M5_4 Involving local communities in a project

•    Role of wider school community
•    Comparison and reflection

Short description of activity

This module brings together several aspects of project management through the theme of community involvement. It proposes various strategies for enabling a school project to continue even when funding is not available.

The first section (Slides 27-30) is focussed on sustainability and includes an embedded activity on Slide 30. These are questions for a group discussion, led from the front; it is not a group activity as such.

The second part deals with dissemination (Slides 31-32) and makes the link between dissemination and the community both inside and outside the school. Again these slides aim to stimulate whole group discussion. This should lead on to ‘student voice’ and finally a list of examples of community involvement taken from Comenius projects (Slides 33-34).

Finally, acting as a summary, there is a short reflective session which looks at the defining factors for good school partnerships. In terms of methodology the module is based around the core powerpoint with two embedded activities and one handout.

Comparing education systems
The additional handout ‘Comparing education systems’ is included at this point as a group activity.
The structure of the education system may be one of the main barriers (or success factor) in enabling schools to work together in an international project. It works in a small group context and facilitators may choose to add the additional question:
‘Given the differences in your education systems how easy (or difficult) would it be for you to work together on an international project?’

Intercultural scenario
The scenario ‘Involving minority groups from the local community’ and its feedback questions are integrated into the presentation.  A nominated group member reports back to the whole group. (Slides 35 – 36)
Note: All the scenarios used in the course are also described on a handout.

‘One of the partner schools has a few Roma pupils who do not appear to get the opportunity to take part in the project. One of the other schools has many more Roma pupils and integrates them into most school activities including this project. A teacher from the first school makes frequent negative comments about the Roma and this is causing ill feeling in the partnership.’

Main learning outcomes

•   Understand the positive role of the student community and the wider community in supporting and sustaining school partnerships
•   Can adapt case studies of community involvement to their own situation
•   Understand what constitutes a good school partnership and how the outcomes can be disseminated


Presentation (PPT): M5_1_1_Project Management (slides 27-38)
Handout – M5_4_1_Definitions of a great school partnership
Tool: M5_4_2_Comparing education systems
Handout: M5_1_3_Intercultural scenarios


At least 90 minutes to include the education system activity.


Facilitators need to emphasize the connectivity between the topics included in this theme so that the section does not appear to be disjointed.

This project has been funded with support from the European Commission.

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