Regaining a sense of belonging
PRUEPA
Program for Recovery and Educational Use of Abandoned Villages
The PRUEPA program pursues the participation of schools in the sustainable recovery of uninhabited villages, forcibly abandoned in the 50's, during the Spanish dictatorship, and located in areas of special preference, what is known as "España vaciada" (emptied Spain).
While restoring the feeling of belonging and developing environmental and inclusive awareness, the students assume the importance of historical remembrance to strengthen our democratic systems and build a better future.
While restoring the feeling of belonging and developing environmental and inclusive awareness, the students assume the importance of historical remembrance to strengthen our democratic systems and build a better future.
EU Member State, Western Balkans or Ukraine
Spain
National
Yes
Spain- Castilla-La Mancha, Spain- Extremadura
No
Mainly rural
It refers to a physical transformation of the built environment (hard investment)
Yes
2023-09-01
No
No
No
As a representative of an organisation, in partnership with other organisations
PRUEPA was created in 1984 for the recovery and educational use of abandoned villages, depopulated as a result either of the construction of reservoirs or of large-scale reforestation, or as a result of emigration due to lack of work or the drying up of springs.
The target group are secondary and upper secondary students, who will work during a week on the reconstruction of the villages while living the traditional way of live. They can participate within a school group or individually (in summertime), after a selection process carried out by the Ministry of Education.
The program has evolved from its beginnings as work camps to its current form, with two specific objectives: on the one hand, to provide students with the understanding of the value of heritage and the richness of traditional ways of life, precursors in some way of the circular economy; on the other hand, to rehabilitate abandoned villages through sustainable resources and traditional methods. During their stay, students work in different areas: environmental education for sustainability, health, tolerance and coexistence, recovery of the cultural and physical environment, with special emphasis on contact with nature and traditional ways of life. Furthermore, the cooperative work of young people reinforces their awareness of participation, since they feel they are agents of these changes, and interdisciplinarity is promoted, since different skills are involved in their activities, from science, technology and innovation to history, culture, crafts and arts.
The results obtained so far in relation to the selected category (Regaining a sense of belonging) are observed in the participant students (more than 130,000 since 1984), which have connected with local historical heritage and traditions through inter-generational exchanges with locals, and in the evolution of villages located in disadvantaged territories, rebuilt from the perspective of sustainability.
The target group are secondary and upper secondary students, who will work during a week on the reconstruction of the villages while living the traditional way of live. They can participate within a school group or individually (in summertime), after a selection process carried out by the Ministry of Education.
The program has evolved from its beginnings as work camps to its current form, with two specific objectives: on the one hand, to provide students with the understanding of the value of heritage and the richness of traditional ways of life, precursors in some way of the circular economy; on the other hand, to rehabilitate abandoned villages through sustainable resources and traditional methods. During their stay, students work in different areas: environmental education for sustainability, health, tolerance and coexistence, recovery of the cultural and physical environment, with special emphasis on contact with nature and traditional ways of life. Furthermore, the cooperative work of young people reinforces their awareness of participation, since they feel they are agents of these changes, and interdisciplinarity is promoted, since different skills are involved in their activities, from science, technology and innovation to history, culture, crafts and arts.
The results obtained so far in relation to the selected category (Regaining a sense of belonging) are observed in the participant students (more than 130,000 since 1984), which have connected with local historical heritage and traditions through inter-generational exchanges with locals, and in the evolution of villages located in disadvantaged territories, rebuilt from the perspective of sustainability.
Belonging
Education
Sustainability
Inclusion
Participation
One of the main objectives is the regeneration of the villages through sustainable resources and traditional methods. For this reason, during the stay of the student groups in the villages, renovation tasks are carried out while learning about the characteristics of sustainability in rehabilitation procedures, both in residential buildings and other constructions and urban spaces (streets, squares, common spaces). On the ground, the renovation processes in the villages are carried out so that the techniques and materials used are respectful of the environment, appropriate to the context and adapted to their conditions.
