The schools participating have a long experience in former European deadlines and we are fully convinced that in order to face new challenges of school, this project will bring opportunities to face these drawbacks. The starting point were the different SWOT analysis made as they pointed out the necessity of facing those challenges with creative tools. We began to build our networking (Oct-2016) with the creation of an Etwinning project as a first step of sharing needs and problems and designing ways to face them. The main goal of our project is to share innovative practices in order to improve entrepreneurial and leadership skills of our students through transnational collaboration. We are commited in spreading different projects in our educative communities as we pretend to enrich our organisations with innovative, effective and successful policies and practices, boosting our students’ entrepreneurial skills as a tool for their common future, professional development and personal growth and making teachers aware of the necessity of cooperation at transnational level. Our project is aimed to a wide range of participants. Taking into account students, we will work with a large number of participants (about 800 in total) and we will include pupils who face educational problems social and economic difficulties to give them the chance to develop themselves in an alternative way. We also consider our project as a good opportunity to involve youngs with fewer opportunities due to economic, cultural and political problems (refugees). We are also interested in including families involvement in our work. The project is also a challenge for teachers in our schools (about 80 in total) as they will have the opportunity of sharing good and innovative practices as they will participate in a networking. Finally we understand our project as a tool to deep our relationship with the local community, both educational authorities and stakeholders. The promoting team of our project are fully convinced that we need to carry out with projects strongly linked to our school daily life, relevant and meaningful for our students. We have designed two different kinds of activities. Some of them will be done throughout the project, during the 24 months and a second group of activities during an specific time of our project and mostly related with a mobility. These specific activities are considered as little projects. They are led by one of the participant schools and considered a tool to share innovative practices. We have designed those projects bearing in mind the idea of relevance for our students. Thus we have two different kind of activities in our project. The ones we will carry out during the whole project, with the aim of giving unity and the activities we will do in order to give suport to different little projects. Those “inside collaborative projects” have students in a central position and teachers as experts supporting. The project has been designed following steps at three stages. At the beginning we have beared in mind the results of our SWOT’s and we have incorporated them in our Etwinning work and every school has made a proposal about different projects and activities to be carried out during the grant period. The second step is the most widen in time as it is the moment where every school shows to the team issues to work in each proposal and it is also very important because justifies our Project as an European team: we travel to share. We implement the project in our schools when we come back and we upload materials produced in our web. The third stage is related to evaluation. We consider evaluation as a double tool as we need to evaluate not only every project and activity carried out but the follow-up and the final result as well. All in all we are working in order to develop in our schools a sustainable and transferible project that could be an everlasting experience. Talking about aimed results, we would like to point out that in the first stage we will make effort in reinforcing our network. Those initiatives will be followed and shared by the commitment of the different groups in our local communities. We are talking about students and teachers, but also families, local agents and educative authorities. Finally, at long term, results will be the most interesting and main reason of our work: to incorporate sustainable and transferible issues to our school daily life through several channels and tools. We are commited in getting impact for our project at different levels. First, as we are the cultural referent in our areas, we will have a direct impact to primary schools and local agents. In a second stage impact is aimed at our regional Educative Authorities by activities, seminars and workshops. Finally, we would like to be part of the European net of schools interested in common values by sharing our work in platforms as Etwinning, UE Dissemination Platform and School Education Gateway.
The schools which participated had a long experience in former European deadlines and we had always been fully convinced that in order to face new school challenges, this project would bring us opportunities to face these drawbacks. The starting point were the different SWOT analysis carried out which pointed out the necessity of facing those challenges with creative tools. We began to build our networking (Oct-2016) with an Etwinning project as a first step for sharing needs and problems and designing ways to face them. The main goal of our project was to share innovative practices in order to improve entrepreneurial and leadership skills of our students through transnational collaboration. Our commitment was spreading different projects in our educative communities as we intended to enrich our organisations with innovative, effective and successful policies and practices, boosting our students’ entrepreneurial skills as a tool for their common future, professional development and personal growth, while also making teachers aware of the need of transnational cooperation. Our project was aimed to a wide range of participants. Taking into account students, we worked with a large number of participants (about 800 in total) and we included pupils facing educational problems, social and economic difficulties to give them the chance to develop themselves in an alternative way. We also consider our project was a good opportunity to involve youngsters with fewer opportunities due to economic, cultural and political problems (refugees). We were also interested in including families involvement in our work. The project also meant a challenge for teachers in our schools (about 80 in total) as they enjoyed the opportunity of sharing good and innovative practices while participating in a networking. Finally we have also regarded our project as a tool to tighten our relationship with the local community, both educational authorities and stakeholders. The promoting team of our project were fully convinced that we needed to carry out projects strongly linked to our school daily life, relevant and meaningful for our students. We designed two different kinds of activities. Some of them were done throughout the project, during the 24 months, and a second group of activities were put into practice in a specific moment, during a given a mobility. These specific activities were considered as little projects. They were led by one of the participant schools and considered a tool to share innovative practices. Those projects had been designed bearing in mind the idea of relevance for our students. Thus we had two different kinds of activities in our project: the ones carried out during the whole project, with the aim of giving unity, and the activities done in order to give support to different little projects. Those “inside collaborative projects” had students in a central position and teachers as experts supporting. The project was designed following steps at three stages. At the beginning we had in mind the results of our SWOT’s and we incorporated them in our Etwinning work. Every school made a proposal about different projects and activities to be carried out during the grant period. The second step was the most widen in time as it was the moment when we, schools, showed each other our proposals. It was a main step because it justified our Project as an European team: we travel to share. We implemented the project in our schools when we came back and we uploaded materials produced in our web. The third stage was related to evaluation. We considered evaluation as a double tool as we needed to evaluate not only every project and activity carried out but the follow-up and the final result as well. All in all, we worked hard and managed to develop in our schools a sustainable and transferable project that became an everlasting experience. Considering aimed results, we would like to point out that in the first stage we made an effort in reinforcing our network. Those initiatives were followed and shared by the commitment of the different groups in our local communities. We are referring to students and teachers, but also families, local agents and educative authorities. Finally, long-term results were the most interesting and the main reason of our work: to incorporate sustainable and transferable issues to our school daily life through several channels and tools. We were committed in getting impact for our project at different levels. First, as we are the cultural referent in our areas, we have a direct impact to primary schools and local agents. In a second stage impact was aimed at our regional Educative Authorities by activities, seminars and workshops. Finally, we wanted to be part of the European net of schools interested in common values by sharing our work in platforms as Etwinning, UE Dissemination Platform and School Education Gateway.