COMENIUS SCHOOL EDUCATIONCreativity and InnovationEUROPEAN SUCCESS STORIES
Contents  3     Preface  4     Creativity and innovation in the classroom  Comenius Multilateral Projects  6     Effective ...
PrefaceThe more we try to peer into the future, the more we understand that the future                                    ...
Creativity and innovation in the classroom4   |   Schools can play an important role in developing and            Many Com...
Impact and sustainabilityTeacher training courses, publications and interactive       The following project descriptions i...
Effective teaching and learning     for minority children in preschools6   |   Multicultural diversity can sometimes genera...
BeCLIL – Benchmarking Content                                                     and Language Integrated LearningTeaching...
IIATM – Implementation of Innovative Approaches to     the Teaching of Mathematics8   |   IIATM – Implementation of Innova...
Think, Construct and Communicate:                                                ICT as a virtual learning enviromentThe o...
ECNLT – European Curricula in New Technologies      and Language Teaching10   |   Each of the universities involved in ECN...
PRESENTIA – Training of School Education Staff onSchool Absenteeism in students from 12–16 years oldSchools, parents, publi...
VISTA – Violence in schools training action: Developing      whole school in-service training against violence in schools1...
THE GOLDEN 5: an educational interventionPupils often feel that attending school is imposed on them        ment, building ...
Early steps – Promoting healthy lifestyle and social interaction      through physical education activities during pre-sch...
The Learning TeacherThis network of institutions and schools from several                place during the preparation of c...
DAF Südost – Network for German as a foreign language in      South, South Eastern and Eastern Europe16   |   DAF Südost i...
SYNEVA – Quality Assurance through Synergy of                  Internal and External Evaluation of SchoolsEvaluation is an...
Europe in the classroom – the Comenius Programme18   |   The Comenius Programme is the part of the Lifelong             • ...
Europe Direct is a service to help you find answers                to your questions about the European Union              ...
NC-80-09-527-EN-CFor further information, please visit the following websiteof the Lifelong Learning Programme:http://ec.e...
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Comenius Success Stories

  1. 1. COMENIUS SCHOOL EDUCATIONCreativity and InnovationEUROPEAN SUCCESS STORIES
  2. 2. Contents 3 Preface 4 Creativity and innovation in the classroom Comenius Multilateral Projects 6 Effective teaching and learning for minority children in preschools 7 BeCLIL – Benchmarking Content and Language Integrated Learning 8 IIATM – Implementation of Innovative Approaches to the Teaching of Mathematics 9 Think, Construct and Communicate: ICT as a virtual learning environment 10 ECNLT – European Curricula in New Technologies and Language Teaching 11 PRESENTIA – Training of School Education Staff on School Absenteeism in students from 12–16 years old 12 VISTA – Violence in school training action: Developing whole school in-service training against violence in schools 13 THE GOLDEN 5: an educational intervention 14 Early Steps – Promoting health lifestyle and social interaction through physical education activities during pre-school years Comenius Networks 15 The Learning Teacher 16 DAF-Südost – Network for German as a foreign language in South, South Eastern and Eastern Europe 17 SYNEVA – Quality assurance of synergy of Internal and External Evaluation of Schools 18 Europe in the classroom – the Comenius Programme
  3. 3. PrefaceThe more we try to peer into the future, the more we understand that the future |3challenges will require all our creative capacities. Fortunately creativity is not aconstant; it can be enhanced in each individual and in society.School education can play an important role in boosting creativity. Schoolsprovide their pupils with the means to create new ideas. They can show themhow to combine knowledge in new and inspiring ways. Schools have an increas-ingly diverse student population with different cultural, social and economicbackgrounds and different ways of learning, expressing their ideas and acting.What is often experienced as a challenge to teaching can turn into an advantagewhen schools focus on cross cultural exchange and use the diversity in theirclassrooms to enhance the creativity of pupils.Combining the knowledge and methods of different disciplines, setting upprojects in which pupils manage their own learning processes as well assupporting teamwork by pupils and teachers, can create favourable conditionsfor creativity and innovation in the classroom.In May 2008 Europe’s Education Ministers agreed to promote creativity and inno-vation at all levels of education and training. Their conclusions support teachers’professional role as learning facilitators and promoters of creativity. Promoting Odile Quintincreativity and innovation will be among the objectives for future European coop- Director General for Education anderation in education and will play and increasingly important role. Culture of the European CommissionThrough its support the Lifelong Learning Programme – the umbrella programmefor European cooperation in education and training from 2007 until 2013 – offerslearners, teachers and trainers at all educational levels a unique chance to crossborders, to experience new forms of learning and to boost creativity and innova-tion. This brochure invites you to get to know some Comenius projects whichhave developed new, innovative and creative solutions to common challenges inschool education in Europe. I hope that you will be inspired and start to look atschools in a different way – as the home of future inventors, creative artists andimaginative minds.
