The project with the title "Four shades of literacy" is a result of an intercultural dialogue between the participating schools and the whole project will deepen and develop our cooperation and partnership. All participating schools are secondary vocational schools preparing their students to work in different companies in Europe. Our common goal is to produce competitive school graduates equipped with sufficient vocational, language and social skills to integrate into the EU labour market successfully. Thanks to this project the participants will develop competences and knowledge in the branch of foreign languages, economy, media, ICT and social sphere. The objectives of the project include 4 topics - media, financial, cultural and social literacy. Participants should develop skills and competences in these areas by creating power-point presentations, quizzes, worksheets, questionnaires related to these topics and take part in workshops, discussions and excursions in companies dealing with all four kinds of literacy. As a result, 4 short films will come into existence, describing how young people from 4 European countries deal with the specific topics. All project results will be presented in the project web-site, face-book and E-twinning. The E-twinning platform will also be used to publish our literacy guide. The project will have about 2000 direct participants (students and teachers from four partner schools) as well as 500 indirect participants (local community, other students and pupils, local authorities). To achieve our objectives we will implement various approaches and introduce non-formal and experimental pedagogical methods. We will adapt a “hands on approach” (learning by doing) which will make learning more interesting and engaging for participants. Students will be taught how to create an international newspaper, organise a fund raising event, cultural event and workshops on financial literacy. Thanks to visits to different enterprises they will get acquainted with their work, meet and interview their managers/ founders and staff who may be their potential employers in the future. The impact on the project participants and target groups includes enhancing their learning and teaching with new methodologies, activities and tools. Thanks to the real life experience students will gain new insides into their education and future possibilities, which will increase their confidence. They will acquire new skills, develop new attitudes and be more interested in the world around them. At the international Learning/Teaching Activities (LTA) student will present all the work done on four key topics, attend workshops and foreign businesses. They will work collaboratively in international teams adapting personalised learning. The final product will be the Literacy Guide a learning platform with educational resources on media, financial, cultural and social literacy, samples of student work, company profiles, videos, photos etc. The project results will be evaluated and disseminated as planned in the project. Long-term benefits of the project is the added value to students literacy, the Literacy guide which will be avilable to public. Development of useful ICT skills and communication and language competencies is another essential long-term benefit. All results and outcomes will be used to refresh, update and modify the school curricula to suit the needs of todays students growing up in the European background. This will lead to enhancing transnational cooperation and the dissemination of good practice. Last but not least realisation of learning mobilities, which will be commonly validated and recognised, represents an essential long-term benefit.
The project with the title "Four shades of literacy" was a result of an intercultural dialogue between the participating schools and the whole project helped to deepen and develop our cooperation and partnership. All participating schools were secondary vocational schools preparing their students to work in different companies in Europe. Our common goal was to produce competitive school graduates equipped with sufficient vocational, language and social skills to integrate into the EU labour market successfully. Thanks to this project the participants developed competences and knowledge in the branch of foreign languages, economy, media, ICT and social sphere. The objectives of the project included 4 topics - media, financial, cultural and social literacy. Participants developed skills and competences in these areas by creating power-point presentations, quizzes, worksheets, questionnaires related to these topics and took part in workshops, discussions and excursions in companies dealing with all four kinds of literacy. As a result, 4 short films came into existence, describing how young people from 4 European countries deal with the specific topics. All project results were presented in the project web-sites of participating schools, face-book and E-twinning. The E-twinning platform was also be used to publish our literacy guide. The project had about 2000 direct participants (students and teachers from four partner schools) as well as 500 indirect participants (local community, other students and pupils, local authorities). To achieve our objectives we implemented various approaches and introduced non-formal and experimental pedagogical methods. We adapted a “hands on approach” (learning by doing) which made learning more interesting and engaging for participants. Students were be taught how to create an international newspaper, organise a fund raising event, cultural event and workshops on financial literacy. Thanks to visits to different enterprises they got acquainted with their work, met and interviewed their managers/ founders and staff who may be their potential employers in the future. The impact on the project participants and target groups included enhancing their learning and teaching with new methodologies, activities and tools. Thanks to the real life experience students gained new insides into their education and future possibilities, which hopefully increased their confidence. They acquired new skills, developed new attitudes and were more interested in the world around them. At the international Learning/Teaching Activities (LTA) student presented all the work done on the particular key topics, attended workshops and foreign businesses. They worked collaboratively in international teams adapting personalised learning. The final product is the Literacy Guide a learning platform with educational resources on media, financial, cultural and social literacy, samples of student work, company profiles, videos, photos etc. The project results were evaluated and disseminated as planned in the project. Long-term benefits of the project include added value to students literacy, the Literacy guide which is avilable to public. Development of useful ICT skills and communication and language competences is another essential long-term benefit. All results and outcomes were used to refresh, update and modify the school curricula to suit the needs of todays students growing up in the European background. This will lead to enhancing transnational cooperation and the dissemination of good practice. Last but not least realisation of learning mobilities, which were commonly validated and recognised, represented an essential long-term benefit.