The Project
The journey
Conclusions
NantesLearning from ON BOARD
Capturing learning and achievements from the Educational Innovation Network transfer experience.
The journey
Conclusions
The Project
The ON BOARD Project
The Educational Innovation Network (EIN) is ON BOARD Good Practice, a city project developed by Viladecans (Spain) that fosters innovation in education by promoting cooperation among local stakeholders: public administrations, teachers, students, families, businesses and other members of the community. ON BOARD is an URBACT Programme Transfer Network co-financed by the ERDF to support cities sharing the knowledge and the experience based on Viladecans’ Educational Innovation Network (EIN) so it can be adapted and transferred to other EU cities. ON BOARD has provided the opportunity to cities to exchange and learn from each other’s education initiatives and experiences. .
The Project
The journey
Conclusions
The Educational Educational Network is relevant to our city because it gives us the opportunity to transform some practices we can already have in a more sustainable way of doing through the concrete organization of our Pedt (Projet Educatif De Territoire) on the field."The actions we developed during the On Board journey will clearly be a kind of “compost” to enrich the collaboration between various stakeholeders, thinking “out of the boxes for the benefit of children".
02
Laure Talneau-Mary, Head of Unit “Mission Projet Educatif” Department of Education
The Project
The journey
Conclusions
A learning community of education innovators
The URBACT Local Group (ULG) has been created to boost the process of adapting the Educational Innovation Network in the local context with a 360º education vision: everyone educates all the time and everywhere. It is a group of local agents representing the administration, teachers, families, companies, entities, and other actors with a potential education role in the city.
The journey
Conclusions
The Project
The journey
What difficulties did we encounter?
What was expected?
What have we achieved?
Key Learnings
The journey
Conclusions
The Project
Nantes wanted to balance the economic and social inequalities within the city and between different districts. The cross-cutting and collaborative approach of the EIN facilitates a most suitable mechanism to strengthen the collaboration and relationships of the local stakeholders, in particular the involvement of families, since they play a vital role in the success of their children education.
What was expected?
The journey
Conclusions
The Project
It is not always easy to mobilise stakeholders over time beyond their strict area of expertise and it’s time consuming.
Barriers & Difficulties
What difficulties did we encounter?
Our main assets came from the barriers in organizing such
an EIN at the global city level because of the size of
Nantes. That’s why we decided to do it first in 2 Territories
(North and South).
To make people easy to think “out of the boxes”.
To make a larger number of people ready to join the network’s process based on a sustainable organisation.
The journey
Conclusions
The Project
ON BOARD method of exchange and learning has helped to develop the EIN in Nantes in many ways:
We achieved 50% of what we decided. It’s much more
a question of quality than quantity to be on the way of
a complete EIN process. We were not so successful in the
way of involving companies or introducing digital supports.
What have we achieved?
The 3 concrete actions we developped 'Jardin en
chaussons', 'Body and well-being' and 'On Air' were clearly
built with the same methodology of innovative and
cross-cutting approach.
The local network was strong enough to continue despite
the Covid period, which is good for the future.
Constellation of various stakeholders.
The journey
Conclusions
The Project
Stakeholders involved
- Civil servants from different departments: Clementine Gatineau -Department of Youth, Laure Talneau -Mary and JJ Derrien - Mission Projet Educatif, Romain Pitout -North Territory, Magali Chanson - South Territory Department of Education, Gardening and green yards Deapartment, Lucile Denechaud.
- Elected officials: Ghislaine Rodriguez, Deputy Mayor for Education.
- Teachers and headmasters from involved schools: Patrick Vasse and Nicolas Michel Headmasters of Secondary Schools Stendhal and Sophie Germain; Françoise Gillot-Gravouil and Fabienne Affilé, Headmasters of elementary school and kindergarden Dolto and Bergson.
- Entrepreneurs participating in ULG meetings and projects: Mary Cauchy ADN Ouest and Lucie Bouchet-Martins Agissons, l'Emploi Ngo's of enterpreneurs.