In addition, efforts are made to save resources by using materials with low environmental and social impact, or recycled materials, in response to the principles of circular economy. For example, using local stone, recycled wood and wood from the nearest forest mass. In this way, the anthropic action in the process is minimized, respecting as much as possible the cultural landscape of the moment in which the forced "rural exodus" occurred during the Spanish dictatorship.
Regarding energy consumption, bioconstruction strategies have been put into practice, as well as the use of renewable energy and energy efficiency: since there is no electricity in the villages, solar panels have been installed to produce electricity and a water treatment plant has been created to use the water from the reservoirs.
In short, it is intended that the renovated homes in the villages are efficient and respectful of the environment, but at the same time guaranteeing the economic profitability of the project.
PRUEPA can be a good example of how to revive abandoned or deteriorated places thanks to the use of sustainable techniques and materials, respect for the principles of the circular economy and the implementation of renewable energies, and at the same time raising awareness among young people about the importance of the environmental impact of human actions.
In addition, efforts are made to save resources by using materials with low environmental and social impact, or recycled materials, in response to the principles of circular economy. For example, using local stone, recycled wood and wood from the nearest forest mass. In this way, the anthropic action in the process is minimized, respecting as much as possible the cultural landscape of the moment in which the forced "rural exodus" occurred during the Spanish dictatorship.
Regarding energy consumption, bioconstruction strategies have been put into practice, as well as the use of renewable energy and energy efficiency: since there is no electricity in the villages, solar panels have been installed to produce electricity and a water treatment plant has been created to use the water from the reservoirs.
In short, it is intended that the renovated homes in the villages are efficient and respectful of the environment, but at the same time guaranteeing the economic profitability of the project.
PRUEPA can be a good example of how to revive abandoned or deteriorated places thanks to the use of sustainable techniques and materials, respect for the principles of the circular economy and the implementation of renewable energies, and at the same time raising awareness among young people about the importance of the environmental impact of human actions.
The aesthetic principle that governs the recovery process of the villages is fidelity to the original appearance, specific to each context, for which it is necessary to maintain the construction techniques that were originally used as the basis of the action.
For example, in the case of two of the villages, Búbal and Umbralejo, the roofs of the houses are made with slate (in fact, it explains the name "black architecture" in Guadalajara), while in Granadilla they are made with local tiles. The same happens with the interior pavements of the buildings and the pavements of the streets of the village: in each case local materials are being used, most of them reused from other constructions.
Other actions aimed at recovering the original aesthetics have been the elimination of foreign elements added to the facades or roofs, the recovery of eaves or cornices that had been removed at some point, the restitution of ornaments and moldings, the elimination of false ceilings or the replacement of the original structure of openings in the facades.
The elaboration of minor elements of the interior design is being carried out following local traditions, so that it is in accordance with the way of life of each area. To this end, many items for domestic use are made with traditional procedures, such as looms for making fabrics or pottery wheels for making plates, trays, etc. With this perspective, the young participants experience first-hand the creative experience linked to local traditions and value the daily work of the inhabitants of rural environments from a few decades ago.
PRUEPA It is a good example of how to recover the original aesthetic, identifying the cultural elements, articulating them in the landscape as a whole and unraveling the historical processes and socioeconomic activities that have influenced its configuration. In this way, fossilization of the landscape is avoided, guaranteeing the survival of its values and character.
For example, in the case of two of the villages, Búbal and Umbralejo, the roofs of the houses are made with slate (in fact, it explains the name "black architecture" in Guadalajara), while in Granadilla they are made with local tiles. The same happens with the interior pavements of the buildings and the pavements of the streets of the village: in each case local materials are being used, most of them reused from other constructions.
