Since the beginnings of time people have migrated in search of better living conditions. All humans want to live in peace, happiness and prosperity and according to the UN charter or human rights it is within their privileges to do so. Unfortunately the unrest, violence and wars occurring in the world have in recent years created an inflow of migrants for Europe. The number of migrants reaching Europe by boat this year has skyrocketed. On one side we have EU policy and rules related to migrants, but on the other EU citizens and especially the younger generations are not prepared to deal with this big challenge of migration. Our priority in undertaking this project is to help our youngsters examine, comprehend and deal with the issue. All over Europe, our students are being confronted with a variety of attitudes. The media bombards them with opinions that are often passed on as news although they may be only opinions. As educators it is our duty to teach that migratory patterns are not a new concept and to help students decide on appropriate attitudes to deal with it. The scope of this project is, therefore, within the limited range of our schools’ resources and reach, to promote a historical approach to migration, disseminating the idea that we are all migrants, from one age or another, to increase sensitivity and awareness towards the migration phenomena, to strengthen moral and intellectual knowledge on migration and endorse values like tolerance, respect, fraternity, to dismantle false beliefs and prejudices on migrants and finally to reinforce the significant idea that should underline the attitude towards migration: they are us! Ultimately, to create an awareness of how complex the topic of migration is and what effects it has on societies. Addressing this topic in an Erasmus+ project, we aim at reinforcing, in our students, very diverse skills, like communication in a foreign language, production of films, videos and digital materials, European citizenship values, acquaintance of European and national laws on migration, and project driven approaches to knowledge as well as a range of critical thinking and communication skills. Mostly however we aim to aid our students in thinking outside the box and making their own decisions as to what is appropriate or not. To achieve these goals, we have established a set of partners, ranging from Greece, that welcomes new refugees every day to Germany that has proven to be the place where most migrants dream of reaching, to Spain facing migrations in and out of the country, and Portugal and Romania, where the most significant migration waves are still departures from their homeland. This diversity ensures different approaches and dissemination of a wide range of problems to students from very different regions in Europe. Hence, this partnership and project aim to teach students involved • to develop the adequate attitudes towards otherness, • to participate in European values and acknowledge others as a source of cultural enrichment, to improve their learning skills through diversified teaching and learning methodologies • to improve and mobilize their skills and abilities to take part in the digital society by producing and sharing digital resources and by mobilizing innovative and multi device software; • • to realize that every issue can be seen from different points of view, • • to analyze information, and distinguish the truth from lies and manipulation even if it is difficult, • • to be able to transmit learnt knowledge to their peers, • • to be more confident in everyday situations. Concerning the teachers involved we seek • to support all educational staff timprove their digital skills through the use of ICT for learning; promoting OER in different languages for a relevant education • to pro-actively rethink the curricula in a European dimension • co-operate on creating, piloting and presenting lesson plans on the specific topics As regards to the schools involved we aspire to help • to improve their abilities to act as European organizations, by developing projects with other similar institutions across Europe • to learn to cope with the problems of their communities by the diversification of curricula and methodologies and by investing in local problems with Europe on the horizon. To achieve these objectives, we will engage our students and teachers in meaningful activities like meetings with migrants, workshops with significant institutions’ representatives (EU, UNESCO, NGOs, etc.), open days at partner schools to involve local communities and the production of a film with contributions from all partners which will later be included in a lesson plan about migration to be disseminated to other schools and institutions. All communication will be held in English, which is a major contributions from all partners which will later be included in a lesson plan about migration to be disseminated to other schools who may want to use the materials.
Migrations are not new. They have existed since the beginnings of time. Humans have always wanted to live in peace and prosperity as the UN charter of human rights says is within their rights and have followed migratory patterns to do this. Due to the conflicts of today’s world we, in Europe, have recently experienced a new rise in migrations. Although Europe has begun to control and secure its borders, there is still a large number of illegal immigrants making its way to European shores. The OMIT project was born due to the impact these migrations have had in an economically recessive Europe. As educators, it is our duty to help shape the attitudes of the new generations of Europeans, to increase their empathy towards the migration phenomena, to dismantle false beliefs and prejudices and to reinforce the significant idea that we are all migrants. Ultimately, to aid them to create a stance more congruent with the idea of the united, tolerant and amiable Europe we have been building so far. To achieve this, every participating school chose about 20-30 students aged 13-18, of mixed gender, with a communicable command of English so as to be able to participate in the project. The students had to analyze migrations historically, socially and politically focusing on the illegal migrants that seek entrance to Europe every day and how they are dealt with (legal framework); Each partner institute was responsible for a theme strategically suited to the social reality of their situation. These themes were presented at the LTTAs in each country accordingly (e.g. the Azores took over migrations in the past while Greece took over migration in the present, etc.). In particular, during all LTTAs the tasks agreed upon were carried out and presented by the students, in particular during: LTTA1 students: - mapped migration routes for each country and interviewed five different migrants LTTA2 students: - visited a refugee camp “LM Village” and took part in a simulation game based on “Passages” by UNHCR LTTA3 students: - presented the legal framework for immigration - worked out and performed skits on the push- and pull-factors for migration LTTA4 students: - executed presentations on migration and its influence on our societies - visited the German Emigration Centre in Bremerhaven to study the steps of migrants into and from Germany LTTA5 students: - researched and presented cartoons on migrations - created posters showing tolerance and intolerance towards migrants - worked on editing the video on the topic “Europe – a welcoming place?” Teachers also held meetings during the LTTAs so as to plan future mobilities and activities. During the TPMs teachers: - set up the timetables for each year - collaborated in creating surveys, questionnaires and drafting reports - evaluated the project work done - discussed further work to be done and laid out details for future student tasks - planned the logistics of future mobilities - checked eTwinning space and web page - discussed the impact and sustainability of the project - worked on the mobility tool To further aid in the success of the project we held three online meetings where logistics were discussed. The project impacted participants in various ways: Students: - a differentiated perception of migration. - developed critical thinking in terms of increased understanding and tolerance which will benefit their communities in future as they will carry and pass on these attitudes. - enhanced their intercultural competence, communicative and team work skills. Participating teachers: - acquired a better understanding of the migrant situation in the partner countries - expanded their teaching and learning repertoire by becoming exposed to partners differentiated teaching methodology - improved digital competence, virtual collaboration and use of open educational resources through the planning of project tasks - developed cross-curricular multi-disciplinary methods - improved their foreign language competence All these skills will provide long term benefits for their schools as they will pass on these skills to their colleagues. Partner institutions - developed a network with different project partners, local authorities and associations, cementing partnerships and communication channels which will outlive the lifespan of the project. - strengthened parents – school communication by directly working together to complete project tasks. - optimized school resources.