Equality is learned at school

Equality is learned at school

By Maria Marrachinho, Agrupamento de Escolas de Albufeira

Gender equality as a pillar of sustainable sevelopment

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Achieve gender equality and empower all women and girls.

The students of 9th grade classes A, C, D, and F from Albufeira Secondary School, in collaboration with the 12th grade L class, organized an inspiring exhibition on the importance of gender equality, taking advantage of the occasion of International Women’s Day, celebrated on March 8. This initiative was based on the United Nations’ Sustainable Development Goal 5 (SDG 5), which aims to achieve gender equality and empower all women and girls.

Optimize city services

The exhibition showcased artistic works, documentary research, graphics, and musical projects to raise awareness within the school community about the need to promote equal rights for all people, regardless of gender. It was accompanied by a photo session open to all girls and women who wished to participate, and the portraits will soon be displayed as a tribute to the female population of the educational community.

Before the exhibition, the students conducted detailed research using official sources, gathering updated statistical data at local, national, European, and global levels. The figures presented helped illustrate the disparities that still exist in different areas, and everyone was invited to suggest concrete individual and collective actions to contribute to eliminating inequalities.

Events like this clearly demonstrate that education plays a fundamental role in building a more equal and sustainable society.

gender equality
exhibition on gender equality
A trip from Vantaa to Ivalo to explore creativity

A trip from Vantaa to Ivalo to explore creativity

By Dr Beena Nayaken, The Universal School Ghatkopar

A trip from Vantaa to Ivalo to explore creativity

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Emphasis on sustainable education

In the heart of Vantaa, at the Vaskivuori school, educators took a step towards a more sustainable future by participating in the eLab Prototyping Program for Teachers.

This program focused on innovative teaching methodologies with an emphasis on sustainable education, greenhouses, and urban gardens. 

The teachers also engaged in job shadowing and an immersive art class, gaining valuable insights into creative teaching approaches. 

At the Vaskivuori school

school session

A vibrant exchange of knowledge and culture

Students had a remarkable opportunity to collaborate with peers from India, France, Finland, and Portugal, presenting materials from their respective countries.

They actively participated in Art, Dance, Music and hands-on learning sessions, fostering a vibrant exchange of knowledge and culture. To complement their learning experience, an outdoor hiking trip by Kuusijärvi Lake provided a refreshing connection with nature. 

Intersection of arts and community engagement

In Ivalo, Lapland, participants embarked on a unique educational adventure.

The CampFire Social Arts Work initiative provided deep insights into the intersection of arts and community engagement. A visit to a wildlife rescue centre allowed participants to understand conservation efforts up close.

A highlight of the trip was a mesmerizing performance by an indigenous Saami artist and songwriter, Ms. Heli Aikio, composer of Livde, celebrating the rich cultural heritage of the region.

The journey continued with an exhilarating crossing of a frozen river to visit a school that champions sustainable ergonomics—a testament to innovative educational design.

The adventure concluded with a visit to the prestigious Sami Siida Museum, which was recently honored as the European Museum of the Year 2024.  This museum serves as a vital hub for preserving and sharing Saami culture and history.

This extraordinary experience was facilitated by Ms. Andreea Gatman from ActonLearning, providing educators and students with an incredible opportunity for learning, cultural sharing, and exploration of new teaching methodologies.

Such initiatives not only enhance educational practices but also foster global collaboration, sustainability awareness, and intercultural understanding, paving the way for a more informed and connected world.

millet festival 1
millet festival 2
millet festival 3
Mobility of teachers and students from EBS Albufeira in Finland

Mobility of teachers and students from EBS Albufeira in Finland

By Maria Marrachinho, Agrupamento de Escolas de Albufeira

Teachers and Students from EBS Albufeira Participate in Erasmus+ Oddience 2030 Mobility in Finland

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From March 19 to 27, 2025, four teachers and four students from Escola Básica e Secundária de Albufeira in Portugal took part in a mobility program in Finland under the Erasmus+ Oddience 2030 project. During this enriching experience, the group visited Helsinki, Vantaa, and Ivalo, in Lapland, exploring innovative teaching practices and sustainability initiatives.

Teacher and student programme at Vaskivuori School in Vantaa

At Vaskivuori School in Vantaa, the teachers participated in the eLab Prototyping Program for Teachers, organized by ActonLearning, which focused on education for sustainability, with a special emphasis on urban gardens. Additionally, they engaged in job shadowing, observing Finnish teachers in their classrooms, and attended Arts lessons, gaining insights into creative teaching methodologies.

The students, alongside peers from France, Finland, and India, presented materials brought from their home countries, promoting cultural exchange. They also participated in various classes, including Arts, Dance, Music, English, and Mathematics. The program included outdoor activities, such as a walk by Lake Kuusijärvi, offering direct contact with nature.

aea in finland
aea in finland

Trip to Lapland

The journey continued to Ivalo, in Lapland, where the group took part in the CampFire Social Arts Work, a project combining art and socialization in natural environments. The visit included a trip to a wild animal rescue center and a presentation by a Saami indigenous artist and composer, providing an authentic perspective on the local culture.

A particularly memorable moment was crossing a frozen river to visit a sustainable ergonomics school, highlighting the importance of environmental adaptation in education and watch an fantastic aurora borealis at night.