Other actions aimed at recovering the original aesthetics have been the elimination of foreign elements added to the facades or roofs, the recovery of eaves or cornices that had been removed at some point, the restitution of ornaments and moldings, the elimination of false ceilings or the replacement of the original structure of openings in the facades.
The elaboration of minor elements of the interior design is being carried out following local traditions, so that it is in accordance with the way of life of each area. To this end, many items for domestic use are made with traditional procedures, such as looms for making fabrics or pottery wheels for making plates, trays, etc. With this perspective, the young participants experience first-hand the creative experience linked to local traditions and value the daily work of the inhabitants of rural environments from a few decades ago.
PRUEPA It is a good example of how to recover the original aesthetic, identifying the cultural elements, articulating them in the landscape as a whole and unraveling the historical processes and socioeconomic activities that have influenced its configuration. In this way, fossilization of the landscape is avoided, guaranteeing the survival of its values and character.
Given the dual nature of PRUEPA, the program must combine its educational objectives with the recovery of spaces, so that the inclusive component becomes essential throughout the development of the program.
On the one hand, from the perspective of accessibility, efforts have been made to ensure that the physical renovation of spaces eliminates, as far as possible, architectural barriers that may prevent access to people with some type of disability. The installation of ramps and the expansion of access to bathrooms are some of the examples of accessibility.
Furthermore, the program aims to facilitate access to these activities for students who are in a disadvantaged situation, students with few opportunities for reasons of various kinds: physical or intellectual, socioeconomic, cultural, etc. This objective is met thanks to the specific assessment of the selection criteria for participants in the program designed by the schools. The inclusive component is relevant in the case of students from Spanish schools from abroad; in fact, participation of students from Morocco is very common due to the proximity. Coexistence with students from other schools promotes diversity and tolerance among young people.
The distribution of tasks throughout the development of activities is also carried out in an inclusive manner, trying to break down the stereotypes that traditionally led to a distribution of tasks based on the sex and status of each person. In this program, the activities are rotating, so that all young people can have experiences and develop varied knowledge.
Furthermore, cooperation with former inhabitants contributes to inter-generational cohesion.
In this sense, the example of PRUEPA is an excellent example of how to design inclusive spaces where each person, regardless of their condition, can actively participate and develop their skills without any type of barrier.
On the one hand, from the perspective of accessibility, efforts have been made to ensure that the physical renovation of spaces eliminates, as far as possible, architectural barriers that may prevent access to people with some type of disability. The installation of ramps and the expansion of access to bathrooms are some of the examples of accessibility.
Furthermore, the program aims to facilitate access to these activities for students who are in a disadvantaged situation, students with few opportunities for reasons of various kinds: physical or intellectual, socioeconomic, cultural, etc. This objective is met thanks to the specific assessment of the selection criteria for participants in the program designed by the schools. The inclusive component is relevant in the case of students from Spanish schools from abroad; in fact, participation of students from Morocco is very common due to the proximity. Coexistence with students from other schools promotes diversity and tolerance among young people.
The distribution of tasks throughout the development of activities is also carried out in an inclusive manner, trying to break down the stereotypes that traditionally led to a distribution of tasks based on the sex and status of each person. In this program, the activities are rotating, so that all young people can have experiences and develop varied knowledge.
Furthermore, cooperation with former inhabitants contributes to inter-generational cohesion.
In this sense, the example of PRUEPA is an excellent example of how to design inclusive spaces where each person, regardless of their condition, can actively participate and develop their skills without any type of barrier.
The direct participants in the project are, on the one hand, the students and teachers of the selected schools and, on the other hand, service providers and the former inhabitants of the towns, or their descendants.
The participation of the schools is made after an annual call by the Ministry of Education for secondary and upper secondary education schools. The best educational projects, which must be linked to the general objectives of the program and the specific objectives of each call, receive a scholarship in kind, consisting of a week in one of the three towns. Occasionally, during the summer period, scholarships are announced for individual students. Their participation consists of cooperating in the rehabilitation tasks of the villages, both of buildings and other urban spaces, and in carrying out environmental conservation tasks, such as raising livestock, cleaning the forest or harvesting crops. The impact of their participation is summarized in the development of a sustainable awareness regarding the conservation of spaces, valorization of traditional tasks, the importance of inclusive environments and the awareness of the balance between progress and conservation.
