BROCHURE OF DIFFUSION - logis.mobility.pagesperso-orange.frlogis.mobility.pagesperso-orange.fr/index_fichiers/... · EUROPEAN MOBILITY AND SOCIAL INSERTION “European mobility and

“European mobility and social insertion”

GRUNDTVIG PROJECT

EDUCATIONAL PARTNERSHIP

FROM SEPTEMBER 2008

TO

SEPTEMBER 2010

EUROPEAN MOBILITY

AND

SOCIAL INSERTION

BROCHURE OF DIFFUSION


Grundtvig Project presentation....................................................................................... 1

Objectives of the projet .................................................................................................. 2

Partnership .................................................................................................................... 3

France ........................................................................................................................... 4

United Kingdom ............................................................................................................ 6

Italy ............................................................................................................................... 8

Sweden ........................................................................................................................ 10

Spain ........................................................................................................................... 12

Romania ...................................................................................................................... 14

Activities and Meetings ............................................................................................... 17

Meeting in France ........................................................................................................ 18

Meeting at Liverpool ................................................................................................... 20

Meeting at Bari ............................................................................................................ 22

Meeting at Bucaresti .................................................................................................... 24

Meeting at Sevilla ........................................................................................................ 26

Meeting at Malmö ....................................................................................................... 29

Productions and results ................................................................................................ 32

Guideline for Mobility inquiry ..................................................................................... 33

Inquiry results .............................................................................................................. 34

First Mobility Experience Certificate ........................................................................... 35

Expression of learners meeting Liverpool .................................................................... 36

Expression of learners meeting Bucaresti ..................................................................... 37

Expression of learners meeting Sevilla......................................................................... 38

Recapitulation of beneficiaries presentations during meetings ...................................... 39

Guide for European mobility Advices for students ....................................................... 40

Guide for European Mobility Advices for teachers ...................................................... 47

Contents

EUROPEAN MOBILITY AND SOCIAL INSERTION


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Grundtvig2 project

Practical learning for adults

The Grundtvig programme focuses on the teaching and study needs of those in adult education and alternative education streams, as well as the institutions and organisations delivering these services. Grundtvig aims to provide adults with ways to improve their knowledge and skills, keeping them mentally fit and potentially more employable. It not only covers learners in adult education, but also the teachers, trainers, education

staff and facilities that provide these services.

Objectives and actions

Increase the number of people in adult education, and improve the

quality of their experience

Improve conditions for mobility so that people can benefit from adult

education abroad

Improve the quality and amount of co-operation between adult educa-

tion organisations

Develop innovative adult education and management practices, and

encourage widespread application

Actions include support for:

Mobility, including visits, adult education exchanges (i.e. staff training and professional development, beneficiaries as well) and the preparations

needed to plan the exchanges

Grundtvig Learning Partnerships focusing on themes mutual interest to

participating organisations

Multilateral projects for improving adult education systems through the

development and transfer of innovation and good practice

Coordination :

ADSEA Logis Formation (France)



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Page 2

Objectives of the project

The objective is to motivate for trans national mobility, public whose

social difficulties often confine them in a restrictive environment "To

motivate for the European mobility by living the activities of the pro-

ject"

This objective gathers two steps: 1 Exchanges of educational teams, on the motivation of the beneficiaries

for trans national mobility, their capacities, resistances and desires and

adaptation of cultural, social, professional trainings, implementation of

pedagogy stimulating for mobility

2 For the beneficiaries, according to their knowledge, in trans national

context during the meetings of partners, valorisations of their cultural

potentialities, knowledge and professional know how, by their animation

of demonstratives training sequences.

Activities and productions The experiments of mobility will be expressed on "Log book", and will

provoke longer future experiments of mobility like Leonardo.

The project will allow to define a guide of the "Access keys to European

Mobility", built on the experiments of the project, whose definitions will

be the practical variation of European Commission competences:

-Interpersonal, Intercultural, social and civic

-Communication in the mother tongue and in foreign language

-To learn how to learn

A booklet, as well as a Web site, teaching tools, and productions of the

project will be diffusion way for objective.



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England

France

Italy

Romania

The partnership

Spain

Sweden



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Registered office A.D.S.E.A. 2 bis, rue Saint-Louis 77000 MELUN – FRANCE

Legal status Association (non-profit making)

Official agreement Partner institutions for pedagogical supervising and subsidising control – Conseil general (Regional Council) –Ministry of Justice- Ministry of Labour

Public targeted/welcomed About 80 students 13-21 years old for specific measures of training settled by the authorities for young people Adults (in accordance)

Educational objectives Welcoming, guiding and helping people with social or professional difficulties (teenagers and adults) Providing professional qualifications to find a job, to recycle Guiding into the world of work young unemployed people Helping people to deal with unemployment and social difficulties with a view to rejoining the work force

Training/social/education actions Each branch : 10 to 12 students

Secretarial (office worker)

Restaurant-waiter

Cookery

House painting

Tiling

Bricklayers/masonry

Horticulture gardening All training schemes have teaching agreement from sub divisional structure of Ministry of Labour (AFPA)

and are approved with a final exam to give official diploma

France

LOGIS FORMATION Rue de l’église

Saint-Germain-Laxis 77950 MAINCY 01.64.14.42.00

e-mail : [email protected]

Establishment for people with social and family difficulties specialized in vocational training



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France, Where are we in Europe

Country: France

Region: Ile de France

Location: (compared to nearest well known city)

Small village situated at about 50 kms from Paris, in south, in

sub urban area, very close to the first part of suburb of Paris

(Melun, district of town with about 100000 inhabitants)

At about 20 kms from Fontainebleau

Geographic environment: Agricultural plain, touristy forest

(Fontainebleau)

Productions

Agriculture:

Wheat, Corn, sugar beetroot, rape (colza)

Industry:

European aircraft company (Snecma: collaborative realisa-

tion of Airbus aircraft)

Economic activities:

Service sector (Companies desk offices)

Logistic transport freight

Commercial warehouses

Tourism

Tourist aspects:

Forest of Fontainebleau

Historical aspects:

Castle of Vaux le Vicomte (16th century)

Castle of Fontainebleau (15th century), Napoleon life)

Painters of 19th century (Sisley, Millet)

Typical Traditions:

National day (14th July): Music, Fireworks, dance

Gastronomic aspects:

Cheese, cider



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Registered office European Vocational Training Centres Limited

18 Chevasse Walk, Halewood, Knowsley, Merseyside, L25 5HJ

Legal status Private company limited by shares

Official agreement Recognised provider of ESOL / Basic Skills

Public targeted/welcomed About 80 students Socially excluded from deprived areas of Merseyside / North West England; NEETs (Not in Employment, Education or Training) ; Long term unemployed. Also, provision of educational services to independent schools in the region.

