Il partenariato Aqueduct è formato da 4 università/istituti per la formazione degli insegnanti e da 5 organizzazioni che operano nell’ambito del patrimonio culturale.
PLATO, Università di Leida ha la responsabilità per la parte teorica relativa all’Acquisizione di Competenze Chiave (KCA).
I tre enti di formazione per insegnanti (Leuven, Graz e Cluj) mirano all’attuazione di una didattica orientata all’acquisizione di competenze messa a confronto con una didattica ‘tradizionale’.
Le due istituzioni culturali (Cracovia e Bologna) promuovono la cultura ed il patrimonio regionale agendo da mediatori tra il patrimonio culturale e la popolazione. In questo progetto hanno messo a disposizione la loro competenza per quanto riguarda le metodologie, le attività, la rete dei contatti, la divulgazione e così via.
Le tre restanti istituzioni culturali del partenariato sono esempi di monumenti del patrimonio culturale (due castelli e un’abbazia) con un forte legame sia con il pubblico sia con le scuole ed hanno messo a disposizione contenuti, contesti e consigli pratici.
Oltre al partenariato sono stati creati nove ‘tandem’, ognuno dei quali costituito da una combinazione di una scuola più un ente culturale con l’intento di avviare progetti pilota che seguissero il metodo Aqueduct nell’acquisizione delle competenze chiave. Esempi di buone pratiche sono stati raccolti da tutti i Paesi del partenariato e da Marocco, Svezia, Portogallo, Irlanda ed Inghilterra.
Ci sono inoltre due partner associati speciali:
- GO, già coordinatore di Hereduct, un progetto Comenius sull’Educazione al Patrimonio Culturale. Tale partner ha fornito un punto di vista sull’educazione al patrimonio, una rete di contatti e un numero di esempi e pratiche di apprendimento.
- ACCR, un network europeo di formazione per operatori culturali. Essi hanno fornito il terreno ideale per la crescita del metodo Aqueduct.
Landcommanderij Alden Biesen (coordinator)
B-3470 Bilzen, Belgium
Contact: Guy Tilkin
Landcommanderij Alden Biesen is a state cultural centre, conference and seminar centre, is part of the Ministry of Culture, Art & Heritage agency, and is based in a historic castle with a European mission. The centre organizes and runs national and international courses, seminars and conferences and in-service training days for teachers and trainers on European issues, self-evaluation, international project management, networking and on European citizenship issues for adults and adult learners. Alden Biesen is also a historic building with a daily scheme and programme for visits of adults and school groups. The Centre has coordinated a number of Socrates and LLP projects and networks. Alden Biesen also runs an international programme on European citizenship and heritage for schools with a focus on culture, heritage and European democratic structures. Alden Biesen also cooperates with the department of Education for the promotion of Comenius and Grundtvig in Flanders.
Katholieke Hogeschool Leuven
The department of Teacher Education (DTE) of the Catholic University College of Leuven with about 1.800 students provides initial teacher training for pre-primary, primary and lower secondary school teachers at Bachelors level (180 ECTS) and a training for Teachers for Children with special needs as a Bachelor post Bachelor degree (60 ECTS ). The department has a large network of primary and secondary schools over Flanders where students do their teaching practice. All curricula are competence based and profession oriented. The fact that the acquisition of key competences is a must in each curriculum guarantees the implementation of the outcomes of the AQUEDUCT project. The DTE also organizes in service training for teachers in the field. This also offers opportunities for the dissemination and implementation of the outcomes of AQUEDUCT.
PLATO Universiteit Leide
2333 AK Leiden
PLATO is a centre for educational research and development both in regular education and in corporate training. It belongs to the Leiden University in the Netherlands and provides in-service teacher training. During a series of years the centre has gained experience and expertise in various fields of education and training. Both research and development of training programmes, training materials and other educational arrangements are included in the realm of projects of the centre. The director of the centre, Jaap Van Lakerveld, is a longstanding and active member of the ATEE (Association of Teacher Education in Europe). For a series of years he was the chairman of the permanent Research and Development Centre on in-service education of teachers of this association and as such has a great potential for dissemination and exploitation of results.
Fundattia Transilvania Trust
Fundaţia Transilvania Trust
The Transylvania Trust is a registered charity. Its principal aim is to conserve and promote Transylvania’s rich and diverse built heritage, to encourage the society to be receptive towards the built environment. The Trust is active in all fields of conservation. The Transylvania Trust`s major projects include: The revitalisation of Bánffy Castle, Bonţida, as an international Built Heritage Conservation Training Centre and Postgraduate Studies on Historic Building Conservation. Transylvania Trust also organises Heritage Days at Banffy castle for children from schools within the region. Transylvania Trust also runs a project to develop the castle as an educational and cultural centre, to provide social inclusion, community development and economic benefit. The project identified specific schools within the region who were invited to help develop a curriculum for the teaching of a variety of subjects utilizing the castle as an outdoor classroom.
