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ICT

Programas Didácticos “Fantastic Nika”

It is a didactic innovative Project for e-inclusion, to promote the safe and responsible use of ICT by children.

1. Sommario progetto
Sommario: 

While realizing that children take as normal the presence of ICT in society which lives with them ( statistics reveal that the young population in our country use ICT much more than other age levels), must be conscious that training in the use of ICT is not enough, especially when dealing with the safe and responsible use. With these thoughts in mind, we understand that it is necessary to promote tecno-pedagogical training of the teaching staff. These aspects were taken into consideration in the development, more in line with the times, introducing necessary tools and innovating with a didactic proposal which use technologies as a resource which favours teamwork, the development of social skills, creativity, the possibility to experiment and the curiosity to know and investigate, always from the perspective of the responsible use of ICT As main objectives we underline the promotion in safe and responsible use of ICT by children, develop personal competences in this area, incorporate ICT as a tool for work and participate in the Information Society in a democratic and respectable way. The development of “Fantastic Nika” was carried out as follows: 1. Development and production of the materials ( manuals files, videos and documentation) Fantastic Nika( for girls and boys between 3 and 7 years old) - 32 DVD-Videos between 3 and 5 minutes in length and which deals with each of the themes of the Project. The videos were developed in DVD quality and in web quality and versions for them to be shown on television. - 160 didactic files: each one of the themes comes with 5 work files with deals informally with the theme. - Guía que tiene como objetivo guiar al personal docente para utilizar adecuadamente los materiales del proyecto. 2. Distribution of didactic programmes and training in schools in the region as a strategy for e- inclusion from the point of view of education and directed to families and teachers. - 70,000 students and all of the 251 schools in Asturias benefitted from “Fantastic Nika”. - The Autonomous Televisin (RTPA) has shown over 500 minutes of the videos of Fantastic Nika since november of 2008 and is continuing at this moment. Specific parts of the programme have been developed and adapted for other regions in Spain such as Cantabria and Murcia.

2. Paese (Città / Regione)
Stato: 
Spain
Città: 
Gijón / Asturias
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
Gobierno del Principado de Asturias
4. Tipo di organizzazione
Scegli tipo: 
Istituzione pubblica
5. Coordinatore del progetto
Nome e Cognome: 
Paco Prieto
E-Mail: 
paco.prieto@fundacionctic.org
6. Website
Il sito web del progetto: 
http://www.internetyfamilia.es
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: 
NOT in Creativity and Social Innovation
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: 

With this programme it is hoped to promote the safe and responsible use of ICT for children through an attractive and entertaining didactic programme adapted specifically to the necessities and perspectives of the beneficiaries.

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

To achieve the planned objectives a well planned methodology has been developed by a team of pedagogical professionals and the Information Society. The children have seen that learning technology can be entertaining because it is based upon materials especially designed for them and taught through a very natural channel as is audioisul.As well, the children can and do identify themselves with the protagonists.

Quali opportunità/problemi affronta: 

The programme gives an answer to the safety problems to the inadequate use of technology through the use of safe and responsible habits from an early age. The programme has allowed the teachers to have innovative tools to help young children to develop ICT competences always from the perspective of its safe and responsible use.

Please explain what is unique or special in your project: 

As a special we can say that it is a Project with a high impact as a consequence of its dissemination in different areas( school, the home, TV).This is possible as it uses a multichannel format( it combines paper, digital, video, Internet and TV) The didactic collections are for autosonsumption. The materials are also useful for adults, (mothers’ fathers, and teachers) and attractive for the children

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

- Distribution of the collection among the 70,000 children in Asturian schools. - All of the 251 schools have benefited from this. - More than 6, 000 children have also received training sessions on the safe use of ICT. - 500 minutes have been shown on the Regional TV Network of Fantastic Nika. Since November of 2008. - Fantastic Nika is still being shown at the moment.

In che misura risponde ai bisogni degli utenti: 

The children will acquire technological competences in an entertaining way. The contents have been created to stimulate the imagination and the reasoning and curiosity of children with regards to ICT, as well as developing the Project for auto consumption with direct simple and didactic audiovisual content. At the same time this format allows the family to participate together and promotes e. inclusion.

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

The teachers are provided with innovative tools to help the students to develop ICT competences from the perspective of its safe and responsible use. The children have seen that learning technology can be entertaining because it is based upon materials especially designed for them and taught through a very natural channel as is audioisul.As well, the children can and do identify themselves with the protagonists

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

The didactic offer presented has resulted and results useful for the groups of adults (teachers, parents) and the educators have seen that the programme is extremely useful.

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: 

On the one hand the activities developed have generated a tecno pedagogical knowledge (value added) for the teachers. Special resources have been developed for the classroom and the contents developed have incorporated the latest tendencies related to ICT such as the web 2.0, social networks, mobile telephones, of the 3rd generation and TDT. So in this way the teachers, educators and tutors have seen that they have benefited as the materials have facilitated the teaching of sessions on ICT to the children. As well the children have seen that learning about technology and acquiring habits on its the safe and responsible use is entertaining and easy.

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

All of the actions are quantities

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: 
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 production and application of “Fantastic Nika” may be perfectly transferred to different settings .They actually have been transferred and adapted to other regions in Spain: o Cantabria Regional Administration, o Region of Murcia Information Society (SIRCAM).

Che cosa possono imparare altri soggetti dal vostro progetto: 

o One of the success factors has been the actual innovative planning and development of the didactic programme in the multichannel format, and introducing paper, digital video and Internet. It has multiplied its impact possibilities and has allowed for its dissemination very widely, schools, telecentres, TV etc. o It is not only necessary to train the teachers , but it is also necessary to introduce this in the family, so parents know how technology works and at the same time minimize the worries they have about the use of Internet by their children. To know how to use Internet safely and ict generally as well as knowing what services are available to the citizens is the best way to avoid unnecessary risks. So we must work for e-inclusion in the education community( parents , teachers) as well as with the children in the safe and responsible use Internet and ict

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 didactic programme is to be found in the Project Internet and the Family, an initiative by the Government of the Principality of Asturias and which is included in the strategy for the development of the Information Society The team which developed the programme is composed of pedagogical educators and Information Society professionals.

Ostacoli: 

It was recognized as a difficulty the distribution of the didactic materials and the involvement of the teaching community

Soluzioni: 

A distribution structure was developer through the actual format of the project, using the multichannel format. Meetings and specialized training and information sessions were organized

Future plans and wish list: 

The necessity to intervene, communicate and train the education community to avoid the risks which exists today in the Internet is continuous. There is no expiry date, because the risks, caber bullying, sexting, grooming, etc, knows no time limit The training of the teachers as well as the family and the provision of resources for the development of materials are essential to maintain the objectives of the Project in the safe and responsible use of ict. .The activities developed have generated knowledge which is the best guarantee for the sustainability of the Project and is the best recipe for minimizing the risks involved. At the moment we are developing complementary materials and will no doubt give value added to the programme. o Didactic material o Reference documents for the teachers. o Power point presentations for the classroom o Didactic guides for the teachers.

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Autorizzo la FMD al trattamento dei miei dati personali

Programas Didácticos “Qué pasa con las TIC”

It ia a didactic innovative Project for e-inclusion, to promote the safe and responsible use of ICT by children.

1. Sommario progetto
Sommario: 

While realizing that children take as normal the presence of ICT in society which lives with them ( statistics reveal that the young population in our country use ICT much more than other age levels), must be conscious that training in the use of ICT is not enough, especially when dealing with the safe and responsible use.

With these thoughts in mind, we understand that it is necessary to promote tecno-pedagogical training of the teaching staff. These aspects were taken into consideration in the development, more in line with the times, introducing necessary tools and innovating with a didactic proposal which use technologies as a resource which favours teamwork, the development of social skills, creativity, the possibility to experiment and the curiosity to know and investigate, always from the perspective of the responsible use of ICT

As main objectives we underline the promotion in safe and responsible use of ICT by children, develop personal competences in this area, incorporate ICT as a tool for work and participate in the Information Society in a democratic and respectable way.

The development of was carried out as follows; “Qué pasa con las TIC”:

1. Development and production of the materials (manuals files, videos and documentation)
What´s with ICT? (For boys and girls between 8 and 12 years old)
- 20 DVD-Videos between 5 and 8 minutes in length which deals with 20 interesting themes and which use different technologies.
- - A Safety Guide and the responsible use of ICT, gives teachers and families tools and advice to work with ICT in both the school and at home.

2. Distribution of didactic programmes and training .in schools in the region as a strategy for e- inclusion from the point of view of education and directed to families and teachers.
- 70.000 students and all of the 251 schools in Asturias benefitted from “What´s with ICT”?
- 20 videos will be shown on the Regional Autonomous Television Network(RTPA) of What´s with ICT.
- Specific parts of the programme have been developed and adapted for other regions in Spain such as Cantabria and Murcia.

2. Paese (Città / Regione)
Stato: 
Spain
Città: 
Gijón Asturias
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
Gobierno del Principado de Asturias
4. Tipo di organizzazione
Scegli tipo: 
Istituzione pubblica
5. Coordinatore del progetto
Nome e Cognome: 
Paco Prieto
E-Mail: 
paco.prieto@fundacionctic.org
6. Website
Il sito web del progetto: 
http://www.internetyfamilia.es
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: 
01/04/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

With this programme it is hoped to promote the safe and responsible use of ICT for children through an attractive and entertaining didactic programme adapted specifically to the necessities and perspectives of the beneficiaries

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

To achieve the planned objectives a well planned methodology has been developed by a team of pedagogical professionals and the Information Society. The children have seen that learning technology can be entertaining because it is based upon materials especially designed for them and taught through a very natural channel as is audioisul.As well, the children can and do identify themselves with the protagonists

Quali opportunità/problemi affronta: 

The programme gives an answer to the safety problems to the inadequate use of technology through the use of safe and responsible habits from an early age.