Educational objectives Inculcation of life skills / language skills, development of individual aspiration through the provi-sion of opportunity, educational experiences at international level.

Welcoming, guiding and helping people with social or professional difficulties (teenagers and adults)

Training/social/education actions Training/social/educational actions :

Lead partner in LdV funded „Knowsley Works Mobility Project‟ in 2007 linking a local council with EU vocational training organisation and EU level employability opportunities and funding.

Provision of work placements in UK for EU beneficiaries ; development of Adult Basic Skills (Literacy and Numeracy) provision in the region ;

partnership with Independent Schools in the region for the development of international opportuni-ties.

Each branch : 10 to 12 students

United Kingdom

European Vocational Training

Centres Limited

18 Chevasse Walk, Halewood, Knowsley, Merseyside, L25

5HJ



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Where are we in Europe

Country: United Kingdom

Region: North West

Location: Liverpool, Merseyside

Geographic environment: Based on the River Mersey between the South Lancashire

and North Cheshire Plains

Productions

Agriculture:In surrounding areas, potato capital of the world, dairy, cattle, pigs and

poultry, cereals etc.

Industry: Tourism, maritime, automobile manufacturing, pharmaceuticals, tourism.

Economic activities: Shipping and heavy industry dominate politically but

tourism is a key economic driver.

Tourism Tourist aspects: Based on the River Mersey with excellent examples of Georgian, Victo-

rian and Edwardian architecture ; famous example of World Mercantile Port City ie

maritime mercantile architecture in the UNESCO World Heritage Site reflecting Liv-

erpool’s strategic importance in the growth of the British Empire ; also as the birth-

place of The Beatles and popular music ;

also European Capital of Culture 2008 with its cultural and artistic exhibitions and per-

fomances.

Proximity to National Parks of North Wales , Lake District, Peak District and Trough of

Bowland (inspiration of J. R. Tolkien’s ‘Shire’ and ‘Hobbiton’ in novel and film ‘Lord

of the Rings’). Most British ‘period’ films made in Liverpool due to good condition and variety of ‘period’ architecture.

Historical aspects: Liverpool was created a city in 1008 by ‘bad’ King John who

usurped Richard’s (Lionheart) kingdom while he was at the ‘Crusades’ and later

imprisoned and held for ransom ; additional taxes could be levied for a city, noth-

ing new there!

Typical Traditions: Music evenings and venues based predominantly on Irish /

Celtic folk traditions. Guinness. Gastronomic aspects: Famous for its ‘Scouse’ dish from ‘Lobscouse’, a Norwegian

stew: most food cooked very slowly due to predominant use of ‘peat’ as energy

source (low heat / slow burn) amongst Irish / Scottish immigrants of the 19th century

and mixed with local ‘Lancashire’ (original English region prior to redefinition by M.

Thatcher in 1972) traditions; Morecambe Bay Prawns, sold internationally ; smoked

fish ; Welsh Lamb ; farmers markets with quality local produce from Lancashire and

Cheshire.



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Registered office Forpuglia Legal center: Via Capruzzi, 228 Operational Center: Via Collodi, 37 Bari 70124 ITALIA

Legal status Association (non-profit making) recognized by Region of Puglia

Official agreement University of Lecce, University of Bari- Department of Agricultural, Legacoop Nazionale, Comune di Sannicola (LE), CDIE, Inforcoop, Cofies Service, Coop. Informa

Public targeted/welcomed 18 – 30 years old young who find a job (often foreign people) Adult who work in the associated cooperative Woman with social difficult Training programmes covering all trades in Puglia, both in the private and public sector

Educational objectives Forpuglia mission is to produce the best training for quality and effectiveness to satisfy the cooperative enterprises.

Forpuglia aims at producing the best education, supporting training and assessment processes. Forpug-lia plans vocational and training courses financed by F.S.E. or

Other activities in which Forpuglia is involved is the analysis of self assessment test to check courses quality, the promotion and the cultural and training development of the co-operators. Forpuglia is the main applicant for the most important life long learning project of the region that promotes employment: Alenia Composite.

Forpuglia wants to spread the enterprise‟s concept through “the social economy”, to create a responsi-ble behavior necessary to meet territorial economic, cultural, environmental expectations, and its dy-namic development.

The most important Forpuglia‟s target, anyway, is not only limited to give education and vocational train-ing to the people, but also is “to take” them on the world of the job according agreement with local firm who welcome the “students” for a period of stage and then, usually, engage them.

Forpuglia try to substitute the (non-existent) Italian social politic about the matching between supply and demand for a job.

The firms who welcome our trainees (often associated cooperatives) are specialized in agricultural, manufacturing, carriage services and social assistance for children and needy people

Training/social/education actions Course of Continuing vocational training about management HR, calling for tenders, safety on the job

Course of Science in agriculture

Course of science in manufacturing,

Course of science of art


Country: Italy

Region: Puglia

Location: is a city in southern Italy. Bari is the capital of the Bari Provence and of the

Apulia Region. 328.458 people live in Bari.

Geographic environment: Puglia is bordered by both the Adriatic and Ionian Seas; In the

north is the Gargano, a massive forested promontory of dramatic, jagged limestone jut-

ting out 40 miles into the Adriatic, that is known for its lovely beaches, intriguing grot-

toes, tall rock formations and the picturesque, tiny islands just off its coast;

Productions Agriculture: the region‟s geography is quite diverse: most of Puglia is flat and agricultural,

growing fruit, vegetables, and grain in its mild Mediterranean climate. There are areas

of low hills where vineyards, almond trees and olive groves flourish;

Industry: agro-alimetary small firm (oil, grapes, wine, pasta, fish)

Tourism Tourist aspects: Puglia has busy commercial ports, beautiful stretches of uncrowded beach

and clear, azure waters

Historical aspects: Its unique architectural form is the trullo, a cylindrical whitewashed lime-

stone hut constructed without mortar and believed to be of ancient origin. The trulli dis-

trict extends from Alberobello to Martina Franca, where the huts are found in villages

and scattered about the landscape; Castello Svevo (1100 b. C.)

