Etchì (“water” in ewe language in Togo): a valuable asset not just for me

Nom du partenaire
  • Direzione Didattica PP. Lambert di Oulx
  • ONG Eccomi
  • ONG Lvia
  • Masci
  • Comuni di Oulx e Bardonecchia
  • Museo A come Ambiente, SMAT Torino, Ente di gestione delle aree protette delle Alpi Cozie, Legambiente
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Planning and implementation of networking activities
  • Punctual interventions and facilitated relations with Togo
  • Punctual interventions
  • Fundraising
  • Institutional partnerships to organise public events
  • Punctual interventions
Name of establishment / organisation
Istituto Superiore Statale Des Ambrois
Contact person
Chiara Prunotto
Contact details
01 22 83 09 08
Via Martin Luther King 10
10056 Oulx
Location of project
Start date and duration of project
01/09/2014 to 30/06/2015
  • High school
  • Middle school
  • Primary school
Number of pupils, teachers and staff involved
161 élèves, 26 enseignants
Environment and natural resources, Global citizenship, Health, Human rights, Inequality, The economy
Subject areas
Geography, History, Languages, Other, Science, The arts
Please specify how the project was carried out

Interdisciplinary project divided int o:
- Activities managed in class: lessons, workshops, production of texts and compositions
- Educational trips/activities, on the territory, participating with third parties (public and private) active on the theme
- Active citizenship activities at school and on the territory
- Exchange activities/confrontation with other realities in the Northern and Southern hemisphere of the world

Teaching and learning objectives

- Learn about water under its different aspects (historical, scientific, literary, social-economic, anthropological, artistic)
- To acquire and deliver the concept of water as a collective asset for humanity, to be used with respect and awareness, educating cooperation and solidarity

How did the project originate? What needs does it address?

The project was created for the need to educate the young about civil and joint action, enabling them to change attitudes and practice responsible behaviour.  The topic chosen, water, has made it possible to address the issue of sustainable development and human rights, highlighting the relationship between these dimensions, first locally and then globally.


STEP 1 – learn about water under its various aspects
- Lessons in class: the history of water, water under the scientific perspective, the geographical distribution of water on the planet, water and health, water and religion
- Class activities: reading, production of texts, drawings
- Educational trips: environmental museums, water supply centre, water treatment plant, nature walk

STEP 2 – water as a collective asset in the Northern and Southern hemisphere of the world
- In-depth study meetings, exhibitions, thematic conferences organised by NGOs involved, on the water-international solidarity theme
- Exchange relations with Togo: letters, videos, drawings, 

STEP 3 – good practices of active citizenship
- Awareness and communication activities:  implementation of “Water rap”, slogan, a snakes and ladders game, the water march
- Fundraising activities:  creation and sale of jewellery made from scrap material, calendars and the collection of lids
- Activities to protect the local area: cleaning polluted water and territory

Did your project have a final outcome ?

- Realisation of a composition exhibition, displayed during the final party event
- Implementation of the water march, aimed to promote awareness where students, teachers and families marched several kilometres while carrying 3 litres of water on their backs

What communications and dissemination strategy was used for the project ?

All the activities have been reported in three local newspapers, on the school website and specific communication materials.  Different communicative languages and means have been used.  Specifically:
- Flyers, posters and t-shirts produced for the water march
- Awareness slogans related to the conscious use of water, displayed in public areas and shops
- Final show with photo of exhibition of work completed
- Articles written by students and posted on the school blog
- The completion of the 2015 calendar in three languages, displaying drawings created by students


What outcomes and changes did the project generate ?

- The students have improved their knowledge on the themes introduced and have been collaborated directly in the active citizenship initiative
- The students have learned to express the knowledge acquired effectively, using different language forms (slogans, articles, flyers, songs, drawings)
- The local community as a whole has participated in the activities and has been informed about the theme

What difficulties did you encounter when implementing your project ?

- Difficulty in planning interdisciplinary work and also in the presence among teachers

What factors made it easier to carry out your project ?

- The choice of the theme of water:  an issue close to the students’ daily lives.  An issue, also viewed from a parallel perspective, allows to highlight aspects regarding sustainable development and human rights, and encourages direct action by the students themselves
- The collaboration of different subjects on the territory
- NGO participation allowing to communicate direct evidence and realities related to the Southern and Northern hemispheres of the world
- Good logistical provision of the school, and the possibility to promote/participate in the activities on the territory

Which factors are most related to global education ?

- The water theme has been introduced, highlighting the connection between the local and global level
- The project has involved many subjects actively on the local territory-including institutions
- The students have been active protagonists of the project and have promoted, active citizenship initiatives and fundraising, on the territory
- Exchange/confrontation relations have been defined with the southern hemisphere of the world
- The project has explored new forms of communication and language to influence the community positively

How did you assess the project ?

- Multiple-choice questionnaires and tests to assess the knowledge acquired
- After-visit reports
- Preparation of post-workshop observation cards about every student 
- Recording observations in progress, of which one on an evaluation book

Any comments

The project leader institute has acquired a long experience in the Education of Global Citizenship and has built an interaction network with the local stakeholders, which it intends to maintain and expand.  In particular it intends to follow up exchange and collaboration activities with the southern hemisphere of the world (Togo and India).

The arts
The economy
Human rights
Global citizenship
Environment and natural resources