The programme has allowed the teachers to have innovative tools to help young children to develop ICT competences always from the perspective of its safe and responsible use.

Please explain what is unique or special in your project: 

As a special we can say that it is a Project with a high impact as a consequence of its dissemination in different areas( school, the home, TV).This is possible as it uses a multichannel format( it combines paper, digital, video, Internet and TV) The didactic collections are for autosonsumption. The materials are also useful for adults, (mothers’ fathers, and teachers) and attractive for the children

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

- Distribution of the collection among the 70.000 children in Asturian schools.
- All of the 251 schools have benefited from this.
- More than 6.000 children have also received training sessions on the safe use of ICT.
- ”What’s with ICT” will soon be shown on TV as well.

In che misura risponde ai bisogni degli utenti: 

The children will acquire technological competences in an entertaining way. The contents have been created to stimulate the imagination and the reasoning and curiosity of children with regards to ICT, as well as developing the Project for auto consumption with direct simple and didactic audiovisual content. At the same time this format allows the family to participate together and promotes e. inclusion

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

The teachers are provided with innovative tools to help the students to develop ICT competences from the perspective of its safe and responsible use.

The children have seen that learning technology can be entertaining because it is based upon materials especially designed for them and taught through a very natural channel as is audioisul.As well, the children can and do identify themselves with the protagonists

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

The didactic offer presented has resulted and results useful for the groups of adults (teachers, parents) and the educators have seen that the programme is extremely useful.

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: 

On the one hand the activities developed have generated a tecno pedagogical knowledge (value added) for the teachers. Special resources have been developed for the classroom and the contents developed have incorporated the latest tendencies related to ICT such as the web 2.0, social networks, mobile telephones, of the 3rd generation and TDT.

So in this way the teachers, educators and tutors have seen that they have benefited as the materials have facilitated the teaching of sessions on ICT to the children.

.As well the children have seen that learning about technology and acquiring habits on its the safe and responsible use is entertaining and easy.

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

All of the actions are quantities

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: 
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 production and application of “What´s with ICT” may be perfectly transferred to different settings .They actually have been transferred and adapted to other regions in Spain;
Cantabria Regional Administration,
Region of Murcia Information Society (SIRCAM).

Che cosa possono imparare altri soggetti dal vostro progetto: 

o One of the success factors has been the actual innovative planning and development of the didactic programme in the multichannel format, and introducing paper, digital video and Internet. It has multiplied its impact possibilities and has allowed for its dissemination very widely, schools, telecentres, TV etc.

o It is not only necessary to train the teachers, but it is also necessary to introduce this in the family, so parents know how technology works and at the same time minimize the worries they have about the use of Internet by their children. To know how to use Internet safely and ict generally as well as knowing what services are available to the citizens is the best way to avoid unnecessary risks. So we must work for e-inclusion in the education community( parents , teachers) as well as with the children in the safe and responsible use Internet and ict

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 didactic programme is to be found in the Project Internet and the Family, an initiative by the Government of the Principality of Asturias and which is included in the strategy for the development of the Information Society

The team which developed the programme is composed of pedagogical educators and Information Society professionals.

Ostacoli: 

It was recognized as a difficulty the distribution of the didactic materials and the involvement of the teaching community

Soluzioni: 

A distribution structure was developer through the actual format of the project, using the multichannel format. Meetings and specialized training and information sessions were organized

Future plans and wish list: 

The necessity to intervene, communicate and train the education community to avoid the risks which exists today in the Internet is continuous. There is no expiry date, because the risks, caber bullying, sexting, grooming, ect, knows no time limit

The training of the teachers as well as the family and the provision of resources for the development of materials are essential to maintain the objectives of the Project in the safe and responsible use of ict.

The activities developed have generated knowledge which is the best guarantee for the sustainability of the Project and is the best recipe for minimizing the risks involved.

At the moment we are developing complementary materials and will no doubt give value added to the programme.

o Didactic material
o Reference documents for the teachers.
o Power point presentations for the classroom
o Didactic guides for the teachers.

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Tele-Center in Narail slum of Bangladesh.

This is a project for poverty reduction through ICT and job creation, education etc.

1. Sommario progetto
Sommario: 

BIRD is proposing: - Poverty reduction through Tele centre project within the slums of Daulatpur, Khulna district in Bangladesh for the Global Junior Challenge Award. The project target all the members of the community particularly the children, youth and women who are mainly marginalized socially, culturally, economically and politically as well. The level and concentration of poverty in the area has denied the residents accessibility to current and up to date information unlike their counterparts from privileged areas, which is vital for their social, political and economic knowledge and development.

The reason of initiating the Telecenters in the target areas was primarily due to the realization of the emergence of new trends in the information scene via the digital divide, whereby information is accessed through the Internet, being the quickest and most reliable mode of communication in the world today. In a world that is rapidly evolving in information dissemination, literacy in information technology has become a basic tool of development. Promotion of knowledge and enlightenment of marginalized groups of people or communities has helped in the development of such groups in all aspects of life. This is because most communities, especially slum and areas are left behind in development as access to ICT has proven to be a great hurdle. Due to poverty and illiteracy, most people in slums cannot conveniently and comfortably utilize ICT.

BIRD strived to design responsive programmes for community development part of them being the community media and ICT programme, which include community library in slum of Daulatpur of Khulna district, a publication known as ‘Slum News’, recording studio.The program empowers the youth and communities at large to seek and benefit from information that enables them to lead a positive, independent life on a sustainable basis. The programme also seeks to bridge the digital divide between the rich and poor.

2. Paese (Città / Regione)
Stato: 
Bangladesh
Città: 
Narail
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
BIRD
4. Tipo di organizzazione
Scegli tipo: 
Associazione
5. Coordinatore del progetto
Nome e Cognome: 
Titu
E-Mail: 
aimthm@gmail.com
6. Website
Il sito web del progetto: 
www.birdbd.webs.com
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: 
NOT in Creativity and Social Innovation
8. Da quando è funzionante il vostro progetto?
Da: 
28/11/2007
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

This project was started after the realization that despite the fact that people living in the slums are the majority, they are the most disadvantaged in terms of accessibility to information for development. Thus, in order to make ICT accessible to the ordinary people, BIRD came up with a wireless connectivity where by, people living within a radius of 10 km can easily connect. This means that community members within the slum area can access vital and relevant information through the Internet.

It is a well-known fact that Asia lags behind in information Technology. The most affected areas being urban slums and rural areas. The advent of Internet as the fastest means of communication had proved expensive to most people in the slums since only the rich could access Internet. It is this scenario that BIRD seeks to change.
ICT accessible and affordable to the poor living in the slums.

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

This project not only tries to bring ICT closer to the people, but also accessible and affordable to the slum poor by making it a means of livelihood. The project consists of tele-centres, a community library where cataloguing, acquisition, lending or borrowing is done online. At the community library, students come to do their work and research on topics they don’t understand. The project is also an avenue where people look for resources to enable them lead decent lives. These resources include doing online trade, searching for scholarships and grants for community programs/activiti.

Quali opportunità/problemi affronta: 

This project seeks to address the questions “Can ICT Feed the Hungry?”

Please explain what is unique or special in your project: 

BIRD is the only youth found and managed organization to have come up with wireless Internet connectivity for the slum youth. The wireless Internet connectivity can be accessed within two kilometers radius. BIRD is the only organization within the slums to digitalize the community library, giving students and other people from both within and without the area an opportunity to access and borrow books.

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

One of the most important aspects of this project is that young people who dropped out of school due to lack of school fees are the ones managing the project. For example, online cataloguing through database developing is done by a standard four dropout after being trained by teacher and instructor from Islamic University, Kushtia, Bangladesh for a period of five weeks. The young people who have been trained in basic library management in turn train their peers. Approximately fifty young people are trained after three months;
Today, the project consists of wireless connectivity, community library, studio and magazine, all of which are geared towards creating awareness and building young people’s self-esteem.

Children who had nowhere to do their studies have a place to read and relax thus reducing the number of children idling around in the slums. We have seen a new generation of young people who have come to love books and play computer and video games.

In che misura risponde ai bisogni degli utenti: 

The community tele-centre has provided the youth with an opportunity to access and browse Internet. Most users coming to the tele-centre use the Internet to read/write e-mails, do research work for their studies and find markets for products. Most youth out of school use Internet to look for markets for their products that they make, thus apart from reducing youth unemployment, the facility strives to curb poverty in the slums. In the process, anti-social activities are minimized among the youth as most of them are engaged most of time.

When a standard four drop-out learn how to do cataloguing online, it is even more self satisfying in the sense that despite his/her limitation in education, s/he can work comfortably with a privileged person who has a higher education than his/her.

The community Library has witnessed an increase of the number of young people interested in borrowing books. The slums where BIRD operates have 15”x10” houses that double as the kitchen, sitting room and bedroom. Most of the school going children doesn’t have appropriate facilities to do their studies after school. The community library has not only provided them with that space but also provided them with the much-needed textbooks to enable them conveniently complete their schoolwork. The community library is therefore a valuable asset to many people, especially children and youth in the community.

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

At least, 2500 youths use the project every month. Community tele-center and community library takes the bulk of the users. Most of those who come, come to surf Internet while others come to do their studies and research work and run a cyber. Others come to re-hearse their music and plays that is being recorded at the community studio.

