education

Totally "ONLINE” High School for people of economical subsistence in educational risk

The Iberoamerican Virtual Foundation (http://fuvia.org) dedicates to promote e-Learning Solutions to universities and other institutions, in general; especifically we are developing a Pedagogical,

1. Sommario progetto
Sommario: 

Name: Totally "ONLINE” High School for people of economical subsistence in educational risk. Developers: Giancarlo De Agostini, Mónica Vásconez Institution Name: Colegio Virtual Iberoamericano (CVI) (delivered in Spanish) Project type: online knowledge community Validity: Ministry of Education accreditation (Ministerial Agreement No. 3507) Lemma: Distance Education without distances Skills: Online study, ICT tools, Read/Write, self discipline, self esteem Target groups: poor living conditions, discrimination, incapacities, age, economic subsistence, lack of traditional study possibilities. URL: http://cvi.edu.ec Category: Education Country: ECUADOR Coverage: last six years of High School Graduation: community small development projects Justification: 20 % HS graduates Date: 08/September/2004 Project duration: permanent Technology: ICT and WEB2 tools, wireless and cable communication Navigation: very user friendly Implementation: free CMS Platform, local contents and alliances Software: free, GNU Quality Content: local development, CC Actors: Students, Content developers, Multimedia designers, Readers, Online teachers, In site tutors, Programmers, Web Master, School administrators and more Replication: free distribution strategy with quality control, easiness Adaptability: varied population and cultural diversification Flexibility: different types of alliances Operational areas: rural and marginal urban Tuition: none (all students receive scholarships) Target groups: Youth, Women, Seniors and working adults

2. Paese (Città / Regione)
Stato: 
Ecuador
Città: 
Quito
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
FUVIA - Fundación Virtual Iberoamericana
4. Tipo di organizzazione
Scegli tipo: 
Istituzione culturali (fondazioni, musei, gallerie e simili)
5. Coordinatore del progetto
Nome e Cognome: 
Giancarlo De Agostini
E-Mail: 
gdeagostini@fuvia.org
6. Website
Il sito web del progetto: 
cvi.edu.ec
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 29 anni
Inserimento dei giovani nel mondo del lavoro: 
Inserimento dei giovani nel mondo del lavoro
Creatività e Innovazione sociale: 
Creatività e Innovazione sociale
8. Da quando è funzionante il vostro progetto?
Da: 
08/09/2004
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

Justification: About 80 % of the country's population does not finish High School studies. We knew of it through government alarming statistics.

Target: Contribute to the innovation and the improvement of the developing world’s education through a totally ONLINE High School program, developed as a new Pedagogical, Methodological and Technological Paradigm which could be easily replicated, with free INTERNET access, delivered completely through an online ICT technological GNU platform (MOODLE) with WEB2 tools, for a quality academic proposal trough scholarships, specially directed to people of short academic opportunities, vulnerable, of limited resources and in pedagogical risk, expecting to arrive at 25000 students by 2010 through a replicating process, with the support of UNESCO and other partner organizations. By the year 2010 we would want to extend the services to 5000 students in every Andean country (5) and replicate our model as a prototype project in Africa and Asia. Objectives: General: Contribute to the reduction of the digital divide gap and the school desertion in Ecuador, the Region (Andes) and the developing world (part of Asia and Africa) by means of an accredited* remote online quality High School Educational System completely through Internet. Specific: To increase the opportunities for high school students to remain in the school system, whose economic conditions limit their ability to pay the school fees or that are in high educational risk due to premature labor, physical disabilities or any other kind of discrimination, thus contributing to decrease the gap between the rich and the poor. To foster the use of the new Information and Communication Technologies as educational tools at the different levels of the educational system, particularly for distance education, thus contributing to decreasing the technological gap. To contribute to the building of knowledge societies by means of a quality educational program aimed at the renovation, innovation and diversification of the teaching systems. Besides mastering 6 years of academic multimedia contents with the best possible professors and academic excellence, the students also develop reading and writing skills, self confidence, fluent use of information and communication resources, computer literacy, and also become expertise in the use of online delivered courses, thus preparing themselves for future international studies.

Background: Based on its institutional goals and mission, and as input to the enhancement of the Ecuadorian high-school education, Foundation “Unidad Virtual Iberoamericana” UVIA has started an Online High School in order to provide education for persons that have not been able to finish high school studies in the regular education system. This offer is carried out through an online distance educational program, using state-of-the art technological resources that enable autonomous learning, adapted to the time and places most suitable to the students, that allow for adequate personalized follow-up and control in order to support of the student’s learning process, using a constructivist learning-teaching approach. In this manner, we also want to contribute to the appropriate use of the new Information and Communication Technologies (ICT) in education, in particular for the most underprivileged student population. The technological advances have changed education in more than one way. Online learning programs are being constantly developed taking advantage of the quality, costs and resources these technologies may provide. However, their profile has been rather elite-oriented for many reasons: on one hand, the educational institutions that have access to state-of-the-art technology are usually private, economic profit-oriented institutions and, on the other, the use of Internet is often restricted to the wealthier social classes due to the high costs of technology. It is therefore imperative to develop high quality online educational programs affordable to the less wealthier sectors and for people in permanent risk of dropping out from highschool. In this way it will be possible both to bridge the “digital gap” and to overcome the exclusion of the deprived sectors of society from access to technology, thus contributing to decrease the gap between the rich and the poor with respect to the access to education and technology, in keeping with the guidelines of an Education for All.

Additionally, worldwide most of the online educational programs are aimed at college education, but do not address the needs of the population in high educational risk, that is the young people and adults that have not been able to complete their highschoool education because of economic constraints, age above the school-age limits, premature labour, physical dissabilities, repeated school failure or expulsion from the regular educational system caused by learning contents inadequacy or the low motivation capacity of the traditional school programs.

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

Technologically speaking, the e-Learning classroom software used by our online high school is an interactive state-of the-art technology system developed to generate information and knowledge through intranet or internet in a genuine online classroom.

This technology is based on the design of a virtual space where the participants get involved as producers and users of the information and knowledge they generate, assisted by a Computer Managed Course Delivery System. This results in the generation and production of information, publications, forums, discussions and highly reliable knowledge that gives way to the production of new outcomes or ideas generated collaboratively by the learning community, built through the online classroom.

Quali opportunità/problemi affronta: 

We believe that this educational program will effectively contribute to the improvement of the quality of highschool distance education by putting in practice an integrating and innovative pedagogic process for this level and type of education. In addition, not only a knowledge basis for general distance education learning will be created, but also specialized persons in the educational applications of the new communication and information technologies will be trained.

Moreover, this teaching-learning system contributes to increase the pertinence and significance of the acquired knowledge. Since one of our main institutional goals is to socialize the access to technology, we need to understand that this not only means delivering a high quality on-line education at reasonable costs but also to provide the necessary means to gain access to it. To achieve a greater reach in the sectors with higher risks of dropping out from high school and with fewer educational opportunities, a quality on line educational program must necessarily include scholarships for its students, thus complying with the international mandate regarding educational and technological inclusion, especially in the age of knowledge-based societies. Every year, at least twice, our onsite Tutors are instructed, besides computer usage, basic hardware and software installation, on the use of different online services; additionally, the facilitators and teachers receive three formative online courses on several aspects of online communication, information acquisition and online efficient content delivery and teaching. (http://www.fuvia.org/docencia/). What were the barriers/problems? How they were overcome? TECHNOLOGY ICT use Since we have developed and implemented a totally online six year High School using updated ICT, we have designed over 80 multimedia (MM) motivating courses, along with the actual development and programming of an online multi format library (prototype) and an animated 3D-like virtual School Campus user interface. For the courses implementation and delivery we are using free software trough GNU license.

Particularly we are using the "Moodle" course generating system (Moodle 1.8.2+ (2007021520)). On this technological environment we have developed the entire learning community, integrating databases, interactive resources and tools, fora, Wikis, Scorms, Lams, etc. We are using: Fixed connection: DSL, IDSN, Cable Wireless connection: WiFi, Satellite , N/A Estimated monthly Internet cost: 330 USD for Internet services only to support our office work Minute cost for local mobile phone calls: 15 cents in USD Project Access points: Library, Telecenter, Cafe Nets, etc. Fixed Connections: Desktop Computer Software license type: Open Source Communication tools: Instant Messaging, Voice Over IP, Phone, emails, forums, among others, all integrated into the CMS platform Software applications: The MOODLE software (course management system) comes very basic thus we have developed a 3 dimensional (3D) motivating user interface for easier student connection and navigation. We have also developed an online Library prototype, besides over 80 courses with multimedia content. PROJECT ECONOMICS Our main problem was the economical and fund raising activities. Here we present some of them and how they were solved. Our project reached sustainability by the end of 2007 Sustainability strategy: Since all of our students come from a very basic family and a subsistence economy they all receive scholarships upon evaluation of their academic performance, thus we have several local and international nongovernmental and government organizations that support us: UNESCO, MoviStar (Fundación Telefonica), REPSOL, UDENOR, MIES, Cotacachi Municipality, among others. Thus far we have reached the equilibrium point. Annual budget: 360000 USD ($) U.S. Dollar (USD) Funding sources: Loans, Grants, Donations Operational development plan and changes.

Although the online high school is working well thus far, we continue improving the courses and multimedia contents, students’ interactions, updating our software and visiting all the students at their communities. We also want to conclude the construction of the online high school’s online library and an orientation student service developed on the online platform. Business strategy: Our project is totally social oriented, thus we are constantly contacting local and international governments and organizations for funding. During 2009 we will start working within other countries in the Andean Region. Recently (Nov. 2007), we were invited through UNESCO to Namibia with the future possibility of replicating the project in Africa and Asia.

Please explain what is unique or special in your project: 

Distance students make their studies exclusively by Internet at “Info centers” belonging to different Institutions, with free Internet access, that are part of the foundation’s Network of Academic Support (*), dedicating approximately two daily hours of online study activities. Every study year has the duration of ten (10) calendar months, according to the law of Education for the “Regime of Popular Distance Education”.

The courses are developed as online modules with one month duration each. That is to say, the students in groups pf 25 or less, working together with one teacher, receive an intensive online course during a month, for each subject or content, time in which a permanent flow of communication among the members of the learning community (students, teachers, facilitators, tutors) occurs; in each virtual classroom, professor and students, conformed by a maximum of 25 alumni, depending on the subject and the methodological proposal of the teacher, work in groups.

*NOTE: In several cities the institution belonging to the network is the Program of the “Working Boy” and the “Jatún Sacha” Foundation. We have sealed partnerships with several local governments, through their Mayors.

Our online school also arrives at three national “young (age<18) infraction centers”. We have also incorporated to our Partner’s Network the National Library System (SINAB). Empowerment of target groups We would want to emphasize that through a quality online educational process, we are arriving at a population that could not otherwise acquire their formal educational studies because of living conditions, discrimination, incapacities, age, economic possibilities, among others. Besides the normal school contents, we relate the subject matter to their local context and promote locally, social support community* needs as a result of their studies, implementing them through their projects, needed for graduation. Besides, they acquire ICT abilities to work fluidly with computers and the use of Internet to find out needed information for their daily needs, thus preparing themselves for their future, with potential access to better jobs and university studies; in this way ICT improves traditional services and creates new ones, that are beneficial to human and social development.

*NOTE: We would like to mention that approximately 100 students exert functions of leaders in their communities, especially in the Amazonian and in other indigenous areas.

10. Risultati
Describe the results of your project as per today: 

Impact and success indicators:

Through online Education using an ICT educational platform we are preparing High School graduates to have better jobs, improve their lives, that of their communities and that of their future generations, besides having efficient access to technology. We have found that our graduates improve their writing and reading skills and use of technology besides developing self discipline and confidence through the on-line studies.

They also demonstrate to be able to study in distance delivery Higher Education institutions in the near future and work using efficiently Internet ICT resources. We have a graduation rate (success in finishing the on-line high school) of approximately 80 %. Development of Community projects for graduation involving local people to generate jobs and serve their communities; some of them have won financial help from international organizations. Impact to date: We have evidenced that our students get totally involved in their communities by developing small tourist and cultural projects (5000 USD each) that will not only improve their economic situation but also that of the communities in which they live, evidencing low desertion (20%) and high graduation rate. Obtained Results from SEPT. 2004 to DEC. 2008 1200 scholarships to all our students coming from the cities of Quito, Guayaquil, Cuenca, Ibarra, Cotacachi .

Also, Orellana and Tena (indigenous Communities of Alto Napo) an several other small towns in the rest of the country. Because of the validity of the Project we have over 20 varied organizations supporting us including municipalities trough their respective Mayors; the on line school also serves youngsters, below the 18 years of age, in special institutions with lack of liberty. We are also giving online high school education in special info centers to street gang youngsters, in marginal urban areas, who are on the process of regenerating themselves, giving them the opportunity to continue their studies after graduation.

We have work on gender, thus more women study today, distributed as follows: 54% men and 46% women. Financing of 1200 scholarships for the students* through different Foundations, organizations and local government. More than 40 Info centers serving the students with computers and Internet access, through alliances. Systematization and research done on virtual Pedagogy and Andragogy (ICT supported) to improve the online educational process using Internet at the secondary level (last six years of high school).

*Note: The students of the Tena, Orellana, Ibarra and Cotacahi, are native Quechua speaking. The working occupations of the students are: agriculture, home, messengers, construction, commerce, mechanics, gardeners and artisans, or unmarried female mothers.

In che misura risponde ai bisogni degli utenti: 

The communication tools among teachers and students are forum, homework, Wikis, evaluation activities, messenger services, chat, internal mail in every classroom, external mail, telephone (if needed), among others, most of them integrated into the course management system (CMS). The increase in the use of technological resources results in a better communication among the members of this particular educational community.

Also, it is important to mention that most of the time the communication is asynchronous, reason why the schedule the student chooses to make his studies depends on his time possibilities and individual situation; thus, this particular system of education emphasizes the time and space particularizations of each student. The contents of each subject (course) have a pedagogical, practical and theoretical treatment, in such a way as to also manage the contents of daily life, in order to contextualize the students’ problems in its different geographical places, cultural insertions and socioeconomic conditions (contexts). The academic activities are based on the educational philosophy of the socio-critical constructivism.

Finally, it is important to mention that the graphically and pedagogically well designed online contents* appear as multimedia hypertexts design, in such a way as to open the door to the students, so that they may also acquire the different informative contents of the Internet world. The students, besides the contact with his living community, also have the opportunity to experience the outside world by means of online games, simulation, myriad of information, online conferences, WEB access, etc. The students also have access to multimedia format study materials, within the classroom and through the Virtual School Library (prototype).

*NOTE: In every course design and implementation the participation is of several actors, basically: Area Coordinator, Content specialist (professor with experience), online pedagogical specialist, multimedia designer, online young teacher and facilitator, onsite tutor, students and evaluators.

Quanti utenti interagiscono con il progetto mensilmente e in quale modo: 

General population of the area served: 1,000,000

Average number of users served per day: 1,600

Average number of users served per year: 480,000 Number of computers reserved exclusively for public usage at your organization and partners: 400

Number of full-time staff: 11

Number of part-time staff: 45 monthly

Number of computers reserved exclusively for staff usage: 12

* NOTE: Plans to expand to the five Andean countries by end of 2010

Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: 

Through:

  1. High School complete quality education
  2. e-Book on line consulting Reference services Computer usage
  3. Internet usage
  4. Teachers online training

The users are taught through the onsite Tutors, on hands-on workshops, year round, how to use the Internet, Web consulting, use of Word, Excel, Explorer, dBase, among other tools, and secondly, the communication tools taught in a first online course among our public are fora, homework, Wikis, evaluation activities, messenger services, online Library consulting, translation resources, chat, external and internal mail in every online classroom, telephone (if needed), among others, integrated into the course management system. The increase in the use of technological resources results in a better communication among the members of this particular informational knowledge community.

WE CONCLUDE AND BELIEVE THAT by using ICT Internet resources we have improved and democratized a traditional expensive educational service (High School), creating an innovative way of delivering on-line education to the needed, for their social, human and professional progress and development. The project promotes equality in educational services, regardless of gender, origin, culture, place, age, physical or mental disabilities (except blindness), giving the students the control of the educational services offered.

We have proved during these years that the project sustains itself from its donors upon the Foundation’s efficient and transparent fund raising policy and action. We have seen clear acquired knowledge and developed positive skills on our graduating students, with local innovative initiatives producing services and products to help their communities. It promotes a consciousness in favor of education in order to improve socially and economically. Our project is a proven quality, replicable and not expensive solution to a High School education delivered through Internet using ICT resources. It is not a substitute for face-to-face high school education but definitely fills a gap where regular education does not exists or cannot be acquired.

Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 

Our “online ICT services”, although specifically oriented to the poor and disadvantaged, directed to people of short academic opportunities, vulnerable, of limited resources, living in rural and suburban areas, gender discrimination and in pedagogical risk wishing to acquire information and knowledge through all the services offered through an Online Library and a complete high quality High School education, are open to the general public, especially the Online Library with absolute no access restriction, whatsoever. Not restricting anyone, the Online Library's usual and typical users are young women and men (under 18 years old) with lack of liberty living in retention centers, young people and adults who have to work daily for their basic living and subsistence, emigrants around the globe, women working at third party homes, peasants, not married mothers, among others. Several of our online students, with ages fluctuating between 16 and 40 years, belong to the “Quechua” Indian culture located in the Ecuadorian Amazon and high altitude areas.

Today we have over 1600 students located in 40 different communities, both rural and urban-marginal; we are also working in four Detention Centers of young law violators and with urban street gang young men and women through community centers. Any person that can get hold of a computer connected to Internet, anywhere, can have totally free access to our ICT online services: Online Library and School. Basically we need to expand technologically and in personnel to be able to attend larger numbers and replicate the model with other organizations.

Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: 

Our project is a proven quality, replicable and not expensive solution to a High School education delivered through Internet using ICT resources (WEB and WEB2). It is not a substitute for face-to-face high school education but definitely fills a gap where regular education does not exists or cannot be acquired.

Descrivete i criteri che usate per misurate i risultati raggiunti dal vostro progetto: 

Impact and success indicators: Through online services: library and high school, using an ICT educational platform we are preparing men and women, young and adults to have better jobs, improve their lives and that of their future generations, besides having efficient access to information, knowledge and technology.

