The main objective of our ETHICS project was for our students to DEVELOP A COMMON SET OF COMPETENCIES (core competencies and transversal skills, our main priority), all of them being part of the Key competencies defined by the European Parliament as essential for lifelong learning. Developing their skills and competencies helped them to become more self-confident and plan an ambitious future. The other objective, linked to priorities "Inclusion and diversity" and "Participation in democratic life, common values and civic engagement", especially for the part "Common values" was FOSTER TOLERANCE, which means: - Develop open-mindedness of our students -Foster a sense of inclusion among the members of our educational community (students, teachers, parents, etc.). That's why we chose a topic inspired by the European motto “United in Diversity” about EUROPEAN VALUES to develop their feeling of being part of a group (of a school, of a country, of Europe). We wanted them to understand that the EU has been built on a shared basis, as emphasised in the Treaty of Lisbon, with a common cultural heritage.
This ETHICS project was an innovative way to help students improve their skills and competencies and feel more confident at school and in their lives. Indeed, between the last 2 PISA evaluations, reports reveal no progress in reading for our two countries since the previous evaluation (only within OCDE average results), as well as a persistent lack of efficiency in teamwork. Digital literacy isn't at a higher level. Although students are familiar with new technologies, they do not necessarily know how to use them constructively for their studies or future professional lives. Furthermore, personal and transversal skills such as entrepreneurship, teamwork, problem-solving and creativity are not necessarily developed through traditional school activities. The PISA report also indicates that self-confidence and cooperation are declining among students. They feel more anxious, less open-minded towards diversity and more prone to bullying. We can observe in our schools that the COVID period increased these feelings. Another point is some of our students get fewer opportunities (rural areas, health problems, modest family background). They mix with difficulties with the others.