More information
Description
The project "Introducing 21st century standards in schools in Poland and Norway" is an attempt to answer the questions bothering us (Polish and Norwegian teachers): what a 21st century school should look like, what standards should be introduced into school practice, so that we can say that it is a school of the 21st century, what should be a priority at school: great technological base or interpersonal relations, what key skills are appropriate for the 21st century, what about students with SEN, how to strengthen cooperation between the school and students'' parents, what is the place of the school in the environment local
As part of the project, in addition to bilateral contacts and online conferences for Polish and Norwegian teachers, we are planning a 3-day visit of the Polish school delegation (5 people) in Norway, the purpose of which is to learn about the functioning of the Norwegian school, with particular emphasis on comparing the methods of implementing the core curriculum (including issues related to the balanced development, gender equality), institution management, additional activities offered by the school, methods of contact with parents, with the local community, how inclusive education is conducted, what actions are taken to prevent peer violence and other forms of discrimination, how students are prepared by the school to a future career choice, as has been the case for career counseling.
The project also aims to strengthen cooperation between our schools, and in order to be able to jointly implement further cooperation projects: e.g. student exchange projects, eTwinning, Erasmus or institutional cooperation projects under component IV
Summary of project results
The project was implemented in cooperation with the Norwegian school Lyngdal ungdomsskole. The promoter reported that all the goals and indicators established in the project were achieved. The Study Visit was attended by 5 Polish teachers, during which they got acquainted with the functioning of the Norwegian school, met teachers of carpentry, cooking, sewing, driving, ceramics, dance, and were shown around the school and specialized subject studios. Participants also took part in educational board meetings held daily before the start of classes, and learned about the standards that guide Norwegian education to include people with disabilities in society. As part of the implemented project, the quality of the school''s work was improved, the participants'' qualifications were enhanced, and the coordinator improved his project management skills. Above all, the project developed the school''s international cooperation with new partners from Norway. The realized Study Visit became a source of knowledge, inspiring ideas and good experience to adapt the work to educational, educational and intercultural needs. Promotion of participation in the project in the local environment created the need for cooperation with Norway in the framework of youth exchange. In order to monitor the project qualitatively, the following measures were taken: in cooperation with the Norwegian Host Institution, a very detailed plan for the Study Visit was developed, with a breakdown of the hospitalized lessons, observation of other areas of the school''s work, including largely on inclusive education, on education focused on the formation of practical skills. Joint decisions were also made on further cooperation between the schools.
Summary of bilateral results
From the very beginning, from the start of the writing phase of the project, cooperation went very well. Contacts between the schools were conducted mainly through meetings in the Teams application, phone calls and email correspondence. Letters of intent were signed, a very detailed program of activities and a visit plan were defined, the implementation of which we monitored together with the Host Institution.