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THE LOCAL IMPACT OF THE PROJECT is certainly the strongest.

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Qualitative differences focus on changes in the way people think, behave, and perceive the world differently. It is not easy to measure and verify them as both children and adults develop permanently, and the small steps gather into bigger changes with time. The following impact came out from discussions and feedback during the project time. 

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• The project provided a more varied learning environment in our schools.

• It raised students' and teachers' motivation and satisfaction while learning and teaching.

• It is important to show that even small schools can participate in the international project and successfully host project weeks. It makes the school competitive with any other and shows the families that their children get a good education.

• When more members of the school community are working for the same aims it is good for the school as a whole and unites pupils and teachers.

• Actively participating pupils became more self-confident and responsible for their studies. This is a good example to peers and improves the learning environment in schools.

• Opportunities brought along with the project made teachers aware of different teaching methods, non-formal and informal learning environments.

• Through project work, teachers became more sophisticated facilitators of groups. They have more experience in working with ICT, using it in the lessons which are good for the school.

• The project raised more awareness of differences and similarities of educational systems and inspired to learn good points from partner schools. Schools can profit from the experiences of other European countries.

• It turned the abstract words about Europe and European values into personal contacts and real activities.

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REGIONAL AND NATIONAL IMPACT is more difficult to measure and verify.

The ideas spread through presentations, workshops, events, media and talks with people. A school has got positive feedback from others in the region and country.

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• The school relates to the local community, our students started developing different competencies, as well as presentation and communication skills in communicating with peers and adults (charity activities etc.)

• We are establishing cooperation with different institutions and organizations on a regional and national level.

• Better schools improve the whole region because young people get a better education. If they feel good at school, they are more eager to live and work in the same region and later bring their children to the same school.

• The other municipalities got a good model that it is possible to cooperate even when we live in the north/south/east side of Europe.

• Young people with better transversal skills and key competencies are more competitive.

• If teachers are involved in projects and get new experiences, they are more satisfied with their career. Satisfied people are good for the whole country.

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We are not able to measure or control the real IMPACT AT EUROPEAN LEVEL.

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We believe that our project is a good example of how people from different parts of Europe (north, central, east and south) can cooperate well and it makes the EU stronger. We can hope that cooperation between European schools is valuable for the countries and the whole EU because it strengthens the European dimension in schools and young people are the future active generation of Europe. The impact of one project is not strong enough to change a lot, but we are sure that this is a piece in the bigger picture and is like the butterfly effect that states "small causes can have larger effects” in the future.

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