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Project Actions

CARE project has six main actions (Intellectual Outputs) corresponding to the six main aims of the project

The aims of the CARE project

CARE aims to develop and deliver innovative teacher trainings that will empower teachers in Visual Arts Education within the framework of Education for Sustainable Development, and help them address contemporary educational challenges. The consortium aims for high quality education by responding to the increasingly diverse needs for active citizenship, multiculturalism, respect of diversity, ICT learning, & SD. We seek to:

  1. Identify the competencies that teachers need to effectively address the marginalized aspects of VAE based on action research processes as an approach to teacher education (Ferreira et al 2007). (IO1)
  2. Design a guide for policy makers and other relevant stakeholders, test its application and then design four localized training programs (IO2)
  3. Evaluate local teacher training programs, based on innovative educational practices emerging by the joint objectives of ESD and Visual Arts Education. (IO3)
  4. Extend the training into schools and bridge the gap between theory and practice by supporting the development and implementation of lesson units by the participants. (IO4)
  5. Create a culture of collaboration to promote excellence between participants, through establishing professional communities of learning as a means of professional development. (IO5)
  6. Produce a handbook to support teachers to develop and implement innovative art units in schools within the framework of SD. (IO6)

The actions of the CARE project

Intellectual Output 1: Needs assessment. The partners will report on the state of the art in the relevant area, then assess the perceptions and expectations of relevant stakeholders and of their target population in relation to visual arts education and their national/regional art education curriculum. Thus, the results will include a mapping of the current situation in partner countries, a report on needs assessment and research tools for investigating these issues.

Intellectual Output 2:Curricula for teacher training programs. IO2 includes a framework for developing teacher training programs (a guide for policy makers and other relevant stakeholders), a train-the-trainers activity (which will also test the guide) and the design of four teacher training program.

Intellectual Output 3:Teacher education delivery. The training programs will be implemented (case studies) and tested in order to promote evidence-based reforms to deliver quality in education, competencies transfer and effective training.

Intellectual Output 4:Case studies of visual arts units in schools. To bridge the theory and practice gap and utilize the innovative framework in the school context, the trained teachers will be required and supported to implement visual arts units in schools. IO4 includes the implementation, the monitoring and the reporting of the art units in schools. Children's views and learning achievement will be documented.

Intellectual Output 5:Professional learning communities. Effective educational progress into the educational system depends not only on individual teachers, but also on their collective capacity. The training (as described in IO3 & IO4) will offer opportunities to develop PLCs. Different actions in O3&O4 will give us a better understanding of how to strengthen the teaching profile for long-term changes. IO5 reports the results on the effectiveness of the project to promote the culture of collaboration & to empower teachers to overcome barriers and focus on their pupils' learning.

Intellectual Output 6:Handbook for teachers. The Handbook will offer guidance and support to teachers on how to implement innovative art units based on the synergies of Visual Arts Education and Education for Sustainable Development. It will also include examples of best practices for strengthening the profile of the teacher profession.



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