COOPERATION SOCIALIZATION INSTITUTIONS RIGHTS …progettiinternazionali.provincia.treviso.it/Engine/... · EUROPEAN CITIZENSHIP VALUES EDUCATION VALUES COOPERATION SOCIALIZATION INSTITUTIONS

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Eyes 4 CThe

Some ways to improve european citizenship education

Hand Book

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COMENIUS

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e Eyes 4 C

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Eyes 4 CThe

Some ways to improve european citizenship education

Hand Book

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Index

Acknowledgments

EditorialEditorialeEditorialÉditorialEditorial

Questionnaire resultsEuropean Active Citizenship

Content of the projectEuropean added valuesFormal vs. Non-formal EducationPersonal experiencesMoving forward

EYES 4 C Project: A cooperation between Schools, NGOs, Institutions1/ Who gives an impulse to the cooperation?2/ Cooperating, why?3/ Cooperating within the Comenius Regio program: added value

Personal commentsAnne MorinAnne-Sophie LenormandSolveig BeuveDelphine BaudryMarie BunelMauricette DesechalliersKristie SegondPascale Segaud CastexRonan Le DuffSylvain AdamValérie HaelewynGuilaine SepariClaudio Baccarini, Antonella Ciriello, D. Rita FazzelloLucia BaruffaldiPaola BellinPatrizia CasoniAlessandra FardinElena LeonardiGianandrea Salvestrin

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Acknowledgments

Once upon a time there were…

… two local bodies – a French and an Italian one – wishing to offer to their youngsters a better education to become European citizens. They decided to do a joint “adventure” with schools and associations, keeping their “EYES” and their mind open.

The aim of the COMENIUS REGIO project “EYES 4 C” is to open the eyes of schools, local bod-ies and associations working on formal and non formal education on the issue of active European citizenship. The partnership between the Province on Treviso (Italy) and the Calvados Department (France) has been strengthened by several activities carried out together as twinned regions. The project is divided into 4 steps. The first one was opened by a seminar in Treviso (in October 2011) and aimed to develop a common questionnaire to find out which activities on active citizenship of young people are being or have been carried out in both regions. During the second step, the partners picked those best practices to be shared in the second seminar in Caen (April 2012). In the third step (October 2012), tools and pilot projects on active European citizenship have been developed in order to promote future activities on this theme in both territories. In April 2013 the last step, the partners discussed about the dissemination of the developed tools and how to extend their cooperation at regional, national and European level.

You will find in the following pages some of the outcomes of the working sessions held during the seminar. This information is completed in June 2013 by a digital file, compiling the results and resources of the final meeting in Calvados (April 2013), which took place after the compendium has been printed.

The partners would like to thank: – all the local and European actors who contributed to the success of the project in particular to

all the Schools and Associations involved in the project; – the Italian and French national agencies of COMENIUS REGIO program.

… and for the future, the local bodies hope to have a lot of little European citizens.

Merci! Grazie!

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NGO: CREAN Europe Direct Basse-Normandie, Vire/Public High school of VireMeeting between young people and an European Deputy

Liceo Scientifico “Leonardo da Vinci”, TrevisoDecisions in bioethicsLessons in villaPES - European Parliament of StudentsHolocaust Remembrance DayTreviso network for history

Scuola Media Statale "Toti Dal Monte"/Istituto Comprensivo - Mogliano 2, Mogliano Veneto (TV)City camp in MoglianoComenius ProjectsE.twinning project: toi et moi, citoyens de la même Europe?March for children’s rightsExchanges (with France, Spain, Germany, Sweden, Greece, USA)United in sport: games without barriersWeb radio European Parliament educationSchuman Project (Schools of the Union making a new Europe)Boys’ and Girls’ town council

Collège “Henri Brunet”, CaenFamous European people

Collège “Albert Jacquard”, CaenMediation by peersThe “Sustainable development” club

Istituto Comprensivo “Casteller”, PaeseP.I.C.A.R.O.Stereotypes and equal opportunities: women’s rights in italian and European costitutionYoung people in 3D: “How young people are represented at school”Towns and Cities in Europe: 4 models – similarities and differences“Tatan” - Integrated Expressive Workshops for able and disabled students: “All human beings born free and equal in dignity and rights”

Collège Le Val de Souleuvre, Le Bény Bocage"Club Europe”: European school club

New ProjectsAntares Project – Active Nation as Through Association Relationship in a European SystemEuropean kitchen gardens in school – Etwinning Project

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134136138140142144146148150

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158161

163166169

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Marina SimboliPaola Stefanelli, Mara Quarisa

Best Practices collection form on projects about Active CitizenshipChart

Association for social promotion “Vivere la cittadinanza”Constitutional cultureComparison of european educational models 2011 - “The listening”Play Music – Making music in the new millenniumQuestionnaire “Citizenship”

Provincia di Treviso - EDUMECOMLet’s produce an animated cartoon on the chart of TrevisoSafety in internet explained by the youthPermanent Project “The chart of Treviso: children, information and media”Gt for Children – news in class. In cooperation with Rai

Conseil Général du CalvadosYouth meetingsEurope ClubsFrench-German Youth Video FestivalForeign language assistants program (SPEAK 14) in secondary schools of Calvados (English, German, Italian and Spanish)Becoming more European by EVS

The Committee of Voluntary Associations in the Province of TrevisoCitizens in servicePane e tulipaniPromoters for solidarityVoices from inside, voices from outside

NGO: Maison des Jeunes et de la Culture de Vire (MJC de Vire) (Leader)/ NGO: CREAN Europe Direct Basse-Normandie,Vire (Partner)Europe step by step

NGO: CREAN Europe Direct Basse-Normandie,Vire/Farmer School in Vire: Lycée agricole de VireTheatre and debate “What does do an European Member of European Parliament?”

CREAN Europe Direct Basse-Normandie, VireIntroduction of European citizenship! (For young people about 13-18 years old or a bit more)

CREAN Europe Direct Basse-Normandie, Vire/Conseil Général du CalvadosSetting up “Point Europe” in Calvados

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Calvados

Provincia di Treviso

Treviso and Calvados's Areas

Editorial

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Editorial

The EYES 4 C project “European Educational Systems for Citizenship” financed by the European Lifelong Learning Programme–Comenius Regio, has the aim of strengthening cooperation between government bodies, schools and associations working in the area of the Province of Treviso and in the Department of Calvados (France) in order to exchange good practice and develop formal and informal learning with a European dimension oth-er than that of creating innovation possibilities in the field of active citizenship, intended as responsibility and participation.The European project sees the collaboration between the Province of Treviso and the French Department of Calvados, which were twinned in 2007. Over the years, a number of important initiatives in the area of culture have been undertaken: exchanges of ex-hibitions, drawing attention to local products, mutual exchange of students, promoting European meetings between young people by means of effective Youth activities, promot-ing common twinning between the two areas. We are fully satisfied with the collaboration which has grown between our two bodies, so much so that this manual is the concrete result of our common efforts and will to create growth and development opportunities for the partner territories in the project.The EYES 4 C manual is looking to be the result of the activities undertaken by the col-laborating partners, resulting in the network among schools and organisations of the territorial partners, who have been able to achieve an efficient know-how and to obtain excellent results:“Supplying oneself with the tools of reciprocal knowledge by taking part in the develop-ment of educational policies which increase the sense of active citizenship, of belonging to the EU, of the mobility of intercultural learning”.The results of the work on active citizenship, thanks to the “EYES 4C”project – Comenius Regio will become the heritage of the entire territory and the base of future planning col-laboration.

Leonardo MuraroPresident of the Province of Treviso

Editoriale

Il Progetto EYES 4 C “European Educational Systems for Citizenship” finanziato dal programma europeo LifeLong Learning Programme–Comenius Regio ha lo scopo di rafforzare la cooperazione tra enti, scuole e associazioni operanti nel territorio della Provincia di Trevi-so e nel Dipartimento del Calvados (Francia) al fine di scambiare buone prassi e sviluppare metodi di apprendimento formale e non formale con una dimensione europea, oltre a creare possibilità di in-novazione nel campo della cittadinanza attiva europea, intesa come responsabilità e partecipazione.

Il progetto europeo vede la cooperazione tra la Provincia di Treviso e il Dipartimento francese del Calvados, gemellati tra loro dal 2007. In questi anni sono state intraprese im-portanti iniziative nel settore della cultura: scambi di mostre, valorizzazione dei prodotti tipici, scambi reciproci di stagisti, promozione degli incontri europei di giovani attraver-so i progetti Gioventù in azione, promozione dei gemellaggi comunali tra le nostre due realtà territoriali. Siamo pienamente soddisfatti della collaborazione che si è instaurata tra i nostri due enti, tanto che questo manuale è il risultato concreto dello sforzo e della volontà comune di creare occasioni di crescita e sviluppo per i territori partner di progetto.

Il manuale del Progetto EYES 4 C vuole essere allora la summa di tutte le azioni in-traprese tra i partner quale risultato della rete tra scuole e associazioni dei partner terri-toriali, le quali sono riuscite a realizzare un’efficace know-how e a ottenere un risultato eccellente:

“Fornirsi di uno strumento di conoscenza reciproca partecipando allo sviluppo di politi-che educative che aumentino il senso della cittadinanza attiva, dell’appartenenza all’UE, della mobilità e dell’apprendimento interculturale”.

I risultati del lavoro sulla cittadinanza attiva, grazie al Progetto “EYES 4 C”–Comenius Regio diventeranno un patrimonio per tutto il territorio e la base per la collaborazione di future progettualità.

Leonardo MuraroPresidente della Provincia di Treviso

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Editorial

As chairman of the County Council of Calvados, I have the pleasure to present you this “Best Practices Guide” which is supposed to motivate our young people to have a better idea about Europe and to “live”–in different ways–European citizenship. It is published during the European year of citizenship. Strange coincidence? No, certainly not, because in our department of Calvados we are convinced of this necessity of mobility and open-mindedness for our pupils, students or young professionals. Our council offers–thanks to it’s youth politics – means and activities in order to enable them to practice intercultural activities and to make them feel citizens of their country, citizen of Europe.

These ideas guide also the activities of our partnership with Treviso signed in 2007: one of it’s main objectives is to “promote the exchange of youngsters of our two territories, Treviso and Calvados… by initiatives like… presentation of common projects concerning youngsters, by European programs”.

The EYES 4 C seminar is one concrete example showing the realization of this objective; further more it’s an example to illustrate the aims of the European Year of citizenship, encouraging the dialogue between the public authorities and the civil society.

The Comenius Regio program, in bringing together the two councils, schools and asso-ciations of our two regions, has permitted to us the intercultural dialogue which we need so much. The following testimonies are one of our contributions to the process of building Europe, a Europe of tolerance, peace, education and citizenship. I wish that these exam-ples could encourage new initiatives for our youngsters. Europe needs it’s youngsters, their enthusiasm, their energy and their open-mindedness.

Jean-Léonce DUPONTPresident of the Conseil Général du Calvados

Éditorial

En tant que Président du Conseil Général du Calvados, j’ai le plai-sir de pouvoir vous présenter ce manuel des bonnes pratiques qui incite nos jeunes à avoir une idée plus précise de l’Europe et vivre de différentes manières la citoyenneté européenne. Cette publication voit le jour pendant l'année européenne de la citoyenneté. Hasard du calendrier? Non, certainement pas car, dans le cadre de notre département, nous sommes conscients de cette nécessité d’ouverture et de la mobilité européenne pour nos collégiens, lycéens, étudiants ou jeunes professionnels. Notre collectivité propose, à travers sa poli-tique jeunesse, des aides et actions aux jeunes pour vivre cette interculturalité et se sentir citoyen de son pays, citoyen de l’Europe.

Ce même souci guide également nos politiques mises en place dans le cadre de notre partenariat avec la Province de Treviso, signé en 2007, dont l’objectif est de “promouvoir l’échange de jeunes des territoires de Treviso et du Calvados… à travers des initiatives telles que… présentation de projets communs sur les thématiques des jeunes dans le cadre des programmes de l’Union Européenne”.

Le séminaire EYES 4 C est un exemple concret; il répond aux objectifs de l’année euro-péenne de la citoyenneté, dans la mesure où il encourage le dialogue entre les pouvoirs publics et la société civile. Le programme Comenius Regio, en réunissant nos deux collecti-vités, des établissements scolaires et des associations de nos deux régions, nous a permis ce dialogue interculturel dont nous avons tant besoin. Les témoignages qui suivent sont une de nos contributions à la construction de cette Europe de tolérance, de paix, d’éducation et de citoyenneté. Je souhaite que ces exemples puissent impulser de nouvelles initiatives en faveur de notre jeunesse. L’Europe a besoin de sa jeunesse, de son enthousiasme, de son énergie et de son ouverture d’esprit.

Jean-Léonce DUPONTPrésident du Conseil Général du Calvados

Questionnaire results

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be freedom of speech (32% in Italy, 59% in France) more than getting involved (23% in Italy, 8% in France) or participating in the political processes (24% in Italy, 14% in France). Young people consider Europe as a place of discovery (83% in Italy, 73% in France) and freedom to travel (77% in Italy, 83% in France), but less then 50% in Italy and 34% in France consider it their second country;–– political efficacy/trust/interest: young people talk about social issues in the family and at school; 75% Italian students believe school informs them about local, national and European institutions, the percentage decrease to 56% when we asked them about infor-mation received about European opportunities for young people; in France the percent-ages are 42% for local and national institutions and 37% for European ones;–– civil skills: a very important result with regard to skills are languages skills: 47% of the students interviewed were able to speak 3 languages, 98% of students in Italy, 83% in France know and 87% in Italy, 76% in France respect the school’s rules;–– voluntary work: young people consider voluntary work for young people as likeable for 91% in Italy, 68% in France, important for 94% in Italy and 65% in France but not easy, being a way to learn. Sport is the main interest for the young people taking part in the NGO (Non Governmental Organization) 58% of students practiced sports, followed by religion in the NGO in Italy 39% and personal interests NGO 23% and cultural NGO 21% in France;–– political participation: democracy is considered as freedom of speech (32% in Italy and 59 in France) more than participation and getting involved (23% in Italy and 12% in France), European exchange is considered to be an opportunity to travel and to learn new languages (30% and 40%), and less as a way of improving European feeling (16% in Italy, 5 % in France) or new friends (12% in Italy and 27% in France).The comparison with adults shows that young people speak more languages (only 24%

of adults can speak 3 languages), freedom of speech is the main meaning of democracy, although participation (29 in Italy and 8 in France) and getting involved (20%) received a higher score. Knowledge of Institutions is over 90% with regard to local and national institutions; it decreased when we asked about European institutions and opportunities for adults (61% in Italy and 75% in France). For adults too Europe is a place for discovery (86%) and freedom to travel (74%).

Adults take part in national and local elections (at least occasionally) with more than 97%; the feeling of influence in politics decreases from local institutions (68% in Italy, 78% in France) to European institutions (30% for both nationalities).

The assessment of the outcome of the questionnaires made by all partners highlight the weak points:–– young people and adults take part in political life in “simple and easy” activities such as voting and getting information, but they are not used to participating in activities such as demonstrations, or doing something to improve the school or the town;–– Europe is perceived as a monetary union offering freedom to travel but not as a com-mon country;–– the opportunities the EU gives to young people and adults are related to travel and to learning new languages not for EU citizenship;–– the television is the most important way for young people and adults to get information, followed by discussion with adults: there are a few programmes broadcast by television networks about Europe;

Questionnaire results

EuroPEan aCTivE CiTizEnShiPActive citizenship is a basic starting point for democracy in every country. If we add the adjective European to active citizenship it could open minds to the wider aspect of being a citizen today in each European country. We go some way to implementing the EYES 4 C project.

The starting point was to share our ideas about the meaning of Active European Citizen-ship among us and in the definition used in European Institutions, the final definition we agreed upon states: active European citizenship is participation at a political, social and cultural level in addition to participation in associational life characterized by respect, mutual understand-ing and knowledge of the different cultures, values and rights. Having defined the meaning of active European citizenship we outline the meaning of Active European citizenship education: education, training, dissemination, information, practices and activities which aim by:–– equipping learners with knowledge, skills and understanding and moulding their at-titudes and behaviour;–– motivating learners to be open minded, to travel around Europe and to share experi-ence, interests, opinions and ideas with people from other countries;–– challenging learners to find new solutions to current problems through collaboration, critical thinking, and peer to peer learning and by taking decisions;–– teaching different languages;–– creating an European Identity.Eyes 4 C’s second step was to create a questionnaire about active citizenship, first of all

the indicators must be outlined: factual Knowledge (knowledge of current, time-bound af-fairs and events and knowledge of those in the public eye), functional knowledge (Knowl-edge that underlies political acts), background knowledge (specialized in knowledge of political concepts), political efficacy (refers to the belief of an individual that he or she can influence political decisions or processes), political trust (refers to the individuals’ beliefs about the trustworthiness of political institutions, politicians and civil servants), political interest (is a rather straightforward concept and refers to people’s interest in politics), civic skills (organization skills, communication skills, collective decision making skills and criti-cal thinking skills), voluntary work (voluntary work is considered to be a key component of civil society), political participation (political behaviour that can be referred to as ac-tive citizenship, according to EU policy, being characterized by tolerance, non-violence, acknowledgement of the rule of law and acknowledgement of human rights). The test was administrated on line to young people (412 answers) and to adults (198 answers).

Before the outcome of the questionnaire please note the differences in the average age: in Italy it was 15, in France 12.5, moreover when the percentage is distinctive it means that the value was similar otherwise the results have been split.

The results of the questionnaire can be summarized as follows:–– knowledge: young people mainly get information from television (90% in Italy, 58 in France) and from adults (72% in Italy, 45% in France) and democracy is considered to

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Content of the project

–– skills of the teachers, especially in IT, need to be improved as well as knowledge with regard to the media;–– participation in local political life also needs to be reinforced.The comments partners made about the questionnaires were: active citizenship needs

to be improved on for young people and for adults, projects involving young people and adults with regard to active citizenship may be a good solution, to improve the inclination to put ideas and projects into practice too. It is also important to find symbols for Europe: the monetary union has the Euro as its symbol, freedom to travel has the lack of customs as a symbol, but there are no symbols for active citizenship. Mobility is amongst the wishes of young people, they have to be prepared before and to continue after the meeting in order to foster friendship. Communication through the television should promote the EU, good news and successful projects have to be broadcast more. Education has to challenge new practices comprehending non-formal education and peer education.

The questionnaires were a very important examination tool for the project and for cre-ating a basis for future projects.

Gianandrea SalvestrinCollaborator of the project and meeting's facilitator

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4/ To know oneself, to be oneself and to respect everybody’s personalityThis is the consequence of the previous points and of course an important step towards citi-zenship. The practices of the guide all aim at personal and mutual understanding. Some of these practices can be experienced both locally and at a European level. It is necessary to know about oneself and about one’s own roots in order to be able to respect other peo-ple’s personalities and choices.

5/ To give a more universal frameAs said previously (in n°2), young people must now “think European” and imagine their future in Europe, more than just in their own country. Whatever studies or jobs they are considering, they must be aware that there are many opportunities to do so all around Europe. They must understand that the more mobile they are, the more opportunities they will find in order to pursue their aspirations. They must also know that the earlier they get used to exchanging with European partners and to travelling, the easier and more obvious it will become for them to feel European.

6/ To empower democracy and freedom as a healthy and necessary basisSeveral best practices are based on historical studies and research. They give young people important keys to understanding their own country, the European Union, and the world as a whole.

Without a doubt young people must always remember why Europe was created; the very first goal which was to avoid other wars, is still prevailing and will hopefully continue to prevail thanks to the new generations who are already learning how to “live Europe” and who will help the European Union to become tangible for everyone. This spirit has to exist at a European level as well as at a world level.

Formal vS. non-Formal EduCaTion

KeywordsAt the third meeting of the Comenius Regio Eyes 4 C project which took place in October 2012, we saw a number of students talking about the innovative learning projects they were involved in. We were struck by the enthusiasm with which those students talked about their experiences, and in discussing our personal responses to these Best Practices, certain keywords stood out: implication, learning by doing, autonomy, freedom to implement, group work, cooperation… The teaching practices presented seemed to contrast with the traditional methods that are used in so many teaching situations that occur today. We were amazed by the enthusiasm and motivation for learning that the students generated, and how the students seemed to take charge of their learning experiences. From this, two questions emerged: – how could we change our way of teaching so that students could take personal respon-sibility for their learning?

– how could we connect formal and non-formal education?

Content of the project

EuroPEan addEd valuES

A project like EYES 4 C implies many European added values. The following list is not exhaustive but it can give ideas to those wanting to use the best practices mentioned in the guide.

1/ To maintain union in diversityThis is deeply based in our European roots (philosophy, culture, wars). As European citi-zenship is the main goal of these best practices, our knowledge of other cultures must be reinforced and the differences between European citizens must not be perceived as some-thing negative but as something positive which strengthens us.

Being a European citizen is being able to understand, accept and preserve differences at the same time.

2/ To compare and to share through listening to each otherIn the course of the project, we have compared and shared our best practices and we think that each of them can be transferred to any structure attended by youngsters, in any coun-try. We have found several common points between these practices such as the develop-ment of European awareness, the improvement of communication skills, the knowledge of history, etc.

Moreover we can say that the comparison between practices in schools and institutions was an interesting step; undeniably we can reinforce or create a stronger link between each of us and learn a lot from each other’s points of view. Above all, we have found many common points between us, the protagonists of the project.

We are convinced that young people will draw the same benefits from these practices. It is a concrete and authentic way for them to understand how other European people live; it is a way to build their European awareness and citizenship.

3/ To spread knowledge by using modern means of communicationMany best practices imply the use of modern means of communication and modern tech-nologies, such as the internet, video conferences, etc. These means of communication pro-vide a number of advantages. First, they are quite cheap and do not imply sophisticated or expensive equipment.

Secondly, they arouse the interest of young people who are used to manipulating such technologies and who are keen on using them. These technologies make European citizen-ship possible, easy and tangible.

Thirdly this way of communicating can allow young people to reinforce their com-municative skills and be more responsible and more mature while using the internet to exchange information about themselves or their families, school, etc.

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carpentry and the home building industry. A certain number of them were very reluctant students, in the program for lack of a better or chosen place elsewhere. It was my job to show them that learning English could indeed come in handy professionally one day, yet I ran up against very strong prejudices in their case against learning English and, more generally, against formal study in a classroom. I tried to direct my lesson plans to career-related subjects, with little to moderate success. They were just much happier and coopera-tive in the workshop, and not in the classroom. In an attempt to open their horizons a bit, I organized a class trip for them to the south of England. It was the first trip outside of Normandy for some students, and the first trip abroad organized for vocational students at that school. We visited Portsmouth’s very famous Historic Dockyard, where Admiral Lord Nelson’s HMS Victory, an impressive wooden flagship first put to sea in 1765, is docked. My students toured the ship with a guide–in English. Afterwards, we visited an English profes-sional high school, where the director and several teachers gave us guided tours of their woodworking facilities–in English. Finally, the students enjoyed a “quartier libre”, free time at Portsmouth’s quayside shopping centre, Gunwharf Quays for a bit of shopping. The students were free to visit all the shops and do all the shopping they liked–provided they were willing to speak English to the shopkeepers.

Feedback came shortly afterwards, on the return trip to France. The students shared the items they had bought for family and friends with the trip teachers, and told us anecdotes, both successful and unsuccessful, about their shopping experiences. Some students were quite happy about being able to understand prices in English; another was thrilled that he was able to ask for a different-sized T-shirt for his little brother. But the biggest indicator of success came several weeks later, just before the end of the school year and the summer holidays: one of my “least academic” students in the classroom announced that he had already booked a weekend trip for himself and his girlfriend back to Portsmouth that sum-mer, so that he could take her shopping at Gunwharf Quays.

mauricette desechalliers, German teacher, “henri Brunet” secondary school, Caen, FranceThe Europe Club of Henri Brunet Secondary School is an example of non-formal education because it is an extra-curricular activity for voluntary students. The pupils are very active and learn a lot. They are not aware they are working because motivation is high, and they contribute with pleasure to a common production, and at the end they are proud of the result. The pleasure of learning is something very important.

Nonetheless a number of learning situations in language classes (formal education) are inspired by the practices of non-formal education: for instance, when we introduce games or email exchanges with e-Twinning into our curriculum theatre. In those situa-tions, the pupil is an active role-player of his learning process. It’s important to notice that in all these situations that bring pleasure and motivation there are no marks or grades. Nonetheless pupils are developing competences that they can transfer to other situations: behaviors modeling active citizenship, learning fair play, accepting and following rules, listening to others, respecting others, learning tolerance, learning argumentation skills, cooperation through role play... without the stress of normative evaluation. When there is evaluation, it is only formative and value-adding. This allows us to positively encour-age not only specific learned knowledge, but also valuable know-how and behavioral attributes.

Characteristics of Formal

–· Takes place in a traditional classroom setting–· Teacher-led activities–· Face-to-face pedagogy–· Teacher-designated group work–· Decisions generally made by teachers–· Believes knowledge should be collected

by students

Characteristics of Non-Formal

–· Happens outside the classroom–· Can be extracurricular and optional

(clubs, sports…)–· Quite often takes place after school–· Free from marks or grades–· Focuses on evaluating the process and

not the result–· Greater focus on inter-disciplinarity and

breaking down barriers between school subjects–· Decision-making is shared–· Believes knowledge should be constructed

by students

definitionsWhat is formal education? How is it different from non-formal education?

Non-formal educational methods are found in the classroom today, but the focus in many situations remains on the results. Students and teachers need to move towards choosing the learning process and situation together.

However, it’s important to remember that, while in our opinion the profession still has room to move forward to more non-formal learning situations, elements are incorporated in our own personal practices today.

PErSonal ExPEriEnCES

marie Bunel, English teacher, agricultural high school, vire, FranceOur pupils following vocational schooling have a 4-week compulsory training period abroad, at the end of the “classe de première” (= 6th form). I think they can see then that speaking another language is useful, even essential. The pupils choose the country they want to go to, and of course, some choose a French speaking country. But for those who choose a non-French speaking country, this training period allows me to motivate them during the year, and I organize inter-disciplinary lessons with my colleagues, to show them that they can talk about technical subjects (their favourite!) in English. Afterwards, they are always proud to say that they can talk about their (future) jobs in English.

Kristie Segond, English teacher, “henri Brunet” secondary school, Caen, FranceIn the course of my teaching experience, I have worked in vocational high schools. One year, I taught English to a class of students who were approximately 14-16 years of age. They were in a Woodworking (“Métiers du bois”) program, leading to jobs in woodworking,

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work? First of all, they choose a theme to work on together. Last year we chose “Landscape of the Venetian Villa”. The work was divided into four phases both inside and outside the school:1. The research and study of the Venetian Villas Civilization. The students involved study

the book “La civiltà di villa tra otium et negotium”, produced by other students in the past, adding new knowledge learnt from their own research experiences.