The journey
Conclusions
The Project
Stakeholders involved
- Parents participating in ULG meetings or in school projects: Ranaud Chavy from Henri Bergson and Sophie Germain schools (South Territory).
- Researchers from knowledge institutions: Collin de la Higuera, Researcher from Nantes University and Bastien Masse 'Class Code' Manager (UNESCO Network hosted by University)
- Students from the local / district schools
- Members of leisure, culture, sports... organisations: Nathalie Jusseaume -Vlipp video ngo, Charlotte Légaut -Aelea Linea, Alice Albert Art School, Cecile Moisdon and Maddy Audebeau -Sequoïa Scientific Center, Arnaud Rebours -On Air Ngo for Quality of Air, Accoord ngo for leisure, 'LLO' after school time ngo.
The journey
Conclusions
The Project
Civil servants
'The context of the project played a role in facilitating group dynamics around a triptych of "network / practice / innovation' Laure Talneau Mary, Head of Unit “Mission Projet Educatif” Department of Education City of Nantes
'The work we did during the ON BOARD project has confirmed
to us that projects are often successful because we change
our habits' Jean-Jacques Derrien, Local and Project Coordinator
'I was impressed in Tallinn by the high level of development of
digital innovation especially when visiting the MEKTORI Center' Cecile Moisdon,Head of Sequoïa Scientific Municipal Center
Key Learnings
The journey
Conclusions
The Project
Researchers
Key Learnings
'After finishing our transfer journey, we could notice at our local level the importance of organizing the way of sharing ideas about main themes we want to focus on, in order to plan concrete actions' Bastien Masse, Class Code Project Manager at University
'In Albergaria- a-Velha, I have seen key-ideas about how to do
for making education not an only teacher/pupil relationship but
also a place where you can find various stakeholders such
as companies, university, local authorities, extra-school time
organizations' Colin de la Higuera, Professor at University of Nantes
The journey
Conclusions
The Project
Headmasters of schools
Key Learnings
'EIN is a very motivating process, but it can be time consuming. It gives the opportunity to decompartmentalize in a context of inter-professionalism' Patrick Vasse, Head of Secondary School Stendhal
'In Halmstad outdoor spaces are not closed. Schools are
structured and designed to serve learning, pedagogy,
training and education in a partnership process' Françoise Gillot-Gravouil, Headmaster of Dolto Elementary School
'My interest to be involved in this project is to have the
opportunity to meet people we know they exist but we don’t
have the opportunity to meet together and then to be
innovative putting efforts in common' Fabienne Affilé, Head of Kindergarten Henri Bergson
'A network needs trust and a certain shared representation of the common work that brings them together' Jean-Marc Launay, Deputy Head master of Secondary School Stendhal
The journey
Conclusions
The Project
Entrepreneurs
Key Learnings
'I was interested in Albergaria by the large and various types of
initiatives for developping creativity among very young people.
I met somebody doing the same job as mine encouraging these
young people, closely with companies, to discover the interest
and the opportunities they could have with digital jobs' Mary Cauchy, ADN (Local NGO of Digital Entrepreneurs)
The journey
Conclusions
The Project
Factors that enabled the transfer of the Good Practice
Necessity to organize the work at the local level in a
networwing sustainable way to give to all members a frame
adapted to concrete realities.It’s mainly because people are
very often not used to developp projects in a transversal
approach and they all have specific situation to manage with.
To organize this work needs at least one permanent job per
network.
The journey
Conclusions
The Project
Factors that enabled the transfer of the Good Practice
There is the need to organize piloting at several levels. It is
sometimes necessary to know how to reduce the scale of
intervention. The goals must be clear and shared. The most
important point is the way of doing which means an open
mind but the innovative approach. The goal must be ambitious
but the way is a continuing process step by step including
regularly new members.
The journey
Conclusions
The Project
Factors that enabled the transfer of the Good Practice
Our approach has made it possible to share professional cultures. The actions were developed by mixing formal and non-formal education.