Universitatea Babeş-Bolyai Mihai
Contact: Toth Szilard
The Teacher Training Academic Department is part of the Faculty of Psychology and Educational Sciences. The structure of its staff consists of professors from all the five departments of the Faculty.
As a part of the Babeş-Bolyai University, the Teacher Training Academic Department is a structure that has the ability to: – ensure the psychological, pedagogical and methodological training of students and alumni who wish to become teachers; – ensure the teachers’ development by organizing not only activities aimed to increase teachers’ knowledge of their profession but also exams that prove their abilities in this field.
Istituto Beni Artistici Culturali e Naturali Regione Emilia-Romagna
Via Galliera 21
The Istituto per i beni artistici, culturali e naturali (IBACN) of the Region Emilia Romagna was founded in 1974 to support and advise the Regional Government in policy making and to act as an advisory body to local authorities in the field of cultural heritage.
IBACN has worked extensively to develop heritage educational programmes addressed to schools. IBACN designed a programme for schools to be used on site and on-line, aiming at raising awareness of the heritage and stimulating its active protection by young citizens.
The activities of IBACN with regard to museums and the cultural heritage are carried out by the “Museums and Cultural Heritage” Unit and include: research activities and surveys, training of professionals, development of school-educational activities and programmes in museums. IBACN is well experienced in applied research, development of curricula, design and testing of training courses, dissemination through conferences, publications, digital publishing …
>Małopolski Instytut Kultury
Małopolski Instytut Kultur
ul. Karmelicka 27
Contact: Katarzyna Dziganska
MIK’s mission is to create new opportunities for schools and general public to participate in culture through research, development or support of initiatives. Examples of activities are:
Days of Open Heritage: event on strengthening relations between schools and local cultural/heritage centres;
Treasures of Malopolska: teacher training program about teaching – based – on – heritage skills
Dilletante: trainings for primary school theatre instructors on techniques for sustainable in school theatre education.
Plastyk +: a series of workshops preceding a process of heritage classes in schools where a local monument is a stimulus for interdisciplinary curriculum. In Muzeobranie a week of museum set workshops for schools; teachers get provided with class materials. Pupils use the museum experience to get acquainted with specific knowledge and skills.
Minorities of Malopolska: workshops for primary school teachers leading to self managed cultural projects.
CCE St. Jean d’Angely
Centre de Culture Européenne – Abbaye Royale
17400 St. Jean d’Angély
Le Centre de Culture Européenne organise depuis 1989 des rencontres plurinationales de culture et de citoyenneté européennes dédiées aux jeunes scolaires de nos pays. Le CCE a organisé des projets de citoyenneté européenne en présentiel avec 249 lycées de 19 pays de l’Union européenne ainsi qu’avec l’Ukraine, la Russie, la Tunisie et le Maroc. Il est en contact régulier avec 5000 lycées en Europe. Il est partenaire de l’OFAJ depuis 1989. Débats avec des membres du réseau d’experts européens, ateliers interculturels, ateliers de pratique artistiques, modélisation du Parlement européen, leur permettent de prendre conscience de leur appartenance à une communauté de culture. Le Centre organise 05 à 06 sessions par année scolaire à Saint-Jean d’Angély et dans son réseau européen. A ce jour, il existe 08 Centres de Culture Européenne et Euro-Méditérannéenne. Le CCE accueille aussi séminaires, stages de formation permanente, universités d’été à vocation européenne et résidences d’artistes.
Pädagogische Hochschule Steiermark
8010 Graz Austria
The University of Teacher Education Styria was founded in 2008 by fusing initial and in-service teacher training. It provides initial teacher training for primary and lower secondary schools and in-service teacher training for all teachers in Styria.
The university has a network of primary and lower secondary schools in the area of Graz where initial teacher training students (around 400) do their teaching practice. All curricula are modular, competence based and profession oriented. Especially in the area of potential development and inclusion the acquisition of key compentences are a basis from which other teaching efforts start. So the implementation of the outcomes of Aqueduct are within the area of interest of the university. The acquisition of key competences are also of main interest in the department for in-service teacher training and this also offers a good opportunity for dissemination for products of Aqueduct.