Between 01.10.2020 and 30.03.2023 we were the coordinating school of a strategic school partnership. Within the project period, learners and teachers from six participating schools from Greece, Italy, Portugal, Turkey and Germany exchanged ideas and worked on different topics and tasks on site.
In recent years, more and more students have communication problems due to socio-cultural differences, have strong negative prejudices against people who are not like them, resort to violence or bullying or become victims of it, have poor academic performance and are reluctant to continue going to school. Lack of personal and social responsibility, lack of security, and lack of empathy are part of the problem.
These problems are not just related to the school and the students and teachers, but are part of a broader social problem that requires the cooperation of all stakeholders, especially the local community and parents, to solve.
Thus, schools, which are an important cell of life in a local community, can promote democratic culture by emphasizing the basic principles of democratic functioning, such as awareness of rights and responsibilities, responsibilities of all members of the school, active participation in decision-making and evaluation procedures, and solidarity through specific learning activities.
- Oberstufenschule des Carl-Schulzentrums von Ossietzky, Bremenhaven, Germany (coordinating school)
- IIS Francesco Orioli, Viterbo, Italy
- Torbali Anadolu Lisesi, Torbali, Turkey
- Torbali Piri Reis Mesleki Ve Teknik Anadolu Lisesi, Torbali, Turkey
- Second Lyceum of Kalamaria, Thessaloniki, Greece
- Escola Básica e Secundária Dr. Ângelo Augusto da Silva, Funchal, Portugal
- Stakeholders take initiatives and assume responsibility in planning and implementing socio-cultural activities at the school.
- Ensure that all stakeholders take an active role in supporting and helping disadvantaged groups within the school.
- Ensure the active involvement of the local community and parents in creating conditions that create a bond between the individual and the school.
- Contributing to the creation of a cultural environment in which all stakeholders acquire skills such as critical thinking, decision making, and problem solving, and in which democratic values prevail.
- The active role of teachers using learning environments and processes that are informed by democratic values.
- Encouraging teamwork and sharing and disseminating best practices.
- Ensuring that differences are seen as factors that contribute to the development and enrichment of the school culture.
- Conduct studies to incorporate democratic principles into curricula.
- To learn, implement and strengthen the rights, freedoms and responsibilities that define a person within the school.
- Ensure the active participation of all school stakeholders in the decision-making and and implementation processes related to school administration.
- Contributing to the creation of a cultural environment in which all stakeholders acquire skills such as critical thinking, acquire decision making and problem solving, where democratic values prevail.
- Raise awareness of the need to involve the school and local community in decision-making and decision-making processes and create a democratic school culture.
- Ensure the development of leadership skills of school administrators within the framework of democratic principles by eliminating centralized structures.
- Identifying and distinguishing the roles and responsibilities of members of a school and ensuring that they perform their duties with dedication.
5 planned LTT sessions
- C1 "Examples of transition to constitutional order and creation of a school constitution"- Greece.
- C2 "Caricature and democracy" - Turkey.
- C3 "Teacher competencies in a democratic school"- Portugal.
- C4 "Rights, duties and responsibilities of those involved in school life"- Italy.
- C5 "Is democratic management of schools possible?" - Germany.