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

In the slums, people don’t have access to computers or Internet. They are viewed as luxuries since most people lack the basic needs like food and shelter. Most of the students from the slums are therefore forced to walk miles to seek Internet and library facilities in far removed places from the slums. In the process, most of the students from the slums (poor families) have been performing poorly due to lack of such facilities.

However, all these have changed. Students no longer have to worry about where to do their studies and the textbooks. From a mere 2% joining tertiary colleges/universities and 5% joining secondary schools, there has been an increase of 3% joining colleges/universities and 7% joining government managed secondary schools. The training on computer offers the youth opportunity to join the job market, thus reducing the number of unemployed youth in the slums. The other important program that the organization has come up with is the training of nearby school teachers to impact the same skills to the children. Thus, we hope that in the end is going to make all slum children computer literate in the next five years

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

Before coming up with the community tele-centre, most of the children, youth and the community at large had no idea on how to use computers, let alone how to play games. Most of the children and youth were loitering in the estates and streets with nothing to do. This has since changed. Children are now coming to the centre to read storybooks they love watch educative movies/ drama, cartoons and play games. They can also now do their homework from school without much problem. They have a chance to communicate with their pen pals from other countries through the Internet, and this has helped reduce the costs and delays associated of having to wait for letters on both sides.
The youth on the other hand have been participating tremendously in this project. BIRD Community Library web site is being updated by the very same youth residing in the same neighborhoods. The fact that these young people, most of who are primary schools drop-out are the ones updating library web site show how eager they are to learn new things. The youth also train their peers on computer skills. The others trained can either remain at the centre to volunteer as trainers to train others. Thus, the organization does not need to hire people from outside which in the first place is not sustainable for the projects’ long term.
Students too are using the presence of Internet and the library to help them with their research projects. This has enticed many students to seek more resources from the Internet, which can be helpful for their projects. It is also worth noting here that fees charged from to those using the Internet is half price what is charged elsewhere. The connectivity speed is also so fast that those using the Internet don’t have to spend a lot of time waiting for the sites to open.

The youth who are unemployed have also not been left behind. The Internet has given them an opportunity to sell their products online. This is helping to reduce poverty and unemployment among the young people.

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 students, by using Internet to research on certain topics, give them head start above their peers. They no longer need to rely only on books, but could even go far by doing research. They also have share notes with their peers from other countries through yahoo groups that have also been very helpful in terms of educational and cultural exchange. It is unheard of to find children playing games in the computer; this is the only slum to provide children with such facilities. More importantly, it could be as well the only institution to use database system  program for online library cataloguing. It enables the librarian to track down the books borrowed, acquisition process and the books in high demand.
The use of emails has been very helpful in promoting cultural development among the youth and children involved.

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

One of the ways of measuring the results includes: the number of people coming to use the internet, the number of people coming for computer training and the number of people coming to the library to read and do their research work. We also measure the results through the demand of our services by the community members and people from other slums requesting us to start similar initiative in their respective slums.

Other ways of measuring the results of what we do also includes the recognition by the government and other stakeholders on our work.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Da 3 a 6 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Da 10.001 a 30.000
Come è finanziato il vostro progetto: 
Onorari
Is your project economically self sufficient now: 
No
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

In other slums within Bangladesh.

Che cosa possono imparare altri soggetti dal vostro progetto: 

a)That young people if given chance and opportunity can be able to achieve
allot in life in their own.
(b)That those who live in the slums/poor neighborhoods have something
positive to contribute in the development processes in their communities if
given support.
(c)That being born in the slums or poor neighborhoods is not a license to
destitution

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: 

From its humble beginning, BIRD developed and changed status to a community based organization thanks to the spirit of volunteerism and the love of the community. This culminated into building of the resource centre in Narail district of Bangladesh. In pursuit of its overall objective of community development through community participation, BIRD outlined key areas of concern later called program-to work towards achieving its mission.

It is the organisation’s belief that the slum community has a lot of potential in terms of talents and skills and if members are empowered and mobilized, they create a positive change eventually raising their standards of living. Just as the future of any Nation lies on its youthful citizens, so does BIRD uphold the role of the youth in bringing positive change in their community and in Bangladesh as a whole.

Ostacoli: 

The major challenge to the implementation of Daulatpur Slum Tele centre-DST project is lack of funds. As a youth organization, we lack funds to purchase branded computers hence forcing us to purchase clones. Maintenance of these computers has proved to be a barrier of the youth to use computers and access internet. Although, we have trained most of the youth on maintenance and repair, they are still lacking the skills to do a good job.
The other barrier is the costs of accessing the internet. Since we work in the slums where majority of people are unable to pay for such services, the costs that the organization had to pay, though had come down as a result of wireless connectivity, is still high to us.
Lack of enough computers to enable as many people to access the internet and trained on computer skills is also proving to be a barrier. If we can get enough computers, then many people would be able to have access to the internet and computer.

Soluzioni: 

To solve the problems, we have been able:
(a)To receive donated Computers from well wishers in Bangladesh and abroad.
(b)We have been able to send two youth on a specialized training on maintenance and repair.
(c)Initially, BIRD used to have dial-up Internet connections. This
proved to be too costly that not many people used to access the Internet.
When we introduced wireless Internet connectivity, the costs were
reduced by half. Not only that, but people can now access the Internet 24
hours without fearing the costs involve in access the Internet. The good
thing about wireless connection is that connection is too fast compared to
dial-up connectivity.

Future plans and wish list: 

As our name suggests, our plans are to connect every slums in Bangladesh using Internet and making it affordable to those who cannot afford to pay for such services.
Our wish list includes:
1.Putting up three more Resource Centres in three different slums in the next
three years. Each resource centre will be served by a wireless Internet
connection to make it faster, affordable and to serve a much wider
community.
2.Library Internet connectivity to all city slums.
3.Establish a radio station () to highlight the issues that affect the
youth, children and women in the slums as well as to use it as a tool for
development.
4.Have every school in the slums connected in the next five years

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Poverty Reduction through Tele-Center in Doulatpur slum of Khulna district of Bangladesh.

This is project for reduce the poverty level of slum dweller through the use of ICT and bring them in mainstreme.

1. Sommario progetto
Sommario: 

BIRD propone di: - riduzione della povertà attraverso Tele centro del progetto all'interno della baraccopoli di Daulatpur, distretto di Khulna in Bangladesh per il Global Junior Challenge Award. Il progetto obiettivo di tutti i membri della comunità, in particolare i bambini, i giovani e le donne che sono principalmente emarginati socialmente, culturalmente, economicamente e politicamente come bene. Il livello di povertà e di concentrazione nel settore ha negato l'accessibilità per i residenti attuali e di informazioni aggiornate a differenza dei loro omologhi zone privilegiate, che è di vitale importanza per le sue implicazioni sociali, politiche ed economiche e lo sviluppo della conoscenza.

Il motivo di avviare la Telecenters nelle aree target è stato dovuto principalmente alla realizzazione di l'emergere di nuove tendenze in scena le informazioni attraverso il divario digitale, in cui informazioni sono accessibili tramite Internet, è il più veloce e più affidabile mezzo di comunicazione in mondo di oggi. In un mondo che è in rapida evoluzione, la diffusione di informazioni, di alfabetizzazione nelle tecnologie dell'informazione è diventata uno strumento fondamentale di sviluppo. Promozione di conoscenze e di illuminazione di gruppi emarginati di persone o comunità ha contribuito allo sviluppo di tali gruppi in tutti gli aspetti della vita. Questo è dovuto al fatto che la maggior parte delle comunità, specialmente delle baraccopoli e delle aree sono lasciati alle spalle in via di sviluppo come l'accesso alle TIC ha dimostrato di essere un grande ostacolo. A causa della povertà e l'analfabetismo, la maggior parte delle persone nella baraccopoli non può comodamente e tranquillamente utilizzare le TIC.

BIRD cercato di rispondere alla progettazione di programmi per lo sviluppo della comunità parte delle quali è la comunità dei media e delle TIC programma, che comprendono la biblioteca nella comunità delle baraccopoli di Daulatpur distretto di Khulna, una pubblicazione nota come 'Slum News', la registrazione del programma studio.The autorizza la gioventù e comunità in generale, per cercare informazioni e di trarne vantaggio che consente loro di condurre una positiva, la vita indipendente, su una base sostenibile. Il programma mira inoltre a colmare il divario digitale tra ricchi e poveri.

2. Paese (Città / Regione)
Stato: 
Bangladesh
Città: 
Narail and Khulna
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
Board for Integrated Rural Development - BIRD
4. Tipo di organizzazione
Scegli tipo: 
Associazione
5. Coordinatore del progetto
Nome e Cognome: 
Michel Cruger
E-Mail: 
aimthm@gmail.com
6. Website
Il sito web del progetto: 
www.birdbd.webs.com
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: 
NOT in Creativity and Social Innovation
8. Da quando è funzionante il vostro progetto?
Da: 
28/11/2007
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

Questo progetto è stato avviato dopo la realizzazione che, nonostante il fatto che le persone che vivono nelle baraccopoli sono la maggioranza, sono i più svantaggiati in termini di accessibilità alle informazioni per lo sviluppo. Pertanto, al fine di rendere le TIC accessibili alla gente comune, BIRD si avvicinò con una connettività wireless da cui, le persone che vivono entro un raggio di 10 km possono facilmente connettersi. Ciò significa che i membri della comunità all'interno della baraccopoli zona vitale e può accedere a informazioni rilevanti tramite Internet.