2. The students are divided into work groups which have to:–– explore the area near where they live looking for Venetian Villas to study;–– visit the Villas and research material about them and talk to the owners or guardians;–– study and compare the material found;–– plan and prepare the material in power point presentations;–– introduce their work to the class and discuss it;–– make a video to awaken students and public opinion to Venetian Villas and their landscape.

3. Lessons in Villa Emo in Fanzolo di Vedelago and in Villa Barbaro in Maser, near Tre-viso. These Villas are extraordinary masterpieces by the architect Andrea Palladio. Last year the students involved in the project visited and presented the Villas to a group of American students, hosted by the class. The American students presented Andrea Pal-ladio’s influences on American buildings. All the students compared and exchanged their knowledge and experiences.

4. Participation of the students, as speakers, at the conference “Wounded landscapes: Vene-tian Villas and rural landscape”. The students presented a twenty minute summary of their work. They also showed the video they made, entitled “Venetian Villas and land-scape: what future?”

What have the students learnt thanks to this project?–– A knowledge of the heritage of Venetian Villas;–– a knowledge of the change, over time, of the area and landscape the villas are established;–– the production and communication of a cultural product;–– the practice of active citizenship.

movinG Forward

Taking personal responsibility for their learning, students learn to listen, mediate, moder-ate and develop tolerance which are the first steps they need to take in order to increase their ability to communicate with others. Moreover, educational methods that directly involve students in decision-making and in the construction of their learning path contrib-ute to an increase in critical thinking and to their autonomy. These characteristics are the basis for development of active citizenship, not to mention the intrinsic European added value in connecting different kinds of non-formal education methods between different European countries in order to give opportunities to educators and students in order to discover other ways of learning and growing in a modern, connected Europe.

lucia Baruffaldi, committee of the voluntary organizations of the province of Treviso, italyThe Committee of the Voluntary Organizations of the province of Treviso promotes vol-unteer activities through the project, Laboratorio Scuola Volontariato, in high schools throughout the province. We deal with different topics: voluntary values, solidarity, le-gality and concrete proposals of voluntary experiences that students can undertake in the associations. Voluntary is not always an easy and involving theme to talk about, but we think, along with the teachers we collaborate with, that it is very important for the personal growth of the student. Moreover certain topics are strictly connected to specific school subjects, for example the problem of illegality related to our territory (mafia) is handled in history and law.

In order to make volunteer work more interesting, we propose practical activities and a number of easy games, where students can discover by themselves the values of solidarity, the importance of active listening, how to create positive relationships with the others, how to recognize and improve their own good qualities, …Through these fun activities, students get to know all the different ways they can practice their active citizenship in their territory, not only within the voluntary organizations but also by building something on their own. In fact we support all the informal groups inside the schools, composed of students wanting to deal with specific topics (homophobia, diversity, poverty, legality, hu-man rights …) and want to organize meetings and activities inside their school, involving other classes, or for primary and secondary schools (peer-education) or for the citizenship in general. In this way students have the freedom to decide and to organize themselves and, at the same time, they learn how to be responsible and how to interact with adults, teachers and institutions.

This is what we call non-formal education and we have noticed that the results are posi-tive and are improving year by year: youngsters come to our office of their own accod for voluntary experience to do in their free time, groups of young people ask for our support to organize events or to create associations, others want to do voluntary experience abroad, etc. This kind of educational method is not always easy, because you cannot decide the direction the group will take, you can only offer stimulation, opportunities and support. Moreover, young people are not always responsible enough or ready to do things on their own, they need to have adults or educators who can be recognized as a benchmark and who have the authority to tell them from time to time that they are taking a wrong path. Anyway, apart from the difficulties, we believe that non-formal education, thanks to its inter-disciplinarity, can actually form people to grow not only with a academic education but with personal values to spend as active citizens in their territory.

Paola Bellin, italian and latin literature teacher, liceo Scientifico “leonardo da vinci”, Treviso, italy:For seven years, the Liceo “Leonardo Da Vinci” has been promoting its “Lessons in villa” project which has, as its main aims, the knowledge and promotion of the Venetian Villa’s heritage inside and outside the school and the knowledge of the area where the students live. This project is an example of how formal education can be combined with non-formal education. Students experience the common heritage consciously, and as protago-nists. They collaborate and communicate with local Institutions to become active citizens. All this can happen thanks to the project. How do the students involved and the teachers

EYES 4 C Project:

A cooperation between

Schools, NGOs, Institutions

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–– to promote debates among subjects with common interests in order to improve the qual-ity of the development of human resources in the European Union and the broader global community (global vision);–– to promote the acquisition of the Lisbon Treaty competences with special emphasis on the acquisition of skills lined to the citizenship;–– to reinforce collaboration between the institutions of the European Union (especially the Commission) and its Member States;–– to contribute to the development of individual students as responsible citizens and in-formed members of the society;–– to contribute to trans-national exchanges;–– to share the good practices implemented by each partner;–– to develop the knowledge and enhancement of local habits as an identity map on the basis of which international relationships are built.–– to show that a fruitful intercultural and inter-institutional cooperation is possible in spite of differences, and even more that these differences are a real enrichment and have to be considered as a chance.

Solutions, methodologies and approaches acquired in these fields can be transferred to the educational institutes and community to make the acquisition of active citizenship skills more effective.

Innovation may have different forms and methods such as:–– content oriented, when activities concentrate on the development of new subject areas linked to constantly changing current social challenges. (For example, the creation of a sustainable development club at school that looks after a garden)–– objective oriented, when partnership set up new educational objectives relating to active citizenship and can provide knowledge useful to enter into the society of citizens as persons aware of and informed about today’s planetary challenges to safeguard future generations and the common good. (See for reference the “news in class” and “lessons in villas” Italian projects that aimed at making young people aware of their political and social but also patrimonial environment)–– method oriented, when initiatives are aimed at making a contribution to the develop-ment of educational methodologies that enhance individuals as active learners who acquire knowledge, competence and abilities allowing them to enter into the society as active and informed citizens. (Cooperation with future teachers was developed on this project on a test phase for the pedagogical use of this manual; a “mediation by peers” project also has been set up by a school to teach pupils how to handle conflicts)

The added value that emerges is an important contribution to the collective atmosphere of an increased professionalism in the members of the project as they learn how to in-teract with partners who have different roles, different skills and different points of view in achieving complex common aims. The multiplicity of partners in a project brings to discussions with more original ideas and solutions. It is furthermore a way of discovering other professional cultures, other ways of working and a possibility to learn from it. French teachers, for example, appreciated to get a better idea of the organization of the Italian school system and enjoyed the participation of Italian young people that showed a high linguistic level and good European dynamic. The comparison of the differences enriched the personal reflection as well as the collective one and improved the creativity and the efficiency of each partner.

EYES 4 C Project:

A cooperation between Schools, NGOs, Institutions

1/ who GivES an imPulSE To ThE CooPEraTion?

This project is born from previous collaborations within the regional Partnership (since 2007) between the Province of Treviso (Italy) and the Conseil Général du Calvados (France). After a few years of one to one contacts between schools, EYES 4 C enabled us to extend this cooperation on a wider field involving together not just schools but also as-sociations and the local authorities of both territories.

The will and determination of the leaders of these organizations and educational in-stitutions, which have strongly believed in the concept of Europe, have led to the estab-lishment of a new partnership, within the Comenius Regio, made up of institutions, as-sociations operating in the area of non formal education and schools recognizing the importance of bringing together the forces that move in the field of education and the same goal from different points of view. This permitted to better know every partner’s ac-tion and to strengthen the cooperation and exchange of best practices, to develop methods of formal and informal learning in a European perspective, and also to create innovative possibilities in the field of active citizenship intended as responsibility and participation.

The specific differences and skills that could create new operational strategies in pursuit of common goals are the strength of this particular partnership and of the work developed together. This cooperation strengthened each member and gave an added value. This added value was not only the development of experts and specialists who can learn to in-teract together and to achieve complex goals, but also the operational capacity – intended not as a sum but as a multiplier of tasks – generated by these skills.

2/ CooPEraTinG, why?

The aim of the EYES 4 C project is to bring together official local entities, informal educa-tion bodies and formal educational institutes in the area of active citizenship to prepare some of the main points of interest within their respective competences and prerogatives.

Inter-institutional collaboration methodology and cooperation have made it possible to enhance the contribution of each partner and create a constructive dialogue to achieve common objectives.

In conformity with the European directives on democratic participation and in order to meet the new challenges of a developing world and in the prospect of the “European year of Citizens” in 2013, the project has the following objectives:–– to encourage the development of people with marked aptitudes for safeguarding and managing the national and European public good;

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3.2/ a better understanding of the territory and disseminationSharing best practices and the activities carried out by the partners involved in the EYES 4 C project has allowed the dissemination of know-how by creating better awareness of the results that can be achieved and the way such projects can be integrated into the school lessons or the daily activity of each organization.

Contact with local and/regional authorities and actors has enabled a broad overview of the activities planned to meet the challenges of contemporary globalization and the territory’s development needs. A collaboration at European level (with a meeting with a European depute, or people in charge of the Comenius Regio program for example) also permitted to understand and to see how the European Union can support local actions.

The innovative educational projects presented as part of best practice are oriented pri-marily to developing people as learners throughout their lifespan. Secondly, the proposed initiatives are intended to strengthen awareness of the added value emerging from the knowledge of citizenship in the structure of social relationships.

Inter-institutional cooperation, therefore, demonstrated its value not only in the ex-change of information and experience, which produces limited results, but also in the interconnection between multiple working entities, that is a valuable element that can bring many benefits to schools, society and local authorities.

Cooperating finally brought to an enlargement of the action perspectives, putting to-gether different networks that can be used in the future. Each partner has now in mind to develop the established cooperation in a way that the EYES 4 C project does not simply give benefit to the teachers involved but directly to the young public. Some French and Italian schools already planned to keep in contact with each other and to develop school exchanges and projects (a e-twinning has already been set up) and for the first time in November 2012, an Italian delegation participated in the annual French-German Video Festival that took place in Calvados.

3/ CooPEraTinG wiThin ThE ComEniuS rEGio ProGram: addEd valuE

3.1/ Complementary competences of the partnersSchools, associations and local authorities have different missions but they can put their

competences together for a common aim. Cooperation between those partners is an occa-sion to share a different concept of education.

All institutions, schools and NGOs manage an educative project in the same way: de-fine an aim, the way to reach this objective, and evaluate the project’s duration. But each entity, acting on its own, has also its limits.

In this framework, local authorities, in accordance with their constitution and role, most of time answer to the requests according to their political projects. Because of their posi-tion, they also tend to consider the requests coming from a broad and territorial overview.

The school system has also its duty. In France as in Italy, it has to respect national pro-grams that teachers should put into practice in order to guarantee (especially in France) the indivisibility of the Republic. Although teachers enjoy some flexibility, their action still has to respect the law.

Finally, NGOs have a strong social approach. A good educative action means integrat-ing young people in a group and in a place to live. But, their action is mainly focused on the individual or on a small group and most of time it is based on volunteering.

All these objectives can actually be adopted as common objectives and these different kinds of action may come together. The cooperation can therefore take place through sharing points of view, resources, advice…

On the one hand, associations and schools, thanks to a daily contact with the popula-tion can bring a personal, local oriented approach. They can more easily implement con-crete actions with young people. Each of them has a specific target, and a good knowledge of people they are acting with. Thus, they can adapt the action to the groups that are sup-posed to get involved. They are on a good position to observe the local needs.

On the other hand, local authorities, through a more territorial approach, can support associations or schools to reach a common objective, and develop solutions on a wider area. They can put different organizations in contact with each other and develop an ac-tive network. They can play an important role in giving a showcase to the actions and as a common interlocutor for all secondary schools it can ensure that a project gives benefits to all young generation on the territory. By comparing several local needs, they can also act as good project initiators.

Personal comments

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EN ∙ My participation in the Eu-ropean EYES 4 C project is a first for me. I only joined the project in the second year.

Working with young people on the theme of active citizenship is an important issue for me, and is increasingly at the heart of our teachings, and the partnership with our Italian colleagues allows us to experience it for real.

Following my stay I will always remem-ber our visits to schools where we enjoyed very enriching encounters with our fellow teachers as well as the Italian students who impressed us with their enthusiasm and language skills. The European projects within the institutions of the province of Treviso seem to play an important part in teaching across the entire curriculum. Our different experiences have given us the foundations for implementing projects within our own institutions. We are also planning a project on the theme of mem-ory that would involve a trip to Poland for some of our older students next year. The great reception that we have received has enabled various informal exchanges with our Italian partners that were very posi-tive. They allowed me to better understand how the Italian education system works and to discover other ways of working.

My participation in the EYES 4 C project has been an experience that has enriched me both professionally and personally and which I would now like to draw upon to enrich my students’ future projects.

Fr ∙ Ma participation au projet eu-ropéen EYES 4 C est une première expérience pour moi. C’est un pro-jet que je n’ai intégré que la deu-xième année.

Travailler sur le thème de la ci-toyenneté active des jeunes me semble être une thématique im-portante, de plus en plus au cœur

de nos enseignements, et le partenariat avec nos collègues italiens permet de vivre une ex-périence très concrète.

Je retiendrai de mon séjour les visites dans les établissements scolaires qui ont permis des rencontres très enrichissantes tant avec nos collègues enseignants qu’avec les élèves italiens qui m’ont impressionnée par leur investissement et leur niveau de langue. Les projets européens au sein des établissements de la province de Trévise semblent prendre une part importante dans les enseignements et ceci dans toutes les disciplines. Les diffé-rentes expériences qui nous ont été présentées sont des pistes pour la réalisation de projets dans nos établissements. Nous envisageons d’ailleurs un projet autour du thème de la mémoire qui s’accompagnerait d’un voyage en Pologne avec nos élèves de troisième pour l’année prochaine. Le très bon accueil qui nous a été réservé a facilité les échanges avec les partenaires italiens lors des temps infor-mels qui ont été très positifs. Ils m’ont permis de mieux me rendre compte du fonctionne-ment du système éducatif italien ainsi que de découvrir d’autres méthodes de travail.

Ma participation au projet EYES 4 C a donc été une expérience qui m’a enrichie tant pro-fessionnellement que personnellement et dont je souhaite maintenant faire profiter à mes élèves lors de projets futurs.

Anne-Sophie LenormandCollège Val de Souleuvre, Bény-Bocage

EN ∙ This was the first time I’d participated in a European project. Being in charge of the Europe Club in my school, I wanted to actively experience a Comenius type project to gain practical experience.

The results are very positive. Through various meetings, we shared experiences, compared practice, weighed up our differences, and discov-ered our common ground... all in a great atmosphere!

Some exchanges with our Italian col-leagues were very fruitful, and broached issues which go beyond the project itself. The two-way exchange of practices and ideas has led to a significant enrichment and a broadening of our cultural and pro-fessional horizons, which may well cause a stir but which subsequently allow the introduction of new dynamics. For my part, I am still surprised by the European awakening in Italy which seems more sig-nificant than in France. The number of projects to raise awareness of Europe and European citizenship is amazing, both in schools and other institutions.

To conclude, I would say that the EYES 4 C project has enriched me professionally and personally, and has motivated me to develop the importance of Europe in my school.

Fr ∙ C’était la première fois que je participais à un projet euro-péen. En charge du Club Europe dans mon collège, je voulais vivre plus activement un projet de type Comenius afin d’acquérir une expérience concrète.

Le bilan est très positif. A tra-vers les différentes rencontres,

nous avons partagé des expériences, comparé nos pratiques, mesuré nos diffé-rences, découvert des points communs... Le tout dans une excellente ambiance!

Certains échanges avec nos collègues italiens se sont avérés très riches et sources de questionnement, qui dépasse le projet même. L’échange de pratiques ou d’idées, d’un côté comme de l’autre, a permis un enrichissement majeur, une ouverture culturelle et professionnelle qui peut bous-culer mais qui, par la suite, permet la mise en place de nouvelles dynamiques. Pour ma part, je reste surprise par l’ouverture européenne en Italie qui me paraît plus importante qu’en France. Le nombre de projets visant à développer la conscience de l’Europe et la citoyenneté européenne est étonnant, que ce soit dans les écoles ou dans les associations.

Pour conclure, je dirai que le projet EYES 4 C m’a enrichie professionnellement, per-sonnellement et m’a motivée à développer la place de l’Europe dans mon collège.

Anne MorinCollège Val de Souleuvre, Bény-Bocage

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EN ∙ The “EYES 4 C” project brings together extremely varied partner organisations either lo-cally or at European level. This seems to me to be the most re-warding aspect of the project. Due to this, the exchanges were rich and the ideas shared origi-nal. I came across new cultures of work, new approaches and practices, and most of all passionate and committed people. Our discussions represented a big breath of fresh air for me, and a broader range of possibilities. I learned a lot about the coordination and promotion of volun-teering and goodwill. I was able to gain an understanding of the diversity of Eu-ropean citizenship projects in schools in Calvados or in the Province of Treviso and I saw a true marriage between formal and informal education. This creates ideas for continuing this kind of cooperation at the local level in particular. Without this Eu-ropean dimension, I probably would not have realised this. It seems to me that the mixture of cultures is the cement for the foundations of European citizenship. This is what must be transmitted and shared with young people and I hope that our fu-ture cooperation will enable us to put this into practice.

I appreciate the close ties that have de-veloped between the partners of the two territories: Calvados and the Province of Treviso. This has already allowed more en-hanced and easier cooperation. In Novem-ber 2012, we were looking for an Italian partner for a European seminar project aimed at young professionals. It was enough to send a simple email to project

Fr ∙ Le projet “EYES 4 C” rassemble des structures partenaires extrême-ment variées que ce soit au niveau local ou au niveau européen. C’est ce qui me semble être l’aspect le plus enrichissant du projet. Ainsi, les échanges étaient riches et les idées partagées originales. J’ai découvert de nouvelles cultures

de travail, de nouvelles démarches, des pratiques et surtout des personnes passion-nées et engagées. Je retiens de nos échanges un gros bol d’air frais et un élargissement du champ des possibles. J’ai appris beaucoup sur la coordination et la valorisation de l’en-gagement par le volontariat et le bénévolat. J’ai pu me rendre compte de la diversité des projets portant sur la citoyenneté euro-péenne dans les établissements scolaires que ce soit dans le Calvados ou dans la Province de Trévise et j’ai entrevu des liens réels entre éducation formelle et non formelle. Cela donne des idées pour poursuivre ce genre de coopération au niveau local notamment. Sans cette dimension européenne, je n’au-rais sans doute pas pu réaliser tout cela. Il me semble que l’interculturel est le ciment, la base de la citoyenneté européenne. C’est ce qu’il faut transmettre et partager avec les jeunes et j’espère que nos prochaines coopé-rations nous permettront de mettre cela en pratique.

J’apprécie les liens privilégiés qui se sont créés entre les partenaires des deux terri-toires: le Calvados et la Province de Trévise. Cela permet déjà d’avoir une coopération plus renforcée et plus facile. En novembre 2012, nous recherchions un partenaire ita-lien pour un projet de séminaire européen à destination de professionnels de la jeunesse.

Delphine BaudryAssociation Carrefour Rural Européen des Acteurs Normands/

CREAN – Centre d’information Europe Direct Basse-Normandie/Vire

EN ∙ The word “richness” seems the most appropriate to sum up my thoughts.

Above all, the work of the “Eyes for C” project consists of discussions, which can give rise to other projects. The meetings and exchanges are very inter-esting (both concerning “best practice” or individual and collective know-how) and meeting with the same people at different times creates a bond of friendship and work which is both highly efficient and friendly. The use of multiple languages is very vibrant and rewarding, and makes you want to share with yet more countries.

While work sessions are very positive, the informal discussions with all those people are also significantly fruitful, and allow us to discover ways of working which are different from our own. The compari-son is a “plus” that can only enrich our personal and collective reflection.

Moving work sessions between partners’ bases reinforces this sense of real discovery and proves to be a really positive element.

Again, the exchanges allow the out-lining of plans for a more or less distant future, involving some of the partners present. It seems important to emphasize the wealth of the contributions by the partners requested during these meetings and all their dedication. Overall, the prin-ciple of pooling the work and resources of this richness should be widespread, as the direct and indirect benefits are manifold and extremely rewarding, both personally and professionally.

Fr ∙ Le mot “richesse” me semble être le plus adapté pour résumer ma pensée.

Le travail mené pour le projet “Eyes for C” représente avant tout des moments de partage extrême-ment motivants, qui permettent de faire naître d’autres projets. Les rencontres, les échanges sont très

intéressants (que ce soit au niveau des “best-practices” ou au niveau des savoir-faire in-dividuels et collectifs) et le fait de retrouver les mêmes personnes à diverses reprises crée un lien d’amitié et de travail très efficace et convivial. Le fait d’utiliser plusieurs langues est très vivant, enrichissant et donne envie de partager avec de plus nombreux pays.

Si les moments de travail sont très posi-tifs, les échanges informels avec toutes les personnes sont aussi des apports importants et permettent de découvrir des fonctionne-ments différents des nôtres. La comparaison est un “plus” qui ne peut qu’enrichir notre réflexion personnelle et collective.

Le fait de déplacer les sessions de travail dans les locaux des divers partenaires ren-force ce sentiment de découverte concrète et apparaît comme un élément vraiment positif. Là encore les échanges permettent d’esquisser des projets pour un futur plus ou moins proche, impliquant quelques-uns des partenaires présents. Il me semble important de souligner la richesse des apports grâce aux intervenants sollicités lors de ces ren-contres et le sérieux de tous. Globalement, le principe de mutualisation de moyens et de travail de cette richesse est à diffuser large-ment car les apports directs et indirects sont multiples et extrêmement enrichissants, sau-tant au plan personnel que professionnel.

Solveig BeuveCollège Val de Souleuvre, Bény-Bocage

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EN ∙ I would first like to say a big thank you to Calvados Council and the Province of Treviso for the whole organisation of the Comenius Regio. This gave me the opportunity to discover a beautiful and highly dynamic re-gion of Europe, but it was moreo-ver a great experience from a human and professional perspective. Dur-ing our meetings in France and Italy, we forged friendships which will be conducive to fruitful cooperation on the subject of ac-tive European citizenship.

How can we give our students the op-portunity to act as European citizens? The school Europe Club is one example of good practice. It is aimed at student volunteers willing to get involved outside of school hours and creates a European dynamic within the institution. The eTwinning system is itself a powerful complemen-tary tool because it facilitates exchanges between young Europeans in school and thus targets a wider audience.

Motivating our young people to be-come active European citizens also gives them the opportunity to champion causes close to their heart. In this context, the ANTARES project, which emerged during our discussions, would be a very interest-ing innovative practice. It is indeed a vital issue for Europe that the young engage in democracy and develop a European con-sciousness, because they are the future of Europe and have a major role to play in perpetuating the peaceful ideals of the founding fathers.

Fr ∙ Je voudrais tout d’abord adresser un grand merci au Conseil Général du Calvados et à la Province de Trévise pour toute l’organisation de ce Projet Come-nius Regio. Ce fut pour moi l’oc-casion de découvrir une région d’Europe magnifique et très dy-namique, mais ce fut surtout une

très belle expérience sur le plan humain et professionnel. Au cours des rencontres en France et en Italie, nous avons tissé des liens d’amitié propices à une coopération fructueuse autour du thème de la citoyen-neté européenne active.

Comment offrir à nos collégiens l’op-portunité d’agir en tant que citoyens eu-ropéens? Le Club Europe du collège est une des bonnes pratiques recensées. Il s’adresse à des élèves volontaires, prêts à s’impliquer en dehors des heures de cours et il crée une dynamique européenne au sein de l’établissement. Le dispositif eTwin-ning est quant à lui un formidable outil complémentaire car il facilite les échanges entre jeunes Européens dans le cadre sco-laire et cible ainsi un public plus large.

Motiver nos jeunes à devenir des ci-toyens européens actifs, c’est aussi leur donner l’occasion de défendre des causes qui leur tiennent à cœur. Dans cette op-tique, le projet ANTARES, qui a vu le jour au cours de nos discussions, serait une pra-tique novatrice très intéressante. C’est en effet un enjeu vital pour l’Europe que les jeunes s’approprient la démocratie et dé-veloppent une conscience européenne car ils sont l’avenir de l’Europe et ont un rôle majeur à jouer, afin de perpétuer l’idéal de paix des pères fondateurs.

Mauricette DesechalliersCollège Henri Brunet, Caen

colleagues, and before the day was out the Italian participant was found. This is the joy of when a well-constructed partnership bears fruit...

Il a suffi d’envoyer un mail aux collègues du projet et dans la journée, le participant italien était trouvé. Voilà aussi les joies d’un partenariat bien construit qui porte ses fruits…

EN ∙ As an English teacher in a specialist agricultural college, I wanted to participate in the Eyes 4 C project because meeting European teachers is always re-warding. Even though I entered into the project late, I was able to benefit from the analysis al-ready conducted on education. For example, I found that more Italian colleagues seem to work with political and non-profit organisations than French teachers. This can greatly enrich class-room-based projects because the presence of an external associate is often a boon for students and helps capture their atten-tion. I also note that the cross-curricular element, already present in French public agricultural education, is present in Italy and seems to be a foothold for the future, at a time when there is talk of reforming schools in France. Italian students who submitted projects at Leonardo da Vinci High School clearly incorporate the cross-curricular dimension into their work, which addresses each field of study. Final-ly, had we more time, I would have wanted to talk more with language teachers. Do their methods differ radically from ours?

Fr ∙ Enseignante en lettres-anglais dans un lycée professionnel agri-cole, j’ai souhaité participer au projet EYES 4 C car la rencontre avec des enseignants européens est toujours enrichissante. Même si je suis arrivée tard dans ce projet, j’ai pu profiter de la réflexion déjà me-née autour de l’éducation. J’ai par

exemple constaté que les collègues italiens semblent travailler davantage avec le monde associatif que les enseignants français. Cela permet d’enrichir considérablement les pro-jets menés en classe car la présence d’interve-nants extérieurs est souvent un atout pour les élèves et capte davantage leur attention. Je note également que l’interdisciplinarité, déjà pratiquée dans l’enseignement agricole pu-blic français, est présente en Italie, et semble être une piste d’avenir, à l’heure où l’on pose la question de la refondation de l’école en France. Les élèves italiens qui ont présenté différents projets au lycée Leonardo da Vinci travaillent clairement en transversalité, ce qui donne du sens à chaque discipline étu-diée. Enfin, j’aurais souhaité, si nous avions eu plus de temps, parler davantage avec les professeurs de langue. Ont-ils des méthodes radicalement différentes des nôtres?

Marie BunelCREAN, Vire

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EN ∙ A project like this is of such richness that no party/partner involved can come out unchanged. Meetings between partners from different bodies (local authorities, political and non-profit, schools) and differ-ent countries (France, Italy) are proving very worthwhile, as they allow partners to come out of their daily, well-trodden routine and find unifying support for their work. The alternation be-tween work and informal time (although this is smaller of course) also fostered the building of the group and the relation-ship between partners, thereby making exchanges more authentic.