The trip culminated with a visit to the Sámi Museum Siida, recognized as European Museum of the Year 2024, where participants deepened their knowledge of Sámi history and culture.

 

This mobility program provided a unique learning and cultural exchange experience, promoting values of sustainability, creativity, and international cooperation.

aea in finland
aea in finland
aea in finland

Construction de grilles d’évaluation

Construction de grilles d’évaluation

Par Lucile Boncompain, Les Couleurs de l’Education, conseil et formation

Améliorer l’esprit critique des élèves et les rendre plus créatifs

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L’esprit critique et la créativité ont longtemps tenu une place implicite dans l’éducation, comme un effet collatéral indirectement diffusé

Sujettes aux erreurs de jugement plus que les compétences disciplinaires ou techniques, l’esprit critique et la créativité, comme les autres « soft skills », posent la question d’en écrire une progression d’enseignement et d’en évaluer chaque stade.

C’est sans doute l’une des raisons pour lesquelles l’esprit critique et la créativité ont longtemps tenu une place implicite dans l’éducation, comme un effet collatéral indirectement diffusé.

Construire une évaluation progressive de l’esprit critique et de la créativité, c’est d’abord considérer que l’enseignant a activement de l’influence dessus, que ce sont des objets pédagogiques en soi, qui s’élaborent de façon réfléchie et anticipée. Cela est l’inverse de penser que ces compétences seraient la conséquence « espérée », le bonus, qui proviendraient d’une série d’activités et de projets pédagogiques donnés à vivre aux élèves.

Autrement dit, il ne s’agit pas d’élaborer des activités qui, si la chance est là, produira de l’esprit critique ou de la créativité. Il s’agit de préparer des activités dans un contexte propice. Il s’agira de cibler une certaine façon de s’adresser aux élèves, une maïeutique, une posture, des supports, des mises en interactions, des demandes et des modes d’évaluation dont on connaît l’efficacité dans le développement de l’esprit critique et de la créativité : questions ouvertes, mise en confiance, non jugement, apports d’idées et d’exemples…

En construisant les grilles, les partenaires d’Oddience n’ont cessés d’être confrontés à ce changement de paradigme dans la conception de l’enseignement : « Que dire aux élèves pour les faire progresser en matière de créativité ? » surtout pas « soyez créatifs »… Par conséquent, nous avons choisi d’assortir aux grilles d’évaluation une fiche outil de conseils pour la mise en œuvre de chaque situation.

Méthodologie

En s’appuyant sur les travaux de Daniel Kahneman et d’Olivier Sibony sur les biais et erreurs de jugement, nous avons bâti des échelles d’intensité qui décrivent la personne aux différents stades de développement d’un esprit critique et de la créativité. Cette élaboration s’est faite de façon collaborative, avec les partenaires du projet Oddience.

Une première version de grilles a été soumise aux partenaires. Puis, une série de va-et-vient entre le terrain des enseignants et le pilotage du projet a permis leur amélioration par tests successifs.

Le travail d’élaboration continue. D’ores et déjà, les grands axes de conception des grilles ont été adoptées et peuvent être présentées.

Élaboration des grilles

Les grilles s’organisent selon deux axes de progression :

  1. De la connaissance au leadership (Compétence Esprit Critique) Des idées à l’innovation (Compétence Créativité.
  2. De l’individuel, du disciplinaire, de la classe au collectif, transversal, social (Deux compétences)

Chaque grille distingue 3 contextes de développement et d’évaluation de l’esprit critique et de la créativité :

    • La classe
    • L’École
    • A l’extérieur de l’École

    Enfin, chaque grille prévoit 4 intensités de développement et d’évaluation de la compétence.

    Esprit critique

    Niveau 1. Identifier

    Niveau 2. Appliquer

    Niveau 3. Agir

    Niveau 4. Apprendre aux autres

    Créativité

    Niveau 1. Proposer

    Niveau 2. Générer

    Niveau 3. Améliorer

    Niveau 4. Innover

    Noise, 2021, D. Kahneman et O. Sibony, Ed. O. Jacob

    Exploring innovations for a sustainable and smart city

    Exploring innovations for a sustainable and smart city

    By Dr Beena Nayaken, The Universal School Ghatkopar

    Exploring innovations for a sustainable and smart city

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    Creative solutions

    Our school students are taking an exciting step toward shaping the future by exploring innovations that can make our city more sustainable and smarter. As cities face challenges like pollution, traffic congestion, and resource depletion, young minds are actively brainstorming creative solutions to address these issues.

    Optimize city services

    Through research, discussions, and hands-on projects, students are investigating how technology and sustainable practices can improve urban living. Some of their ideas include harnessing renewable energy sources, implementing smart traffic systems, and promoting waste management solutions like recycling and composting.

    They are also exploring ways to integrate green spaces, encourage eco-friendly transportation, and utilize artificial intelligence to optimize city services.

    Field visits to local smart city projects and guest lectures from experts have provided students with real-world insights into urban sustainability. Additionally, they are using digital tools to design models and prototypes that demonstrate their vision for a greener, more efficient city.

    Becoming active participants

    By fostering innovation and critical thinking, our students are not only learning about sustainability but also becoming active participants in building a smarter future. Their passion and creativity are a testament to the power of youth in driving meaningful change for their communities.

    SUSTAINABLE ECONOMIC ADVANCEMENT
    active participants USG