Typical traditions: Saint Nicolas (6.12/8.5)

Gastronomic aspect: Fish and seafood dishes abound: zuppe di pesce, or fish soup; cozze

arrancanate, mussels cooked with bread crumbs, garlic, oil, parsley and tomatoes; grilled

rock mullet; ciambotto, a mixed fish sauce for pasta. There is an astounding assortment

of antipasti, made from seafood and vegetables. The region‟s most distinctive pasta is

orecchiette, little ear-shaped pasta often containing cheese or sauce. Many women make

them by hand.Vegetables are the most popular ingredients for pasta sauces: fave e cico-

ria is a wonderful combination of pureed fava beans, chicory and olive oil. Puglia makes

excellent cheeses, and desserts include mellone, a very sweet watermelon. Puglia pro-

duces more wine than any other region, most of it red.

Italy

FORPUGLIA Legal Center: Via Capruzzi, 228 - Bari 70124

Operational Center: Via Collodi, 37 - Bari 70124 E mail :[email protected]

Educational-training Agency, promoted by Legacoop Puglia, a trade–union association of representation, assistance guardianship and supervision of the associated cooperative enterprises, that takes part of the national circuit of the Cooperatives (firms) and Mutual organizations.

http://simple.wikipedia.org/wiki/Italy

http://simple.wikipedia.org/wiki/Apulia

mailto:[email protected]



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Country: Italy

Region: Puglia

Location: is a city in southern Italy. Bari is the capital of the Bari Provence and of the

Apulia Region. 328.458 people live in Bari.

Geographic environment: Puglia is bordered by both the Adriatic and Ionian Seas; In

the north is the Gargano, a massive forested promontory of dramatic, jagged lime-

stone jutting out 40 miles into the Adriatic, that is known for its lovely beaches,

intriguing grottoes, tall rock formations and the picturesque, tiny islands just off its

coast;

Productions Agriculture: the region‟s geography is quite diverse: most of Puglia is flat and agricul-

tural, growing fruit, vegetables, and grain in its mild Mediterranean climate. There

are areas of low hills where vineyards, almond trees and olive groves flourish;

Industry: agro-alimetary small firm (oil, grapes, wine, pasta, fish)

Tourism Tourist aspects: Puglia has busy commercial ports, beautiful stretches of uncrowded

beach and clear, azure waters

Historical aspects: Its unique architectural form is the trullo, a cylindrical whitewashed

limestone hut constructed without mortar and believed to be of ancient origin. The

trulli district extends from Alberobello to Martina Franca, where the huts are found

in villages and scattered about the landscape; Castello Svevo (1100 b. C.)

Typical traditions: Saint Nicolas (6.12/8.5)

Gastronomic aspect: Fish and seafood dishes abound: zuppe di pesce, or fish soup;

cozze arrancanate, mussels cooked with bread crumbs, garlic, oil, parsley and to-

matoes; grilled rock mullet; ciambotto, a mixed fish sauce for pasta. There is an

astounding assortment of antipasti, made from seafood and vegetables. The re-

gion‟s most distinctive pasta is orecchiette, little ear-shaped pasta often containing

cheese or sauce. Many women make them by hand.Vegetables are the most popular

ingredients for pasta sauces: fave e cicoria is a wonderful combination of pureed

fava beans, chicory and olive oil. Puglia makes excellent cheeses, and desserts in-

clude mellone, a very sweet watermelon. Puglia produces more wine than any other

region, most of it red.

http://simple.wikipedia.org/wiki/Italy

http://simple.wikipedia.org/wiki/Apulia



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Registered office

1. Frans Suell and Jörgen Kock Upper Secondary School

Address Kungsgatan 44, Box 3044, SE-200 22 Malmö, Sweden

Legal status Public – Non-profit

Official agreement The Swedish National Agency for Education which is the central administrative authority for the Swedish public school.

Locally administrated by the board of undergraduate studies in Malmö

Public targeted/welcomed about 70 students 13-21 years old

Educational objectives Integration from both a national and European point of view.

Practical and theoretical vocational training.

Increased knowledge of especially mathematics, English and Swedish,

increased social competence.

Training/social/education actions Courses in commerce

media and foodstuffs Each branch : 10 to 12 students

Blog realised by students : http://grundtvigprogram.blogspot.com

Sweden

Frans Suell and Jörgen Kock Upper Secondary School

Kungsgatan 44, Box 3044, SE-200 22 Malmö, Sweden



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Country: Sweden

Region: Skåne

Location: Malmö, the third biggest city in Sweden, situated in the south just opposi-

te Copenhagen, the Danish capital

Geographic environment: Region rich in agriculture and deciduous forest close to

the sea

Productions

Agriculture: Wheat, grain, rye, peas, sugar beets, potatoes, corn, rape

Industry: Older industries have been replaced by investments in new

technology and training programmes of high calibre.

Economic activities: Companies within biotechnology and medical technology, envi-

ronmental technology, IT, and digital media fields.



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Registered office Consejería de Educación Avda. Juan Antonio de Vizarrón s/n. Edif. Torretriana, Isla de la Cartuja 41092 SEVILLE – SPAIN

Legal status Secondary School

Public targeted/welcomed About 820 students

12-26 years old, mainly young people but it is also opened to adult population that aims to obtain the

equivalent academic certificates, within a continuous education concept.

Educational objectives

Welcoming, guiding and helping people with social or professional difficulties (teenagers and adults)

Providing knowledge and skills that capacitate young unemployed people to develop professional activities.

Issuing specific and normalised certificates that demonstrate these achievements of students, within a continuous education concept.

Comprising theoretical and practical activities depending on the professional sector addressed

Guiding into the world of work young unemployed people

Helping people to deal with unemployment and social difficulties with a view to rejoining the work force

Accessing some university specific studies , with no extra tests, that must be related to the High Technician degree already obtained

Training/social/education actions

Each branch: 20 to 25 students

Sales and Marketing Medium Degree

Power Tool Manufacturing Medium Degree

Electronics Medium Degree

Communication High Degree

Marketing High Degree

All training schemes have teaching agreement from Ministry of Education and give of-ficial diploma

Spain

I.E.S. CAURA Cerro de San Juan s/n

Coria del Río 41100 Seville +34.954.77.04.28

E-mail: [email protected]

Secondary School



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Where are we in Europe Country: Spain

Region: Province of Seville - Andalusia

Location: (compared to nearest well known city)

Coria del Rio is a small town near Seville (11 kms) situated in the right bank of Gua-

dalquivir river. It has 25000 inhabitants

Geographic environment: Agricultural plain, fishing

PRODUCTIONS Agriculture:

Sunflower, corn, sugar beetroot, cotton

Industry:

Tourist industry, fishing, agriculture

Economic activities:

Service sector

Logistic transport freight

Commercial warehouses

River transport

TOURISM Touristy aspects:

Riverside walk

Albur fair (Albur is a river fish)

Carnival

Carmen evening party

Historical aspects:

The descendants of the first Japanese Embassy still use the surname Japón (Japan).