We all said repeatedly during meetings, that it is thanks to these physical encoun-ters that Europe is taking shape. A union of this magnitude will only be successful if human encounters are possible. They can/should be the result of preparatory exchange and work through modern com-municative technology which is a great asset and which engenders physical ex-changes between people.

We all hold in our hearts the desire for our youth to benefit from the work carried out in this project in order that they too might want to meet young people from another country through the various prac-tices that are described in this guide. Fur-thermore, we asked a lot from our youth during the presentation of a number of these practices. Indeed, this experience has often proved electrifying and rewarding for the young, who have realised that their practices are transferrable to the European level. Their presentations in English before

Fr ∙ Un projet de ce genre est d’une telle richesse qu’il ne peut pas laisser ses acteurs/parte-naires inchangés. Les rencontres entre les différents partenaires is-sus de structures différentes (col-lectivités territoriales, associa-tions, établissements scolaires) et de pays différents (France, Italie)

se révèlent très riches car elles permettent aux partenaires de sortir de leur fonction-nement quotidien et connu et de trouver des supports de travail fédérateurs. L’al-ternance de temps de travail et de temps informels (bien que moins nombreux bien sûr) a aussi favorisé la construction du groupe et les liens entre les partenaires, rendant ensuite les échanges plus authen-tiques.

Nous l’avons tous dit à plusieurs reprises pendant les rencontres, c’est grâce à ses rencontres physiques que l’Europe prend forme. Une union de cette envergure ne sera réussie que si les rencontres humaines sont rendues possibles. Elles peuvent/doi-vent être l’aboutissement d’échanges et de travaux préalables via les techniques modernes de communication qui sont de sérieux atouts et qui rendent ensuite évi-dents les échanges physiques entre les per-sonnes.

Nous avons tous à cœur de faire béné-ficier nos jeunes du travail accompli au cours de ce projet, afin de leur donner l’en-vie, à eux aussi, de rencontrer des jeunes d’un autre pays grâce aux multiples pra-tiques qui sont mentionnées dans ce guide. Nous avons d’ailleurs beaucoup sollicité nos jeunes lors de la présentation d’un certain nombre de ces pratiques. Cette

Pascale Segaud CastexCollège Albert Jacquard, Caen

EN ∙ I am an American teacher of English living permanently in France. I work in the British Interna-tional Section of Henri Brunet Sec-ondary school, teaching students in Years 7-10 (US 6th to 9th grades). In the past, I worked in general sec-ondary schools, high schools and vocational schools, as well as in Continuing Education (teaching adults).

My participation in this project came about when I received a teaching assignment in the International Section new to my region. As I am responsible for broadening my students’ horizons, it makes perfect sense to broaden my own. Participating in a Comenius-Regio project with teachers from other disciplines, other schools and other countries, has been a rich, rewarding experience that I believe con-tributes positively to my own teaching.

The most interesting part of this project has of course been gaining insight into other teachers’ classrooms. Visiting both a high school and a middle school in Italy were eye-opening experiences. Listening to students present, in English, their projects in which the focus was not the language, but in which the language was only the medium to vehicle a much larger project was inspiring. Seeing how those students took charge of their own pro-grams of study made more concrete ideas that I have had but not tested. Sharing between cultures, to see the different paths we all take to reach the same common goal has been an intensely satisfying experience, and I hope that through our contributions, we can help encourage other teachers to put into place in-novative projects that broaden not only their students’ horizons, but also their own.

Kristie SegondCollège Henri Brunet, Caen

FR ∙ Je suis professeur d'anglais, Américaine d'origine, installée de-puis longtemps en France. Je tra-vaille en section internationale bri-tannique au collège Henri Brunet à Caen, en France. J'enseigne aux élèves de la 6e au 3e, en langue et littérature anglaise, mais je suis ve-nue dans la section après une riche

expérience en lycée général et professionnel, ainsi qu'en formation continue.J'ai commencé à participer à ce projet après ma nomination en section internationale au collège Brunet. Comme je suis responsable de l'ouverture culturelle de mes élèves, il me semblait tout à fait normal d'ouvrir mes propres horizons. Le projet Comenius-regio m'a permis d'échanger avec des enseignants d'autres disciplines, d'autres établissements scolaires, et d'autres pays. Cet échange enri-chit mon propre enseignement.Ce qui a été le plus intéressant pour moi dans ce projet, c'est la vision que d'autres profes-seurs ont pu partager avec nous. Nous avons pu rendre visite à nos collègues dans un col-lège et dans un lycée italiens, ce qui nous a donné une autre façon d'appréhender ce mé-tier que nous partageons. Nous avons écouté des élèves présenter des projets pluridiscipli-naires, et nous nous sommes étonnés de la maîtrise linguistique de ces élèves. La prise en charge par ces élèves de leur propre ensei-gnement a été impressionnante. J'ai pu voir que ces élèves, en prenant en charge leurs apprentissages, ont su arriver aux mêmes fins que d'autres élèves mais avec un plaisir accru. Cet aperçu d'autres pratiques m'a ins-piré, et j'espère pouvoir autant inspirer mes élèves suite aux projets innovants que j'ai pu découvrir.

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de paix et de solidarités qui m’a marqué lors de nos rencontres.

Sans être affirmé comme tel, cet objectif n’a pas cessé d’être sous-jacent. En effet, le devoir de mémoire est un thème partagé par la jeunesse européenne et particuliè-rement française et italienne, mais aussi par les collectivités territoriales partenaires comme le Calvados et la Provincia di Tre-viso. Les plages du débarquement et ces milliers de morts résonnent avec la bataille du Piave à l’est de la Vénétie.

Ni les armées de César, ni les armées napoléoniennes, ni les armées fascistes ne sont parvenues à faire l’Europe par les armes! “On ne voulait pas faire la guerre, on nous a obligés à la faire sans qu’on sache pourquoi?”, déclarait Lazare Pon-ticelli le dernier des poilus français de la première guerre mondiale. D’abord sous l’uniforme français à Verdun, puis sous l’uniforme italien à Vittorio Veneto, cet ita-lien de naissance mais ce Français de cœur était européen avant l’heure et un symbole des relations fortes qui unissent nos deux pays. Terre de migrations, l’Union Euro-péenne doit œuvrer encore et encore pour garantir la paix et la liberté. Ce travail harassant débute avec la jeunesse et bien entendu les professeurs qui les éduquent. Dans ce cas le combat a bien plus de sens que pour les générations qui ont connu la “la guerre”.

Face à la crise économique actuelle, la tentation est forte de se réfugier dans un nationalisme en apparence rassurant. C’est au contraire vers nos voisins qu’il faut se tourner. C’est pourquoi si le projet Comenius Regio sert de piqûre de rappel à nos esprits parfois embrumés, le devoir de mémoire nécessaire à toute l’Europe aura alors pris tout son sens.

Despite not being stated outright, there is an objective which has always been un-derlying. Indeed, the duty to remember is a common cause for European youth, partic-ularly French and Italian, and also for lo-cal and regional partners such as Calvados and Provincia di Treviso. The Normandy landings and thousands of deaths echo the battle of the Piave to the east of Venice.

Neither Caesar’s armies, nor Napoleon’s armies, nor the fascist armies managed to take Europe by force of arms! “We did not want the war, we were forced into it with-out knowing why”, declared Lazare Ponti-celli, the last of the French soldiers in the First World War. First for France at Verdun then for Italy at Vittorio Veneto; this Ital-ian-born, French-hearted man was a Euro-pean before his time and is a symbol of the strong ties between our two countries. As the land of migration, the EU should strive more and more to ensure peace and free-dom. This exhausting work begins with the young and of course the teachers who edu-cate them. In this case the struggle makes much more sense for the generations who experienced “the war”.

Faced with the current economic crisis, it is tempting to take refuge in a seemingly reassuring nationalism. On the contrary, it is our neighbours to whom we should turn. That is why if the Comenius Regio project serves to rekindle the somewhat dim mem-ory of our spirit, the duty to remember es-sential to all of Europe will have therefore been realised.

important meetings were also a valuable exercise for them.

In addition to all the benefits I have de-scribed above and which led me, like all these young people, to feel more European, I am left with a passion that I try to im-part to my students each day. This project aimed to give our school a European di-mension, giving rise to European exchange projects, such as one in Italy which will boast numerous exchanges upstream and downstream with young Italians. This ex-change of work, already appreciated by students, makes the need for meeting in a few months all the more evident.

expérience s’est en effet montrée souvent galvanisante et valorisante pour ces jeunes qui ont réalisé que leurs pratiques étaient transférables à un niveau européen. Leurs présentations faites en anglais devant des assemblées importantes ont été également un exercice précieux pour eux.

En plus de tous les bienfaits que je viens de relater et qui m’ont amenée, comme tous ces jeunes, à me sentir encore plus européenne, j’en retire un engouement que j’essaie de faire passer chaque jour auprès de mes élèves. Ce projet est venu teinter notre collège d’une dimension eu-ropéenne donnant vie à des projets de sé-jours européens, dont un en Italie qui sera nourri d’échanges nombreux en amont et en aval avec les jeunes italiens. Ce travail d’échange, déjà apprécié par les élèves, rend encore plus évidente la nécessité de rencontre dans quelques mois.

EN ∙ The Comenius Regio project has undoubtedly strengthened the links between different communities. Meeting political and non-profit as-sociations and sharing good French and Italian educational practices is definitely worthwhile, and further broadens our professional approach. But as well as this sharing of experi-ences, it is the universal commitment to build-ing lasting union on the European continent, a place of peace and solidarity, which moved me during our meetings.

Fr ∙ Le projet Comenius Regio a permis sans aucun doute de renforcer des liens entre diverses communautés humaines. Ren-contrer le monde associatif, croi-ser les bonnes pratiques éduca-tives françaises et italiennes est incontestablement un apport et une ouverture supplémentaire à

nos démarches professionnelles. Mais plus que ce partage d’expériences, c’est l’obli-gation commune de construire une union durable du continent européen, un espace

Ronan Le DuffCollège Albert Jacquard, Caen

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EN ∙ My belief in being a French European is what compelled me to read the project proposals that the school had received from the General Council. The important thing to me is the construction of a unit, Europe, with its diversity, countries and peoples; it’s the “living together” in light of our differences and our common values.

The question remains, how do we create the European link, how do we recognise ourselves as European?

One of the findings of the investigation raises the need to work with adults too, so that children have models of active citi-zens in their parents, because all young people and adults are rather passive in regard to Europe. The school seems to be a possible lever because it has two audi-ences: children are involved, and parents see the results and become aware, and thus involved too.

This observation has strengthened me in my position as adult and educator, getting me into the habit of “thinking Europe”: keep fun and professional partnerships for fun and professional matters. Europe be-comes a reflex and represents exchange, knowing each other.

The questionnaire also highlighted the strengths of European identity: the impor-tance of freedom of speech, travel, social networking and team work.

These can serve as pillars of support in my daily professional practice.

Formal and informal education: these words represent a whole for me because I believe that learning is dependent on multiple situations. Learning is a synergy.

Fr ∙ Ma conviction d’être une fran-çaise européenne est ce qui m’a fait réagir en lisant l’appel à projet que l’établissement avait reçu du Conseil Général. L’important à mes yeux, c’est la construction d’une unité, l’Europe, dans la diversité, les pays, les peuples, c’est le “vivre ensemble” en tenant compte de

nos différences et de nos valeurs communes.La question demeure, comment créer le

lien européen, comment se reconnaître eu-ropéen?

Un des constats de l’enquête menée est de pointer qu’il faut aussi travailler avec les adultes afin que les enfants aient des modèles de citoyens actifs en leurs parents, car tous, jeunes et adultes, sont plutôt passifs en ce qui concerne l’Europe. L’école me semble être un levier possible car elle touche les deux pu-blics: les enfants sont acteurs et les parents voient le résultat et deviennent sensibles à, voire acteurs de.

Cette observation m’a renforcée dans ma posture d’adulte et d’éducateur en me donnant l’habitude de “penser Europe”: garder les partenariats pour le ludique et le professionnel, pour le plaisir et pour la fonc-tion. L’Europe devient un réflexe et signifie échange, rencontre de l’autre.

Le questionnaire dégageait également des points de force de l’identité européenne: l’im-portance de la liberté de parole, des voyages, des réseaux sociaux, du travail de groupe.

Ils peuvent servir de points d’appui dans ma pratique professionnelle quotidienne.

Education formelle et informelle, ces mots représentent pour moi un tout car je crois que les apprentissages sont multiples et dé-pendants des situations. Apprendre est une

Valérie HaelewynCollège Albert Jacquard, Caen

EN ∙ Besides practising foreign languages, which was a prior-ity, this COMENIUS experience helped me discuss, conceive and build a veritable educa-tional process with European col-leagues. With the desire to help young people to build quality Eu-ropean citizenship, it was also an opportunity for real encounters between educational professionals with a view to continuing this partnership through vari-ous projects: discussion with students, vis-iting the European Parliament in Brussels, etc... Finally, within the institution, I see the positive mark left by this work on a daily basis, enabling teachers to give more meaning and substance to their pedagogi-cal approach, taking the opening up to Europe as a lever of undeniable progress.

Having been willingly receptive to this European construction for our part also seems to be a key success factor for our students and our future society in terms of social and professional integration. It is a feeling that I felt throughout the training, and it seemed invaluable.

Fr ∙ Au-delà de la pratique de la langue vivante étrangère qui fut une des priorités, cette expérience COMENIUS m’a permis d’échan-ger, de penser et de construire avec des collègues européens une véritable démarche éducative. Avec la volonté d’accompagner les jeunes vers la construction

d’une citoyenneté européenne de qualité, elle fut l’occasion également de vraies ren-contres entre professionnels de l’Education envisageant de poursuivre ce partenariat à travers différents projets: échange avec des élèves, visite du parlement européen à Bruxelles, etc... Enfin, au sein de l’éta-blissement, je mesure jour après jour l’écho positif de cette action permettant aux enseignants de donner encore plus de sens et de matière à leur démarche pé-dagogique, considérant l’ouverture vers l’Europe comme un levier de progression indéniable.

Avoir appréhendé avec bienveillance la construction européenne de manière positive à notre échelle me paraît égale-ment être un facteur clé de réussite pour nos élèves et notre société de demain, en termes d’insertion sociale et profession-nelle. C’est un sentiment que j’ai ressenti à chaque instant de la formation, et cela m’a paru précieux.

Sylvain AdamPrincipal Adjoint du Collège Albert Jacquard, Caen

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at preserving our memory of our history, etc...).

I observed that all of the projects were cross-curricular. The use of ICT is particu-larly prominent. In the era of new tech-nologies and the continuous exchange of information, learning opportunities are constantly multiplying. Our young people are using new technologies to communi-cate differently and are more easily open to the world. They therefore formulate hypotheses, check them and draw conclu-sions more easily.

Students have a lot of ideas, they are ef-fective and accountable. They try hard and are effective in the projects they undertake. Informal education is particularly effective for our youth. By doing, creating, they rely on discussion, initiative and the equality of all project participants, they acquire a civic attitude, open to others, other cultures, art, history, the world of work etc...

Best practices bridge the gap between popular culture and the more academic and elitist approach often employed by the school. Experience shows that our young people are quite open to European and contemporary culture, and so should have all the more opportunity to learn from encounters with others, other artists, from their history and the history of other cultures. Allowed access to informal educa-tion, our students quickly get involved and grasp the universal aspect of all forms of culture through Europe. They have the de-sire to invest in collective projects. They en-gage in democracy by uniting for a project and act, in a very unconscious manner, in the interests of peace, solidarity and cul-tural diversity.

“The act of creation reveals the child to himself.”

avec des jeunes handicapées, le projet au-tour de la conservation de la mémoire de notre histoire etc..).

J’ai observé que tous les projets étaient transdisciplinaires. L’utilisation des TICE est particulièrement présente. L’ère des nouvelles technologies et de l’échange permanent d’in-formations, les opportunités d’apprentissages n’ont de cesse de se multiplier. Nos jeunes utilisent les nouvelles technologies pour com-muniquer autrement et s’ouvrent plus facile-ment sur le monde. Ils ont de ce fait, davan-tage d’aisance à formuler des hypothèses, à les vérifier et à en tirer des conclusions.

Les élèves ont énormément d’idées, ils sont efficaces et responsables. Ils s’investis-sent et sont efficaces au travers des projets qu’ils réalisent. L’enseignement non for-mel est particulièrement efficace pour nos jeunes. Par la réalisation, la création, ils font prévaloir l’échange, l’initiative et l’égalité de tous les participants des projets, ils acquiè-rent ainsi une attitude citoyenne, s’ouvrent sur les autres, les autres cultures, l’art, l’his-toire, le monde du travail etc...

Les bonnes pratiques comblent le fossé entre la culture populaire et une conception plus académique et élitiste souvent véhicu-lée par l’école. L’expérience montre que nos jeunes sont tout à fait ouverts à la culture européenne et contemporaine, encore faut-il qu’ils aient l’occasion de les découvrir et de partir à la rencontre des autres, des œuvres, des artistes, de leur histoire et de l’histoire des autres cultures. En permettant l’entrée à un enseignement non formel, nos élèves s’investissent et saisissent très vite l’aspect universel de toutes les formes de culture au travers de l’Europe. Ils ont cette envie de s’investir autour de projets collectifs. Ils se forment à la vie démocratique en s’unissant autour d’un projet et agissent, de façon très inconsciente pour la paix, la solidarité et la diversité culturelle.

“L’acte de créer révèle l’enfant à lui-même”.

synergie. Les jeunes, la citoyenneté active et l’Europe, je crois que créer du lien entre les individus permet de sortir de soi, puis de son quant à soi (entre personnes d’un même lieu – professeurs, personnels, élèves, adultes autour d’une action) pour ensuite aller vers les autres, l’autre, l’inconnu, le différent.

Ce que je retiendrai de ma participation à ce projet, sera la multiplicité des retombées, quelles soient petites ou grandes, même si au départ, je n’en voyais pas bien le sens: le sourire des élèves se remémorant leurs im-pressions lors d’une présentation de leurs ac-tivités aux adultes italiens et ma satisfaction de me dire que là, l’Europe a du sens et peut être pour toute une vie! Mais aussi comment l’implication d'un partenaire peut fédérer et aboutir à des échanges, des participations, des voyages… autrement dit, être créateur de sens.

L’Europe est notre nouvelle utopie dans un monde où les dimensions ont augmenté.

The young, active citizenship and Europe: I believe that creating links between people allow us to unbridle ourselves, then come into our own (among people from the same place–faculty, staff, students, adults in one area) before then going to others, the other, the unknown, the different.

What I will take from my participation in this project will be the multitude of ben-efits, small or large, although initially I couldn’t imagine what they would be: the smile on students’ faces as they recall their impressions during a presentation of their activities to Italian adults, and my satisfac-tion in feeling that Europe has meaning, and will do so for a lifetime! But also how being involved is unifying, and leads to discussion, participation, travel... in other words, to meaning.

Europe is our new utopia in an ever ex-panding world.

EN ∙ I have witnessed through-out our discussions, through projects carried out with students in our two respective depart-ments, a common will to develop critical thinking in our youth, to develop their attitudes and civic values but also to encourage the participation of young people in our schools and in society (e.g. project me-diators, sport exchange projects for young people with disabilities, the project aimed

Fr ∙ Au travers des projets réa-lisés avec les élèves dans nos deux départements respectifs, j’ai pu constater au cours de nos échanges, cette volonté commune de faire développer une pensée critique à nos jeunes, à leur faire développer des attitudes et des va-leurs citoyennes mais également

à encourager la participation de nos jeunes dans leurs écoles et dans la société (ex: pro-jet médiateurs, projet rencontre sportive

Guilaine SepariCollège Albert Jacquard, Caen

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tutes with the participation of the da Vinci School of Treviso.

Over the course of work at this table, a need emerged for the Provincial Board to assume the role of project coordinator, also by virtue of the fact that, in light of indications with regard to the application, the public body was also an admissible subject for the role. The Province of Treviso willingly accepted the role of coordinator and committed to assisting the work of the group in order to nominate a project pro-posal under the European Framework of Reference–Life Long Learning.

With regard to the European Partner-ship, the project has used, on the one hand, contacts created by the Province under the Twinning project that it has entered into with the Department of Calvados–France, and on the other through partnership within the “Youth in Action” project which had previously involved the “Casteller” In-stitute of Paese and a college in Caen.

The strategy at local level was to involve other local associations with which the Province of Treviso had already started ear-lier collaborations as partners, operating in active citizenship, such as: the Associa-tion of Living citizenship and the Coordi-nation of voluntary associations.

The EYES 4 C project, when presented, ob-tained a positive evaluation and funding. The project which started with the full sup-port of the Authority and in coordination between the various subjects, has reached its second year of activity with major par-ticipation of schools and students and the creation of a local and transnational level network.

The purpose and intent of the EYES 4 C project is to build a mentality in young people for which they can live in Europe in the near future, as if they were at “home”, an important sign of a new and concrete “European citizenship”.

Nel corso dei lavori di tale tavolo, è emersa l’esigenza che l’Ente Provinciale assumesse il ruolo di coordinamento del progetto, anche in virtù del fatto che, alla luce delle indicazioni del bando di candida-tura, l’ente pubblico era soggetto ammissi-bile per tale ruolo. La Provincia di Treviso ha accettato di buon grado il ruolo di co-ordinatore e si è impegnata a coadiuvare i lavori del gruppo al fine di candidare la proposta progettuale nell’ambito del pro-gramma europeo di riferimento – Life Long Learning.

Per quanto riguarda il partenariato euro-peo, il progetto si è avvalso, da una parte, dei contatti creati dall’Amministrazione Provinciale nell’ambito del Gemellaggio che la stessa ha sottoscritto con il Dipar-timento del Calvados – Francia, dall’altra dai partner presenti all’interno del progetto “Gioventù in azione” che aveva preceden-temente coinvolto l’Istituto “Casteller” di Paese e un college di Caen.

La strategia a livello territoriale, è stata quella di coinvolgere, in qualità di partner, altre associazioni territoriali, con le quali la Provincia di Treviso aveva già avviato pre-cedenti collaborazioni operanti nell’ambito della cittadinanza attiva quali: l’Associa-zione Vivere la cittadinanza e il Coordina-mento delle Associazioni di volontariato.

Il progetto EYES 4 C, una volta presen-tato, ha ottenuto una positiva valutazione e finanziamento. Il progetto, iniziato con il pieno supporto dell’Ente e in coordina-mento tra i vari soggetti, è arrivato al suo secondo anno di attività registrando una forte partecipazione delle scuole e degli studenti e la creazione di una rete locale e transnazionale.

Lo scopo e l’intento del Progetto EYES 4 C sono quelli di costruire nei giovani una mentalità per cui possano vivere in Europa, nel prossimo futuro, come fossero a “casa propria”, segnale importante di una nuova e concreta “cittadinanza europea”.

EN ∙ The EYES 4 C project is a positive endorsement of good practice in the rela-tionship between the local authority and educational institutes of the province of Treviso.

For several years now, some schools in the territory of Treviso even have access to Community funding for the implementa-tion of initiatives as part of the Comenius, Erasmus, Leonardo, etc. programmes. Even the Provincial Administration of Treviso, by means of a specific operating unit, has been successfully candidating project pro-posals for European funding for several years. Thanks to the efforts of this particu-larly competent office, the organization manages planning disciplines in various ways that have a high profile both in Eu-rope and internationally.

In this context and in the light of pre-vious experience in the joint implemen-tation of a Comenius project, it has been possible to connect two secondary schools in the area, such as the Toti Institute of Monte Mogliano Veneto and the Casteller Comprehensive Institute of Paese, in the province of Treviso and the Biarritz state hotel Institute in France. In fact, on the oc-casion of a transnational meeting of the above-mentioned project held in Biarritz, the idea of recommending application for a Comenius Regio was born. In this regard, a study group was created, composed of a number of professors from the Castel-ler and Toti dal Monte educational insti-

iT ∙ Il progetto EYES 4 C rappresenta una testimonianza positiva di buone pratiche nel rapporto tra Ente locale e Istituti scola-stici della provincia di Treviso.

Ormai da alcuni anni anche alcune scuole del territorio trevigiano accedono ai finanziamenti comunitari per la realiz-zazione di iniziative nell’ambito dei Pro-grammi Comenius, Erasmus, Leonardo ecc. Anche l’Amministrazione Provinciale di Treviso, attraverso un’unità operativa specifica candida, da alcuni anni, con suc-cesso, proposte progettuali a finanziamen-to europeo. Grazie all’impegno di questo ufficio particolarmente competente, l’Ente gestisce realtà progettuali a vario titolo che presentano un alto profilo sia in ambito europeo che internazionale.

In tale contesto, e alla luce di una pre-cedente esperienze congiunta nell’ambito di un Progetto Comenius, è stato possibile mettere in contatto due scuole medie del territorio, quali, l’Istituto Toti dal Monte di Mogliano Veneto e l’Istituto Comprensivo Casteller di Paese, la Provincia di Treviso e l’Istituto alberghiero statale di Biarritz in Francia. Infatti, proprio in occasione di un incontro transnazionale del sopra citato progetto tenutosi a Biarritz, è nata l’idea di proporre la candidatura per un Come-nius Regio. A tal proposito, è stato creato, da subito, un gruppo di studio, composto da alcuni professori degli Istituti scolastici Casteller, Toti dal Monte, con la partecipa-zione anche del Liceo da Vinci di Treviso.

Claudio BaccariniAntonella Ciriello

Domenica FazzelloHeadmaster/French teacher/Headmistress

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unique product and to lay the foundations for future projects.

For the Organisation this represented the first step towards Europe, which allowed us not only to enlarge the network of knowl-edge, but also to broaden the horizons of education for active citizenship for young people. This was to be the path the Volun-tary Treviso Organisation would undertake in order to seek new life and energy which it could put to work with the younger gen-eration, who would live in a completely different, more open and more European prospective.

collaborazione tra enti diversi che hanno lavorato insieme per realizzare un prodotto unico e per porre le basi a progetti futuri.

Per il Coordinamento questo ha rappre-sentato il primo passo verso l’Europa, che ha permesso non solo di allargare la rete di conoscenze, ma anche di ampliare il proprio orizzonte di educazione alla citta-dinanza attiva rivolta ai giovani. Questa sarà la strada che il Volontariato trevigia-no dovrà intraprendere per cercare nuova linfa ed energia da poter mettere a frutto con le nuove generazioni, che vivranno in una prospettiva completamente diversa, più aperta e più europea.

