During the last decades, life in most western societies has gradually changed from living in small scale unicultural social groups (family, church, town, etc.) to a much more individual lifestyle in a more multicultural society. The terrorist attacks in Paris and Copenhagen and the increasing numbers of refugees coming to Europe show that this historical change demands a speciel effort from also the education system. This project is therefore developed upon the Parish Deceleration from Marts 2015, which promotes fundamental human values, pluralistic societies, social inclusion and active citizenship in the European school systemes.As a consequence of this change, being prepared for playing an active role in the social interaction with other people (by age , culture etc) in your own local community, should get a prominent place in the education of todays youth. Therefore this should have a prominent place in the school curriculum. The character of the subject does not demand a long term theoretical study. However, it asks for a practical and active approach. This will contribute to the development of active and socially responsible citizens.The focus of this Erasmus project is the civil society and more specific: the role that schools and their pupils can play OBJECTIVES:A NEED FOR SOCIAL ENTREPRENEURSHIP IN THE CURRICULUM - school levelA NEED OF KNOWLEDGE AND EXPERIENCES IN THE ENTREPRENEURIAL PROCES - teacher levelA NEED TO SUPPORT FUTURE ACTIVE CITIZENSHIP - student levelA NEED TO INTERACT WITH COMMUNITY ON LOCAL, NATIONAL AND INTERNATIONAL LEVEL - school, teacher & student levelsPROFILE OF PARTICIPANTS:The 5 schools from DENMARK, NEDERLAND, GERMANY, TURKEY AND ITALY are of different size and orientation, but managements of all schools have recognized the important of the 4 objectives for good school practice in the future. Approximately 15 English and Social Science teachers will join the project together with 300 students during the tree years.ACTIVITIES:5 project meetings have a development in THEMES: FAMILY, YOUTH LIFE, INCLUSION/EXCLUSION and MIGRATION.Each meeting is based upon a certain frame:1. The hosting school makes a Blue Print upon the the structure of their political, market and civil society. The visiting schools compare it with the Blue Print of their own region/country. It is very important for teachers and students to get a comparable knowledge before they start to work entrepreneurial.2. Entrepreneurial work flow: One external partner of each 5 countries from the civil society who works with social issues on a local/national/international level are invited to give the students a specific task on the THEME. The task needs to be a problem or a challenge these partners have in their organisation according to their work with social solutions. During the project meeting the students learn the entrepreneurial process in order to come up with at least 3 good and sustainable solutions for each problem. It is now up to the organisations in the 5 countries if they want to implement some of the solutions in their organisation.The hosting school carries out a follow up report 3 and 6 months after the meeting to see which solutions have been implemented. The last project meeting is an international seminar where leaders, teachers and students present the ideas and results of the project. The target audience of the seminar will be leaders and teachers, NGOs and politicians. KA1 and School Education Gateway will among other sources be used to promote the seminar.METHODOLOGYDifferent models for entrepreneurial learning processes (i.e Kie-model, Progress Model, EBCL) will be used to as working tools and tool for entrepreneurial signs of progress. Mice-T will be used as evaluation platform.SUSTAINABLE RESULTS & IMPACT:School level:1. A higher level of innovative and entrepreneaurial elements in the curriculum.2. A new and improved strategy in preventing students' dropout of school systemes3. An expension of the network to local, national and international partners outside the schools to reinforce interaction between practice, research and policy in each system. Teacher level:1. New and developed models of entrepreneurial learning processes2. An expansion of the teachers competences in planning, implementating and evaluating innovative and entrepreneaurial processes.3. An expansion of the coorperation with external partners for future learning processes.4. An expansion of the international awareness for future cooperation and learning processes. Students level:1. An expension of the students knowledges and competences in working in innovative and entrepreneaurial processes.2. A larger understanding in the necessity to see themselves as valuable and equal local, national and international citizens who can create social innovative and sustainable solutions.3. Less dropouts of school system.
Something4Nothing - School Strategies in a Multiculturel Civil Society has it's background in Paris Decleration from 2015, where the target is promotion of fundamental human values, pluralistic societies, social inclusion and active citizenship in the European school systemes. The five pariticipating schools from Turkey, Germany, Italy, The Nederlands and Denmark all want the develope and implement sustinable school strategies of how to on a school level, teacher's level and student's level work with these targets on a local basis in cooperation with the surrounding civil society. The five participating schools have been: Vester Skerninge Friskole, Denmark. A free school run by parents according the Danish free school tradition founded by Grundtvig. Baken Park Lyceum, The Nederslands. A public secondary school situated 30 km from Amsterdam in the city of Almere in the province of Flevoland. Elly-Heuss-Gymnasium, Germany. A secondary state school for girls only situated in Weiden, in the province of Bavaria. Istituto Istruzione Secondaria Superiore Michele Fodera, Italy. A tecnical high school situated i Agrigento in the province of Sicily. Bilecik Mesleki Ve Teknik Anadolu Lisesi, Turkey. A vocational and tecnical high school situated i Bilecik situated south of Istanbul Target groups who have been addressed in the project are school administration and young teachers The main question for this project has been how schools can develop strategies, learning tools and teach their pupils to contribute to the needs of the local civil society, in interaction with the market and political levels, challenging the future with its need for a more sustainable, more intercultural and more cost effective way of life. This also means supporting teachers in dealing with diversified groups of learners (such as immigrants) from the start of their profession. Transnational approach: Student centred and problem based learning activities Meeting the challenges of the multicultural society were achieved by an international exchange of ideas. Schools learn from approaches in other cultures, teachers learn from working together in multicultural groups, which will appear to be a requirement for success also at the local level. During the project period of three years have the main activities been 6 project meetings (Denmark twice), where school strategies have been developed in the specific frame work: Before each meeting the hosting school has developed a blue print, where the local and national structure of society has been descibed - both on a economical, political and civic level. Visiting schools have prepared partcipating students by comparison of the blue print of their own local and national structure. The hosting school has also reached put to local civil organisations/NGOs to invite these to join the project meeting by giving a real life challenge they struggle with in their daily work. These associations and challenges are well described by the hosting school, and the students participating the project meeting are in groups going through an entrepreneurial workflow, where they meet the assiciation and the challenge, brianstorm, find different solutions and end up with the the most suitable, and present at the end af the work flow a complete suggestion to a solution that is presented to the association. During the 6 meetings about 60 solutions to challenges have been met, and in the evaluations about 75% of the associations have implemented parts of or the whole solution presented by the students. By using the international factor students realized that some local challenges could be recognized in different countries, and also that solutions in one area could be used as the tool to solve challenges in other areas. On a school level all the schools collected during the project period experiences and developed a strategy of how to implement in a sustainable way structures and learning tools according to their school traditions and curriculums.