• strict warning: Non-static method view::load() should not be called statically in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/views.module on line 879.
  • strict warning: Declaration of views_handler_argument::init() should be compatible with views_handler::init(&$view, $options) in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/handlers/views_handler_argument.inc on line 33.
  • strict warning: Declaration of views_handler_filter::options_validate() should be compatible with views_handler::options_validate($form, &$form_state) in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/handlers/views_handler_filter.inc on line 17.
  • strict warning: Declaration of views_handler_filter::options_submit() should be compatible with views_handler::options_submit($form, &$form_state) in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/handlers/views_handler_filter.inc on line 17.
  • strict warning: Declaration of views_handler_filter_node_status::operator_form() should be compatible with views_handler_filter::operator_form(&$form, &$form_state) in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/modules/node/views_handler_filter_node_status.inc on line 6.
  • strict warning: Non-static method view::load() should not be called statically in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/views.module on line 879.
  • strict warning: Declaration of views_plugin_style_default::options() should be compatible with views_object::options() in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/plugins/views_plugin_style_default.inc on line 14.
  • strict warning: Declaration of views_plugin_row::options_validate() should be compatible with views_plugin::options_validate(&$form, &$form_state) in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/plugins/views_plugin_row.inc on line 25.
  • strict warning: Declaration of views_plugin_row::options_submit() should be compatible with views_plugin::options_submit(&$form, &$form_state) in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/plugins/views_plugin_row.inc on line 25.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 255.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 260.
  • strict warning: Only variables should be passed by reference in /var/www/clients/client1/web34/web/2009/sites/all/modules/date/date/date.theme on line 261.
  • strict warning: Non-static method view::load() should not be called statically in /var/www/clients/client1/web34/web/2009/sites/all/modules/views/views.module on line 879.

media

Creative Commons

1. Project summary

Summary: 

By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet,  

explore the world of Web 2.0. and become aware of internet copyright.

2. Country (City / Region)
State: 
Belgium
City: 
Malle
3. Company/organization/institute presenting the project
Organization: 
Immaculata Instituut
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Bart Verswijvel
E-Mail: 
bartverswijvel@telenet.be
6. Website
The website of the project: 
http://creativecommonsetwinning.wordpress.com
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/12/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Our project aimed at several objectives:

 

Creative commons: we wanted the students to become aware of the existence of Internet copyright.

 

Collaborative learning: the students work independently but at the same time they taught each other in an

informal way. The teachers didn’t give any frontal step-by-step instructions.

 

Creativity: creative freedom was  given as much as possible.

 

Responsibility: each student built his own blog.

 

Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results.

 

Dissemination: as coordinators of the project we had the intention of offering all information and instructions

for anyone wanting to adapt or copy our project.

 

What does it try to achieve and how: 

In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect

for the work of an author (Creative Commons License).

Which opportunities/problems does it address to: 

As educators of millennium learners we think  that the focus we put in this project should be a part of education. We

think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the

work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author.

Please explain what is unique or special in your project: 

This project was unique and special in several ways.

 

First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility.

 

For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently.

 

The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication.

 

We can also mention the spin off website we made in this project: http://bvpics.wordpress.com.

 

As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners.

 

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

We present this project in a realistic, honest way.

From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be

reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this

project can be used by any one interested. So we think that this project is really a good source of inspiration for

teachers who think of setting up an online co-operation with classes from different countries.

How does it fulfill the users’ needs: 

We wanted to our pupils to acquire communicative competences. We think that the things they have learned are

tranferable in new circumstances because we gave full responsibility to our pupils during the learning process.

How many users interact with your project per month and what are the preferred forms of interaction: 

In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a

different mother tongue, we used non verbal communication and English as lingua franca.

How has it improved the quality of educational and/or training services: 

/

How has it improved the participation of professionals, children, youth and other stakeholders: 

This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our

experiences, both on the project’s blog as at several conferences where we presented the project.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

/

Describe how you measure (parameters) these results: 

In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of

students).

 

11. Sustainability
What is the full duration of your project: 
Less than 1 year
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in

Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009.

 

In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain.

What lessons can others learn from your project: 

I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview:

 

Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form,  Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage)

 

 

Barriers: 

We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory

for a group of pupils. Some blogs haven’t been finished by those pupils.

Solutions: 

Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the

curriculum.

 

Future plans and wish list: 

Next year we will continue the cooperation between the same schools. We will work together on a similar basis.

We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about

5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed

project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The

outcomes of the cooperation will be media products where school life will be presented.

 

 

Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data

Creative Commons

1. Project summary

Summary: 

By means of creative challenges Belgian and Spanish youngsters share their passion for ICT and the internet,  

explore the world of Web 2.0. and become aware of internet copyright.

2. Country (City / Region)
State: 
Belgium
City: 
Malle
3. Company/organization/institute presenting the project
Organization: 
Immaculata Instituut
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Bart Verswijvel
E-Mail: 
bartverswijvel@telenet.be
6. Website
The website of the project: 
http://creativecommonsetwinning.wordpress.com
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/12/2009
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Our project aimed at several objectives:

 

Creative commons: we wanted the students to become aware of the existence of Internet copyright.

 

Collaborative learning: the students work independently but at the same time they taught each other in an

informal way. The teachers didn’t give any frontal step-by-step instructions.

 

Creativity: creative freedom was  given as much as possible.

 

Responsibility: each student built his own blog.

 

Communication: Spanish and Belgian students worked on the same tasks and exchanged material and results.

 

Dissemination: as coordinators of the project we had the intention of offering all information and instructions

for anyone wanting to adapt or copy our project.

 

What does it try to achieve and how: 

In this project our students acquired competences to communicate in a digital way using web 2.0 tools with respect

for the work of an author (Creative Commons License).

Which opportunities/problems does it address to: 

As educators of millennium learners we think  that the focus we put in this project should be a part of education. We

think that besides the attention for issues like safe internet, attention should be given to copyright and respect for the

work of an author. Pupils (and teachers) often copy and paste without giving at least credit to the author.

Please explain what is unique or special in your project: 

This project was unique and special in several ways.

 

First of all their was the organization (configuration) of the project. Each student was responsible for his own blog and all blogs were linked to the project blog. This configuration offers everything needed for meaningful project work. We considered the ownership of the tool by the student as very important. The project didn’t stop at the end of the lesson! Students had to take full responsibility.

 

For none of the tasks mentioned above frontal teaching was involved. All the students taught each other or worked independently.

 

The project was also unique because we only used online material and programmes of WEB 2.0 but at the same time we wanted my the students aware of the existence of Creative Commons Licenses. Also the complete project was presented under Creative Commons License and we want to share it as much as possible. All presentations, tutorials, descriptions are shared in this project. We think that this project has great potential of replication.

 

We can also mention the spin off website we made in this project: http://bvpics.wordpress.com.

 

As mentioned above , we think that Creative Commons Licenses are an essential part in the education of new millennium learners.

 

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

We present this project in a realistic, honest way.

From the project blog (http://creativecommonsetwinning.wordpress.com) all the contributions of the pupils can be

reached. As mentioned above, it was from the start an objective to share everything so that (elements of) this

project can be used by any one interested. So we think that this project is really a good source of inspiration for

teachers who think of setting up an online co-operation with classes from different countries.

How does it fulfill the users’ needs: 

We wanted to our pupils to acquire communicative competences. We think that the things they have learned are

tranferable in new circumstances because we gave full responsibility to our pupils during the learning process.

How many users interact with your project per month and what are the preferred forms of interaction: 

In the Belgian and Spanish school about 50 pupils took part in the project. Since the 2 groups of pupils have a

different mother tongue, we used non verbal communication and English as lingua franca.

How has it improved the quality of educational and/or training services: 

/

How has it improved the participation of professionals, children, youth and other stakeholders: 

This project remained on the level of the class, but as mentioned elsewhere, we tried to disseminate our

experiences, both on the project’s blog as at several conferences where we presented the project.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

/

Describe how you measure (parameters) these results: 

In both schools the project work was integrated in the curriculum. (In Spain this only counted for a grroup of

students).

 

11. Sustainability
What is the full duration of your project: 
Less than 1 year
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

he project has been disseminated in many ways. In Belgium is was presented at 2 conferences: Monitoring Day in

Alden Biesen and Ecomedea Europe in Hasselt (May 2009). The project was also presented at the national eTwinning awards where we won the overall prize of 2009.

 

In Spain the project was presented at the in-service Teachers training center in La Almunia and at the Aragon ICT school meeting (June 2009). Creative Commons was also elected as eTwinning project of the month in Spain.