We have found that our students improve their writing and reading skills and the use of technology besides developing self discipline and confidence through the on-line services and studies. They also demonstrate to prepare for future studies in distance delivery Higher Education institutions and work using efficiently Internet ICT resources. We have a graduation rate (success in finishing the on-line high school) of approximately 88%. They have demonstrated to develop community projects involving local people to generate jobs; some of them have won financial help from international organizations. Impact to date: We have evidenced that our students get totally involved in their communities by developing small tourist and cultural projects (5000 USD each) that will not only improve their economic situation but also that of the communities in which they live, evidencing low desertion and high graduation rate. Other Regions: After assisting, upon a UNESCO invitation, to the CCT Workshop on Education, held at Windhoek, Namibia, during 12-15 past November, with the purpose of sharing experiences among developing countries of Africa, Asia and America, FUVIA presented its Online Information Services and High School developed Project. On May of this year we presented our project to the international community at the Stockholm Challenge, receiving the Special mention for Excellence in the Use of Information Technology in the education category.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Più di 6 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Da 75.001 a 500.000
Come è finanziato il vostro progetto: 
Sponsorizzazioni
Is your project economically self sufficient now: 
Si
Insert date: 
11/30/2007
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
No
Che cosa possono imparare altri soggetti dal vostro progetto: 

How to develop a complex educational project an put it to work.

Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti.
13. Informazioni aggiuntive
Background: 

The Iberoamerican Virtual Foundation (Fundación UVIA) is developing a Pedagogical, Methodological and Technological Model for a High School, implemented through the “Colegio Virtual Iberoamericano (Iberoamerican online High School), oriented to vulnerable persons in pedagogical risk that for different reasons have not been able to finish their Secondary Schooling.

The Iberoamerican online High School Project started on October 2004 with UNESCO support, implementing the first, second and third year of High School in three specialties: Informatics, Sciences, and Social and Cultural Management, with 25 students with ages fluctuating between 16 and 40 years, belonging to “Quichuas” located in the Ecuadorian Amazon. Today we have around 600 students located in 18 different communities, both rural and urban-marginal; we are also working in four Detention Centers of young law violators and street gang young men and women. We have recently created the last three of “Básica” studies, thus completing the last six years of High School and a new specialty in Cultural Tourism and Sustainable Development.

Lately, we have made strategical alliances with: Minister of Education, Minister of Economical and Social Inclusion, Local Governments and several Ecuadorian Foundations; we have also obtained funds from: MOVISTAR, REPSOL YPF and UDENOR. The Project has raised high expectations in the Country since it has constituted in a tool to accomplish the “World Program Education for All” and of the “Millennium Developing Objectives”; it has also materialized the “Decennial Political Plan” of the Minister of Education and the “National Development Plan” of the Ecuadorian Government. The use of ICT in Developing Educational Processes has permitted the intersectional work that promotes UNESCO.

Ostacoli: 

We believe that this educational program will effectively contribute to the improvement of the quality of high school distance education by putting in practice an integrating and innovative pedagogic process for this level and type of education. In addition, not only a knowledge basis for general distance education learning will be created, but also specialized persons in the educational applications of the new communication and information technologies will be trained.

Moreover, this teaching-learning system contributes to increase the pertinence and significance of the acquired knowledge. Since one of our main institutional goals is to socialize the access to technology, we need to understand that this not only means delivering a high quality on-line education at reasonable costs but also to provide the necessary means to gain access to it. To achieve a greater reach in the sectors with higher risks of dropping out from high school and with fewer educational opportunities, a quality on line educational program must necessarily include scholarships for its students, thus complying with the international mandate regarding educational and technological inclusion, especially in the age of knowledge-based societies.

Soluzioni: 

Every year, at least twice, our onsite Tutors are instructed, besides computer usage, basic hardware and software installation, on the use of different online services; additionally, the facilitators and teachers receive three formative online courses on several aspects of online communication, information acquisition and online efficient content delivery and teaching. (http://www.fuvia.org/docencia/).

Future plans and wish list: 

From this perspective our projections for the coming years are:

  1. To extend the online High School coverage to all 24 Provinces in the Country in order to help decrease the digital divide gap and the student drop out rate from high school (nearly 80 %).
  2. Socialize the Experience with the rest of the Region and other countries in Africa and Asia that may require it, with the possibility of replicating the Project
  3. To develop a complete professional online digital Library service and a functional online student orientation and guidance department.
  4. To continue developing the Pedagogical, Methodological and Technological Model trough research.
  5. To provide annually 260 scholarships for high school students in high educational risk in order to contribuye to decrease dropping-out rate for economic reasons.
  6. To have communication and information technology-based “Open Learning Communities” fully working, built upon quality based principles and practices.
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MicroEDU

To provide a platform of education opportunities for children who lack access to education through online to solve setbacks of onsite volunteering, and also a systematic and organised database of inno

1. Sommario progetto
Sommario: 

MicroEDU is an effort to engage all educators and learners through technology and, most importantly, to offer more learning opportunities to children who lack such opportunities (such as those from rural areas). MicroEDU provides a systematic database of educational games, pre-recorded lessons, slides, videos submitted by innovative teachers and students from all over the world. This makes it easy and convenient for people to learn and share. Teachers have the opportunity to share their innovative ideas in engaging students in learning while all students, including children who lack learning opportunities, have access to these education resources as well.

This is because we will be providing technology gadgets and internet access to these children who lack learning opportunities. Along with teacher and student volunteers who will be appreciated and honoured with certificates of recognition, we will also help prepare these children to take recognised exams in their respective countries.

As each submission by innovative teachers or students reach a certain quality and rating, or for each time somebody scored full mark for the ‘featured educational game’ , MicroEDU will receive a certain amount of funding from Corporate Sponsors, and we will provide them with great advertisement and publicity services.

We also provide an opportunity for people from rural areas to market their products (handicraft etc.) online. This is also a means of fair trade (as they are frequently exploited by middleman when selling their products) and to develop entrepreneurial skills among these people. Individuals and small enterprises can also support us through purchasing these products. These small enterprises will receive publicity as well. Thus, we can ensure the sustainability of our project and continue to help more children from other parts of the world to have more learning opportunities.

We believe that education is a means to eradicate poverty. With technology, we shall build a bridge to reach out to children who lack learning opportunities, while connecting all educators and learners.

2. Paese (Città / Regione)
Stato: 
Philippines
Città: 
Philippines/Malaysia
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
MicroEDU
4. Tipo di organizzazione
Scegli tipo: 
Scuola
5. Coordinatore del progetto
Nome e Cognome: 
Soo Jin Yun
E-Mail: 
jasmines0405@gmail.com
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 18 anni
Inserimento dei giovani nel mondo del lavoro: 
Inserimento dei giovani nel mondo del lavoro
Creatività e Innovazione sociale: 
Creatività e Innovazione sociale
8. Da quando è funzionante il vostro progetto?
Da: 
31/12/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

It all started when 15 students from across the Asia Pacific are selected to attend the 1st Asia Pacific Microsoft Innovative Students’ Forum in Kuala Lumpur, Malaysia in conjunction with the Teachers’ Conference. Soo Jin Yun, a Malaysian, and Johanna Leibandoy, from Philippines, are partners in this project idea. The project idea is then awarded a 1500-USD micro-grant by Microsoft Corporation. Soo Jin Yun is currently on scholarship for the Sprout e-course to be assisted by TakingITGlobal to make this project a success.

Our mission is to advocate education for all, adopt an equitable use of technology, and work towards poverty eradication. Our vision is that all children and youths will gain education opportunities and be involved in youth participation as well as to benefit from the use of technology, and to have an awareness on fair trade and enterprise.

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

We call this the 21st century—an era of globalisation and advancement in technology. To quote Jimmy Carter, “Globalization, as defined by rich people like us, is a very nice thing... you are talking about the Internet, you are talking about cell phones, you are talking about computers. This doesn't affect two-thirds of the people of the world…”

The integration of technology in education is a noble intention, but in reality this will most likely only benefit students who are studying in big cities and prestigious schools. What about those children who do not even have sufficient education opportunities? Be it the urban poor or children from rural areas, many still encounter the lack of access to education due to factors such as daunting journey/inconvenience of transport to school, unable to enroll in schools, lack of teachers etc. Some children do attend school but are highly dependent on the availability of teachers who would want to volunteer at certain times, and this often results in not having regular, frequent and sufficient number of lessons. In addition, they are rarely involved in healthy competitions and exposure to more learning experiences to be able to improve themselves. It is imperative to provide them a situation conducive for effective learning.

On the other hand, we have students who have easy access to technology like computers and the internet. Yet, many of them only use them for addictive games, social networking sites and such. They either lack the initiative or the information to explore the possibility of the role of technology in providing a systematic database of educational resources as well as in youth participation. Some are eager to involve themselves in youth participation but lack opportunities or are unable to commit due to various reasons.

On top of that, we have educators around the world who have devised innovative methods in teaching. While some of them have received recognition of some form, others may have been doing this for a long time and yet they did not receive support from their school/local authorities. Educators today are gradually pioneering the reform of teaching methods to engage students in learning. However, most of these efforts and initiatives are done individually or within a small group of educators. What is needed now is a platform for the exchange of ideas between different communities of educators, the compilation of these ideas, and to share their innovations to benefit more learners instead of just a limited number of their own students. These educators and teachers need a platform that supports their efforts and initiatives too.

Education, technology, youth participation and support for the generation of innovative teachers are the key issues integrated into my project idea. We believe that education is a means to eradicate poverty too. With technology, we shall build a bridge to reach out to children who lack learning opportunities, while connecting and encouraging the involvement of all educators and learners.

Quali opportunità/problemi affronta: 

After attending the Asia Pacific Microsoft Teachers’ Conference and Innovative Students’ Forum, we realized that there are many teachers who are seeking innovative methods in teaching, but sometimes not all of them are given the opportunity to showcase their effort and share their ideas to be applied in other schools, communities or even other countries. We want to provide teachers with the opportunity to share and showcase their ideas, as well as students to access these educational resources. Students do not have to search randomly online because we arrange them in a systematic database.

While countries in the Asia Pacific are working towards the MDG of Education for All, and the use of technology in education is given more attention, there are still marginalised communities or children who lack education exposure.

Schools may be built but the lack of human resource for teachers in those areas and/or inconveniences in access (transport etc) to the schools are factors that these children are still being left behind.

In Phillipines, some children only get to attend school for 3 days a week because the place they are living in is too inconvenient for teachers to come in every day.

Besides that, in certain parts of East Malaysia, there have been cases on girls being raped by loggers on the way to school and some students dropped out of school because it takes a long boat ride to reach the school. Other times, some children who did attend school and who are able to communicate in English, ended up making handicraft in their own villages nevertheless.

Intervention is needed for an alternative platform to provide opportunities for these children. In terms of education, we can utilise technology so that helpful teachers/students are able to reach out to these children. This is also a systematic and organised database of resources for all educators and learners. Besides that, it is a platform for them to learn small entrepreneurial skills by doing online selling of handicraft, and avoid going through a middle man.

Please explain what is unique or special in your project: 

Our project is a cross-national project by two people of different nationalities. We start our pilot project in Philippines but look forward to expanding it to other communities in Asia Pacific. Our project idea is also acknowledged by the highly recognized Microsoft Corporation.

Children who lack access to education are usually helped by teachers who volunteer to teach, donations etc. But most of the time, teaching is not done on a regular basis or not as frequent as the normal schooling programme as there may be inconvenience for teachers or volunteers to get transport to the area, the money needed to travel, and most of all the time commitment.

Our project fully utilizes technology to bridge the gap. To solve the inconveniences stated above, we are using technology to bridge the gap. Educators and learners can connect with those children through the internet conveniently.

Our project is built upon the basis of involvement from various stakeholders, professionals, children, youth, corporate support, and anyone in this world who cares. (Details mentioned at section 12.5 of this proposal)

Our project also makes using the internet more meaningful to our stakeholders.

Our project is possible to be done on a long-term basis, and is able to expand as we gradually bring this benefit to more and more communities who need it. It is not only sustainable, it can gradually expand to a regional or international level, and thus widen the range of people who can benefit from our project.

10. Risultati
Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 

The nature of our project requires active participation from various stakeholders.

Professionals, namely teachers or educators, have an opportunity to showcase their ideas at an international level. They can share their innovations and teaching methods to benefit other schools/communities/countries. Many teachers have been working on applications of technology in education but remain unknown to the society and world, and some of them do not receive enough support. They can now also learn from other teachers sharing the same dedication towards technology in education and help one another to improve current innovations.

Children from rural areas or urban poor who lack access to education will now receive an opportunity to learn online when resources are not available. Children can now learn from the online volunteers consisting of teachers and youths and also search for their own resources in our database. As our project expands in the future, these children are able to connect with children from other communities who are in similar situations. Children can also help their parents to market their products (such as indigenous handicraft etc.) at our online store.

Youths have the opportunity to become volunteers who will make an impact to the lives of those children. They can prepare prerecorded lessons/educational games etc or similar innovations like the teachers’ and submit it to our database to benefit the children. This will also benefit their character building and we will award certificates to acknowledge their contributions. Youths play a part in making the environment conducive for learning for all.

As each submission by innovative teachers or students reach a certain quality and rating, or for each time somebody scored full mark for the ‘featured educational game’ , MicroEDU will receive a certain amount of funding from Corporate Sponsors, and we will provide them with great advertisement and publicity services.

Individuals and small enterprises can also support us through purchasing these products. These small enterprises will receive publicity as well. Thus, we can ensure the sustainability of our project and continue to help more children from other parts of the world to have more learning opportunities.

Other stakeholders include Silliman University, Youth Organizations, Teachers Organization, Partner School, Students, Parents, Teachers, Principal, Local Industries, Volunteer Students, Volunteer Teachers, Internet Provider, Computer Shop, School Supplies Shop, Local Corporations, Department of Education, Municipality Mayor, Municipality Councilors, Local Media, Online Media

Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: 

This is being described in the previous sections. Our project is not only relevant, but the core rudiments of it correspond to the promotion of the use of ICT for the educational and cultural development by professionals, children and youth.

Everyone gains personal benefits as well as uses ICT for a good cause.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Più di 6 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Meno di 10.000
Come è finanziato il vostro progetto: 
Pubblicità
Is your project economically self sufficient now: 
No
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
No
Che cosa possono imparare altri soggetti dal vostro progetto: 

Youths nowadays tend to complain about not having laptops or sufficient technological gadgets at school but we wish to remind everyone of the children who do not even have the chance to receive sufficient education.

All our stakeholders, educators, professionals, learners, youths, students and people in this society can surely learn a lot. (Details mentioned at the other section).As mentioned, we hope to expand this project to benefit other communities of children who lack education opportunities too.

Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti.
13. Informazioni aggiuntive
Background: 

It all started when 15 students from across the Asia Pacific are selected to attend the 1st Asia Pacific Microsoft Innovative Students’ Forum in Kuala Lumpur, Malaysia in conjunction with the Teachers’ Conference. Soo Jin Yun, a Malaysian, and Johanna Leibandoy, from Philippines, are partners in this project idea. The project idea is then awarded a 1500-USD micro-grant by Microsoft Corporation. Soo Jin Yun is currently on scholarship for the Sprout e-course to be assisted by TakingITGlobal to make this project a success.

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URUGUAY: Global Leader in Equal Access to Digital Education

The One Laptop per Child association develops a low-cost laptop—the "XO Laptop"—to revolutionize how we educate the world's children.

1. Sommario progetto
Sommario: 

Ceibal’s strategic principles are: equality of opportunity in access to technology, democratization of knowledge and enhancing learning in schools and in the context of the whole experience of learners.
The project will be located institutionally and pedagogy developed in the field of primary education, since the target population consists of students from 1st to 6th year of primary education and their teachers.
The laptops are set up by OLPC for children are, lightweight, easily transportable and very durable. Its features enable work in diverse environments, also different to the classroom and open up opportunities for very different approach to teach and learn. .

This project aims to have a significant social impact on the relationship between the school and the family, the promotion of skills for the XXI century society in an attempt to reduce the existing digital divide

2. Paese (Città / Regione)
Stato: 
Uruguay
Città: 
Montevideo
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
CDI Uruguay
4. Tipo di organizzazione
Scegli tipo: 
Istituzione culturali (fondazioni, musei, gallerie e simili)
5. Coordinatore del progetto
Nome e Cognome: 
Jiulia Peruzzi Tirelli
E-Mail: 
juliap@media.mit.edu
6. Website
Il sito web del progetto: 
www.cdi.org.uy
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 15 anni
Inserimento dei giovani nel mondo del lavoro: 
NOT Helping youth step in the job market
Creatività e Innovazione sociale: 
Creatività e Innovazione sociale
8. Da quando è funzionante il vostro progetto?
Da: 
03/03/2007
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

The introduction of computers in schools does not mean merely learning to use a technological resource, requires thinking about how their integration in the classroom enhances student learning, assessing not only access to new knowledge but also the development of attitudes, skills, etc.
Then you are not thinking in incorporating the technology itself, but according to the pedagogical approach. The integration of computers, was seen in the context of societal, cultural construction at the service of active development of significance by the student based on their interests and prior knowledge and based on their interactions with the object of knowledge through the teacher's mediation.
Education planning is seen as the anticipation of an area of opportunity for learning by the student, an area shaped by the teacher can be done in many ways. Computers widen that space, since these features are particularly appropriate for development of project work, topics, problem solving and networking.
This project has a very wide and ambitious target: to improve the ways that people learn and teach, to investigate social changes becoming through the experience

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

The project will try to achieve it ambitious target and additionally, learn a lot of new pedagogic strategies and significant changes on the life of participants to be replicated and shared with all the people interested around the world.
The World Summit on the Information Society in Geneva 2003 recognizes that education, knowledge, information and communication are essential for progress, and welfare of human beings. Moreover, information technologies and communication technologies (ICTs) have an immense impact on virtually all aspects of our lives. The rapid progress of these technologies opens completely new opportunities to attain higher levels of development. The capability of ICTs to reduce many traditional obstacles, especially the time and distance, for the first time ever, allow the use of the potential of these technologies for the benefit of millions of people around the world.