The civil society participating in the project includes the group of service providers, who see the program as an opportunity to raise their environmental awareness. For example, sustainable food production, the use of recyclable packaging and renewable energy sources, or the reduction of their carbon footprint in their daily travel and activities.
The impact on the former inhabitants of the villages, or their descendants, is linked to the sense of belonging, to seeing how their environment recovers the disappeared life, becoming populated with new generations moved by curiosity and interest in traditions. In some cases they participate in the activities, showing how traditional tasks were carried out. In this way, their role as agents of the recovery of their spaces is valued.
The participation of the schools is made after an annual call by the Ministry of Education for secondary and upper secondary education schools. The best educational projects, which must be linked to the general objectives of the program and the specific objectives of each call, receive a scholarship in kind, consisting of a week in one of the three towns. Occasionally, during the summer period, scholarships are announced for individual students. Their participation consists of cooperating in the rehabilitation tasks of the villages, both of buildings and other urban spaces, and in carrying out environmental conservation tasks, such as raising livestock, cleaning the forest or harvesting crops. The impact of their participation is summarized in the development of a sustainable awareness regarding the conservation of spaces, valorization of traditional tasks, the importance of inclusive environments and the awareness of the balance between progress and conservation.
The civil society participating in the project includes the group of service providers, who see the program as an opportunity to raise their environmental awareness. For example, sustainable food production, the use of recyclable packaging and renewable energy sources, or the reduction of their carbon footprint in their daily travel and activities.
The impact on the former inhabitants of the villages, or their descendants, is linked to the sense of belonging, to seeing how their environment recovers the disappeared life, becoming populated with new generations moved by curiosity and interest in traditions. In some cases they participate in the activities, showing how traditional tasks were carried out. In this way, their role as agents of the recovery of their spaces is valued.
Schools, teachers and students are the basis of the action. The schools must present an educational project to develop before, during and after the stay in the village. Schools are selected based on quality and adaptation to the program's objectives. The presence of students from Spanish schools in other countries or students from Spanish foreign educational action (in the summer period) provides an international component to the activities.
The former inhabitants and descendants occasionally visit the village and provide the necessary memory for the design of traditional activities.
Local coordinators and facilitators are responsible for the organization, execution and supervision of the activities during the students' stay in the villages, always with the collaboration of the groups' accompanying teachers.
The role of service providers is also relevant: on the one hand, their necessary contribution given the remoteness and isolation of these places; on the other hand, the economic impact is very positive in this sector during the period of carrying out the activities.
Regional educational administrations are responsible for teaching staff and supervision of the tasks of coordinators and facilitators.
At the national level, the cooperation between the 3 ministries involved in the program responds to a specific distribution of tasks: the Ministry of Education is responsible for the budget of the stay of the groups of students and teachers, the design of the annual call, the selection process of schools and participants, the assignment of weeks and villages, and the monitoring of activities. The Ministry for the Ecological Transition and Demographic Challenge is responsible for maintaining and optimizing the material resources of the villages and for disseminating the program. The function of the Ministry of Transport, Mobility and Urban Agenda consists of collaborating technically and financially in the rehabilitation of buildings .
The former inhabitants and descendants occasionally visit the village and provide the necessary memory for the design of traditional activities.
Local coordinators and facilitators are responsible for the organization, execution and supervision of the activities during the students' stay in the villages, always with the collaboration of the groups' accompanying teachers.
The role of service providers is also relevant: on the one hand, their necessary contribution given the remoteness and isolation of these places; on the other hand, the economic impact is very positive in this sector during the period of carrying out the activities.