  4. 4. Creativity and innovation in the classroom4 | Schools can play an important role in developing and Many Comenius projects work on ways to improve the enhancing the creativity of their pupils. They can raise school climate, reduce violence at school and create a their curiosity and intuition as well as critical and lateral school for all. Their topics cover practically all aspects thinking. They can support the joy of experimenting, the of school education and they tackle them by comparing use of imagination and a sense of entrepreneurship. Many the situation in different countries, analysing them from factors influence schools’ ability to do this. Tolerance and different perspectives and spreading existing good mutual understanding are key for creativity in an increas- practices. The results of these projects can be used in ingly multicultural environment. different countries and adapted to different educational circumstances. Comenius Multilateral Projects and Comenius Networks contribute in many ways to creativity and innovation in Comenius Networks offer a platform to exchange experi- school education. They explore new teaching techniques, ence and best practice. They bring together relevant exper- new forms of language learning and ways to use ICT effec- tise in Europe with the aim of establishing sustainable tively in the classroom. They develop training courses links between the different actors. They provide content for teachers and school education staff as well as new support for other Comenius projects and partnerships. curricula. They develop new approaches and methods which support teachers in nurturing the creative potential of their pupils. Comenius in figures Since 2000 the Comenius programme has supported 466 multilateral projects which have developed new teaching techniques, teaching material, and training courses for teachers and other education staff in practically all fields of school education. In nearly 50 Comenius networks, experts have collected and exchanged knowledge and good practices in school education in Europe.
  5. 5. Impact and sustainabilityTeacher training courses, publications and interactive The following project descriptions invite you to have a |5websites are the tangible results of Comenius Multilateral closer look at project results and their impact. They containProjects. Less tangible is the cooperation process itself, approaches to fighting violence at school, to promotingthe contact between colleagues from different countries a healthy lifestyle to pre-school children, to reducingand the opportunities to exchange ideas. Both the tangible absenteeism, to using new technologies and methodsand the intangible results of Comenius activities impact effectively in language teaching, and to teaching math-on school education in Europe. They change everyday life ematics with a focus on enjoyment. They have also devel-in schools, change teaching and learning habits and open oped methods of quality assurance, teacher developmentup new perspectives for improving school education. and networking among foreign language teachers.
  6. 6. Effective teaching and learning for minority children in preschools6 | Multicultural diversity can sometimes generate misun- developed a teachers’ guide, a compendium of learning derstandings and serious difficulties. In response, this materials and a training module to suit the needs of chil- project took a unique approach to the language issue and dren aged 5–7 from minority language communities. This created a training course for Russian-speaking children in provides for greater inclusion of the mother tongue and Estonia and Roma-speaking children in Slovakia. home culture in the classroom, combined with effective learning of the ‘state language’ as a second language. The innovation lies in proposing concrete solutions to improve the schooling of very young children from immi- The Estonian project won recognition from the national grant families in two countries that have only recently Ministry of Education and Science and the European joined the EU. The products and philosophy are, however, Commission. transferable elsewhere, and could be applied in any Member State, old or new, and with very different socio- cultural backgrounds and issues. The project opens new avenues to all educators and learners as mobility becomes ever more common. It has PROJECT COORDINATOR PARTNERSHIP WEBSITE International Step by Step Hea Algus (EE), http://www.issa.nl/ Association COSPE (Co-operation for the program_equal_access. Development of Emerging html#minority CONTACT DETAILS Countries) (IT), Liana Ghent, Executive International Step by Step PROJECT DURATION Director Association (ISSA) (NL), 2004–2006 Keizersgracht 62–64 Sardes Educational Services 1015 CS Amsterdam (NL), THE NETHERLANDS Wide Open School Tel. +31 205207505 Foundation (SK) Fax +31 205207510 E-mail: lghent@issa.hu