We have not yet all the responses to “What does it try to achieve and how” instead we have many questions. Since is a projetc whit no precedents, we hope to learn by while doing it

Quali opportunità/problemi affronta: 

Opportunities:
We are fully aware that the benefits of the revolution in information technology are today unevenly distributed between developed and developing countries and within societies. We are fully committed to turning this digital divide into a digital opportunity for all, especially those who risk being behind and further marginalized. Just give access does not involve overcoming the "digital divide". While the level of connectivity and use of technology is important, it is more important yet that people can have the knowledge, habits of critical thinking and values needed to use these tools in personal and collective development.
These are the great long lasting opportunities of this project: to built, all together a better life for everyone.

Problems:
Since this is a very innovative project, it could be rejected and/or misunderstand by teachers at the school.
Political changes at the government of Uruguay could change the educational aims of the authorities.

Please explain what is unique or special in your project: 

It is unique because is the very first time in the history that a country gives laptops to every children at primary schools.
I would like to remark that children own the laptop and carry them home or wherever they want. Also they keep their laptops even when they left the school.

CDI Uruguay is collaborating to extend the knowledge to families and communities in order to have better results extending the benefits of managing laptops to the whole society.
Other important innovation emerge from the agreement CDI Uruguay – CEIBAL to include families and communities at CEIBAL beneficiaries. Is a very innovative project aiming to demonstrate that the collaboration between ONE TO ONE projects and Communitarian Telecenters empower both projects towards the social development

10. Risultati
Describe the results of your project as per today: 

The project have promoted ownership by teachers and students, while generating innovation among its multiple innovations. Teachers are learning new ways in the exercise of its profession, children and teachers are learning how to learn, curiosity and willing to learn is increased ... as well as fun at the school!
Since children have the laptops at home, the whole family is curious and interested at this “magic machine” which is fully connected to internet, even at home, due to the mesh network with the server at the school. So parents and other relatives are also learning very new things and using laptops for their own interests. Here is shown the importance of the intervention of CDI Uruguay and its telecenters.
The Internet access in Uruguay has been increased from 25 % until almost 60 %

In che misura risponde ai bisogni degli utenti: 

While the level of connectivity and use of technology is important, it is more important yet that people can have the knowledge, habits of critical thinking and values needed to use these tools in personal and collective development.
Just give mere access to technology does not involve overcoming the "digital divide. Hence the importance of this project in encouraging the student in developing the necessary skills to enable them to exercise responsible autonomy and criticism and actively participate in building a world more human, more democratic and fair.
Additionally, CDI Uruguay intervention will fulfill need of other users who are not children at schools.

Quanti utenti interagiscono con il progetto mensilmente e in quale modo: 

CEIBAL:
330.000 children and teachers (the same every month because they are the whole amount attending primary schools at the country).
CDI URUGUAY:
50 teachers of public and private schools at face to face courses
50 teachers reached at e.learning
60 relatives of children who own a laptop and have them at home

Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: 

The World Summit on the Information Society in Geneva 2003 recognizes that education, knowledge, information and communication are essential for progress, and welfare of human beings. Moreover, information and communication technologies (ICTs) have an immense impact on virtually all aspects of our lives. The rapid progress of these technologies opens completely new opportunities to attain higher levels of development. The capability of ICTs to reduce many traditional obstacles, especially time and distance, for the first time ever, allow the use of the potential of these technologies for the benefit of millions of people around the world.

Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 

Uruguayan authorities promoted the realization of a public Educational Debate with participation of professionals and all the people interested at the subject.
It should be noted that the inputs related to Education and ICTs, with citizenship participation, confirm the line of the exposed bases pointing to the need "to ensure resources for the use of ICTs as a tool for democratization of knowledge".

Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: 

Its core is to promote the educational and cultural development of students, teachers and families to improve educational and social development.

Descrivete i criteri che usate per misurate i risultati raggiunti dal vostro progetto: 

Number of beneficiaries : children, youth, adults
Number of new teachers acquiring computer literacy.
Level of Internet connectivity at the country.
A medium and long term it can be measured educational and social changes.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Da 3 a 6 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Più di 500.000
Come è finanziato il vostro progetto: 
Altro
Altro: 
governmental, with the collaboration of our NGO
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
No
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti.
13. Informazioni aggiuntive
Background: 

About CDI International Network: The Committee for Democracy in Information Technology (CDI) is a non-profit organization working to free young people from poverty and social exclusion through the establishment of community IT and Citizenship Schools. CDI views IT literacy as a way to promote employment opportunities, civic participation, formal education, ecology, health, human rights and non-violence.
CDI seeks to help individual communities establish their own educational programs. Since its inception in Rio de Janeiro in 1995, the Committee has supported 933 communities around Brazil, South Africa, Angola, Chile, Colombia, Guatemala, Honduras, Japan, México and Uruguay, to establish their own autonomous and financially self-sustaining IT and Human Right Schools
These neighborhoods are among the nation’s poorest. CDI provides these schools with technical assistance, teacher training, curriculum development, as well as donated software and computer equipment.
By implementing the CDI model, the EICs have enrolled 936.900 graduates so far, mostly children and teenagers. The Committee has successfully adapted its methodology to reach diverse groups, such as street children, visually-impaired youths, prisoners, and indigenous people.

About CDI Uruguay: It’s a program which empower its targets working in coordinati on with CDI International Network over all the territory of this country. Since the starting of CEIBAL project, CDI Uruguay is collaborating with it to extend its performance.

CDI Uruguay offers Uruguayan communities technical assistance, teacher training, and help in developing methods and specific curricula for different social groups, free of charge. In addition, CDI Uruguay donates computers, printers, and software. Once an EIC is created, CDI Uruguay continues to assist in its development.

Information technology is spearheading the modernization process the world over. Young people living in poor communities are consequently extremely interested in it. The computer skills and knowledge of human rights and ecology, acquired in the EICs, create more opportunities for participants, as well as for their families and neighborhoods. In addition, there is a growing demand for IT skills in today’s job market. These young people, once equipped with computer skills, will have greater employment opportunities and will consequently be better placed to integrate into society both economically and socially.

Governments and non-governmental organizations, as well as non-profit and international development agencies, have acknowledged the remarkable effectiveness of the CDI model. For instance, UNESCO has been instrumental in lending institutional support and has granted the Committee with its Seal of Approval. CDI finances its activities through partnerships with the government agencies, as well as with corporations and philanthropic organizations. With the help of partners including Inter American Development Bank, Microsoft, Avina, World Bank, Swiss Re Brazil Services de Participators, United Methodist Church, Ashoka, Global Partnerships, Zonamerica Business & Technology Park, Punto Ogilvy, ARTech, República AFAP, Fanapel, Estudio Luis Lecueder and many others, CDI is building a solid financial and administrative platform, where new funding can be securely invested for the development of effective social programs.

Ostacoli: 

- Lack of flexibility of the school teachers, in those who are too attached to old educational methods.
- Teachers who are not familiar with computers and have afraid of new technologies.
- social and familiar violence, which produces damages to the laptops made by some relatives, and stole of laptops when children are carrying them home to school and vice versa.

Soluzioni: 

- To work hard with the purpose of overcome the reluctance teachers to adapt to the new age in education and to accept the new technologies at the classroom, with all the methodological changes that this means. This work is being focused in pedagogical training.
- Training every teacher in computer science.
- A broadcast campaign to overcome these awful effects of the violence, above all saying the characteristic of these laptops. Laptops has a owner – the child- who has the password to start it. In case of rob, the computer is blocked and so has not value at the market.

Future plans and wish list: 

From CEIBAL:
-To extend the delivery of laptops to secondary education.
From CDI Uruguay:
- To obtain financial resources to reach more people -families and communities-. The needed resources are to be applied for travel and per Diem for students at isolate areas of the country. We wish to do gatherings of interchange and special trainings according to the specifics needs of communities.
From both CEIBAL and CDI Uruguay:
- To involve at this "adventure" as much people as possible (from our country and from abroad).
- To make researches to learn more about and from the process of this project.
- To spread out the great amount of knowledge acquired in the process of the project

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ClaSSworks

CLASSworks guides a school through all the essential parts connected to the establishment,
management, maintenance, and use of a computer lab

1. Sommario progetto
Sommario: 

While ICT developments in Western societies are booming, many African countries are only
beginning to explore the possibilities of the use of ICT. More and more initiatives from the
West are aimed at closing this "gap", mainly focusing on hardware and training in software
use. The vision of Viafrica is that this focus produces an unsatisfactory effect. More attention
should be paid to the practical application of ICT within the local context. ICT should be used
for the purpose of strengthening existing developments; it is not an aim as such.
In 2003, Joost Dam, the founder of Viafrica has been approached by COSTECH (Tanzanian
Commission for Science and Technology) with a demand of schools and parents in the
Kilimanjaro region to develop an ICT programme there. Joost Dam went to Tanzania to meet
with COSTECH and to visit some schools and two pilot schools were picked for an initial
CLASSworks project. Later on, three schools from Uganda applied to become part of the
programme and were implemented. During this test phase CLASSworks was further
developed and has started to run at full speed in Tanzania and later Kenya since 2005. In
2009 the programme will be expanded to Sierra Leone together with the local partner Sierra
e-riders.
Viafrica works together primarily with secondary schools in sub Saharan Africa. The primary
target group are the teachers and students that are reached through their schools. The
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expectation is that a new middle class emerges from that target group which is able to serve
as a motor for economy and further developments.
CLASSworks: CLASSworks is an abbreviation for 'Computer Learning And Sustainable
Support works', guides a school through all the essential parts connected to the
management, maintenance, and use of a computer lab. The programme begins with the
preparation and startup of a suitable computer room and continues with training of teachers
and supporting the school in maintaining hard- and software.
Schools who want to participate have to take care of a suitable location for the computer
room and release several teachers who are to receive training for becoming an IT-teacher.
Viafrica takes care of the follow-up: delivery of hard- and software, implementation, teacher
training and support and maintenance. Supporting measures are seminars, trainings,
maintenance and end-user support. After that, the school is responsible independently. For
further support and trainings the local service center is always available, of course. Schools
are responsible for the running costs, teachers and infrastructure. They can close a contract
with the service centers and regularly pay a cost covering amount for the services they
receive

2. Paese (Città / Regione)
Stato: 
Kenya
Città: 
Kenya, Tanzania and Sierra Leone
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
Foundation Viafrica
4. Tipo di organizzazione
Scegli tipo: 
Altro
Altro: 
non-profit organization
5. Coordinatore del progetto
Nome e Cognome: 
Emmy Voltman
E-Mail: 
e.voltman@viafrica.org
6. Website
Il sito web del progetto: 
http://www.viafrica.org
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 18 anni
Inserimento dei giovani nel mondo del lavoro: 
NOT Helping youth step in the job market
Creatività e Innovazione sociale: 
Creatività e Innovazione sociale
8. Da quando è funzionante il vostro progetto?
Da: 
01/01/2005
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

The goals on which grounds CLASSworks has been founded, are the possibilities for the
schools to
- broaden their curriculum by offering ICT lessons
- strengthen the existing curriculum by using computers and digital information methods
- support supporting activities (administration) through ICT
So the overall goal is to give education at secondary schools a broadening and deepening
impulse and to strengthen and extend the capacity in East Africa in the field of ICT servicing.
By offering ICT services on rural schools, we empower young people with ICT skills which
they will need on the labour market. The access to these skills is brought on an equal basis
on the schools to boys and girls whereas when not brought to secondary schools, access to
ICT is more focussed on boys and men. We thereby promote gender equality and empower
women.
The focus lies as well on partnerships for development. In cooperation with the private
sector, CLASSworks makes the benefits of new technologies, especially information and
communication available. It offers youth and local communities’ access to ICT and thereby
equips them for the changing economy and information structure. An effort towards closing
the digital divide. Self-evidently better, broader education offers great advantages for the students, be it during
their academic or during their future professional career

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

Equal access to ICT and ICT knowledge in African countries. Schools in Africa should be
able and equipped to provide high quality education that prepare students for the
requirements on the job market.
Viafricas vision on development is that projects should only be carried out when they have
legitimacy within the local context. This means that there has to be a local demand from
which the projects are formulated.
Apart from this, every project should be able to run independently after the project period.
This independence is shown in financial issues, but also in knowledge and a vision for the
future in which the projects turn into daily practice.
11.3 Which opportunities/problems does it address to?
African schools want to prepare their students as good as possible for the future, too. The
adaptation of education to social developments is very important. One social development is
automatisation which is is the starting point for CLASSworks (Computer Learning and
Sustainable Support Works).
There are hardly any possibilities to make use of ICT in education in sub-Saharan Africa due
to practical problems like
 the costs of a computer room at a school are too high
 knowledge about ICT/computers is absent or very limited
 there is no support and maintenance structure
 there is no education material/software
 there is no experience with computer education
The Digital Divide: There is an increasing importance of computer skills on the labour
market, secondary schools in East Africa strive to fulfill the requirements that are imposed
upon them by modern society. Those requirements are not only coming from the parents but
also from the public sphere and the labour market, an important subelement are computer
skills, crucial to prevent poverty.
Strengthen academic capacities in sub-Saharan Africa: Viafrica prepares students for
careers in higher education where computer skills are necessary; ICT means access to
knowledge and information needed for academic activities.
The strengthening of the ICT service capacity in East-Africa is justified through the demand
from the market that reaches our Service Centres in Moshi and Nairobi. This demand is
expressed by:
 the CLASSworks schools;
 non-CLASSworks schools with ICT infrastructure;
 other organisations with an ICT infrastructure.
In the regions where Viafrica is active there are no professional ICT service providers who
can answer this demand. The result is that we are confronted with a lot of broken hardware,
4
old software, viruses and users that are not geared for their tasks from other projects and
initiatives. The Viafrica Service Centres in Moshi and Nairobi more and more are asked to
provide an answer to these questions as we are one of the few organisations on the ground.

Please explain what is unique or special in your project: 

First of all, the projects of Viafrica are special because they focus on the middle class, not on
the poorest of the poorest. CLASSworks focuses on people with opportunities and develop
and expand them together. This does not mean that the poorest of the poorest need help
too. But, to work towards real sustainability and independence within development projects,
we think focusing on the middle class is the way to go forward. Humanitarian aid (focusing
mainly on the poorest of the poorest) is a different way of helping. Really necessary, but not
working in the field of development and education were Viafrica is present.
Secondly, Viafrica is an organisation working towards real sustainability, in a sense that all
funds for projects are only used for a start up / investment phase, but as soon as possible we
want projects to run on their own. A lot of development organisations or projects state that
they have the same goal. But in practice it is difficult to reach real sustainability because in a
lot of cases local (partner) organisations are not becoming project owners, whereas Viafrica
thinks this is the only way to become really independent. All schools (our local partners)
within the CLASSworks programme become project owners. They are responsible to run the
project in a sustainable manner. Viafrica only supports them to become and stay
independent.
During the last years it became clear that this way of working in Africa or in development
countries is quite unique.

10. Risultati
Describe the results of your project as per today: 

From 2004 till now, Viafrica has implemented 85 CLASSworks schools in Tanzania, Kenya
and Uganda. The schools are serviced by Service Centers. All schools are using the
computers for teaching and the reactions of both teachers and students are very positive. In
2008 the first schools joined the national examinations in computer science. Viafrica has
proved that with professional services it is very possible to sustain ICT within education
combined with a self-sustaining Service Center.
In 2005, the independent regional office and service centre in Moshi, Tanzania was set up. It
is is responsible for the CLASSworks programme in Tanzania and offers service contracts
for schools. Currently, the centre provides assistance to schools participating in the
CLASSworks programme, start-up of computer rooms, training for the teaching staff,
seminars for school boards and others who are interested, and maintenance of the ICT hardand
software. As a regional office, the team in Moshi is responsible for the overall
coordination of the CLASSworks programme. A second service centre, responsible for the
CLASSworks schools in Kenya has been established in Nairobi, Kenya.
The interest for the CLASSworks programme is large. More and more organisation
acknowledge the value and are interested in using the CLASSworks principles in their
environment. This interest comes from both international as well as local organisations. In
most cases the question is whether Viafrica can expand to new areas in which they work. Clearly Viafrica's capacity is not large enough to respond to these requests. However, there
are possibilities which are being explored. If Viafrica can find a good local partner with
sufficient experience and capacities it is very possible to expand CLASSworks through them.
So far this is being done with Ukengee in Tanzania, Linknet in Zambia and Sierra e-riders in
Sierra Leone.

In che misura risponde ai bisogni degli utenti: 

Students of CLASSworks school have access to computers / computer education
· Teachers have the opportunity to receive trainings and make use of the CLASSworks
box and e-learning material made available by Viafrica
· Schools are able to raise their profile and improve the education they can offer

Quanti utenti interagiscono con il progetto mensilmente e in quale modo: 

In the Netherlands, external interaction with the CLASSworks project takes place primarily
through the Viafrica website and the quarterly newsletter that is being published.
In Africa, there are several modes of interaction with the CLASSworks schools. First of all,
headmaster seminars are organised on a regular basis where the headmasters of
CLASSworks schools are invited to discuss the development of the project and for evaluation
purposes. During regular school visits Viafrica employees visit the CLASSworks schools on
site, and teacher, students and headmasters can come up with any CLASSworks related
questions or problems they have. For this purpose, there is also a helpdesk available in the
local Viafrica offices that can be reached by phone, email, post or personally. There are
teacher trainings offered in the Viafrica office as well, where IT teachers are being trained
and CLASSworks related issues can be discussed.

Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: 

At CLASSworks schools there are ICTs available and computer education can be
offered
· The computers can be used in other subject lessons as well
· Administrative activties are supported by the use of ICTs provided through the
CLASSworks programme
· The service centres are contact points for any maintenance related questions and
computer trainings

Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 

Viafrica organises headmaster seminars on a regular basis in the local service
centres in Moshi (Tanzania) and Nairobi (Kenya). The evaluation and input of the
schools is highly appreciated by Viafrica.
· Viafrica involves headmasters, teachers and students in evaluating the project
(school reports)

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Meno di 1 anno
Indicate il costo di massima del vostro progetto (in Euro): 
Da 75.001 a 500.000
Come è finanziato il vostro progetto: 
Finanziamenti pubblici o privati
Is your project economically self sufficient now: 
Si
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

Ukengee in Southern Tanzania (up and running)
· Linknet in Zambia (preparatory phase)
· Sierra e-riders in Sierra Leone (starting 2009)

Che cosa possono imparare altri soggetti dal vostro progetto: 

South-South internships
Part of the professionalisation of the ICT network is offering internships to staff of ICT
companies within the network. During the internships at the service centres of Viafrica all
aspects of a service organisation are discussed and the intern will co-operate.
The aim of the internship is to have the staff experience in which way a professional service
centre functions and have him/her return to his/her own organisation to put it into practice.
The interns get their travelling expenses and accommodation reimbursed; any salary costs
have to be paid by the partner organisations.
South-South training
Next to the internships, specific training courses are organised for network organisations.
These training courses mainly take place on site and are attended by representatives of
multiple organisations.
The training courses are given by local employees of Viafrica from their experience with all
aspects of service management and CLASSworks. These training courses cover many
areas, from technical training to training on management software. The precise content of a
course is determined by the demand and the level of the network organisations.
Partnerships – Franchise
More organisations have shown interest in the CLASSworks concept. With one of them a
concrete cooperation has been established, which started early 2009. Within this
cooperation the CLASSworks framework is used in a new area in the South of Tanzania.
Viafrica will train the operational manager and trainers of the local partner Ukengee.
Ukengee will use the CLASSworks procedures for secondary schools in the South of
Tanzania. Viafrica in its turn will profit from the experience with solar energy and low-energy
consuming computers that will be used by Ukengee at the schools.
A Memorandum of Understanding with LinkNet Zambia has also been signed and is due to
start in 2009. In Sierra Leone Viafrica has selected a local partner as well. Early 2009 a pilot
tender was successfully carried out in Sierra Leone. In 2009 we expect to implement the first
CLASSworks schools in Sierra Leone through the Sierra e-riders, a local NGO. The main
idea is that Viafrica offers the local organisation everything there is to know about
CLASSworks, including the concept of the service contracts with schools. Through this
income the local organisation is able to sustain without external dependence. Only the initial
hardware investments, installation and training is funded. For every school the local
organisation receives a fixed amount and Viafrica provides the hardware and international
logistics.
With these and future partners in more areas and countries Viafrica aims at strengthening
more secondary schools and setting a solid and professional foundation by using a common
set of procedures and the same framework. As the network grows the accumulation of
knowledge, solutions and experience grows. From the Viafrica offices in both Kenya and
Tanzania it can already been seen that the exchange of employees brings new insights and
working approaches. Another advantage is the economies of scale that can be achieved for
hardware, shipments, training courses, etc...

Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti.
13. Informazioni aggiuntive
Background: 

→ the CLASSworks programme has been continuously running since it has been established and there is no end date planned. However, within the CLASSworks programme the individual school projects can be singled out. If a school is becoming a CLASSworks school, there is an implementation period of less than one year. During that time the school receives the equipment for a computer lab and initial teacher trainings. After that period the schools become project owners themselves and are able to run the project independently. Most of the times they close a service contract with the Viafrica service centre for maintenance of the computer lab CLASSworks schools become project owners and are independent after the implementation period is over. However, new implementations of the CLASSworks programme require initial funding. NB: Viafrica Business Solutions (VBS). VBS is an initiative of the Foundation Viafrica. It is a for profit organisation that sells hardware, software and ICT trainings. A large portion of its profit is going to support the activities of the Foundation and contributes to increase financial independence

Political unrest
The year 2008 started with political unrest in Kenya which resulted in riots and a very
insecure situation. Viafrica Kenya was very much affected. Our employees origin from
Nairobi and are Kikuyu. However the Viafrica Kenya office and the CLASSworks schools
were situated in Kisii which is a Luo area. The clash was between those two groups. The
Viafrica Kenya employees were put in a very insecure, and potentially life threatening,
position. In the Rift Valley, on the road from Nairobi to Kisii was a lot of violence against
“other” tribes. Next to this the situation in and around Kisii became very tense. People started
speaking their mother tongue instead of Swahili. Viafrica employees were therefore
constantly recognized as “aliens” and verbally harassed.
Viafrica took the decision to organise a training month in the Viafrica Tanzania office in
Moshi. The decision was made to await how the situation would develop and take further
decisions in February. At that time things luckily cooled down and, although still tense, were
workable. However, as nobody could predict how the situation on the longer term would
develop, Viafrica decided to move its office from Kisii to Nairobi. This decision was
communicated to the CLASSworks schools, which of course were disappointed but also
understood the decision. It was agreed that three times a year Viafrica Kenya employees
visit the schools for support. Something that proved very workable for both the schools and
Viafrica. The office in Nairobi was organised quite fast and early May Viafrica started
introducing the CLASSworks programme in deprived areas in and around Nairobi. This
resulted in 18 new CLASSworks schools in Kenya. All in all the political situation of early
2008 had a great impact on both the employees and the practical operation in Kenya.
However, the outcome is that there is a well Illustration 2: outside the new Viafrica Kenya
office in Nairobi established office in Nairobi and that all involved came out well.
Safety situation
Late 2008 and early 2009 saw a huge increase in robberies in Moshi. It is normal that before
Christmas and Eastern there is an increase as people need money for these days. However
the situation remained bad all over. Organised robberies are performed almost every night. It
became really close when the Viafrica guards told us that they were offered part of the profit
when they would cooperate with certain robbers. Luckily enough they decided to inform
Viafrica so that we could increase the security level even more. However in the same period
robbers went a few times for the private house of one of our employees. He faced eight
armed (knives and guns) guys who were looking for “the guy who worked with Wazungu”
(white people). Apparently they didn't know who exactly to look for and tortured the
neighbour, a very old lady, to tell them, without success. These guys have come back five
times during night but were scared away by the dogs and new guards. Although not
9
Viafrica's prime responsibility, the employees safety at home is an issue. The Viafrica
employees become targets because they work for a successful organisation. Where possible
Viafrica assist the employees to improve the security situation. Besides the district officer has
been informed about the situation.
Personnel changes
By the end of 2008 three Viafrica Tanzania employees left. All three choose for a career
somewhere else. Unfortunately Viafrica Tanzania didn't get the chance to negotiate with
them and keep them. Apart from one trainer, the other two just didn't appear any more. No
explanations, we can just guess for the real reasons. One of the reasons could be that other
NGO's offer much higher salaries as Viafrica does. Salaries for which they can never be
competitive in the local market. However this is not an issue for these organisations as they
are totally internationally funded. These developments are killing for the local economies as
the people with knowledge will no longer be interested in working for local companies with
local salaries like Viafrica Tanzania. We realise that we are an excellent place to start a
career, but that we will most likely not be able to keep our employees for years. There for
from early 2009 onwards we will make sure that we offer continuous internships in both the
Kenya and the Tanzania office. This pool of interns will be our buffer if we need new
employees. On the other hand, these internships are very useful for the interns as they
acquire practical knowledge and skills.
Some bottlenecks of CLASSworks
The current modus operandi is restricted by the following factors which we have to address
in order to be able to reach a next level of use with the schools.
Practice versus theory
Teachers have ample experience with computer teaching. Within the formal CLASSworks
training programme they acquire the basic knowledge needed to start training the national
ICT curriculum. However, this knowledge does not turn them into ICT teachers as there is
little time for practical teaching.
Teaching ICT requires different skills, however, in comparison to the more traditional
classes. It is more interactive, allows more exploration by the students and the possibilities
are much broader.
Rural context
The rural context of most CLASSworks schools makes it difficult for the schools to send
teachers and staff to the Viafrica training centre. It involves a lot of travel time and costs,
apart from the fact that most schools cannot miss their staff or teachers for days in a row.
Experience shows that organising training courses during school holidays does not work as
well as few teachers stay in the same area. Most of them visit family living all over the
country or have other activities.
Different levels at the schools
Not all schools are at the same level when it comes to computer use. Some have more
experienced computer teachers, they did not receive computers at the same time and
therefore use computers for a different period, schools have different demands, etc. It is very
difficult to match this with a standardised training programme that goes beyond basic use
which is currently the level of the Viafrica training courses.
Experience and expectations
Most schools have hardly any experience with computers and computer maintenance.
Neither teachers nor headmasters do exactly know what to expect in practice. Despite the
fact that Viafrica puts it on the agenda during seminars, headmasters and teachers still have
difficulties reporting faulty hardware, breakdowns or software errors to the Viafrica service
centres.
The result is that Viafrica discovers this only during the six-monthly on-site service visits. In
some cases computers were not used for months because of a faulty power socket which
1
could be fixed in five minutes. However as long as there are schools where headmasters
blame the computer teachers and hold them personally responsible, this behaviour will not
change.
Fear for the national rankings
Every school is ranked for the national examinations per subject/class. These rankings are
published annually and are publicly available. Viafrica noticed that schools were hesitant to
offer national examinations in computer science. The main obstacle was the lack of
experience and confidence with the subject and the fear that this would result in bad results
for the national examinations.
Part of the decision of parents for a school for their children is based on the national ranking.
A low ranking can thus result in fewer students and thus fewer school fees.
For all the above bottle necks a possible solution is to work more closely with the schools in
the school environment. The advantages are:
· work with all involved at the same time
· see the reality of the teachers and headmasters
· support the users during their daily work
· work for longer periods with the users
· offer assistance during classes
The future plans listed below give an idea of how Viafrica is planning to tackle these current
questions.
16.4 Future plans and wish list: Briefly describe future plans or ambitions for your
project and what you would require to make them true.
The strategy for CLASSworks is to go to the next level and stimulate the use of computers as
a tool within education. CLASSworks 2009 – 2011 is focussed on the facilitation of this next
step for most schools. Activities entail more on site support, training of more teachers and
staff at the schools and the development of cross subject materials.
Part of this strategy is to work in closer relationship with the governments. The Tanzanian
Education Authority is interested in a Memorandum of Understanding with Viafrica. From this
and other, more regional, cooperations we hope to get more leverage for CLASSworks.
Another important issue is to get accreditation of Ubuntu/the use of OpenSource for
examination of the national curriculum. Besides, other educational related solutions will be
explored. Viafrica has a programme for primary schools called KIDSworks that will be
launched early 2010. A solution for locations without proper infrastructure is also being
developed so that we can extend our activities to other areas in Tanzania and Kenya.
CLASS works Award: Good computer usage within the school environment has to be
stimulated from within the school. Therefore Viafrica challenges all Tanzanian schools with
two awards. From 2009 onwards, Viafrica grants anually an award to the school with the best
idea for the use of ICT within education and to the schools which perform best in the national
computer education examination. Prizes to win range from new computers for the schools to
free training courses at the Viafrica traning centres, memory sticks, certificates etc.
During a one-day event all CLASSworks schools can present their idea for the use of ICT
within education. Of course this idea has to be presented by electronic means. Most
important is that Viafrica will facilitate the further development of the idea and dissemination
to other CLASSworks schools.
The schools that perform best in the national computer education curriculum also receive
CLASSworks awards. The objective of this award is to stimulate schools to participate and
excel in the national examinations and thus enable their students to receive an officially
recognised examination score.

The objective of the CLASSworks awards is to stimulate schools to explore the possibilities
of ICT in the context of their school and share these with other schools. Furthermore,
schools should be stimulated to participate and excel in the national ICT examinations and
thus enabling their students to receive an officially recognised examination score.
CLASS works box: Another tool to stimulate the potential of ICT for education is the
CLASSworks box. This box is a set of learning tools, assignments and materials. Each box
has one subject that is approached from multiple points of view. The assignments are
focussed on exploring and developing competence based learning. The idea is that this
multidisciplinary approach supports the exchange between the subjects taught in the school
and shows the value of computers within the educational process. Students are encouraged
to use knowledge from different subjects to complete the assignments. The tasks are
performed both inside and outside the classrooms and focus on a team effort, the use of the
environment and alternative sources of information. Finally, the usage of the available ICTs
at the schools should not be restricted to the computer education lessons. Other teachers
should make use of these technologies as well in their respective subjects lessons.
E-learning platform: Viafrica is currently working on the development of an e-learning
platform that provides access to digital educational material for the CLASSworks schools.
This platform will be accessible through a server that will be installed at all CLASSworks
schools. The CLASSworks box will be linked to educational material that is available via the
platform.
Internet: Currently most CLASSworks schools do not have an internet connection because
they are located in rural areas and additionally internet access is generally very expensive.
Viafrica is looking for a payable solution for internet access in rural areas. This has been
made a topic together with the magazine Computable.
CLASSworks franchise: In the upcoming years, Viafrica hopes to be able to build more,
strong partnerships with local organisations in Africa who are interested in the CLASSworks
programme.
A well functioning knowledge transfer system in order to meet the educational needs of
present and future employees. Besides the already implemented knowledgesystems the
regional team in Tanzania has to develop further. This team is crucial for the local support of
the service centres. In 2008 the first steps have been taken. A new cooperation with the
company TOPdesk is being established. TOPdesk focusses on service management
systems that can be used at Viafrica's local offices.
A well functioning service organisation that can serve Viafrica's target group most
efficiently. In 2006 the grounds have been layed through an independent consultant. Since
2008 Viafrica has extended its cooperation with the company IT-staffing that sends
independent IT consultants to the local Viafrica service centres. Several of such missions
have already been completed and yielded important insights for improvements and further
professionalisation.
E-Waste: Viafrica will work further on awareness raising and solutions for e-waste. In
cooperation with the Technical University Delft and the organisation ICT~Milieu the possibilities
for a (pilot) project are being developed.

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USING VIDEOCONFERENCING TO TEACH ENGLISH TO RURAL SRI LANKAN STUDENTS

FCE WILL BE TEACHING ENGLISH USING THE WEBEX VIDEO CONFERENCING TECHNOLOGY TO THE IDENTIFIED BENEFICIARIES IN SRI LANKA

1. Sommario progetto
Sommario: 

THE PROPOSED PROJECT IS AN EXTENSION TO THE CURRENT RUNNING LANGUAGE PROJECT WWW.TWOLANGUAGES.ORG OF THE FOUNDATION FOR CO-EXISTENCE (FCE). HAVING IDENTIFIED THE DISCOMFORTS, THE NEEDS OF THE YOUTH IN THE COUNTRY, ESPECIALLY AMONG THE RURAL SECTORS, FCE HAS COME UP WITH AN IDEA TO USE UNCONVENTIONAL METHODOLOGIES IN TEACHING ENGLISH THAT WILL AID IN THEIR CHOSEN CAREERS. WEBEX TECHNOLOGY WILL BE USED IN PROVIDING ENGLISH LANGUAGE EDUCATION TO THE IDENTIFIED BENEFICIARY SECTORS. THE INITIAL PHASE OF THE PROJECT WILL INVOLVE THE DEVELOPMENT OF A FULLY FLEDGED, LOW COST MOBILE CENTER THAT CAN TRAVEL TO THE RURAL AREAS OF THE ISLAND. THIS MOBILE CENTER WILL INTRODUCE THE E-LEARNING THROUGH WEBEX APPLICATIONS TO THE BENEFICIARIES AND THE INSTITUTIONS FROM SELECTED GEOGRAPHICAL AREAS. FCE WILL ALSO ENGAGE IN BUILDING CAPACITY OF THE EXISTING STRUCTURES THAT CAN SUSTAIN THE PENETRATION OF TECHNOLOGY AND LANGUAGE. UTILIZATION OF COMMUNICATION TECHNOLOGIES SUCH AS INTERNET WILL EXPAND THE ACCESS TO INFORMATION OF THESE BENEFICIARIES AND THE NETWORKS CREATED AMONG THE DIFFERENT COMMUNITIES WILL ULTIMATELY CONTRIBUTE IN BUILDING STRONGER IMPROVISING COMMUNITIES

2. Paese (Città / Regione)
Stato: 
Sri Lanka
Città: 
COLOMBO/WESTERN PROVINCE
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
THE FOUNDATION FOR CO-EXISTENCE
4. Tipo di organizzazione
Scegli tipo: 
Altro
5. Coordinatore del progetto
Nome e Cognome: 
MR.DAMINDRA DE SILVA – SENIOR MANAGER IT
E-Mail: 
damindrad@fcoex.com
6. Website
Il sito web del progetto: 
http://_www.fce.lk
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 29 anni
Inserimento dei giovani nel mondo del lavoro: 
NOT Helping youth step in the job market
Creatività e Innovazione sociale: 
NOT in Creativity and Social Innovation
8. Da quando è funzionante il vostro progetto?
Da: 
01/01/2006
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

LANGUAGE RIGHTS ARE AN IMPORTANT ISSUE IN MOST OF THE MULTI-ETHNIC SOCIETIES IN THE CONTEMPORARY WORLD. STATES ENCOUNTER NUMEROUS PROBLEMS IN IDENTIFYING APPROPRIATE LANGUAGE POLICIES TO RECOGNIZE AND ACCOMMODATE LANGUAGE DIVERSITY. SOME COUNTRIES ARE SUCCESSFULLY PROMOTING EXPLICIT POLICY OF LANGUAGE ASSIMILATION. OTHERS HAVE OPTED FOR LANGUAGE PLURALISM. IN SRI LANKA, THE LANGUAGE ISSUE BECAME AN ISSUE OF PUBLIC DIALOGUE SINCE EARLY 1930S. THOUGH THE HISTORICAL CIRCUMSTANCES OF SRI LANKA GAVE ACCESS TO ENGLISH LANGUAGE, WITH CHANGING TIMES AND CHANGE IN POLITICAL ENVIRONMENTS, DEVELOPMENT OF ENGLISH LIKE EVERYTHING ELSE IN THESE AREAS WERE NOT PRIORITIZED. WITH THE GLOBALIZATION THE SIGNIFICANCE OF ENGLISH AND LANGUAGE PLURALISM HAS PEAKED IN THE COMMERCIAL WORLD THUS MANY CAREER DEVELOPMENT RELY ON THE LANGUAGE ABILITIES OF THE INDIVIDUALS. SINCE THE COUNTRY IS MAKING INITIATIVES TO TRANSFORM ITS DIVIDED PAST INTO A SHARED FUTURE, THE ISSUE OF PROMOTING LANGUAGE PLURALISM REMAIN AS A DECISIVE FACTOR IN THE PROCESS OF BUILDING PEACE AND RECONCILIATION. GENERALLY AN INDIVIDUAL’S STANDARD OF ENGLISH DEPENDS ON THE SHARED EDUCATIONAL EXPERIENCES AND INDIVIDUAL CAPACITY, YET THE METHODOLOGIES THAT USE TO EDUCATE A PERSON PLAY A SIGNIFICANT ROLE.
THE FOUNDATION FOR COEXISTENCE HAS REALIZED THE NEED FOR A SPEEDY AND PROPER IMPLEMENTATION OF THE LANGUAGE POLICY TO ADVANCE THE PROCESS TOWARDS THE CREATION OF LANGUAGE PLURALISM IN SRI LANKA. IN ORDER TO ACHIEVE THE OBJECTIVES, FCE WAS ABLE TO COMMENCE AN ACTION PROGRAMME AS THE INITIAL PHASE WITH THE ACTIVITIES OF (I) LANGUAGE AUDIT TO ASSESS THE CURRENT STATUS OF THE IMPLEMENTATION OF OFFICIAL LANGUAGE POLICY; (II) MOBILIZING A POWERFUL CONCERN CITIZENS GROUP WITH THE PARTICIPATION OF EMINENT PERSONS WITH DIVERSE IDENTITIES TO CONDUCT ADVOCACY ACTIVITIES TO INFLUENCE POLICY MAKERS AND IMPLEMENTERS; (III) ESTABLISHING COLLABORATION WITH THE GOVERNMENT MINISTRIES AND NATIONAL INSTITUTIONS RESPONSIBLE TO IMPLEMENT; (IV) MOBILIZING CIVIL SOCIETY NETWORKS TO CONDUCT PROMOTIONAL AND ADVOCACY ACTIVITIES AND TO GENERATE PUBLIC AWARENESS IN ORDER FOR CITIZENS TO DEMAND AND CLAIM THEIR LANGUAGE RIGHTS AND (V) CREATING NECESSARY ENVIRONMENT FOR A BROAD BASED PROMOTIONAL AND ADVOCACY INITIATIVES AT THE POLICY AND IMPLEMENTATION LEVELS. THE PROMOTIONAL AND ADVOCACY ACTIVITIES OF FCE FOCUSED ON THE FOLLOWING FOUR AREAS:

(I) LANGUAGE OF GOVERNANCE;
(II) LANGUAGE OF JUDICIARY (IN THE ADMINISTRATION OF JUSTICE);
(III) LANGUAGE OF ADMINISTRATION; AND
(IV) THE LANGUAGE LEARNING IN THE SCHOOLS.

