21th Century Approach of the Gutenberg-galaxis


Our institution is an inclusive school so there are a great number of detrimental, disadvantaged, disordered students struggling with learning difficulties. The main task of our institution is to give hand to these people in order to make them competitive on the labour market. In the teaching-coaching processes we would like to reflect the requirements of the 21st century. That is why we are attending more and more national and international activities and projects.

The aim of the projects: According to the European developing plan our goal is to improve the scores achieved on the national competence assessment test. Moreover, to improve the scores accomplished at PISA tests, by not only enhancing the results, but developing our students’ abilities. Teachers should strive for acquiring new European methods and by using them we can increase the performance of our students and we can decrease their arrears. Thus we can catch up with the European standards on the levels of students. One way to do it is if our teachers could attend foreign, international courses. Over the methodological training they get a chance to exchange good practices with foreign teachers – meanwhile improving their English knowledge, they would get an overlook how other European countries carry out their teaching methods. Changing the way of approaching could also lead to better performances.

The possibility to improve our methodology, foreign language knowledge in other environment might precede the chance to prevent “burnout” which appears those physical, mental and depleting emotions caused by students.

The numbers and backgrounds of the participants: The project participants are from our institution. They are teachers, professional teachers and supporters (developer pedagogue, psychologist). Considering the needs of our institution, the following courses will be tendered:

1. The structured Study Visit to Schools / Institutes & Training Seminar

2. English & Culture; Methodology of Culture for Teachers of English

3. Talking to People: Cooperative Methodology for Teaching

4. Innovative skills in ICT through collaborative and project-based teaching and learning

5. Creativity in Teaching and Learning using ICT: The Digital Classroom

6. English for Teachers (A2)

7. A 21st Century Approach for English Teachers

The participants’ intercultural competences will be improved by cognition of different countries’ cultures. The cooperative and collaborative techniques, that would be learnt, help students to improve their different competences efficiently. The new pedagogical approach requires teachers to take part in an institutional innovative process so that is the reason we have chosen ICT based courses. The teacher who will participate in English courses will draw attention to the importance of foreign language knowledge. The life-long learning is a task of a pedagogue because their students will be formed into the 21st century European citizens, if the teacher improves, updates knowledge.

The main steps of the execution process:

Beginning of the winning project: 31.12.2016


Announcement and registration of the project: 5-12.01

Judgement of registrations: 12-19.01

Reconciliation with the partners: Last week of January

Organisation of travelling and accommodation: February

Preparation of the participants: February-March

Transaction of the courses: April-August

Call for the participants’ reports: April-August

Holding of presentations, dissemination of experiences: September-October

Evaluation, closing reports preparation: Round of 2017/2018

Expected results and effects: As all above mentioned courses are in English, the development of the colleagues’ foreign language knowledge is expected. Moreover, the improvement of methodological knowledge is relevant, thereby the increase of the students’ motivation.

Effects on participants

Short-term: Improving their organisation skills, meeting new people, cultures, enriching of their social network.

Mid-term: Transferring new methods to both educational staff and students as well as to professional teachers and external companies’ through presentations.

Long-term: Significant professional improvement, more efficient and enthusiastic work progress (preventing the “burnout”), better performance, building a career, better self-confidence and participation mood in other Erasmus+ tenders, greater commitment to institutional goals.

Effects on the institution

Short-term: Diversified, new methods and variety of new methods will improve our educational efficiency.

Mid-term: Transferring the acquired knowledge will help colleagues to improve professional competence, our students will be able to learn in a more colourful and positive environment, thereby they will be more motivated.

Long-term: The appeal of our secondary school will grow, so its adjudication both locally and regionally will be better. A better collaboration and cooperation will rise between our school and external training places.