EN ∙ The experience of partici-pating in the Comenius regio “EYES 4 C” project was undoubt-edly positive for various reasons. First of all, of course, for the in-valuable opportunity to work as a group of working hands and a “European mind” in order to raise young people’s awareness to the need and value of active citizen-ship, which is fundamental in building a future society that is increasingly present and responsible for its actions and the ef-fects that these have on others. New and interesting to me, through the knowledge of colleagues in the secondary schools of Mogliano and Paese as well as those of French Colleges, was the possibility of confrontation with school situations work-

iT ∙ L’esperienza della partecipa-zione al progetto Comenius regio “EYES 4 C” è stata senza dubbio positiva per vari motivi. In pri-mis, certamente, per l’occasione preziosa di lavorare, a più mani e “menti europee”, al fine di far crescere nei giovani la necessità e la consapevolezza del valore

della cittadinanza attiva, fondamentale per costruire una società futura sempre più presente e responsabile delle proprie azioni e della ricaduta che queste hanno sugli altri. Nuova e interessante per me, attraverso la conoscenza dei colleghi del-le scuole medie di Mogliano e Paese e di quelli dei Colleges francesi, è stata la pos-sibilità di confronto con realtà scolastiche che operano con giovani fino ai 14- 16

Paola BellinLiceo Scientifico Leonardo da Vinci

EN ∙ Exchange, discovery, shar-ing, growth... these are just some of the many words that can de-scribe the experience with the EYES 4 C project. The days spent with our French colleagues were very intense and required com-mitment, but the results have fully demonstrated the validity of the approach, and have given satisfac-tion for the work built together.

First of all, knowing how to get out of a territorial perspective was an important step for the Organisation of Voluntary Associations in the province of Treviso, which was only used to working within the province and with little knowledge of European planning.

Taking part in EYES 4 C was a challenge for our organization on the one hand tak-ing the decision to engage its own repre-sentative in the project in a period when fi-nancial and human resources were scarce, and on the other the will to go beyond its limits, opening up to new perspectives. Sharing best practices with other people, both Italian and French, has allowed the Organization to enhance the positive as-pects of each participant’s projects and to have good ideas to be able to improve oth-ers or to discover new tools and methodol-ogies with which to develop. The personal contacts made with other partners who had already gained new partnerships for projects or initiatives were also precious. Another important aspect of EYES 4 C is that it is not only limited to the exchange of best practices, but has also fostered col-laboration between different agencies who have worked together in order to create a

iT ∙ Scambio, scoperta, condivi-sione, crescita… queste sono solo alcune parole tra tante che pos-sono descrivere l’esperienza vis-suta con il progetto EYES 4 C. Le giornate trascorse con i colleghi francesi sono state molto intense e hanno richiesto impegno, ma i risultati ottenuti hanno dimo-

strato pienamente la validità del percorso e hanno dato soddisfazione per il lavoro costruito insieme.

Prima di tutto il saper uscire dalla pro-pria ottica territoriale è stato un passo importante per il Coordinamento delle As-sociazioni di Volontariato della provincia di Treviso, abituato a lavorare solo sul ter-ritorio provinciale e con scarse conoscenze sulla progettazione europea.

La partecipazione ad EYES 4 C è stata una sfida per la nostra organizzazione, da un lato per la decisione di impegnare nel progetto un proprio referente in un periodo di scarsità di risorse economiche e umane, dall’altro per la volontà di anda-re oltre i propri limiti aprendosi a nuove prospettive. La condivisione delle buone prassi con gli altri soggetti, sia italiani sia francesi, ha permesso al Coordinamento di valorizzare gli aspetti positivi delle pro-prie progettualità e di avere buoni spunti per poterne migliorare altri o per scopri-re nuovi strumenti e metodologie da po-ter sviluppare. Preziosi, inoltre, sono stati i contatti personali stabiliti con gli altri partner che hanno già messo a frutto nuo-ve collaborazioni per progetti o iniziative. Un altro aspetto importante di EYES 4 C è che il percorso non si è limitato solo allo scambio delle prassi, ma ha favorito la

Lucia BaruffaldiOrganisation of Voluntary Associations in the Province of Treviso

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3rd Meeting in Treviso where students were directly involved in the encounter, in the Province with the European Parliament, the Hon. Cancian, and in the presentation on Good Practices at the Liceo da Vinci. That morning, the French partners at-tended a presentation by students of the key projects that the high school has been doing for years in order to sensitize young people to an active and responsible role both inside and outside the school. Projects such as Bioethics, Lessons in Villa, Memo-rial Day, the History Network and various projects of scientific degrees allow students to become actively involved as citizens. On that occasion, both the French and Italian guests were able to visit the science exhi-bition “Experiments to make you think”, organized and curated by the students themselves. In particular, EYES 4 C also gave me the opportunity to learn about the European EVS project (European Voluntary Service) because, during the first meeting in Caen, some young European volunteers had taken part in groups working with new and original ideas. In conclusion, I would like to make note of an important event, sponsored by the Regional Council of Cal-vados, in which the da Vinci High School took part as a guest, with a delegation of three students and myself: The Festival Je-unes Video (Franco-German) in Honfleur. This was an experience conducive to crea-tivity and the comparison between young Europeans.

Treviso dove gli studenti sono stati coinvol-ti direttamente nell’incontro, in Provincia, con il parlamentare europeo, on. Cancian, e nella presentazione delle Buone Prati-che al Liceo da Vinci. In quella mattina-ta, i partner francesi hanno assistito alla presentazione, da parte degli studenti, dei progetti fondamentali che il liceo mette in atto da anni per sensibilizzare le giovani generazioni ad un ruolo attivo e responsa-bile, dentro e fuori la scuola. Progetti come Bioetica, Lezioni in Villa, Giornata della memoria, Rete Storia e i vari progetti delle Lauree scientifiche consentono agli studen-ti di attivarsi come cittadini. In quell’oc-casione gli ospiti francesi e italiani hanno potuto visitare la mostra di scienze “Esperi-menti per pensare”, allestita e curata dagli stessi studenti. In particolare, EYES 4 C mi ha dato anche l’opportunità di conoscere il progetto europeo SVE, (Servizio Volontario Europeo) poiché, durante il primo meeting a Caen, alcuni giovani volontari europei hanno collaborato ai gruppi di lavoro con nuove e originali proposte. In conclusione, segnalo un importante evento, promos-so dal Consiglio Regionale del Calvados, al quale il Liceo da Vinci ha partecipato, come ospite, con una rappresentanza di tre studenti e della sottoscritta: Il Video Fe-stival Jeunes (franco-tedesco) a Honfleur. Esperienza stimolante per la creatività e il confronto tra giovani europei.

ing with young people up to the ages of 14 to 16 years (as in the case of Colleges) that, except for a short period of teaching a few years ago, represent an age group with which I had only rare and sporadic contact opportunities. The comparison with colleagues in the secondary schools of Paese and Mogliano also allowed me to focus on the needs of students in the deli-cate moment of transition from middle to high school, which, when dealt with to-gether, can lead to an effective continuity of educational intervention. In addition, was also the acquaintance with the edu-cational interventions in the Province of Treviso and voluntary associations operat-ing in the area, such as “Volunteer School Workshop” and “Living Citizenship”, and the corresponding French entities such as the regional council of Calvados, due to the specific nature of their action, which allowed me to grasp the extraordinary net-work of opportunities and collaboration that can be put in place between the school and the area in order to give students am-ple opportunity to relate to the reality be-yond school, whether it be Italian, French or European. Just the vision of their actions has allowed it to stimulate the planning of interventions that has had its profit-able moments during meetings in Treviso and Caen, from which other possibilities of exchange were born and it is expected, will be born in the future, confirming the priority that each partner gives the value of European citizenship. The common de-sire to educate the younger generation in active citizenship, which is the soul of this project, has led to us to act together in the planning of the questionnaire and its administration to students and in the analysis of the findings. Particularly effec-tive was the 2nd meeting in Caen, where the Italian delegation learned about the Good Practices of the Council of Colleges of Calvados and project partners, and the

anni (come nel caso dei Colleges) che, fatta eccezione per un breve periodo di insegna-mento alcuni anni fa, rappresentavano una fascia d’età con la quale avevo avuto solo rare e discontinue occasioni di contat-to. Il confronto con i colleghi delle scuole medie di Paese e di Mogliano, inoltre, mi ha permesso di mettere a fuoco le necessi-tà degli studenti nel delicato momento del passaggio dalle medie alle superiori che, affrontate in collaborazione, possono por-tare ad un’efficace continuità di intervento educativo. Oltre a ciò, anche la conoscen-za diretta con gli interventi educativi della Provincia di Treviso e di Associazioni di vo-lontariato che operano nel territorio, come “Laboratorio Scuola Volontariato” e “Vi-vere la Cittadinanza”, e le corrispondenti realtà francesi come il Consiglio regionale del Calvados, proprio per la peculiarità della loro azione, ha permesso di cogliere la straordinaria rete di opportunità e di col-laborazione che si può mettere in atto tra mondo della scuola e territorio al fine di offrire agli studenti ampie possibilità di re-lazionarsi con la realtà oltre la scuola, sia essa italiana, francese ed europea. Proprio la lungimiranza delle loro azioni ha con-sentito che si stimolasse una progettazione di interventi che ha avuto i suoi momenti proficui durante i meetings a Treviso e a Caen, dai quali altre possibilità di scam-bio sono nate e, si prevede, nasceranno in futuro, a conferma della priorità che ogni partner dà al valore della cittadinanza eu-ropea. La volontà comune di educare le giovani generazioni alla cittadinanza atti-va, anima di questo progetto, ha portato ad agire insieme sia nella progettazione del questionario e nella somministrazio-ne agli studenti che nell’analisi dei dati emersi. Particolare efficacia hanno avuto il II Meeting a Caen, dove la delegazione italiana ha potuto conoscere le Buone Pra-tiche del Consiglio del Calvados e dei Col-leges partners di progetto, e il III Meeting a

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EN ∙ This transnational project is very important because it in-volved several local institutions, each with its own aims and objectives and its operational structure allowing to develop European solutions to common problems, establishing coopera-tion between people, organiza-tions and institutions and that allowed the mutual learning and joint development of new practices and new forms of active citi-zenship for a better life together within the European Union. Building a transnational path on a topic such as active citizenship is not easy, there are different challenges to overcome, starting from the historic and cultural differences of each partner region, but the knowledge gained and the results achieved repay their efforts.

In particular, I appreciated the exchange of good practices which are, in my opin-ion, the real focus of all the work; this ex-change highlighted the main differences in solving common problems. Good practices are in fact the result of the synthesis made by each institution, school and civil society that, supported by theoretical objectives and practical results, are implemented through practical training projects.

In this international cooperation, all the partners were able to share the work to-gether with great enthusiasm, overcoming the cultural difficulties, allowing a mutual enrichment, the development of the con-tent and the methodologies. This European experience allowed us to learn from each other, acquiring new skills in a positive at-mosphere and through a mutual collabo-ration.

iT ∙ Questo progetto transnaziona-le è molto importante perché ha coinvolto tante istituzioni pubbli-che, ognuno con i propri obiettivi e punti di vista e le loro strutture operative, che riconoscono nello sviluppo dell’Europa la soluzione per comuni problemi, instaurando la cooperazione tra persone, orga-

nizzazioni e istituzioni e che permettono il re-ciproco apprendimento e il comune sviluppo di nuove pratiche e nuove forme di cittadi-nanza attiva per una migliore vita all’interno dell’Unione europea. La costruzione di una via transnazionale che riguardi il tema come la cittadinanza attiva europea non è facile, ci sono diverse sfide da superare, iniziando dal-le differenze storiche e culturali di ogni stato partner, ma la conoscenza aumenta e i risul-tati finali ripagano gli sforzi comuni.

In particolare ho apprezzato lo scambio di buone pratiche, secondo me il vero fulcro di tutto il lavoro fatto, perché ha evidenziato le più importanti differenze nella risoluzione di problemi comuni. Le buone pratiche sono in effetti il risultato di una sintesi realizzata da ogni istituzione, scuola e società civile che, supportati da obiettivi teorici e risultati pra-tici, trovano la loro applicazione in progetti concreti.

In questa cooperazione internazionale tutti i partner sono stati capaci di scambiare il loro lavoro con grande entusiasmo, superando le difficoltà culturali, le quali hanno permesso di raggiungere un arricchimento reciproco, di sviluppare il contesto e le metodologie. Que-sta esperienza europea ha permesso a noi di imparare da ognuno, così nuove competenze sono state acquisite in un’atmosfera positiva e attraverso una mutua collaborazione.

Alessandra FardinAssociazione Vivere la Cittadinanza Conegliano (TV)

EN ∙ Collaboration with the Province of Treviso and the “Living citizenship” and “Vol-unteer of Treviso” associations, together with other Italian and French schools have brought the”Leonardo da Vinci High School “ to have discussions with territorial situations in a European dimension creating significant synergies and collaborations with indi-vidual partners who have provided their specific expertise. As a teacher I have always been committed to promoting awareness among students about the eth-ics of responsibility and solidarity to the needs of others and I took on this project as an opportunity to actively participate in the achievement of the objectives of the project with respect to active citizenship. Dialogue within a partnership of this type consisting of organizations, associations and schools was an experience that gave me the opportunity to know different situ-ations through transnational comparison. Collaborations were immediately created with the possibility to interact with differ-ent Italian and French partners; this has created a new kind of energy that is ready to be given up for something new, a differ-ent way of dealing with important issues such as active citizenship. The contribu-tion of each is not simply added to the other, it was instead a multiplier of the potential that each of us had individually. I hope that this can continue to the con-clusion of this Regio project.

iT ∙ La collaborazione con la Provincia di Treviso, le associa-zioni “Vivere la cittadinanza” e “Volontariato di Treviso”, le altre istituzioni scolastiche italiane e francesi hanno fatto dialogare il “Liceo Scientifico Leonardo da Vinci” con la realtà territoriale in una dimensione europea crean-

do sinergie e collaborazioni significative con i singoli partner che hanno messo a disposizione le loro specifiche competenze. Come docente sono da sempre impegnata nel promuovere tra gli studenti la consa-pevolezza riguardo l’etica della responsa-bilità e solidarietà rispetto ai bisogni degli altri e ho colto in questo progetto un’oc-casione per partecipare in modo attivo al perseguimento degli obiettivi propri del progetto stesso rispetto alla cittadinanza attiva. Dialogare all’interno di un par-tenariato di questo tipo formato da enti, associazioni e scuole è stata un’esperienza che mi ha dato la possibilità di conosce-re realtà diverse anche attraverso il con-fronto transnazionale. Sono subito nate collaborazioni e la possibilità di interagi-re tra i diversi partner italiani e francesi, ciò ha creato una sorta di nuova energia pronta per essere incamerata in qualco-sa di nuovo, un altro modo di affrontare questioni importanti come la cittadinan-za attiva. L’apporto di ciascuno non si è semplicemente aggiunto agli altri, è stato invece un moltiplicatore delle potenzialità che ognuno di noi singolarmente aveva. Mi auguro che tutto ciò possa continuare anche alla conclusione di questo progetto Regio.

Patrizia CasoniLiceo Scientifico Leonardo da Vinci

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È chiaramente emersa l’importanza di fare rete per sfruttare le risorse di tutti, special-mente in un momento di “vacche magre” come quello che in generale l’Europa sta vivendo. Integrare l’offerta formativa sco-lastica con l’esperienza delle Associazioni di volontariato dà la possibilità di mettere in pratica i principi con i quali formiamo i nostri ragazzi, sviluppa nuove sinergie, con positive ricadute sul territorio.

activities by adapting them to their own territory. It clearly showed the importance of networking to exploit the resources of all, especially in “lean” times like the one Europe in general is experiencing. Integrat-ing the provision of school training with the experience of voluntary associations gives the opportunity to put the principles by which we form our children into prac-tice, developing new synergies, with a posi-tive impact on the territory.

EN ∙ The most important result of the “EYES 4 C” project is, in my opinion, having established a relationship between formal and informal education and the institutions. The need for inte-gration of schools and the world of associations is clear in many European treaty and in the daily experiences of those who teach. The first step is to know each other, to shake hands and to talk together, the project theme is the European active citizenship. Some top-ics that resulted from the questionnaires (rights, political participation, informa-tion) highlighted the complementarity of the formal education that is based on con-cepts and knowledge with the non-formal education, based on the experience and the activation.

Youth adhesion was excellent, in par-ticular when students of middle and high schools as well as young volunteers met in

iT ∙ Aver messo in relazione istru-zione formale, istruzione infor-male e istituzioni è, secondo me, il risultato più importante del progetto “EYES 4 C”. Il bisogno di integrazione tra scuole e mon-do delle associazioni è evidente in molti trattati europei e nelle esperienze quotidiane di chi inse-

gna. Il primo passo è quello di conoscersi, stringersi la mano e di dialogare, il tema del progetto è la cittadinanza attiva euro-pea. Alcuni temi emersi nei questionari (diritti, partecipazione politica, informa-zione) hanno evidenziato la complemen-tarietà dell’educazione formale basata su concetti e conoscenze con l’educazione non formale, basata sull’esperienza e l’at-tivazione.

L’adesione dei giovani è stata ottima, in particolare nel giorno in cui a Treviso, ragazzi di medie, superiori e giovani vo-lontari si sono trovati per far emergere

Gianandrea SalvestrinCollaborator of the project and meeting's facilitator

EN ∙ For years, I have been working on European projects in my school, having tested the effectiveness of the methodol-ogy and the infectious enthusi-asm of teachers and students; it was therefore natural to try the new Comenius Regio experi-ence. From the beginning, how-ever, I realized the diversity of this kind of project that does not have the world of education as its goal, but the education of young people in a broader sense, where points of view multiply and expand the areas in which it operates. The disorient-ing impact of formal and informal educa-tion has led to a gradual convergence to bring common objectives and issues to be enhanced together. Knowing the associa-tions and what the area offers in the field of youth policy, widens the scope and al-lows the study of new operational strate-gies to engage children in activities that make them feel included as citizens in an active framework. The questionnaires proposed during the project and the meet-ing with MEP gave rise to curiosities and questions in the children which were use-ful in gaining insights that were not im-posed, but had come from the children themselves. European citizenship is a new concept that needs to be promoted among the younger generations, making them discover the sense of belonging and being close to other nations. So the comparison between Italian and French best practices has enabled us to put the town councils of the Mondeville and Mestre children in contact, to twin the schools through the eTwinning programme and to exchange

iT ∙ Per il mio istituto, da anni, mi occupo di progetti europei avendone sperimentato l’effica-cia della metodologia e l’entusia-smo contagioso di insegnanti ed alunni; naturale quindi cimen-tarsi nella nuova esperienza del Comenius Regio. Fin dall’inizio però mi sono resa conto della

diversità di questo genere di progetto che non ha come fine il mondo della scuola, ma l’educazione dei giovani in senso lato, dove i punti di vista si moltiplicano e si allargano gli ambiti in cui operare. Dopo questo impatto disorientante tra educazio-ne formale e informale è nata una gradua-le convergenza che ha fatto emergere gli obiettivi comuni e gli aspetti da valorizza-re insieme. Conoscere le associazioni e ciò che il territorio offre in materia di politiche giovanili, allarga il campo d’azione e con-sente di studiare nuove strategie operative per coinvolgere i ragazzi in attività che li facciano sentire cittadini inseriti in un tes-suto attivo. I questionari proposti durante il progetto e l’incontro con l’eurodeputa-to hanno suscitato, nei ragazzi, curiosità e domande utili per spunti di riflessione che non sono stati imposti, ma partiva-no da loro. La cittadinanza europea è un concetto nuovo che bisogna promuovere nelle giovani generazioni, facendo scopri-re loro il senso di appartenenza e la vici-nanza alle altre nazioni. Così il confronto tra le best practices italiane e francesi ha permesso di porre in contatto i Consigli comunali dei ragazzi di Mondeville e di Mogliano Veneto, gemellare le scuole attra-verso il programma eTwinning e scambia-re attività adattandole al proprio territorio.

Elena LeonardiDocente presso Istituto Comprensivo Mogliano 2, Mogliano Veneto (TV)

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pur così simili perché perseguiamo obiet-tivi comuni – la cittadinanza attiva euro-pea -, soprattutto per preparare e formare i nostri studenti, cittadini europei di oggi e, soprattutto di domani.

Paradossalmente il progetto è servito a farmi scoprire anche il lavoro di persone, al contrario, molto vicine, di cui ignoravo l’esistenza e il “modus operandi”.

Una delle cose positive è stato poter avere come partners (italiani e francesi) colleghi e persone aperte e disponibili al confronto, alla collaborazione. Si è potuto lavorare con studenti di diverse fasce d’età, apprezzando il contributo di ciascuno, che è stato comunque arricchente.

Si sono affrontate le diverse tematiche proposte secondo diversi punti di vista: di-versi per paese d’origine, per formazione sociale e culturale.

Il positivo che se ne è potuto ricavare è stato capire una volta di più che non si può vivere chiusi nei propri limiti, ma sentendo il bisogno di aprirsi agli altri: lezione ap-presa soprattutto facendo proprie le best practises illustrate dai vari partners e, per quel che mi riguarda, in particolar modo di quelle delle Associazioni di Volontariato.

I partners francesi si sono dimostrati per-sone affabili e fattivi, capaci di interagire con semplicità e concretezza. Le loro pro-poste e le loro soluzioni alle varie temati-che affrontate si sono rivelate molto vicine al nostro modo di operare, dimostrando affinità di metodologie, pur nella diversità di impostazione scolastica.

Gli incontri con i politici, sia quelli a li-vello locale che quelli europei, sono stati momenti significativi all’interno del pro-getto, anche se, forse, le aspettative, soprat-tutto dei ragazzi, erano maggiori.

In occasione della compilazione del que-stionario è stato importante e produttivo lavorare, oltre che con gli studenti (delle mie e di altre classi) e con colleghi abitua-li partners coinvolti nei vari progetti della

are far away from us, but yet so similar as they are pursuing common goals–an ac-tive European citizenship–and especially to prepare and train our students, who are today’s European citizens and, above all, those of tomorrow.

Paradoxically, the project has served to make me discover the work of people, who on the contrary, are very close by, and who I did not know existed or knew of their “modus operandi”.

One of the good things was to have col-leagues and people (Italian and French) as partners who were open and available to contrast and cooperation. We were able to work with students of different age groups, appreciating the contribution of each, which was also enriching.

Various issues were proposed from differ-ent points of view which were distinctive by country of origin, whilst addressing social and cultural development.

The positive things we achieved was the understanding once again that it is not possible to live closed within your limits, but a feeling of the necessity to open up to others: a lesson learned especially by incorporating the best practices outlined by partners and, as far as I’m concerned, those of Voluntary Associations in particu-lar.

The French partners have proved to be nice people with effective input, capable of interacting with simplicity and concrete-ness. Their proposals and solutions to the various topics addressed proved to be very close to the way we operate, demonstrating affinity of methods, despite the diversity of the school setting.

Meetings with politicians, both locally and those in Europe were significant mo-ments in the project, although, perhaps, the expectations, especially amongst the children, were greater.

The moment reserved for the comple-tion of the questionnaire was important

Treviso to discuss about the possible ques-tions to ask to mr. Cancian, Euro Member of Parliament: through the forum theatre method, children were able to think about Europe in the way it is presently and in the way they would like it to be. The active participation of the French delegation in the project gave a positive contribution to the experience and allowed an exchange of best practices and the development of project ideas suitable to carry on the coop-eration. The participants tried the hospital-ity of the French partners, their welcome favored the friendship and the coopera-tion; for my part, I think that mobility is the best method to “personally try” and understand the meaning of European Citi-zens.

delle domande da fare all’eurodeputato Cancian: con il metodo del teatro forum i ragazzi hanno pensato all’Europa che vogliono e all’Europa che c’è già. L’attiva partecipazione della delegazione Francese al progetto ha arricchito l’esperienza per-mettendo uno scambio di buone prassi e lo sviluppo di idee progettuali per continuare la collaborazione. I partecipanti agli scam-bi hanno provato l’ospitalità dei partner francesi, l’accoglienza ha favorito l’ami-cizia e la collaborazione; personalmen-te penso che le mobilità siano il migliore metodo per “provare” cosa significa essere cittadini europei.

EN ∙ I work in a school which for many years has been involved in a number of European projects. I myself have taken part in several Comenius and twinning projects, and in this way have had experi-ences with schools and scholastic realities in Europe. The novelty I perceived in our Regio EYES 4 C project, if there was one, beyond the ma-jor challenge for both pupils and teachers, was to be able to compare and collaborate with institutions and organizations oper-ating at different levels in the area.

The Regio has served to introduce me to situations (both scholastic and non) which

iT ∙ Lavoro in una scuola che da moltissimi anni è coinvolta in diversi progetti europei. Io stessa ho partecipato a vari Comenius e gemellaggi ed in questo modo ho già avuto esperienze con scuole e realtà scolastiche euro-pee. La novità che ho percepito nel nostro progetto Regio EYES 4

C è stata, al di là della tematica quanto mai attuale e significativa per alunni e do-centi, di potermi confrontare e collaborare con enti e organizzazioni che operano a diversi livelli nel territorio.

Il Regio è servito a farmi conoscere real-tà (scolastiche e non) distanti da noi, ma

Marina SimboliDocente presso l’Istituto Comprensivo Casteller, Paese

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vamo a conoscenza. Partecipare a questo progetto ha inoltre a nostro avviso posto le basi per ulteriori futuri progetti e collabo-razioni.

Si è parlato di giovani, ma si è anche data loro la parola come soggetti attivi e protagonisti ed è emerso come non sempre il loro punto di vista coincida con quello degli adulti. Il loro essere cittadini attivi non riguarda solo il concetto di partecipa-zione ma anche la possibilità di incidere sui comportamenti e sulle intenzioni degli altri nella definizione di qual è il problema che devono affrontare, nella definizione del modo di affrontarlo e nell’affrontarlo concretamente. Considerano come punti di forza e come opportunità esterne il poter utilizzare le tecnologie informatiche come strumenti senza confini, e questo ci raf-forza nella convinzione già espressa dagli Organi Europei che l’educazione ai media sia lo strumento fondamentale per incre-mentare quelle competenze di cittadinan-za che nel contesto attuale, caratterizzato da una evoluzione tecnologica accelerata, riguardano sia l’accesso sia i contenuti. Ra-gazzi capaci di fruire dei media con consa-pevolezza e spirito critico saranno in futu-ro adulti inseriti in logiche e prospettive di inclusione sociale e quindi di cittadinanza attiva mentre tutti gli altri vivranno più probabilmente derive di esclusione.

this project has also in our opinion been a basis for further future projects and col-laborations.

There has been talk of young people, but it has also given them a voice as ac-tive subjects and protagonists and the fact that their point of view does not always coincide with that of adults has emerged. Their active citizenship is not just about the concept of participation, but also the possibility of influencing the attitudes and intentions of others in defining the prob-lems they face, defining how to deal with it and to deal with it in a concrete way. They consider being able to use informa-tion technology as tools without borders to be points of strength, and this reinforces our belief that has already been expressed by European bodies that media education is a fundamental tool in order to increase the skills of citizenship in the current con-text, characterized by rapid technological change, affecting both access and content. Young people who are able to take ad-vantage of the media with awareness and critical thinking will be included in future adult logic and prospects for social inclu-sion and thus of active citizenship while everyone else will most likely drift from exclusion.

and productive to work on, not only for the students (and my other classes) but with regular partner colleagues involved in our school projects, with the school staff and with the pupils’ parents.