What lessons can others learn from your project: 

I think we provide as much information as possible. We think that other teachers can copy the structure of our project but that they are free to add other elements.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

This project is an eTwinning project. I found my partner in the database of www.etwinning.net and we took our time to discuss everything before starting with our pupils. We used email but also Google docs for our communication. We learned a lot from each other and we wanted to use many different tools. An overview:

 

Wordpress, Rock You (slideshow), many different (online) tools for picture adaptation (http://bvpics.wordpress.com), Polldaddy (polls), RSS-feeds, Counter (free choice), Moviemaker, Blip.TV (movie hosting), Gmail chat, Synthasite, Scribd, Picasa, Camtasia, Sony Vegas, Google calendar, Google docs Form,  Esurveyspro, Hot Potatoes, Flash meeting, Box.net (online storage)

 

 

Barriers: 

We didn’t discover that many barriers. In the Spanish school the participation to the project was not compulsory

for a group of pupils. Some blogs haven’t been finished by those pupils.

Solutions: 

Next year we will devote more time of the school year to the project. When pupils take part it will be a part of the

curriculum.

 

Future plans and wish list: 

Next year we will continue the cooperation between the same schools. We will work together on a similar basis.

We will also have a third partner. We were invited by a school for teacher training. During the traineeship of about

5 months of one of the future teachers, a group of students will take part under his/her supervision. In the renewed

project we will also put the emphasis on creativity, web 2.0 and Creative Commons License. The

outcomes of the cooperation will be media products where school life will be presented.

 

 

Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data

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. Project summary
Summary: 

‘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. Country (City / Region)
State: 
Malta
City: 
Fgura
3. Company/organization/institute presenting the project
Organization: 
St Thomas More College Fgura Primary
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Marianne Schembri
E-Mail: 
miriam.schembri@gmail.com
6. Website
The website of the project: 
http://twinmath.wikispaces.com/
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
17/09/2007
9. Targets and Elements of Innovation
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!
 
What does it try to achieve and how: 

 

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.
Which opportunities/problems does it address to: 

 

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. Results
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.
How has it improved the quality of educational and/or training services: 

 

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.
 
How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

 

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.
Describe how you measure (parameters) these results: 

 

We assess the children development and progress. We take feed back from parents, children and other teachers.
11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

 

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.
What lessons can others learn from your project: 

 

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>
 
We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
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.

 

Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data

Le nostre trasmissioni preferite - Comenius

Studio ed analisi di quali trasmissioni televisive vengono seguite dai teenagers in Europa.

1. Project summary
Summary: 

L’idea del progetto nasce dalla partecipazione della scuola al progetto Comenius che ha come finalità lo scambio, sia virtuale che reale, tra studenti di paesi della U.E. I 5 paesi in questione sono la Spagna, Polonia, Olanda, Lettonia, Italia. Gli studenti italiani e stranieri coinvolti nel progetto, sono invitati a studiare ed analizzare (attraverso un questionario di rilevazione, direttamente realizzato dagli studenti) che evidenzia quali trasmissioni televisive sono di loro interesse, in che fascia oraria sono seguiti, quante ore i ragazzi passano davanti alla tv. I ragazzi dopo la rilevazione hanno proceduto anche all’analisi dei dati ed una volta realizzato il prodotto finale, lo stesso è stato oggetto di scambio con gli studenti stranieri visitati in occasione degli scambi interculturali; ne è nata così una ulteriore ricerca e attenzione su quali sono le tematiche che più catturano questa fascia di età e questa generazione.

2. Country (City / Region)
State: 
Italy
City: 
Roma
3. Company/organization/institute presenting the project
Organization: 
I.C. “A. Leonori”
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Annamaria Dell’erba - Mariangela Falà- Anna Rebecchi
E-Mail: 
annamaria.dellerba@istruzione.it
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/09/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

Attenzione degli studenti ai media che osservano e confronto con quanto fanno loro coetanei nella U.e.

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

Il progetto è al suo primo anno di vita

12. Transferability
Has your project been replicated/adapted elsewhere: 
No
We are available to help others starting or working on similar projects: 
We are not available to help others starting or working on similar projects.
Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data

Forgotten Diaries

Forgotten Diaries is a highly acclaimed new project that aims to shed light on and raise global awareness of the lives of children and young people growing up in forgotten conflict zones: wars that

1. Project summary
Summary: 

‘Forgotten Diaries’ is a long-term initiative with a one-year pilot project, and its objectives are as follow:

 
·        Select five young people aged 15-29 from each of ten of the most pressing conflict zones, making sure to represent a variety of points of view, backgrounds, ethnicities and gender balance, and offer them a one-month online training course on basic reporting techniques and on the ICTs and tools to be used throughout the project (blogs, podcasts, videos and other), releasing a certificate at the end of it. Two more trainings are offered on “Project Management and Leadership Skills” and “Story Telling”.
 
·        Develop a website which will be used as a unique tool through which the neglected voices of youth in conflict zones will be heard by the global audiences and interested parties in the media and online. Focused campaigns and advocacy efforts will then contribute to make these intercultural exchanges and youth-led program known through the media, with preference to the online community.
 
·        Promote the exchange of perspectives among participants (from within the same country and among all the countries involved) through their weekly blogs, posts, videos, interviews and photos, with a view to foster long-term intercultural dialogue and an enhanced understanding of different backgrounds and experiences of conflicts
 
·        Engage the global audience – young people and adult alike - in an ongoing dialogue with participants about their perspectives and the conflicts they live in through blogs and forums, encouraging them to contribute to the project by also taking part in campaigns, advocacy efforts and contributing their time and skills in different fields. The global audience will also have the opportunity to volunteer in assisting youth projects in conflict zones and in advocacy efforts.
 
 
ITALIANO
 
Forgotten Diaries è una inziativa a lungo termine con una fase pilota di un anno, i cui obiettivi sono i seguenti:
 
·        Selezionare cinque giovani di età compresa tra i 15 e i 29 anni, da ciascuna delle dieci delle “zone di conflitto” individuate, avendo cura di rappresentare una varietà di punti di vista, di background, di etnie e equilibrio tra i sessi, e di offrire loro un mese di corso di formazione on-line sui fondamentali della tecniche di comunicazione attraverso i new media e sulle tecnologie e gli strumenti da utilizzare in tutto il progetto (blog, podcast, video e altro), rilasciando un certificato alla fine del corso. Due nuovi corsi di formazione sono inoltre stati offerti: "Project Management e capacità di leadership" e "Story Telling”
 
·        Sviluppare un sito web utilizzato come unico strumento attraverso il quale le voci dei giovani che vivono in zone di conflitto avranno l'opportunità di esprimersi, e di attirrare l'attenzione del pubblico globale, dei media e dei navigatori del web. Campagne mirate di sensibilizzazione e di impegno contribuiscono a rendere questi scambi inteculturali conosciuti attraverso i media con preferenza per la comunità online.
 
·        Promuovere lo scambio di prospettive tra i partecipanti (all'interno dello stesso paese e tra tutti i paesi coinvolti) attraverso il loro blog settimanale, i post, i video, le interviste e le foto. Con una prospettiva di lungo termine inoltre si ha l'obiettivo di promuovere il dialogo interculturale e una migliore comprensione delle diversità culturali e della situazione di chi vive in zone di conflitto.
 
·        Coinvolgere il pubblico globale – sia giovani che adulti - in un dialogo continuo con i partecipanti sulle loro prospettive e sugli sviluppi dei conflitti in cui vivono, attraverso blog e forum, incoraggiandoli a contribuire al progetto prendendo per esempio parte a campagne di sensibilizzazione o a contribuire investendo parte del proprio tempo o competenze in diversi campi. Il pubblico globale avrà anche l'opportunità di aiutare i giovani volontari in progetti in zone di conflitto.
2. Country (City / Region)
State: 
Italy
City: 
Mezzago
3. Company/organization/institute presenting the project
Organization: 
Youth Action for Change (YAC)
4. Type of organization
Select type: 
Association
5. Project coordinator
Name and Surname: 
Selene Biffi
E-Mail: 
selene@youthactionforchange.org
6. Website
The website of the project: 
www.forgottendiaries.org
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 29 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
16/06/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

There are now over 100 ongoing conflicts and crisis in world, and despite the fact that some of these have been going on for over ten years and have claimed several thousands lives, they have received very little coverage by mainstream media (over 25 years in Sri Lanka & 40 in Colombia, for example). Thus has made them, de facto, shunned by the international community at large and are referred to as 'forgotten conflicts'.