Approximately 700 of Coria's 25,000 residents use the surname, and, by tradition,

they descended from six samurai from the embassy who decided to stay in Spain

because they liked to fish in the local river.

A statue of Hasekura Tsunenaga (Japanese Samurai) was donated to the city by

Japan in 1992 and stands watch over the river

Typical Traditions:

Rocío Pilgrimage

Day of Andalusia on February the 28 th

National Day (12th October): Music, Fireworks, dance)

Easter


Shrimp omelettes, River fish roasted, Mosto (young white wine)

http://en.wikipedia.org/wiki/Seville

http://en.wikipedia.org/wiki/Descendants

http://en.wikipedia.org/wiki/Japan

http://en.wikipedia.org/wiki/Embassy



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Accueil | À propos de nous | À propos de nous | Feuille blanche | Feuille blanche | Meetingfrance |

Meetingfrance | Meetingfrance | MeetingLiverpool | MeetingBari

Romania

ASPIRATIONS AND

MOTIVATIONS FOR FUTURE 0040213406976

e-mail : [email protected] www.aspiratii.bravehost.com

Local non-profit association with the mission to

support the socio-economic disadvantaged people

Registered office Bucharest 17, L.Patrascanu street, bl.MC18, ap.10, district 3 030506, BUCHAREST - ROMANIA

Legal status Association (non-profit making)

Official agreement Partner institutions: Direction of Social Protection Economical College Viilor Schools, Associations and Foundations, Companies

Public targeted/welcomed Children and young people from orphanages or from poor families, unemployed people.

Educational objectives To improve the self-esteem and self-confidence of the beneficiaries

To improve their communication abilities

To support their social integration

To develop local and international partnerships

Training/social/education actions Projects and workshops to teach basic skills

Projects and workshops to teach about culture and traditions

Projects to support local organizations and schools

Organization of contests and exhibitions

Aspirations and Motivations for Future

Associated partner Collegiul :economic Viilor


http://www.aspiratii.bravehost.com/



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Accueil | À propos de nous | À propos de nous | Feuille blanche | Feuille blanche | Meetingfrance |

Meetingfrance | Meetingfrance | MeetingLiverpool | MeetingBari

COLEGIUL ECONOMIC

VIILOR 0040213160973

e-mail : [email protected] www.viilor.com

Establishment for students undergoing an economic and

vocational training

Registered office Bucharest Soseaua Viilor, no. 38 District 5

Legal status School (non-profit making)

Official agreement Partner institutions for pedagogical supervising and subsidising control Ministry of Education –Regional Council –I.S.M.B.

Public targeted/welcomed About 1540 students 14-20 years old

Educational objectives Preparing the students for their future roles in life and society; training them to join the internal and inter-national workforce in the field of services

Forming and developing students‟ functional competences

Continual training and refresher courses for teachers

Personalizing the educational offer according to the students‟ needs

Development of our technical and material facilities with a view to perfecting the training/educational process

Development of internal and international partnerships following our school‟s tradition

Training/social/education actions Economy (world of tourism, business, contracting and accounting)

Restaurant-waiter

Cookery

Confectioner

Banqueting agent

Catering

Electrician

Hotel industry- worker All training schemes have teaching agreement from sub divisional structure of Ministry of Education and I.S.M.B. and are

approved with a final exam to give official diploma of professional competencies.

Romania Associated partner


http://www.viilor.com/



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Where are we in Europe Country: Romania

Region: South-East

Location: Bucharest, the capital of Romania, is situated at 44°24'49" north latitude as

Belgrade, Geneva, Bordeaux and at 26°05'48" east longitude as Helsinki, in south of

Romania, at 64 km north from Danube river, 100 km south from Carpat mountains

and at 250 km west from Black Sea.

Geographic environment: Situated on Romanian Plain (Campia Romana), in the South-

East part of the country, on the rivers Dambovita and Colentina. The climate is tem-

perate-continental, with not so hard winters (around 0 C degrees) and very hot

summers (usually 40 C degrees).

Productions Agriculture:

Around the city, in the Romanian Plain (named the granary of the country): cereals,

legumes

Industry:

- Industrial and agricultural machines

- Electronic and electrotehnic

- Optical, Chemical, Materials for constructions, Furniture

Economic activities: Bucharest is the bigest economical center of Romania (aprox.19%

of the Romanian PIB):

- Service sector

- Constructions sector

- Transports: aerian, feroviar and roads junctions

Tourism Tourist aspects:

Parks and lakes: Herastrau (on the river Colentina), Cismigiu, Carol, Titan, Youth Park

Historical aspects:

- Historical and architectural monuments: Old Curt, Manuc Inn, Romanian

Atheneum, Parlament House etc.

- Museums: History Museum, Art Museum, Natural History Museum,

Peasant Museum, Village Museum etc.

- Traditional churches: Patriarchy, Radu Voda, Stavropoleus,

Russian etc.

Typical Traditions:

National day (1st December): Light up the Christmas lights on the streets including

the Christmas tree in the center of the city, fireworks


Papanasi (cake), sarmale (mincemeat on cabbage)



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Activities and Meetings



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Wednesday 26 November

Visit of Logis Formation exchanges with some teachers about the device of reception for public, and of

accompaniment of the young people

Visit of Melun centre town

Thursday November 27

Visit at-General Direction ADSEA Exchanges with JM.TAVAN, General Director

Visit at Youth Hostel for Young Workers in Melun: FJT Discussion with the manager of the structure on various points of operation and

steps about social and professional integration.

Reception at the Foster House Haute Bercelle Reception of the partners by the team, Educators and resident girls. Sharing common buffet

Friday 28 November

At Logis Formation:

Lessons in transnational context, animated by the young learners of the establishment Splitting of partners in 3 mixed groups of 4 partners each one, in order to

take part in workshops of training animated by the learners of Logis For-

mation.