Note: the results of the questionnaire, once examined and compared, did not, however, result in the continuation of the project. This action, perhaps, did not have sufficient effect on the children.

Expectations: to ensure that the project does not end with the fourth meeting, but that it can have a future.

nostra scuola, anche con il personale scola-stico e con i genitori degli alunni.

Osservazione: i risultati del questionario, esaminati e comparati, non hanno avuto, però, seguito nel proseguo del progetto. Questa azione, forse, non ha avuto suffi-ciente ricaduta sui ragazzi.

Aspettative: far sì che il progetto non fi-nisca con il quarto incontro, ma che possa avere un futuro.

EN ∙ What we particularly liked and found useful when taking part in the EYES 4 C project is pri-marily the fact that around real and virtual tables subjects from different but complementary worlds came together and coop-erated (local authorities, educa-tional institutions, associations and the voluntary sector); they have also come onto the network during this experience making the specific and different skills of each one available to the project. We had the opportunity of get-ting to know different realities, both near and far, of which we were not aware. Taking part in

iT ∙ Ciò che ci è particolarmente piaciuto e abbiamo trovato utile del partecipare al progetto EYES 4 C è innanzitutto il fatto che attorno a tavoli reali e virtuali si sono riuniti e hanno collaborato soggetti provenienti da mondi diversi ma complementari (enti locali, istituzioni scolastiche, as-sociazioni e mondo del volonta-riato); durante questa esperienza inoltre si sono messe in rete e a disposizione del progetto le spe-cifiche e differenti competenze di ognuno.

Abbiamo avuto la possibilità di conoscere realtà diverse, vici-ne e più lontane, di cui non era-

Paola StefanelliMara Quarisa

Provincia di Treviso, EDUMECOM – Centro di Eccellenza per l’Educazione ai Media e alla Comunicazione

Best Practices collection

form on projects about

Active Citizenship

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Liceo Scientifico “Leon-ardo da Vinci”, Treviso

Scuola Media Statale Toti Dal Monte/Istituto Comprensivo - Mogliano 2, Mogliano Veneto (TV)

Collège “Henri Brunet”, Caen

Collège “Albert Jacquard”, Caen

Istituto Comprensivo “Casteller”, Paese

Collège Le Val de Souleuvre, Le Bény Bocage

Decisions in bioethics

Lessons in villa

PES - European Parliament of Students

Holocaust Remembrance Day

Treviso network for history

City camp in Mogliano

Comenius Projets

eE.twinning project: toi et moi, citoyens de la meme Europe?

March for children’s rights

Exchanges (With France, Spain, Germany, Sweden, Greece, USA)

United in sport: games without barriers

Web radio European Parliament education

Schuman project (Schools of the Union making a new Europe)

Boys’ and Girls’ town council

Famous European people

Mediation by peers

The “Sustainable development” club

P.I.C.A.R.O.

Stereotypes and equal opportunities: women’s rights in italian and european costitution

Young people in 3D: “How young people are represented at school”

Towns and Cities in Europe: 4 models – similarities and difference

“Tatan” - Integrated Expressive Workshops for able and disabled students.

Club Europe”: European school club

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European Awareness; Human Rights; School and Territory; Communication Skills;

Volunteering; Stereotypes/Equal Opportunities; Peer Work; Media/Information;

Environment; Socialization; Cultural Awareness.

Association for social promotion “Vivere la cittadinanza”

Provincia di Treviso - EDUMECOM – Centro di Eccellenza per l’Educazione ai Media e alla Comunicazione

Conseil Général du Calvados

The Committee of Voluntary Associations in the Province of Treviso

CREAN

Constitutional culture

Comparison of european educational models 2011 - “The listening”

Play Music – Making music in the new millennium

Questionnaire “Citizenship”

Let’s produce an animated cartoon on the Chart of Treviso

Safety in internet explained by the youth

Permanent Project “The Chart of Treviso: children, information and media”

Gt for Children – news in class. In cooperation with Rai

Youth meetings

Europe Clubs

French-German Youth Video Festival

Foreign language assistants program (SPEAK 14) in secondary schools of Calvados

Becoming more European by EVS

Citizens in service

Pane e tulipani

Promoters for solidarity

Voices from inside, voices from outside

Europe step by step

Theatre and debate “What does do an European Member of European Parliament?”

Introduction of European citizenship! (For young people about 13-18 years old or a bit more)

Setting up “Point Europe” in Calvados

Meeting between young people and an European Deputy

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Duration of the project

Financial resources requested

Each meetings consist of two steps. In the first step the speaker intro-duces its report on a specific subject. In the second step the audience asks questions.

People attending three meetings out of four are awarded an attending certificate.

Academics and experts in these fields.

Teachers, students of the last years of Conegliano Secondary School and the wider community.

This series of meetings has provided basic knowledge in areas involving the Constitution permitting, with contributions from scholars in this field, a fruitful comparison between personal points of view and those of the wider community.

As an evident result, already during the meetings, there was a renewed willingness to tackle subjects sometimes difficult to interpret. The partici-pants, asking questions, have shown great willingness to dialogue and dis-cussion, which is a very important element for establishing a collaborative dialogue in a democratic society.

The public has acquired a greater knowledge of the Italian Constitution, an issue that didn’t have large space within the institutional training until the recent school reform, but still very useful for civil life of citizens, espe-cially in today’s multicultural society.

The four events were carried out on four Fridays during a month.

The project is financed by contributions received from philanthropic bod-ies operating in the territory: banks, companies, and others. The Munici-pality contributes by providing the hall for the conference, free of charge.

* EA: European Awareness; HR: Human Rights

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General objective

Specific objectives

Activities


Constitutional culture

The general aim is to develop a course helping to improve the knowledge of teachers with regard to “Citizenship and Constitution” as provided for by Legislative Decree n. 137 of 1 September 2008.

This project was organized after the results of the questionnaire on “Citi-zenship Education” (as a school subject) launched in early 2011.

This survey shows a strong need to increase the knowledge of the Italian Constitution, by teachers, students and citizens.

Our proposal is made together with established experts and training institutions and includes some cultural events wishing to represent our current world and challenges in relation to the main principles of the Ital-ian Constitution.

The aim of the event is to provide the necessary knowledge to become aware citizens able to take an active role in society.

The course is within the aims of the “Vivere la Cittadinanza” Association: – to encourage a democratic and collaborative dialogue; – to promote social educational and cultural initiatives; – to make research work and dissemination in the educational environment.

The audience has the opportunity to better know, among others, the fol-lowing items: – legal and human rights; – law and justice at local regional and national level; – diversities – media and society; – the world as a global community; – the role of the European Union, the United Nations and other interna-tional organizations.

Four meetings were held on the following topics: – citizenship and the Constitution: a red thread into education; – roots of the Constitution; – binomial diversity-equality in education and the problem of academic merit;

– the Constitutional Democracy.


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General objective

Specific objectives


Comparison of european educational models 2011 - “The listening”

This project is based on the intention of creating an important encounter to compare European educational issues.

This meeting has been organized to compare the European school systems.A specific aspect of education was analysed during the event and the

various speakers presented their own ideas and experience. An important distinguishing factor for this series of events is the direct involvement of students, who are asked to express their knowledge and opinions before an auditorium of peers and teachers from many Italian schools.

In the first session we compared the European school systems with re-gard to the institutional organization. For example the number of years of compulsory education, teacher training, the use of ITC (Information Technology Communication) inside the schools. Specifically, in the first session, we analyzed the primary school situation in Spain, Great Britain, Finland and Poland, because we had some experts from these countries.

The second session, that we organized last year, was about “Citizenship” as a subject. In this event we hosted some people responsible for university educational departments from France, Belgium and Spain.

Several well known speakers took part in the Convention.This third edition of “Comparisons of European educational models,

which forms part of the activities run and organized by the Vivere la Cit-tadinanza Association, was attended by all Conegliano high schools, rep-resented by the students themselves or their representatives.

This edition developed an analysis of school organization in the Ger-man Federal Republic, together with many aspects relating to the complex issue of listening as an essential characteristic of human beings and their relationships.

The convention has the following aims: – to create an occasion for students and teachers to express their own points of view regarding listening, an issue that deeply involves every human being and poses institutional and educational questions;

– to involve students through active participation in the convention; – to offer all attendees important elements with which to make a pro-active comparison based on contributions made by Italian and interna-tional experts regarding listening.

* EA: European Awareness; SEO: Stereotypes/Equal Opportunities

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European added value

Transferability

Aims of the activities (related to the research)

This project has important European implications because, by increasing knowledge in the field of law at national and international level, it allows everyone a greater understanding and awareness of the role of European citizens. Furthermore, a widespread awareness of legislation permits a bet-ter management of the relations with European partners including eco-nomic and scientific aspects.

The aims are to strengthen the link between the various “actors” in-volved in citizenship in the broadest sense, to improve quality issues of common interest in the field of adult learning and to help make lifelong learning opportunities more widely known and available to citizens at na-tional and European level.

The project can be transferred to other national organizational structures highlighting legal and constitutional requirements and regulations of the country involved, together with the European and/or global regulations.

– Improve the knowledge about active citizenship; – improve skills for active citizenship (collaboration, critical learning, tak-ing decision);

– improve mutual understanding; – mold attitude or behaviours; – motivate to travel in Europe – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – boost language learning; – prepare the ground for European Identity; – give opportunities for Life Long Learning.

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Transferability


This project is made over a number of years with one day events involving the participation of teachers and students who have worked to be prepared at attending the event in a proactive way.

The project is financed thanks to the contributions of local banks, compa-nies and institutions. The Municipality give the free use of the premises where the convention takes place.

The European added value of this initiative is given by the comparison of different European school systems. During each convention a special sub-ject is analyzed highlighting the specific features of the European countries attending it.

This convention can be made in European and non European countries. This is advisable as it allows to know and spread the best educational prac-tices to the benefit of future generations and a fairer world.


– improve mutual understanding; – mold attitude or behaviours; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – boost language learning; – prepare the ground for European Identity; – give opportunities for Life Long Learning.

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Activities

People involved

Target group

Outputs

Results

The third event in the series “Comparisons of european educational mod-els provided the opportunity to analyse the issue of listening according to the prospects described below, thanks to contributions by speakers and students from the Conegliano high schools: – over to the young – “The school I would like”. The Listening I would like to have from school, society and my family, and the listening I want to give to school, society and my family;

– school organization in Germany. The Land of Bavaria – Susanne Baumgar; – the psychological prospect developed by Maria Rita Parsi; – the pedagogical thoughts of Giuseppe Milan outlined listening as a di-mension that constitutes authentic existence, a person’s effective meth-od of communication and way of being.

As professionals: speakers, experts from Italian Universities and European institutions. Students were present as speakers and members of the public.

Students, teachers, parents and citizens.

A “listening chart” is being drawn up. This document will remain to wit-ness the presence of the students from the Conegliano high schools, pro-viding them with an occasion useful for constructing their identity, on the basis of which they can map their multiple identities in the future for the purpose of developing themselves and the community.

The Conegliano High Schools took part in the initiative with great interest. Over 400 participants, students and teachers, were registered and repre-sented all the High Schools in Conegliano.

Each attendee received a file containing abstracts of the talks and the CVs of the speakers.

The contribution of Maria Rita Parsi was particularly engrossing, pre-sented with qualified ability and communication skills. This was followed by the planned papers, the contents of which captured the attention of the audience, including the students, up to 2.30 p.m., providing valuable food for thought.

The students showed a great ability for analysis and competence in ex-pressing their ideas.

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Each event is attended by a singer who explains about his profession and how his music creation occupies much of his life without allowing other profitable activities.

In the last edition, we had the pleasure of listening to Federico Poggi Pollini who is Ligabue guitarist. He reported to us his experience and played for us and all students.

In the second part we had the contribution by the Di-rector of the Telecommunication Polìce in Veneto. He ex-plained the implications, including negative consequenc-es, which may result from an improper and not responsible use of Social Networks.

In the last edition, we also had the contribution of Elena Brescancin, on the use of social networks. “Not only limits” this is the way she likes to introduce herself, a 30 years old young woman, blind since her birth. She spoke to us about her experience with the computer, that has been a means of emancipation for her.

– Speakers experts in copyright music issue; – experts from the post and telecommunications police that handle the problems related to the improper use of the Internet and social networks;

– songwriters.The 2011 event saw the participation of an expert in so-

cial networks blind from birth. This was a significant ex-ample because it showed a life path where the use of new media was a vehicle of emancipation, but later became an internet addiction.

The first two years of secondary school.

The issues presented in the day’s work provided the basis for the development of further debate and insights within the school/family/peer group. The themes presented thus become an instrument of democratic debate which is in itself an instrument of active citizenship.

People involved

Target group

Outputs

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* MI: Media/Information; S: Socialization

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Activities


Play Music – Making music in the new millennium

This event is organized in line with the association purpose to promote an educational research and discussion activity. Our focus is on the correct use of new media, the risks of the network and the responsible use of com-munity on line.

The Play Music event (Making music in the new millennium) is included in a broader context of knowledge, information and education for lawful-ness when downloading music from the internet.

In recent years, the media, by means of peripheral employment, have become a cross-individual and social relation, and have a great influence on active citizenship. It is important to define the relationship that chil-dren have with the new media, intended primarily as social spaces, knowl-edge and interaction with peers.

Starting from a subject close to the hearts of the young, music, this meet-ing provides: – food for thought regarding the educated use of the new media; – increasing knowledge in the use of new media; – linking the new media, composed of images, sounds, structures and re-ticular contacts, with the school system that still consists mainly of text-books and written pages;

– improving the knowledge of new media to ensure that young people can become citizens aware of the network/web;

– collecting data regarding the use of new media by students, by adminis-tering a specially designed questionnaire.All of this in order to define more carefully the meaning of the media

today and the resulting attitudes that young people adopt in addressing relational issues in using the network.

This event is organized in line with the association purpose to promote educational research and discussion activities. Our focus is on the correct use of new media, the risks of the network and the responsible use of com-munity on line.

The first part of the event is about problems connected with music down-loading, underlining the importance to use sites where downloading is legal.

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Transferability


The project can be replicated in other cities and states after analysing the domestic legal requirements and international regulations regarding the use of new media.



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Students attended this conference with great interest and participation, with particular attention to the testimony of the singer and the narration of his experience.

Even the videos shown have attracted particular interest because they illustrate the dangers that each one may encounter when using social net-works with too much nonchalance. Too often there are crimes of identity theft and non-legal use of web platforms.

An effective result was obtained from the questionnaire which was sub-mitted to the students at the end of the conference.

The questionnaire was a tool for investigating how much time students spend, on average, using new media, internet and social networks.

Students, usually at the end of the conference, said they had learned many skills that would help them deal with new media in a more respon-sible and conscious way.

This project occupies the space of a morning of learning.

The project is financed by contributions received from philanthropic bod-ies operating in the territory such as banks, companies, and others. The Municipality contributes by providing the hall for the conference free of charge.

The new media are revolutionizing the world of communication and man-aging resources sometimes in a radical way.

The new media are triggered inside the dimensions of personal relation-ships, affect our individual and social action by dynamics which some-times are not covered by traditional codes of behavior, with important consequences at European and international level.

This project is in line with the European objective, in particular: stimu-lating debate and reflection also related to European citizenship and de-mocracy, shared values, common history through cooperation within civil society organizations at European level.

This event should raise awareness on the issues of common interest (use of new media) and on the concrete solutions that can be found through cooperation or coordination at national and European level.

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Teachers of all school levels in the territory of Conegliano (Treviso – Italy). Target group: our questionnaire targeted all school level teachers in Coneg-liano and the surrounding areas.

This study has contributed to a better understanding of the phenomenon regarding the recently introduced teaching of “Education for Citizenship and the Constitution.” The questionnaire provided an opportunity to gen-erate indicators that can contribute to a future international comparison, also on a large scale. It is also advisable to introduce a students’ survey to be made through a specially designed questionnaire.

The survey has collected information on background variables of teachers and their perceptions regarding the factors related to the civic education and citizenship area.

The processing of the results allowed us to transform the information collected into useful insights for future developments in the “Citizenship and Constitution Education” study and allowed to develop the series of “Meetings of Constitutional Culture” (March 25, April 15 2011), in ac-cordance with the preferences emerged from the questionnaire responses.

The survey was conducted during the first two months in early 2011.

The project is financed by contributions received from philanthropic bod-ies operating in the territory: banks, companies, and others. The Munici-pality contributes by providing the hall for the conference, free of charge.

In our complex society it is becoming more and more important the need to use a scientific approach in reading the multitude of elements that char-acterize it.For this reason, tools such as questionnaires allow an initial scientific ap-proach to read the social dynamics. Allowing researchers to focus on indi-cators that can be observed in other national contexts, these studies help to decode needs at local, national and international level, building a plat-form of indicators that can be object of comparisons and study in Europe.

People involved

Outputs

Results




* HR: Human Rights; ST: School and Territory

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Activities


Questionnaire “Citizenship”

In recent years, the context in which citizenship is exercised has under-gone, both nationally and internationally, such profound changes not only in the social, political, and economic fields, but also in the cultural, legal and ethical sectors, as to make inadequate the traditional meanings of citizenship and the training for its exercise. In this context, we share the goals of education aimed at the formation of citizens aware of their rights and duties and able to participate actively in democratic life.

The aim was to investigate the teachers’ knowledge of citizenship as a school subject and focus on factors and issues that support efficient “ citi-zenship education “ as a teaching school.

Project objectives were to point out, with the collaboration of teachers par-ticipating in the initiative, a number of factors and issues that can support an effective “ Citizenship and Constitution Education “.

The aim is to find out the existing levels of teachers’ knowledge and main requirements in citizenship education in accordance with the necessi-ty to develop a high cultural profile among students to improve their skills of interpreting social phenomena, their independent judgment and dia-logue in conflict situations and their responsibility in choices and decisions.

The pilot survey was conducted in early 2011 with the collaboration of all level school teachers (from primary school to secondary school) in the ter-ritory of Conegliano and surrounding areas.

The survey instrument used, the questionnaire, provided an opportunity to generate indicators useful also to compare the results obtained on large scale.

The questionnaire is divided into two parts. In the first part we collect some data useful for the research sampling: age, sex, geographic area, school where the teachers work, subject taught, seniority and number of students per class. In the second part we analyzed specifically the domain of citizenship as a teaching subject. The items included, among others: – should “Citizenship Education” be an individual subject taught by a spe-cific teacher?

– or is it only a cross curricular subject to be generically dealt by more teachers?


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Provincia di Treviso – EDUMECOM – Centro di Eccellenza per l’Educazione ai Media e alla Comunicazione

Let’s produce an animated cartoon on the Chart of Treviso

General objective

Specific objectives

Activities

Develop the critical sense of the children and the youth towards the world of information and mass media.

– To let the children understand the characteristics of the reproduction of the movement, the process for the creation of the language used in the cartoon cinema, to let them have a pro-active, conscious and critical be-haviour towards the mass media in general and to let them understand that they can obtain visibility even by doing “nice things”;

– to let the children know their rights in the world of information so that they are able to recognize when they are violated and to let them feel they are the protagonists of their self-defense.

The decision to start-up this initiative derives from the fact that children often search for their visibility in the mass-media without knowing their rights and, specifically, the principles of the Chart of Treviso (ethical code of the Italian journalists for the respect of the minors in the world of infor-mation): it is therefore necessary that they think about the consequences that may derive and to disseminate the content of this document among the children.

The initiative consists in producing an animated cartoon where the principles of the Chart of Treviso are illustrated by tracing the identifica-tion and the representation of the environmental contexts, the charac-terisation of the characters, the dialogues and the sound to produce a real animated cartoon.

The teachers are supported in performing the activities with the stu-dents, in providing the necessary tools and in using a dedicated software.

The Province of Treviso, considered as the director of the initiative and the tutor, monitors the development phases, attends any meeting between the experts and the school (both during the training phase of the teach-ers and in the direct activities with the children) acts as a link with the involved subjects (experts, school and Rete Veneta, a TV channel) and sup-ports the teachers in their path, when requested. The Province of Treviso takes care also of the idea, the project and the coordination for the produc-tion of the animated cartoon.


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Transferability


The project is transferable to other countries where there is a citizenship education or a discussion about the definition of this discipline. These are countries where the position of teachers in this area must be deemed im-portant to organize some training paths to improve teaching skills and competence in order to better train conscious and aware citizens.




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instrumental support, the co-production of the tv format, the DVD master, the broadcasting and the reproduction of the series in a local tv)

The whole experience is documented and the project monitored, therefore it can be transferred to other contexts.

– Improve skills for active citizenship (collaboration, critical learning, tak-ing decision);

– improve mutual understanding; – mold attitude or behaviours.Others:

– promote direct participation with social purposes; – exchange ideas; – convince that every single contribution could change the community; – pay attention and be open to different codes; – be aware of their own identity; – put ideas into action; – feel capable and able to act; – know the key concepts of citizenship and democracy; – develop critical thinking; – promote the competences necessary to take part in the social and politi-cal life;

– interactive use of the tools; – capacity to use a different language, symbols and words; – capacity to use the know-how and information; – capacity to relate with the others; – capacity to cooperate; – capacity to face and solve conflicts; – capacity to recognize and support the rights, interests, needs and limits; – prepare the ground for a future opportunity of social inclusion; – increase the competences of active citizenship.

Transferability



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In this experimental initiative, Rete Veneta cooperates in the project and is partner of the Province of Treviso for the shooting and the editing.

The teachers get the material and the operative procedures to manage the educational path with the students.

Students of the last year of the primary school, teachers, officers of the Province of Treviso and external operators.

10 year-old children.

– Production of an animated cartoon explaining the contents of the Chart of Treviso;

– realization of a dvd containing the animated cartoon and 4 parts of “TV for children” where the entire process for the production of the cartoon is explained;

– production of a 3D publication where the designs and texts of the car-toon are used;

– organization of a seminar aimed at updating the journalists where fur-ther discussions are held on the requests for protection that children ask to the world of information.

Children understood what’s the Chart of Treviso and decided to adapt an existing story to disseminate its content to other children by modifying the characteristics and the behaviours of the protagonists of the original story in a workable method. They analyzed and tested all the steps necessary for the production of an animated cartoon and they even made further requests for protection to the journalists.

About 10 meetings in 6 months (throughout the school year)

Financial resources requested: 14.000,00 euro for the activity imple-mented by the experts of animated cartoons (class-activity, production of the animated cartoon with the right software, writing of the text of the ani-mated cartoon and of the 4 parts of the tv series) and 18.000 euro for the

People involved

Target group

Outputs

Results




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Students of lower secondary school, teachers, school principals, officers of the Province of Treviso, external operators.

The youth and their parents.

A dvd containing the guide “Safety in Internet explained by the youth – A Video message to their parents”, the presentation by the President of the Province of Treviso, the Tv report broadcasted by RAI channel in the GT Youth and the remarks by the youth that partecipated in the production.

At the end of the activity, the youth declared that they had the chance to learn many things even thanks to the dialogue with their classmates and that it is very important to verify always the information available on the web. They suggest the same activity to be carried out even in other schools to understand how to manage in the future and to be used as a tool for a better socialization with the other classmates. The activity was also useful to understand the risks linked to the web and in which way they could face them. They realized the difficulties and the necessary commitment to produce a movie and to find out the right way to attract the attention of the audience and the editing tricks.

10 interventions in the class in 2 school years.

1.000 euro for shooting and editing.

The entire experience is documented and the project monitored therefore it can be transferred to other contexts.

– Improve skills for active citizenship (collaboration, critical learning, taking decision);

People involved

Target group

Outputs

Results



Transferability


* ST: School and Territory; CA: Cultural Awareness

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Safety in internet explained by the youth

General objective

Specific objectives

Activities

To promote the Media Education as a fundamental tool to increase the competences of active citizenship, to increase the abilities necessary for the direct participation and to recognize that every contribution can change the community by favouring the development of the critical thinking and the promotion of the necessary competences to take part in the social and political life through the interactive use of the tools and the interaction of heterogeneous groups.

Increase the competences of the youth in the use of ICT by favouring their awareness of the risks related to the technologies and the strategies aimed at reducing them.

This decision to activate this initiative derives from the fact that the tech-nological competences of the youth are a fundamental resource and that looking at things from their prospective would avoid demonizing some inevitable processes and help to consider the real risks linked to the daily use of internet.

The youth, analyzing the risks that people could face when using In-ternet and the corresponding strategies, had to identify some indications useful for a safe use of internet.

The working plan is defined together with the participants.This experience led to the production of a video message to the parents

where the youth expressed their ideas and remarks about Internet with the aim to inform the parents and favour the use of the technology by avoid-ing the risks linked to the network.

In their video message, the youth explained how they use Internet, which are the websites they visit, which are the possible risks, which are the right strategies aimed at reducing or removing such risks and much more. This guide may be used as material for educational lessons with both the youth and the parents.

The Province of Treviso had a leading role, supported the operators/teachers in the specific activities with the youth, dealt with the specific technical interventions and monitored any phase by attending the meet-ings when requested.


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Permanent Project “The Chart of Treviso: children, information and media”

General objective

Specific objectives

Activities

People involved

Protect the children and the youth in the world of information and media through the development of the critical thinking necessary to interpret the reality and to benefit from the media.

– Integrate the fields of intervention of the media educational initiatives and of the stakeholders by promoting and coordinating their synergies to give organicity to the initiatives carried out by the different stakehold-ers, optimize energies and resources, integrate the interventions into the territory and grant the repeatability and the transferability of the most efficient ones;

– link the different local institutions operating in this field; – activate a series of direct actions in cooperation with the other organiza-tions;

– capitalize and disseminate the experiences, provide information, educa-tion and tools;

– exchange the best practices, material, know-how and get resources.

The Province provides a series of services on themes such as the relation-ship between the minors and the media and provides the following for free: – consulting; – education; – technical Interventions; – capitalization and sharing of the experiences; – moments of comparison, study and information; – mediation and link among actors; – realization and dissemination of the educational material and of the publication.

Officers of the Province of Treviso, children, teenagers, parents, teachers, school principals, organizations and associations, lawyers, pediatricians (in local, national and, for some initiatives, International areas).

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– improve mutual understanding; – mold attitude or behaviours; – challenge people to find solutions for current problems in Europe; – give opportunities for Life Long Learning.Others:

– favour the active participation in the field of the ICT thanks to a better awareness of the risks and the strategies aimed at reducing them;

– pay attention and be open to the different codes; – exchange different ideas; – put ideas into action; – feel capable and able to act; – increase the capacity to use the language, the symbols and the different text;

– develop the capacity to use the knowledge and the information; – increase the capacity to use the technology; – increase the capacity to relate with others; – promote the capacity to cooperate; – develop the capacity to face the conflicts and solve them; – favour social inclusion.