The implementation of innovative projects supposes knowing how
to convince more than only the convinced people knowing that
his implementation is particularly boosted when time is limited.
The journey
Conclusions
The Project
Factors that enabled the transfer of the Good Practice
To develop a know-how “methodology” based on a 3 ways approach "network / practice / innovation"
The journey
Conclusions
The Project
Collective learnings
It is clear that collaborative methods provide efficiency after having described a clear command.
The non-teaching stakeholders have a complementary role to facilitate a stronger development of actions.
To make other people ready to join the network’s process based on a sustainable organisation.
Conclusions
The journey
The Project
What have been the transfer results? What has been a success? What would you recommend? What would you do different?
Conclusions
The journey
The Project
What have been the transfer results?
The importance of giving the opportunity to facilitate
innovative initiatives with a real part of autonomy and
a flexible organization: there is a need to imagine friendly
meetings, not too formal organization and a easy place to
think out of the classical hierarchical format of each partner.
New ways of doing involving professionals coming from scientific area, specialized ngos, Technicians of green yards and artist.
To give facilities to teachers for a ‘cross-cutting” approach with unusual stakeholders
To participate together to a new kind of pedagogical approach
making children highly visible. The general frame is given by teachers
together with other adults involved, but the voice of children is the
starting point of the work.
Conclusions
The journey
The Project
What has been a success?
The personal involvement of ULG members which means that the formal aspect is essential but also that the human dimension is clearly part of the game.
Our approach has made it possible to share professional cultures. The actions were developed by mixing formal and non-formal education
To have made the children’s work more attractive to them starting from their own feeling.
Conclusions
The journey
The Project
What would you recommend?
Be clear about their own goal and to make people free for initiatives. Not to wait for a too formal organization to start.
Collaborative methods provide efficiency after having described a clear command. We do better together than alone but only if rules are clear and the way of sharing ideas confortable for everybody.
Develop concrete and lively approaches and to make betteruse of existing media.
Conclusions
The journey
The Project
What would you do different?
A larger scope of actions including outside schools despite
administrative and mental barriers. Moreover we noticed
how difficult it is to involve people outside the original
local group and also to include digital tools to
communicate and disseminate.
Special initiatives to involve companies and particularly
digital ones. Our focus was on children between 3 to 16
years old but our main audience was the elementary and
the low secondary school. This is not the most usual public the companies work with. Maybe it would have been
better to have a dedicated target toward pupils between
14 and 16.
Better ways to find the best answer to reach a larger target audience.
Conclusions
The journey
The Project
The future
The EIN in 2030
'The actions we developed will be a kind of “compost” to enrich the
collaboration between stakeholeders in the updating process of our
local Plan (PEDT) particularly about the following topics:
→ reduction of inequalities
→ health and well-being of children
→ skills for XXI’s century'
Jean-Jacques Derrien, Local and Project Coordinator
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Transcript
The Project
The journey
Conclusions
NantesLearning from ON BOARD
Capturing learning and achievements from the Educational Innovation Network transfer experience.
The journey
Conclusions
The Project
The ON BOARD Project
The Educational Innovation Network (EIN) is ON BOARD Good Practice, a city project developed by Viladecans (Spain) that fosters innovation in education by promoting cooperation among local stakeholders: public administrations, teachers, students, families, businesses and other members of the community. ON BOARD is an URBACT Programme Transfer Network co-financed by the ERDF to support cities sharing the knowledge and the experience based on Viladecans’ Educational Innovation Network (EIN) so it can be adapted and transferred to other EU cities. ON BOARD has provided the opportunity to cities to exchange and learn from each other’s education initiatives and experiences. .
The Project
The journey
Conclusions
The Educational Educational Network is relevant to our city because it gives us the opportunity to transform some practices we can already have in a more sustainable way of doing through the concrete organization of our Pedt (Projet Educatif De Territoire) on the field."The actions we developed during the On Board journey will clearly be a kind of “compost” to enrich the collaboration between various stakeholeders, thinking “out of the boxes for the benefit of children".