Regional educational administrations are responsible for teaching staff and supervision of the tasks of coordinators and facilitators.
At the national level, the cooperation between the 3 ministries involved in the program responds to a specific distribution of tasks: the Ministry of Education is responsible for the budget of the stay of the groups of students and teachers, the design of the annual call, the selection process of schools and participants, the assignment of weeks and villages, and the monitoring of activities. The Ministry for the Ecological Transition and Demographic Challenge is responsible for maintaining and optimizing the material resources of the villages and for disseminating the program. The function of the Ministry of Transport, Mobility and Urban Agenda consists of collaborating technically and financially in the rehabilitation of buildings .
One of the fundamental axes of PRUEPA is its interdisciplinary nature, since it is aimed at secondary and upper secondary students. Therefore, practically all fields of knowledge come into play: history (with a special emphasis on the “culture of remembrance”), arts, geography, environmental sciences, biology, technology and mathematics. In this sense, teachers, coordinators and facilitators collaborate to design activities from a holistic perspective, considering the field of study as a whole.
The technical staff of the ministries and regional administrations essentially address three fields of knowledge: administration, education and heritage. In this sense, several areas are combined such as budget management, administration, education and methodology, architecture, engineering, forestry and environmental techniques or digitalization.
The interaction between those responsible for these tasks is carried out through an annual calendar of coordination meetings in which the progress of the program is monitored and improvement actions are promoted. For these purposes, the Ministry of Education requests from the participating schools, after their stay, a report of activities, and, on an annual basis, requests from each village a report prepared by the respective coordinators. In addition, interaction is promoted during on-site monitoring visits, in which representatives of the three ministries and the corresponding educational administration participate. This opportunity to collaborate on the ground allows you to see first-hand the progress and results achieved. At the same time, it serves to make visible the presence of the state bodies involved in the program.
The added value of the interaction between all agents is the involvement of very diverse sectors and profiles: students, teachers, locals, administrative staff and authorities. Each of the people involved represents a link in this chain of operation.
The technical staff of the ministries and regional administrations essentially address three fields of knowledge: administration, education and heritage. In this sense, several areas are combined such as budget management, administration, education and methodology, architecture, engineering, forestry and environmental techniques or digitalization.
The interaction between those responsible for these tasks is carried out through an annual calendar of coordination meetings in which the progress of the program is monitored and improvement actions are promoted. For these purposes, the Ministry of Education requests from the participating schools, after their stay, a report of activities, and, on an annual basis, requests from each village a report prepared by the respective coordinators. In addition, interaction is promoted during on-site monitoring visits, in which representatives of the three ministries and the corresponding educational administration participate. This opportunity to collaborate on the ground allows you to see first-hand the progress and results achieved. At the same time, it serves to make visible the presence of the state bodies involved in the program.
The added value of the interaction between all agents is the involvement of very diverse sectors and profiles: students, teachers, locals, administrative staff and authorities. Each of the people involved represents a link in this chain of operation.
Although the starting point was similar to the work camps, nowadays this program has a more curricular focus and allows the cooperation of schools with different socioeconomic and geographic profiles, which contributes to territorial cohesion by promoting mutual knowledge and understanding of other regions and cultures, and thus combating interterritorial imbalance.
In addition, each school contributes with the design of activities to develop together during their stay in the village.
Another innovative element of the program is the importance of historical remembrance so that students can understand the reasons that led to the depopulation of these places. Concepts such as the industrialization process, rural exodus, emptied Spain or dictatorship, which for a young person may seem abstract, become real. In this sense, inter-generational dialogue with former inhabitants of the villages, or their descendants, is crucial, since they are repositories of the historical remembrance and local traditions.
The combination of activities of various kinds, such as design, masonry, gardening, beekeeping, textile production, livestock, agriculture, cooking, carpentry, which allows them to develop new skills and come into contact with the traditional rural world, is another innovative element.