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Transferability


It depends on the type of the initiatives that one wants to realize as there are actions that do not require any financial resourse (as they are carried out by internal officers) and others that require further financial resources. The minimum resources are equal to 10.000 €/year.

The entire project is documented and monitored, therefore it can be trans-ferred to other contexts.


– improve mutual understanding; – mold attitude or behaviours; – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – give opportunities for Life Long Learning.Others:

– promote the development of the critical thinking; – favour social inclusion, the promotion of the competences necessary to take part in the social and political life and the interaction of heteroge-neous groups.

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Target group

Outputs

Results


Children, teenagers, parents, teachers, journalists, operators.

– Signing of the Memorandum of Agreement/Agreements between Insti-tutions, Agencies dealing with minors and media, Collaboration Agree-ments with partners responsible for the protection of the minors in the field of media, Agreements with Organizations for specific activities;

– realization and updating of the Web pages “Children and Information”; – design, realization and management of Meetings, Study Seminars and Forums;

– realization and distribution of Information Tools, publications and edu-cational material;

– design, realization and management of the Education/updating activi-ties for teachers, journalists, operators and parents;

– design, realization and management of the experimental initiatives in the territory for the children and the specific users;

– design, realization and management of specific technical interventions upon request;

– prizes on themes referring to the Chart of Treviso and “Children and Media”;

– adhesion to National and International projects.

Up to date, the following activities were carried out: – a permanent service of consulting that meets the requests of the opera-tors and local agencies;

– 11 Training/refresher courses for teachers, 2 refresher courses for teach-ers, 2 refresher courses for journalists and 88 training courses for parents;

– 15 specific technical interventions upon request; – 4 Memorandum of Agreement, 2 Collaboration Agreements and 2 Meet-ings;

– web pages dedicated to “Children and Information”; – 3 Meetings, 12 study seminars, 4 Touring demonstrations; – availability of 112.400 information tools, 96.000 publications and 8.000 sets of educational material;

– 42 experimental initiatives for children, youth and parents; – 14 Prizes on themes like the Chart of Treviso and “Children and Media”.

Long-lasting.


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The teachers who took part in the initiative were very enthusiastic and satisfied.

Some children understood that they can freely demonstrate their dif-ficulties so that it is easier to find a way to solve them. The strong motiva-tion also allowed the students with greater difficulties to try to get a dif-ferent self-confidence. This activity was unexpectedly positive also for the timid ones who acquired and demonstrated a good self-confidence.

When they had to take decisions, the youth were able to negotiate, choose, to be critical and self-critical. They also understood that their pur-pose was to create a path to gain competences and awareness.

The parents were very enthusiastic about the proposal

1 school year.

1.200 euro (VAT to be added) per class for RAI operators.

The whole experience is documented and the project monitored therefore it can be transferred to other contexts.


– mold attitude or behaviours.Others: – pay attention and be open to different codes; – exchange ideas; – put ideas into action; – feel capable and able to act; – know the key concepts of citizenship and democracy; – develop critical thinking; – capacity to use different language, symbols and words; – capacity to use the know-how and information; – capacity to use the technology; – capacity to relate with the others; – capacity to cooperate; – capacity to face and solve the conflicts;

Results



Transferability


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Gt for Children – news in class. In cooperation with Rai

General objective

Specific objectives

Activities

People involved

Target group

Outputs

Develop the critical thinking of the children and the youth with regards to the world of information and mass media.

Improve the comprehension of the television news, increase the interest towards the news and let the youth understand that they can obtain vis-ibility also by doing “nice things”.

The initiative consists in watching and analyzing the GT for Children in class and in the production by the youth of a television news by starting a specific educational path.

The working plan is divided into phases where both the teachers and the students analyze the contents, discuss their proposals and produce a television news in class. To support this activity, educational meetings with teachers and technical meetings with the students are carried out.

The visit to the headquarters of RAI (Italian television channel) in Saxa Rubra, Roma completes the educational path. The teachers get further ma-terial and the operative procedures to manage the educational path with the students.

Students from primary and secondary schools, teachers, school principals, officers of the Province of Treviso and RAI operators.

Children and youth from 9 to 14 years old.

Production of a television news by the students and of a guide that include all the phases, the educational programming (objectives, activities, meth-odology, checks, necessary preparatory knowledge), the educational materi-al, the documents to be produced as well as the comments on the initiative.

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Youth meetings

General objective

Specific objectives

Activities

People involved

Target group

Allow a better mutual understanding and further tolerance, open-mind-ness and the contact with other cultures in giving youngsters (14- 16) from 4 European countries the opportunity to meet during one week and deal with day to day matters (health, environment, cultural diversity…).

– Allow a better mutual understanding and further tolerance; – learn about their own cultures, other cultures and other countries; – learn about a specific matter; – get involved in a European project (active participation); – improve their foreign languages and communication skills; – learn to be an active Europe citizen.

– Discussion and workshops; – meetings with local people with whom they can share their experiences; – presentation of their region/country; – sports activities; – cultural activities.

– Youngsters aged between 14 and 16; – european partners (Bezirkstag Unterfranken – Germany, Province of Treviso – Italy, Lubniany City – Poland, Conseil Général du Calvados – France);

– local partners.The EVS youngster in our office is involved in the organisation and prep-

aration of the Youth meeting.

Youngsters aged between 14 and 16.

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– capacity to recognize and support the rights, interests, needs and limits; – prepare the ground for social inclusion; – increase the competences of active citizenship.

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– share experiences/interests/opinions/ideas with an European partner; – challenge people to find solutions for current problems in Europe; – boost language learning; – prepare the ground for European Identity.

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Outputs

Results




Transferability


Each meeting has its own outputs (website, blog, postcards, promotion of the meeting by the participants…).

In 2011, 94% of the participants were satisfied by the meeting organised by our Italian partners.

When we ask them “How your participation to the meeting made a dif-ference for you?”, they answered: – they better know Europe; – they feel more “European”; – they improved their level of English (78 % improved their level in a foreign language);

– they are more open-minded to other cultures; – they learnt about other cultures.

A meeting is organised each year by one of the 4 partners (2009: Germany, 2010: France, 2011: Italy, 2012: Poland). The first meeting was held in 2006.

The Calvados County Council hosted the meeting in 2010. The amount of expenses was 22 500 €. The CG received a grant from the European Union (Youth in Action program) of 14300 €. The youngsters had to pay only 100 €.

The “European” aspect is essential in European youth meetings.

This kind of meeting can be organised by lots of organisations and in any country.

– Improve the knowledge about active citizenship; – improve mutual understanding; – mold attitude or behaviours; – motivate to travel in Europe;

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People involved

Target group

Outputs

Results



Transferability

Pupils and teachers in school.

Secondary schools in Calvados for pupils between 11-15.

Each school year the CG sets up a leaflet with all the projects. – Created also a “game-box” with the games made by the Europe clubs; – publishes newsletters; – edits a practical guide to help schools to create a Europe club project.

The benefits for the students involved in Europe clubs are: – arouses interest for other cultures among pupils; – encourages them to put their daily problems into perspective; – teaches them dialogue; – develops a tolerant mind; – stimulates their future mobility by arousing their interest.

The programme has been created in 2001. Activities are planned for a school year (September to june).

A budget for 1 school year 7300 € for: – sharing experiences meeting; – meeting with the European members of the network; – interventions of students; – financial help; – Europe day;

This programme can be set up in any European country by the local au-thority and the schools.

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Europe Clubs

General objective

Specific objectives

Activities

To open middle schools (collèges) to Europe.

The Club Europe programme is an Europe awareness program especially for young people–It’s a laboratory of European citizenship, which aims are: – initiate or develop the European dimension in the schools; – enable the educational community to open up to external stakes; – encourage interdisciplinarity with the studied subjects; – favour the network between European teachers and the thinking over common matters.

The Conseil Général du Calvados helps the Europe Clubs in many ways. It offers: – a Europe kit (books, cd-roms….); – a financial help; – presentations of European students to share their experience: Europe-an young people who study at the Caen University meet French young people from Europe clubs and tell them about their own country, town, school, traditions. Pupils can learn a lot about a different European cul-ture. The students tells them about their own experience of mobility and the welcome in France;

– presentations made by the student in EVS in our Europe department office of CG;

– an exchange of experiences thank to biannual meetings between Eu-rope clubs’ activity leaders;

– a day for Europe Clubs, giving Europe Clubs (400 pupils) the opportu-nity to present their projects to other young people or to the public. It’s important to gather pupils who develop this kind of projects. This day encourages them to go on. They can learn a lot by the exchanges of experiences;

– an European network for the French Europe clubs with 5 other European countries (Germany, Italy, Netherlands, Portugal, Spain).

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French-German Youth Video Festival

General objective

Specific objectives

Activities

People involved

Target group

Outputs

Encourage youngsters of our two countries to express themselves about society by making films.

Giving young French video makers the possibility to meet young Germans who share the same passion.

Each group makes his own video on whatever subject they want in order to participate at the Festival which takes place one year in Germany and one year in France.

During the Festival the French and German youngsters participate to-gether at different activities which facilitate communication and better understanding: workshops to improve their film making skills (make up, script, editing, special effects…); visits of the region to learn more about the culture of the host country; doing sports together to enforce friendship and tolerance.

All these activities encourage the youngsters to talk the language of the partner and learn more about each other.

Young people (6-26) from Calvados and Lower Franconia; Youth associa-tions, the Bezirk (local authority) and the Bezirksjugendring of Lower Fran-conia (representation of youth organisations) and the Conseil general of Calvados. Lower Franconia and Calvados are twinned since 1986.

Youngsters (6–26 years) from our two partner regions.

Each year more than 900 youngsters are involved in the project and about 80 videos are produced for the competition.

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– improve mutual understanding; – mold attitude or behaviours; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – boost language learning; – prepare the ground for European Identity.

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Foreign language assistants program (SPEAK 14) in secondary schools of Calvados

(English, German, Italian and Spanish) General objective

Specific objectives

Activities

People involved

Encourage pupils to be open to Europe and to increase the communicative competences in foreign languages in secondary schools.

The Speak 14 program is an international awareness program which is focused on a plurilingual and intercultural education. – To initiate or develop an international dimension in secondary schools; – to develop general and particular communicative competences and speaking ability of the pupils by skills with native speakers students;

– to improve the cultural and linguistic knowledge of the pupils; – to make them understand that language is linked to culture; – to help teachers to develop the multilingual and multicultural compe-tences of their pupils;

– to use the concept of “cultural/intercultural competence” to organise ac-tivities and build some form of progression into them in language classes.

The Conseil Général du Calvados helps the Secondary schools in language teaching. It provides a foreign student who will teach 7 lessons a week during 5 month: – the student will have to combine the notions pupils will have learnt with their teachers and the cultural aspects of his own country/culture;

– the student will manage to organize interculturally-oriented, listening and speaking activities;

– the main role of the assistant is to make the pupils talk, exchange, commu-nicate: use their skills, bear in mind what they are currently studying and introduce the elements of his culture that he wants to develop with them;

– over the five months that the assistant will spend with the pupils, he will work around a project, which is important to open the mind of the pupils (ex: gastronomy, traditions, video, sport…) language becomes a tool and not the aim of the assistant’s activity.

Pupils and teachers in schools and native speaker students for 4 languages (English, German, Italian, and Spanish) from about 12 nationalities.

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Results




– More films thant a few years ago; – youngsters come back with another–more positive – idea about the Eu-ropean neighbour country;

– after the Festival, youngsters are more motivated to go back to the part-ner country.

One year (launch phase-production of the video – editing – Festival).

The main costs are supported by the two administrations and eventually a subsidy is given by the OFAJ (French German youth Office).


– improve mutual understanding; – mold attitude or behaviours; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – boost language learning; – prepare the ground for European Identity.

Others: – have a better and more actual view for the neighbour country in order to overcome the very heavy heritage from the 2nd world war;

– make young people aware about the problems (or advantages) in every-day life in their surroundings.

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Becoming more European by EVS

General objective

Specific objectives

Activities

People involved

Target group

Outputs

Results

Encourage young people to European mobility (in their mind and physically).

To give to an European youngster the opportunity to: – have his/her first professional experience in France (Conseil Général Service Europe);

– to give to a French youngster the possibility to do an EVS in the twinned region of Calvados;

– to make know the EVS-opportunity to young people in schools in order to encourage them to do the same.

The young volunteer's activities: – public awareness about Europe for young people, in schools, twinning committees;

– preparation and participation to European activities (Europe Day, Euro-pean day of languages, Europe Club Day, Video festival….);

– encourage youngsters to mobility: Presentation of the EVS programme (during forums, meetings in schools or twinning committees…).

Youngsters coming from Lower Franconia (Germany) (1 youngster a year).

Youngsters from 18-30.

Each EVS youngster has to work out a personal project.

– A youngster who shows that he is living this programme and by there, “living Europe” gives more value to Europe that hundred of pages and documents;

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Secondary schools in Calvados for pupils between 11-15.

50 secondary schools participate into the programme, 55 foreign language assistants take part in this program in 2011/12.

The pupils are increasing their general and particular communicative competences and become more open-minded and open to other cultures.

They improve their self confidence.They learn to respect opinions of other people.

The program has been created in 2000. Activities are planned from No-vember to May. The assistant gives 7 lessons a week during 5 months.

A budget for 1 school year 150 000 € for: – the grant of the foreign language assistants (458 €/month); – the monthly transport costs of the assistants from their home to their school.

Diversity of languages – diversity of cultures.

This program can be set up in any European country by the local authority.

– Improve mutual understanding; – mold attitude or behaviours; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – boost language learning; – prepare the ground for European Identity.

Target group

Outputs

Results




Transferability


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Citizens in service

General objective

Specific objectives

Activities

People involved

Target group

Outputs

Results

Promotion of different types of voluntary service in Italy and abroad: na-tional and regional voluntary service, European Voluntary Service, full-immersion experiences in a particular project developed by one associa-tion, voluntary camps.

– Promotion of experiences to increase active and European citizenship; – orienteering for students at the last yeas of high schools; – orienteering for young people (18-30 years old) who want to live a particu-

lar voluntary experience.

– Meetings for the fifth classes of high schools in the province of Treviso; – specific meetings for young people who ask information about civil service.

Referents of the Laboratorio Scuola Volontariato (a section of the Com-mittee), people who are doing voluntary service, people who had and can tell about their particular voluntary experiences and service in Italy or abroad.

Young people from 18 to 30 years old.

More consciousness among young people about the different voluntary possibilities offered by associations and other institutions in the national territory and in Europe.

Rise of requests about voluntary service in Italy and voluntary experiences abroad.

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– young people in the Europe Clubs enjoy to welcome the EVS in their club;

– EVS are welcomed by communities/youth centres in Calvados working on a twinning project.

12 months.

Budget for the welcoming of 1 EVS in Conseil General: 11.000 €/year; Eu-ropean funding: 8.200 € (Youth in Action).

The European idea and every day life promoted by a convinced and con-vincing youngsters speaking to other youngsters = European citizenship!

This programme can be set up by any country.

– Improve the knowledge about active citizenship; – improve mutual understanding; – mold attitude or behaviours; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – boost language learning; – prepare the ground for European Identity.




Transferability


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102 103


Pane e tulipani

General objective

Specific objectives

Activities

People involved

Target group

Outputs

Promoting a general sensitivity and a personal participation to the prob-lem of social marginalisation, through a concrete action of solidarity.

– Proposing cultural paths for schools about the topic of Poverty, in par-ticular related to the province of Treviso;

– giving a concrete support to the needs of the community, denounced by the associations and the Catholic Institutions;

– increasing the consciousness that the well-being is not always foregone, but it is a value and should be recognised and appreciated.

– Collection of necessary goods in the schools for associations fighting against poverty;

– meetings between the associations and the students to discuss about poverty, not just from an economic point of view, but also from a rela-tional aspect;

– presentation of the associations in the schools to explain what kind of activities they deal with and what kind of social problems there are in the territory.

Associations, Institutions (ex. Province of Treviso, Ufficio Scolastico Territo-riale), referents of the Committee.

Pupils and students, families, citizenship.

– More consciousness of the economic and relational problems that lots of families and people live in this period of global crisis, even in a rich territory as the province of Treviso;

– development of a concrete solidarity among the citizens, that can ac-

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Transferability


– From September to June for the meetings in the schools; – all the year long to offer orienteering and information.

The project does not have costs, except the time spent for the activities by the referents of the Laboratorio Scuola Volontariato (about 50 hours in a year).

Voluntary experiences in Europe increase the exchange between different cultures and ideas and permits to develop European citizenship.

The project can be proposed by cultural associations in other European countries, with the support of the Eurodesk offices or after a training course about all the possibilities of voluntary service.

– Improve skills for active citizenship (collaboration, critical learning, taking decision);

– motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – boost language learning; – prepare the ground for European Identity.

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104 105


Promoters for solidarity

General objective

Specific objectives

Activities

People involved

Offering young people from 18 to 28 years old the possibility to make the experience of voluntary service in the different provincial Commit-tees, through the involvement in the voluntary world as moment of active citizenship and of cultural promotion of important values such solidarity and equality.

– Contributing to the civic, social and cultural education of young people, through an experience that requires their direct participation and at the same time enriches their growth as responsible and active people in the society;

– answering with an innovative way to the necessities of the community; – offering professional competences that can be spent in the working world;

– offering a general and specific training about the history of the volun-tary service, the motivational aspects, human rights, active citizenship and volunteering, communication, social integration and education to legality.

The project consists in different kinds of cultural activities, proposed in the formal and informal education system, such as: – educational paths in school classes in order to discuss together about the voluntary values and themes (the value of diversity, the respect for hu-man rights, the value of a free solidarity, the consciousness of the world inequalities, …);

– individual and common paths in order to better know personal identity and competences, that can be spent during the service;

– the constitution of theme groups, which deal with a close examination of a social subject through innovative expression forms (ex. drama, video-making).

Young people from 18 to 28 years old, volunteers, referents of the Labora-torio Scuola Volontariato (a section of the Committee).

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tively contribute to the growth of a general and equal well-being in the community.

– Collection of necessary goods for the associations that can restore their stocks;

– increment in the distribution of necessary goods for families and people in need.

10 months.

10.000 €.

To transfer the project it is necessary to create a solid net between the asso-ciations or other charity organizations in the territory that can collaborate together to spread the project in the schools and to organise the collection of the goods gathered by the students


– improve mutual understanding; – mold attitude or behaviours.

Results



Transferability



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Voices from inside, voices from outside

General objective

Specific objectives

Activities

Promoting an educational path about active citizenship through the meet-ing of two different worlds: high schools and the detention home in Treviso.

– Giving the possibility to young people (students and inmates) to discuss about legality and respect for rules in a different and particular way, through a direct experience that involves them actively and personally;

– promoting a common consideration about general topics, that are con-sidered important for personal education, such as human rights, equal opportunities, etc.;

– encouraging personal expression through the use of different tools (vid-eos, writing, drawing);

– promoting a continue relationship between the detention home, consid-ered as an integral part of the community, and the society, in order to break prejudices and distrust barriers;

– giving the possibility to the community to directly participate to the re-educational system declared by the Italian Constitution.

The path consists in different steps: fist of all, during a voluntary work-shop in the afternoon a group of inmates and voluntary students discusses about a specific topic (for example a particular human right) and realizes a short video-story without an ending; secondly the video is given to one class of students participating at the project, that has one month to dis-cuss about the story and to realize its own ending; lastly the class enters the detention home and meets the inmates. During the meeting the class presents the ending and the educators stimulates the discussion about the topic.

Each month, from December to April, a different school class enters and makes its experience. Before and after the meeting in the detention home every class participates to an introduction and check meeting with some educators and volunteers.

In another voluntary workshop some inmates and students have the task of realizing a magazine about the project.

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Target group

Outputs

Results



Transferability


Young people from 15 to 30 years old, adult volunteers.

A group of young people that are more conscious about their territory and about the importance of their participation in the social community.

– Increment in the services and in the educational offers for the voluntary associations and the schools;

– more innovative ideas that can be exploited for new projects or new working methods.

12 months.

11.500 €.

The project can be transferred in various social fields as the activities are different and can be adapted according to the aim of the organisation.



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– improve mutual understanding; – mold attitude or behaviours.EA

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People involved

Target group

Outputs

Results



Transferability


9 classes of students with their teachers, about 20 guys of the detention home, 2 voluntary associations.


The creation of a new social image of the detention home and of the young people who is living or lived a detention period, as this Institution in not a separated world but it belongs to the community where it is situated. Through the cultural exchange between the “inside” and the “outside” young people can meditate about the worthiness of the penalty and the role of the citizenship in the social reintegration.

The project has a great cultural impact for both the students and the in-mates. Having the possibility to see periodically students coming from “outside” can help the inmates to live their detention period more serenely and with less conflicts. At the same time the students after this experience can become more conscious of the consequences of their actions and can live their relationships and everyday tasks with a greater responsibility.

9 months.

6.000 €.

A similar educational path about active citizenship can be proposed in ter-ritories where there are situations of marginalisation and where it can be useful doing a work in order to eradicate social prejudices.



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– to understand Europe: power point presentation of Europe (with words and pictures only) and Role game about “Martian delegation is coming in Europe”. A part of the group is from Mars’ Planet (they have to agree about their own identity, their behaviour, their values or rights…). A part of the group was from Europe and has to organise the visit;

– to understand European Union citizenship: “Museum of Rights” (in groups young people had to create a piece of art to illustrate a chapter of the “Charter of Fundamental rights of the European Union”;

– and an other piece of art to show how the right is not followed at all. Exploration of every piece of art and debate…

– to make young people involved in the project: we organized a visit with local politician. Young people in groups had to propose a project to make the territory more European! They had to conquer assemblee. Local politi-cian voted and had elected the project most interesting according to them;

– to encourage youth participation: we organised a meeting between young people and some young people hosted in the region thanks to EVS program.

28 young people from different countries (France, Spain, Czech Republic and Latvia).


By CREAN organization: Power Point; programs; Notes; Role game rules; coordination of visits.By Young people: drawings; performances; speeches (youth organisation had probably photos or videos of the productions).

– Young people created in parallel their “dance performance”. They were helped by professional dancers;

– they organised as well “Farwell parties” and intercultural evenings dur-ing all the project;

– some tourism/informal visits were organised; – young people were happy and they wept the day before to leave because they were sad to leave each other;

– with European organisations we decided to make an other project next summer: Partners from Spain and Czech Republic are coming for the second time! Hope project will be approved by national agency!

People involved

Target group

Outputs

Results

NGO: Maison des Jeunes et de la Culture de Vire (MJC de Vire) (Leader) NGO: CREAN Europe Direct Basse-Normandie, Vire (Partner)

Europe step by step

General objective

Specific objectives

Activities

To promote young people’s active citizenship in general and their Euro-pean citizenship in particular.

– Foster mutual understanding between young people in different countries; – encourage Participation of young people; – encourage Cultural diversity; – promote European Year of Volunteering (2011); – encourage Creativity and entrepreneurship;

The objective of the project “Europe step by step” was to allow European young people to understand “European citizenship’s concept” through the building of a street show which will be presented during the Festival of Vi-revoltés in Vire (Lower-Normandy) and in other Leisure centres for young people next to Vire. This creation will be built step by step thanks to a progressive reflection, led every day on the cultural diversity, on the Euro-pean citizenship and on voluntary participation. This reflection was made by using methods of non-formal education like “energizers”, the treasure hunts, the role-playing games, the assimilation of pictures… The expres-sion and the active participation of the young people will be encouraged during all the exchange. Indeed, young people would be involved in dif-ferent activities. A video workshop will be also suggested to young people who do not feel necessarily comfortable with dance activities. They will be at the same time an actor, a dancer, a decorator, a scriptwriter a video director etc. The project took place from 4th to 19th of July 2011.Focus on activities organized about European citizenship during the project: – in the beginning of the project: activities organized were about “stere-otypes”: young people had to give words, and to draw cartoons. To de-fine a person from an other country and to define a person from Europe!

– about stereotypes, prejudices and discrimination: young people in in-tercultural groups received a identity (Grunge, Barbie’s girls, sportive, Hippy people..) and each group had to play of–“Europe got talent” showing their identity and a real talent (absolutely not according to their identity);

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NGO: CREAN Europe Direct Basse-Normandie,Vire/Farmer School in Vire: Lycée agricole de Vire

Theatre and debate “What does do an European Member of European Parliament?”

General objective

Specific objectives

Activities

People involved

Target group

Outputs

Results

To inform young people about the role of a Member of European Parlia-ment and about European elections.

– To learn by playing; – to take initiative; – to have more self confidence; – to learn theatre practices.

The class involved in the project had to create 2 short theatre plays about the daily life of a member of Parliament. It was very short (about 5 min-utes each).

After young people could meet and exchange with a man from the re-gion who used to be member of Parliament in the 90’s. His role was to inform about European elections and to explain what a Member of Euro-pean Parliament does.

28 young people from the school (one classroom).


By CREAN organization: Presentations in class about European Elections and the role of European Union; coordination; promotion of the project; manage Member of European Parliament’s visit. By Young people: they wrote (with their teacher) 2 theatre plays (screenplay, acting…).

It was challenging! But Young people involved were a little bit too young

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Transferability


15 days.

– Youth in action project (youth exchange – action 1.1); – regional Council of Lower Normandy; – town – Vire; – youth organization “MJC de Vire”.

Yes: some activities could be transferable.



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CREAN Europe Direct Basse-Normandie, Vire

Introduction of European citizenship! (For young people about 13-18 years old or a bit more)

General objective

Activities

People involved

Target group

Outputs

Results

– To Improve the Knowledge about European Union; – to Improve skills for active citizenship (collaboration, critical learning, taking decision).

– Presentation of Europe (by pictures and words) with a power point; – presentation of European citizenship (in different phases in EU building) with paper board: I stick “key words” or “dates” on the paper where it is needed;

– game about European citizenship’s key words. In small team young peo-ple have to put key words in their place in a crossword puzzle (this tool was created by Europe Direct Basse-Normandie/Caen);

– role game about “Free movement of persons” in European Union; – debate about the role game; – and story of a young people hosted in the region with EVS program!

Classrooms in secondary school or high school or youth centres!

20-40 young people from 13 to 17 years old.

By CREAN organization: Power Point; games; EVS.

Young people understand better European citizenship in practicing.It is to introduce Idea of European citizenship, not to teach it. It is to

make young people thinking about this idea.They like communicating with a young person from another country.

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and not really motivated in this theme. They could not vote in 2009 to elect their Member of European Parliament!

Tuesday 5th may 2009 from 6 pm to 7’30 pm.2009: year of European elections.Theatre Debate: 1 hour and 30 min (10-15 min for theatre play lead by

young people).Preparation (CREAN, Young people and teacher): 2 days maybe 3?

– The person who organised, coordinated the event and who facilitated the debate was a member of staff of CREAN Europe Direct. If you ask this kind of organisation, maybe the activity can be taken in the work-ing time of the organisation;

– the teachers involved in the project worked in the project during their own working time;

– the debate took place in the amphitheatre of the High school and it was free for CREAN Europe Direct because both organisations are partners;

– flyers, posters, press release were realised by CREAN Europe Direct. It was done during the working time of the NGO.