02
Laure Talneau-Mary, Head of Unit “Mission Projet Educatif” Department of Education
The Project
The journey
Conclusions
A learning community of education innovators
The URBACT Local Group (ULG) has been created to boost the process of adapting the Educational Innovation Network in the local context with a 360º education vision: everyone educates all the time and everywhere. It is a group of local agents representing the administration, teachers, families, companies, entities, and other actors with a potential education role in the city.
The journey
Conclusions
The Project
The journey
What difficulties did we encounter?
What was expected?
What have we achieved?
Key Learnings
The journey
Conclusions
The Project
Nantes wanted to balance the economic and social inequalities within the city and between different districts. The cross-cutting and collaborative approach of the EIN facilitates a most suitable mechanism to strengthen the collaboration and relationships of the local stakeholders, in particular the involvement of families, since they play a vital role in the success of their children education.
What was expected?
The journey
Conclusions
The Project
It is not always easy to mobilise stakeholders over time beyond their strict area of expertise and it’s time consuming.
Barriers & Difficulties
What difficulties did we encounter?
Our main assets came from the barriers in organizing such an EIN at the global city level because of the size of Nantes. That’s why we decided to do it first in 2 Territories (North and South).
To make people easy to think “out of the boxes”.
To make a larger number of people ready to join the network’s process based on a sustainable organisation.
The journey
Conclusions
The Project
ON BOARD method of exchange and learning has helped to develop the EIN in Nantes in many ways:
We achieved 50% of what we decided. It’s much more a question of quality than quantity to be on the way of a complete EIN process. We were not so successful in the way of involving companies or introducing digital supports.
What have we achieved?
The 3 concrete actions we developped 'Jardin en chaussons', 'Body and well-being' and 'On Air' were clearly built with the same methodology of innovative and cross-cutting approach.
The local network was strong enough to continue despite the Covid period, which is good for the future.
Constellation of various stakeholders.
The journey
Conclusions
The Project
Stakeholders involved
The journey
Conclusions
The Project
Stakeholders involved
The journey
Conclusions
The Project
Civil servants
'The context of the project played a role in facilitating group dynamics around a triptych of "network / practice / innovation' Laure Talneau Mary, Head of Unit “Mission Projet Educatif” Department of Education City of Nantes
'The work we did during the ON BOARD project has confirmed to us that projects are often successful because we change our habits' Jean-Jacques Derrien, Local and Project Coordinator
'I was impressed in Tallinn by the high level of development of digital innovation especially when visiting the MEKTORI Center' Cecile Moisdon,Head of Sequoïa Scientific Municipal Center
Key Learnings
The journey
Conclusions
The Project
Researchers
Key Learnings
'After finishing our transfer journey, we could notice at our local level the importance of organizing the way of sharing ideas about main themes we want to focus on, in order to plan concrete actions' Bastien Masse, Class Code Project Manager at University
'In Albergaria- a-Velha, I have seen key-ideas about how to do for making education not an only teacher/pupil relationship but also a place where you can find various stakeholders such as companies, university, local authorities, extra-school time organizations' Colin de la Higuera, Professor at University of Nantes
The journey
Conclusions
The Project
Headmasters of schools
Key Learnings
'EIN is a very motivating process, but it can be time consuming. It gives the opportunity to decompartmentalize in a context of inter-professionalism' Patrick Vasse, Head of Secondary School Stendhal
'In Halmstad outdoor spaces are not closed. Schools are structured and designed to serve learning, pedagogy, training and education in a partnership process' Françoise Gillot-Gravouil, Headmaster of Dolto Elementary School
'My interest to be involved in this project is to have the opportunity to meet people we know they exist but we don’t have the opportunity to meet together and then to be innovative putting efforts in common' Fabienne Affilé, Head of Kindergarten Henri Bergson
'A network needs trust and a certain shared representation of the common work that brings them together' Jean-Marc Launay, Deputy Head master of Secondary School Stendhal
The journey
Conclusions
The Project
Entrepreneurs
Key Learnings
'I was interested in Albergaria by the large and various types of initiatives for developping creativity among very young people. I met somebody doing the same job as mine encouraging these young people, closely with companies, to discover the interest and the opportunities they could have with digital jobs' Mary Cauchy, ADN (Local NGO of Digital Entrepreneurs)
The journey
Conclusions
The Project
Factors that enabled the transfer of the Good Practice
Necessity to organize the work at the local level in a networwing sustainable way to give to all members a frame adapted to concrete realities.It’s mainly because people are very often not used to developp projects in a transversal approach and they all have specific situation to manage with. To organize this work needs at least one permanent job per network.