Si tratta di un fatto ben noto che l'Asia è in ritardo rispetto nel settore della tecnologia dell'informazione. Le aree più colpite essere baraccopoli urbane e zone rurali. L'avvento di Internet come mezzo di comunicazione più veloce si è rivelato costoso per la maggior parte delle persone nei quartieri poveri, dato che solo i ricchi potevano accedere a Internet. È questo scenario che l'BIRD mira a cambiare.
TIC accessibili e abbordabili per i poveri che vivono nelle baraccopoli.

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

Questo progetto non solo cerca di portare le TIC più vicina alla gente, ma anche accessibili e abbordabili per i poveri delle baraccopoli, rendendolo un mezzo di sussistenza. Il progetto consiste nella realizzazione di centri di telelavoro, una comunità dove biblioteca catalogazione, l'acquisizione, la concessione di crediti o prestiti on-line. Alla comunità biblioteca, gli studenti vengono a fare il loro lavoro e la ricerca su temi che non capiscono. Il progetto è anche una pista dove la gente cerca le risorse per consentire loro piombo vita dignitoso. Queste risorse includono facendo il commercio on-line, alla ricerca di borse di studio e sovvenzioni per programmi comunitari / attività.

Quali opportunità/problemi affronta: 

Questo progetto mira ad affrontare le questioni "Posso TIC nutrire gli affamati?"

Please explain what is unique or special in your project: 

BIRD è trovato solo i giovani e gestito l'organizzazione di venuti con connessione a Internet senza fili per la baraccopoli gioventù. La connessione a Internet senza fili può accedere ai due chilometri di raggio. BIRD è l'unica organizzazione all'interno della baraccopoli di digitalizzare la comunità di biblioteca, di dare agli studenti e ad altre persone di entrambi all'interno della zona e senza la possibilità di accesso e di prendere in prestito libri.

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

Uno degli aspetti più importanti di questo progetto è che i giovani che hanno abbandonato la scuola a causa della mancanza delle tasse scolastiche sono quelle di gestione del progetto. Ad esempio, la catalogazione on-line attraverso il database in via di sviluppo è fatto da uno standard di quattro abbandono dopo essere stato addestrato da insegnante e istruttore di Università islamica, Kushtia, il Bangladesh, per un periodo di cinque settimane. I giovani che hanno ricevuto una formazione di base della gestione bibliotecaria, a sua volta, il treno dei loro coetanei. Circa cinquanta i giovani sono formati dopo tre mesi;
Oggi, il progetto si compone di connettività wireless, la comunità di biblioteca, di studio e riviste, che sono tutti orientati verso la creazione di consapevolezza e la costruzione dei giovani autostima.

I bambini che avevano nulla a che fare i loro studi hanno un posto per leggere e rilassarsi in modo da ridurre il numero di bambini intorno al minimo nelle baraccopoli. Abbiamo visto una nuova generazione di giovani che hanno imparato ad amare i libri e giocare computer e videogiochi.

In che misura risponde ai bisogni degli utenti: 

La comunità di tele-centro ha fornito ai giovani l'opportunità di accedere e navigare in Internet. La maggior parte degli utenti provenienti per la tele-centro di usare Internet per leggere / scrivere e-mail, fare un lavoro di ricerca per gli studi e trovare mercati per i prodotti. La maggior parte dei giovani la scuola utilizza Internet per cercare i loro mercati per i prodotti che fanno, in tal modo oltre a ridurre la disoccupazione giovanile, la struttura si impegna a ridurre la povertà nelle baraccopoli. Nel processo, la lotta contro le attività sociali sono minimizzati tra i giovani, come la maggior parte di loro sono impegnati più di tempo.

Quando uno standard di quattro drop-out imparare a fare la catalogazione on-line, è ancor più soddisfacente autonomo, nel senso che nonostante la sua limitazione in materia di istruzione, s / egli può lavorare comodamente con una persona che ha privilegiato uno istruzione superiore il suo.

La comunità Biblioteca ha assistito ad un aumento del numero di giovani interessati a prestito libri. Le baraccopoli dove BIRD opera sono 15 "x10" case che la doppia come la cucina, salotto e camera da letto. La maggior parte della scuola che i bambini non hanno strutture adeguate per fare i loro studi dopo la scuola. La comunità biblioteca non è solo a condizione che il loro spazio, ma anche offrendo loro la necessaria per consentire loro di testo completo convenientemente il loro studio. La comunità biblioteca è pertanto un bene prezioso per molte persone, soprattutto bambini e giovani nella comunità.

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

Almeno, 2500 giovani utilizzare il progetto di ogni mese. Comunità di tele-centro e comunità biblioteca prende la maggior parte degli utenti. La maggior parte di coloro che vengono, venite a navigare in Internet, mentre altri vengono a fare i loro studi e lavori di ricerca e la gestione di un cyber. Altri vengono nuovamente funebre e svolge la propria musica che è in fase di registrazione presso la comunità di studio.

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

 

Nella baraccopoli, le persone non hanno accesso ai computer o Internet. Essi sono considerati come beni di lusso in quanto la maggior parte di persone non le esigenze di base, come il cibo e riparo. La maggior parte degli studenti delle baraccopoli sono quindi costretti a camminare miglia a cercare Internet e servizi di biblioteca in luoghi lontani dalla baraccopoli. Nel processo, la maggior parte degli studenti provenienti da quartieri poveri (famiglie povere), sono state eseguendo male a causa della mancanza di tali strutture.

Tuttavia, tutti questi sono cambiati. Gli studenti non devono più preoccupare di dove fare i loro studi e libri di testo. Da una semplice adesione al 2% terziario college / università e il 5% l'adesione delle scuole secondarie, si è registrato un aumento del 3% l'adesione college / università e il 7% l'adesione del governo gestito scuole secondarie. La formazione in materia di computer offre ai giovani opportunità di partecipare al mercato del lavoro, riducendo così il numero di giovani disoccupati nelle baraccopoli. L'altro importante programma che l'organizzazione ha messo a punto è la formazione degli insegnanti di scuola vicino a impatto le stesse competenze per i bambini. Così, speriamo che alla fine sta a fare tutti i bambini delle baraccopoli computer nei prossimi cinque anni.

 

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

Prima di venire con la comunità di tele-centro, la maggior parte dei bambini, i giovani e la comunità in generale non aveva alcuna idea su come usare il computer, per non parlare di come giocare. La maggior parte dei bambini e dei giovani sono state tenute in loitering e strade con nulla a che fare. Questo è cambiato. I bambini sono ormai prossimi al centro di leggere racconti che amano guardare film educativo / fiction, cartoni animati e giochi. Essi possono anche fare i compiti a casa da scuola senza grandi problemi. Essi hanno la possibilità di comunicare con i loro amici di penna in altri paesi tramite Internet, e questo ha contribuito a ridurre i costi ei ritardi associati di dover aspettare per le lettere su entrambi i lati. I giovani d'altro canto hanno partecipato a questo enorme progetto. BIRD Comunità Biblioteca sito web è in fase di aggiornamento da parte della stessa giovani residenti nello stesso quartiere. Il fatto che questi giovani, che sono la maggior parte delle scuole elementari drop-out sono quelli aggiornamento biblioteca sito web mostrano come sono desiderosi di imparare cose nuove. I giovani del treno anche i loro coetanei su computer. Gli altri formati possono restare al centro di volontariato per la formazione dei formatori, come gli altri. Così, l'organizzazione non ha bisogno di assumere persone provenienti da fuori che, in primo luogo, non è sostenibile per i progetti 'a lungo termine. Gli studenti sono anche utilizzando la presenza di Internet e la biblioteca per aiutare con i loro progetti di ricerca. Ciò ha attratti molti studenti a chiedere maggiori risorse da Internet, che possono essere utili per i loro progetti. È inoltre opportuno ricordare qui che le spese addebitate da a quelli che utilizzano Internet è un mezzo di eta 'paga il prezzo di ciò che altrove. La velocità di connessione è così in fretta che anche coloro che usano Internet non è necessario spendere un sacco di tempo di attesa per i siti da aprire. I giovani che sono disoccupati, hanno inoltre non è stato lasciato alle spalle. Internet ha dato loro l'opportunità di vendere i loro prodotti on-line. Questo contribuisce a ridurre la povertà e la disoccupazione tra i giovani.

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: 

Gli studenti, utilizzando Internet per la ricerca su alcuni temi, dare loro testa sopra avviare i loro coetanei. Essi non hanno più bisogno di fare affidamento solo sui libri, ma potrebbe anche andare molto da fare ricerca. Essi hanno anche parti note con i loro coetanei provenienti da altri paesi attraverso Yahoo gruppi che sono stati anche molto utile in termini di istruzione e di scambio culturale. E 'inaudito di trovare i bambini a giocare al computer, questo è l'unico baraccopoli di fornire ai bambini con tali strutture. Ancora più importante, potrebbe essere anche l'unica istituzione di utilizzare database di sistema di programma per la catalogazione on-line libreria. Essa consente il bibliotecario a rintracciare i libri presi in prestito, il processo di acquisizione e di libri in alto la domanda.
L'uso di messaggi di posta elettronica è stata molto utile per promuovere lo sviluppo culturale tra i giovani ei bambini coinvolti.

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

Uno dei modi per misurare i risultati includono: il numero di persone provenienti da utilizzare internet, il numero di persone provenienti per la formazione informatica e il numero di persone provenienti per la libreria per leggere e fare il loro lavoro di ricerca. Abbiamo anche misurare i risultati attraverso la domanda di servizi da parte dei nostri membri della comunità e le persone provenienti da altre baraccopoli ci chiedono di avviare analoga iniziativa nei rispettivi baraccopoli.

Altri modi di misurare i risultati di quello che facciamo anche il riconoscimento da parte del governo e le altre parti interessate sul nostro lavoro.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Da 3 a 6 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Da 10.001 a 30.000
Come è finanziato il vostro progetto: 
Onorari
Is your project economically self sufficient now: 
No
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

In altre baraccopoli entro il Bangladesh.