On the other hand, the joint intervention of three ministries and three regional administrations with a single common objective promotes alliances and constitutes a demanding but very innovative way of working in the educational field.
It is necessary to highlight the precursory nature of this project that began in the 1980s, even addressing fields that were almost unknown at that time, such as sustainability, the balance between tradition and progress, historical remembrance, inclusion or the emotional aspects of coexistence. Precisely in 2024 it will be 40 years since the first call, since the first activities on the ground were implemented in the 1984-85 academic year.
In addition, each school contributes with the design of activities to develop together during their stay in the village.
Another innovative element of the program is the importance of historical remembrance so that students can understand the reasons that led to the depopulation of these places. Concepts such as the industrialization process, rural exodus, emptied Spain or dictatorship, which for a young person may seem abstract, become real. In this sense, inter-generational dialogue with former inhabitants of the villages, or their descendants, is crucial, since they are repositories of the historical remembrance and local traditions.
The combination of activities of various kinds, such as design, masonry, gardening, beekeeping, textile production, livestock, agriculture, cooking, carpentry, which allows them to develop new skills and come into contact with the traditional rural world, is another innovative element.
On the other hand, the joint intervention of three ministries and three regional administrations with a single common objective promotes alliances and constitutes a demanding but very innovative way of working in the educational field.
It is necessary to highlight the precursory nature of this project that began in the 1980s, even addressing fields that were almost unknown at that time, such as sustainability, the balance between tradition and progress, historical remembrance, inclusion or the emotional aspects of coexistence. Precisely in 2024 it will be 40 years since the first call, since the first activities on the ground were implemented in the 1984-85 academic year.
For this project, educational methodologies have been combined with a conservative and sustainable approach to the reconstrution tasks.
Project-based learning is the basic methodology of this program, given its interdisciplinary component, so that all activities are aimed at achieving a specific objective. Through the planned milestones, students will have to use different knowledge and skills to obtain the final result.
Other relevant methodology for this program is Service-Learning. This approach connects theory and practice by providing students with the opportunity to participate in a service that meets community needs and reflect on theory to gain a deeper understanding of the objectives. This methodology reinforces their spirit of participation and their feeling of belonging to the space in which they carry out their activities.
During the week of students' stay in the villages, an immersive, inclusive and transversal approach is used. Participants stay in the homes of the villages and carry out tasks of rehabilitation and tasks linked to the traditional activities of the village. The distribution of tasks is organized in an inclusive way, eliminating sexist stereotypes and giving special support to students with few opportunities. Practical tasks are combined with training through gamification, with the collaboration of experts or former inhabitants.
Regarding the approach to the reconstruction of the villages, the objective has been to conserve and restore the historical heritage, respecting urban continuity, always combining this approach with the principles of sustainability. The streets show the historical process, social needs and ways of life of the villagers. Buildings reflect customs, tastes, needs and economic status, that is, they offer historical data. For this reason, it is essential to promote its conservation and protection in order not to erase these historical facts, to allow their understanding by students.
Project-based learning is the basic methodology of this program, given its interdisciplinary component, so that all activities are aimed at achieving a specific objective. Through the planned milestones, students will have to use different knowledge and skills to obtain the final result.
Other relevant methodology for this program is Service-Learning. This approach connects theory and practice by providing students with the opportunity to participate in a service that meets community needs and reflect on theory to gain a deeper understanding of the objectives. This methodology reinforces their spirit of participation and their feeling of belonging to the space in which they carry out their activities.
During the week of students' stay in the villages, an immersive, inclusive and transversal approach is used. Participants stay in the homes of the villages and carry out tasks of rehabilitation and tasks linked to the traditional activities of the village. The distribution of tasks is organized in an inclusive way, eliminating sexist stereotypes and giving special support to students with few opportunities. Practical tasks are combined with training through gamification, with the collaboration of experts or former inhabitants.
