The context of the project/background: The collaborators of the Szegedi Szakképzési Centrum Móravárosi Szakgimnáziuma és Szakközépiskolája have decided after the analysis of necessities about the development of the motivation toolbox between 2018-2020 within an international mobility project. Based on the analysis the school needs methodological reinforcement 1. motivating students in school tasks, 2. strengthening teachers’ intrinsic motivation, 3. arousing students’ motivation toward participation in students ‘scholar public life. The number of participants and professional background: Among our previous partners known during other international collaboration projects we have enlisted to participate in the program those, who considered challenging the motivation of their students and they intend to extend their motivational knowledge despite having experience in this field. The project is about the presentation of good practices by every partner institute in the spirit of reciprocal knowledge sharing, which will be useful and incorporated. Secondary schools collaborating with the coordinator institute: the Icelandic Verkmenntaskoli Austurlands, the Norwegian Odda vidaregåande skule/ Odda upper secondary school, the Italian Istituto di Istruzione Superiore "Roncalli", the Croatian Gospodarska skola and the Slovenian Gimnazija Celje – Center. Main steps of the realisation: The duration of the project is 24 months, during which the partner institutions work in two main forms of work . 1. During the mobility they visit each other’s school to observe the motivational good practices of the host institute and gain experience. These methods are: classroom observations, workshops, creative days, sports days, project days, film clubs, drama clubs, round-table discussions, team building and experiential trainings, and eTwinning workshops, courses, lectures, use of web 2.0 and ICT devices , Peer Education, Flipped Classroom. 2. Then, collaborators participated in the activities of the mobility project after each international meeting presents at their school what they have heard, the most important organizational issues, the schedule of the project, the institutional work necessary for the realization, extend the methodological toolbox of the institution, and in the context of dissemination held motivational day for the collaborators involved in the project. After the direct knowledge takes place in their institute the practical part of testing and application of what have been learnt. Next the good practices which may be incorporated will be implemented into the motivational methodological toolbox of the institute. Short description of the expected results: Partner institutes get to know, learn and adapt (incorporate into the educational methods) the international partners’ motivational good practices in the field of the personal and community motivation of the students and teachers, expanding the motivational methodological toolbox of the partner-and their school and the contemporary motivational toolbox of the Students’ Union, and each institute expand their own motivational good practices. Reconsidering the motivation topic, having a global view of the system and besides the deeper knowledge of the elements of the complex subject also the prevention of the Burn-out syndrome is required. As a result of the project we expect that personal motivation of teachers involved in the project and of members of the Students ‘Union will increase; each teacher get acquaintance with at least 80% of the motivational methods collected in the project and will use more than half of them in their daily work. Because of the contemporary motivation of the Students’ Union and of the teachers’ motivation, students become more motivated in order to achieve better results in their studies, to be active participants of the school life, this will lead to the diminution of school dropout. Presentation of the short- and long-term effects of the project : On short-term as a result of the project we expect: - Leaders of the school learning new methods which help them to prevent teachers’ burn-out and maintain their motivation, - in the field of motivation learnt new practices will be incorporated into the daily practise of the institute, - pedagogical motivational toolbox of the institute will be expanded with at least 15 methods, the motivational methodology of the Students” Union will be expanded by at least 5 new methods. At institutional level- due to the professional dissemination (methodological days organised for teachers and members of the S.U. from institutes having similar profile)-the positive long-term effect of the project is the growing group cohesion and the standard of education of the city/region. At social level, the project contributes in the longterm to reducing unemployment and improving the job-creation and home-creation potential of young people.
The context of the project: The collaborators of Szegedi SZC Móravárosi Vocational School considered the analysis of the potential options regarding the development of the motivation toolbox between 2018-2020 within an international mobility project. Based on the analysis the school needed methodological reinforcement 1. motivating students in school targets, 2. strengthening teachers’ individual motivation, 3. arousing students’ motivation to participate in social events related their school. From our previous international project collaborator partners we enlisted the participants based on their professional background. The main criteria aimed to involve participants, who considered it challenging to motivate their students and they intended to extend their motivational knowledge and additional experience in this field. The project’s main goal was to share our knowledge and to encourage the partner institutes to collaborate through the presentation of good practices. Secondary schools were collaborating with the coordinator institute: the Icelandic Verkmenntaskoli Austurlands, the Norwegian Odda vidaregåande skule/ Odda upper secondary school, the Italian Istituto di Istruzione Superiore "Roncalli", the Croatian Gospodarska skola and the Slovenian Gimnazija Celje – Center. The Main steps of completing the project were outlined as follows. We planned the project for 24 months, but due to the global pandemic we worked on it for 36 months and in the meantime the partner institutions applied two main forms of work. 1. During the mobility they visited each other’s school to observe the motivational good practices of the host institute in order to gain additional experience. 2. Afterwards the collaborators participated in the activities of the mobility project. Each international meeting was followed n and they also gave a brief summary of dissemination for the collaborators involved in the project. The acquired theoretical knowledge was put into practical knowledge and applied directly in their institutes. In overall the effective good practices were integrated into the motivational methodological toolbox of the institute. Short description of the results: Partner institutes learnt about the international partners’ motivational good practices related to the students’ and teachers’ individual and community motivation. Reconsidering the motivation theme, having a general view of the system and thorough knowledge of the complex project the prevention of Burn-out syndrome was required. IIn relation to the contemporary motivation of the Students’ Union and the teachers’ individual motivation, students became more motivated in order to achieve better results in their studies, to be active participants of school life decreasing the number of school dropouts. Through international contacts, working together during mobility activities itself was motivating for the participants. We have seen that high school students and their teachers have the same problems in all participating countries. But we have also seen that solutions are found everywhere to deal with the problem, and mostly not the same methods, or the possibilities of applying was others. In this way we were able to learn new teaching methods from each other, such as the possibilities of experiential pedagogical training, the motivating effect of arts education, the role of school support staff in motivation. During our Erasmus+ KA2 project new common goals were formulated by the six European education institutions who planning and implementing this project. In the program, we found that developing learning motivation is in many cases impossible due to an initial hurdle, and that is addiction. Learning motivation of students with various addictions - alcohol, drugs, nicotine, food, digital devices, energy drinks – can’t be developed effectively, because in many cases, addiction takes a good portion of a learner’s capacity: time, energy, work ethic. Therefore, partners consider it essential to help their students with addictions in the fight against addictions, for this goal the six partner shools will make a new Erasmus+ project. Presentation of the short- and long-term effects of the project: On short-term as a result of the project: - The school management learnt new methods to prevent teachers’ burn-out and maintain their motivation, - the pedagogical motivational toolbox of the institute increased with an additional 15 methods, the motivational methodology of the Students’ Union increased with 5 new methods. At institutional level-the positive long-term effect of the project was the growing group cohesion and the standard of education of the city and the region. At social level the project contributes to reduce unemployment in long-terms assisting young people to find a job and start a family.