Last autumn, The Jean Jaurès Foundation presented the results of an opinion poll on the migrant crisis as seen in seven European countries (France, Germany, Italy, Spain, Netherlands, Denmark, and Great Britain). Results show a clear split in European opinion. This survey raised humanistic, emotional, political and economical questions with the Italian and Dutch school in our current partnership. For instance, why do so many people in Europe not support the reception of people from war zones? People in need who lost all security and possessions. Why do people’s views from various European countries differ so widely on this important issue? What will be the consequences for Europe if we as a union cannot deal with this crisis in a united and constructive way?The Italian and Dutch school in this project expressed the wish to form a partnership that addresses these issues and questions. On etwinning, they found partners in some of the other countries included in the opinion poll (Denmark and Great Britain), but also partners in countries that can be seen as the most important gateways into Europe (Greece and Turkey).So, the choice of studying refugees and frontiers as a transnational project is necessary as this is one of the biggest challenges the EU has had to face so far. Millions of people attempting dangerous sea crossings and walking for days to reach certain EU countries indicates there are major issues (in the countries from which they are fleeing, but also within the EU because of different approaches and attitudes). In mixed European groups, the students will study the rationale behind the current policy framework within the EU as well as the human stories that hide behind these policies.Different countries all have different approaches in dealing with the current situation: Can we learn from them? Is it possible to establish a common approach in dealing with the crisis? How do partner countries deal with immigration from outside of the EU? Working collaboratively with students from partner countries will enable students to give a better understand the process of dealing with refugees and their rights in partner countries, essential to develop a greater European identity. The goal is that it will empower them to consider situations in a Pan European context rather than viewing it solely as a state or a local issue.All activities (school activities, international meeting etc.) during this project will be linked to the questions we raised above. It will be an unique process and experience that are participants will go through. In order to pass these experiences on to the rest of Europe, we set a goal.Our goal is to create a website filled to the brim with teaching tools. This open educational resource (OER) captures all the experiences from us and our students during this project. It will be for young people by young people. All lesson plans, individual activities and so on will incorporate the 21st century skills. Next to IT skills, the most relevant skills here would be collaboration, critical thinking, problem solving, creativity, social skills, and cultural skills. This unique OER means that other students and teachers at other schools throughout Europe will be able to benefit. We hope to make our contribution to a more positive and unified Europe.The specific objectives being pursued in this project:• improve understanding why refugees flee their own countries and wish to live within the EU;• better understanding of practices and policies linked to the refugee crisis;• greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity in and outside of Europe;• to promote a greater sense of European identity; • more active participation in society concerning the refugee issue and integration aspects;• more positive attitude towards the European project and the EU values;• increased competence in the English language;• increased level of digital competence and ICT skills
Context: Three years ago, our starting point was the opinion poll by The Jean Jaures Foundation. It showed a clear split in European opinion as far as the reception of refugees was concerned. We then decided to do a project about refugees and frontiers. Our goal was to create a website filled with teaching tools that help students to develop a greater sense of European identity. We hoped it would empower them to consider this situation in a Pan European context rather than viewing it solely as a state or a local issue. In Greece especially the starting point was that since 2015 we started living face to face with the refugee issue, a huge crisis,with thousands of people walking around our city and seeking for a safe and better life, with shelters too close to our school community and with desperate people who left their countries under the threatening of their lives The specific objectives being pursued in this project: • improve understanding why refugees flee their own countries and wish to live within the EU; • better understanding of practices and policies linked to the refugee crisis; • greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity in and outside of Europe; • to promote a greater sense of European identity; • more active participation in society concerning the refugee issue and integration aspects; more positive attitude towards the European project and the EU values; • increased competence in the English language; • increased level of digital competence and ICT skills Number and profile of participants: Our five schools with our participating students were the main participants, of course. All students were between 15 – 18 years old. During the project, we cooperated with a huge amount of other organisations, such as (local) authorities, primary schools, youth services, refugee shelters, language schools, NGO’s, universities, intercultural centres and local entrepreneurs, embassies,national and local authorities. Description of undertaken main activities: During our 3-year project, we have not only organised 3 transnational and 5 international meetings, we have given our students an valuable life and learning experience linked to our objectives. Conversations, workshops and sports games and buddy projects gave students and refugee students a chance to get acquainted. Of course it created understanding on why refugees flee their native countries. Our visit to Brussels (and group discussions with MP Jeroen Lenaers), presentations by NGO’s and visits to local governments created understanding of practices and policies. On one hand, students recognised the difficult positions of countries and European authorities. On the other hand, the abstract image of ‘the refugee’ had been replaced by many personal faces and stories. It made them think in depth about the extremely complex issue at hand. Several activities mentioned before, the exchange set-up itself and various presentations showed our students the enormous diversity in and outside of Europe. It stressed the fact that meeting people who are different enriches your life; Experiences like these are one of the big advantages of living in a free and open Europe. Because of this, our students were extra motivated to participate actively in society concerning the issue and integration through guest lessons at primary schools and the buddy project. The complete project was made extra challenging for students because of English being our main language for communication. Moreover, students were encouraged to use a multitude of different ICT tools and applications to make presentations, workshops and group work more varied and interesting. Later on, a detailed overview of all activities will be given. Results and impact attained Now we have reached the end of our project, our students have conducted interviews to measure the impact the project has had on its participants. Because of the sheer volume of activities and contact our group has had with refugees, NGO’s and other stakeholders, we can conclude that our students have truly gained understanding of and insight in the refugee crisis. They know people and their stories, they are aware of the different perspectives of the participating countries and are able to grasp why this situation is so extremely complex. Of this they have given testament during their presentations at home and during guest lessons that they gave. They also indicate that their experience has affected their close circle of family and friends as well. Unfortunately, we cannot be sure of this result. Of course, we had also hoped of achieving results in the greater communities. But honestly, we are not able to measure any impact in a larger sense accurately. As far as the buddy project is concerned, we can say that it definitely had impact on a local and personal level. ISK students had a smoother transition from their language school into regular education, because of the project.