Che cosa possono imparare altri soggetti dal vostro progetto: 

a) che i giovani se dato la possibilità e le opportunità possono essere in grado di raggiungere
assegnare in vita loro.
(b), che coloro che vivono nelle baraccopoli / quartieri poveri hanno qualcosa
positivo per contribuire a processi di sviluppo nelle loro comunità, se
dato sostegno.
(c) che siano nati nelle baraccopoli o quartieri poveri non è una licenza per
miseria

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: 

Dalle sue umili inizi, BIRD stato sviluppato e modificato a una comunità basata sulla organizzazione, grazie allo spirito di volontariato e l'amore della comunità. Questo è culminato nella costruzione del centro di risorse Narail nel distretto del Bangladesh. Nel perseguimento del suo obiettivo generale di sviluppo della comunità attraverso la partecipazione della comunità, BIRDdelineato settori chiave del programma riguardano poi chiamati a lavorare per raggiungere la sua missione.

E 'l'organizzazione della convinzione che la comunità ha baraccopoli un grande potenziale in termini di talenti e di competenze e se i suoi membri sono autonomi e capaci di mobilitare, essi creano un cambiamento positivo anche aumentare il loro tenore di vita. Proprio come il futuro di una nazione si trova sulla sua giovinezza cittadini, in modo non BIRD sostenere il ruolo dei giovani per portare un cambiamento positivo nella loro comunità e in Bangladesh nel suo complesso.

Ostacoli: 

La sfida principale per l'attuazione del Daulatpur centro Slum Tele-DST progetto è la mancanza di fondi. Come organizzazione giovanile, ci mancano i fondi per l'acquisto di computer di marca quindi costringendo noi per l'acquisto di cloni. Manutenzione di questi computer ha dimostrato di essere una barriera dei giovani ad usare il computer e l'accesso a Internet. Anche se, abbiamo formato la maggior parte dei giovani di manutenzione e di riparazione, sono ancora privi delle competenze necessarie per fare un buon lavoro.
L'altro ostacolo è il costo di accesso ad Internet. Dato che lavoriamo nelle baraccopoli dove la maggioranza delle persone non sono in grado di pagare per tali servizi, i costi che l'organizzazione ha dovuto pagare, anche se era venuto giù come un risultato di connettività wireless, è ancora alto per noi.
La mancanza di sufficiente computer per consentire il maggior numero di persone di accedere a Internet e la formazione sul computer è anche dimostrando di essere un ostacolo. Se saremo in grado di ottenere abbastanza computer, quindi molte persone potrebbero essere in grado di avere accesso a internet e il computer.

Soluzioni: 

Per risolvere i problemi, siamo stati in grado:
(a) Per ricevere donati da Computer e wishers in Bangladesh e all'estero.
(b) Ci sono stati in grado di inviare due giovani su una formazione specializzata per la manutenzione e la riparazione.
(c) Inizialmente, sono utilizzati per BIRD dial-up di collegamenti a Internet. Questo
si è rivelato troppo costoso che molte persone non utilizzati per l'accesso a Internet.
Quando abbiamo introdotto la connettività senza fili a Internet, i costi sono stati
ridotto della metà. Non solo, ma la gente può ora accedere a Internet 24
ora, senza il timore di coinvolgere i costi di accesso Internet. La buona
cosa è la connessione wireless che la connessione è troppo veloce rispetto al
connettività

Future plans and wish list: 

Come il nome suggerisce, sono i nostri piani per collegare tutte le baraccopoli in Bangladesh usando Internet e renderlo accessibile a coloro che non possono permettersi di pagare per tali servizi.
La nostra lista dei desideri comprende:
1.Putting tre maggiori Centri di risorse in tre diverse baraccopoli nei prossimi
tre anni. Ogni centro di risorse sarà servito da un Internet senza fili
connessione per renderlo più veloce, conveniente e di servire un pubblico molto più ampio
comunità.
2.Library connessione a Internet per tutte le baraccopoli della città.
3.Establish una stazione radio () per evidenziare i problemi che incidono sulla
giovani, donne e bambini nelle baraccopoli, nonché di utilizzare come strumento per
sviluppo.
4.Have ogni scuola nelle baraccopoli collegati nei prossimi cinque anni.

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Do you authorize the FMD to the treatment of your personal data?: 
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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
2
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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1,2 Buckle my shoes

Preschool-aged children have been involved with concrete materials and hands on activities in order to build pre-math skills.

1. Sommario progetto
Sommario: 

‘1, 2 buckle my shoes’ is a project based on early mathematics. Preschools from Poland, Malta, Scotland, Iceland, Spain, Italy, Romania, Lithuania and Canada, U.S.A, and England are participating in the project. A mathematical topic was planned for each month. Enumeration, comparing activities, adding, measures, space and position, shapes, comparisons, and classifications topics were carried out by the partners. Lesson plans were discussed and results of work exchanged at the end of each month. Different methodologies were observed and discussed. Young children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences. A set of topics, ‘Maths around us’ was planned and the children explored ‘Maths and our Toys’, Maths in the shops’, ‘Maths at Christmas time’, ‘Maths in the streets’, ‘Maths in the kitchen’, ‘Maths in the garden’, Maths in the gym’ and ‘Maths and water’.

The children performed a series of hands-on mathematical activities. They prepared mathematical crafts, drawings and take digital photos and video clips to share with each other. They actively participated in the preparation of presentations of activities they want to share with their new friends.
Children were encouraged to invent and play games whilst they learnt to follow rules. 
Children played online games and acquired ICT skills.
Video conferencing were held where children shared their experiences, sang number rhymes and heard the numbers in partner’s different languages. 
To realize this vision the project team worked together to raise awareness of the importance of mathematics in early education, sharing sound pedagogical approaches to mathematical teaching and learning and developing essential resources to support high quality equitable mathematical experiences for all young children. The project team shared their expertise in ICT and new ICT programs were explored. Children joined in creating mathematical digital puzzles and games. A <a href=" http://moodlepp5.webhost.pl/moodle/index.php?lang=en_utf8 "target="_blank"> Moodle platform </a>
was created where games, puzzles and interactive books were prepared for the children to access. Different European cultures and languages were also introduced to the children. The young children involved have had their natural self focus expanded to be inclusive of others and started the process of developing the early concepts of belonging to a wider national and international community with rich and diverse cultural and linguistic backgrounds. The Wiki" created to publish and share the outcomes shows clear examples of the above but equally demonstrates through video and digital photos the confidence, motivation and early independent learning skills the children acquired. Children and staff in all partner schools have accessed and experienced an eclectic array of ICT, improving skill and experience levels exponentially as the project progressed. The shared team working of the staffs in all schools has been an enormous advantage in pedagogical advancement and staff development. The ICT developments in our early stage classrooms achieved through this collaborative eTwinning project shows a very high level of skill and experience for both children and staff.
 
2. Paese (Città / Regione)
Stato: 
Malta
Città: 
Fgura
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
St Thomas More College Fgura Primary
4. Tipo di organizzazione
Scegli tipo: 
Scuola
5. Coordinatore del progetto
Nome e Cognome: 
Marianne Schembri
E-Mail: 
miriam.schembri@gmail.com
6. Website
Il sito web del progetto: 
http://twinmath.wikispaces.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: 
NOT in Creativity and Social Innovation
8. Da quando è funzionante il vostro progetto?
Da: 
17/09/2007
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

 

 
Aims
Children will master pre-math skills
Children will foster essential skills like critical thinking, observation, problem-solving, and communication.
Children from partner schools will motivate each other.
Logical thinking skills will be encouraged
Good mathematical experiences will be provided
Pedagogical issues will be exchanged
Children will develop their skills in ICT
Children will become aware of different European cultures and languages.
Children will have fun!
 
Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

 

The project encourages innovation in pedagocical methods and materials. The teachers explore international methodologies. A bank of mathematical resources is created which is available to all interested teachers through our wiki. Learning is enjoyable and successful, personal and something which the children can identify. Children and staff from the different schools have highly motivated each other. Along with mathematicals, Ict is central to our project. The children are introduced and have accessed different tools and equipment. Self esteem and personal development was achieved with the use of video cameras and digital photos.
Quali opportunità/problemi affronta: 

 

The partner schools has got pupils from different races, cultures and religions. There are different social classes. Through this project we can reach the parents by motivating them. They can also use the ICT resources on our moodle with their children at home.
We also strive for our students to learn in a pleasant, enjoyable and safe school environment and develop holistically the full potential of each and every child. Working with a European dimension we will get better results through sharing pedagogical issues and methodologies. Children as well as the pedagogical staff will be more motivated. All the students and partners will be exposed to different European languages and cultures. The level of ICT skills will rise in all partner schools
 
 
Please explain what is unique or special in your project: 

 

The pedagogical issue was a special point in our project.
The schools contributed to the structure that situated their curriculum. Each school addresses the outcomes differently. They were flexible to adapt the topics to their national curriculum. We got ideas from all over Europe. We found out that we all think in the same way. If one enters our wiki one can try our work examples and practices. It is like a teacher training course for international schools.
Another special and unique point was the ICT skills the children and teachers included acquired. Teachers shared ICT skills and tools. Tutorials on Web2.0 tools which can be found on our moodle platform were prepared and shared by the teachers. The teachers were enthusiastic and motivated each other in trying out new tools. A special section on our moodle platform is called ‘Time for Children’ were games, jigsaw puzzles, quizzes and interactive books were prepared with the children’s participation. In order to comply with internet safety, assessors have to register to enter the moodle platform. Online games were followed up with hands on activities. 
 
