (in ECTS), the course will be suggested to certificate at study programs in partner universities.
Ocene projekta
Ustreznost:	21
Kakovost:	16
Partnerstvo:	18
Učinek:	17
SKUPAJ DOSEŽENO ŠT. TOČK:	72
Skupen komentar ocenjevalcev
Projekt je relevanten za področje splošnega izobraževanja, naslavlja več prioritet. Dobre strani projekta so povezovanje organizacij iz držav, ki imajo izkušnje s tematiko medkulturnosti, ter različne institucije, ki imajo izkušnja že iz podobnih projektov pred tem. Slaba stran je, da teh ne uporabljajo v tem predlogu (slaba analiza, po drugi strani pa želijo financirati aktivnosti, ki so bile verjetno že opravljene). Izpostavljajo splošne potrebe ciljnih skupin, vendar pa projekt ni inovativen. Faze projekta so primerno oblikovane z nekaterim slabšimi fazami (npr. faza spremljanja). Predlog je primeren časovno, manj pa proračunsko (nekatere aktivnosti so bile že opravljene v preteklih projektih, v katerih so nekateri partnerji sodelovali in jih ni potrebno ponovno financirati). Ni razvidnih povezav po posameznih ravneh projekta (lokalno, državno). Naloge so primerno porazdeljene med partnerji glede na naravo in izkušnjo, ki jo imajo. Projektni tim je zelo kakovosten. Glede na izkušnje projektnih partnerjev bi bilo potrebno v prijavo vključiti vsaj nekaj konkretnih izsledkov raziskav in na tej podlagi bolje, konkretneje identificirate potrebe organizacij in udeležencev v projektu. Predlog navaja več efektivnih mehanizmov za koordinacijo in komunikacijo med sodelujočimi organizacijami ter ostalimi sodelujočimi deležniki. Iz navedenih evalvacijskih metod ni mogoče oceniti, ali bo projekt dosegel pričakovane rezultate. Vpliv projekta na udeležence in na organizacije bo viden med in po končanem projektu. Manj jasno pa je razviden vpliv na odločevalce politik in kako naj bi prišlo do glavnega dosežka projekta, kurikuluma oz. tečaja za učitelje – na državni ravni, da ne bi bil na voljo samo na nekaterih univerzah. Vloga ostalih sodelujočih po zaključku porjekta ni jasna. Največji manko predloga je delna finančna neučinkovitost, predvsem pa diseminacijske aktivnosti. Slednjih je več in so raznovrstna, vendar brez dobrega načrta. eTwinning ni predviden.

Organizacija: ZAVOD REPUBLIKE SLOVENIJE ZA VARSTVO NARAVE
Zadeva št.: KA2-SE-2/15