LEARNING FROM THE SHORT PERIOD OF THE PROJECT IMPLEMENTED, FCE HAS CREATED A BROAD BASED STRATEGY AND ACTIVITIES INVOLVING ALL STAKEHOLDERS IN A COLLABORATIVE AND INTERACTIVE MANNER TO PROMOTE THE IMPLEMENTATION OF OLP AND THE LANGUAGE PLURALISM.
THE CURRENT ACTIVITIES AIMS TO ACHIEVE THE EQUALITY OF STATUS FOR THE BOTH NATIONAL LANGUAGES (SINHALA AND TAMIL) AND TRI LINGUAL LANGUAGE PLURALISM IN THE COUNTRY THROUGH LANGUAGE LEARNING, RESTORING THE RESPECT FOR LANGUAGE RIGHTS OF MINORITIES.
THE PROPOSED INITIATIVE WILL BE A STRATEGIC EXTENSION TO THE CURRENT PROJECT WITH THE ADAPTATION OF TECHNOLOGY TO TEACH ENGLISH FOR YOUTH FROM THE MOST REMOTE AND RURAL SECTORS AS WELL AS THE RESETTLED VILLAGES IN THE NORTHERN PARTS OF SRI LANKA.
DESPITE THE FREE EDUCATION AND THE HIGHER LITERACY LEVELS MANY YOUTH IN SRI LANKA FAIL TO SUCCESSFULLY COMPLETE THEIR SECONDARY EDUCATION. RECENT STATISTICS INDICATE THAT MORE THAT 51% OF THE RURAL SECONDARY SCHOOL CHILDREN FAIL THEIR GCE ORDINARY LEVEL (O/L). THIS EXAM COVERS BASIC UNDERSTANDING OF THE LANGUAGES, MATHEMATICS, SOCIAL SCIENCES AND HEALTH EDUCATION. WITH THESE CIRCUMSTANCES MANY DROP OUT OF SCHOOL AND THEN ENCOUNTER ADDITIONAL DIFFICULTIES IN FINDING EMPLOYMENT. FLUENCY IN ENGLISH LANGUAGE HAS BECOME A PREREQUISITE FOR PRIVATE SECTOR JOBS IN SRI LANKA AND LACK OF RESOURCES IN THE SCHOOLS TO TEACH ENGLISH HAS DRIVEN MANY YOUTH IN SEEKING ALTERNATIVES. YET THE STANDARD OF THE MANY TUITION CENTERS THAT PROVIDE ENGLISH IN THE RURAL SECTORS IS RELATIVELY LOW.
THE REASONS ARE COMPELLING AND WELL KNOWN POVERTY, SOCIAL EXCLUSION, SOCIO ECONOMIC GAPS, URBAN – RURAL DISPARITIES AS WELL AS LACK OF FLEXIBLE AND EFFECTIVE MECHANISMS OF EDUCATION THAT ATTRACT STUDENTS AND KEEP THEM INTERESTED AND CONNECTED WITH THE SUBJECTS SO THAT THEY SEE CLEAR BENEFITS OF A PROPER EDUCATION.
THEREFORE IT IS EVIDENT THAT THE REQUIREMENT OF STRONG YET FLEXIBLE EDUCATION MECHANISMS TO IMPROVE THE QUALITY OF THE EDUCATION IN THE RURAL SECTORS AND ESPECIALLY IN THE DISASTER AFFECTED PROVINCES IN SRI LANKA.
WEBEX – A WEB BASED ENVIRONMENT TO SUPPORT ENGLISH LEARNING

WEBEX HTTP://WWW.WEBEX.COM/ INVOLVES A TECHNOLOGY THAT COMBINES THE REAL TIME DESKTOP SHARING WITH WEB OR VIDEO CONFERENCING SO THAT THE RECIPIENTS SEE THE SAME THING WHILE YOU TALK. IT’S FAR MORE PRODUCTIVE THAN EMAILING FILES AND TRYING TO GET EVERYONE ON THE SAME PAGE OVER THE PHONE. THIS ELIMINATES THE NEED OF PEOPLE TO TRAVEL AND MEET ON SITE. THIS APPLICATION PROVIDES AN OVERALL E-LEARNING SUITE. THESE APPLICATIONS ARE COST EFFECTIVE AND HAVE THE ABILITY TO REACH LARGER NO OF BENEFICIARIES IN PROVIDING THE SERVICES
THE MAIN INTENTIONS OF THE PROJECT ARE TO IMPROVE THE QUALITY OF EDUCATION WITH USE OF TECHNOLOGY AND LEARNING ACHIEVEMENTS WHILE AT THE SAME TIME USING THE TECHNOLOGY TO EXPAND THE ACCESS TO EDUCATION.

THIS WILL ALSO AIM TO ACHIEVE COHERENT AND EFFECTIVE RESPONSE IN A STRATEGIC MANNER ACROSS ALL KEY AREAS OF ACTIVITY AND GEOGRAPHICAL LOCATIONS BY MOBILIZING GROUPS AND ENSURING SUSTAINABILITY VIA EMPOWERING THE REMOTE CENTERS.
THE PROJECT WILL ALSO ENHANCE THE COMMUNITY PARTICIPATION INCLUDING THE INVOLVEMENT OF THE SCHOOLS, EXISTING ENGLISH TEACHING PRIVATE CENTERS AS WELL AS RELEVANT GOVERNMENT INSTITUTIONS.
BUILDING CAPACITY OF THE VILLAGE LEVEL PERSONNEL WILL MAINTAIN THE SUSTAINABILITY OF THE PROJECT CONCEPTS FACILITATING GREATER CONTRIBUTION IN DEVELOPING THE EDUCATION LEVELS OF THE RURAL CHILDREN AND YOUTH.
USE OF COMMUNICATION TECHNOLOGIES SUCH AS VIDEO CONFERENCING ACROSS THE ISLAND WILL CREATE NETWORKS WITH MANY COMMUNITIES. THEREFORE CLOSE COLLABORATION OF COMMUNITY CLUSTERS OF DIFFERENT ETHNICITIES WILL ULTIMATELY CONTRIBUTE IN DEVELOPING COEXISTENCE AMONG THESE COMMUNITIES.

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

THE KEY INNOVATIVE IDEA OF THE SUGGESTED PROJECT IS TO USE WEBEX THE WEB BASED TOOL AND VIDEO CONFERENCING TO TEACH ENGLISH TO THE REMOTE AND RURAL MARGINALIZED COMMUNITIES IN SRI LANKA. BEING ONE OF THE DEVELOPING NATIONS IS SOUTH ASIA; TO THIS DATE NO TECHNOLOGY INFRASTRUCTURE EXISTS TO FACILITATE VIDEO CONFERENCING WITHIN THE COUNTRY AND THE INTERNET PENETRATION IS AS LOW AS 3.7%. IMPLEMENTING STRATEGY: INVOLVES - THE CREATION OF A LOW COST FULLY FLEDGED IT MOBILE CENTER THAT CAN GO TO THE REMOTE AREAS OF THE ISLAND IN ESTABLISHING AND EMPOWERING THE YOUTH COMMUNITIES BY INTRODUCING THE TECHNOLOGY TO YOUTH VIA IDENTIFIED GOVERNMENT SCHOOLS AND INSTITUTIONS AND EXISTING PRIVATE ENGLISH TEACHING INSTITUTIONS. USING WEBEX, A WEB BASED TOOL ENJOYABLE AND INTERACTIVE LEARNING SHALL BE PROVIDED FOR THE LEARNERS.

Quali opportunità/problemi affronta: 

AS EXPLAINED IN THE BACKGROUND OF THE PROJECT THERE EXIST VITAL NEED TO PROVIDE A SYSTEM OF QUALITY EDUCATION TO THE UNDERPRIVILEGED YOUTH IN THE ISLAND. ONE OF THE MAIN REASONS THAT HINDER THE DEVELOPMENT OF THESE SECTORS IS THE LACK OF ACCESS TO THE EDUCATION FACILITATORS AND THE REQUIREMENT OF LARGE AMOUNTS OF CAPITAL IN ESTABLISHING THE NEW FACILITIES. THE FEAR OF ENGLISH LANGUAGE AND TECHNOLOGY IS ANOTHER CRITICAL CONCERN THAT SUPPRESSES THE DEVELOPMENT OF THE YOUTH. THE LOW LEVELS OF ENGLISH KNOWLEDGE LIMIT THE CAREER DEVELOPMENTS IN THE COMMERCIAL WORLD AND THIS HAVE RESULTED AN APPROXIMATE UNEMPLOYMENT RATE OF 6% IN THE COUNTRY. MANY OF THESE CHILDREN AND YOUTH ARE NOT CONFIDENT IN THEMSELVES IN LEARNING A FOREIGN LANGUAGE SUCH AS ENGLISH AS THEIR ENVIRONMENT DOES NOT SUPPORT IT. MOREOVER THEY SEE NO CLEAR BENEFIT OF LEARNING IT. ADDITIONALLY MANY STUDENTS WHO GET SELECTED FOR THE LOCAL UNIVERSITIES FALL BEHIND THE OTHERS AND REMAIN UNEMPLOYED DUE TO THE LOW LEVEL OF ENGLISH AND IT KNOWLEDGE. THEREFORE BY PROVIDING ACCESS TO THESE STUDENTS WILL LEAD IN FINDING MORE PRODUCTIVE AND APPROPRIATE EMPLOYMENT IN THE PRIVATE SECTORS.
WITH THIS INTRODUCTION OF ENGLISH LANGUAGE IN CONNECTION WITH TECHNOLOGY BECOME AN ATTRACTIVE PACKAGE TO THE BENEFICIARIES THAT WILL DEVELOP INTEREST, ENTHUSIASM AND BUILD CONFIDENCE TO APPROACH THE SUBJECTS

Please explain what is unique or special in your project: 

THE FCE’S CURRENT RUNNING LANGUAGE PROJECT ITSELF IS A VERY UNIQUE APPROACH IN SRI LANKA IN ASSURING AND MAINTAINING THE LANGUAGE RIGHTS OF THE TAMIL COMMUNITY. THE SUGGESTED IDEA OF THE EXTENSION OF THIS PROGRAMME TO TEACH ENGLISH TO UNDERPRIVILEGED YOUTH USING RECENT TECHNOLOGY IS A NOVEL CONCEPT AS THERE IS NO OTHER PROJECT THAT HAS BEEN IMPLEMENTED IN SRI LANKA USING WEBEX. THE USE OF WEBEX IN AN AREA SUCH AS THIS ITSELF IS UNIQUE TO SRI LANKA AND THE EFFECTIVENESS AND THE FLEXIBILITY THAT WEBEX OFFERS WILL ALLOW THE CAPACITY TO COVER WIDER GEOGRAPHICAL AREA. THOUGH INITIALLY ENGLISH WILL BE USED AS A LINKING LANGUAGE THE SAME METHODOLOGIES WILL BE USED TO TEACH SINHALA TO THE TAMIL COMMUNITY AND TAMIL TO THE SINHALA COMMUNITY IN THE COUNTRY CONTRIBUTING TO THE NATIONAL INTEGRATION.
AS EXPLAINED IN THE BACKGROUND NOTES MANY ISSUES IN SRI LANKA HAS ARISEN DUE TO LACK OF LANGUAGE DIVERSITY. THEREFORE IN EDUCATING THESE YOUTH IN ALL THREE LANGUAGES WILL NOT ONLY BENEFIT THEM IN THEIR CAREER DEVELOPMENTS BUT ALSO SHALL CONTRIBUTE IN NATIONAL INTEGRATION

10. Risultati
Describe the results of your project as per today: 

A LANGUAGE AUDIT WAS CONDUCTED ACROSS 7 STATE INSTITUTIONS TO ACCESS THE CURRENT STATUS OF IMPLEMENTATION OF BILINGUAL LANGUAGE POLICY IN SRI LANKA.
OVER 1000 COPIES OF THE LANGUAGE AUDIT WERE DISSEMINATED TO GOVERNMENT INSTITUTIONS AND CIVIL SOCIETY ORGANIZATIONS.
POLICY RESEARCH CONDUCTED AND RECOMMENDATIONS ON FUTURE NEEDS TO ENSURE LANGUAGE PARITY SET OUT AND PRESENTED TO GOVERNMENT INSTITUTIONS AND CIVIL SOCIETY REPRESENTATIVES.
TRAINING OF SENIOR GOVERNMENT OFFICIALS ON LANGUAGE RIGHTS
MEDIA CAMPAIGNS TO HIGHLIGHT LANGUAGE RIGHTS.
PROVIDED SUPPORT FOR TRI-LINGUAL NOTICE BOARDS AND DOCUMENTS IN STATE INSTITUTIONS.
FORMATION OF DIVISIONAL SECREATORY LEVEL ADVOCACY GROUPS FOR LANGUAGE RIGHTS VIOLATIONS
PARLIAMENTARY BRIEFINGS CONDUCTED ON THE OBLIGATIONS OF POLICY MAKERS TO PROTECT LANGUAGE RIGHTS OF THE CITIZENS.
BI-MONTHY NEWSLETTER
OPINION POLLS ON THE IMPLEMENTATION OF THE OFFICIAL LANGUAGE POLICY IN THE SELECTED DISTRICTS

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Da 3 a 6 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Da 75.001 a 500.000
Come è finanziato il vostro progetto: 
Finanziamenti pubblici o privati
Is your project economically self sufficient now: 
No
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
No
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
We are not available to help others starting or working on similar projects.
Legge sulla privacy
Do you authorize the FMD to the treatment of your personal data?: 
Autorizzo la FMD al trattamento dei miei dati personali

Learn the world of profession

The project uses a method of WebQuest, which aim is to provide students with a way of team learning based on the idea of constructivism, build their own knowledge based on the Internet, where most

1. Sommario progetto
Sommario: 

From January to March 2008 in our school we wrote project and organized a competition for youth for the best multimedia presentation "know the world of professions", which is implemented using Web Quest. The positive reception by the youth of our schools through the Internet and using available information sources on the Internet, and no school in our cooperation with European schools, was born in me the idea of extending this form of youth work to the European schools in the eTwinning. In November 2008 my idea gained adherents among European schools / Turkey and Bulgaria /, jointly engaged young people to act, and so it was our project Learn the Word of professions, which has been awarded the National Quality Label in Turkey and Poland. This project also raised competition in the National Service in the school library and obtained the second place in the country. Maria Mendela from Zespół Szkół Ekonomiczno-Chemicznych in Trzebinia is applyinf to the project today. I `m author and project`s coordinator. European students worked on TwinSpace from March to April 2009. 30 April our project finished on TwinSpace. Students have to develop a career path for rear but interesting professions, according to information given by the teacher, available on the Internet. Rules of the project: 1. The competition is open to all the students of partnership schools 2. The main objective is to learn about the world of professions, in particular, to present new and little known professions. 3. The task is to identify the jobs , which might not be widely known , but still are interesting and worth of attention. 4. The information to be collected by the participants are: - the nature of the job - the necessary qualifications for the job - education needed for the job - kinds of schools which offer preparation for doing the job - workplace Publication of the work / presentations Power Point, including movies and images / are to be published on the website.

2. Paese (Città / Regione)
Stato: 
Poland
Città: 
no city
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
Zespół Szkół Ekonomiczno-Chemicznych w Trzebini
4. Tipo di organizzazione
Scegli tipo: 
Scuola
5. Coordinatore del progetto
Nome e Cognome: 
Maria Lidia Mendela
E-Mail: 
maria.mendela@gmail.com
6. Website
Il sito web del progetto: 
http://www.zsech.edu.pl
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 15 anni
Inserimento dei giovani nel mondo del lavoro: 
Inserimento dei giovani nel mondo del lavoro
Creatività e Innovazione sociale: 
NOT in Creativity and Social Innovation
8. Da quando è funzionante il vostro progetto?
Da: 
16/01/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

The project uses a method of WebQuest,which aim is to provide students with a way of team learning based on the idea of constructivism, build their own knowledge based on the Internet, where most or all of the information come from interactive online resources,as well as additional materials.The students' task was to identify the little-known, interesting and a decent spread of professions. They weren't given a ready answer, they had to create and perform it in the form of a multimedia presentation. They were only given the information source. WebQuest is an ideal form of team work in the lagoon of information. It develops the ability of searching, selecting and processing information needed.The paricipants of the project had to use creative thinking and problem-solving skills to perform the task.Imagination and creativity of the students was involved, allowing them to search for information in a deliberate and controlled manner. Communication, working with others, problem solving, critical and creative thinking - that's innovative and creative approach to science and teaching.Europenian dimension of the project broadened horizons of ideas of the youth,and allowed them to know the culture of the partners' countries, too. In addition to technical assistance from the coordinator - the librarian who was also qualified as a job adviser, the participants of the project could also count on the care of English language teacher during working on TwinSpace with Turkish and Bulgarian students.