Yes! Depends of Young people and teacher motivation!Concept can be used again for next European elections!

– Improve the knowledge about active citizenship; – improve skills for active citizenship (collaboration, critical learning, taking decision);

– improve mutual understanding; – mold attitude or behaviours; – challenge people to find solutions for current problems in Europe.



Transferability


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* EA: European Awareness; PW: Peer Work

116 117

CREAN Europe Direct Basse-Normandie,Vire/Conseil Général du Calvados

Setting up “Point Europe” in Calvados

General objective

Specific objectives

Activities

People involved

Target group

To promote European citizenship and get people informed about European Union in rural territories.

To set up Points EUROPE in places opened to a variety of public (for ex-ample: Point Info 14: information services points) in the department of Calvados to make citizen aware of Europe without creating new structures: – to know the action of the European Union in their everyday life, better understand the European subsidies attributed to local projects;

– to know how works the European Union and its programs to apply for it better and\or benefit from it;

– take part in the European construction; – identify information sources on a regional level and on the Internet, as well as European actions in region, in particular those of the General Council of Calvados.

In each territory of Point Europe: a network of people interested by Europe is created where we can find: teachers, volunteers, town twinning’s mem-bers, youth centres, NGO, local politicians.

Each structure who has the label “Point Europe”, receives a display shelf to present European Union’s documentation (given by CREAN Europe Direct).

Each structure has to organize every year a manifestation about Europe. They are helped by their own network to make it and by CREAN Europe Direct and Conseil Général of Calvados.

Local politicians, technicians in local administration, members of NGO’s, leaders of projects, youth centres, libraries, tourism office…

General public in Calvados.

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Transferability


3 hours, almost 4.

– The person who organised, coordinated and made the tool and who facilitated the activity is a staff member of CREAN Europe Direct. If you asked this kind of organisation, maybe the activity can be part of the timetable of the organisation;

– prints were realised by CREAN Europe Direct;

Yes.


– improve mutual understanding; – mold attitude or behaviours; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – boost language learning; – prepare the ground for European Identity.


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NGO: CREAN Europe Direct Basse-Normandie, Vire/Public High school of Vire

Meeting between young people and an European Deputy

General objective

Specific objectives

Activities

People involved

Target group

Outputs

Results

To inform young people about the role of an European Deputy and about European elections.To create a closeness between young people and their European deputies.

– To learn about European Institutions; – to take initiative; – to have more insurance in yourself.

Before: – CREAN Europe Direct made presentations at school about European in-stitutions, Europe in daily life and prepare young people to take place in debate;

– CREAN Europe Direct coordinated the event; – debate with young people and one Deputy.

70-100 young people from the school (one classroom).


By CREAN organization: presentations in class about European Elections and the role of European Union; coordination; promotion of the project; organization of European Deputy’s visit.

By Young people: they wrote (with their teacher) some questions to ask European Deputy.

It was challenging ! Young people involved were very interested and

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Outputs

Results



Transferability


Creation of a guide about European Union (practical, easy to read).Creation of Exhibition which present “Point Europe”.Creation of guide for “the referent Point Europe” in each territory.

CREAN and Conseil Général of Calvados coordinate a network of Points Europe (8 in 2011).

This project began in 2009.

– Free for structure; – 3000 € (Grants given by Conseil Général Calvados to CREAN to coordi-nate Point Europe network);

– Conseil Général Calvados offers display shelves.

Yes this kind of Information Points about European Union exist in other regions in France. It was created by Europe Direct centres to increase their action of information.


– improve mutual understanding; – mold attitude or behaviours; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – boost language learning; – prepare the ground for European Identity.

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Liceo Scientifico “Leonardo da Vinci”, Treviso

Decisions in bioethics

General objective

Specific objectives

Activities

People involved

Target group

Outputs

To give students the awareness of ethical and scientific issues related to the decisions on bioethical issues.

– In depth discussions on ethical and bioethical issues; – investigation of topics concerning the relationship between ethics and science;

– knowledge and application of procedures for deciding.

– The participation of the students is adequately prepared through a study of specially selected texts on philosophical scientific and legal topics;

– the focal point of the path is the meeting with the Committee on Bioeth-ics of “USL 9–Treviso” to know the problems that are faced and the methods and criteria used to make decisions;

– students are asked, at the end of the first year to act as a “virtual com-mittee of bioethics”. They are asked to consider a case and express a properly motivated opinion on it;

– during the second year they deal with a specific theme of bioethics, in addition to a detailed curriculum, there is a day (or half a day) when with the help of experts (scientists and philosophers) the students ac-tively participate in a common reflection.

Students, Teachers and Medical Professionals.

The project involves three/four year 4 classes for a total of about sixty/eighty students followed by teachers of science and humanistic subjects. Class 4 students will continue the project also in class 5.

Students’ reports on the cases. Video conferences are held annually.

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interesting (most of them were studying Economics and social fields). Good questions asked.

6/04/2010 from 2 pm to 4 pm.

– The person who organised, coordinated the event and who facilitated the debate was a salary of CREAN Europe Direct. If you asked this kind of organisation, maybe the activity can be take in charged in the work-ing time of the organisation;

– the teachers involved in the project worked in the project during their own working time;

– the debate took place in the amphitheatre of the High school and it was free for CREAN Europe Direct because both organisations are partners;

– flyers, posters, press release were realised by CREAN Europe Direct. It was took in charged in the working time of the NGO.

Yes! Depend of Young people and teacher motivation!Concept can be used again for next European elections!


– improve mutual understanding; – mold attitude or behaviours; – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – prepare the ground for European Identity; – give opportunities for Life Long Learning.



Transferability


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Lessons in villa

General objective

Specific objectives

Activities

People involved

Knowledge and dissemination of the heritage of Venetian villas on the younger generations.

– To make young people witnesses and aware protagonists of the artistic and cultural heritage of the territory;

– to rebuild the cultural-historical process that produced the villa culture; – to understand Andrea Palladio’s thought and work; – to reconstruct the dynamics of relations between the environment and the villa in time up to the present reality;

– to identify gaps and permanence; – to involve young people in the enjoyment of the villa both in its aes-thetic function and in its economic-practical one.

– Research and study of sources related to the chosen theme (The villa culture between otium et negotium; Palladio and the Villa: syncretism between art and science; the villa: the place and the landscape, the mer-cantile reason);

– lectures on issues related to the villas and the countryside; – lessons in the house: the classes involved organize a lesson in villa in which students, besides looking after the visit at the villa, relate on their research and study with other classmates; they exchange materials and compare their results;

– final event in Villa (concerts, theatre performances, readings, the visit to the villa). Students, teachers, families and institutions take part in the event.

All students of the classes involved in the project, some students from other classes, teachers, technicians, staff, external experts, villa owners, univer-sities, the institutions of the territory. (Province of Treviso, Veneto Region, University of Padua, foundations).

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Transferability


Greater attention to the complex nature of phenomena involving the practice of medicine. Awareness of the ethical and social development of scientific technologies and the need to acquire the necessary tools to deal with cross-disciplinary decisions.

The project will last two years to allow an adequate training program for the students.

The payment of some additional hours for the work of the teachers in-volved in the project (about 50 hours). The cost for the preparation of the conference.

The bioethical issues are in a field where the different European sensibili-ties are often under different laws.

As far as education it is desirable to build a shared awareness founded on shared values.

The project is also possible in other contexts only if there is the availability of a Bioethics Committee (or a similar body) to make their work “open” by agreeing to compare and discuss their choices with the students.

– Improve active citizenship skills (collaboration, critical learning, taking decision);

– improve mutual understanding; – mold attitude or behaviors; – challenge people to find solutions for current problems in Europe.

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– Improve Knowledge about active citizenship; – improve skills for active citizenship (collaboration, critical learning and making decision);

– improve mutual understanding; – mold attitude or behaviours; – challenge people to find solutions for current problems in Europe; – prepare the ground for European Identity.

Target group

Outputs

Results




Transferability

The students of the school and the students from other schools, their fami-lies, cultural and tourist agencies in the territory.

– A publication “The villa culture between otium et negotium”; – DVD; – Herbarium; – video, photographic and paper material for each year of the project.

– Knowledge of Venetian villas and the territory where they are; – knowledge and collaboration of the institutional realities of the territory; – direct testimony and dissemination of the heritage of Venetian villas.

The project started in the school year 2006-2007, a new theme has been developed each year. The project lasts one year for each class but every Consiglio di Classe establishes the amount of time to devote to the project.

We use external funding (Regione del Veneto, Foundations, Banks, private funds) and school funds.

The knowledge of Veneto villas and of the architect Andrea Palladio al-lowed the students to know how the thought and work of this artist has influenced the architectural design of Europe and beyond.

The project shows its value not only in the knowledge obtained from the research but also in the enjoyment of the cultural value of the Venetian villas.

The students involved in the project transfer their skills to other students (in their own school and other schools) and to anyone who is interested in it.

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– The newspaper “Il Protagonista”; – video and photographic material, PPT on the analyzed issues.

The students brought their questions and proposals about human rights and active citizenship to the European Parliament, to UNO and to UNHCR. They have widened their knowledge and have become aware of the importance of being active citizens.

The project started in the school year 2011-2012, each year a new theme is developed (this year the theme of the project is Afghanistan with the at-tention on the geopolitical situation, the intervention of the Italian armed forces, the conditions of women and children).

We use external funds from banks, private funds, European funds and internal resources from the school budget.

– In depth knowledge of European and international issues; – cultural exchange with other students; – active participation in citizenship.

The project shows its added value not only in the knowledge obtained from the research but also in the practice of active citizenship. The students involved in the project transfer their skills to other students (in their own school and other schools) and to anyone who is interested in it.

– Improve the knowledge about active citizenship; – improve skills for active citizenship (collaboration, critical learning and making decisions);


Outputs

Results




Transferability



PES – European Parliament of Students

General objective

Specific objectives

Activities

People involved

Target group

To promote the formation of a civic education to European and national citizenship, Human Rights, legality and peace.

– To listen to and convey the needs of young people in schools and extra school situations for citizenship;

– to improve already existing channels of communication encouraging exchanges between national and European schools and institutions;

– to make young people participate actively in European issues; – to implement European projects in art and culture, economics, environ-ment and technological innovation;

– to promote cultural exchanges and educational training.

– Laboratories for research, discussion and debate on actual issues relating to human rights and peace;

– meetings with Italian and European parliamentarians, UNO officials, UNH-CR and other organizations engaged in human rights and active citizenship;

– meetings with experts on citizenship and human rights; – meetings-debate with students from other laboratories PES in plenary ses-

sions; – school trips to Geneva (UNO, UNHCR) to Strasbourg (European Parlia-

ment and Council of Europe), Rome (Parliament), Neumarkt (junior tutor training).

All interested and motivated students are involved, as well as the tutors and the student coordinators of the workshop, the teachers and the tutors contact students from other schools, directors of PES. ADEC (Association for Europeanist Teachers for active citizenship).

School students and students from other schools, families, cultural and human rights associations, associations engaged in active citizenship and volunteering.

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128 129

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teachers (usually about 12 classes and a dozen teachers), from planning to final implementation.

All the classes of the school, then the discussion will be continued in the classroom.

– Preparatory materials (usually PPT for the initial presentation); – the script produced by the project team for the representation of 27 January; – the filming of the representation.

The project has always seen motivated and informed participation by the students, and in recent years it has highlighted their greater autonomy and personal revision of the project.

The planning and the carrying out of the projectis from late September to January, but the outcome in terms of knowledge and competence is monitored afterwards.

We use internal resources from the school budget.

The considerations on the Shoah have always been the context of Euro-pean history of the ‘900, and have always stressed that the making of the European unity was a crucial moment in the story of totalitarianism and its defeat. The paths of research have always touched the European dimen-sion (and often worldwide) of these issues.

The link with the curriculum of the classes, the laboratory procedures used, the use of new and exciting historiographical approaches (far from the manuals)the strong emotional memories related to the individual, the in-troduction of the topics (which is not an episodic and superficial discussion of commemorative historical, philosophical and cultural themes)positive-ly involve the students in their learning process and set of competences

Target group

Outputs

Results




Transferability


Holocaust Remembrance day

General objective

Specific objectives

Activities

People involved

The project, carried out annually since 2002,is on a specific topic related to the Holocaust: genocide and mass murder in 900; anti-Semitism and racism; the denial of rights affirmation:1938,1948,2008; Porrajmos, the extermination of the Gypsies; Zionism from the Holocaust to the Palestin-ian issue;women in the Holocaust.

Education and democratic values of civil coexistence, peace, responsibility, respect and implementation of human rights.

– Approach to issues of individual and collective memory; – strengthening of the knowledge of historical context through the cur-riculum content and through other historiographical approaches (oral history,gender history, image analysis);

– individual analysis.

– Lessons through dialogue on the theme in which all the classes are in-volved;

– each class–or an independent group of students–then finds its own path, which consists in the analysis of literary texts, historical essays, film footage and documentary material from the Internet (filtered critically),artistic productions;

– discussion and comparison with other classes; – preparation of communication products. These contribute to a perform-ance/discussion on January 27th,divided into reading dialogues, recita-tives, movies, music performances. In some cases this time was extended to the dialogue with a witness–the writer Boris Pahor for example–or the participation of an expert, as in the case of Professor Papisca the Human Rights Centre, University of Padua;

– the evaluation of the activities is in a meeting among teachers and stu-dents.

All students attending classes involved in the project and some of their

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130 131


Treviso network for history

General objective

Specific objectives

Activities

Methodological renewal in the teaching of history as a strong point for the making of citizenship.

– To pursue the implementation of effective strategies for teaching history in all kinds and grades of the school system;

– to facilitate a meaningful learning both through direct access to the sources and educational research;

– to promote awareness and promote the area and its resources, with par-ticular attention to cultural heritage and museums;

– to collaborate and co-design learning paths with authorities and local cultural institutions;

– to facilitate, through the knowledge of local history, the access to the national and above all European history;

– to acquire the necessary knowledge and key skills for citizenship, espe-cially of the social and civic ones.

– The activities of the History Network take place first of all in the labora-tories of historical didactic research, designed by the management con-sidering the requests of the schools and of the territory;

– the teachers of all levels of school in the Network participate in the labo-ratories;

– they discuss the sources, methods and timing of implementation of educational modules, included in the curriculum and characterized by multi-scalar perspective;

– an example of this, among many, is the membership and active in-volvement in the three-year international project of the Council of Eu-rope on the Teaching of History in a European context: “The key dates in the history of Europe in the twentieth century”; six Institutes in the network (including Liceo “ Leonardo Da Vinci “) participate in it;

– teaching of historical and artistic heritage, carried out through activities specifically developed mainly at the national Museum, the Municipal Library and the local branch of the State Archive, as well as themed field trips in the city and the territory;

– specific actions of training for teachers (seminars, conferences, round

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which they feel shared.This makes this way of working not only possible but desirable to use in

other contexts.

– Improve knowledge of active citizenship; – improve skills for active citizenship (collaboration, critical learning, making decisions);


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– More active and critical learning; – awareness of how to build up the historical knowledge; – more active participation in the social and cultural life of their city; – internalization of social and civic rules; – openness to the knowledge of different dimensions of social life; – knowledge of the long way to the achievement of human rights that led to the writing of the Constitution.

The activities of the Network of History have proceeded continuously since the founding, in 2002;they have taken place every single school year.

– To carry out the various activities each school pays a modest member-ship fee every year;

– for the development of other initiatives, especially for the realization of Biennale, the funding is almost entirely provided by Comune di Treviso according to the partnership.

The context of European history is always present, with the aim of devel-oping an open European multiple nationality.

– Improve knowledge about active citizenship; – improve skills for active citizenship (collaboration, critical learning, and making decisions);

– share experiences/interests/opinions/ideas with European partners; – prepare the ground for European Identity; – give opportunities for LifeLong Learning.


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tables, discussions) have been implemented, in collaboration with the Universities of Padua and Venice, with local experts and with the cul-tural institutions of Veneto;

– the Network is also an experienced subject in the training plan on dis-ciplinary knowledge promoted and coordinated by Local School Super-intendence of Veneto. In addition, staff members were invited to partici-pate in regional and national meetings for reflection and analysis on teaching workshop applied to history.

– The Principal as the president is primarily involved in the activities; – the DSGA as regard as the administrative and accounting part; – the teachers and the students; – external experts may also be involved from time to time (university teachers, scholars, staff employed by the local cultural institutions) in the creation of particular activities;

– ATA school personnel with specific tasks.

– Students of the classes involved in the project; – citizens.

– History Week (5-10 May 2007); – two Biennial History Exhibitions (9-14 May 2009 and 8-12 October 2011), during which the work done by the classes in the laboratories was shown to citizen in the various cultural focal points of the city (historic buildings, museums, State archive);

– seminars, conferences, round tables to learn more about the history of the city in the wider framework of the European Union and to increase the methodological disciplinary reflection;

– regional Workshop on Teaching of History (December 11, 2008); – participation in the three-year international project of the Council of Europe on the Teaching of History in a European context: “The key dates in the history of Europe in the twentieth century.”;

– meetings and cultural exchanges with the identified partners; – conferences and seminars for comparison, in particular, the conference of May 9, 2009 “Citizens of Europe” and the final national seminar of the project, organized as a consequence by the Ministry of Education, Office of International Affairs, in Treviso on 12-13 November 2009 are well known.

People involved

Target group

Output


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Transferability


For students: improving of cultural and language skills; good participation of the families.

Two weeks from Monday to Friday (end of August, beginning of Septem-ber) from 10 a.m. to 4 p.m. from 2002 al 2011.

250 € each student, payed by families.

It can be organized in all the schools.

– Improve mutual understanding; – boost language learning; – prepare the ground for European Identity.

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* CS: Communication Skills

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Scuola Media Statale “Toti Dal Monte”/Istituto Comprensivo – Mogliano 2,Mogliano Veneto (TV)

City camp in Mogliano

General objective

Specific objectives

Activities

People involved

Target group

Outputs

“To bring Ireland to Mogliano”: it means to attend lessons at a “campus” in English language staying at home, during Summer time.

– To keep in touch students with some cultural features of another Euro-pean Country;

– to understand the importance of the foreign language as a communica-tion tool;

– to improve comprehension and production skills in English language.

Campus in English language: time: two weeks (end of August-September, just before the beginning of the school year); managed by some Irish teachers supported by some Italian ones, and with the help of all the school: Headmistress, Secretary bureau, students’ families. From 10 to 12 a.m.: English lessons; from 12 to 1 p.m.: Irish games; lunch. Afternoon, from 2 p.m. to 4 p.m.: workshops in English: theater, music, drawing and painting, circus, with final performance.

A team of 5-6 Irish teachers and a team of Italian ones; Headmistress, Secretary, and School workers; students’families to host Irish teachers and for the reception aspects.

Students from 11 to 13.

Theater and circus performances, English songs written by students, post-ers, drawings and collages.

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136 137

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Transferability


Pamphlets, expositions, performances, defiles….

For students, teachers, headmaster and all the people working at school improving and increasing skills in: working in team, in European Lan-guages and ICT; to Compare teaching methodologies, school organiza-tion etc.; to improve school cultural standard; to spread the results to our department and region.

VelHa: 2003-2006; School Marketing: 2005-2008; New Methods: 2004-2007; Mice 2008-2010; Link: 2006-2009; Sentsuder: 2008-10; Let’s draw: 2009-2011.

Projects sponsored by European Community.

For anyone who would like to begin a project at school relating to some topics we worked about, we have all the material they need as well as the technique to begin a Comenius project at school.


– improve mutual understanding, Moulding attitude or behaviours; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – boost language learning; – give opportunities for Life Long Learning.

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General objective

Specific objectives

Activities

People involved

Target group


Comenius Projects

To enhance the quality and reinforce the European dimension of school education, in particular by encouraging transnational cooperation be-tween schools and contributing, to improve professional development of staff directly involved in the school education sector, and to promote the learning of languages and intercultural awareness.

– “Ve Lah”: about the insertion of different able students in European School Systems;

– “School Marketing”: to promote school products and results in everyday life; – “New methods for a better learning”: to find out new European ways of learning and teaching;

– “MICE Project”: to compare and appreciate Cyprus and Venice cultures; – “Link Project”: to use CLIL methodology in classes; – “Sentsuder”: to realize European common products to reuse and recycle materials;

– Comenius “Let’s draw!”: To know better Europe and its History and to think about European Citizenship.

Meetings between teachers, students, Headmasters in many European Countries to compare school realities, to realize common products, and to improve methodologies. In our school we made projects with different topics such as: Clil, eco-friendly products, new methods for better learning, projects for a better insertion of foreign students etc.

The most of the teachers of our school, many classes, our Headmistress, Secretary, students’ families, local bodies.

Secondary schools in different European Countries such as: Italy, France, Germany, Sweden, Denmark, Cyprus, Greece, Spain, Portugal, Lithuania, Poland.

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138 139

Results



Transferability


For students and teachers: to improve language and ICT skills; to keep in touch with other cultural realities and with other European schools; to compare and update their methodologies; to fell as a part of the same Community.

One school year (in progress).

None.

Etwinning platform is for all European Teachers who would like to com-municate with other colleagues and who would like to begin new projects together.

– Improve the knowledge about active citizenship; – improve mutual understanding; – share experiences/interests/opinions/ideas with an European partner; – boost language learning; – prepare the ground for European Identity.

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Outputs


E.twinning project: toi et moi, citoyens de la meme Europe?

Using e.twinning platform, European teachers and students can commu-nicate each other and realize common products.

– To develop a common European identity feeling, respecting participants’ different traditions and values;

– to involve the most of the school subjects in the project; – to improve language skills (French, that’s vehicular language in this project);

– to improve ICT, for communication, to work together and to realize com-mon products.

Using new technologies, (twinspace and twinblog, viki, voicethread, ani-moto, communitywalk, quizrevolution, wiki, power point etc), and togeth-er with European Partners: to introduce oneself, to introduce one’s town, one’s school. To speak about one’s feasts and food etc. To meet partenrs using Skype.

One class of our school, class teachers, students’ families; One class of Ann Frank schule in Eschwege (Germany); One class of Little Flower Girls School in Belfast, Northern Ireland.

12-13 years students.

Lot of online multimedia products; European recipe book, Common feasts and typical feasts of each Country, maps, Multimedia quiz, interactive products.

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Transferability


To try active citizenship and to collaborate with students of different ages about a common project, to think about the conditions of life of children in the world.

One spring morning, once a year from 2002 to 2010.

No one.

It’s easy transferable.

– Improve the knowledge about active citizenship; – improve skills for active citizenship (collaboration, critical learning, tak-ing decision).

* HR: Human Rights

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Specific objectives

Activities

People involved

Target group

Outputs


March for children’s rights

– To take knowledge about the concept of “right”; – to try active citizenship through a public demonstration; – to think about international solidarity.

– To know Children’s different situations of life in the world; – to know the International Agreement about Childhood Rights; – to know the existence of child labor and of other ways of exploitation.

The march is one of the proposals of boys’ and girls’ town council who is charged of the organization and the information about the activity. In the period before the demonstration, students prepare themselves at school, reading some news, some poems and songs about the problem,. The day fixed for the march, the different classes of the town schools parade through the streets, guided by teachers and supported by civil defense who stops the traffic jam for a while. The appointment is in the main square in front of the Town Hall where a stage has been raised. Here the different delegations take turns and step on the stage reading poems, or reflections upon the problem. Every year the March took a different look, depending on the problems attended, and on the students’ proposals, made by post-ers, slogans, songs, etc.

Boys’ and girls’ Town Council, Primary and Secondary schools of the town and of the neighboring countries, Civil Defense, traffic policemen, Town Administration.

Students from 6 to 18 years.

Collection of texts written during the preparation of the march or to read on the stage, songs and poster.

* HR: Human Rights

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Transferability

For students: to improve: their foreign language skills as well as their school subjects and to plan again their future in a European dimension.

For the School Community and for students’ families: to begin new in-ternational friendships; to have the opportunity to travel and so to know better Europe and to understand different points of view.

One school year.

Students’ families pay for the exchanges. The organizers always looked for the cheapest solutions, as well as to help the ones who couldn’t pay.

The participation and the involvement of all the school community in this project that, in the course of the years, brought Europe to Mogliano.

It’s easy possible to reproduce in all schools.

* EA: European Awareness; S: Socialization

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General objective

Specific objectives

Activities

People involved

Target group

Outputs


Exchanges (with France, Spain, Germany, Sweden, Greece, USA)

To promote European active citizenship and open students’ minds.

For students: – to plan their future in a European dimension; – to keep in touch with some European students and with their different ways of life;

– to improve foreign language skills; – to understand that languages are important tools to communicate with other people and/or to speak about different school subjects.For all the school community:

– to keep in touch with other cultural and social realities; – to reinforce links inside the community.

For the students: communication trough mails and internet with European partners; Visit of the most important monuments of the two towns and regions; everyday life at partners’ home; different school realities; discover of some different features of the two Countries such as food, history, feasts or music and in the same time some common problems as pollution, or environment etc.

For all the school community: to host and integrate foreign students and teachers in their everyday life.

Students, teachers, Headmistress, Secretary, Families, local bodies.


Journals, reports online, pamphlets, photos, etc.

* EA: European Awareness; S: Socialization

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Transferability


Once a year from 2010.

The Association pays for the organization of the event.

Everyone can copy the project keeping in touch with the Association.

– Improve the knowledge about active citizenship; – improve mutual understanding; – mold attitude or behaviours.Others:

– develops solidarity.

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* SEO: Stereotypes/Equal Opportunities

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Specific objectives

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People involved

Target group

Outputs

Results


United in sport: games without barriers

– To think over handicap beyond stereotypes; – to acknowledge the value of sport as a way of integration; – to experiment the solidarity.

– To understand that different able people can play sports as others; – to gather money to buy sport prosthesis for different able children.

The Association Art4sport Onlus organizes a show in sports field of our town, open to all the people of the city. At the beginning the schools present a choreography and sing the national anthem then the local authority welcomes the participants and the sporting clubs parade, showing some performances of their specialities. Later some funny and non-conventional sport challenges take place between different teams involving young and old people as well as normally ones or different able ones. People collect money paying the ticket and buying the gadget of the event.

The Association Art4sport ONLUS, sports associations, Town Council, the students of the different schools of the city.

People of the town.

The shots of the shows are available on Youtube and also on the website of the Association www.art4sport.org. (Purchase of prosthesis for different able children).

Sharing of jointly experiences, thinking about the alienation.

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Outputs

Results


Transferability


Students 13-18 years.

www.ciaoeurope.eu

To know the European Union, to promote European active citizenship, to improve students’ foreign language skills, to think over European identity.

The project started on February 2008 with a deadline of March 2009.

The web broadcasts produced are always available on this web side. E-learning course in Education on Europe consists of 20 lessons with edu-cational (didactic) aids available in 23 Community languages.