 
Several millions children and young people are confronted daily with war, and have no chance to tell the outer world about their lives, hopes and expectations, nor the way they perceive conflicts and their struggle to survive.
 
To continue the long-standing tradition of young people keeping a diary of their lives and their struggles in conflicts (as much as those of Anne Frank and Zlata Filipovic), the internationally acclaimed organisation, Youth Action for Change (YAC) will offer them a platform though this project to voice their thoughts, feelings and hopes and promote ongoing dialogues between young people from all sides of the identified conflicts as well as the global audience.
 
Our main target is with children and young people living in conflict and post conflict areas, aged 15-29. We have identified then ten most neglected conflicts and crisis worldwide: Kosovo, Chechnya, Kurdistan, East Timor, Caucasus, Ethiopia, India & Pakistan, Niger & Niger delta, Sri Lanka, Uganda. We have chosen five young people per conflict area to be our reporter on the field.
 
Other than young people and youth-led organisations coming from neglected conflict and post-conflict areas, we also aim to inspire and involve the global audience, both young and adult alike.

 

 

ITALIANO

Ad oggi nel mondo sono più di 100 i conflitti e le crisi in corso. Nonostante alcuni di questi conflitti siano in corso da oltre dieci anni (oltre 25 anni nello Sri Lanka e 40 in Colombia, per esempio) e abbiamo sacrificato diverse migliaia vita, hanno ricevuto poca attenzione da parte dei media. Questo li ha resi, di fatto, “conflitti dimenticati” allontanandoli dall'occhio delle opinione pubblica mondiale.

 
Diversi milioni di bambini e giovani si confrontano giornalmente con la guerra, e non hanno alcuna possibilità raccontare al mondo la loro vita, le speranze e le aspettative per il futuro, né il loro modo di percepire i conflitti e la loro lotta per sopravvivere. 

Per continuare la lunga tradizione dei giovani di tenere un diario della loro vita e delle loro lotte (come quelle di Anne Frank e Zlata Filipovic), l'organizzazione di fama internazionale, Youth Action for Change (YAC) offre loro una piattaforma che gli consentirà di esprimere i propri pensieri, i sentimenti e le speranze e promuovere il dialogo tra giovani provenienti da zone afflitte da conflitti dimenticati e il pubblico globale. 

Il nostro obiettivo principale è coinvolgere bambini e giovani che vivono in aree di conflitto o post conflitto, di età compresa tra 15 e 29 anni. Abbiamo quindi individuato dieci tra i più trascurati conflitti e crisi: Kosovo, Cecenia, Kurdistan, Timor Est, Caucaso, Etiopia, India e Pakistan, Niger e delta del Niger, Sri Lanka, Uganda.

Abbiamo scelto quindi cinque giovani per zona che hanno accettato di essere i nostri reporter sul campo. 
Oltre che i giovani reporter selezionati e i giovani di organizzazioni che provengono dalle zone di conflitto individuate, abbiamo anche lo scopo di ispirare e coinvolgere il pubblico mondiale sia giovane che adulto.
What does it try to achieve and how: 

 

-         Training: participants received online training on “New Media Skills”, “Project Management and Leadership Skills”, “Story Telling” to allow them to communicate their voice clearly in the online platform built on www.forgottendiaries.org . (Phase 1 of the Project)
 
-         Photo Galleries: creation, maintenance & promotion of a photo gallery section for the Forgotten Diaries website where FD participants will be able to visually document their lives in conflict zones through a single consolidated platform.
 
-         Youth-led projects: participants will be trained to create and implement community building projects locally, financed by small grants. (Phase 2 of the Project)
 
-         Documentary: production of a 30-60min documentary depicting some of the stories of the FD participants in conflict zones, the conflict's impact on their lives, and how they are overcoming challenges. The documentary will also raise awareness of youth-led community projects that participants will create and aim to raise support for the projects

 

 

 

ITALIANO 

-         Formazione: i partecipanti hanno seguito corsi di formazione online su temi quali “Nuovi mezzi di comunicazione”, “Gestione di Progetti”, “Raccontare storie attraverso Immagini”, che hanno permesso loro di comunicare in modo chiaro ed efficace le proprie storie nella piattaforma online creata appositamente sul sito www.forgottendiaries.org (Fase 1 del progetto).
 
-         Galleria fotografica: creazione, mantenimento e promozione di una galleria fotografica per il sito di Forgotten Diaries nel quale i partecipanti di Forgotten Diaries possono e potranno documentare le proprie vite in zone di conflitto all’interno di un’unica piattaforma.
 
-         Progetto gestiti da giovani: i partecipanti seguiranno una formazione che li portera’ a gestire progetti locali finanziati da piccole sovvenzioni (Fase 2 del progetto).
 
-         Documentario: produzione di un documentario di 30 – 60 minuti che mostri alcune delle storie dei partecipanti di FD nelle zone di conflitto, l’impatto del conflitto sulle loro vite e come questi ragazzi cerchino di superare le sfide quotidiane. Il documentario si focalizzera’ anche sui progetti locali iniziati dai partecipanti di FD cercando di aumentarne la visibilita’ con lo scopo di attrarre fondi a favore degli stessi.
Which opportunities/problems does it address to: 

 

Children are amongst the first casualties of any armed conflict, the most vulnerable and innocent of victims. In the last decade alone 1.5 million children have died in wars; four million have been disabled and a further 10 million traumatized.
Children in war zones have to cope with very difficult circumstances. Not only do they suffer physical wounds, hunger and malnutrition but they also have problems with recurring nightmares, sleep disorders, depression, explosions of anger or anguish, concentration problems, and many more. Many are very sombre about their future as they feel that a future is not guaranteed.
Forgotten Diaries is an initiative which will allow these children to keep in contact with the external world, communicating about their experiences, fears and dreams. It is a unique opportunity for their voice to be heard.
We strongly believe that Forgotten Diaries, together with local grass roots organizations’ initiatives (of which we are not responsible), through both short-term emergency relief and long-term rehabilitation programs, will help improve the living conditions of war-affected children and young people.
 
With this initiative we will address three main opportunities:
 
·        Giving children and young people the opportunity and the tools to report on their daily lives and the conflict they live in
 
·        Educate the global audience about unreported and underreported conflicts, crisis and issues while giving them a chance to get involved through a host of activities (campaigns, advocacy efforts and fundraising)
 
·        Encourage the implementation of youth-led, on-the-ground activities in the countries and communities targeted by ‘Forgotten Diaries’

 

 

ITALIANO

 

I bambini rappresentano le prime vittime di ogni conflitto armato, le piu’ vulnerabili ed innocenti. Nell’ultimo decennio, un milione e mezzo di bambini sono deceduti durante le guerre; 4 milioni sono stati feriti in modo permanente e altri 10 milioni hanno subito un trauma incalcolabile.
 
I bambini che vivono in zone di conflitto devono far fronte quotidianamente a sfide continue. Non solo sono vittime di ferite, fame e malnutrizione, ma soffrono anche di disturbi frequenti di incubi, insonnia, depressione, nervosismo, concentrazione, ad altri ancora. Molti di questi bambini smettono di pensare al futuro dato che non esiste alcuna certezza riguardo al futuro.
 
Forgotten Diaries e’ un’iniziativa che permettera’ ai partecipanti di mantenere un contatto con il mondo esterno, riportando delle proprie esperienze, dei propri sogni e delle proprie paure. Si tratta di un’esperienza unica di dar voce a questi ragazzi.
 
Crediamo fermamente che Forgotten Diaries, in collaborazione con organizzazioni locali (delle quali non siamo responsabili) attraverso sia piani a corto termine che programmi di riabilitazione a lungo termine contribuira’ a migliorare le condizione di vita dei bambini e dei giovani colpiti dalla guerra.
 
 
Please explain what is unique or special in your project: 

‘Forgotten Diaries’ is a long-term initiative initiated through a one-year pilot project started in July 2008. Forgotten Diaries is an online initiative which aims at shedding light on the most unreported and underreported conflicts, crisis and issues by involving those most affected by these: children and young people.

 
Forgotten Diaries is the first project of its kind, striving to bring attention to youth in conflict zones and pioneering the use of a range of ‘new media’, creative technologies and techniques to train and empower young people in conflict zones with the ability to share their stories with the world. It also support young people coming from this areas with the skills and tools they need to implement local project so as to actively contribute to peace and justice within their own communities.