Group 1: Gardening workshop: Training of a cutting of plant, and pot-

ting

Group 2: Cooks Workshop: Training/realization of a recipe

“Chouquettes”

Group 3: Waiter Workshop Training of a raising a table “A la Fran-

caise” style Duration 1: 30

MEETING FRANCE, Page 1/2

the 26 to 30 rd November 2008



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Working session

Presentation of each participant with ice breaking play role

Debriefing of the real life of lessons

Logis Formation will produce a synthesis of the various remarks made by the

“students/teachers” and by “partners/students”, at the end of these lessons.

Round table about the possibilities of creating situations of training at the time

of the future meetings.

Analyze of questionnaires on mobility

The coordinator will undertake to make a synthesis when all the partners address their

synthesized results to him.

The booklet of diffusion of the project: Stock is taken on the collection of information of each organization to produce this first tool for

diffusion .

The log book of competences

The activities of training animated during the meetings must be the subject of an evaluation for-

malized in the form of a document whose model is to be defined. All proposals for models are to

be exchanged between the partners.

The evaluation of the project

The evaluation, integral part of the project, is an element essential for its good process.

It includes several headings according to activities' of the project.

Planning of the meetings:

We adjust the dates of the next meetings as well as the places of reception according to the avail-

abilities of each one.

Evening:

Short walk in Fontainebleau

Saturday November 29

Tourist visit of Paris:

Play role of “mobility” in Paris: To remain in the idea of the project, in order to live a last setting in transnational

situation, we propose to the partners to take part in a small play of orientation in the

means of transport (Underground)

Sightseeing

Sunday 30 November

MEETING FRANCE, page 2/2 the 26 to 30 rd November 2008

Conclusion:

This meeting was very dense on the various aspects of its organization:

We devoted much time with the activities directly related to the project:

Thorough working sessions in order to know well

Activities implying the learners (lessons, communication with young

people from Logis Formation/Haute Bercelle)

It appears that the objectives of the project as well as the spirit in which

we plan to lead the various activities

and productions is well integrated by all the partners.



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Wednesday 25th March

Partners arrive at Adelphi Britannia Hotel

Guided walking tour of central Liverpool and cultural quarters for orientation purposes:

Thursday 26th March

Welcome to Everton F. C. by Stephen Raynor of „Everton In The Community‟

Presentation of „Everton In The Community‟ (henceforth EITC) and its work in the community by Stephen Raynor-General Manager :

Presentation of Social Engagement by Mike Mills :

Visit to St. Ambrose School to view basketball coaching session

Henry Mooney has helped to bring a diverse community together through sport.

Visit to International Slavery Museum in Liverpool:

The display galleries present the history of transatlantic slavery via Liverpool,...

Friday 27th March

Active involvement of beneficiaries: Lessons in trans national context, animated by the young students

participating in the meeting

Various workshops of training on a specific technique, a theoretical acquisition, are chronologically organized,

implying each time the young people of each organization, managed as following:

Two to three students of the same organization, as trainers, demonstrator

Other students assuming the role of pupils.

The people in charge observe and note teaching and relational qualities implemented by the beneficiaries in

situation of teachers:

Procedure:

2 French students (trainees Waiters), each one working with his own group of students

Objective: Training for making a fruit juices cocktail

Duration: 15 min + tasting

2 Rumanian students (trainees cook), working simultaneously

Objective: teaching how to make a traditional Rumanian dish “Sarmales” and “polenta”

Duration: 15 min + cooking + tasting

2 Spanish students (mechanics and fitting apprentices), working simultaneously

Objective: Presentation of their courses with a concrete example of realization of a part, presented by a slide

presentation.

Duration: 15 min

1 Italian beneficiary

Objective: Presentation of her structure of Guiding and Orientation for Public looking for job or training, by

comments on a slide presentation

Duration: 15 min

3 Swedish students (students in the organization of the partner)

Introduction, individual presentation of their attended courses and qualifications, and some information

about their personal interests Duration: 10 min

These various lessons and involvements were carried out with success. The students managed to exceed the dif-

ficulties of apprehension and communication. They overall answered to the objective of the project in their ac-

tive participation which was not limited, in fact, to a tourist presence.

The observers took notes which they have to clarify and to send to the coordinator. They will be used as a basis

of teaching work and analysis for the development of the log book during the next meeting.

Presentation of SODEXHO :

The presentation provided background information about SODEXHO, its international operation, its employees

and its corporate social responsibility for the communities where it is engaged.

MEETING at LIVERPOOL 1/2

25th - 29th March 2009



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MEETING at LIVERPOOL 2/2

25th - 29th March 2009

Saturday 28th March

Visit to „KICKZ‟ tournament in Blackburn: The KICKZ programme is funded by the UK‟s Premier League and is designed to target some of the most de-

prived areas and disadvantaged young people by engaging them in organised sporting activities

Visit to Chester, a Roman Citadel.

Sunday 29th March

Departure of the partners

WORKING SESSIONS

Definition of the dates of the next meeting at Bari:

Various information:

Synthesis of the questionnaires on Mobility

Summary of the observations made during the lessons carried during the meeting in France:

Impressions of partners in their role of learners

Impressions of French students in their role of teachers.

Elements will be studied in these expressions, to associate to those which we will extract from the notes taken in

this meeting, in order to feed our exchanges on the “Guide of Mobility”

The Web site:

The site is created and published. A printable version is now available. Some errors are to be corrected.

A proposal is made by the Swedish partners: creation of a blog. This support would be more interactive. This

idea is to be deepened.

Implication of the students, lessons carried out in the meeting:

Each observant participant sends his notes taken during the development of lessons, clarified, to the coordinator.

They will be gathered by student taking part, and will be the subject of a study of the impacts of this activity, and of an outline of log Book.

Impacts of the participation of the learners at the meeting on their concept of Mobility:

While being based on the principal topics of the first questionnaire (Capacities, Resistance and difficulties, de-

sires), it is asked to each partner to organize a survey/questionnaire which makes it possible to measure the im-

pact of this meeting, and of the project

The evaluation of the meeting:

Due to the lack of time, this evaluation cannot be carried out at the end of the meeting. A form will be addressed

to each participant

The log book:

A debate opens on the definition of this document/tool, its objectives, its utility, its destination.

Each partner must make a proposal for the next

meeting

The report of meeting:

As had been agreed during the first meeting,

the host organization of the meeting gives the responsibility to carry out the report

Conclusion: This meeting was characterized by various significant aspects of an active

partnership; 22 people, teachers and learners shared these few days.

The involvements of the young people were dynamic and at the top of the

objectives of the project. The various presentations which were made to us by

our welcoming partners testify to objectives close to those which we all go on

near public similar to ours. The activities were very dense, during the com-

mon times of work, the spontaneity of the exchanges which emerged rein-

forces our willingness to meet again soon and enrich our partnership with our

common productions.

