RCE Czechia - 2021

Schools for the Future
Basic Information
Title of project : 
Schools for the Future
Submitting RCE: 
RCE Czechia
Contributing organization(s) : 
Society for Creativity in Education

Charles University Environment Centre
Date of submission:
Tuesday, December 14, 2021
Web link: 
https://spkv.education/cz/skolyprobudoucnost
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
EDUCATION POLICY STRATEGY 2030+
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Europe
Country: 
Czech Republic
Location(s): 
Prague
Ecosystem(s):

Target Audience:
Primary, Secondary, Teacher Ed.
Contents
Rationale: 
Czech education is overwhelmingly concerned with facts about the past, presented in knowledge silos through frontal teaching. Opportunities for critical thinking, values reflection, collaboration, multiple ways of knowing, creativity, imagination and empowerment for active citizenship are largely absent. Students are not familiar with the idea that they will create their common future, and that the form the future takes is a matter of choice and intention.
Objectives: 
A) Development of transformational learning, futures thinking, the development of sustainability competencies and agency of pupils.
B) Support for activating teaching methods with an emphasis on creative education, integrated thematic teaching.
C) Development of values reflection, critical thinking, self-awareness, cooperation, and creativity.
Activities and/or practices employed: 
The project embeds processes of participation and collaboration so that pupils have the opportunity to engage in important decisions (eg. selection of an artist/artistic medium, identifying project themes based on a mapping process of pupils’ interest and local sustainability challenges, selection of possible activities, implementation of a public forum). Activities offer place-based learning experiences, connection with real life in the local community, collaboration, responsibility towards the group for fulfilling their tasks, and presentation of the results to the public.
Size of academic audience: 
600
Results: 
The classroom projects will all be presented to the public in May 2022. Action research tools and guidance for teachers investigating competence development will be published in June 2022.
Lessons learned: 
1. We have learned that it is very important to support teachers to explore and reflect on the meaning of education and school before the project begins, to help them connect with the purposes of education beyond imparting and assessing knowledge.
2. Teachers need to trust their pupils and benefit from having the support of their schools while they take the risk of an open ended creative process.
3. Teachers report they get to know their pupils in a new light and teacher-pupil and peer relations improve. Creative learning is inclusive, and encourages wellbeing, a sense of agency, engagement and motivation among even pupils who often find it hard to engage. A more democratic and mutually respectful class environment is developed.

Pictures:

File Name Caption for picture Photo Credit
Image icon palm oil protest.jpg (426.71 KB) School pupils demonstrating about the environmental impact of palm oil production Society for Creativity in Education
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
Theme
Arts 
Direct
Curriculum Development 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Indirect