NASLOV: Geo svet v vrtcih in šolah

Opis projekta
Projekt GEO SVET V VRTCIH IN ŠOLAH (GeoSvet) izhaja iz potreb vseh vključenih partnerjev, njihovega okolja in iz potreb šol in vrtcev, in so bile prepoznane na podlagi dosedanjega sodelovanja partnerjev z vzgojno-izobraževalnimi ustanovami na območjih Geoparka Karavanke in Geoparka Papuk, ki sta del evropske in svetovne mreže geoparkov pod okriljem UNESCO. V geoparkih Karavanke in Papuk kakor v vseh geoparkih po svetu je izjemnega pomena geo-izobraževanju. Geoparki štejejo za prave učilnice v naravi, ki nudijo številne vsebine za vzgojo in izobraževanje tako otrok, mladine kot tudi starejših. Območji Geoparka Karavanke in Geoparka Papuk kot dela Naravnega parka Papuk se ponašajo z svetovno pomembnim geološkim in geomorfološkimi posebnostim, edinstveno floro, favno, kulturno krajino, ter bogato rudarsko in tehnično dediščino. Na teh bogatih osnovah gradimo in še želimo graditi izobraževanje, popularizacijo in osveščanje o geoloških, geomorfoloških kot tudi ostalih naravnih in kulturnih posebnostih. Najpomembnejši cilji projekta GeoSvet so: - Večje vključevanje tem geologije in naravovarstva v vzgojno-učne programe na podlagi INOVATIVNIH METOD poučevanja za dvig ozaveščenosti in motivacije ter boljše učne rezultate - ČEZMEJNO POVEZOVANJE IN MREŽENJE izobraževalnih ustanov na osnovi regionalno specifične tematike in strokovne podpore - POVEČANJE DOSTOPNOSTI šol in vrtcev do kvalitetne izven šolske ponudbe izobraževalnih programov na podlagi sodelovanja izobraževalnih ustanov, strokovnjakov iz področij naravovarstva, geologije, kulture in turizma v t.i. konceptu Geo potnega lista Cilji projekta izhajajo iz slabega vključevanja šol in vrtcev v lokalno okolje in slabe izkoriščenost izven šolskih izobraževalnih kapacitet, nepovezovanja izvajalcev izobraževalnih programov, vzgojno-izobraževalnih ustanov, strokovnjakov, gospodarstva (turizem) in lokalnega okolja, ter slabe vključenosti tem geologije in naravovarstva v vzgojno učne procese. Za doseganje teh ciljev projekt predvideva številne aktivnosti. • V okviru projekta, se bodo ob podpori geoloških strokovnjakov kot tudi strokovnjakov s področja interpretacije in naravovarstva, pripravili INOVATIVNI UČNI PRIPOMOČKI (učni priročnik z interpretativno podanimi teoretičnimi razlagami, skupek navodil in delovnih listov za izvajanje problemskih nalog in praktičnih primerov, eksperimentov in opazovanj, mapa s strokovnimi podlagami in itinerariji za vodenje po učnih poteh in interpretacijskih točkah). Paket učnih pripomočkov bo dopolnjevala aplikacija »GeoBoss« za prenos IKT tehnologij v naravo in kot učni pripomoček za doživljanje narave. • S ciljem spodbujanja sodelovanja med strokovnimi organizacijami, lokalnimi skupnostmi in vzgojno-izobraževalnimi ustanovami je v projektu predvidena vzpostavitev mreže GEO ŠOL in VRTCEV na podlagi priprave strokovnih meril in kriterijev za vključitev, priprave programa letnih aktivnosti ter priprave javnega natečaja za zastavo in himno Geo šol in vrtcev. • S ciljem krepitve zmožnosti organizacij in za lažje vključevanje regionalno pomembnih vsebin v vzgojno učne procese in za večje vključevanje oseb z manj priložnostmi v izven šolske izobraževalne aktivnosti smo v projektu predvideli vzpostavitev sistema tako imenovanega GEO POTNEGA LISTA, ki bo povezal vse obstoječe in potencialne izvajalce izobraževalnih programov v regijah Geoparka Karavanke in Geoparka Papuk ter druge zainteresirane ponudnike izobraževalnih vsebin na področjih geologije in naravovarstva (PMS, zainteresirane nacionalne geoparke, …). Obenem pa bo spodbudil izvajalce k dvigu kakovosti programov in h krepitvi zmožnosti ter vzbudil nove ideje v regijah (nove zaposlitvene možnosti). Prijavitelj projekta, ki bo projekt GeoSvet tudi vodil je Zavod Republike Slovenije za varstvo narave (ZRSVN), projektni partnerji so ARGE Geopark Karawanken-Karavanke (GP Karavanke), Obir- Tropfsteinhöhlen Errichtungs- u. Betriebsges.m.b.H. (OJ), Podzemlje Pece d.o.o. (PP), Koroški pokrajinski muzej (KPM), Javna ustanova Park prirode Papuk (GP Papuk), Prirodoslovni muzej Slovenije (PMS), Osnovna šola Mežica (OŠ Mežica), Bildungszentrum Bad Eisenkappel (LŠ Železna Kapla) in Osnovna škola "Ivan Goran Kovacic" (OŠ I.G.K.). Projekt se prične 1. septembra 2015 in bo trajal tri leta.
Ocene projekta
Ustreznost:	21
Kakovost:	14
Partnerstvo:	15
Učinek:	21
SKUPAJ DOSEŽENO ŠT. TOČK:	71
Skupen komentar ocenjevalcev
Projekt je relevanten za šolsko področje, vključuje ustrezne organizacije. Projektni cilji so sicer jasni in podpirajo delovni program, a je analiza potreb, na kateri so nastali ti cilji preveč splošna. Sicer je projekt pomemben, ker povezuje različne vsebine, ki se jih lahko na zanimiv način vključi tako v splošni kot odprti kurikul, vendar pa prijavitelj ne predstavi primerno načina, kako bi bilo lahko to mogoče. Za doseganje zastavljenih ciljev je mednarodno partnerstvo potrebno. Prijava ustrezno naslavlja različne kriterije ocenjevanja, a je hkrati tudi nekaj elementov, za katere informacije manjkajo oziroma so presplošne. V prijavi moti, ker ni jasno navedeno, kaj so konkretni dosežki prejšnjih projektov iz tega področja in kako je ta projekt nadgradnja prejšnjim. Projektni tim je obsežen, sestavljalo ga bo več skupin, moti, da bo v preveč zadevah preveč centralizirano voden projekt. Učinek na različnih ravneh, za različne deležnike je preveč splošen (manjkajo proaktivne dejavnosti tovrstnega načrtovanja). Določeni dolgoročni učinki so navedeni (delež šol, ki bo uporabljala aplikacijo recimo), a ne vemo, kdaj bo ta učinek dosežen (manjka časovna opredelitev). Tudi evalvacijska merila in diseminacijski načrt sta le delno ustrezna. Diseminacijo so šteli deloma kot intelektualni rezultat, kjer so predvideli vzpostavite mreže šol, kar ni IO. Za šole bi bilo mogoče pričakovati uporabo eTwinninga vsaj pri diseminaciji. Vsekakor odlična ideja za tovrstno projektno sodelovanje, a bi jo bilo mogoče in potrebno na določenih delih še bolj konkretizirati.