Regarding the approach to the reconstruction of the villages, the objective has been to conserve and restore the historical heritage, respecting urban continuity, always combining this approach with the principles of sustainability. The streets show the historical process, social needs and ways of life of the villagers. Buildings reflect customs, tastes, needs and economic status, that is, they offer historical data. For this reason, it is essential to promote its conservation and protection in order not to erase these historical facts, to allow their understanding by students.
Given the growing concern about issues arising from people's actions on the environment, the project presented here attempts to preserve the connections between humans and nature in a territory. Territorial imbalances from a demographic and economic point of view have a direct impact on the territory, perceived and valued for its cultural qualities, and a product of the identity process of a community.
This project is directly related to the migratory movement, the rural exodus, the urban concentration of the population, depressed areas from an economic and demographic point of view, digitally disconnected areas, the ecological footprint, the landscape, the heritage, which are important challenges for this globalized society of the 21st century. A similar initiative could be contextualized in any area of the planet, and people involved in any type of formal, non-formal and informal education could be direct participants and beneficiaries.
The methodological approach, which combines the educational component with the reconstruction and reuse of spaces, is clearly transferable to other environments where, as a consequence of human actions (war conflicts, economic reasons, political decisions, etc.), the space has been left uninhabited and nature has been altered.
This approach has been achieved thanks to cooperation between management bodies from different areas. We consider that the synergy between the educational and scientific or technical administrations is fundamental for the implementation of this project. In on-site control visits, for example, a monitoring committee is coordinated to analyze the progress, impacts and results achieved.
This intersectoral component is also reflected in the rehabilitation processes, in which students and technical staff participate. This is also a good example of synergy, whose results have an impact on all agents (intangible results, such as skills or competences) and on the configuration of the villages (tangible).
This project is directly related to the migratory movement, the rural exodus, the urban concentration of the population, depressed areas from an economic and demographic point of view, digitally disconnected areas, the ecological footprint, the landscape, the heritage, which are important challenges for this globalized society of the 21st century. A similar initiative could be contextualized in any area of the planet, and people involved in any type of formal, non-formal and informal education could be direct participants and beneficiaries.
The methodological approach, which combines the educational component with the reconstruction and reuse of spaces, is clearly transferable to other environments where, as a consequence of human actions (war conflicts, economic reasons, political decisions, etc.), the space has been left uninhabited and nature has been altered.
This approach has been achieved thanks to cooperation between management bodies from different areas. We consider that the synergy between the educational and scientific or technical administrations is fundamental for the implementation of this project. In on-site control visits, for example, a monitoring committee is coordinated to analyze the progress, impacts and results achieved.
This intersectoral component is also reflected in the rehabilitation processes, in which students and technical staff participate. This is also a good example of synergy, whose results have an impact on all agents (intangible results, such as skills or competences) and on the configuration of the villages (tangible).
The global challenges addressed in the program are linked to the 2030 Agenda, in particular with the Sustainable Development Goals related to education -quality education (4), gender equality (5) and reduce inequalities (10)- and the environment -clean water and sanitation (6), affordable and clean energy (7), sustainable cities and communities (11), responsible consumption and production (12), climate action (13) and live on land (15).
The challenges posed by educational systems are also addressed through this project, providing local solutions to challenges such as those raised by the Council of the European Union in the "Strategic framework for European cooperation in education and training towards the European Education Area and beyond ( 2021-2030)". The direct participation and involvement of teachers can contribute to motivating professionals and improving their competences (objective 3), provides mobility opportunities to students who otherwise would not be able to leave their environment (objectives 2 and 1) and supports the green and digital transitions in and through education (objective 5).In this sense, this project can also be a good example to implement the European Sustainability Competence Framework (GreenComp).
Besides, considering the global aging of the population, the involvement of former inhabitants in this project contributes to inter-generational dialogue and promotes active aging.
