Project co-financed under the European Union Erasmus + program. Action ka2, Strategic partnerships,
Vocational education and training sector
No of the project: 2018 - 1 - PL01-KA202- 051120
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INTRODUCTIONThe project was developed by Sweden in cooperation with 5 organizations: Finland, Germany, Iceland, Portugal and Poland. The variety of
schools and partner institutions was the value added of the project due to intercultural and intergenerational dialogue. Each partner brought the
project a unique experience enriching its scope and dimension.
The aim of the project "Entrepreneurs of the future" was to use innovative methods based on Vocational Education and Training focused on
developing educational and personal skills, improving students' results at school, making classes more interactive and appealing to students,
acquiring more knowledge or improving the personal and vocational skills in order to become an active European citizen. The project aimed to
prepare students to consciously undertake professional work or self-employment, improve and develop their professional skills, taking into account
the needs of the European market, using tools available in the area of vocational education. Partner organizations use new tools and competences
created by the staff to carry out activities aimed at a wide audience in order to popularize the idea of education, sustainable development and
vocational training, develop students' skills, using lifelong learning opportunities in the processes of activating local communities.
INTERDISCIPLINARY TEACHING AND LEARNING
In 2015, the general assembly adopted the 2030 agenda for sustainable development that includes 17 sustainable development goals. Building
on the principle of “leaving no one behind”, the new agenda emphasizes a holistic approach to achieving sustainable development for all.
Meaningful learning requires students to integrate ideas from many different perspectives rather than compartmentalise what they learn into
discrete ‘boxes’ of knowledge. As a result, teachers need to be flexible and skilled in accessing and integrating knowledge from different sources
and disciplines.
Solving society’s problems requires inputs from many disciplines or specialisations. Just as a variety of
specialists need to work together to solve problems in the world outside the classroom, disciplines should not
be separated unnecessarily inside the classroom either.
It is possible for teachers to emphasise interdisciplinary teaching and learning in their own classes, e.g.
through the topics and examples they choose. Presented activitied provide an example of how this can be
done. However, it is also important that teachers work in a co-ordinated and co-operative way so that students
are given the opportunity to integrate knowledge across subjects and across the years of schooling. Source: https://www.un.org/development/desa/disabilities/envision2030.html