 

 

ITALIANO

“Forgotten Diaries” e’ un’iniziativa a lungo termine iniziata attraverso un progetto pilota di durata annuale partito a luglio 2008. Forgotten Diaries e’ un’iniziativa online che vuole far luce sui conflitti, crisi e temi non ascoltati e in genere dimenticati, coinvolgendo coloro che da questi ne sono piu’ coinvolti: i bambini e i giovani.
 
Forgotten Diaries si tratta della prima iniziativa di questo genere; un’azione che si pone come obiettivo quello di attirare l’attenzione sui giovani nelle zone di conflitto attraverso l’utilizzo di una serie di nuovi mezzi di comunicazione, tecnologie e tecniche creative per educare i giovani nelle zone di conflitto affinche imparino a condividere le proprie storie con il mondo esterno.
 
Il progetto aiuta anche i giovani in queste zone a sviluppare le capacita’ necessarie ad attivare progetti di sviluppo a livello locale.
10. Results
Describe the results of your project as per today: 

In it’s short life, Forgotten Diaries has already won numerous awards and received international press coverage. Some of its key achievements to date include:

- Over 20,000 hits to date (global audience)

- Media Coverage: TG5, Sole24Ore, Rai International, Il Giorno, Corriere della Sera (Italy) and SKY and the UN and others (International)

- Partnerships: established with Oxfam OIYP · Grant from ArtAction, an art foundation based in Singapore

- Awards: ‘Econtent Award Italy 2008’, Politecnico di Milano, Takunda Award as ‘Best Humanitarian Project of 2009’ , CESVI and the Italian Ministry of Foreign Affairs, Official endorsement of the Italian Ministry of Youth

- Due to its unique, innovative and inspiring approach, ‘Forgotten Diaries’ has already received endorsements, support or expressions of interest from numerous people and organizations including:

 

Oxfam OIYP
Pulitzer Center on Crisis Reporting
Mr. Kevin Sites – Former CNN and NBC war correspondent and instigator of the ‘In the Hot Zone’ feature on Yahoo!
Mr. Charles London - Writer, author of 'One Day the Soldiers Came'
Forgotten Diaries is now helping participants in designing and implementing local development projects aiming at building peace. Some examples include the creation of peace clubs to train children and teenagers in schools in Ethiopia and mobilize women and young people to take part in the current peace talks in Northern Uganda.

 

ITALIANO

Durante il primo anno di vita, Forgotten Diaries e’ stato insignito di numerosi premi ed ha ricevuto l’attenzione della stampa italiana ed internazionale. Alcuni dei traguardi chiave raggiunti sono:

 
-         Piu’ di 20,000 visite del sito alla data attuale;
 
-         Copertura di vari mezzi di comunicazione: TG5, Sole24Ore, Rai International, Il Giorno, Corriere della Sera, SKY, UN e altri ancora;
 
-         Partenariati:stabiliti con Oxfam OIYP, Sovvenzione da ArtAction, una Fondazione con sede a Singapore e concentrate sullo sviluppo artistico.
 
-         Premi: “Econtent Award Italy 2008”, Politecnico di Milano; Takunda Award in qualita’ di “Miglior Progetto Umanitario del 2009”, CESVI; e Patrocinio ufficiale del Ministro della Gioventu’.
 
-         Grazie alle sue caratteristiche di unicita’ed innovazione, Forgotten Diaries ha gia’ ricevuto il patrocinio, il supporto e l’interesse di varie personalita’ ed organizzazioni quali:
 
Oxfam OIYP
Centro Pulitzer Unita’ di Crisi
Kevin Sites, già Corrispondente di Guerra per CNN e NBC e investigatore per Yahoo nella sezione “In the Hot Zone”
Charles London – Scrittore e autore di “One day the Soldiers Came”
 
 
Forgotten Diaries sta ora aiutando i partecipanti a realizzare e mettere in pratica progetti di sviluppo a livello locale. Alcuni esempi includono la creazione di centri di pace per educare bambini ed adolescenti in scuole in Etiopia; e centri per mobilitare le donne e i giovani negli attuali processi di pace in Uganda del Nord.
 
How does it fulfill the users’ needs: 

FD responds to user's needs in a number of ways. Firstly users include the youth participants in the project from forgotten conflict zones, other youth from conflict zones, professionals with an interest in the project, NGO's who may use information from FD to complement their work on the ground and the global audience who visit the site and learn about forgotten conflicts.

The site itself is highly interactive and simple. Participants maintain country blog, upload photo-journals and converse with each other. Visitors to the site and any other stakeholder can comment on the blog and share their views and ask questions. Surveys are also carried out by FD's participant coordinator for continual improvement and participants also rely on the participant coordinator when they need help implementing local projects.

Other stakeholders have the chance to contact the FD team with queries and suggestions, and based on such feedback, we are soon to open a FD photo gallery section.

As a result of these measures, FD is responsive to the requests and needs of its Users.

 

 

ITALIANO

FD soddisfa i bisogni dei propri utenti in molteplici modi. Prima di tutto gli utenti sono i partecipanti del progetto stesso, provenienti dalle zone di conflitto dimenticate, poi altri giovani da altre zone di conflitto, esperti con un interesse nelle progetto, le ONG che possono utilizzare l’informazione fornita all’interno del sito di Forgotten Diaries per completare il proprio lavoro e il pubblico in generale che visita il sito e impara in questo modo sui conflitti dimenticati.
 
Il sito internet e’ semplice e molto interattivo. I partecipanti sono responsabili della manutenzione del blog del proprio paese, devono inserire foto e conversare fra di loro. I visitatori del sito cosi come tutte le parti interessate possono lasciare commenti sul sito e condividere i propri punti di vista, cosi come porre domande. Il coordinatore del progetto di Forgotten Diaries si occupa anche di gestire tutta una serie di sondaggi tra i partecipanti per migliorare continuamente il sito e i partecipanti possono contare sul coordinatore in caso di aiuto nell’attuazione dei progetti a livello locale.
 
Le altre parti interessate possono contattare il Team di Forgotten Diaries con richieste e suggerimenti, e sulla base di tali riscontri abbiamo ora deciso di aprire una galleria fotografica.
 
E’ possible affermare quindi che Forgotten Diaries risponde alle richieste ed ai bisogni dei propri utenti.
 
How many users interact with your project per month and what are the preferred forms of interaction: 

Our target group, apart from our participants (young people aged 15-29 from ten conflict areas) include other young people from all over the world, adults, NGOs, Media and International Organisations, among others.

 
 We receive around 1,000 hits a month, with people blogging, reading the entries, leaving comments and interacting among themselves. We also have people receiving our newsletter and interacting on our Facebook group.

 

ITALIANO

Il gruppo da noi preso in considerazione, eccezion fatta per i partecipanti (giovani di eta’ compresa tra i 15 e i 29 anni provenienti da 10 zone di conflitto) include giovani provenienti anche da altre zone al mondo, adulti, ONG, mezzi di comunicazione, ed organizzazioni internazionali.

 
La pagina internet di Forgotten Diaries ha ricevuto circa 1000 visite al giorno, con persone che hanno partecipato ai blog, letto le testimonianze, lasciato commenti e interagito. Parecchie persone ricevono la nostra Newsletter e altri ancora interagiscono sul gruppo che appositamente abbiamo creato in Facebook.

 

How has it improved the quality of educational and/or training services: 

FD improves the education of young people in numerous ways.

 Firstly, one of the key objectives of FD is to help young people in forgotten conflict zones connect with one another, sharing stories and experiences and helping one another overcome the challenges they face.
 
Secondly, FD provides training to young people in conflict zones. Since its inception, in June 2008, FD have run courses online for its youth participants on online media, community project development and storytelling through photography. These courses were designed to help the participants reach out to the world and share their perspectives and stories of life in conflict zones, while also teaching them how to start and run small community projects to help their peers. Several projects have been started since, including a “sports for peace” project in Nigeria where an FD participant is using sport to bring youth together and teach them to play peacefully. Through this model, FD achieves a leveraged impact as its participants use their new found skills to train others in their community.
 
Finally, FD has brought increased attention and awareness about the plight of youth in forgotten conflict zones to the rest of the world. With thousands of mostly young people visiting the website, reading about the conflicts and reading the personal blogs of the participants, many have learnt about forgotten conflict zones and development issues.
 
 
ITALIANO
 
Forgotten Diaries, ormai noto attraverso l'acronimo FD, ha contribuito a migliorare il livello di istruzione dei giovani in piu’ modi.
 