10. Risultati
Describe the results of your project as per today: 

 

A wiki  http://twinmath.wikispaces.com/ with all our results can be accessed. This is a bank of resources which can be used by other teachers and parents.
 
The children have enjoyed innovative and creative mathematical activities. Learning was enjoyable and successful.
Thinking skills were encouraged. Children fostered skills like critical thinking, observation, problem-solving and communications.
The project has encouraged innovations in pedagogical methods and materials.
The partnership has facilitated communications between different countries.
The children have acquired Ict skills through the use of online games prepared by the teachers.
Parents were encouraged to access the wiki and use  <a href=" http://moodlepp5.webhost.pl/moodle/index.php?lang=en_utf8 "target="_blank"> the moodle </a> with their children.
Descrivete in quale modo il progetto contribuisce a migliorare l'educazione e la formazione dei giovani: 

 

The pedagogical exchanges with other European teachers have reinforced the variety of approach, quality and creativity of all the teaching staff involved. Staff motivation is high and the professional development through the exchange of ideas has added a quality dimension to all the classrooms involved. The children have engaged with others through their shared activities and the complex concepts of understanding similarity while celebrating difference have been initiated. The young children involved have had their natural self focus expanded to be inclusive of others.
Engaging in curriculum development with our partner schools across Europe opened new exciting possibilities in delivery of key curriculum objectives in many areas within and out with mathematics. Engagement in this eTwinning project with many European partners provided opportunities for cultural understanding, citizenship, language development, art and craft, technology and enterprise education all within the context of international education.
 
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: 

 

Children and staff in all partner schools have accessed and experienced an eclectic array of ICT, improving skill and experience levels exponentially as the project progressed. Specifically in all partnership schools these include internet explorer and search engines such as Google, presentation software including Power Point and PhotoStory3, communication tools including email, digital photography and digital video, interactive online games, Smart Board interactive activities and etc. Staff communication, pedagogical exchanges and project development has been facilitated through email and Wikis and pedagogical exemplars using video and presentation tools. Staff development in the use of ICT tools and also creative learning and teaching methodologies has been a significant and highly successful element within this project. Using pupil peer to peer support for the development of ICT skills and outcomes contextualized in team working between pupils has been a revelation and a transferable technique across the curriculum.
Descrivete i criteri che usate per misurate i risultati raggiunti dal vostro progetto: 

 

We assess the children development and progress. We take feed back from parents, children and other teachers.
11. Sostenibilità
Indicate la durata complessiva del progetto: 
Da 1 a 3 anni
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

 

Some of the schools have continued the project by applying for a Lifelong learning Comenius grant. It has also been presented to other European pre-primary teachers at an eTwinning Pedagogical development workshop in Warsaw. It is used in our countries as an example of best practice of an eTwinning project.
Che cosa possono imparare altri soggetti dal vostro progetto: 

 

Maths can be fun and enjoyable to the children.
Maths can be creative and innovative.
Practical activities can be copied.
Ict skills can be taught to young children of 3 to 6 years old.
Tutorials on ict tools can be accessed on our
 <a href=" http://moodlepp5.webhost.pl/moodle/index.php?lang=en_utf8 "target="_blank"> Moodle platform. </a>
 
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: 

 

This is an etwinning project. Partners from Malta and Scotland started working on eTwinning projects in 2005 whilst partners from Poland and Spain had been working on other eTwinning projects. Malta and Poland joined together and invited the other partners to continue the partnership. They worked together on another project. Afterwards Malta and Poland started this project and invited past partners and new partners to have a wide range of schools from all over Europe.
Future plans and wish list: 

 

Comenius project will continue for another year. Alongside maths and Ict skills, traditions have been added as topics.
We are planning a new project for the coming year and we will continue with the partnership. We enjoy working in the eTwinning sphere as we have developed professionally and acquired a lot of ict skills. We would like to try out more web 2.0 tools and their use in pre-primary classes.

 

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Learning Workshop - Oficina de Aprendizagens

The project Learning Workshop covers students of pre-school and 1st cycle basic education: ICT Workshop, Experimental Science Workshop, Experimental Math Workshop.

1. Sommario progetto
Sommario: 

The project Learning Workshop covers 125 students of pre-school and 1st cycle basic education and includes various Workshops: ICT Workshop, Experimental Science Workshop, Experimental Math Workshop. O projecto Oficina de Aprendizagens abrange 125 alunos do Pré-Escolar e do 1º Ciclo do Ensino Básico e engloba várias Oficinas: Oficina de TIC, Oficina de Actividades Práticas de Estudo do Meio, Oficina de Actividades Práticas de Matemática.

2. Paese (Città / Regione)
Stato: 
Portugal
Città: 
Angra do Heroísmo
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
EBS Tomás de Borba
4. Tipo di organizzazione
Scegli tipo: 
Scuola
5. Coordinatore del progetto
Nome e Cognome: 
Anabela Santos
E-Mail: 
anabela.c.t.santos@mail.telepac.pt
6. Website
Il sito web del progetto: 
http://blogandonaescola1.blogspot.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: 
NOT in Creativity and Social Innovation
8. Da quando è funzionante il vostro progetto?
Da: 
03/09/2007
9. Obiettivi ed elementi di innovazione
Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

The use of ICTs as instrumental nature disciplinary training aimed at pupils ' education and to support all areas of curriculum, favouring the development of competencies from the perspective of lifelong training. In the planning of the workshops are considered the content defined and the planificaões curricula for integrated project classes. The aim is to contribute to improving the mathematical learning, improving pupils ' mathematical profile and encouraging taste in this discipline, through the enhancement of practical lessons learned, promoting the integration of theoretical and practical dimensions through manipulativo, the use of miscellaneous equipment, exploratory activities and investigative skills, with ICT integration, where it considers that its use will; contribute to the achievement of apprenticeships and deepening of knowledge. In short, seeks to motivate pupils, improve their attention and commitment, developing the capacity to solve problems, rationalizing and communicate. A utilização das TIC como formação transdisciplinar de carácter instrumental orientada para a formação básica dos alunos e para o apoio a todas as áreas do currículo, favorecendo o desenvolvimento de competências numa perspectiva de formação ao longo da vida. Na planificação das sessões de trabalho são considerados os conteúdos definidos e as planificaões integradas nos projectos curriculares das turmas. Pretende-se contribuir para a melhoria das aprendizagens matemáticas, melhorar o perfil matemático dos alunos e fomentar o gosto por esta disciplina, através da valorização de aprendizagens de natureza prática, promovendo a integração das dimensões teórica e prática, através do trabalho manipulativo, do uso de materiais diversos, da realização de actividades exploratórias e investigativas, com integração das TIC, sempre que se considerar que a sua utilização irá; contribuir para a realização de aprendizagens e o aprofundamento de conhecimentos. Em suma, procura-se motivar os alunos, melhorar a sua atenção e empenho, desenvolvendo a capacidade para resolver problemas, raciocinar e comunicar.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Da 1 a 3 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Da 10.001 a 30.000
Come è finanziato il vostro progetto: 
Altro
Altro: 
School fund
Is your project economically self sufficient now: 
No
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

The ICT Workshop project was aplicated in other school. Daily activities are shared with other schools via the Internet.

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: 

To promote equal opportunities.

Ostacoli: 

Technical difficulties. Lack of resources and teachers.

Future plans and wish list: 

Continue to work.

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How did I get my name

Project for pupils 1.- 3 grade (pupils ages 7 - 10 years old). To know how our pupils in different countries had got their names, compare the names of different nationalities.

1. Sommario progetto
Sommario: 

This project is cross-curriculum - in first school step all subjects are integrated themselves. Thema - I and world around me. Aims: To know how our pupils in different countries had got their names, compare the names of different nationalities (researching work by children). Put a value on family, on relatives, on their generation.. To know more of relatives - make a family tree (freeware). For family tree the student have to do a researching work in their families.Have to put a value on family, on relatives, on their generation. Find differences and similarities to choosing the names of our children (Venn diagrams, www.mindmap24.com). Put a value on consistency of generations in Europe. The children of different countries have to understand that we all equality, even the names have similar root. Aims: - Promote language skills, using PC integrated with different subjects. - To widen the horizon of students. - To develop practical (English) language skills and integrated IT study. - To stimulate communication between teachers and students, to widen their horizon and to exchange experiences of how to integrate ICT. Project help to solve different actual problems in relationship in family and differencity in relationship of (child-parents-oldparent) generations, bring closer to each other. Our project guide attention to carry on traditions in family in all Europe. We wanted to make closer the child from different countries. We compare the names, national names, fińd where the names come from, similarities and differences. The pupils from different European countries - find out that their names came from the same root.This researching work bring them closer their family- family traditions. The same work did the teachers, too. All of them have a national names. To know how our pupils in different countries had got their names, compare the names of different nationalities. Put a value on family, on relatives, on their generation.. To know more of relatives - make a family tree. For family tree the student have to do a researching work in their families.Have to put a value on family, on relatives, on their generation. Find differences and similarities to choosing the names of our children (Venn diagrams, www.mindmap24.com). All material published in blog and in wiki. The photos and drawings published as slideshow (www.slide.com), added audiofiles (pupils told in their language how did they get the names-mp3), we used timeline and PowerPoint presentations. For comparing we used diagrams (Venn diagram). The result would publish as card game of names and calendar of national names of pupils take in. Project helps to solve different actual problems in relationship in family and differencity in relationship of (child-parents-oldparents) generations, bring them closer to each other. Our project guide attention to carry on traditions in family in all Europe. The project helps children to compare the names of different countries and final result - card game (one side - name, other side - nationality and story about this name), calendar - names and the little stories how the names given and where this name from. The most imortant result - the student placed a high value on their family, the children knew who gave them a name, where the name come from, got acquanted of family traditions - and he/she'd continue the traditions. This project helps to solve different actual problems in relationship in family and differencity in relationship of (child-parents-oldparents) generations, bring closer to each other. Our project guide attention to carry on traditions in family in all Europe

2. Paese (Città / Regione)
Stato: 
Estonia
Città: 
Parnu
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
Parnu Koidula Gymnasium
4. Tipo di organizzazione
Scegli tipo: 
Scuola
5. Coordinatore del progetto
Nome e Cognome: 
Tiiu Leibur
E-Mail: 
leibur@koidulag.edu.ee
6. Website
Il sito web del progetto: 
www.howdidIget.blogspot.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: 
27/03/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

Project helps to solve different actual problems in relationship in family and differencity in relationship of (child-parents-oldparents) generations, bring them closer to each other. Our project guide attention to carry on traditions in family in all Europe.

