On the one hand, we would like to improve our practices, both, in our schools of our own teaching staff through comparison of educative systems of the participating countries. We also believe that involving students in the improvement of school management and practices is of prime importance in order to make them part of the teaching and learning process and for the development of key competences. Students have always been the object of our teaching and have never had a word in important things dealing with general school policies, teachers’ resources and of course in school management. We really want this to change and strongly believe that it is going to work for everybody´s sake.
On the other hand, it is our aim to make students and teachers have a first hand knowledge of the problems that the refugees who have recently arrived to our towns and countries have (what made them leave their homelands and relatives, what do they seek, …) and the way we can help them have an easier access to our countries and cultures. It is impossible to feel mercy when you don’t know about their situation. We would like our educative communities to feel more empathic towards people with less opportunities and contribute to their future.
As for the first aim, three of the participating schools have already been associated in a previous ERASMUS + project. We know each other by now and know what our assets are. However, we haven’t had the opportunity to deeply observe our teaching practice and school running policies. This is what we have planned to do along the three years of the project. During transnational meetings participating teachers will give lessons in English of the subject they teach at home. They will be observed by the subject department members in the hosting school. Best resources will be imported in each department. For this purpose we will try to engage as many departments as possible in each school for the general improvement of the curricular areas. We have already explained other local schools what our aims in this association are and they are also willing to export best practices as inside countries school running policies tend to be similar as are curricular contents and activities inside each subject. There is great expectation from the teaching staff and directive team in each participating school about the consecution of this aim. With this objective in mind, LTM students will be sent to other participating educative centres and they will do research projects during their 3 to 6 month stay which will be presented into the whole teaching staff in the sending school after the mobility. The presentations will deal with both, the educative system of the hosting country and the best school running practices. The students have witnessed themselves. The headteacher in each school has agreed to implement the best school running practice of those shown in the students’ presentation from each of the participating countries where students have been doing a LTM. We have also observed in all participating schools that students are utterly unconnected to their own school’s improvement policies. We strongly believe that by making kids participate actively in their own school improvement we will not only get better students and qualified people for any job they do in their future, but also that the measures each school decides to import will be respected and backed by all sectors of the educative community.
As for the second aim, we have to mention that in our previous strategic partnership we got to visit the refugee centre in Melilla. Refugees from various parts of Africa told students their own survival stories in a breathtaking meeting. The speeches had all the same format: Conditions at home, reason for leaving their homeland, their own perilous journey to get to safe land and their expectations for the coming future. The common feeling after such talk was that we really want to contribute to the refugees’ future expectations as far as education is concerned. Three of the participating countries in this association attended the talk and this is the reason why social inclusion is one of our aims. We will also be helped by the director of the Refugee centre in Melilla (mother of one of our students) who is eager to contribute to this aim of the association.
IES Enrique Nieto and Havukouski Koulu welcome each evening an inclusion programme for the local refugees under 18, whereby they are taught to read, write and other basic skills (woodwork, basic computer knowledge, and the like). With this aim in mind one of our products will be a European cultural guide to be distributed to our immigrant students in each school and to the refugees centres in our towns.
Our association then will both improve our schools and our own teaching practice while helping those who do not even have one.