The agenda was full and organised around the various aspects of the planned

outline.

Activities that implicated learners such as making cocktails and preparation

of food were very fruitful

The atmosphere which emerged from this meeting continued to be cordial.

We felt a climate of facility of communication, as well as potential comple-

mentarities in diversities of the organizations and the countries represented.



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REPORT OF MEETING IN ITALY 1/2

10th - 14th MAY 2009

SUNDAY 10th May

In the afternoon partners arrive at CAMPUS HOTEL in Bari

Welcome dinner at Pizzeria Bella Napoli

MONDAY 11th May

Welcome to Legacoop Puglia Presentation of Forpuglia and his context of work made by President Carmelo Rollo and Director Domenico

Cangialosi

Presentation of the Educational training financed by Region, made by Alderman of educational training in Pug-

lia, Marco Barbieri

Presentation of regional laws about the apprentice in Puglia

Discussion and opinion exchanges with manager of the structure and some students about the differences of edu-

cational training in the other European country.

Buffet lunch in Legacoop with riso patate e cozze and orecchiette (tipical Bari‟s dishes) and good wine

Working session in Forpuglia wi

th the presence of student as observers. Tuesday 12th May

Visit to Cooperative Spazi Nuovi “Centro Diurno Albedo” Presentation of Cooperative

Exchanges with educators and disables people. The educators explained their pedagogical methods and their

care of disabled people.

Presentation of the products made by disabled people.

Second working session, a good moment of share and contribution of each participant, about:. Definition of the dates of the next meeting in Romania

Conclusion of the 1st questionnaire

Prospects for the second year

The intermediate report to send to national agency

The web site and the blog

Wednesday 13th May

Visit to Astragali Theatre in Lecce, detailed presentation of the cooperative Astragali, their work in Italy and in Balkan country; two worker of the

cooperative spoke about their past experience with Forpuglia like students.

Visit to Historical Centre of Lecce Lunch in a local restaurant in Sannicola di Lecce.

Visit to Saint Mauro‟s Church in Sannicola

Visit to cooperative Lasannicolese, presentation of its activities, oil, wine, local drink.

Tasting of their products: oil, wine and local drink.

Goodbye dinner with all the staff of Forpuglia in the restaurant “Lo squalo” in Monopoli

Thursday 14th May

Departure of the partners



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Report of Worksession

Reminder of the objectives of the project:

We proceed to a recall of the objectives of the project, and objectives specific to this first year, with the various

productions and activities planned and carried out to date.

Study of the log book:

The exchanges begin on the principal idea to valorise the beneficiaries by this document which will have an

educational value on their awareness and their sensitizing with the trans national mobility. The proposal of the

French model is submitted to study near the partners on various subjects to improve : Choices of the principal topics

Layout of the items

Two parts make this document:

Part 1: Formal information (Identities of the various actors, context)

Part 2: Description, presentation and results of the experiment led by the recipient.

Additional optional page:

Page in which the beneficiary can mention his feelings, bring his expression as complementary testimony to this

experiment of trans national mobility.

This first model implemented remains a document open to the modifications during the project, according to

various remarks' which could be made of it later on.

Definition of the dates of the next meetings:

Conclusions of the 1st questionnaire

The coordinator will address to the partners, the compilation of different productions carried out for this ques-tionnaire. In return, the partners can supplement the analysis with their own synthesis.

The Spanish, Swedish, and French partners also carried out near the teaching staffs a questionnaire which will

deserve to be studied.

Prospects for the second year:

This second year will be directed towards the realization of the Guide of Mobility, guides making teaching sug-

gestions and tracks to improve the motivation of public for trans national mobility. At the end of the second year

a questionnaire will be implemented to measure the impact of the project:

Near our public

Within our teaching staffs.

The intermediate report:

We have some exchanges on the various headings of this document, which must count the principal points de-

veloped within the framework of the partnership. :

Activities of partnership: Various productions: (inventory)

Problems and obstacles:

The tackled subjects were the subject of exchanges and confrontations which enabled us to exceed misunder-

standings of the linguistic, cultural, referential origine. The partnership showed all its positive dynamics which

resulted on very rich principles and productions.

The Web site, the blog:

The Swedish partners presents the blog carried out by a student of their organization. We discuss on the advan-

tage of this tool of communication and on its complementarities with the Web site.

The blog makes it possible to put the expression

of the beneficiaries and photographs of meeting,

under the control of the Swedish partner

who commits himself carrying out the update of it.

The Web site presents more formal information concerning the project and its activities. .

REPORT OF MEETING IN ITALY 2/2

10th - 14th MAY 2009

Conclusion: The working sessions proceeded in a convivial atmosphere. The ex-

changes which emerged from the working sessions were very rich: Each

one could expressed on the content of the productions to realize, and the

consensuses which we could find on the implementation of the log book

testify to a good collaboration as well as common will to work together in

the interest of the project

The meeting in Bari was quite positive; Most of participants found the

presentation of educational training in Legacoop interesting and useful to

understand the context of work of our partner but they also noticed it was

a little bit too long.

Many appreciated the working sessions: fruitful, in a friendly atmosphere

and with a good duration allowing an efficient work.

Visits gain a more reserved success: most appreciated the exchanges with

educators and disabled people in Spazi Nuovi cooperative.



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MEETING IN BUCHAREST 1/2

14th - 18th October 2009

Wednesday, 14th October

Arrival of the participants: Accommodation in Confort Traian Hotel

Dinner in the hotel‟s restaurant

Thursday, 15th October

Demonstrations of the learners: Spanish learners had a PowerPoint presentation about their activity in the school: radio and tele-

communication workshop;

Swedish learners had a PowerPoint presentation about the city where they live – Malmo – and

about their school;

French learners taught to the other learners, having the role of pupils, to make napkin folding;

A group of 7 Romanian students of Economical College Viilor, together with the teachers taught

to the other learners, having the role of pupils, how to cut and to serve fruits.

Lunch in CEV‟s restaurant (pedagogical restaurant of College Villor),

Visit of Casa Sperantei (House of Hope) - Social Center having daily program for children with socio-economic problems; some talented children of-

fered us a short performance with music and dance.

Sightseeing of Bucharest: Cismigiu Park, Kretulescu Church, National Art Museum (Royal Palace), Romanian Athenaeum, University

Square.