– improve mutual understanding; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – prepare the ground for European Identity.

* EA: European Awareness

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Web radio European Parliament education

– To educate the students to live in community and to active citizenship; – to develop European culture dimension; – to direct to awareness to be European citizens in a democratic society.

– To raise the knowledge of the EU in order to strengthen active European citizenship;

– to promote European intercultural awareness and citizenship.

Web Radio European Parliament Education is one of the projects selected by the European Parliament aimed at all, but specifically at students and teachers in the schools of the Member States.

Thought the web-side: www.ciaoeurope.eu the students could view and download audio/video contents, to be informed on project developments, to look up news on EU daily published and to take part in the forum. There was a section representing a useful tool for deepening the knowledge on European Union and especially on the European Parliament. The informa-tion content is in the 23 official languages of the EU.

The students involved produced 15 weekly web broadcasts of a duration of 7 minutes each on EP and EU topics. Our students interviewed two Turk-ish teachers to know their opinion about the possible entry of Turkey into the European Union. The interview was received by the organizers and it was uploaded in the web broadcast n° 5.

At least, the students could visit the European Parliament in Strasbourg (20/4/2009). In that occasion, they visited the building, met the promot-ers, MEP. Iles Braghetto and a lot of students of other European Countries.

27 pilot schools of France, Germany, Netherlands, Spain, Bulgaria, Ru-mania, Malta, Italy, Austria, Hungary, Slovakia, Slovenia and partners E-Laborando Group, Triskel, Ancei, Rotary club TrevisoTerraglio, l’Unipax di Bassano del Grappa.


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divided into three parts: the first one is “What the European Union is”; the second is “What the EU does for teachers, students and pupils”; the third is “The school system in Europe”.

To know European Union, to analyze different school systems, to improve students’ foreign language skills.

December 2007-May 2008.

None.

To share experience with European schools.

The Schuman project is an annual competition done for students living in Regione Veneto.

– Improve the knowledge about active citizenship; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – prepare the ground for European Identity.

Results




Transferability


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Activities

People involved

Target group

Outputs


Schuman Project (Schools of the Union making a new Europe)

To promote European active citizenship.

– To know the European Union; – to improve students’skills about ICT; – to improve comprehension and production skills in English language.

The Schuman project is a competition to make the students understand what the EU does. The promoter of the competition is Regione Veneto.

The first step has been to study the Eu in English with Clil methodology. The students knew what the Eu is (Countries, history, symbols, institutions) and what the Eu does (environment, job, helping poor Countries).

The second step has been to organize a round table with young workers in EU about what the Eu does for young generations.

The third step has been to send a questionnaire about the European school system to the partners of our school and to ask them to describe their schools. Using the information collected we made a presentation to participate to the competition. Thank to the good evaluation of our ppt we participated on 9th May 2008 to celebration of European Union day in Venice with local authority.

Regione veneto, Unioncamere del Veneto, Ufficio di Cooperazione “Europe Aid” e l’antenna “Europe Direct”, teachers and students of European part-ners schools (Portugal, Spain, Cyprus, France, Poland, Germany, Sweden, Hungary, Lithuania) who answered to the questionnaire.

Students from 11 to 14 years.

Our presentation can be used for lessons about European Union, it is

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Transferability


Lectures www.ccrmoglianoveneto.it, events organization (memory day, so-cial day), one of the first young counselor, when adult, became an adult coordinator.

To awake to personal responsibilities, to know how democracy works, to open dialogue between different generations, to try active citizenship and active solidarity, to understand which are everyone’s rights and duties.

This laboratory began in 2000. Representatives met twice a month.

No one.

Everyone can have a laboratory like this, following National information.



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Boys’ and Girls’ town council

The most important objective of this “laboratory” is to bet on the civic growth of our youngest citizens listening to their needs, wishes and dreams and, above all, realizing their projects during a normal administrative mandate.

– To interact with town administration proposing projects planned by boys and girls;

– to offer the possibility to all the inhabitants to live in a town on a hu-man scale;

– to improve the relations to increase communication and dialogue be-tween generations, reception, solidarity.

During these twelve years we realized lots of activities, such as: – “moral fine” for drivers parking in a dangerous and wrong way for Pe-destrians’ rights;

– sponsorships; – organizing a March for Children rights; – projecting Sun Park, a town space, only for games and relax; – Pedibus project; – Boys’ and girls’ town council dealt with children rights, participating in meetings with Natz: an organization of Latin America children and teenagers who claim their right to work in a dignified way;

– we propose and coordinate some food collections for people affected by emergencies, or for poor people of the local community.

Students of 4^ and 5^ elementare (the last two years of Primary school) and 1^ and 2^ media (the first and second year of Secondary School) who elect a council of 24 representatives, and two adults as coordinators.


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Reflexion work about foundations of Europe.Discovery and analysis of Jean Monnet House, European parliament

(Bruxelles and Strasbourg).

– Improve the knowledge about active citizenship; – improve mutual understanding; – motivate to travel in Europe; – challenge people to find solutions for current problems in Europe; – boost language learning; – prepare the ground for European Identity; – give opportunities for Life Long Learning.

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People involved

Target group

Outputs

Results



Collège “Henri Brunet”, Caen

Famous European people

To give the Educative Community, the proper feeling of being European beyond our culture.

To develop “Club Europe” activities and favour/facilitate languages ex-changes for students.

Set up an European signalling system into the college (26 rooms)Realise a newspaper and final video “le petit Brunet”.

Students and teachers.

Students of 6è and 5è levels.

Official inauguration in September 2012.

“Collège Henri Brunet in Europe”.

Three years.

Financial support by local authorities and our own budget (college).

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Transferability


An acquired reflex in the playground: recourse to mediators for help.

All schoolyear long, as soon as the mediators are trained.

The cost of the adult’s formation (intervention and tools for the pupils).

Individual implication and sense of responsibility. Involvement in collec-tive life. Ability to adapt oneself to changes.


– improve mutual understanding; – mold attitude or behaviours; – challenge people to find solutions for current problems in Europe.

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General objective

Specific objectives

Activities

People involved

Outputs


Mediation by peers

Mediation of minor conflicts between peers and by peers.

Handling conflicts has a huge role among the different students of the school: – privilege dialogue to verbal or physical violence; – make the students get used to referring to a third party when they are in a conflict or in trouble.

Handling conflicts also has many goals within the mediators’ team: – listen to each other; – respect each other; – trust each other; – feel secure; – be responsible and independent.

A training in two steps: – adults are trained by the organization “generation médiateurs”; – voluntary pupils are trained by the adults.

It consists of: – role-plays; – practical and concrete implementation in the school; – analysis of the different situations experienced by the mediators; – the mediators intervene in the playground during breaks and have a room at their disposal.

Students of all ages (from 1st forms to 4th forms).

In 4 years: about 50 pupils trained and 60 mediations.

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Transferability


The project’s duration is one year and the work is only done during pupils break time.

An annual budget is given by the school.

A panel will be made for the competition. It will compare the waste quan-tities and strategies to treat it for each European countries.

It’s easy to transfer those best practices in another school. A trained adult can take in charge those actions.


– mold attitude or behaviours; – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – give opportunities for Life Long Learning.

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The “Sustainable development” club

Organize environmentally-friendly actions in the school.

– Change people’s habits (students and staff) in their daily life (food,energy conservation, waste treatement...);

– show how those actions can be passed down and applied in everyday life.

– Composting of the school canteen’s food waste; – creation of an “Insects hotel”; – creation of an organic kitchen garden.Partnership with a nursery school (waste treatment):

– set up actions related to sustainable development; – let pass best practices down by pupils and for pupils, their families and the kindergarten;

– take part in the competition “100 défis pour ma planète” (100 chal-lenges for my planet);

– production of a short film “Quand les fruits font leur cinéma” (When fruits are doing cinema).

Students of all ages who volunteer.

Pupils from the school and from the primary schools nearby, parents, staff.

A short film, a scale model of the school and some panels.

Pupils and adults are made aware of the actions because they have to compost. Some pupils and their families do waste-sorting at home.

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Transferability

30 students and 8 teachers.

Students from 12 to 14 years old.

The project helped the students to reflect about the importance of consid-ering themselves as active European citizens who cooperate in order to support solidarity between generations, assure a sustainable development, promote a more cohesive society that sustains and develops quality of life, social well-being and equal opportunities for all.

Presentation on e-twinning platform and live presentation of the audio-visual material during the interchange project meetings. A video report in DVD with the shared experiences in each school. Power point presentation on Volunteering – active Citizenship.

2 years.

(Comenius Bilateral Project).

In relation to the lifelong learning programme: – availability of each elaborated activity as material to implement or to develop new didactic units;

– reflections and thoughts from students and teachers on the general ex-perience and on the learning process forwarded by it;

– reflections and thoughts on the resulting products to check this innova-tive experience has been worth the while;

– conclusions on autonomous learning, motivation, taking risks, real communication, CLIL... and all the pedagogical basis of such a project together with our colleagues from the area, in workshops and meetings organized by the Department.

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P.I.C.A.R.O.

Key words in the European year for combating poverty and social exclu-sion: Participation in the fight, Integration of each individual, Commit-ment by all actors, Active citizenship, Responsibilities sharing, equal Op-portunities for everybody.

The main aim of this project is to draw students’ attention to poverty and social exclusion in Europe and to change their possible preconceived men-talities and wrong behaviours.

– Build international links and international relations; – to raise cultural awareness; – to promote a society that fosters quality of life, social well-being and equal opportunities;

– to improve the mobility of the young learners throughout the two coun-tries involved (Italy and Spain) and cooperation between partners not only for learning purposes but also for social integration;

– to promote the intercultural dimension of teaching and learning and increase students´ motivation;

– to promote education for an active use of the citizenship; – to carry out activities related to sustainable development in the school and local area;

– to create opportunities of interchange experience and information about examples of good practice within the sustainable development;

– to strengthen intercultural education and its contribution to social in-tegration.

Starting from their own experiences, the young learners shared their per-ceptions about the existence and the causes of poverty, then they analized and compared the attitudes towards homeless and social excluded people in different countries and finally they studied and compared different so-cial care systems. They were able to study how countries–above all Spain and Italy–have legislated on this matter through the years. Besides they have focused their attention on ONU and the different n.g.o.s that com-bate these problems.

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Stereotypes and equal opportunities: women’s rights in Italian and European constitution

General objective

Specific objectives

Activities

People involved

Target group

Outputs

The objectives of the project are to encourage students to co-operate with each other by working on a variety of activities with the ultimate aim of becoming informed and critical European citizens, beyond prejudices and stereotypes.

– To give students an understanding of their own cultural background; – to give students a picture of their own and other stereotypes; – to challenge the stereotypes and prejudices; – to help students to reflect upon equalities and differences between Ital-ian and European Constitution;

– to strengthen the European identity among the young people.

Starting point: competition “Science and technology: a taboo for girls?” Interview with a teacher of the school that has advertised the competition.

What do these words (stereotype, prejudice, right, duty, competence, equal opportunity, …) mean?

Collection of stereotypes, proverbs and mots about women.Questionnaire about girls’ favourite subjects.Survey about girls’ choice of Secondary School.What does the Italian Constitution say about women’s rights?What does the European Constitution say? Comparison of the two texts.Evaluation and students’ conclusions after the activities.

29 Students and 5 teachers of a third class.

13-14 years old students.

The topic has stimulated students to think about concepts of respect, rights

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Young people in 3D: “How young people are represented at school”

General objective

Specific objectives

Activities

“Young people in 3D”D like dialog; D like debate; D like democracy.D like dialog: it’s what they will do to prepare the meeting.D like debate: during the meeting.D like democracy: they will speak about democracy during the debate

and will meet elected persons to let them know about their willing.3 D for the 3 subjects, or 3 different dimension of our society with con-

cern them directly in their daily life: environment/sustainable develop-ment; immigration/racism; how young people are represented at school.

– To make the young people discuss about common subjects (environ-ment, immigration, and how young people are represented at school);

– to exchange about common values and about differences between young people of the same age and to develop their european conscious-ness;

– to give an even more importance to the knowledge and use of correct social living rules at school;

– in the meanwhile the students are requested to know the origins of de-mocracy and human rights.

First of all students have looked for the meaning of the words “democracy, right, duty, rule”. Then they have synthetized examples of democracy that is possible to find in their scholastic experience.

Students have prepared a questionnaire on “democracy at school” and they have proposed it to the other classes; after they have examined the answers.

The class has taken part in emo.s.s. (emotions-school-street) project about the topic “active citizenship”.

In order to investigate the topic “democracy”, students have also taken part to several meetings with: the mayor of paese, the teacher responsible for the “wellness” school project, the vice-president of the province of tre-viso.

Students have visited the offices of the province, where the responsible for the international relationship office has explained the function of the

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and rules, equality, prejudice, stereotype, competence.Students: – are able to read a text and an image in order to carry out a task and find specific information;

– learn the specific vocabulary related to the concept of Democracy, Citi-zenship, Rights/Duties, Stereotype and are able to use it;

– are able to find helpful information in a web site.

Questionnaires, interviews, PowerPoint presentation.

1 school year.

– Comparison between different customs, cultures and way of life of stu-dents from foreign Countries;

– to strengthen the European identity among the young people.

The students interact with school mats and adults about a topic:a. set a problem;b. ask questions; c. give suggestions;d. propose solutions and alternative possibilities;e. compare different points of view;f. reach an agreement.



Results



Transferability


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– improve mutual understanding; – mold attitude or behaviours; – motivate to travel in europe; – share experiences/interests/opinions/ideas with european partners; – challenge people to find solutions for current problems in europe; – boost language learning; – prepare the ground for European identity; – give opportunities for life long learning.

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organs of the province; here they have had the opportunity to simulate a provincial council meeting.

The final step for a small group (only 8 students) has been to share their experiences with students of other european schools in a meeting in france.

28 students of a third class and their teachers.

13-14 years old students.

The topic has stimulated students to think (one more time) about the ne-cessity of having respect, responsibilities and rules.

Questionnaires, interviews, powerpoint presentation, dvd.

1 school year.

European project (“Young people in 3D”)

– To motivate the students for reflection upon equalities and differences between their own and other culture:

– to strenghten young people’s ability to communicate in an intercultural environment;

– to strenghten young peoples european citizenship.

Students have been helped to reflect upon the concept of democracy and how they can apply it at school.

People involved

Target group

Outputs

Results




Transferability


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27 students and 8 teachers.

Students from 12 to 14 years old.

This was a transversal project which has been fast integrated in the syl-labus of the subjects the students usually attend. It has been developed under the considerations of strengthening: – the feeling of belonging; – the development of democratic views; – the ability to listen to the other; – cooperative learning predisposition; – concern for personal relationships (caring for the other).Acknowledgment of individual and collective rights and duties, identify-

ing and rejecting unequal, unfair and discriminative situations that might affect any of their school mates or partners and that might be related to their sexual, ethnical or religious condition.

Thus, our motto was: Cooperation, dialogue, acceptance and integration.

Power point presentation about citizenship.

2 years.

Regarding the curricular development: – promoting an international, European dimension; – cross-curricular activities: planning and development; – drawing out conclusions on the learning processes enhanced; – drawing out conclusions on the language and general knowledge ac-quisition.Regarding the students:

– improvement of the perception of their own abilities; – improvement of their social and communicative skills; – awareness the world is worth to explore and learn about.Regarding the teachers:

– improvement and/or speeding up their foreign language knowledge;

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Towns and Cities in Europe: 4 models – Similarities and differences

General objective

Specific objectives

Activities

Two towns compared to their cultural capital. The city as a knot of cultural integration and mirror of artistic currents. The sea, linker of cultures. In-dustrial town, migrant magnet.

–– Motivating and encouraging the communication in a foreign language;–– promoting the mobility of the young European citizens;–– working on and learning about 2 examples of European towns (Sabadell/Treviso) and 2 more of Mediterranean cities (Barcelona/Venice);–– finding out their similarities and differences and drawing out some con-clusions;–– focusing on the cultural influences, integrating ethnic and cultural di-versity in the modern society;–– promoting Education for an active use of the citizenship.

The project particularly stressed the social and democratic values that the school subject Education for Citizenship wants to promote

As regards Social science and Education for citizenship:–– identification and use of different kinds of resources, valuing their knowl-edge of the physical environment and of the present and past lifestyles;–– reading, interpretation and design of maps, city maps and images of several kinds to locate geopolitical and economic areas with ITC support;–– respect and awareness for protecting the cultural and the natural heritage;–– placing in historical periods some relevant events;–– learning to socialize expressing opinions and feelings with respect;–– learning to be citizens getting involved in responsibilities towards the school, the town, the region, the country.

Students of the two Countries worked in order to carry out the topic of the project.

In the two years project students and teachers have had two meetings and exchangings in the two Countries.

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“Tatan” – Integrated Expressive Workshops for able and disabled students: “All human beings

born free and equal in dignity and rights”General objective

Specific objectives

Activities

People involved

Target group

Outputs

Use of the expressiveness of the body as a vehicle of communication be-tween the people, because through unconventional expressive languages, each person (“able” or “disabled”) can discover the “right” way to express himself and communicate with the others.

– To promote the meeting and the understanding between students and children/young people with disabilities, and behavioural or social dif-ficulties of integration;

– to promote the relationship and the communication between all the students of a group/class, stimulating the creativity in order to help the boys and the girls to know each other better, to express themselves and communicate, without following a competitive or aesthetic model.

Creative and motor- expressive workshop, based on different theatre and dance techniques.

A choreographer and actor (Mr. D. Santonicola), an actress (Mrs. S. Bu-sato), ULSS 9., C.E.O.D. “La cascina” – classes 1^ M and 3^ G IC “Casteller” Paese–teachers.

Students, families and teachers.

Ever since the end of the first part of the work the boys have had the op-portunity to involve and move people attended the performance.

The classes have worked and interacted with the young disabled people of the Cooperative “La Cascina”, thus consolidating their friendship start-ed some years ago, through the sharing of other integrated workshops.

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– improvement and/or practice of their skills for using computer technolo-gies;

– improvement and/or awareness of their communicative skills; – learning and/or developing new methodology for cooperative learning; – cooperative teaching, working out together with their colleagues cross-curricular activities.Regarding the schools:

– a better understanding of the organization of this kind of international projects;

– regarding the pedagogical teams involved in the designing and develop-ing of the activities, a better appreciation of their hard work.Forwarding team work to the development of this kind of associations.A better communication with higher institutions both in a national and

international scope, and so getting first-hand information of other projects and experiences that are taking place around the country and all over Europe.

In relation to the lifelong learning programme: – availability of each elaborated activity as material to implement or to develop new didactic units;

– reflections and thoughts from students and teachers on the general ex-perience and on the learning process forwarded by it;

– reflections and thoughts on the resulting products to check this innova-tive experience has been worth the while;

– conclusions on autonomous learning, motivation, taking risks, real communication, CLIL... and all the pedagogical basis of such a project together with our colleagues from the area, in workshops and meetings organized by the Department.


– improve mutual understanding; – moulding attitude or behaviours; – motivate to travel in Europe; – share experiences/interests/opinions/ideas with European partners; – challenge people to find solutions for current problems in Europe; – boost language learning; – prepare the ground for European Identity; – give opportunities for Life Long Learning.

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Collège Le Val de Souleuvre, Le Bény Bocage

”Club Europe”: European school club

General objective

Specific objectives

Activities

People involved

Target group

The aim is to talk about the 27 countries that are members of the European Union.

Through the club, the children can discover the 27 countries of Europe: their language, their culture, their history, their way of life…They can share experiences and opinions with European partners. It is a way for them to understand how other people live, because most of the time, they don’t know what’s going on out of their region. It is a way to build their European awareness and citizenship.

It depends on the project of the teacher who is involved in the club. These are the activities that have been already done: – correspondence (in french and in english) by emails or snail mails with students from Italy, England, Romania, the Netherlands and Austria about different topics (school, way of life, hobbies, history of the coun-tries, famous artists...);

– a game untitled “la photo de classe”: students from both countries send a photo of the group with their physical descriptions and they have to recognize each other from the descriptions. It is a funny way to get to know each other;

– during the week of Europe, which takes place in May, each lunch in our school is a meal from a European country;

– each year, the members of the European club of Calvados take part in the European day. They meet other pupils, present their projects. It can be a good way to share experiences.

Teachers: in our school, a french and an english teacher are concerned. But other teachers or other members of the school staff can be involved too.

Students from “6 ème” and “5ème”. But it can be other students who are interested in the Club.

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Last December 2011 the students involved in the project shared the first results of their work showing them to the other students of the school and to a small audience of teachers and parents. At the end of the performance there was a dialogue between the students and the public.

When all the workshops are finished, as implementation, on May 19th 2012 at the Teatro Comunale “Mario del Monaco” inTreviso, the results of the project will be presented in a performance for each of the three prov-inces involved.

1 school year.

Regional Project.

Sharing of human values to be transferred at school and in the social life.



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Outputs

Results



Transferability

Mostly mail sent to our European partners. Also slide shows (“A European tour”), the European “jeu de l’oie”...

The results are positive. All the students of the club are very motivated and interested in the activities. They especially enjoy corresponding with students from other countries. They are happy to learn about Europe and they have a clearer idea of what Europe really is. Most of the time they would like to continue next year.

A school year.

It depends on the school and on the project.

It can be easily done in other schools. All you need is computers, email ad-dresses for the students, time…and (of course) volunteers!!!

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After in Italy and in France: – selection of groups of young people; – partnership building; – choice of topics by young people.

Step 2: Let’s start!1. Locally (in Italy and in France): NGO+ Governmental organisations

+ young people working together to understand their own territory (po-litical process, institutions, Civil society, citizenship..) and with regard to the twinning between Treviso and Calvados (history, cooperation, how the twinning works…)

From Local to global: young people (in each territory) should focus on a problem in their own territory which can find an issue at European level and meet each other using Skype.

Goals: – to improve knowledge about their own territory; – to understand the political process better and to meet local politicians (Institutions);

– to understand better citizenship and Europe at local level (NGO’s); – to know each other (French and Italian) using Skype and by sharing documents with a drop box;

– to work peer to peer (with volunteers).

Step 3: 1st Meeting in TREVISO – 5 daysGoals:

– to get to know each other personally; – to understand the different problems focused on by young people in their own territory (both in France and in Italy): young people will have to prepare a tangible presentation (video, flipchart...) of their context (interviews with local politicians, territory) and to present the problem they have identified in their own territory and decide what can be solved at European level;

– to share the problems than young people will have identified with the others;

– italian youngsters will have to solve the French problem and the op-posite;

– NGO’s will be the facilitators, supporters for the debate between Italian young people and French young people.

Step 4: Think globally to act locally in the European elections contextIn their own country: young people try to practice a number of solu-

tions; creating a campaign to increase public awareness of the European elections and following the results and the elections in their own territory sharing their points of view with their counterparts in France and in Italy.

ANTARES Project – Active Nation as Through Association

Relationship in a European System

European Context

Partnership context

Target public

Objectives

Work timetable

2013: European year of Citizenship.2014: European elections.

To continue the partnership between the delegations of Treviso and Calvados.Directly involving young people from both these territories.

– Young people from Calvados (aged from 13 to 16 years of age in Col-leges involved in Eyes 4 C) + Treviso (young people from the Liceo Leon-ardo Da Vinci);

– NGO’s involved in Eyes 4 C project; – Conseil General of Calvados and Provincia di Treviso with local politi-cians.

– Democracy and to Increase awareness in getting to know European institu-tions: to make political process and democracy (Local, National and Euro-pean levels) more understandable for young people from Italy and France;

– networking among participants in twinned regions: to improve the knowledge of youngsters about their own territory and about the twin-ning between Calvados and Treviso;

– to know each other (young people from France and Italy) and input in intercultural challenges.

The phases of the “ANTARES” project.

Step 1: Let’s prepare the project!Next meeting in Caen:

– discussion with regard to the project; – to decide who is going to do what; – to decide who is going to be the promotor/the coordinator/the leader of the project;

– to fill in the application form (should we decide to submit the project).

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European kitchen gardens in school – Etwinning Project

Teachers and schools

Short description

Communication language

Number

Age

Subject areas

Tools to be used

Elena Leonardi,, Istituto Comprensivo Mogliano 2 Mogliano Veneto Tre-viso Italy.

Castex Pascale, collège Jacquard Caen France.

Our project is the result of Comenius Regio whose aim was to share the best practices in our schools and in our regions. We discovered that each school had just started to grow a kitchen garden as a tool to make pupils aware of environmental education and food. We would like to compare these school activities using twin space to meet each other, to share experi-ences, methodology and ideas. Thanks to these activities, students can im-prove their knowledge about the environment and culture to then develop a common concept of European identity. We hope to involve the “Slow food” Association as a representative of good nutrition.

English.

28+30.

12-13.

English, Science, Technology, Civics, cross curricular.

Video conference, PPT, photos, drawings, virtual learning class.

Step 5: 2nd meeting in France – To share the results found by the young people with regard to the identi-fied problems;

– to be able to present these results (video, productions, booklets, interviews...); – to exchange information about European elections results in their own territory.

Step 6: Last meeting in Bruxelles or in Strasbourg – Visit of institutions; – meetings with European Deputies and presentations of their different projects to European Deputies (questions, interviews, booklets, videos…);

– expressions of young people’s Expectations.

Step 7: Evaluation of the project

Youth in Action program.Action 1.3: youth democracy.

– Conseil General of Calvados; – provincia di Treviso; – Liceo Leonardo Da Vinci; – College Albert Jacquard; – Collège Henri Brunet; – Collège Bény Bocage; – Associazione Vivere la cittadinanza; – Coordinamento delle associazioni di volontariato della provincia di Treviso;

– Association CREAN Europe Direct.

Delphine BaudryCarrefour Rural Européen des Acteurs Normands (CREAN) – Europe Direct Tél.: 02 31 66 18 30 / Fax: 02 31 66 18 32 / E-mail: [email protected]

Eu Grants

Partnership

Contact

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Foto di gruppo, delegati del progetto “EYES 4 C”

Aims

Work progress

Expected results

– To become aware that food is a cultural value whose meaning tran-scends the nutritional;

– to know the land, the products and the local recipes; – to acquire the principles of organic horticulture; – to improve ICT skills; – to increase the use of the English language; – to develop a sense of common European identity.

– Step 1/ booking students and teachers (November). – step 2/ Virtual presentation and exchange of seeds (December); – step 3/ videoconference (December); – step 4/ to share information about our Country (January); – step 5/ to compare the maps of the kitchen garden and the calendar (February);

– step 6/ to describe the typical products of the Region (March); – step 7/ to exchange typical recipes of the Region (April).

– Students and teachers are going to improve ICT skills and their use of the English language;

– teachers will work in a team; – students will increase their knowledge about European Geography; – students will become aware of a common European identity through comparison of similar experiences.

For further informationUnità Operativa Relazioni Internazionali – Provincia di [email protected]

Direction des territoires et de l'Europe. Service Europe et [email protected]

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