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Towards the 2030

2020-1-ES01-KA101-0796962020School education staff mobilityfinalizedGood practice
Countries: ES · Grant: €20,876
Environment and climate changeGender equality / equal opportunitiesInclusion - equity

Objectives

As formulated in the application for this project, our overall objective has been: "To work on the 2030 Agenda for Sustainable Development and disseminate its principles through projects in an interdisciplinary way". Of the 17 SDGs we proposed to work on numbers 3,4,5,10,11,12,13,15 favouring both the social and environmental dimension. It seemed ideal to work on the 2030 Agenda theme in a European project, agenda which has now become a global working. A training based on job shadowings and structured training courses abroad was chosen in order to contribute to a global change together with other European teachers motivated by this theme. This way, we wanted to encourage teacher management, teacher awareness for greater internationalization, coordination between teachers, as well as student motivation and inclusion. We also aimed for tangible results such as a Service-Learning Project in 4th ESO, the remodeling of existing projects and the creation of a Sustainability Committee

Background

Given our efforts towards an inclusive school based on new methodologies such as Project Based Learning, Service Learning Projects, Cooperative Learning teaching... etc, we decided to develop an Erasmus Project that had THE AGENDA 2030 FOR SUSTAINABLE DEVELOPMENT as a backbone theme according to the UN resolution of September 25, 2015. The choice of such theme wanted to be the answer to the needs detected in students and teachers through surveys in September of the 2019-2020 academic year. We wanted to train ourselves in order to increase environmental awareness among teachers and students by means of creating projects that would provide a service to the community and integrating our center in the neighborhood. All this would contribute to our concept of European School of the XXI century: promoting inclusion, creating new teaching-learning environments and motivating students by giving them greater autonomy. These needs and weaknesses highlighted a wish to embark on a new path towards a more sustainable school following the 2030 Agenda and its 17 SDGs.

Project partners (1)