Dinner in the restaurant ALLHAMBRA – Exclusiv Band, it was a nice moment of sharing and communication between all, young and less young,

through music and dances.

Friday, 16th October

Visit of School for blind children: exchanges about pedagogical aspects with teachers.

Lunch in CEV‟s restaurant Work session for staff (See the attached report at the end)

Free time for students; guided by local volonteers: Andreea and Vlad

Visit of Communication and Management System Group S.R.L. a private vocational school

4 students made a demonstration about how to cut and serve a fish.

Dinner in the restaurant Allhambra

Saturday, 17th October

Visit of Mogosoaia Palace Mogoşoaia Palace is situated about 10 kilometres from Bucharest. It was built between 1698-1702 by ruler

prince Constantin Brâncoveanu in what is called the Romanian Renaissance style or Brâncovenesc style, a

combination of Romanian elements with some Byzantine, Venetian and Ottoman influences.

Visit of Radisson hotel, situated near the National Art Museum Lunch in Radisson restaurant

Visit of Cotroceni Palace It is the residence of the President of Romania.

The Cotroceni palace, church and monastery reflect a three-century history that interweaves political, military,

diplomatic, religious and cultural aspects, directly with the general evolution of Romanian society.

Since 1991, Cotroceni Palace has been the residence of the Romanian President. The National Cotroceni Mu-

seum is open to the public.

Free time in Union Shopping Center

Diner in Herastrau restaurant

Sunday, 18th October Departures of the partners

http://en.wikipedia.org/wiki/President_of_Romania



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WORKING SESSIONS

1. The logbook

We give a progress report on the previous implementation of the “logbook” following the meeting in Bari: The

Spanish and French partners sent this document filled out to the English partner, and are on standby, at this date,

for its return.

The Swedish and Rumanian partners must supplement this document and send it to the English partner.

A round table is carried out on the possible modifications to be brought to the logbook: an additional page is planned to allow associating to this certificate, the expression of the beneficiary about his/her feeling, concerning

the sequence he/she managed, and more largely his/her participation at the meeting.

2. Observations of the lessons carried out by the learners:

On the lessons and demonstrations which proceeded within the framework of this meeting, a round table is or-

ganized to collect, to synthesize the remarks made by the various observers on the Spanish, French, and Swedish

students, individually involved in these activities.

Thus, each partner collects necessary information to fill the headings of the logbook, in order to be able to send

by mail, the document filled out to the Rumanian organization, which will sign it and will return to the partners.

The Rumanian partners animated a collective sequence of making dessert, associating all the beneficiaries to

their students for this lesson.

This experience appeared very interesting, in the sense that it implemented some modes of communication

which deserve to be studied in a context of mobility.

On all these observations, the exchanges were very rich, and gave place to a real teaching team work and

dialogues which made emerging some interesting points to take into account for the future meetings, and

to deepen later on ideas of definitions and access to mobility.

3. Website:

The Web site was updated with all the activities of the first year. It is proposed to add two new headings:

Productions: all documents carried out by the partnership, interesting to disseminate on the site

Expression of the beneficiaries: extracts from their expressions during their various demonstrations and activi-

ties of meetings

Some significant expressions of their feelings in relation with the topic of the project are selected by each part-

ner.

4. Evaluation of the meetings:

The question was asked about the interest of the evaluations.

All the partners consider that the remarks and appreciations are to be received in a constructive direction for the

evolution of the project, . It is decided that each meeting will continue to be evaluated.

For the next meeting a point will be made on the whole of the evaluations and their possible exploitation.

We have to think about the way of global evaluation on the implementation of the project.

5. Access keys for mobility:

We redefine this concept such as it was formulated in the project. This study will constitute a final production of

the project. The proposal is to produce a guide of access to mobility on two aims which will be, as often as possi-

ble, dependent and complementary:

Aim 1: For the beneficiaries:

Objectives to be reached, attitudes, aptitudes to have, to leave for a transnational mobility

Aim 2: For the teachers:

Pedagogical preparation of the young people in direct relation with items identified in Aim 1

This proposal of organization of this guide remains open to the suggestions.

Available Resources:

All documents carried out in the first year:

We must propose methods and working tools

by the end of December.

6. Reminder of the dates and expiries:

Date of next meeting:

Expiries, deadlines of different productions

.

MEETING IN BUCHAREST 2/2

14th - 18th October 2009

Conclusion: The working session proceeded in a convivial climate and a produc-

tive atmosphere. The performance of our learners contributed to

help their teachers to be in mind of mutualisation of ideas and peda-

gogical remarks about the activities of the project. .

This meeting took place in mind of the objectives of the project, with

a very fruitful implication of the Rumanian, Swedish, Spanish and

French beneficiaries, in the pedagogical activities of the project.

Staff and beneficiaries were also able to share moments, rich in

exchanges and in communication, in the various activities of the

meeting.

The project takes all the dimension of its objectives in the gathering

of beneficiaries around the activities of meetings, the main aim of

this project..



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MEETING IN SEVILLA 1/3

Wednesday, 10th March

Arrival of Participants. Thursday, 11th March

Morning

Visit of IES Caura We visited the Professional Training Departments. We learned about professional training in Spain, how the

courses are of two types, lower level and upper level, and that these courses include an in-company training

period.

We were fortunate enough to have a Romanian student enrolled in the program, who was kind enough as to

describe her experience in the course and the potential job opportunities she expects to have once she graduates.

.During this visit, IES Caura students were presented with their Mobility Certificates.

Lastly we visited the Commerce classroom, in which one of the students was presenting a project on the manu-

facturing and distribution of Spanish guitars.

Visit of IES Atenea We headed to IES Atenea in the nearby town of Mairena del Aljarafe to visit the facilities of their outstanding

culinary program. We were greeted by the school‟s principal and then led to their restaurant where we were

waited on by their students.

Afternoon

Working session 1

Visit of IES Rodrigo Caro We had a visit scheduled at another secondary school in Coria del Río, named IES Rodrigo Caro, which offers a

secondary education completion program for adults. The Head of Studies welcomed us and gave us a presenta-

tion on their ESPA (Secondary Education for Adults). It was a fruitful visit, as we learned about the different

modalities of the program and the partners had the opportunity to ask questions

FRIDAY, MARCH 12

Visit of Louis Braille facilities We were greeted and guided through the facilities by one of the tutors, who happens to work very closely with

the Spanish partners as he tutors a blind student at IES Caura. First, we visited the Residence Halls, where stu-

dents who come from other provinces stay mainly during the week to attend the ONCE school. Then we went to

different learning sections.