  7. 7. BeCLIL – Benchmarking Content and Language Integrated LearningTeaching subjects through a foreign language has been efficient for those already using this approach, or who |7increasingly adopted by schools in Europe. BeCLIL iden- are considering trying it. It has also made availabletifies quality indicators in learning a subject in a second teaching materials used in the classes observed. Findingslanguage. It has pooled best practice from different were published in nine languages covering ten schoolschools, countries and target languages, and published profiles – pre-school, primary and secondary – and a tran-the findings in an online book. snational course to assess the findings of the project was also created.The aim of BeCLIL – Benchmarking Content and LanguageIntegrated Learning – was to agree on good practice inlearning a subject in a second language. The projecttested quality indicators in classes in a range of countriesand target languages to build a reliable picture of thecurrent state of this methodology in Europe. The balanceof theory and practice has provided useful informationabout current practice and offers insights into differentmethodologies that can make this form of teaching morePROJECT COORDINATOR PARTNERSHIP WEBSITECentro de Profesorado y de IES Emilio Alarcos (ES), http://www.beclil.comRecursos de Gijón C. P. Atalia (ES), Hofstad Lyceum (NL), PROJECT DURATIONCONTACT DETAILS Esc. Sec. Camilo Castelo 2004–2007Ms. Belén Roza Branco Carnaxide (PT),Camino del Cortijo 17 Inspectoratul ScolarRecinto Escolar. El Natahoyo Judetean Cluj (RO),33212 Gijón OPEKO (National Centre forSPAIN Professional DevelopmentTel. +34 985342100 in Education) (FI)Fax +34 985354863E-mail:mbelen.roza@mepsyd.es
  8. 8. IIATM – Implementation of Innovative Approaches to the Teaching of Mathematics8 | IIATM – Implementation of Innovative Approaches to the The main outcome of the project is the book ‘Creative Teaching of Mathematics – is built on the notion that Teaching in Mathematics’. It uses problem solving activi- pleasure and joy make learning more effective. The project ties in topics like Early Number Sense, Relationships and concentrates on constructivist approaches in math- Functions, Regular Polygons, 3D Geometry–Solids and ematics rather than on mathematical content. It builds Patterns leading to Algebra, and actually makes them on the close link between transversal and curricular key enjoyable. Field-testing in schools has demonstrated that competences. this project is developing a valuable way ahead in math- ematics teaching at European level. Four expert institutions, from the Czech Republic, the United Kingdom, Greece and Germany, have worked together to improve the learning of mathematics at a time when interest in studying science is low, despite its importance for our future. The project focuses on new approaches where the teacher has to adapt to different ability levels and cognitive styles in different European education systems. PROJECT COORDINATOR CONTACT DETAILS PARTNERSHIP Univerzita Karlova v Praze Ms Darina JIROTKOVÁ Universität Kassel (DE), Department of Mathematics M. D. Rettigové 4 Aristoteleio Panepistimio and Mathematical education 116 39 Praha 1 Thessa (EL), University of CZECH REPUBLIC Derby (UK) Tel. +420 221900252 Fax +420 221900248 WEBSITE E-mail: darina.jirotkova@ http://euler.pedf.cuni.cz/ pedf.cuni.cz iiatm/ PROJECT DURATION 2003–2006
  9. 9. Think, Construct and Communicate: ICT as a virtual learning enviromentThe outcome of this project was an international WebQuest process which continues to develop what has become a |9course that trains teachers and stimulates a didactic use large repository of evaluated WebQuests. An active inter-of the internet. WebQuest is an inquiry-oriented lesson national community of users cooperate at the heart offormat in which most information that learners work with this dynamic platform to extend the frontiers of humancomes from the web. The tool has been successfully inte- creativity.grated into an online public platform to make it easier forteachers to provide such lessons.To help embed the WebQuest concept in a solid and inno-vative framework, the Think, Construct and Communicateproject offered teachers ways to use new technologies intheir daily teaching. An online environment was created inwhich teachers could improve the quality of their teaching,and guidelines, manuals and tutorials were developed forthe course and for WebQuest design. The outcomes weredisseminated right across Europe. The project started aPROJECT COORDINATOR PARTNERSHIP WEBSITECentro de Formación del Centro del Profesorado y de http://www.cfievalladolid2.Profesorado e Innovación Recursos de Gijón (ES), net/Educativa Valladolid II Centro del Profesorado y de Recursos 1 de Zaragoza (ES), PROJECT DURATIONCONTACT DETAILS Centro Informazione 2002–2005Alicia García de la Santa Documentazione InserimentoCalle Soto s/n Scolastico Stranieri (IT),47010 Valladolid RODN Wojewodzki OsrodekSPAIN Metodyczny (PL), Univer-Tel. +34 983587849 sitatea Valahia din Targo-Fax +34 983260666 viste (RO), UniversitateaE-Mail: agarc123@alerce. Babes-Bolyai (RO), Joensuunpntic.mec.es Yliopisto (FI)