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

The ability to search, collect, select and present information is essential for the proper achievement of the objectives of curriculum in each subject. Understanding the world of occupations, methods of finding information about them, improving the skills of using the Internet, using a variety of information sources available on the Internet, learning new opportunities of communication, developing knowledge of other europenian countries, breaking down language barriers in communication, improving the ability to work in teams and knowledge of English ( as a compulsory subject at Matura exam – Leaving Certificate) – these are the benefits of European cooperation in the framework of e Twinning while working on our project using WebQuest. The project used and deepened knowledge of the school subjects: English language, geography, information technology, information management, Polish language, biology, chemistry, knowledge of culture and society While working on the project we used Twinspace platform with its tools: forum, chat, e-mail inbox, calendar, Skype and MSN. The students had to: -choose the partners for the project - choose the profession and make a presentation about it In each team was suppsosed to be at least one person from Turkey, one from Bulgaria and one from Poland.. Occupation suggested by one person had to be accepted by others members of the team. The students then announced chosen profession to the teacher, who assumed a folder on Twinspace with the name of the occupation. There the students placed all the information they had collected, pictures, movies etc which were later used to make a presentation. Each group independently, without interference from the teacher selected occupation and the members of the teams divided the tasks among themselves.Every day the students met in the chat room from 7- 8 p.m. where they had the opportunity to exange views, information and knowledge in a wide group of peers. All possible forms of communication through the Internet were allowed .The teachers placed important messages to all the students on the information board or forum

Quali opportunità/problemi affronta: 

• The ability to use multiple sources of information available on the Internet • Knowledge of methods of finding information • Ability to search and organize information • Understanding the world of professions • Ability to plan career path to the profession • Developing English language skills • Becoming pro-Europenian • Awakening of respect for people from other countries and their cultures http://desktop.etwinning.net/index.cfm

Please explain what is unique or special in your project: 

- Signing a contract with the student to do a specific task within a specified period - Each student had to take care of itself to win or to enter into relations with other groups of participants - Through conversations, negotiations and compromise the members of the group had to choose one profession - To do the task in accordance with the schedule of work, participants in each group had to divide the roles and the allocation of work - To do the task, each student had to know with the methods of finding information on the Internet and professional sources of information, developed by the teacher

10. Risultati
Describe the results of your project as per today: 

Measurable effects: - 10 multimedia presentations in English and national languages of both partners showing the career path for the little – known, but interesting profession of the future Immeasurable effects: participant of the project: - develops knowledge of English - Knows ways to search for information - knows a variety of professional sources of information available on the Internet - uses a different web portals -is able to plan their career path - Uses English in practice -is familiar with types of communicators available on the net -develops communication and interpersonal skills http://desktop.etwinning.net/index.cfm

In che misura risponde ai bisogni degli utenti: 

50 students worked in this project both during working at our school in 2008 or working on TwinSpace in 2009.

Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: 

Our project is an 'open door' leading into the depths of the world of professions Based on these same sources of information, you can attempt to carry out further projects at the e Twinning, for example "Jobs of the past and jobs of the future", "My career path", ”Me and my dream profession "," My dream job / career ", "The European labor market in a particular profession” and even projects in the field of psychology in terms of interests, values, personalities. These problems could be implemented in any type of school and at every level of education. Continuation of learning about the world of professions would allow to get knowledge about the basis of European and national employment policy and to develop career planning skills in order to make better choices and decisions in life. The project ‘Learn the World of professions’ is an ideal starting point for further work with young people on the European forum within the framework of the eTwinning in the theme of professional guidance.

Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 

Using modern information and communication technology can encourage young people to work in various thematic areas. Young people go back willingly to the creations of modern digital technology. Imagination and technology are means of learning, agreements, personal development, social and professional life. Participation in the "Learn the Word of professions", provides good conditions for learning and fun at the pleasure of working on self-selected materials. Young people are keen on trying new gadgets and new hardware programs. They are fond of using new tools or new features, which have not been used before. Participation in the project allows young people to work and, at the same time,develope this what thet were not interested before. Classes with the use of the Internet is an effective method of teaching. Learning by playing an active role is accepted by youth and is attractive form of learning as well. The texts written in a text editor, digital photographs included in the Power Point presentations, video movies and e-mail, Internet publications, Power Point, pictures and drawings, video, chat, forum, MP3, - these are the technical means use for the implementation of the project. The higher the technology is, the more fun with it and attractions, which young people will certainly appreciate. Through taken up planned project activities, partially fulfilled students dreams of working with European peers.

Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: 

Using modern information and communication technology can encourage young people to work in various thematic areas. Young people go back willingly to the creations of modern digital technology. Imagination and technology are means of learning, agreements, personal development, social and professional life. Participation in the "Learn the Word of professions", provides good conditions for learning and fun at the pleasure of working on self-selected materials. Young people are keen on trying new gadgets and new hardware programs. They are fond of using new tools or new features, which have not been used before. Participation in the project allows young people to work and, at the same time, develope this what thet were not interested before. Classes with the use of the Internet is an effective method of teaching. Learning by playing an active role is accepted by youth and is attractive form of learning as well. The texts written in a text editor, digital photographs included in the Power Point presentations, video movies and e-mail, Internet publications, Power Point, pictures and drawings, video, chat, forum, MP3, - these are the technical means use for the implementation of the project. The higher the technology is, the more fun with it and attractions, which young people will certainly appreciate. Through taken up planned project activities, partially fulfilled students dreams of working with European peers.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Meno di 1 anno
Come è finanziato il vostro progetto: 
Altro
Altro: 
school
Is your project economically self sufficient now: 
Si
Insert date: 
01/16/2008
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

The project Learn the world of professions from 2008 we adapted to working on TwinSpace

Che cosa possono imparare altri soggetti dal vostro progetto: 

The 'Learn the World of professions "is based on technology. Its use is various, from a very simple program such as e-mail or chat, Twin Space learning platform, to more advanced digital presentation of the film, audio, video, photographic technique is used at every level of its application purpose, to serve the personal and social development of students. Children acquire the technical efficiency, creating sound files, video, photographs, used in Power Point presentations and more. On the one hand, students have the opportunity to appreciate the potential of technology as a mean of communication and source of information. On the other hand, they learn to take responsibility for their work which is published on the web, for information, which is sent in texts directly, and indirectly through the method and style of cooperation. Surely, the participants of project will be prepared better to enter the labour market. Their chances of finding a job will increase. Making their creative work and presenting it online ,students improve their ability of self-improving, train how to overcome shyness.Participation in the European project affects positively the level of ambition in life, participation in a national contest allows you to put their knowledge and skills into practice, encourages, and overcomes psychological barriers overcome resistance in the use of e-learning in teaching and learning. Showing teachers the possibilities offered by the program eTwinnig impact directly on the changing attitude of teachers. A student who will contribute development of teaching resources to support teaching and learning at a distance, will have no resistance to the use of this form of learning now and in the future. Acquired experience in the use of multimedia can foster lifelong participation in distance learning courses available around the world. Participation in the project will certainly influence the shaping of a positive image of our school among the potential candidates for our students and their parents, and rest. Also among the local government

Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti.
13. Informazioni aggiuntive
Background: 

Our school is a professional school preparing young people for work. Hope to prepare young people better to choose a future profession and to the smooth and efficient movement within the European labor market, has developed a program, the School Support Career Job Club, which has been implemented to achieve our school in the years 2004-2008. The program consisted of all students / 495 / in the various stages of training and was conducted 3-year period. Each student, ranging from first grade until the last class, passed through the entire cycle of training,which was done by the teachers of Economics. As a coordinator of the School Support Club career, I managed a team pursuing a program and took care of the realization of the program. The value which was added to our work, beside the obvious benefits to students, was the fact that teachers involved in the execution of the program, took up postgraduate studies in the field of professional counseling, and subsequently, the EU further postgraduate studies in the field of teacher preparation for distance learning. Another consequence of our actions aimed at equalizing educational opportunities for young people, was to develop two projects School and Multimedia Super Szkoła.which I elaborated. The projects have achieved the acceptance of the jury and that is the way we got more than 160,000 zlotys for the program development to the students of our school. Our activities included the conversion of school libraries in the modern educational and information EGO Center School, which sent students to our school a whole range of after-school activities, to equalize educational opportunities for young people. These were trips to the theater, cinema, swimming pool, the tour operator. We bought 7 professional learning courses, to prepare young people for entry into employment and learning of foreign languages, including the lease for a period of a one year, commercial learning platform WBT Server. More than 560 students received certificates of completion of learning courses. In addition, with the computerization of school libraries, the Internet page was developed multimedia information center, which is designed by my service with professional advice via the Internet. www.zsech.biblioteka.edu.pl At the same time we organized a competition for youth for the best multimedia presentation "know the world of professions", which is implemented using Web Quest. The positive reception by the youth of our schools through the Internet and using available information sources on the Internet, and no school in our cooperation with European schools, was born in me the idea of extending this form of youth work to the European schools in the eTwinning. My idea gained adherents among European schools / Turkey and Bulgaria /, jointly engaged young people to act, and so it was our project Learn the Word of professions, which has been awarded the National Quality Label in Turkey and Poland. This project also raised competition in the National Service in the school library and obtained the second place in the country. Effects our projects with on TwinSpace http://my.twinspace.etwinning.net/stuk92

Ostacoli: 

- Lack of familiarity with the principles of cooperation on the platform eTwinnig - Basic knowledge in the use of the English language on the part of both pupils and teachers in our school -psychological barriers in establishing the knowledge and cooperation with European peers, and lack of experience in communicating via the Internet - Basic knowledge of information sources among young people from the professional advice available on the Internet - Basic knowledge of methods of finding information - Basic knowledge of programs designed to assist in the publication of material on the Internet - Low level of knowledge and often the total lack of, about eTwinnig both on the part of the Directorate, teachers and pupils and the local media and local government -total lack of knowledge of the concepts and their meanings: National Quality Label, Label eTwinning European Quality Label, Quality Label English

Soluzioni: 

To know the rules of the platform, I registered for eTwinning learning course on How to Work with young people using the platform Service. I passes my knowledge gained from this course to the young people involved in and keep the teachers in our schools and from Turkey. I acquainted the Directorate of eTwinning with the idea and the benefits of the TEF forms of collaboration for students and schools. I also explained the importance of the concepts of the eTwinning Label, Quality Label. I has developed information materials, which included a visit to the school and the District Educational Portal. I informed the local media of any awards for this project followed by a detailed explanation of the meaning of their concepts. I taught young people how to use methods of finding the information they need, has developed a multimedia presentation of the sources of information with professional advice. The project involved working with a teacher of English, who helped us with the language difficulties. Designed to allow any form of communication with European peers. Each student signed a contract in which committed itself to work in a group comprising at least one student from Turkey, Bulgaria and Polish. Each group was required to collect materials about the one county they chose in the group and agreed to develop the profession and a multimedia presentation in English. In this way, shyness problem and overcome the psychological barrier has developed into a purely substantive problem: how to do this, how to find relevant materials, and how to share your work, to perform the task in time, in accordance with the schedule of work and thus honor the signed contract.

Future plans and wish list: 

This project was implemented over a period of two months. Its objectives have been achieved in 100%. However, we are still not satisfied and disappointed that the cooperation with European partners has finished. Our ambition is to extend this project to thematic workshops related to the succession: the motivation, techniques, knowledge of himself, his own personality, self, with the capability and knowledge of the European labour market trends, with simulated interview with a European employer, the documentation accompanying the search for work in Europe, with ways of finding work, developing the professional presentation of the future of modern professions, virtually unknown, such as copywriter, COOLHUNTER, ADVISOR ON NUTRITION, GROOMER, HIPOTERAPEUTA, MAÎTRE D'HOTEL, ORTOPTIST, PERSONAL SHOPPER, SEKSER / KA , APPRAISER, TANATOPRAKTOR, TRENDSETTER, UNDERWRITER,WEBMASTER, WEDDING PLANNER. ETC., This project could be implemented over an extended period (even 3 years) as a multilateral project, taking into account the exchange of European schools. Taken by secondary school adolescents aged 16-19 years. Each of the host partner would prepare information from the field, which in turn all have the opportunity to present them during the joint meetings in the field of activity. At first it's subjects related to sightseeing himself, then learning would be a leading topic of the European world until the end of the professions would be an issue related to employment policy in Europe and the documentation associated with this. And that all young people would be required to produce in English, using modern digital techniques. However, such a project would require approval and funding from the European Union. Taking into account life-long learning and improving their qualifications and skills, the person reported on the exchange holiday in Malta in the period 26.07-01.08, on receiving a grant from Comenius. I am sure that by participating in this course, I will be able to work more efficiently and more effectively pursue my acting within the framework of European cooperation between schools, using my qualification skills as a teacher economist, a professional librarian and an adviser. At the same time, I am improving my language skills by participation in a course learning English through the Internet www.sayspeak.com / 50 hrs., As well as attend an English language course off line / 240 hours /

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Do you authorize the FMD to the treatment of your personal data?: 
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The Mysteries of the Forest

The aim of the project is to make the students more sensitive about natural environment which surrounds them, especially forests.

1. Sommario progetto
Sommario: 




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April 2008 - finding a twin school, introducing the topic, discussion about the topic and getting to know – shering personal information between the participants and presenting general information about the students (sending emails with short information about the student and their families and adding the photos to the emails), the school, place and the whole region and country (sending emails with description of the school, the town, the map and the flag of the country, adding photos)

May 2008 - creating the guidebook about the region (interesting places),

June 2008 - creating articles about the role of the forest which will be presented in school’s newspaper and on the school’s website,

September 2008 - preapring PowerPoint presentations about: layers of the forest; different kinds of forests, plants and animals living in the forest, different kinds of trees which we can find in the forest, celebrating:

October 2008 - preapring a leaflet – ‘How forests should be protected?’,

November 2008 - finding and presenting legends about the region and forests; creating articles about how forests were used in the past,

December 2008 - creating a mini-storybook entitled: ‘My adventures in the forest ‘ with the stories invented by students,

January 2009 - making a project - ‘My favourite animal which lives in the forest’,

February 2009 - an art competition – ‘The forest from my dreams’(drawing, painting, etc.),

March 2009 - making sculptures from cones, conkers, acorns, leaves, etc.,

April 2009 – summary of the cooperation.

 

2. Paese (Città / Regione)
Stato: 
Romania
Città: 
Branesti
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
School nr.1 Branesti
4. Tipo di organizzazione
Scegli tipo: 
Scuola
5. Coordinatore del progetto
Nome e Cognome: 
Vlaiculescu Liliana
E-Mail: 
liliana19i@yahoo.com
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 10 anni
Inserimento dei giovani nel mondo del lavoro: 
NOT Helping youth step in the job market
Creatività e Innovazione sociale: 
Creatività e Innovazione sociale
8. Da quando è funzionante il vostro progetto?
Da: 
01/04/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 




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<!--[if !supportLists]-->-         <!--[endif]-->Biology – presenting layers of the forest; the role of the forest in our life;

<!--[if !supportLists]-->-         <!--[endif]-->Ecology – presenting the ways of how forests should be protected by people;

<!--[if !supportLists]-->-         <!--[endif]-->History – finding and presenting the legends about the region (especially the forests);

<!--[if !supportLists]-->-         <!--[endif]-->English – creating new legends about the region;

<!--[if !supportLists]-->-         <!--[endif]-->Art –  competition: ‘The forest from my dreams’;

<!--[if !supportLists]-->-         <!--[endif]-->I.T.– writing emails, finding information in the Internet, creating PowerPoint presentations

 

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

Presenting the different kinds of forests, plants and animals living in the forest, different kinds of trees which we can find in the forest; making students aware about the need of  such protection :presenting how forests were used in the past and now:creating the story: ‘My adventures in the forest’, ‘My favourite animal’ – a description of the animal living in the forest :creating the sculpture from cones, conkers, acorns, leaves:

Quali opportunità/problemi affronta: 

Branesti city is a natural zone with an old forest wich must be protected from deforestation and contamination.

Please explain what is unique or special in your project: 
Celebrating: World Earth Day (April 22nd), World Birds and Trees Day (May 10th) and European Birds Day (May 24th),



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<![endif]-->World Environment Day (June 5th),World Cleanliness Day (September 23rd),World Animals Day (October 4th),World Biological Diversity Day (December 29th),World Water Day (March 22nd)


10. Risultati
Describe the results of your project as per today: 




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  1. PowerPoint presentations, newspaper articles, a guidebook, a leaflet, legends, a mini-storybook, projects, pictures, photos, sculptures, films, presentations, articles on the school’s website

 

In che misura risponde ai bisogni degli utenti: 




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The students must  be an environmentally conscious citizens of Europe.




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Quanti utenti interagiscono con il progetto mensilmente e in quale modo: 

150 students, 16 teachears,parents

Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: 




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  1. - Students will improve their language skills

<!--[if !supportLists]-->-         <!--[endif]-->Students will be made aware of similarities and differences between Polish environment and Romanian environment

<!--[if !supportLists]-->-         <!--[endif]-->Students will become more sensitive about protection of the environment

<!--[if !supportLists]-->-         <!--[endif]-->Students will improve ICT tools

<!--[if !supportLists]-->-         <!--[endif]-->Students will learn how to be a tolerant citizen of Europe

<!--[if !supportLists]-->-         <!--[endif]-->Students will know detailed information about the forest and its role in environment in Poland and in Romania




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Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 




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Name of the school partner: Primary School No 1 in Józefów, Poland

Coordinators: Aleksandra Rusak and Emilia Nielepko

 

Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: 




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<![endif]-->Tool ICT – e-mails, the Internet,, PowerPoint, Ms Office,


Descrivete i criteri che usate per misurate i risultati raggiunti dal vostro progetto: 

 Work process – communication and cooperation through the Internet and emails every month.



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11. Sostenibilità
Indicate la durata complessiva del progetto: 
Da 1 a 3 anni
Is your project economically self sufficient now: 
No
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

The plan of project can be used by teachers in environment lessons and projects.