Innanzi tutto, uno degli obiettivi principali di Forgotten Diaries consiste nell’aiutare i giovani provenienti dalle zone di conflitto dimenticate da tutti a ristabilire un contatto con il mondo esterno e con gli altri partecipanti, condividendo storie ed esperienze ed aiutandosi reciprocamente a superare gli ostacoli della vita quotidiana.
 
In secondo luogo, Forgotten Diaries fornisce opportunita’ di formazione per i partecipanti. Dalla sua creazione in poi, ovvero fin dal mese di giugno 2008, Forgotten Diaries ha gestito corsi online per i propri partecipanti su temi quali nuovi mezzi di comunicazione, sviluppo di progetti locali e fotografia come testimonianza e strumento di comunicazione. Tali corsi sono stati studiati in modo da permettere ai partecipanti di comunicare con il mondo esterno e condividere le proprie esperienze e storie di vita nelle zone di conflitto, e allo stesso tempo sviluppare le capacita’ necessarie per iniziare e gestire piccoli progetti a livello locale nei quali siano coinvolti i loro coetanei. Gia’ alcuni progetti sono stati inizati, come ad esempio un progetto “sport per la pace” in Nigeria, dove un partecipante di Forgotten Diaries vuole usare lo sport per riunire i giovani ed insegnar loro a giocare in modo pacifico. Utilizzando questo modello, Forgotten Diaries amplifica ulteriormente l’impatto ottenuto dato che i propri partecipanti utilizzano le nuove capacita’ per formare ed istruire altri giovani nella comunita’.
 
Infine, Forgotten Diaries e’ riuscito a risollevare l’attenzione del pubblico in generale sulla piaga rappresentata dai giovani che vivono in zone di conflitto ormai dimenticate. Migliaia di giovani che visitano la pagina internet e che leggono dei conflitti e delle vite dei partecipanti, hanno imparato e appronfondito le tematiche relative alle zone di conflitto e allo sviluppo in generale.

How has it improved the participation of professionals, children, youth and other stakeholders: 

FD involves a range of stakeholders including professionals and young people.

 Young People: Youth are directly involved and the main focus of the project. FD aims to raise awareness of those most directly and heavily affected by forgotten conflict zones, youth. FD directly engages over 40 youth from a selection of 10 forgotten conflict zones at present, providing training for them and resources and support including funding opportunities for community projects they can choose to start. The 40+ youth blog regularly on the FD website, allowing a global audience to gain a unique perspective into the lives of youth in conflict zones and the challenges they face. However, FD presents a much more positive image. Many of the participants are community youth leaders and some have engaged in starting their own community projects with the help of FD, all which is also displayed on the website for the international audience to learn about. Furthermore, FD is completely run and was designed by a team of young volunteers from around the world.
 
Professionals: FD involves a number of professionals as well. Firstly FD was fortunate to engage Mr. Kevin Sites a former CNN conflicts reporter and the Author of “In the Hot Zone” as a key mentor for the project. Furthermore, FD has run three skills training sessions for its participants, each which have been run by professionals in the respective fields of the training. FD is currently working on shooting a brief documentary on youth in conflict zones which will directly engage many of its participants and which will be made by film professionals.
 
Other Stakeholders: FD has engaged with numerous journalists and media representatives over the past year appearing in over 50 articles around the world. Furthermore, FD has also worked with numerous other NGOs and international organisations. For example FD worked together with Oxfam to run one training course in 2008. FD also uncovered accounts of human rights violations in one of the conflict zones surveyed and worked with a United Nations’ agency to bring attention to the issue. 
 

ITALIANO

Forgotten Diaries coinvolge una gamma di stakeholder che include giovani e professionisti.
 
Giovani: I giovani sono direttamente coinvolti, è l'obiettivo principale del progetto.
FD, mira a sensibilizzare le persone più direttamente e fortemente influenzate dalle zone di conflitti dimenticati: i giovani.
 
FD coinvolge direttamente oltre 40 giovani provenienti da una selezione di 10 zone di conflitti attualmente in corso ma dimenticati offrendo loro formazione, risorse, sostegno e opportunità d finanziamento per i progetti a carattere locale che hannos celto di avviare.
Gli oltre 40 blog di giovani presenti sul sito web di Forgotten Diaries, permettono al pubblico glibale di avere una prosettiva unica della vita dei giovani che vivono nelle zone di conflitti dimenticati e delle sfide che hanno di fronte.
 
 Tuttavia, Forgotten Diaries presenta un quadro molto più positivo di immagine. Molti dei partecipanti sono giovani leader della c propria comunità e alcuni si sono impegnati ad avviare propri progetti per la comunità, con l'aiuto di FD, tutto ciò è inoltre disponibile anche sul sito web perchè il pubblico internazionale possa conoscere direttamente le azioni concrete messe in campo.. Inoltre, FD è stato completamente progettato e gestito da un team di giovani volontari provenienti da tutto il mondo.
 
Professionisti: Forgotten Diaries coinvolge anche un certo numero di professionisti. In primo luogo Forgotten Diaries ha avuto la fortuna di coinvolgere come mentore principale il Sig. Kevin Sites, un ex corrispondente di gueraa per CNN e autore di "In Hot Zone". Inoltre, Forgotten Diaries ha eseguito tre sessioni di formazione per i suoi partecipanti. Ciascuna sessione è stata gestita da professionisti nei rispettivi settori. Forgotten Diaries sta attualmente lavorando su un breve documentario sui giovani che vivono in zone di conflitto, impegnando direttamente molti dei suoi partecipanti e che sarà girato da professionisti del cinema. 
 
Altre parti interessate: Il progetto Forgotten Diaries ha avuto contatti conn numerosi giornalisti e rappresentanti dei media nel corso dell'ultimo anno e compare in più di 50 articoli in tutto il mondo. Inoltre, FD ha inoltre lavorato con numerose altre ONG e organizzazioni internazionali. Ad esempio: con Oxfam per tenere uno corso di formazione nel 2008. FD ha inoltre scoperto e segnalato alle Nazioni Unite un caso di violazione dei diritti umani.
How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

Our project FD, uses ICTs to bring young people and professionals from around the world on our website www.forgottendiaries.org for an educational and cultural experience.

 
Firstly, as described in previous questions, the FD platform connects young people from 10 selected forgotten conflict zones around the world. These young people share their experiences about growing up and living in conflict zones with one another, and with a global audience through online media including the blogs available on the website, exchanging photos, stories and journals. Many cultural perspectives are also shared as some of the conflicts themselves have their roots in cultural differences thus necessitating an understanding of the cultures to properly understand the situations. Several professionals also have used the FD website to learn about these conflict zones. Furthermore, through the colourful stories and journal entries, the hundreds of young people visiting the website every month have the opportunity to learn a host of information about the cultures of the participants involved, while also directly interacting with them.
 
On the educational front, as described previously, FD enlists the help of several professionals to lead training courses for the youth participants from forgotten conflict zones. FD uses it’s parent organisation (Youth Action for Change’s) online platform to link both youth and professionals together for the training.
 
And finally as also described previously, FD uses its unique online platform to allow for the dissemination of grass-roots information from forgotten conflict zones onto the world stage. In 2008, this allowed FD to identify a case of human rights violation in one of the countries it tracks due to a participant reporting a serious incident. FD was then able to relay this information to professionals who were able to take action.

 

 

ITALIANO

l nostro progetto FD, utilizza le TIC per portare giovani e professionisti provenienti da tutto il mondo sul nostro sito web www.forgottendiaries.org , per un esperienza educativa e culturale. 

In primo luogo, come descritto nelle precedenti domande, la piattaforma connette giovani provenienti da 10 zone di conflitti dimenticati selezionati in tutto il mondo. Questi giovani, condividono le loro esperienze di vita in zone di conflitto, l'uno con l'altro e soprattutto con il pubblico globale. Tutto questo grazie ai blog disponibili sul sito web, lo scambio di foto, racconti e diari.

Molte sono anche le prospettive culturali condivise: alcune dei conflitti hanno le loro radici in ragioni storiche e culturali. Attraverso la condivisione e il confronto tra culture è possibile quindi capire meglio le situazioni che coinvolgono i vari paesi. Diversi professionisti hanno anche utilizzato il sito per saperne di più sulle zone di conflitto. Inoltre, attraverso il variopinto quadro di storie e voci che scaturisce dai diari, le centinaia di giovani che visitano il sito ogni mese hanno la possibilità di apprendere una serie di informazioni sulle culture dei partecipanti, ma anche di interagire direttamente con loro. 