Please explain what is unique or special in your project: 

Put a value on family, on relatives, on their generation.. To know more of relatives - make a family tree (freeware). For family tree the student have to do a researching work in their families.Have to put a value on family, on relatives, on their generation. Find differences and similarities to choosing the names of our children (Venn diagrams, www.mindmap24.com). Put a value on consistency of generations in Europe. The children of different countries have to understand that we all equality, even the names have similar root. Project help to solve different actual problems in relationship in family and differencity in relationship of (child-parents-oldparent) generations, bring closer to each other. Our project guide attention to carry on traditions in family in all Europe

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

This project helps to solve different actual problems in relationship in family and differencity in relationship of (child-parents-oldparents) generations, bring closer to each other.

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: 

To know how our pupils in different countries had got their names, compare the names of different nationalities. Put a value on family, on relatives, on their generation.. To know more of relatives - make a family tree. For family tree the student have to do a researching work in their families.Have to put a value on family, on relatives, on their generation. Find differences and similarities to choosing the names of our children (Venn diagrams, www.mindmap24.com). All material published in blog and in wiki. The photos and drawings published as slideshow (www.slide.com), added audiofiles (pupils told in their language how did they get the names-mp3), we used timeline and PowerPoint presentations. For comparing we used diagrams (Venn diagram). The result would publish as card game of names and calendar of national names of pupils take in.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Da 1 a 3 anni
12. Trasferibilità
Che cosa possono imparare altri soggetti dal vostro progetto: 

The most imortant result - the student placed a high value on their family, the children knew who gave them a name, where the name come from, got acquanted of family traditions - and he/she'd continue the traditions. This project helps to solve different actual problems in relationship in family and differencity in relationship of (child-parents-oldparents) generations, bring closer to each other. Our project guide attention to carry on traditions in family in all Europe.

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: 

One time we talked with children about names. Result - they didn't know who put or how he/she got his/her name. It was in our mother language - in Estonian lesson. We thought - to have make researching work, then we started to find some partners ( from eTwinning). Our project partners are 10o Δημοτικό Σχολείο Ηλιούπολης (Natalia Tzitzi) GEORGE TOPARCEANU (ITTU ALINA SILVIA) Szkoła Podstawowa (Żaneta Posmyk). That was our story. It is very important to know how you did get your name (national or own making...) And it was very intersting to comapre the different national names.

Ostacoli: 

-

Soluzioni: 

-

Future plans and wish list: 

we have to make our calendar and card game. Then we finished our project for his time.

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My very special wondertree

"My very special wondertree" is an eTwinning Project between very special schools in Europe (Germany, Netherlands, Greece, Portugal, Poland, England, Scotland, Belgium, Estonia and Austria).

1. Sommario progetto
Sommario: 

This is our third eTwinning-Project together and the main aim of every project was to bring Europe in our very special classes and let our children with special needs learn about it with all senses.
"My very special wondertree" was another step to reach this aims, in addition the children learned to handle new skills (picture editing programms).
It was great to see the high motivation of the children, their enthusiasm about the success.

2. Paese (Città / Regione)
Stato: 
Austria
Città: 
3251 Purgstall
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
Schule Rogatsboden - special school for special children
4. Tipo di organizzazione
Scegli tipo: 
Scuola
5. Coordinatore del progetto
Nome e Cognome: 
Kladnik Christine
E-Mail: 
christine@kladnik.at
6. Website
Il sito web del progetto: 
www.wondertree.wikispaces.com
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: 
28/09/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

For our project we wanted to connect an ecological issue with ICT - and this all of course prepared for the special needs of our students. As most project - partners know each other yet because of the two former eTwinning-projects (see www.specialchildren.wikispaces.com) the children knew already many things about the countries of their partners. So we decided to work on a special issue - our special tree. Every school made school-projects, where the tree (and sometimes also other trees) have been treated in every possible way and of course with all senses (informations about the different activities are on the project website).
Then we prepared informations about our trees for all other partners and put them on the website.
The next activity has been to learn to handle picture editing programs (paint, photoshop...) and then the children created their very, very special wondertrees for the artgallery on the website. Their creativity has been boundless.
The third step was to send seeds of our trees to each other and now we all try to grow up our little European Woods.

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

- Working together with other children all over Europe, connected with the possibilities of ICT
- Learning together and from each other about one issue
- Learning new ICT - skills
- Creative working, presenting artworks - strenghen everones self-esteem!
- New inputs for intern school projects in every school

Quali opportunità/problemi affronta: 

- integration of children with special needs
- to show, what they can do, if they are motivated!!!
- new ways of special education
- success brings self-esteem!

Please explain what is unique or special in your project: 

- We dare to our special children also to use ICT, to learn about Europe - and the project allows them to do this in their own way.

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

- Many beautiful new experiences together
- Great contacts between the partner institutions
- Great motivation of the children to communicate with their partners, to learn about them and to show them, what they do.
- A beautiful website, the children love it!
- Many beautiful artworks made from photos from our trees
- Little European Woods growing up (hopefully :-))

In che misura risponde ai bisogni degli utenti: 

- The whole project is adapted to the special needs of our children
- It supports and strenghens their experiences, their creativity and their self-esteem

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

- 11 special schools in Europe
- 11 special teachers connected by ICT-Tools (eTwinning-Portal, website, mail, chat...)
- About 70 students with special needs directly involved, many others are involved too because of the projects in the different schools - interacting mainly with pictures and exchange of their artworks, letters with seeds....

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

The project demonstrated that it is possible also for children with very special needs to
- work in an European Dimension
- to handle ICT

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

- high motivation of the children, but also the involved teachers
- new ways of learning, new ICT-skills

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: 

It shows the possibilties of using ICT in a very creative and individual way.

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

The best parameter is to see the children's enthusiasm while they are working in the different activities of the project!
Their knowledge about the issue (Trees) and about Europe has grown.
A little story for example:
I told my students, that I will take part on a study visit and travel to Finland. One child looked at me and said: "But we don't know anyone in Finland!" ( Because we don't have a partner institution there)
That's a great effort for a child that cannot read, write or count!

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Meno di 1 anno
12. Trasferibilità
Che cosa possono imparare altri soggetti dal vostro progetto: 

Trying new ways brings high motivation for children and teachers!
Nothing is impossible :-)

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
Future plans and wish list: 

Three of us project-teachers have met at the eTwinning-Conference this year and there we created the next project together - but this will be a surprise!
It would be great, if it would be possible to meet each other in "real life"!

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Holocaust and human behavior in Germany and Belarus

Research on the Holocaust and Human behavior in Belarus and Germany

1. Sommario progetto
Sommario: 

We believe that students and teachers are moral philosophers-able and willing to think about tough moral and ethical dilemmas in surprisingly sophisticated ways. Our materials and our approach help students with a wide range of abilities and learning styles understand that their choices and actions matter, and that young people can, and should, be agents of change. We provide teachers with the tools they need to educate students so that they can act on their knowledge. Students from both countries Germany and Belarus made their own research about WW2 and Holocaust issues, found witnesses and survivors from Minsk Ghetto and concentration camps , made an interview with them and recorded a video film for the future generation. The idea about the project was born in Smorgon because head of SICCHRE has been in Ghent University at the HRE training programme and has met colleagues from Germany and invited them to work together on the topic of Holocaust and human behavior.
Our objective is to engage students and teachers of diverse backgrounds in an examination of racism, prejudice, and anti-Semitism in order to promote the development of a more humane and informed citizenry. By studying the historical development and lessons of the Holocaust and other examples of genocide, students make the essential connection between history and the moral choices they confront in their own lives.
The project aims are to raise awareness in the field of Holocaust and HR, democracy values among teachers and youth leaders from local schools in Smorgon and Franfurt am Main, spread information about EU-CE way of teaching Holocaust ,children and HR by using ICT and connect local schools with schools in EU countries.
To do that SICCHRE has done the next activities:
• trained teachers from 7 local schools (15 teachers) and youth leaders from 7 town schools (15 leaders) in the field of HRE and Holocaust in Belarus and Franfurt am Main, how to use ICT in teaching and exploring HR in everyday life , connect target groups with colleagues and peers
• wrote and disseminated SICCHRE’s manual dedicated to very practical steps in ICT and good practices on Holocaust teaching, international cooperation and collaboration
• made a video film about Holocaust survivors and witnesses as local heroes in our countries we have to know about
• supported 37 local schools with information support and materials made by students from Germany and Smorgon to carry out seminars for their colleagues and peers at schools.

