We observe that the models of access, use and management of water and energy resource, as well as waste does not apply necessarily in a optimal way to all the organizations nor for all the populations. Within Europe, some have specificities which it is necessary to us to consider, as isolated, small-sized places, or adopting different practices (villages, islands, eco-lots, schools). This starting point allows us to propose a frame to this project through the concept of a " village of alternatives ". Each of the partners can thus become identified through his environment. The alternative solutions concern 3 essential problems in the development of a locality: Energy and Waste: get back some energy from waste (in particular of the combustion of waste). Circular economy: reuse the ultimate waste (in particular the rests of the combustion for the compost). Water: get back the water in the close environment. The pupils will gain(win) a capital gain(increase in value) of their language skills, an improvement of their self-confidence and will strengthen the link with the learnings(apprenticeships) throughout the life. The teachers will share best practice between peers and will discover new manners to implement(operate) their teachings, in particular through innovative activities presented during the meetings of mobility. Finally, it will be the opportunity(occasion) for our Polynesian pupils to strengthen their feeling of membership in this distant Europe, to appropriate this European citizenship, and for the other partners to discover that Europe counts territories ultramarine, right in the middle of the Pacific Ocean. The preliminary phase aims at implying(involving) the pupils and at becoming identified with the European project. They will express their expectations(waits), a synthesis of which will be published on the Web site of the project. The final phase of the project will allow to verify if the objectives were reached(affected). The creation of a logo will stress the feeling of membership in the project and in this European community. A video clip of promotion(class) of Europe, in connection with the environmental problems and the cultural references of every partner, will be produced with multiple labels(tax stickers), and spread(broadcasted) on YouTube and the eTwinning platform. Other periods articulate around 3 axes developed simultaneously: energy, waste, water. The diversity of the themes and the proposed activities will allow all the pupils to position on a theme according to their aspiration or to their capacities. This freedom will assure(insure) the investment of the largest number, will allow to individualize the objectives and by there even will guarantee the success of the project. Favoring the fight(wrestling) against the early school leaving and the absenteeism. A current situation(inventory of fixtures) will be made on the existing during the first year by the project. For the second year, protocols and experiments will be led in an optics of alternative(alternate) solutions to the problems of the project. The proposed activities will integrate(join) the production of educational works presented at the European partners, to compare and improve the practices. The realization of prototypes will concretize this European educational cooperation during the last year. The conception(design) and the implementation of the answers to problems will naturally be adapted to the specificities of every partner, what will assure(insure) a diversity of the sources(springs) of learnings(apprenticeships) between peers and European citizens. The French Polynesia will be interested for example in the possibility of adapting the solutions to islands and atolls of the South Pacific. An European awareness is set up. A common European statement(declaration) on the management of the water is elaborated and spread, in particular with the local and regional actors. Euro-quizz on waste is produced thanks to a mutualization of the proposals between the partners. He(it) will be tested on a large scale (schools of the neighborhood, the events on the environment, on-line on the platform of European distribution(broadcasting)). An exhibition(exposure) on the theme of waste and water will be produced by all the partners. The touring of this exhibition(exposure) will assure(insure) the scattering of the information and the sustainability of the project beyond the period of the European financing: the exhibition(exposure) will travel in every country, in places distant from these countries (ex: islands and atolls of Polynesia).
"We Believe in a Better Europe" is a project presented in partnership with 3 European countries and whose main objective is to raise awareness at different levels (students, staff, public), on everyday topics: access and management of water ressources, waste management and energy, in a small or isolated community (island, village, school ...). The project targets the notion of sustainable development, protection of resources, and awareness of the consequences of our actions on the environment especially in an isolated environment. Planned for 3 years (2015-2018), the project brought together TAAONE High School (French Polynesia) coordinator and project leader, EPAL Kalamarias High School (Greece), ZSP3 Gniezno High School (Poland) and Colegiul Agricol High School Nr.1 Valea Lui Mihai (Romania), Croatia withdrew at the beginning of the project. There were 9 activity phases total, 3 per year. These phases were explained by the project coordinator (French Polynesia) on GoogleDrive and padlet, in English, allowing the partners to be prepared and when the different activities of the project took place. Each partner country organized itself according to its technical and material resources and reported on the progress of their work with the coordinator (French Polynesia) respecting more or less the deadlines. In French Polynesia, the students of the 1st and final STI2D EE classes at TAAONE High School, aged between 17 and 18, participated in the project. Each year, a different class did the project, reaching 86 students. The team that supervised the students changed over the 3 years (the project coordinator changed the last year of the project). Approaching the different activities of the project was not always the same from one country to another. Which gave a wealth of ideas in the development of a common solution, and thus obtain: the logo of the project, a video-clip presenting the project, the joint European declaration on water resources, the euroquizz on waste and traveling exhibition on waste and water. Sharing and exchanging information excited students and teachers alike. Polynesian students have even created links with other European students. They really realized that they were Europeans in the middle of the Pacific Ocean. Out of the 15 students who took part in the 3 European learning mobilities, 11 had never left French Polynesia, and 8 of them were less afraid to go to distant Europe to follow their studies. In general, students of STI2D (Science and Technology of Industry and Sustainable Development major Energy and Environment) are more involved in the actions already implemented in high school, namely a better way to sort waste and avoid wasting water and electricity. Many students realized that some wastes could be a source of energy, such as gas or electricity, and that the ashes of waste burning could be used as fertilizer. Recovering the heat from burning waste to produce electricity while reducing the volume of waste, seemed like a real asset to the environment especially on their island. The activities carried out throughout the three years (the intellectual productions included), were for them, a different way, more playful, to apprehend the contents of certain lessons taught in class. The communication in English has highlighted the importance of the practice of foreign languages for both pupils and teachers. Morevover, the strong cultural distance between the countries (linguistic, ethnic and historical difference), allowed the students as well as the teachers, to acquire a greater open-mindedness, thus facilitating a better insertion and understanding of the notion of European citizenship. Researches on the internet, the use of multiple softwares for drawings, images and sounds, allowed some students who knew them to show their expertise and share it with their classmates. The traveling exhibition of the project presented in primary schools, has shown that in TAAONE high school, European projects could emerge. In transnational meetings and learning mobilities, meetings between teachers and students of all nationalities have been rich in discovery, sharing of know-how, emotions, ideas and gifts. The completed project was ultimately a success.