Sul fronte educativo, come descritto in precedenza, FD conta sull'aiuto di vari professionisti per tenere corsi di formazione rivolte ai giovani partecipanti provenienti da zone di conflitti dimenticati. FD utilizza la piattaforma online di Youth Action for Change ( l'associziazione che ha ideato il prgetto) per collegare giovani e professionisti nei momenti di formazione. 

E, infine, anche per quanto descritto in precedenza, FD, utilizza la sua speciale piattaforma online per consentire la diffusione di informazioni di base da zone di conflitti dimenticati su scala mondiale. Tutto questo ha permesso a Forgotten Diaries nel corso del 2008 di identificare e segnalare alle autorità di competenza e su segnalazione di uno dei giovani coinvolti dal progetto, un grave caso di violazione dei diritti umani.

Describe how you measure (parameters) these results: 

 ‘Forgotten Diaries’ is an ongoing initiative with a one-year pilot phase, the first evaluation was carried out halfway through it (after the first six months), while the final one is expected for December 2009. To assess the impact of ‘Forgotten Diaries’ and the outcomes of it, we use the following indicators:

 
 
1. STAKEHOLDERS
 
PARTICIPANTS
 
· Number of participants
· Gender balance
· Different backgrounds, perspectives and ethnicities
· Conflicts or crisis areas covered
· Skills and competencies acquired after the two online training courses
· Number and quality of blog posts, pictures, videos and interviews
 
 
LOCAL NGOS and OTHER PARTNER ORGANISATIONS
 
· Number of organisations involved
· Geographic scope represented
· Social, Political, Economic and Ethnic backgrounds represented
· Quality and diversity of services offered to local communities
· Involvement with ‘Forgotten Diaries’ and the support provided to our participants (venue, tools and other as needed)
· Involvement and mentoring to activities on the ground initiated by our participants
· Ongoing communication and support with YAC staff
 
 
GLOBAL AUDIENCE
 
· Number of individuals involved (those who sign up to our newsletter)
· Number of people volunteering their time and skills toward ‘Forgotten Diaries’ or projects on the ground
· Number of comments on blogs and forum
 
 
 
2. PROGRAM ACTIVITIES
 
ACTIVITIES ON THE GROUND
 
· Number of activities designed and implemented by participants in their local communities
· Issues addressed (Human Rights, Environment…)
· Duration of the activities and possible replication
· Number of other young people empowered by the activities
· Venue where the activities where delivered
· Impact on their local communities
· Comments and suggestions by community members and other local stakeholders
 
 
WEBSITE
 
· Number of total viewers a month
· Polls data
· Comments left by viewers on blogs and forum
· Graphic quality
· Quality of the information provided
 
 
CAMPAIGNS and ADVOCACY
 
· Number and quality of the actions undertaken
· Number of emails and petitions signed and sent through our website
· Coverage of ‘Forgotten Diaries’ in mainstream media
· Local outcomes of our campaigns in the targeted countries
 
 

ITALIANO

 

Forgotten Diaries è una iniziativa in corso, con una fase pilota di un anno. La prima valutazione è stata effettuata a metà percorso (dopo i primi sei mesi), mentre quella finale è prevista per dicembre 2009. Per valutare l'impatto di 'Forgotten Diaries' e gli esiti raggiunti, usiamo i seguenti indicatori: 

1. STAKEHOLDER 

 
PARTECIPANTI 

Numero di partecipanti 
Bilancio di Genere
Diversità, prospettive ed etnie 
Aredd i crisi o conflitti coperte
Abilità e competenze acquisite, dopo i due corsi di formazione online 
Numero e qualità dei post del blog, immagini, video e interviste 

 
 
ONG locali e altre organizzazioni partner 

Numero di organizzazioni coinvolte 
Copertura geografica rappresentata 
Rappresentatività Sociale, politica, economica ed etnica
La qualità e la diversità dei servizi offerti alle comunità locali 
Partecipazione a 'Forgotten Diaries' e il sostegno fornito ai nostri partecipanti (luogo, gli strumenti e le altre come necessario) 
Partecipazione ad attività di mentoring sul campo avviate dai nostri partecipanti 

Comunicazione e supporto al personale di YAC  - Youth Action for Change

 
Pubblico globale 

Numero di persone coinvolte (coloro che si iscrivono alla nostra newsletter) 
Numero di persone che prestano servizio volontariato o parte del loro tempo e competenze verso 'Forgotten Diaries' o progetti sul campo 
Numero di commenti su blog e forum 

2. PROGRAMMA DI ATTIVITÀ 

 
Attività in loco 

Numero delle attività progettate e realizzate dai partecipanti nelle loro comunità locali 
Questioni affrontate (diritti umani, ambiente ...) 
Durata delle attività e l'eventuale replica 
Numero di altri giovani coinvolti dalle attività 
Luogo in cui le attività sono state realizzate
Impatto sulla comunità locali coinvolte
Commenti e suggerimenti dai membri della comunità e altri attori locali 

 
SITO WEB 

Numero totale di visitatori al mese 
Dati dei sondaggi
Commenti lasciati dai visitatori sul blog e forum 
Qualità Grafica
Qualità delle informazioni fornite 

 
CAMPAGNE e ADVOCACY 

Numero e qualità delle azioni intraprese 
Numero di e-mail e petizioni firmate e inviate tramite il nostro sito web 
Copertura dei media rispetto al progetto Forgotten Diaries

Risultati delle nostre campagne a livello locale nei paesi individuati
11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
What is the approximate total budget for your project (in USD): 
Less than 10.000
What is the source of funding for your project: 
Other
Other: 
Personal savings, grants and donations
Is your project economically self sufficient now: 
Yes
Insert date: 
01/01/2009
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

There are two key fronts along which others can learn from this project.

The first front involves learning about the issues this project aims to raise awareness of. This includes learning about forgotten conflict zones, learning about the lives of youth in these areas, the backgrounds of the conflict, the progress, and also how to support communities there. Furthermore, FD showcases many positive examples of youth who are, despite the hardships they face, still striving to make a difference and help their communities through the enactment of community projects. Rather than portraying youth as victims, FD showcases youth as catalysts for change and as a significant asset for community development. Overall Forgotten Diaries aspires to create a more informed global community, and one which can empathise with the numerous conflict zones and sympathise with policy involved at helping those affected by such zones.

The second front along which others can learn from this project is through sheer power of ICTs. FD has demonstrated a unique model for using ICTs to empower youth, link young people across the world, and raise awareness of issues not covered by the media, and most importantly inspire grass roots community development. Furthermore, professionals and non-profit organisations also may be able to learn valuable lessons from FD. They may be able to observe our low-cost model and the way we were able to achieve grass roots action on a very large scale through our online platform and management model.
 
 
 
ITALIANO
 
Ci sono due principali fronti su cui le persone posso imparare da questo progetto.
 Il primo fronte implica la conoscenza delle questioni su cui il progetto mira a sensibilizzare. Ciò include: l'apprendimento circa la situazione delle zone di conflitti dimenticati, imparare circa la vita dei giovani in queste zone, imparare riguardo agli sfondi politici, sociali e sulturali dei conflitto, imparare in merito ai progressi , e anche a come dare sostegno a queste comunità.
 
Inoltre, FD funge da vetrina per molti esempi positivi di giovani che sono, nonostante le difficoltà che hanno di fronte, ancora impegnati a fare la differenza e aiutare le loro comunità attraverso l'attuazione di progetti comunitari. Piuttosto che ritrarre i giovani come vittime, FD offre loro una vetrina presentandoli come catalizzatori per il cambiamento e come un importante risorsa per lo sviluppo della comunità. Nel complesso Forgotten Diaries aspira a creare una comunità mondiale più informata, e più empatica verso le numerose zone di conflitto, stimolando inoltre l'impegno ad aiutare attivamente coloro che sono coinvolti nelle drammatiche situazioni di queste zone.
Il secondo fronte su cui le persone possono apprendere da questo progetto è la grande potenzialità delle nuove tecnologie (TIC).
 
FD ha dimostrato un modello unico per l'utilizzo delle TIC per consentire a giovani di collegarsi ad altri giovani in tutto il mondo, per accrescere la consapevolezza in merito a questioni non coperte dai media tradizionali e, cosa più importante ispirare lo sviluppo delle comunità locali. Inoltre FD è anche un modello per i professionisti e le organizzazioni senza scopo di lucro perchè possano prendere ispirazione dal nostro modello a basso costo e osservare come attraverso il nostro modello di gestione e la nostra piattaforma on line ci sia stato possibile raggiungere e diffondere informazioni su scala mondiale.
We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

 

Forgotten Diaries is a project of Youth Action for Change (YAC). Striving to reach out to and empower those young people not included by other programs – those living in neglected conflicts – YAC decided to design and launch Forgotten Diaries as the first platform of its kind ever.
 
