At world school: educational paths to learn about local and understand global

Nom du partenaire
  • Istituto Comprensivo A.Vassallo di Boves
  • Collège St Gabriel di Thies (Senegal); Valle Roya, Valle Tinée
  • Parco Fluviale Gesso Stura
  • Cooperativa Colibrì
  • ONG LVIA
  • Bassi Vivai, Aziende Orto/Floro/Vivaistiche locali, Parco Naturale del Marguareis e Centro Biodiversità vegetale, Università Studi di Torino, Progetto Diderot
Role:
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
Autre:
  • Planning and implementation of network activities
  • Subject members involved in the North-South exchange/confrontation
  • Project participation, punctual interventions and facilitated relations with France
  • Project participation, and punctual interventions
  • Punctual interventions and facilitated relations with Senegal
  • Punctual interventions
Name of establishment / organisation
Istituto Comprensivo S.Grandis
Contact person
Anna Bagnus
Contact details
01 71 26 62 45
Email
cnic80800d@istruzione.it
Address
Piazza Don R.Viale 9
12011 Borgo San Dalmazzo
Italy
Location of project
http://www.icborgosd.it
Start date and duration of project
01/09/2014 to 30/06/2015
Level
  • Middle school
  • Primary school
Number of pupils, teachers and staff involved
402 students, 59 teachers
Topics
Environment and natural resources, Food, The economy
Subject areas
Geography, History, Languages, Other, Physical education and sport, Science, The arts
Please specify how the project was carried out

Interdisciplinary project based on:
- Class work, with teachers and experts: direct intervention and workshops organised by NGO, Park, cooperatives and specialised organisations; role play activities, international exchange with France and Senegal
- Sustainable educational trips: visits to an educational vegetable garden, beehive, local companies, shops promoting fair trade and support
- After-school activities: evening participation to theme oriented local events and promotion of active citizenship initiative (e.g. fundraising initiatives)

 

Teaching and learning objectives
  1. Learn how to use natural resources in an appropriate and responsible manner, according to international solidarity

  2.  Learn to approach biodiversity under a sustainable and joined development perspective

  3. Adopt an attitude of moderation with regard to the present and future generations

  4. Develop joint empathy towards the Southern hemisphere of the world, resulting in projects of international solidarity and collaboration, from the cultural and scholastic point of view

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

The project was inspired by the EXPO 2015 theme – feed the world, energy for life with the intent to escort the students to analyse the concept of biodiversity, firstly on a local scale and then globally, to encourage them to live a more sustainable life style, in compliance with the existing interconnections between the Northern and Southern hemispheres of the world.

Summary

Starting from local biodiversity, the project encouraged the students to acquire good practices in household culture, the use of natural resources and international solidarity, in the interests of global responsibility. 

STEP 1 – Natural resources: Using them responsibly
Local focus on beekeeping and analyses of connected natural resources:
- Visit to the vegetable garden, educational beehive and local business
- Theme oriented studies in class (organised by cooperative and Park) about bees, honey, farming in the North and South of the world
- Practical activities: growing vegetables and plants

STEP 2 – Educating for biodiversity
In-depth study of biodiversity: 
- Expert intervention in class, on the variety of local traditional cultures
- Insect/biodiversity relationship: external intervention
- Seed/biodiversity relationship: educational trips and workshops (Parco and Centre of Plant Biodiversity)
- Confrontation with the world of research: participation in a public event

STEP 3 – Biodiversity and international solidarity: the approach
Starting from a plan of the organisation promoting more sustainable economic/social models, the project studies the experience of those who deal with “food”:
- NGO experience and international associations: teacher training, interventions and workshops for students
- Fair trade: a visit to a shop

STEP 4 – Biodiversity and international solidarity: direct experience
From awareness to active citizenship: 
- In-depth study in class: The Peters paper, relations between technology and international cooperation
- Role-play activity on trade exchange
- International exchange between France and Senegal
- Fundraising experience, in collaboration with NGO

Did your project have a final outcome ?

- Setting up of a final show of the achieved compositions 
- Final presentation of the project on the institute website
- School newspaper, special edition on REDDSO
- Final composition on awareness, presented at the scholastic competition “Raoul Follereau and the right to food”
- Summary and study video of the experience gained on “sustainable technology”

What communications and dissemination strategy was used for the project ?

Main focus that the project has reserved to communication, both within the school and externally, in the community, via:
- Editorial articles, in the school newspaper as well as the local weekly paper “La Guida”
- Active involvement in the local community by conducting interviews on the theme of “Food consumption”
- Implementation and posting on school website of the awareness video about lifestyle sustainability : video 1, video 2
- All the final productions have been used to communicate and raise collective awareness on the theme covered, diffusing the project.

What outcomes and changes did the project generate ?

- The young have developed their sense of responsibility in the relation between their territory and the world
- The students have developed a collective empathy to the French and Senegalese realities with which they have had contact and resulted in a sense of direct and strong commitment
- A particularly positive impact on the students with more difficulty: the project has made it possible to acquire knowledge
- The scholastic and local community have been informed regarding the themes covered

What difficulties did you encounter when implementing your project ?

- Difficulty in collaboration among teachers, in the organisation of existing works and interdisciplinary among co-workers
- Difficulty in availability regarding school logistics/structure
- Difficulty in adapting activities to strict class hours
- Impossibility to involve all students in the international exchange activity

What factors made it easier to carry out your project ?

- The possibility to lead actions “on and with” the local territory, on the network with many other subject members
- Willingness and open-mindedness of families
- Versatility in the chosen theme, easily integrated in the curriculum
- The possibility to lead after-school activities and commit to international solidarity actions

Which factors are most related to global education ?

- Integration of knowledge and diverse methods within the path
- The enhancement of the interdependencies between local and global phenomena
- The responsibility of the student in their daily reaction, highlighting the consequences of their actions at a local and global perspective
- The leadership quality gained by students, encouraging direct action as citizens
- The importance that the project has given the external dimension of communication, with the intention of influencing the lifestyles of the community

How did you assess the project ?

Final questionnaire to students on skills gained, activities experienced and changes made related to their behaviour

Any comments

Particular centrality and effectiveness is recognised, regarding trips on the territory, practical activities, international exchange and active citizenship initiatives, which have made the students protagonists, both in the path of understanding and regarding their relationship with the territory and the world. The aim is to propose this methodology once again in the future, pursuing and consolidating the activities already started.

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The arts
Science
Physical education and sport
Other
Languages
History
Geography
The economy
Food
Environment and natural resources