  10. 10. ECNLT – European Curricula in New Technologies and Language Teaching10 | Each of the universities involved in ECNLT – European to an end. The project not only identified and satisfied Curricula in New Technologies and Language Teaching – national training needs, but provided an overall view of developed a national course on information and commu- what these needs are at European level. It demonstrated nication technologies which provided an internationally European convergence, with a multilingual approach and recognised certificate to teachers of European languages. international certification of courses developed in national languages and addressed to teachers of languages that Pioneering the convergence effort of the Bologna process, are not widely spoken. each of the ECNLT partners created a three-module course on language teaching and new technologies. Many teacher training institutes joined forces to improve the skills of language teachers at national level and their involvement has guaranteed the sustainability of the project – which is still alive long after Comenius financial support came PROJECT COORDINATOR PARTNERSHIP Universidade do Algarve (PT), Universiteit van Amsterdam RUG Ghent University (BE), University of Strathclyde (UK) Instituut voor de Lerareno- Agricultural University Plodiv pleiding (BG), Landesinstitut für Schule WEBSITE Bremen (DE), University of http://www.eurolinguaict.net CONTACT DETAILS Patras (EL), Universitat de Ton Koet (Dr AGM Koet MA) Barcelona (ES), Universita’ PROJECT DURATION Spinozastraat 55 degli Studi di Torino (IT), 2003–2006 1018 HJ Amsterdam IMCS Intercollege (CY), THE NETHERLANDS Kauno Technologijos Tel. +31 205995660 Universitetas Centre of Foreign Fax +31 205251290 Languages (LT), University E-mail: A.G.M.Koet@uva.nl Eötvös Loránd Budapest (HU),
  11. 11. PRESENTIA – Training of School Education Staff onSchool Absenteeism in students from 12–16 years oldSchools, parents, public institutions and other support specific cases, together with a holistic focus on inclusive | 11systems came together in Presentia to help reduce absen- practices. It also recommends who must act, how, andteeism. Through joint work on resources and through when. Easily adaptable forms and questionnaires and asharing their expertise, they established a multidimen- guide in three languages to help schools improve attend-sional and multicultural approach. ance are among the outcomes of the project, as well as a course to train teaching staff and other school agents toLack of schooling and low or irregular attendance is often use the guide.a symptom of family situations and/or socio-economicdisadvantage. Pupils in those circumstances are oftentrapped, as missed education and school failure may leadto or perpetuate situations of social exclusion. The innova-tive aspect of the Presentia project is that it brings togetherall the parties that need to act to prevent absenteeism inpupils aged 12–16, and exemplifies how joining forces canprovide multidisciplinary solutions. The protocol createdproposes following a cycle of detection and assessment,intervention, follow-up and referral or termination ofPROJECT COORDINATOR PARTNERSHIP WEBSITEAyuntamiento de Cartagena Comune di Gela – Assesorato http://www.propresentia.org/ Istruzione, Universitá eCONTACT DETAILS Ricerca (IT), PROJECT DURATIONAgustín Guillén Marco Comune di Caltagirone – 2004–2007Sor Francisca Armendáriz Servizi della Pubblica Istruzi-30202 Cartagena one e dei Servizi Sociali (IT),SPAIN International School of theTel. +34 968128830 Gothenburg Region (SE),Fax +34 968120660 Warwick Education SocialE-mail: gestioneducativa@ Work Service (UK)ayto-cartagena.es
  12. 12. VISTA – Violence in schools training action: Developing whole school in-service training against violence in schools12 | Violence and bullying are closely linked to the process organisational approaches that contribute to the devel- of educational reform. Introducing more creativity and opment of a whole-school approach to preventing violence freedom in schools can, in view of extensive changes in schools. The main output was a one-week European affecting the young generation, cause negative symp- in-service training course with an accompanying training toms. Projects like VISTA (Violence In Schools Training manual and website. eLearning courses based on these Action) provide useful suggestions as to how to cope with materials are still successfully provided by its successor these problems. project, VISTOP (http://www.vistop.org/), addressed to teachers, parents and policy-makers. The aim of this project was to build a platform on the outcomes of earlier violence-prevention projects under the Connect scheme, to disseminate good practice at European, national and local levels and to support key policy-makers and schools. To do this, it integrated both whole-school approaches and political initiatives. It brought together expertise in different teaching and PROJECT COORDINATOR PARTNERSHIP WEBSITE University of Surrey Katholieke Universiteit http://www.vista-europe.org/ Leuven (BE), CONTACT DETAILS Institut Za Reshavane Na PROJECT DURATION Prof. Helen Cowie Konflikti (BG), 2003–2006 The Duke of Kent Building University of Dublin – Trinity Guilford GU2 5TE Surrey College (IE), UNITED KINGDOM Universidad de Cordoba (ES), Tel. +44 1483686700 University of Stavanger (NO) Fax +44 1483682541 E-mail: h.cowie@surrey.ac.uk
  13. 13. THE GOLDEN 5: an educational interventionPupils often feel that attending school is imposed on them ment, building relationships, social climate, personal- | 13and has no value. For those at risk of social exclusion, the ised learning and family-school relationship. Teachersconsequent lack of motivation reflects and intensifies conduct a self-evaluation of their skills, and then selecttheir social problems. This project developed strategies the steps they will apply in the classroom. Resources onand methods for improving pupil motivation. the projects website support and motivate the teachers and bring them into contact with colleagues elsewhere.The Golden 5 project aimed at helping teachers turn Materials in five languages have been in use since 2004difficult classroom situations – typically in mixed-ability and are available via an international on-line networksecondary classes – into empowerment, by success- allowing registered teachers access and the opportunityfully addressing diversity, lack of motivation and social to contribute to continued improvements.and personal development drawbacks. It concentratedon improving teachers’ competences step-by-step, withencouragement to decide on where and on whom to focustheir efforts first. Throughout the process, strategiesare reviewed – and reinforced – for classroom manage-PROJECT COORDINATOR PARTNERSHIP WEBSITEUniversidad de Sevilla Le Soufflé (BE), http://www.golden5.org PROMECO Centro di promo-CONTACT DETAILS zione della communicazione PROJECT DURATIONMaría José Lera (IT), Centrum Metodczne 2004–2007Facultad de Psicología Pomocy Psychologiczno-41018 Sevilla Pedagogicznej (PL),SPAIN Ramsvik skole (NO)Tel. +34 679597678Fax +34 954559544E-mail: lera@us.es
  14. 14. Early steps – Promoting healthy lifestyle and social interaction through physical education activities during pre-school years14 | Professionals from Greece, United Kingdom, Italy, Cyprus Pre-school is an ideal phase for seeding creativity and and Finland have designed an innovative physical educa- innovation among future citizens, adding a valuable tion curriculum for pre-school children. It aims at long- sustainability to the project’s qualities. Children were term impacts on society by helping teachers implement closely involved in testing and evaluating the “Early new creative ways that promote the idea of taking care of Steps” curriculum, both as targets and actors of the themselves among young children. project. At the same time, their teachers have learned to modify their teaching habits to accommodate their new There are three main areas of focus: developing funda- learning processes. mental motor skills, acquiring a physically active lifestyle and respecting individual differences. The result is a new physical education curriculum that goes far beyond the objectives of sports activities and offers innovations in the development of education. It enhances transversal competences and offers potential for cross-curricular activities extending as far as early language-learning. PROJECT COORDINATOR PARTNERSHIP Nenainniemi Kindergarten Alexander Technological 1st Public Preschool Center (FI), University of Jyvaskyla Educational Institute of of Kalamaria (EL), 3rd Public (FI), Sheen Mount Primary ThessalonikI Preschool Center of School (UK), University of Kalamaria (EL), 1° Didactic Surrey – Roehampton (UK), CONTACT DETAILS Circle “Leonardo Da Vinci” Ewell Grove & Nursery School Evridiki Zachopoulou (IT), Scuola Dell’Infanzia (UK) P. O. Box 141 (EXI. P. P. A.) (IT), Panepistimo Sindos 57400 Kyprou (CY), Public Pre- WEBSITE Thessaloniki school Center of Lakatamia http://earlysteps.teithe.gr GREECE (CY), Public Preschool Center Tel. +30 2310791528 of Tseriou (CY), Kuokkala PROJECT DURATION E-mail: ezachopo@bc.teithe.gr Kindergarten Center (FI), 2004–2007