The journey
Conclusions
The Project
Factors that enabled the transfer of the Good Practice
There is the need to organize piloting at several levels. It is sometimes necessary to know how to reduce the scale of intervention. The goals must be clear and shared. The most important point is the way of doing which means an open mind but the innovative approach. The goal must be ambitious but the way is a continuing process step by step including regularly new members.
The journey
Conclusions
The Project
Factors that enabled the transfer of the Good Practice
Our approach has made it possible to share professional cultures. The actions were developed by mixing formal and non-formal education.
The implementation of innovative projects supposes knowing how to convince more than only the convinced people knowing that his implementation is particularly boosted when time is limited.
The journey
Conclusions
The Project
Factors that enabled the transfer of the Good Practice
To develop a know-how “methodology” based on a 3 ways approach "network / practice / innovation"
The journey
Conclusions
The Project
Collective learnings
It is clear that collaborative methods provide efficiency after having described a clear command.
The non-teaching stakeholders have a complementary role to facilitate a stronger development of actions.
To make other people ready to join the network’s process based on a sustainable organisation.
Conclusions
The journey
The Project
What have been the transfer results? What has been a success? What would you recommend? What would you do different?
Conclusions
The journey
The Project
What have been the transfer results?
The importance of giving the opportunity to facilitate innovative initiatives with a real part of autonomy and a flexible organization: there is a need to imagine friendly meetings, not too formal organization and a easy place to think out of the classical hierarchical format of each partner.
New ways of doing involving professionals coming from scientific area, specialized ngos, Technicians of green yards and artist.
To give facilities to teachers for a ‘cross-cutting” approach with unusual stakeholders
To participate together to a new kind of pedagogical approach making children highly visible. The general frame is given by teachers together with other adults involved, but the voice of children is the starting point of the work.
Conclusions
The journey
The Project
What has been a success?
The personal involvement of ULG members which means that the formal aspect is essential but also that the human dimension is clearly part of the game.
Our approach has made it possible to share professional cultures. The actions were developed by mixing formal and non-formal education
To have made the children’s work more attractive to them starting from their own feeling.
Conclusions
The journey
The Project
What would you recommend?
Be clear about their own goal and to make people free for initiatives. Not to wait for a too formal organization to start.
Collaborative methods provide efficiency after having described a clear command. We do better together than alone but only if rules are clear and the way of sharing ideas confortable for everybody.
Develop concrete and lively approaches and to make betteruse of existing media.
Conclusions
The journey
The Project
What would you do different?
A larger scope of actions including outside schools despite administrative and mental barriers. Moreover we noticed how difficult it is to involve people outside the original local group and also to include digital tools to communicate and disseminate.
Special initiatives to involve companies and particularly digital ones. Our focus was on children between 3 to 16 years old but our main audience was the elementary and the low secondary school. This is not the most usual public the companies work with. Maybe it would have been better to have a dedicated target toward pupils between 14 and 16.
Better ways to find the best answer to reach a larger target audience.
Conclusions
The journey
The Project
The future
The EIN in 2030
'The actions we developed will be a kind of “compost” to enrich the collaboration between stakeholeders in the updating process of our local Plan (PEDT) particularly about the following topics: → reduction of inequalities → health and well-being of children → skills for XXI’s century'
Jean-Jacques Derrien, Local and Project Coordinator