Che cosa possono imparare altri soggetti dal vostro progetto: 

biology, geography, ecology, history, arts, english, ITC

Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
We are not available to help others starting or working on similar projects.
13. Informazioni aggiuntive
Background: 

 Exchanging the messages from e-mails, the Internet,, PowerPoint, Ms Office every month.

Ostacoli: 




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Insufficiency self - finance; Low budget from municipal council
The School nr1 Branesti can not organize a visit in Poland.
The team of our school can not assure the conditions from partners to visit Romania.

 

 

Soluzioni: 

The school activities and projects must be financed from municipal council budget.

Future plans and wish list: 




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To be an Eco- Euro -School in Europa.

To collaborate in a Comenius project.

 

Legge sulla privacy
Do you authorize the FMD to the treatment of your personal data?: 
Autorizzo la FMD al trattamento dei miei dati personali

Nakuru Learning Center Educational Program for Vulnerable Children

Currently LDK supports 324 orphans and other vulnerable children with their basic needs to enable them reach their full potential.

1. Sommario progetto
Sommario: 

In 1998, Three Kenyans - Philip Ndeta (the brains behind the organization), Obed Tsuma and Benta Atieno founded Learning and Development Kenya (LDK) to work with the local communities to address the problems brought about by government’s introduction of cost sharing in the education and health sectors. While outwardly improving the economy of Kenya, these government measures ultimately led to an increase in child labor, high rates of school dropouts, and increased homelessness in children. As Director of the organization, Mr. Ndeta oversees the day to day running of the organization.

At LDK we believe that education is the great equalizer, and by working to ensure that all Kenyans (especially children), have access to quality educational programs, we believe we can dramatically reduce the inequalities caused by extreme poverty. Through teaching a child to read, helping a youth master a computer so she can get a better job, or educating the community about HIV, LDK is working tirelessly to equip the most vulnerable Kenyans with the tools they need to succeed.

Since 1998 and through its education program, LDK has been able to provide support for high education and specialized training in secretarial courses, computer, teaching (both primary and ECD), IT and even tailoring to over 150 young Kenyans who would otherwise not have had a chance to empower their talents and build their future. Though no follow up has been made to establish their current status, we believe that with the qualifications attained through our support they are now employed in the government or private sector or even self-employed and therefore contributing to nation building.

Currently LDK supports 324 needy children in nursery, primary and secondary schools. It further supports 74 orphans with shelter, food, medical care and other basic needs. The orphans live in the home at the Virginia center in Rhonda slums within Nakuru Municipality.

Programs: Education program; HIV/AIDS program; Environmental and Sanitation program; Peace initiative project; Relief activities; Civic education program.

2. Paese (Città / Regione)
Stato: 
Kenya
Città: 
Nakuru, Rift Valley Province
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
Learning and Development Kenya
4. Tipo di organizzazione
Scegli tipo: 
Scuola
5. Coordinatore del progetto
Nome e Cognome: 
Philip Ndeta
E-Mail: 
philipndeta@yahoo.com
6. Website
Il sito web del progetto: 
http://www.learninganddevelopmentkenya.org
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 29 anni
Inserimento dei giovani nel mondo del lavoro: 
NOT Helping youth step in the job market
Creatività e Innovazione sociale: 
NOT in Creativity and Social Innovation
8. Da quando è funzionante il vostro progetto?
Da: 
05/02/2001
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

In 1998, Learning and Development Kenya (LDK) was founded to work with the local communities in addressing the problems brought about by government’s introduction of cost sharing in the education and health sectors. While outwardly improving the economy of Kenya, these government measures ultimately led to an increase in child labor, high rates of school dropouts, and increased homelessness in children.

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

We believe education is the great equalizer, and by working to ensure that all Kenyans (and especially children) have access to quality educational programs, we believe we can dramatically reduce the inequalities caused by extreme poverty.

Quali opportunità/problemi affronta: 

Since 2000 Learning and Development Kenya has been implementing a literacy project, designed to improve on the literacy and reading skills of the orphans and needy children and prepare them for positive and active participation in nation building. LDK provides an enabling learning environment with modern teaching facilities including solid classrooms, highly qualified and caring teaching staff and a modern library with the necessary books to motivate and boost the morale of both the children and teachers at the institution. This has improved the standard of learning, making the project one of the best within the Municipality in terms of provision of quality education.

Meal program: Every day, we provide a warm meal to 324 students in our school, children who would otherwise miss a meal.

Emergency Relief: During the post-election violence in Kenya in 2008, LDK hosted nearly 7,000 displaced peoples, coordinating with the Red Cross to ensure steady food supplies.

Athletic Leagues to Drive Community Empathy and Understanding:
Historically, athletic competition has peaceably brought together individuals, factions, and even nations with troubled relations, and we believe that friendly competition and the spirit of teamwork can have a positive impact on the youth of Kenya who have been driven apart by the recent political elections. We have organized soccer games from teams of idle youth who would otherwise be engaged in gang-related activities and violence.

HIV/AIDS Education: In conjunction with the Ark Foundation of Africa, we’ve provided training workshops for locals that aim to prevent the spread of HIV/AIDS and promotes sustainable behavior change among the youth and residents. The workshops also aim to support scale up activities of CBOs within East Africa, engaging and strengthening the capacity of indigenous organizations so that they can scale up their programs and effectively meet the complex needs of orphans and vulnerable children in their communities.

Environmental Sustainability: It is a priority to LDK to ensure that the people we are helping will have a clean, healthy, safe place to live for many, many years – and environmental sustainability through improved sanitation is a critical component of that effort. LDK mobilizes youth in the community to participate in the environmental activities.

Please explain what is unique or special in your project: 

LDK provides an enabling learning environment with modern teaching facilities including solid classrooms, highly qualified and caring teaching staff and a modern library with the necessary books to motivate and boost the morale of both the children and teachers at the institution. This has improved the standard of learning, making the project one of the best within the Municipality in terms of provision of quality education. We consider this special for our literacy project.

The students in our classrooms are already among the neediest in the region, and by providing a warm meal as part of their education, we are improving their ability to learn while ensuring they are meeting their minimum daily nutritional needs. Our feeding program is of its own kind among the local schools.

Other than the local churches, LDK was the only local NGO in the area that hosted displaced peoples during the post-election violence in Kenya in 2008. This was because most of the affected people were from this area, a majority being the poor parents that LDK supports with education of their children. The facilities at its learning center also ensured safety of the Internally Displaced Persons (IDPs) as well as our networking skills with both the provincial administration department and the Red Cross.

Being an active participant in community activities, LDK has positioned itself as a collaborating agency with the community in solving their most pressing issues. Due to this position the community has high regard for LDK’s initiatives, providing the much needed support and networking that is required for effective project implementation.

Initially there was stigma related to HIV/AIDS but with continuous awareness activities carried out by LDK staff and their understanding of the local cultures, the community became more cooperative and supportive. Also given the fact that we care for orphans in the community whose parents have died due to HIV/AIDS related dieses gives the community members all the reason to participate and support the imitative. Our unique facilities at the learning center have also made it possible for LDK to host participants for HIV/AIDS training and education.

10. Risultati
Describe the results of your project as per today: 

Since 1998 and through its education program, LDK has been able to provide support for high education and specialized training in secretarial courses, computer, teaching (both primary and ECD), IT and even tailoring to over 150 young Kenyans who would otherwise not have had a chance to empower their talents and build their future. Though no follow up has been made to establish their current status, we believe that with the qualifications attained through our support they are now employed in the government or private sector or even self-employed and therefore contributing to nation building.

Currently LDK supports 324 needy children in nursery, primary and secondary schools. It further supports 74 orphans with shelter, food, medical care and other basic needs. The orphans live in the home at the Virginia center in Rhonda slums within Nakuru Municipality.

During the post-election violence in Kenya in 2008, LDK hosted nearly 7,000 displaced peoples, coordinating with the Red Cross to ensure steady food supplies.

Since the Micor credit program was initiated in 2001 it has helped more than 4,500 families to develop sustainable sources of income (through loans of small amounts of seed capital at zero interest to start their own business), directly benefiting more than 36,000 individuals where an average family in these rural and urban poor areas consists of 8 members. These are families who otherwise would never have dreamed that financial independence was a possibility. In addition, we have held monthly workshops for the loan recipients to empower them with business skills. And because of the relationships we have fostered with the families of the many children from the communities enrolled in the schools, LDK is uniquely positioned to identify the most motivated, entrepreneurial individuals as recipients.

In che misura risponde ai bisogni degli utenti: 

Users needs: Education – which we believe eventually contributes to reduction of inequalities caused by extreme poverty. LDK provides quality education and other services to its users, meeting their needs.

Quanti utenti interagiscono con il progetto mensilmente e in quale modo: 

3,000 users. To be precise, 324 children, 22 teaching and subordinate staff, 1,600 familly members (200 families), 10 government, NGO and church officials, at least 500 other community members, and 500 other stakeholders (donors, overseas friends and guests, etc.) interact with our project per month through personal vists to the school (for the children, staff, government visitors, guests, and some parents), postal mail, and email. Some family members are updated by the school going children and therefore considered to be interacting with our project. Our termly newsletter since 2008 is also used as a form of interaction with the community while our website is visited by many people from around the world.

Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: 

The quality and standard of education of our children is high due to the determination of our teaching staff. The number of children per class is also reasonable at 35, enabling the teacher to reach all the children in the class, unlike in public schools where the population exceeds 120 children per class. This teacher-pupil ratio, in addition to available learning aids ensures that quality education is provided to the needy children. The interaction has fostered trust among the users who enjoy using the services, though it has not been able to attract more support in terms of funding, as we earlier anticipated.

Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 

Participation is still less except for a few high schools and local churches that have mobilized their students and members to donate for our activities targeting the orphans and the poor. The youth participate in the activities while other members of the community have been very supportive, inspiring us even more. The government recognizes the role LDK play in the provision of basic needs to the needy and has supported our initiatives like donation of food for the feeding program and a grant for the learning aids.

Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: 

The use and promotion of ICT is core to our project and a major component of our activities. The installed cybercafé at our learning center allows not only students but the rest of the community members to use the internet and communicate with people around the world, effectively promoting the use of ICT among the professionals, children and youth.

To market our services: Education, training, HIV/AIDS etc., to a wide audience LDK uses a number of techniques including advertisement in both print and mass media, posters, brochures, our end of the term/year newsletter, and even the internet. We therefore try to reach as many people (professionals, children and youth included) through frequent use of these techniques, again, effectively promoting the use of ICT.

Descrivete i criteri che usate per misurate i risultati raggiunti dal vostro progetto: 

We record the number of users applying for our services. The number has exceedingly increased over the years, indicating strong support of our programs by the users.

Exams done by the children in our school together with other children in other Municipal schools: Comparison done has shown that children in our school have done much better than children in other public schools, confirming the high quality of education that we provide to our children.

We interview the public to find out how they view our services and they positive comments confirm their satisfaction with our services.

The visitors to our website, viewing our programs and interacting with us thereafter now exceeds 4,200 people. This is also used to measure the results of our services.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Più di 6 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Da 30.001 a 75.000
Come è finanziato il vostro progetto: 
Vendita di servizi o prodotti
Is your project economically self sufficient now: 
No
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

The Government of Kenya through the district children’s office started a street children rehabilitation center “Ukoa Mtoto” within Nakuru Municipality and sent its engineers in 2007 to our learning center to get a view of the home we put up for the orphans to replicate the same at their planned rehabilitation center.

During our HIV/AIDS workshop held in 2007 for CBO leaders from Tanzania, Kenya and Uganda, participants from Tanzania were particularly impressed with not only the solid buildings but with the whole set up for a home for orphans who have been empowered and feel very much at home. They lived with the children in the same home during the workshop period and promised to replicate the same in their respective projects. No follow up has been made to confirm if at all replication has been made by any of the participants.

Che cosa possono imparare altri soggetti dal vostro progetto: 

Quality is everything that others can learn from our project. With quality the users feel assured of the results.

Empowerment approach: We empower the users to feel part of the project, hence project ownership.

Permanent (solid) structures: These ensures that quality is provided to the users, for example the case with IDPs who felt much secure at our center during the post election violence.

Networking: Good and sustainable results are obtained through consistency and networking. LDK has been consistence with its approach to poverty aleviation, establishing and positioning itself as a poverty reduction agency within the community and hence wining the much needed support from all stakeholders – community, government, donors and friends.

Innovation: Unique activities started after careful research for community needs have had profound effect on the lives of our users.

Invovement and participation of the users have garaunteed project sustainnability even during difficult times when funding is so low like now.

Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti.
13. Informazioni aggiuntive
Background: 

In 1998, Three Kenyans - Philip Ndeta (the brains behind the organization), Obed Tsuma and Benta Atieno founded Learning and Development Kenya (LDK) to work with the local community to address the problems brought about by government’s introduction of cost sharing in the education and health sectors. While outwardly improving the economy of Kenya, these government measures ultimately led to an increase in child labor, high rates of school dropouts, and increased homelessness in children.

Since 1998 and through its education program, LDK has been able to provide support for high education and specialized training in secretarial courses, computer, teaching (both primary and ECD), IT and even tailoring to over 150 young Kenyans who would otherwise not have had a chance to empower their talents and build their future. Though no follow up has been made to establish their current status, we believe that with the qualifications attained through our support they are now employed in the government or private sector or even self-employed and therefore contributing to nation building.

Currently LDK supports 324 needy children in nursery, primary and secondary schools. It further supports 74 orphans with shelter, food, medical care and other basic needs. The orphans live in the home at the Virginia center in Rhonda slums within Nakuru Municipality.

Vision: To see a free Kenyan Society without inequalities of extreme poverty, destitution, deprivation, or austerity.

Mission: To respond to the needs of the communities and those of their children with a primary objective of improving the quality of life of those in need.

History: Local non-governmental, non-profit, non-sectarian development organization founded in 1998. It acquired special consultative status with the Economic and Social Council of the United Nations in 2008.

Programs: Education program
HIV/AIDS program
Environmental and Sanitation program
Peace initiative project
Relief activities
Civic education program

Overview of donors that have contributed to our programs:
Foundations; INGOs; Overseas corporations: The Hilden Charitable Fund – UK
Bertelsmann AG – Germany
The Ark Foundation of Africa – USA
CO-OPERAID – Switzerland
Random House New York – USA (Books)
Crossroads International – Hong Kong (China)
Misereor – Germany
Advantage Africa – UK
MIVA Switzerland (Vehicle)
Government: Kenya Government (Department of provincial administration – food for feeding program).
Kenya Government (Ministry of education – Grant for support of informal education system).

Programs details
Literacy Project
Since 2000 Learning and Development Kenya has been implementing a literacy project, designed to improve on the literacy and reading skills of the orphans and needy children and prepare them for positive and active participation in nation building. LDK provides an enabling learning environment with modern teaching facilities including solid classrooms, highly qualified and caring teaching staff and a modern library with the necessary books to motivate and boost the morale of both the children and teachers at the institution. This has improved the standard of learning, making the project one of the best within the Municipality in terms of provision of quality education.

Meal Program
Every day, we provide a warm meal to 324 students in our school, children who would otherwise miss a meal.

Skills Training Workshops
The skills training program is more connected to the micro credit project. It aims to provide capacity building and therefore strengthen individual business skills of the loan recipients. The program is based on the premise that trade is the most effective way of helping the poor to create sustainable, long-term solutions to the economic problems they face. It has helped beneficiaries to master their trading skills, lowering default rate on repaying the loans.

Microcredit Program
To help families develop sustainable sources of income, we loan small amounts of seed capital at zero interest to families to start their own business—families who otherwise would never have dreamed that financial independence was a possibility.

The micro credit project has been implemented on the believe that the best way to address poverty is to help families and individuals to become financially independent – through free revolving loans, education and training, that will lead them into income generation and employment. And because of the relationships we have fostered with the families of many children from the community enrolled in the school, LDK is uniquely positioned to identify the most motivated, entrepreneurial individuals as recipients. These individuals are often the parents of our students, which allows us to ensure that this support is being targeted at the families most in need and maintain continuous contact.

Emergency Relief
During the post-election violence in Kenya in 2008, LDK hosted nearly 7,000 displaced peoples, coordinating with the Red Cross to ensure steady food supplies. Other than the local churches, LDK was the only local NGO that was involved in this exercise because most of the affected people were from this area, a majority being the poor parents that LDK supports with education of their children. The facilities at its learning center also ensured safety of the Internally Displaced Persons as well as our networking skills with both the provincial administration department and the Red Cross.

HIV/AIDS Education
The program aims to prevent the spread of HIV/AIDS and promotes sustainable behavior change among the youth and residents.
LDK has also collaborated with the Ark Foundation of Africa to support scale up activities of CBOs within East Africa:

Too many orphans and other vulnerable children (OVC) in Africa are growing up in situations of scarcity without education, healthcare, strong parental support etc. Similarly, grandmothers who care for the majority of orphans are overwhelmed, doing their job under very difficult, unsupportive circumstances. Grandmothers are simply doing what they know and what they love doing, day after day.

In countries with very weak or practically non-existent social safety nets like Kenya, indigenous NGOs and CBOs are also struggling to survive. Many do not have the resources or enough staff with the right skills and training to enable them to effectively address OVC related challenges.

To address this dilemma, LDK and the Ark Foundation of Africa and its partners organized a 5-day capacity building workshop for leaders of indigenous organizations in Kenya, Tanzania, and Uganda. The participatory workshop focused on building culturally sustainable and realistic programs to close the large gap between the need and available services. Learning and Development Kenya acted as the host organization for the workshop.
30 participants were nominated for the workshop from eligible organizations working directly with orphans and vulnerable children and their caregivers. Most of the nominated organizations that participated in the workshop are based in the districts of:

Kenya – Nakuru, Mombasa, Nandi and Trans Nzoia
Tanzania – Bagamoyo, Dodoma Rural, and Mbozi, and Zanzibar
Uganda – Gulu, Kitgum, Luwero, and Wakiso

The workshop aimed at engaging and strengthening the capacity of indigenous organizations so that they can scale up their programs and effectively meet the complex needs of orphans and vulnerable children in their communities.

Athletic Leagues to Drive Community Empathy and Understanding
Historically, athletic competition has peaceably brought together individuals, factions, and even nations with troubled relations, and we believe that friendly competition and the spirit of teamwork can have a positive impact on the youth of Kenya who have been driven apart by the recent political elections. We have organized soccer games from teams of idle youth who would otherwise be engaged in gang-related activities and violence.

