My job-shadowing journal at Wien, Austria Austrian journal | Page 10

Global Education and European Teaching Strategies
2018-1-ES01-KA101-049441
The EMAS (Eco Management and Audit Scheme) has made a
valuable contribution to the quality assurance of the school as it
facilitates a useful tool to review and correct the work done. The
environment team is in charge of developing appropriate strategies
and measures to achieve their goals and make sure all
environmental activities are designed for their social and gender-
appropriate effects emphasizing democratization and participation.
3. The Social inclusion pillar
Setting up and maintaining peer groups is an integral part of their
educational work in order to ensure the key issues remain in
constant discussion at student level. They blindly believe on the
essential role peers played in the learning process. This is the reason
why there is a compulsory subject in first grade called KOKOKO
(Kommunikation-Kooperation-Konfliktlösung). It is the starting point
to help students develop and acquire the necessary knowledge and
skills to intervene in class and school affairs.
Non-formal learning
Students may get their informal learning credited and it is a GUS
teachers’ board who decides the appropriateness of their extra-
curricular activities. In all the cases, a written report or project work
must be handed in to be credited.
For example; the project (internship) report can be considered pre-
scientific work if it meets the criteria of pre-academic work.
The activity as Eco-Kid or Gender spokesperson is also credited as
practical work, if several years of continuous cooperation (in the
lower grades) are given Extracurricular experience (for example:
summer job, suitable for GUS) can be credited as an internship.
d. Maths lesson in 3 D
Our last activity of day was to attend the Maths, which was devoted
to our presentation. Pupils showed great interest in our culture and
posed quite a lot of questions about our schools and the school
projects.