The project entitled "The educational center as a generator of change for sustainability" brings together four public centers: the IES Santamarca (Madrid, Spain), the Liceo Statale Classico e Lingüístico Cristoforo Colombo (Genova, Italy), the LGT Marie Curie (Vire Normandie, France) and Jac. P. Thijsse College (Castricum, The Netherlands) with a COMMON OBJECTIVE: to get students to convert their theoretical knowledge about environmental and sustainability issues into a real, concrete and authentic commitment, leading them to modify their styles of life and become engines of transformation in their environment, that is, getting participants to pass from knowing to doing. The four centers share certain signs of identity: commitment to social equity and care for the environment, commitment to art and culture as forms of expression and social transformation, and a strong European vocation, which translates into the involvement of all of them in programs European, bilingual exchanges or programs. And also the four have detected the same NEED, in that they have observed that their students have theoretical knowledge about the deterioration of the environment, excessive energy expenditure or inadequate waste management, but do not show a real commitment in their lives to change this situation. Hence, from the verification of this lack, the need to start this project has arisen. The PRIORITIES to be worked on are: environmental and climatic; transport and mobility; social inclusion; citizen participation / responsible citizenship. The activities that will be carried out will be aimed at achieving the following OBJECTIVES: - Know the national and local European legislation on the subject of the project. - Obtain statistical data on energy use and consumption, consumption habits, mobility. - Promote changes in our daily life that can foster sustainable habits. - Produce documents, short films, dramatizations, and advertising spots. - Publicize the project and its results, in different media. - Stimulate the participation of students from various backgrounds and financial resources. - Provide students with knowledge, skills and tools to participate as active agents A DISTINCTIVE SIGN of the project will be work in the emotional, intellectual and behavioral dimensions using artistic expression and fostering creativity and a critical spirit and awareness for change. To do this, the teachers and students of the four centers will carry out different types of TASKS: -Diagnostic, through questionnaires and audits. -Reflection and analysis, with analysis of different European, national and local laws. -Promoters of change, such as holding debates, participating in cycling routes or preparing a decalogue of good practices in search of a sustainable lifestyle. -Propagators of change, whose purpose will be to spread these changes and spread them through social networks and official channels (eTwinning, EducaMadrid). -Valuation of the changes achieved, through final questionnaires. These tasks will be exposed and exchanged in the following TRANSNATIONAL ACTIVITIES: MEETING IN GENOA: 10 mobility of STUDENTS and 3 of TEACHERS MEETING IN VIRE: 10 mobility of STUDENTS and 3 of TEACHERS MEETING IN CASTRICUM: 10 mobility of STUDENTS and 3 of TEACHERS MEETING IN MADRID: 10 mobility of STUDENTS and 3 of TEACHERS The METHODOLOGY used will be service-learning (students committed to their environment), which implies research, reflection and greater autonomy on the part of the student, crossing the barriers of the center and getting involved in the environment and cooperative learning (inclusive methodology) Through the mobilities students will exchange proposals and experiences and before and between the mobilities they will work together using eTwinning. As a RESULT, based on its need and the proposed objectives, with hopes to obtain long-term benefits that go beyond those obtained by the participating students and teachers, but will expand and radiate throughout the educational community and, even more, to the whole environment. Specific products will be: decalogue of good practices, final surveys with changes in lifestyle, Greencard, green badge, spots, dramatizations, photographic exhibitions, infographics, etc. Finally, each of the objectives is evaluated through EVALUATION INDICATORS, based on the objectives and defining indicators for each of them. Later the evaluation instruments and the moments in which they will be applied are specified. The project contemplates the DISSEMINATION, both during its realization and later. One year later the impact achieved will be reviewed.
The project entitled "The Educational Center as a Catalyst for Sustainability Changes" has brought together three public schools: IES Santamarca (Madrid, Spain), Liceo Statale Classico e Lingüístico Cristoforo Colombo (Genoa, Italy), and LGT Marie Curie (Vire Normandie, France), as the Jac. P. Thijsse College (Castricum, Netherlands) did not continue the project. We have worked on a COMMON OBJECTIVE: to ensure that students turn theoretical knowledge about environmental issues and sustainability into a real, concrete, and authentic commitment to modify their lifestyles and become agents of transformation in their environment, moving from knowledge to action. The three schools share certain characteristics: a commitment to social equity and environmental care, a commitment to art and culture as forms of expression and social transformation, and a European vocation, which translates into involvement in European programs, exchanges, or bilingual programs. They had all identified the same NEED, as they observed that their students had theoretical knowledge about environmental degradation, excessive energy consumption, or inadequate waste management, but they did not show a real commitment in their lives to change this situation. Hence the need to implement this project. The PRIORITIES to be addressed were: environmental and climate issues; transportation and mobility; social inclusion; citizen participation/responsible citizenship. The activities carried out aimed to achieve the following OBJECTIVES: Understand European, national, and local legislation on the project topic. Obtain statistical data on energy use and consumption, consumption habits, and mobility. Promote changes in our daily lives to foster sustainable habits. Produce documents, short films, dramatizations, and advertising spots. Raise awareness about the project and its results. Encourage the participation of students from diverse backgrounds and economic resources. Provide students with knowledge, skills, and tools to participate as active agents. A DISTINCTIVE FEATURE of the project has been the work on emotional, intellectual, and behavioral dimensions, using artistic expression and promoting creativity, critical thinking, and awareness for change. To achieve this, teachers and students from the schools have carried out different TASKS: Diagnostic tasks, through questionnaires and audits. Reflection and analysis of different European, national, and local legislations. Change promoters, such as conducting debates, participating in cycling routes, or creating a decalogue of good practices for a sustainable lifestyle. Change propagators, whose purpose will be to spread those changes and disseminate them through social media and official channels (eTwinning, EducaMadrid). Evaluation of the achieved changes, through final questionnaires. These tasks have been presented and exchanged in the following TRANSNATIONAL ACTIVITIES: MEETING IN VIRE: 27 student mobilities and 4 teacher mobilities. MEETING IN MADRID: 30 student mobilities and 4 teacher mobilities. MEETING IN GENOA: 29 student mobilities and 4 teacher mobilities. NEW MEETING IN VIRE:(replacing the meeting in the Dutch center that finally did not participate in the project) 8 student mobilities and 4 teacher mobilities. The methodology used has been service-learning (students committed to their environment), which has implied research, reflection, and greater autonomy on the part of the student, transcending the barriers of the school and engaging with the community, and cooperative learning (inclusive methodology). Through mobilities, students have exchanged proposals and experiences and have worked together before and between the mobilities. As a RESULT, based on the needs initially identified and the proposed objectives, we have obtained benefits that we want to make profitable in the long term so that they expand and radiate throughout the educational community and, even more, to the whole environment. Specific products have been: a decalogue of good practices, Greencard, green badges, spots, dramatizations, photographic exhibitions, infographics, analysis of environmental legislation in the different partner countries and analysis of final surveys with changes in lifestyle. Finally, each of the objectives has been evaluated through EVALUATION INDICATORS, based on the objectives and defining indicators for each of them. The evaluation instruments and the moments in which they had to be applied have been taken into account. We have worked on the DISSEMINATION of the project, both during its implementation and at the end of it. One year later the impact achieved will be reviewed.