2. Paese (Città / Regione)
Stato: 
Belarus
Città: 
Smorgon
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
Information centre on children and human rights education
4. Tipo di organizzazione
Scegli tipo: 
Centro di ricerca
5. Coordinatore del progetto
Nome e Cognome: 
Mr.Vladimir Kalinin
E-Mail: 
vladltd11@gmail.com
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: 
01/09/2007
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

Smorgon information centre is working on Holocaust education in Belarus for the last 3 years.
The last project informcentre carried out in cooperation with gymnasium from Germany
( Frankfurt am Main European gymnasium), ICT iEARN- US “The Holocaust project” and achieved great success in this field. We started an International project because country isolated in Europe after the collapse of the USSR and most of our people and youth still living at iron curtain, so we would like to cooperate and collaborate with EU-CE schools just to connect our youth as future Europeans living at one European house and spread materials and information about Holocaust in our countries among schools in both countries.
So , we took a decision to motivate our students and teachers to work with people who survived after Holocaust , carry out seminars for our target groups , publish manual for other schools –how to use ICT in Holocaust projects and exchange visits ,make video film about our local heroes with rememberings and stories and use our materials at schools during history classes. It is important for us because we have some years to do that because of the age of our heroes ( just to keep the information for the next generations). Our neighbors in Baltic states are trying to re-write the history and people who has nazi past are heroes in Latvia and Estonia and even top officials do not want to recognize Holocaust and saying about concentration camps that it was a professional schools for getting new skills there(former president of Latvia was saying that openly) and top officials in Estonia built some monuments for nazi SS soldiers and crushed a monument for soviet soldiers in Tallin. It was an additional motivation to make our own research and talk to people who passed through the WW2 ,Holocaust and concentration camps.

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

We are seeking to achieve an exchange of good practices , ideas , materials
during seminars on Holocaust issues , make video film about Holocaust survivors and Righteous people in our countries, publish manual for schools in our countries and motivate teachers and students from our countries take part in the future International exchange .

Quali opportunità/problemi affronta: 

We want to raise awareness among new generations in our countries dedicated to Holocaust issues .It is very important for our youth to remember about WW2 and Holocaust because in Latvia top officials are trying to keep silence about it ( they named concentration camp in Salaspils as a working camp to get new professional training, a lot of Nazi books you can find in shops, former Nazi soldiers have manifestations-demonstrations ,saved and wear their uniform still now) .In Belarus we have lack of information about Holocaust , at school history books very few information (just one paragraph about it), so we face severe resource constraints .
We are going to fill the information gap and share our way of work and materials with other schools in our countries. Education departments in both countries are supporting us in this field , providing free of charge space for seminars, utilities, equipment

Please explain what is unique or special in your project: 

The unique issue is that ordinary pupils and teachers took a decision to seek a true information about our past and to learn a lesson from the history , made a research and record witnesses stories and use our materials during history classes in our countries , carry out an exchange visits and International Conference dedicated to Holocaust in Germany and Belarus ( in a situation of full isolation of one of the partner country, who cannot cross the border with neighboring EU countries) and we did that.

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

-Teachers and youth leaders got our manual :“ Holocaust and ICT and Internet projects with EU-CE countries, SICCHRE’s experience and good practices of International cooperation and collaboration in the field of active citizenship and human rights”. Our materials and information reach in Belarus:37 schools , more than 10 000 pupils and students ,2500 teachers . We are putting democracy values seeds into minds and heads of our future –youth with the hope for future social challenges and changes.
-Video film about our school activities , how youth leaders and teachers are promoting human rights at schools and society, record interviews with Holocaust heroes and survivors, Righteous people living next to us but still unknown in our societies. Our video film we distributed among schools in our countries and they could learn from our experience of active citizenship and moving towards democracy and rule of law ,peace and dignity , tolerance. Our experience could be accepted in other schools in NIS,CE-EU to follow in and develop civil society values such as freedom of speech, assembly, dignity, peace.
The project outcome surprised us too much (the project got a good media coverage in Germany and Smorgon, mayors of cities invited our teams to the official ceremony in Frankfurt am Main and Smorgon , so about the project local societies got good information) because top officials in Belarus and Frankfurt am Main administration are working on the issue where and how to place a monument(Germans are ready to cover all costs of the monument) dedicated to Frankfurt am Main Jews died in Minsk Ghetto .
As a result of the project we hope will happen a positive changes at schools we are working with because of our training seminars and practical materials with good practices (it could be very easily to replicate in any former USSR country because education systems and teaching approaches are very similar ). We will support youth and teachers with new approach in teaching Holocaust by using ICT and Internet connecting schools and people, finding survivors and making video films about local heroes, using our materials during classes and upbringing activities at schools to save peace and tolerance in our communities.

At the heart of our work is the resource book Facing History and Ourselves: Holocaust and Human Behavior(SICCHRE got from USA), which explores the consequences of hatred. Students and teachers in our countries will learn to recognize bigotry and indifference. They also meet exemplars of courage and compassion in the face of injustice and see that their own daily choices can have major impacts and perhaps even be a critical link to a safer future.

In che misura risponde ai bisogni degli utenti: 

Pupils got the possibility to learn about research work, write a history by themselves and develop critical thinking and compare information from different sources, got new knowledge and skills about digital equipment, video filming active and participative way of studying. Teachers got the new vision how to motivate pupils in project oriented work to make a study process very flexible and innovative.

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

Internet connection in Belarus schools is very low( not all schools could work in Internet or have access to it) so we are conducting schools visits , presentations and at least near 10 000 pupils have information and access to our materials thorough school libraries .

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

Our innovative International project showed a new way for Belarus schools of teaching history by using active and participative approach and connect youth in Europe despite of political situation.

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

We have volunteers at all 37 schools who continue to work in the same direction and using our pedagogical approach to motivate teachers and pupils to use ICT and reach their goals .

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: 

SICCHRE’s main achievements in the field of teaching, promoting children and HR, ICT cooperation with EU-CE countries:
* 7 years of cooperation and collaboration with Ministry of Education republic of Belarus as leading body of experimental room on children and human rights education for secondary school at the base of gymnasium N4( from 2000 till 2007)
* As head of SICCHRE I am a National Coordinator for EU and CE educational ICT projects (I manage ICT projects for the biggest EU project NEAC-Network of European Alimentary Culture- and Network of European Active Citizenship(http://www.neac.eat-online.net)
- USA iEARN project “ My Hero”- (http://myhero.com we got 2nd place in 2006 for the video film dedicated to human rights heroes in Smorgon “My Hero Vladimir”)
- The Netherlands ICT project “This is our Time “ for ASP UNESCO
http://www.timeproject.org
- UNESCO ICT project “Mondialogo” www.mondialogo.org .In 2006 SICCHRE won UNESCO prize in the world school contest and have been invited to the International Conference in Rome
- Several times SICCHRE won EU prizes in the field of children rights in UK
www.timeforcitizenship.org
- Child Helpline International –Amsterdam www.childhelplineinternational.org
- myEurope -project with Austria Business school
http://home.schule.at/teacher/website/vbs_myEurope_spring_belarus_austri...
More than 200 students are working in ICT projects with the centre support.

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

We have questionnaire for participants for evaluation purposes and going critically analyze positive and negative feedback of the project implementation.
Number of teachers and students who will work in Internet projects with EU-CE countries will be a factor for evaluation of the project.
We are going to collect information from our new partners and their way of teaching Holocaust, school activities just to improve our way of work with and for students and teachers.

11. Sostenibilità
Indicate la durata complessiva del progetto: 
Da 1 a 3 anni
Indicate il costo di massima del vostro progetto (in Euro): 
Da 10.001 a 30.000
Come è finanziato il vostro progetto: 
Finanziamenti pubblici o privati
Is your project economically self sufficient now: 
Si
Insert date: 
09/01/2008
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

37 local schools have volunteer teachers and students to follow our experience in Smorgon and Frankfurt am Main European gymnasium.

Che cosa possono imparare altri soggetti dal vostro progetto: 

As a result of the project we hope will happen a positive changes at schools we are working with because of our training seminars and practical materials with good practices (it could be very easily to replicate in any former USSR country because education systems and teaching approaches are very similar ).
Critical thinking development ,real goals and way of implementation ,motivation of students and teachers to reach your project aims the thing others could learn from us. Finding survivors and making video films about local heroes, publishing materials and share them with others, using students materials during history classes and upbringing activities at schools to save peace and tolerance in our communities will be another lesson what others could learn from us..

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 project came about during my study at Ghent University where I have met German teachers to work with. We motivated some teachers in our schools and teams of 10 students from both countries to work in the project. We were applying to the grant support and German team got it from Europeans for peace foundation(in Belarus we have not any foundations to apply for support).

Ostacoli: 

Lack of financial resources could be the main barrier in our project implementation, lack of well trained teachers and good practices on practical steps how to start and develop Holocaust projects by using ICT and Internet. Both countries declared that their work is based on the premise that educational bodies need to-and can-teach civic responsibility, tolerance, and social action to young people, as a way of fostering moral adulthood. If we do not educate students for dignity and equity, then we have failed both them and ourselves.

Soluzioni: 

German team found money for the project implementation and we have enough creative and active teachers and students to work in an innovative and flexible way.
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.
In 2006 we already won UNESCO ASP school contest and have been invited to take part at Rome UNESCO Conference , so the next step in our project work will be to find a way for cooperation with EU –CE school in the field of HRE and visit Strasbourg Court of Human Rights because we are working in the field of human and children rights for 10 years and get the possibility to see how the Human rights system in Europe is working.
In cooperation with education departments we will try to disseminate our materials and information as wider as possible among our educational bodies in Belarus.
We will select active and motivated students and teachers working in our projects for future student –teacher international exchanges just to break down an international isolation and connect youth .

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