Youth Action for Change (YAC) is an innovative international youth run organization which equips young people with knowledge and skills that enable them to directly get involved in improving their communities livelihoods. Based in Italy, YAC employs a ‘leveraged impact’ model. We believe that young people have enormous untapped potential and can be very effective in instigating positive change in their communities. Our work involves training and supporting young people so that they are empowered to then instigate positive community development projects and train their peers on vital development issues.
 
YAC implements its work through two key streams, online action focused courses and through instigating targeted grass roots youth empowerment projects.
 
With a mission of “Education in Action”, YAC offers free, online, youth-led educational courses and opportunities in a vast array of subjects providing young people with the knowledge & tools they need to make change happen, supporting and empowering them to realize their vision of a fairer, safer and more equitable world. YAC courses not only teach young people around the world about vital developmental issues facing them from HIV to Entrepreneurship, but also empower them to do something about these issues, starting local community projects and passing their new knowledge to their peers. Experienced young people from around the world volunteer to develop action oriented courses, and teach YAC’s participants through YAC’s online platform. Young people log into YAC’s courses through internet café’s (hired by YAC) or from their universities or homes. Many YAC students have then progressed to starting their own community projects often using peer-to-peer education.
 
YAC also occasionally runs courses specifically tailored towards the needs of other development organisations to assist them with educating youth about specific issues. Over 1000 youth from over 100 countries have participated in YAC’s courses to date.
 
YAC also identifies specific and urgent areas where young people are seriously being disadvantaged and receiving little attention and where it’s online courses alone may not be enough to empower those young people to a level where they could bring about significant change in their communities. YAC’s response has been to create specialised and targeted projects focussing on the needs of these groups of young people, capturing global interest and also training them about the issues and to create community projects. In effect YAC acts as an instigator in these situations as well as providing training support.
 
YAC has come a long way from humble beginnings. It’s pioneering approach to empowering young people in communities around the world through online based action focused education has inspired dozens of youth-originated community projects in developing nations. YAC was profiled in the World Bank’s World Development report, and has been recognized by organizations including The United Nations, The Council of Europe, Ashoka, Youth Action Net and Art Action.
 
In 2009 it has been elected as a “Young Global Leader” at the World Economic Forum.
 
Future plans and wish list: 

The pilot project has allowed the team to understand both the strengths and weaknesses of the existing model. The success of the project thus far has presented the team with a number of opportunities to leverage of the achievements to date including the following:

  • Expanding the site to cover several more forgotten conflict zones
  • Initiating advocacy efforts to bring justice to human rights violations uncovered through the project and prevent future occurrences
  • Initiating global campaigns for greater support for youth in conflict zones
  • Expanding the scale of grass roots training being carried out by YAC and FD to teach communities in conflict zones about key development issues, how they could help their communities overcome basic problems and also inform them how to identify potential human rights violations
  • Enhancing the interactivity of the site providing a range of resources through which the global audience could contribute to helping young people in conflict zones
Further to these ideas, a brief documentary on forgotten conflict zones is planned to be produced in the next few months and a new photo gallery section will also be created on the website for participants to tell their stories through images.
Forgotten Diaries is now looking to expand to cover a wider range of countries, provide a comprehensive set of resources to connect the global community with opportunities to get involved in advocacy and helping those living in conflict ridden communities. We also plan to continue offering training to youth in conflict zones and assist them in developing community projects.
Forgotten Diaries has large plans for further media outreach to leverage of the large attention it has received over the past year and is also seeking resources to take specific action on urgent problems and human rights violations uncovered by its participants.
 
 

ITALIANO

Il progetto pilota ci ha permesso di capire sia i punti deboli che forti dell’attuale modello. In ogni caso, il successo riscontrato fin’ora dal progetto ci ha anche confrontato con una serie di opportunita’ da sfruttare, tra le quali vanno sicuramente citate:
 
-         l’espansione del sito per coprire ulteriori zone di conflitto dimenticare dai mezzi di comunicazione e dal pubblico in generale;
-         l’inizio di attivita’ di pressione per fare in modo che giustizia sia fatta nei casi di violazioni di diritti umani scoperte attraverso il progetto e che ulteriori violazioni si producano in queste zone;
-         l’inizio di campagne d’informazione a livello globale per sostenere ulteriormente i giovani nelle zone di conflitto;
-         l’espansione dei progetti di formazione in loco gestiti da YAC e FD e focalizzati sull’insegnamento, nelle comunita’ nelle zone di conflitto, di tematiche chiave di sviluppo che possano contribuire a superare problemi basici e/o identificare le violazioni dei diritti umani;
-         Il miglioramento dell’aspetto interattivo  della pagina internet attraverso una serie di risorse con le quali il pubblico in generale potra’ contribuire ad aiutare i giovani nelle zone di conflitto.
 
Ancora, un breve documentario sulle zone di conflitto dimenticate e’ in fase di produzione ed una galleria fotografica sara’ anche creata nella pagina Internet, gestita dai partecipanti che racconteranno in questo modo il loro quotidiano.
 
Forgotten Diaries sta ora cercando di espandere il numero di paesi coperti. Vogliamo anche continuare ad offrire corsi di formazione ai giovani nelle zone di conflitto continuando poi ad aiutarli a gestire progetti di sviluppo locale.
 
Infine, Forgotten Diaries ha ulteriori progetti anche a livello mediatico: appoggiandosi sui grandi risultati ottenuti fino ad ora stiamo anche cercando di attivarci in modo specifico su questioni urgenti e violazioni di diritti dell’uomo che ci sono state riportate dai partecipanti nel nostro progetto. 
Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data

TAGLIA CORTO CON LA DROGA

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

1. Project summary
Summary: 

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

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

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

2. Country (City / Region)
State: 
Italy
City: 
Frosinone
3. Company/organization/institute presenting the project
Organization: 
FINISTERRAE COOPERATIVA SOCIALE O.N.L.U.S.
4. Type of organization
Select type: 
Other
Other: 
Cooperativa sociale
5. Project coordinator
Name and Surname: 
PIETRO NOCE
E-Mail: 
pietro@coopfinisterrae.it
6. Website
The website of the project: 
http://www.coopfinisterrae.it/progetti.asp?id=38
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
01/10/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

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

What does it try to achieve and how: 

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

Which opportunities/problems does it address to: 

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

Please explain what is unique or special in your project: 

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

10. Results
How many users interact with your project per month and what are the preferred forms of interaction: 

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

How has it improved the participation of professionals, children, youth and other stakeholders: 

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

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

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

11. Sustainability
What is the full duration of your project: 
Less than 1 year
What is the approximate total budget for your project (in USD): 
Less than 10.000
What is the source of funding for your project: 
Grants
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Barriers: 

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

Solutions: 

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

Future plans and wish list: 

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

Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data

Global Youth Media

Global Youth Media uses digital media to engage young people in becoming positive agents for social change as well as active and productive members of their communities.

1. Project summary
Summary: 

Global Youth Media uses digital media to engage young people in becoming positive agents for social change through the creation of socially conscious media. The program is open to all young, giving participants the opportunity to share information, exchange ideas and resources with their counterparts from diverse cultural, educational, social, religious and political backgrounds around the world.
Global Youth Media is centered around a high end, high quality interactive edutainment site website that will host an on-line radio station, videos, podcasts and articles on a wide range of issues including education, career, health, gender in development as well as feature interviews with community leaders and other members of the community. Participants will also be encouraged to independently record, edit and submit digital media to the site. Media has to have educational, social or cultural value to be considered and qualify for posting.
Global Youth Media will work with high school students providing them with opportunities to acquire skills through digital media training, cultural and educational exchange as well as interaction with industry professionals.

2. Country (City / Region)
State: 
Zambia
City: 
Mongu
3. Company/organization/institute presenting the project
Organization: 
ProjectEDUCATE
4. Type of organization
Select type: 
Other
Other: 
Non-profit
5. Project coordinator
Name and Surname: 
Mbao Ngula
E-Mail: 
globalyouthmedia@project-educate.org
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 18 years
Helping youth step in the job market: 
Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
03/11/2008
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

The project beneficiaries are young people up to 18 years of age from poor disadvantaged and thus under served communities. However Global Youth Media was designed to not serve only one demographic or facilitate east to west connections but north south as well. Allowing students from diverse socio-economic backgrounds to connect, collaborate and effectuate change in their communities and around the world.