Environmental Sustainability
It is a priority to LDK to ensure that the people we are helping will have a clean, healthy, safe place to live for many, many years – and environmental sustainability through improved sanitation is a critical component of that effort.

LDK mobilizes youth in the community to participate in the environmental activities. Usually once a year in tree planting exercises when the long rains start in March/April, and once monthly in the clean up exercises. Most of the youth participating in these activities are those being supported but they influence other members in the community in the overall cleaning exercises.

Ostacoli: 

Poverty is at its highet in this urban poor (slum) area. The users come in large numbers but have not been able to contribute substantially to the level that the project can remain sustainable. Our IT training has not quite picked up since a majority of the targeted youth cannot afford to meet our subsidzed tuition.

Funding from potential donors has been less or nil in some situations, leading to difficult implementation of the planned activities. For sustainability purposes we plan to diversify our funding sources and initiate more for-profit activities that will generate more income and cover for any dificit in donor funding.

Marketing of our products – college, Cybercafé, magazine etc. has not been effective due to less funding for marketing activities.

Cultural norms: Particularly stigma when it comes to HIV/AIDS awareness program.

Soluzioni: 

Consistency in provision of services, for example our creation of awareness activities for the HIV/AIDS program has worked positively towards stigma reduction among the target groups.

LDK has started for-profit activities to meet the needs of our charitable initiatives. We have planned to introduce a magazine “The Charity”. The first copy is ready but funds for its production, marketing and distribution is still unavailable.

Sale of T-Shirts planned.

Student’s canteen planned.

Sale of stationery and being agent for Safaricom for M-PESA services also planned.

Cybercafé has been installed.

College planned, awaiting marketing to get the minimum number of students. Facilities and human resources are available and on standby.

Future plans and wish list: 

LDK plans for the future:
LDK hopes to become a vibrant organization adhering to its core values of integrity, honesty, fairness, openness, respect and responsibility in all that we do. It will focus on improving the lives of the poor, especially children, youth and women, and those affected by the HIV pandemic.
In the next two years LDK hopes to enroll more than 1,000 children and youth in its literacy program – from nursery, primary and secondary schools. Its training facility will be training more youth in IT and other specialized courses to enable them gain the required skills for employment. The construction of the stalled primary school will also be LDK’s top priority once more funding is available.
For it to remain sustainable LDK will target to fully operate the student training facility and offer other services associated with it including a student canteen, a cybercafé, and a stationery shop. Other income generating activities like the production and sale of publications e.g. a newsletter/magazine will be LDK priority at this time and when funds become available.
To have more impact within the community it operates and to contribute positively to reduction of poverty, LDK will increase its loan support to the poor members and continue with the workshops to empower the beneficiaries with business skills required to ensure business success.
For the projects to be run professionally and ensure that the stated goals and objectives are met on timely basis, LDK will require to retain and sustain its qualified staff, by paying them salaries and allowances based on the current market rates.
Stalled initiatives: Soccer teams and athletics will be enhanced when LDK access more funding.

When all this is achieved, we believe we shall be taking a holistic approach towards fighting the inequalities caused by extreme poverty within the communities that we work with.

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New methods of e-Learning

This project is an example for teachers and students, how the computer can be used in learning.

1. Sommario progetto
Sommario: 

The project in fact is a educational soft exemplified for history classes, but it also cand be developed for other school subject. The soft contains also a patch dedicated for techears where they can create their own e-lessons with minimal computer knowledge. The title of the soft is "First World War" and contains a lot of information, but varied one. Start from informational text and continue with photos, videos, interactive maps, evaluation, all this with a clear role: Help the student to understand the lesson and to make the class ( in our case history class ) more interesting.

2. Paese (Città / Regione)
Stato: 
Romania
Città: 
Cluj-Napoca
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
"Tiberiu Popoviciu" Informatics Highschool
4. Tipo di organizzazione
Scegli tipo: 
Scuola
5. Coordinatore del progetto
Nome e Cognome: 
Zirbo Marius
E-Mail: 
itmariusz@yahoo.com
6. Website
Il sito web del progetto: 
prmse.webs.com
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 18 anni
Inserimento dei giovani nel mondo del lavoro: 
NOT Helping youth step in the job market
Creatività e Innovazione sociale: 
Creatività e Innovazione sociale
8. Da quando è funzionante il vostro progetto?
Da: 
18/11/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

The most important target of my project is to win this contest. I said the most important becouse i have more targets like:

This project to be included in educational system program.

More and more theachers and students to use it becouse it is a important didactic material.

To make soft magazine, in this way you can be more known and of course you can have more users.

 

Well...the background of this project

When i had the ideea of this project it was not such a big one, but like the time passed the ideea and the targets of this project changed and now you saw what i had proposed. Of course i will not stop here.

At the begining it was only a educational soft for one contest in our city (Cluj-Napoca). Then i had to prepare myself for the next step of that contest (becouse i won the city one) the country step.

Next after two more different contests and a international qualification...

More and more ideas came and the little educational soft became this complex project : "New methods of e-Learning"

To be continued with: "Global Junior Challenge"

 

 

 

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

This project is for understanding the advantage of tehnology ( computers, programming, communcation ) in our life and more exactly in education, in schools, at our classes.

To make the life of the teachers more easier.

To create a posibility for student to understand more clear the lesson, having acces to good and exactly information, media.

Please explain what is unique or special in your project: 

Inovation, Compatibility, Easy Working, Easy Understanding, Multi-Language..

 

10. Risultati
Describe the results of your project as per today: 

Many people ( students and teachers ) have seen this project and it is good, becouse i always receive suggestions and more ideeas. I select the constructive ones and i apply to project.

The contests i won until now gives me courage and trust in me to go on.

The experiences i passed can be a true help for me in other projects that i will going to develop.

In che misura risponde ai bisogni degli utenti: 

Trough teachers side:

They can create their own lessons in their way. The teachers can be more relax in classes.

Trough studens side:

They can learn and understand more easy. They don;t need to carry their books at school, only copy the data on portable memory and the can acces at home.

More images, videos, and more interactive things make the lesson very interesting and THIS helps the students to learn and to have a good view about that class, when a student comes at class with a good point of view he will thinks positive and THIS can helps him to develop skills for that domain.

Quanti utenti interagiscono con il progetto mensilmente e in quale modo: 

This project was presented until now in two cities in six highschools. Then the site of the project also is a means of interaction between me project developer and the people.

Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: 

Trough teachers side:

They don't have to stay and check the students test paper. This is a waste of time. The computer evaluation system sends to teacher's students evident the mark and the teacher can compare the other marks and create a situation about each student easier.

Trough students side

The have access to media and information which students don't have posted in their school books.

Interactive maps and other thing making them understanding.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Meno di 1 anno
Indicate il costo di massima del vostro progetto (in Euro): 
Meno di 10.000
Come è finanziato il vostro progetto: 
Sponsorizzazioni
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
No
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
We are not available to help others starting or working on similar projects.
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TAGLIA CORTO CON LA DROGA

Progetto per lo sviluppo di interventi di prevenzione di: assunzione di sostanze stupefacenti, disagio minorile, emarginazione e devianza, mediante l’utilizzo dello strumento della Media education.

1. Sommario progetto
Sommario: 

Il progetto, della durata di 6 mesi, si divide in diverse fasi:

1. Individuare un Istituto di Scuola Media Inferiore nel Comune di Pontecorvo (FR), in cui proporre attività laboratoriali
2. Dopo aver formato dei gruppi di ragazzi, coincidenti con le classi di terza media, si procede a svolgere una serie di incontri per la documentazione del problema, in compagnia di esperti – educatori, operatori di comunità, ecc. – che introducono ed approfondiscono il tema della tossicodipendenza.
3. In seguito con la guida di media-educator i ragazzi potranno scegliere di produrre uno spot pubblicitario, oppure un corto metraggio, un documentario o un foto romanzo, che possa esprimere i loro pareri sul tema.
4. Al termine dei laboratori, le classi partecipanti iscriveranno i propri video-lavori in un vero e proprio concorso con giuria e premi. Il tutto verrà presentato in un convegno organizzato ad hoc, in cui a partire da tematiche di carattere generale discusse da esperti del settore, si arriverà alle proposte scaturite dai ragazzi, con la presentazione dei lavori fatti.

Partner del progetto:
• Provincia di Frosinone Settore Politiche Giovanili (Ente promotore e finanziatore del progetto, patrocinio all’iniziativa)
• Scuola Media di Pontecorvo
• Fondazione Exodus (Responsabile scientifico delle prime fasi del progetto, partner per i relatori del convegno)
• RAI – Radio Televisione Italiana (partecipazione alla giuria del concorso)

2. Paese (Città / Regione)
Stato: 
Italy
Città: 
Frosinone
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
FINISTERRAE COOPERATIVA SOCIALE O.N.L.U.S.
4. Tipo di organizzazione
Scegli tipo: 
Altro
Altro: 
Cooperativa sociale
5. Coordinatore del progetto
Nome e Cognome: 
PIETRO NOCE
E-Mail: 
pietro@coopfinisterrae.it
6. Website
Il sito web del progetto: 
http://www.coopfinisterrae.it/progetti.asp?id=38
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 15 anni
Inserimento dei giovani nel mondo del lavoro: 
NOT Helping youth step in the job market
Creatività e Innovazione sociale: 
NOT in Creativity and Social Innovation
8. Da quando è funzionante il vostro progetto?
Da: 
01/10/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

Obiettivi generali:
• Definire strategie e metodi di prevenzione che coinvolgano la partecipazione propositiva ed attiva della popolazione giovanile (da destinatari ad attori)
• Stimolare interventi che abbiano la forza di incidere sugli stili di vita e sui valori giovanili a partire dalle loro caratteristiche e bisogni specifici, rafforzando i fattori di auto-protezione, piuttosto che proporre interventi informativi sui rischi collegati all’uso/abuso di sostanze psicotrope legali ed illegali
• Attivare processi creativi ed educativi con linguaggi vicini al mondo giovanile, come la Media Education (spot pubblicitari, comunicazione mediale), che possano essere più incidenti sul comportamento dei ragazzi, che da passivi spettatori possono trasformarsi in promotori impegnati socialmente
Il progetto si svolge in un contesto di periferia e di degrado urbano. I destinatari del progetto sono gli alunni di una Scuola Media di Pontecorvo, un piccolo Comune in provincia di Frosinone con un alto tasso di tossicodipendenza giovanile.
Elemento di innovazione del progetto è l’utilizzo di linguaggi e metodologie vicine al mondo adolescenziale (utilizzo di tecnologie e modalità aggregative di lavoro di gruppo): abbiamo scelto di affrontare un tema così impegnativo e difficile con modalità di partecipazione attiva, considerando i ragazzi non come utenti-destinatari spettatori, ma come attori protagonisti del processo progettuale, attori protagonisti del lavoro educativo e ludico.

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

La metodologia utilizzata è quella della Media education, l’utilizzo cioè dei media per veicolare contenuti educativi tra i giovani e per favorire l’alfabetizzazione sulle tecnologie e l’utilizzo e la fruizione consapevole dei media stessi. E’ stato organizzato un concorso di cortometraggi sul tema della droga a cui i ragazzi hanno partecipato con gruppi di lavoro di interclasse.

Quali opportunità/problemi affronta: 

- Definire strategie e metodi di prevenzione che coinvolgano la partecipazione propositiva ed attiva della popolazione giovanile (da destinatari ad attori)
- Stimolare interventi che abbiano la forza di incidere sugli stili di vita e sui valori giovanili a partire dalle loro caratteristiche e bisogni specifici, rafforzando i fattori di auto-protezione, piuttosto che proporre interventi informativi sui rischi collegati all’uso/abuso di sostanze psicotrope legali ed illegali
- Attivare processi creativi ed educativi con linguaggi vicini al mondo giovanile, come la Media Education (spot pubblicitari, comunicazione mediale), che possano essere più incidenti sul comportamento dei ragazzi, che da passivi spettatori possono trasformarsi in promotori impegnati socialmente

Please explain what is unique or special in your project: 

Il progetto si distingue particolarmente per il fatto che rende i giovani realmente protagonisti delle attività, come raramente accade, permettendo loro di sperimentare nuove tecnologie non sempre a tutti accessibili e di confrontarsi su tematiche molto delicate con un tipo di approccio soft e vicino al linguaggio giovanile.

10. Risultati
Quanti utenti interagiscono con il progetto mensilmente e in quale modo: 

Hanno partecipato al progetto n. 9 classi terze della Scuola Madia di Pontecorvo (FR), divise in tre sottogruppi che hanno progettato e concorso nella competizione per il cortometraggio migliore sul tema della tossicodipendenza.
I ragazzi si sono riuniti per circa due mesi per gli incontri con gli educatori sul tema del progetto (un incontro in plenaria e due divisi per sottogruppi a Ottobre 2008, due divisi per sottogruppi a Novembre 2008). Hanno proseguito poi con incontri tecnici con i media educator per progettare e realizzare i cortometraggi per il concorso (tre incontri divisi per sottogruppi a Gennaio 2009 e tre incontri divisi per sottogruppi a Febbraio 2009), per concludere poi il 26 Febbraio 2009 con il convegno fiale e la premiazione del concorso.

Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 

Il progetto ha permesso un’ottima sinergia tra le realtà territoriali che si occupano di prevenzione al disagio giovanile e di professionisti in diverse discipline:
Hanno collaborato al progetto: Provincia di Frosinone (Ente promotore e finanziatore del progetto), Comune di Pontecorvo (Ente ospitante il progetto), Fondazione Exodus (Responsabile scientifico delle prime fasi del progetto, partner per i relatori del convegno), Comunità di recupero In Dialogo di Trivigliano (FR) (partner per i relatori del convegno), Comunità di recupero Nuovi Orizzonti di Piglio (FR) (partner per i relatori del convegno), (RAI – Radio Televisione Italiana (partecipazione alla giuria per il concorso di cortometraggi).
Inoltre hanno partecipato alla realizzazione tecnica del progetto diverse figure professionali, ognuna nelle diverse fasi di competenza: Educatori, Registi, Animatori, Media Educator, Sociologi, Psicologi.

Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: 

La Media Education: Con il termine Media Education si indicano, ormai da molti anni, tutte quelle attività adottate dalla scuola o da altre agenzie educative per insegnare ai ragazzi il linguaggio dei media aiutandoli a riflettere dal punto di vista critico sui loro messaggi.
Il termine inglese Media education si presta, meglio di altri usati nelle lingue latine, ad esprimere la molteplicità degli approcci che si intendono instaurare tra le due realtà dell’educazione e dei media. Il termine viene ad indicare infatti sia:
• Educazione con i media (media come strumenti da utilizzare nei processi educativi generali);
• Educazione ai media (comprensione critica dei testi e del sistema dei media, intesi non solo come strumenti, ma come linguaggio e cultura);
• Educazione per i media (rivolto alla formazione dei professionisti)
Le ragioni che rendono oggi irrinunciabile il lavoro educativo con i media sono di tipo sociale e culturale. La nostra cultura, infatti, è segnata dalla presenza dei media e delle tecnologie tanto da consentirci di parlare di un vero e proprio “media climate”, un’atmosfera mediale che tutti noi respiriamo. Sul piano sociale, poi, è difficile non riconoscere ai media un peso decisivo nell’orientamento dei consumi, dei gusti, dei valori e dei comportamenti delle persone. L’intervento educativo dunque non è proprio rinviabile.
Il progetto attiva processi creativi ed educativi con linguaggi vicini al mondo giovanile, con l’utilizzo della metodologia propria della Media Education, che possano essere più incidenti sul comportamento dei ragazzi, che da passivi spettatori possono trasformarsi in promotori impegnati socialmente. L’utilizzo dei media a fini didattici ed educativi, è stato utilizzato quindi non come fine ultimo, ma come mezzo per affrontare contenuti sociali importanti e di difficile argomentazione. Come effetto benefico collaterale, tutti i ragazzi impegnati nel progetto hanno potuto sperimentare divertendosi tecniche e strumenti elettronici (videocamera, computer, fotocamera, microfono, ecc.) che di solito risultano inaccessibili ai più.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Meno di 1 anno
Indicate il costo di massima del vostro progetto (in Euro): 
Meno di 10.000
Come è finanziato il vostro progetto: 
Finanziamenti pubblici o privati
Is your project economically self sufficient now: 
No
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
No
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti.
13. Informazioni aggiuntive
Ostacoli: 

Le difficoltà maggiori sono state convincere l’amministrazione pubblica (la Provincia di Frosinone in questo caso) ad investire anche se poco in un progetto sperimentale ed innovativo del genere. Per ciò che concerne il mondo della Scuola, invece, abbiamo ricevuto completa collaborazione e riconoscimento. Progetti come questo, di cui si fa fatica a riconoscere la convenienza “politica”, sono e saranno sempre di difficile finanziamento, ma non si può prescindere da una gratuità completa per i ragazzi destinatari, e quindi dall’intervento pubblico.

Soluzioni: 

Con l’ostinazione e la passione che ci contraddistingue, abbiamo perseverato nell’opera di convincimento presso il settore della Provincia (le Politiche Giovanili) che ha alla fine recepito e fatto suo il progetto, e che forse rifinanzierà per l’anno prossimo in altri territori della Provincia.

Future plans and wish list: 

Come accennato c’è la possibilità di poter rifinanziare il progetto di nuovo sempre da parte della Provincia di Frosinone, per allargare l’intervento nei tre distretti socio/assistenziali rimasti scoperti (la Provincia di Frosinone è divisa in quattro distretti S/A, il Comune in cui si è svolto il progetto, Pontecorvo, si trova nel distretto D, rimangono i distretti A, B, C). L’obiettivo finale, è quello di allargare il progetto e fargli assumere un carattere regionale, per poter implementare un modello esportabile che comprende l’organizzazione di un concorso nazionale pubblico di cortometraggi progettati e realizzati dai ragazzi delle scuole medie e superiori, e permettere l’incontro e il gemellaggio di diverse scuole e comuni della regione Lazio. Per far questo bisognerà trovare il canale giusto, magari presso il POGAS o altro Ministero, presso la Regione Lazio o presso Fondazione privata. Siamo alla ricerca di partner pubblici e privati per lavorare insieme e raggiungere gli obiettivi su descritti.

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