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Atlas français de la coopération décentralisée et des autres actions extérieures

Contacts dans le poste diplomatique "Ambassade de France à Londres"

Correspondant coopération décentralisée
Laurence AUER
Courriel : laurence.auer[at]diplomatie.gouv.fr
 
Conseiller de coopération et d'action culturelle
Laurence AUER
Courriel : laurence.auer[at]diplomatie.gouv.fr
Titre
CITIZENSHIP & ENTREPRENEURIAL EDUCATION
Thématique d'intervention
Education, Social et Recherche
Sous-thématique d'intervention
Education, emploi, formation professionnelle
Sous-sous-thématique d'intervention

Autres thématiques mises en œuvre pour le partenariat

Autres thématiques mises en œuvre pour le partenariat
Thématique éligible Sous-thématique Sous-sous-thématique Priorité
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Année de début du partenariat
2011
Le partenariat est
Terminé
Date de fin du partenariat
31/08/2013
Contexte
Projet "Comenius Regio"
Historique
Objectif du partenariat
1. Provide opportunities to develop social and cultural awareness by developing an understanding & practice of citizenship
All partners have shared the culture and language of each other’s country. A collective reflection has been carried on with the children in primary schools on the way of being a good citizen, leading to a code of conduct including social and environment dimensions. The mobility visits and the relation between the partners and the children enabled them to share the way of life and culture of both countries, and to open their minds. It provided children with opportunities to become more aware of themselves as citizens of a city of a country and of Europe.
2. Explore, develop & enhance the economic influences on home & social life
Through the project, children have developed their willingness to learn languages and understand a foreign culture. It has contributed to their understanding of a world growing more and more global, requiring the ability of having an international culture. It should help them to feel safe knowing they could be in contact with another culture and countries in their future job. The project offered them a valuable insight into the cost of the conducted activities, and the cost of business and leisure activities. The understanding of each other’s country and way of life highlighted the differences between home and social life in both countries.
3. Provide opportunities for all the children to raise their self-esteem and life aspirations
The children have been able to carry on projects. They understood that leading a project from the start to the end is a challenge. They acquired skills to organize tasks, the relation with others, in a team, to discuss and argue their choice and to give their opinions. They realized they had some of the required competences and qualities but had to develop some more. Moreover, their works have been shown to a wider audience than usual (school, outside school and abroad via the partners). It raised their confidence, increased their self-esteem, made them proud of themselves individually and collectively. The project also induced them to expect more from life, to be more ambitious, to be players of their own life.
4. To explore the motivating factors of acquiring another/additional language
The persons involved in the project have raised their aspirations, in term of practice for teachers, in term of future social and work life for children. For teachers, the different new practices implemented in schools through another language are motivating, give them the opportunity to develop and improve their own educational practices. Regarding children, it increases their interest; broaden their cultural awareness of themselves and others. They comprehend the meaningful purpose of learning a new language, and have a better understanding of culture which will allow them to challenge social and cultural stereotypes.
5. To create environments that promote entrepreneurial opportunities/activities linked with democratic process
The experiments of the project have involved a participative process including expression, listening, respect and consideration of others. The activities encouraged to work in groups, to share ideas, take responsibilities, in cooperation, beyond their self-interests. It has been a common project, shared by the pupils, but also involved the adults who had to work together to prepare the workshops and to realize the activities.
Description détaillée du partenariat
i) Main activities
• 7 mobilities arranged at appropriate times during the project
• Meetings during mobilities to assess progress and discuss forward planning
• Regular meetings throughout the project in each region
• Regular and effective communication between partners using video conferencing; blogs; email; phone and exchange of children’s work
• Sharing common teaching and learning practices that promote self-esteem and life aspirations; this also involved lesson observation in both countries and resultant discussions
• Learning language and culture of partner region
• Sharing of enterprise skills to inform practice and research
• Enterprise projects – Children’s Tourist Guides to Plymouth and Brest / Virtual Café /Lipdub
• Questionnaires to inform similarities and differences of partner regions
• Citizenship poster compiled and shared between schools
• Film of the project to inform practice in both regions
• Exhibition on the project involving over 250 young people in Brest.
• Seminars on: Enterprise with a European Dimension; Learning & Leadership for the 21st century; Teaching English as an additional language

ii) Results/outcomes
• Entrepreneurial skills developed in an international context
• New styles of pedagogy learned and used in each other’s schools. Differences and similarities in practice and culture explored and disseminated with colleagues outside the project.
• Social and cultural awareness developed through the understanding and practice of citizenship.
• The Children’s visitor guides to Plymouth and Brest now being distributed across both countries and available on City Visitor websites. Other commercial organisations also involved in marketing the Guides e.g. Brittany Ferries
• The virtual café and Lipdub projects raised aspirations to work and study harder and aim for a higher level of employment.
• Young people more aware of another language and culture increasing confidence and desire to live/work abroad.
• Increased knowledge of each other’s countries though video conferencing, assemblies, film, photographs, website, blogs, puzzles, displays, letters, postcards, work on festivals and celebrations.
• Sharing of the project within families has led to challenging cultural and social stereotypes.
• Report/film of project shared across localities and beyond e.g British Council; UK Global Learning for Schools’ national conference; Brittany Teacher’s Formation Group.
• Schools involved in the project to apply for Lefevre Trust funding to enable their partnerships to continue and facilitate exchanges of young people.
• The Plymouth/Brest Twinning Association’s involvement in the project increased understanding of all aspects of the partnership with Brest impacting on the project and spreading the results across the communities in each City.
Mise en œuvre du partenariat
Maître(s) d'œuvre
Ville de Brest
Maître(s) d'ouvrage
établissement scolaires
Bénéficiaire(s)
enseignants-élèves-ensemble de la communauté éducative

Partenaires étrangers du partenariat

Partenaires étrangers du partenariat
Nom de la collectivité étrangère Pays  
Plymouth Royaume-Uni Icone d'une loupe

Contacts dans les partenaires étrangers du partenariat

Contacts dans les partenaires étrangers du partenariat
Nom de la collectivité étrangère Nom Prénom Fonction Courriel

Collectivités territoriales partenaires du partenariat

Collectivités territoriales partenaires du partenariat
Nom de la collectivité territoriale  
Brest Icone d'une loupe



Le partenariat n'est pas triennal

Financement du partenariat

Financement du partenariat
Nom du financeur Montant en euros Montant 1% Eau (Loi Oudin 2005) Montant 1% Eau (Loi Oudin 2005) Montant 1% Eau (Loi Oudin 2005) Année
Ministère de l'Europe et des Affaires étrangères 0 2011
Brest 8070 0 2011
Europe 34210 2011




Évaluations, communication et perspectives

Une communication a été engagée en France

Une communication a été engagée dans les pays partenaires

Aucune politique d'évaluation n'a été engagée

Volontaires impliqués dans le partenariat (VSI, service civique, etc.) d'Échange et de Solidarité

Volontaires impliqués dans le partenariat (VSI, service civique, etc.) d'Échange et de Solidarité
Nom Prénom Mission Champs d'action Entité d'affectation


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