What does it try to achieve and how: 

Global Youth Media tries to accomplish a number of things.
1. Improve digital media skills among participants.
2. Provide young people with the opportunity to effectuate positive social change.
3. Improve cultural understanding between young people from around the world
4. Provide mentoring support to young people
5. Foster a sense of duty and responsibility among young people.

We try to achieve this by providing young people with a platform through which they can connect and share ideas. During the course of the program, participants are encouraged to use the skills they acquire to raise awareness about a social justice issue allowing them to be actively involved in creating solutions to some of our most challenging issues. The program also provides mentoring support to young people by linking them to industry professionals.

Which opportunities/problems does it address to: 

Among the problems the project addresses are the lack of an inclusive platform through which Zambia's young people can connect, interact and engage on social justice issues and thus providing them with an avenue though which they can contribute and make their voices heard.
Limited opportunities for skills training and interaction with industry professionals to help improve job skills and employability.
The lack of programming that facilitates mentoring of students

Please explain what is unique or special in your project: 

Zambian youths now have a chance to connect and interact with their counterparts around the world improving knowledge and understanding among students from different educational and cultural backgrounds. Perhaps more significant is that students are able to identify developmental challenges in their communities and create relevant solutions. Already the project is fostering a sense of responsibility among students and we are excited about the long term prospects.

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

So far the project has partnered 9 schools from 3 continents. In the past year two of the schools have launched a highly effective Malaria campaign designed to raise awareness about Malaria with the emphasis being placed on prevention and cure. The campaign included a public service announcement which can be viewed at http://www.youtube.com/watch?v=GNoI-r4US7Y
They also redesigned the mosquito net to make it more user friendly for babies in hospitals. They named their new creation the spring or coil net as it is framed around a spring so that the net does not have to hang from an elevation to use it.
As a result we are seeing more students wanting to be involved with the project so they can be part of something new, different and relevant.
We are also seeing students having an improved sense of belonging in the community as well as exhibit a sense of understanding for people from other cultural backgrounds.

How does it fulfill the users’ needs: 

The project directly gives participants an avenue through which to actively participate and creatively engage. This fosters a sense of belonging and self worth among young people. It gives them reason to believe their opinions and contributions matter.
What can be more important than making a child feel counted?

How many users interact with your project per month and what are the preferred forms of interaction: 

We currently have an estimated 3500 students interacting through an exclusive social networking site hosted by Ning. With funding we hope to build to build a platform from the ground up. This would be a highly interactive platform with much of the functionality that is lacking on the current one to give users a more fulfilling experience. In addition to email, they also use blogs, chat and skype to communicate among individual students and schools.

How has it improved the quality of educational and/or training services: 

In Zambia among participating schools, the project has broadened the scope of educational programming. Providing both teachers and students with a unique opportunity to contribute not just to education but development as well. By linking social justice and community service the project has created a new avenue for participation that has direct consequences on local development. It also links education to development in a way that it has not been done befre especially by young people.

How has it improved the participation of professionals, children, youth and other stakeholders: 

The project is based around mentoring and networking and collaboration. Through the mentoring aspect of the project professionals in the community are able to positively influence participants by providing motivation, encouragement and support to young people and thus share and impart their skills to the next generation. Helping to raise confident stewards.
Children and youth have the chance to connect with each other and other young people from around the world improving their knowledge and understanding of the world they live in. They are also able to acquire new skills through training and interaction with professionals improving their chances for employment.
Through the project, young people get to contribute to community development by being involved in community projects that include but are not limited to improving access to clean drinking water, the environment, infectious disease, literacy and the digital divide by creating projects that address these issues.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

By its very nature this is an ICT based project. Communication among participants is entirely though the internet using email and even skype. Additionally, students work digital media through out the entire course of the project. Engaging professionals in the mentoring of participants thereby giving students the unique opportunity to interact and learn from industry professionals. Young people get to make positive contributions to their communities and communities around the world. By interacting with other young people from around the world, students gain valuable insights into life in other cultures fostering a sense of understanding and respect among young people from different cultures.

Describe how you measure (parameters) these results: 

The program's results must be demonstrated, documented, and shared. Therefore management will make deliberate efforts in linking programs to local, community concerns and assess, communicate, and promote the approaches and techniques to be learned and implemented. As a first step to assessing programs, a unified monitoring and evaluation system will be developed – allowing management to chart and report progress and, just as important, serve as a management tool.

Metrics will be used to assess relevance, effectiveness, scalability, and financial
and sustainability. The metrics will be based on the needs of each participating school.

Overall program success will be measured by:

• Number of young people involved in the project annually
• Number of schools participating in the program per year
• Number of financial and media organizations as well as institutions of higher learning participating in the mentoring program
• Number of quality social campaigns created yearly (Set target of 2)
• Increase in the number of community members serving as volunteer trainers each year.

Success in terms of individual site users will be measured by;
• Number of visitors to site monthly and annually,
• Number of active members by thematic categories,
• Number of active members by school

Success in terms of member activity will be measured by
• Most accessed features
• Most viewed videos
• Most requested topics
• Top five features based on time spent on activity, and frequency of use.
• Top five pod casts
• Top five articles
• Top five outside accessed resources

System activity metrics will be measured by:
• Number of documents stored and added,
• Number of web links stored and added
• Number of collaboration connections
• Number of community posts

User satisfaction/needs will also be measured by asking users to provide feedback through integrated site features. Which will be used for program design, implementation and evaluation.

An evaluation will be conducted to help ensure quality as well as make sure implementation is proceeding accordingly. At the end of the year, a goal evaluation will be undertaken to determine whether the goals the program had set out to achieve have been achieved or not, as well as provide indicators on what adjustments if any need to be made to the program design and implementation to help meet goals and benchmarks.

11. Sustainability
What is the full duration of your project: 
More than 6 years
What is the approximate total budget for your project (in USD): 
From 10.001 to 30.000
What is the source of funding for your project: 
Other
Other: 
Fundraising
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
No
What lessons can others learn from your project: 

We have learned we live in an increasingly global community and thus our borders are no longer solely defined by city, state or national boundaries. Instead they reach far beyond and connect people from diverse cultural and socioeconomic backgrounds. As the global community expands, we can longer rely on traditional means to communicate and connect but instead must capitalize on the unprecedented growth of Information Communication Technologies to address the challenging issues of our time.
Among other things, we have learned and continue to learn that children have a lot to day about the local and global challenges we all face. And that when given the opportunity, the tools and resources, they have the ability to create long lasting solutions to developmental challenges. We have learned young people have a lot to contribute and that we have a duty and responsibility to ensure we provide them with all the support they need in order for them to be active and productive members of society. It is our only hope for a descent future.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

Global Youth Media was conceived out of ProjectEDUCATE's Circle of Friends. A program that was designed to connect Zambian schools with their counterparts around the world. With the donation of computer equipment to some of our partner schools, it was clear we needed to create practical uses for the equipment in order for them to be an effective educational and developmental resource. Understanding the absolute need for networking and collaboration, we created linkages between Zambian schools and their counterparts. The initial idea was simply to connect schools but as they linkages developed, it became apparent we had a unique opportunity to effectuate change in a way it had not been before in these communities. We started asking what if these students could not only communicate but work together over distances? What experiences would they bring to an issue? Any issue. But we did not want it to be just any issue. We wanted it to be something that the students could from different background could be excited about and collectively and collaboratively work to address? And so they were asked to choose a socioeconomic issue to address and the result was the Malaria campaign cited elsewhere in this proposal. We knew we had come up with something unique and so we designed an entire program around the school partnerships and called it Global Youth Media.

Barriers: 

The lack of funding has been the main barrier to implementation. We have so far created the necessary partnerships with schools and media organizations to support implementation. Without the necessary funding, it will be impossible to effectively design and successfully implement the project.

Solutions: 

We launched a proactive fundraising campaign that centered around partner schools to raise the funds needed for implementation. We also asked businesses to support the project by donating digital equipment for the project.

Future plans and wish list: 

As we look to the future, we hope to accomplish a number of things including hiring a program coordinator to specifically focus on the program design and implementation. This will focus time and resources on Global Youth Media as opposed to splitting it between three other initiatives.
We will then move to secure funding for the proposed Global Youth Media portal.
We would also like to see more schools from around the world participate.
Our wish list list includes digital media equipment being computers and cameras.

Privacy Law
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the treatment of my personal data
Syndicate content