  15. 15. The Learning TeacherThis network of institutions and schools from several place during the preparation of conferences, seminars | 15European countries was designed to foster a generation of and courses where all the involved participants couldinnovative teachers who could bring new understanding acquire high-quality knowledge and skills. These led toof the processes influencing our children in a new era and a continuous flow of publications and materials freelycould evolve through constant dynamic learning. available online. “The Learning Teacher” network is a valuable support to teachers in a changing world and a“The Learning Teacher” network focuses on empow- contribution to the successful transformation of educa-ering education professionals by identifying strategies tion at European level.and principles that can gradually transform the role ofteacher from the static “teaching only” approach to moredynamic and creative participation in “life long learning”.The active collaborative network stems from a Comeniusproject initiated and developed in 2003–2006. It success-fully continues in the form of an association which is stillexpanding. A wide range of collective activities tookPROJECT COORDINATOR PARTNERSHIP The University of GreenwichBarn och Ungdomsförvalt- PAU (Přátelé angažovaného (UK), East Sussex Countyningen učení) (CZ), Služba Škole Council Learning Support Nymburk (CZ), Eszterházy Service (UK)CONTACT DETAILS Károly College (HU), Univer-Magnus Persson sity of Veszprém (HU), WEBSITEDrottninggatan 47 Christelijke Hogeschool http://www.learningteacher.651 84 Karlstad Noord-Nederland (NL), orgSWEDEN Associação de ProfessoresTel. +46 54295741 de Sintra, Lisbon (PT), PROJECT DURATIONFax +46 54295790 Karlstads universitet, 2003–2006E-mail: magnus.persson@ Department of Educationalkarlstad.se Sciences (SE),
  16. 16. DAF Südost – Network for German as a foreign language in South, South Eastern and Eastern Europe16 | DAF Südost is a network of teachers of German as a foreign capacities for innovation in their everyday teaching. The language in South, South East and Eastern Europe. It value of the initiative is demonstrated by the fact that provides information to its members and promotes collab- years after project funding ceased, the website continues oration and the exchange of ideas about materials and to evolve and to be used by institutions and individuals methodology. from all over the world. The project set up an internet-based virtual community for teachers of German as a foreign language. This target group is often geographically dispersed and isolated, and individual teachers may not have colleagues at local level with whom they can share information and develop ideas. The platform was in itself an innovative idea, but more importantly it gives access to new inspiration and materials, which enables the target group to develop their PROJECT COORDINATOR PARTNERSHIP Vigo (ES), Institute for Higher Ellinogermaniki Agogi Sofia University St. Kliment learning Balbo (IT), Batthyány Ohridski (BG), Shumen Uni- Kázmér High School (HU), CONTACT DETAILS versity Konstantin Preslavski Autonomous High School Ms. Dagmar Schaeffer (BG), Universität Duisburg- of Gdansk (PL), Portuguese Dimitriou Panagea Str. Essen (DE), Institut für Inter- Catholic University (PT), 15351 Pallini Attikis nationale Kommunikation Univeristy of Ljubljana (SI) GREECE (DE), Max Hueber Verlag (DE), Tel. +30 2108176713 Universität der Bundeswehr WEBSITE Fax +30 2106032554 (DE), Ellinogermaniki Agogi www.daf-netzwerk.org E-mail: (EL), Goethe Institute Intern- dks@ellinogermaniki.gr nationes Athens (EL), Official PROJECT DURATION Foreign language School 2003–2006
  17. 17. SYNEVA – Quality Assurance through Synergy of Internal and External Evaluation of SchoolsEvaluation is an integral part of innovation in education The project also increased awareness of the benefits of | 17and consequently an important factor in developing excel- the interplay between internal and external evaluation. Itlence in European schools. SYNEVA (Quality Assurance identifies the impact on school leadership and manage-through Synergy of Internal and External Evaluation of ment, involvement of parents and the public interest fromSchools) has built on previous experience in this field and national and international instruments for measuringbrought new insights to quality development in schools. education systems. The published examples of good prac- tice could inspire the wider introduction of an evaluation“Specifically, improvements in education are seen as culture into schools and could help networks to grow.vitally important in ensuring that every child developshis/her talents and abilities in order to contribute tothe Europe of the future” says the project outcome, theSYNEVA Declaration, which could serve as a starting pointof any school evaluation design, and is published in 18languages online.PROJECT COORDINATOR PARTNERSHIP gisches Institut