The solutions adopted in the reconstruction of homes are a clear example of how it is possible to rebuild without giving up beauty, tradition and functionality.
Furthermore, as mentioned, thanks to the cooperative approach, this project contributes to territorial cohesion and mutual knowledge between people of different origins, contributing to the understanding of historical events and their effects on people and their ways of life. This local solution can be applied to global challenges such as the war conflicts that are breaking out in these times.
The challenges posed by educational systems are also addressed through this project, providing local solutions to challenges such as those raised by the Council of the European Union in the "Strategic framework for European cooperation in education and training towards the European Education Area and beyond ( 2021-2030)". The direct participation and involvement of teachers can contribute to motivating professionals and improving their competences (objective 3), provides mobility opportunities to students who otherwise would not be able to leave their environment (objectives 2 and 1) and supports the green and digital transitions in and through education (objective 5).In this sense, this project can also be a good example to implement the European Sustainability Competence Framework (GreenComp).
Besides, considering the global aging of the population, the involvement of former inhabitants in this project contributes to inter-generational dialogue and promotes active aging.
The solutions adopted in the reconstruction of homes are a clear example of how it is possible to rebuild without giving up beauty, tradition and functionality.
Furthermore, as mentioned, thanks to the cooperative approach, this project contributes to territorial cohesion and mutual knowledge between people of different origins, contributing to the understanding of historical events and their effects on people and their ways of life. This local solution can be applied to global challenges such as the war conflicts that are breaking out in these times.
This program generates both tangible and intangible results. In the case of villages, the physical transformation of villages is the most visible and therefore most easily evaluable result, both in technical terms and in terms of beauty, energy efficiency and sustainability. As an intangible result in villages, their transformation in learning landscapes, both for students and for former inhabitants, service personnel or the growing tourism that appears in these areas (indirect beneficiaries), allows them to appreciate the traditional way of life in natural environments in these isolated areas.
On the other hand, as an essential element of the educational component of the program, some material results have been generated for the training of students. The designed workshops are classified into five categories: (1) Conservation of natural heritage and reconnection with nature and personal well-being, (2) Conservation of cultural heritage of rural areas and risk of depopulation, (3) Circular economy, (4) Mitigation and adaptation to climate change and (5) Coexistence in society and inclusive society.
The main intangible result in the students has been a better knowledge of the natural environment, the acquisition of new technological skills linked to the traditional rural way of life, the development of a sustainable and inclusive consciousness and the sense of belonging, and the improvement of their cooperative work skills. For teachers, the program has served as motivation, learning new methodologies and opportunities for cooperation with other teachers.
Although these results are more difficult to evaluate, the impact of the program is seen in the participation figures: since its beginning in 1985, more than 109,000 students and 7,800 teachers have participated in the program during the school year and around 26,000 students during summer shifts. The fact that each call the reserve list has a large number of applications, shows the impact in schools.
On the other hand, as an essential element of the educational component of the program, some material results have been generated for the training of students. The designed workshops are classified into five categories: (1) Conservation of natural heritage and reconnection with nature and personal well-being, (2) Conservation of cultural heritage of rural areas and risk of depopulation, (3) Circular economy, (4) Mitigation and adaptation to climate change and (5) Coexistence in society and inclusive society.
The main intangible result in the students has been a better knowledge of the natural environment, the acquisition of new technological skills linked to the traditional rural way of life, the development of a sustainable and inclusive consciousness and the sense of belonging, and the improvement of their cooperative work skills. For teachers, the program has served as motivation, learning new methodologies and opportunities for cooperation with other teachers.
Although these results are more difficult to evaluate, the impact of the program is seen in the participation figures: since its beginning in 1985, more than 109,000 students and 7,800 teachers have participated in the program during the school year and around 26,000 students during summer shifts. The fact that each call the reserve list has a large number of applications, shows the impact in schools.
Web link
- DownloadFlyer_PRUEPA_NEB_0.pdf
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