Organizacija: Institut za psiholosko svetovalne razvojne projekte
Zadeva št.: KA2-SE-46/15

NASLOV: OpenMinds - Development of entrepreneurial competencies of children

Opis projekta
Teaching entrepreneurship is a growing field in EU school education; however, the majority of such initiatives focus on later stages of education. Despite several initiatives in curriculum development, we still lack innovative didactic tools, which would support pupils and teachers. Many curriculums lack a broader perspective on entrepreneurship proposed in the EU definition (COM(2006) 33 final) as “an individual's ability to turn ideas into action, to be innovative, take the initiative, take risks, plan and manage projects with a view to achieving objectives.” The primary purpose of the project is to provide a comprehensive educational tool for the development of entrepreneurial competencies of children with the goal of establishing an integrated support to children, their teachers, and mentors in the development of an entrepreneurial mindset at an early age. The key objective of the project is to introduce entrepreneurship as an important subject in primary schools. Project participants will include teachers in primary schools that will obtain the skills not only to perform the OpenMinds entrepreneurial competencies development program for children, but will also be able to perform additional train-the-training workshops at partner countries. Additionally, each partner will perform national train-the-trainer workshops for 20 teachers. 92 teachers from four partnership countries will be directly involved in the project. The primary target group are children ages from 12 to 15. Total number of directly involved children will be at least 140. Due to the national train-the-trainer workshops we expect additional OpenMinds program and consequently additional 800 children that will benefit from the program. Project will encompass the following key activities: - Field overview and analysis during which the fundamental concepts of the program will be established. We will perform a detailed review of international best practice cases, which will aid us in the development of the program content. - OpenMinds entrepreneurial competencies development program for children with OpenMinds e-toolbox for children - in this activity we will develop the entire content of the OpenMinds program that will also serve as the basis for the development of the OpenMinds e-toolbox. It will be a highly interactive online course with hypermedia educational materials. - Modifications of the OpenMinds program for children – based on the results of the multiple-level evaluation, a specification of modifications will be prepared by each partnership country and implemented in the program and e-toolbox. - OpenMinds train-the-trainer module – in the framework of this activity we will develop the train-the-trainers module curriculum and detailed guidelines for future trainers. - Train-the-trainer workshops - One international 5-day train-the-trainer workshop will be performed in Italy for all partner organizations and teachers from their associate partner schools. Consequent train-the-trainers workshops will be performed by each partner in their home country. - Dissemination - dissemination will include ongoing communication with the media (tv, radio, print). Program promotion will be performed throughout the duration of the project, via social media (facebook, youtube, etc.) and the project website with access to the OpenMinds e-toolbox for children. An important part will be the OpenMinds Challenge, where children from EU will create their own ideas and present them to the public. The project with conclude with an international conference during which the achievements and recommendations will be presented. In order to ensure wider recognition and possibility of an EU-wide implementation, the program will be developed in English language and in the languages of the partner countries. The platform will promote experiential learning and will include three modules covering the core areas of entrepreneurship: (1) Development of entrepreneurial personality (with intra-personal skills and creative thinking), (2) Practical knowledge and skills, (3) Social responsibility of an entrepreneur and ethics. By various dissemination activities on regional, national and European levels we plan to reach at least 2000 people. Moreover, all 6 partners will exchange their best practices in teaching entrepreneurship. By creating an open e-learning platform in 5 languages and transferring the knowledge to local environment, the project aims to sustain the results after the EU funding is concluded. The project will offer efficient framework for entrepreneurial capacity building for youth balancing the soft and hard skills and a combination of e-learning and experiential learning in the field and classroom. We strive to achieve long term benefits in terms of contribution to better employability and entrepreneurial potential of pupils, reduced stereotypical views toward youth in entrepreneurship and raising awareness in soft side of entrepreneurship.
Ocene projekta
Ustreznost:	21
Kakovost:	13
Partnerstvo:	18
Učinek:	18
SKUPAJ DOSEŽENO ŠT. TOČK:	70
Skupen komentar ocenjevalcev
V projektnem predlogu so izbrane prioritete področja šolskega partnerstva in mladih. Vendar se v nadaljevanju projekt osredotoča na šolsko področje. V predlogu je sicer zapisana ciljna skupina mladih (starih od 12 – 15 let), a slednje v predlogu ni izpeljano (fokus projekta so osnovnošolci). Potencial prenosa na mlade sicer obstaja, a ni izpeljan. Mednarodna dimenzija ni dovolj kakovostno utemeljena. Projektno partnerstvo in projektni načrt sta ustrezna. A je opaziti določene pomanjkljivosti: pomanjkljiv delovni program, stroškovna neučinkovitost, vpliv je bolje predviden na projektne partnerje in ostale vključene v projekt, kot druge skupine. Ena od kakovosti projekta je njegova inovativna dimenzija. Od projekta bodo največ pridobili neposredno vključeni, za ostale deležnike projektni vpliv ni kakovostno načrtovan.