der StadtPädagogisches Institut für Het Gemeenschapsonderwijs Wien (AT), Pädagogischesdie deutsche Sprachgruppe (BE), Ministerium der Institut des Landes Tirol (AT), Deutschsprachigen Gemein- Stadtschulrat für Wien (AT),CONTACT DETAILS schaft Belgiens (BE), Hämeenlinnan opetusvirastoRudolf Meraner Europäische Schule München (FI), Zavod sv. StanislavaAmba-Alagi-Strasse 10 (DE), Institut für Qualitäts- (SI), Barn- och ungdomsför-39100 Bozen entwicklung, Hessen (DE), valtningen, Karlstad (SE),ITALY Haridus-ja Teadusministee- University of StrathclydeTel. +39 0471416700 rium (EE), Laois Education (UK), Høgskulen i ogn ogFax +39 0471416729 Centre (IE), Departament Fjordane (NO)E-mail: rudolf.meraner@ d’Ensenyament – Generalitatschule.suedtirol.it de Catalunya (ES), Deutsches WEBSITE Schulamt Bozen (IT), http://network.syneva.net Deutschsprachiges Realgym- nasium und Handelsober- PROJECT DURATION schule Sterzing (IT), 2004–2007 Q5-project (NL), Pädago-
  18. 18. Europe in the classroom – the Comenius Programme18 | The Comenius Programme is the part of the Lifelong • Comenius Regio Partnerships support the cooperation Learning Programme focused on school education. It aims of local and regional authorities with a role in school to develop knowledge and understanding among young education. Their aim is to support new forms of coop- people and educational staff of the diversity of European eration between school education authorities, schools cultures and languages and its value. Its actions are and other educational providers in different European designed to support young people in acquiring the basic regions. life-skills and competences necessary for their personal development, for future employment and for active • The eTwinning initiative takes advantage of the possi- European citizenship. bilities offered by the Internet and digital media to promote European school cooperation, collaborative In addition to Multilateral Projects and Networks learning and project based pedagogy. eTwinning offers presented in this brochure Comenius supports the fol- on-line tools and pedagogical support. lowing activities: • A new action for the mobility of individual school pupils • Comenius Assistantships give future teachers the is being launched in autumn 2009 in a limited number opportunity to spend up to ten months at a host school in of countries. Please take a look at the website for more another European country, to enhance their knowledge details. of other European languages, countries and education systems, as well as to improve their teaching skills. • For more information about Comenius: http://ec.europa. eu/education/lifelong-learning-programme/comenius • Comenius In-Service Training grants enable teachers and other school education staff to participate in in-service training activities in another country. The training may take the form of a training course, a confer- ence, a seminar, or of job-shadowing. • Comenius School Partnerships support the coopera- tion between schools from different European countries and invite them to implement joint learning projects for pupils and teachers. They help pupils and teachers to gain more knowledge in the project’s topic and improve their skills in teamwork, project management and infor- mation and communication technologies (ICT).
  19. 19. Europe Direct is a service to help you find answers to your questions about the European Union Freephone number (*): 00 800 6 7 8 9 10 11 (*) Certain mobile telephone operators do not allow access to 00 800 numbers or these calls may be billed.More information on the European Union is available on the Internet(http://europa.eu).Cataloguing data can be found at the end of this publication.Luxembourg: Office for Official Publications of the European Communities, 2009© European Communities, 2009Reproduction is authorised provided the source is acknowledged.Printed in BelgiumPrinted on white chlorine-free paperEuropean CommissionComenius, school education: Creativity and Innovation,European Success Stories2009 — 20 pp. — 21.0 × 21.0 cmISBN 978-92-79-11492-2 How to obtain EU publications Publications for sale: • via EU Bookshop (http://bookshop.europa.eu); • from your bookseller by quoting the title, publisher and/or ISBN number; • by contacting one of our sales agents directly. You can obtain their contact details on the Internet (http://bookshop.europa.eu) or by sending a fax to +352 2929-42758. Free publications: • via EU Bookshop (http://bookshop.europa.eu); • at the European Commission’s representations or delegations. You can obtain their contact details on the Internet (http://ec.europa.eu) or by sending a fax to +352 2929-42758.
  20. 20. NC-80-09-527-EN-CFor further information, please visit the following websiteof the Lifelong Learning Programme:http://ec.europa.eu/llp

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