Students‟ presentation The students’ presentations started with a Power-point presentation carried out by the Spanish

team. Three Spanish students, who are in the process of completing their Post-compulsory secon-

dary education, presented their work on Coria del Río, focusing on their cultural aspects. The stu-

dents made a great effort, as it was the first time they ever presented work in English and they

were truly nervous.

Next, the Romanian students presented their work, which was about Bucharest, including a de-

scription of their home city, and information about the school they attend, which is an Economics

Secondary School situated in the South West of the city. The students are enrolled in a Commerce

and Tourism. We were happy to find out that the students in this school are constantly praised for

their good level of training and their excellent behavior.

The presentation carried out by the Swedish students was more hands-on. We were informed of

the study programs that they are pursuing, which are rather diverse as two of the students are in

Administration and Media Production, and the remaining two are in Hotel and Restaurant. One

student in particular is studying to become a Chef. The presentation was rather informal and they

got all of the partners involved in making Swedish chocolate balls. We all got our hands dirty

(literally) and enjoyed both the making and eating the chocolate balls which were carefully orna-

mented with tiny Swedish flags.

Working session 2



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10 - 14 March 2010

SATURDAY, MARCH 13

Sightseeing in Seville and cultural visits .

Lunch at a pedagogical restaurant Reservations were made for lunch at an award-wining culinary school. It was a more creative kind of cooking that we

had had on previous days, and it was a great experience for all of us.

SUNDAY, MARCH 14

The Spanish partners took turns to take the visiting partners to the airport/ train station.

WORKING SESSIONS

Implementation of the 1st certificate

Round table about the implementation of the certificates of 1st mobility in each organization:

Various implementations of this document were carried out following the implications in the preceding meetings.

All the partners adopt the current model of this document without modification.

The part of expression of the beneficiary misses, but the partners agree to saying that it is not easy to realize.

During the meeting in Seville, the certificates were given to the young participants in the meeting of Bucharest, in

the presence of all the partners‟ representatives of the project.

In France, the director organized a small official ceremony of handing-over of the certificates to the young people

having taken part in the meetings of Liverpool and Bucharest.

Means of diffusion :

The Website: The Web site is updated; a printable version should be created. The partners appreciate this tool of communication

but notice a lack of exchanges between students; this site does not allow and it is not its vocation.

Other means of diffusion

Other means of Internet exchanges are evoked (“Facebook”), with all the precautions that we have to take about confi-

dentiality. The Italian and Swedish partners can put a link for this website into their own website.

Spain pointed out that the project is on the school‟s website and on its notice board.

Romania is thinking of making calendars and bookmarks with information about the project, and the partner points out

a Timisoara conference, where she participated and could present and make known the project.

Other ideas from Italy: writing news with photos.

Organisation of the final meeting:

We adjust the various points of organization of the final meeting at Malmö:

Point on the project implementation in each organization

Italy:

What is the impact of the project on the partners? The main area of discussion was the difficulties encounter when trying to fit the project in their timetable at work. In Bari, they face to social problems, so it is hard to get students

involved in such a project as they are not ready to make such a contribution. Once the meeting in Bari took place,

other teachers were motivated as they see firsthand the feasibility of the project.

Romania:

The problem is to involve teachers, because learners are motivated to participate in the project but teachers are usually

busy with daily tasks and job.

Sweden:

They had to prepare learners who are involved into activities of the project and it is a good way to diffuse the pro-

ject.

They presented with young who participated in the mobility to Bucharest, their

involvement into this project to the responsible of education who was positively surprised about the achievement with the public and gave some funds to extend

cultural mobility with students to a project in Berlin. It had a good impact on the

overall school environment, with the focus being students telling other students

about advantages of getting involved in the project. Usually European project is

dedicated to upper graded students.



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10 - 14 March 2010

Spain:

Project objectives coincide with the Vocational Training Programs‟ objectives. Work on the concept of European citi-

zenship, information is passed by word of mouth, and there is a waitlist for students to get into the program.

Students are usually motivated to participate in the mobility by the others.

France: The implication in the project by the teaching staff and the students is established since the beginning of the project

more or less concretely: It is not always easy to integrate the objectives of the project in the everyday life of the institu-

tion and to be able to liberate time for the implication in the project, for the trainers and the students. The team goes on

the dissemination of the project and the widening of the participation by meetings organized on the topics of the project

The concrete results like “guide for mobility” will be motivating for teachers and learners.

“Access keys for mobility” guide:

Presentation of preparatory works (table “guides for mobility /Mobility keys for learners”)

The partners take note of the work completed by some partners, on the topic of the keys for mobility.

We allow each other a time of reflection per country to release from these documents the principal ideas that we would

wish to identify in the guide of Mobility. A debate opens then on the principal topics which seem essential to us, and we

can then start to formalize some concepts common to all.

This study deserves however to be deepened and we propose that on the principles of work which we have just started,

each organization think on the keys of mobility for the student and addresses to the coordinator his observa-

tions.This study will related primarily to the advice to student willing to make a European mobility, and will be

addressed for April 1, 2010.

(The study related to the teaching actions for mobility will be realized in the second step, for the meeting of Malmö)

Exchanges take place on the format of the guide, which will have to be clear, simple, and attractive.

Summary of procedure of work for the guide for Mobility:

“Students” part:

Deadline: April 1:

Each organization addresses to the coordinator his remarks; the coordinator releases the principal advice, suggestions

which will emerge from the productions of each one. This list is submitted to the whole of partners, modifiable until May 1st.

“Teachers” part:

For the meeting in Malmö

Each organization addresses to the coordinator his suggestions for May 15, so that

the concepts can already be gathered before meeting.

During the meeting, we will define the keys for the preparation for mobility.

Reminder

The report will be written by the welcoming partner (Spanish)

The report of work session will be written by the coordinator.

The expressions of the young people and other optional expressions of the partici-pants during the meeting in Seville, dedicated to publication on the website will be

addressed to the coordinator.

The procedure of implementation of the certificates will be followed:

Each observer sends its remarks to the concerned teachers (Sweden, Romania)

These teachers fill the certificates and address them to the Spanish person in

charge who will sign them. Conclusion:

The working sessions were very rich in exchanges: the round tables concerning the life of the project in each organization brought concrete information centring the objectives, allowing a sharing about the facilities and difficulties. The work started on the keys of mobility brings an interesting pedagogical dimension in our ex-changes which foresee positive results.



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MEETING IN MALMÖ 1/3 26th to 30th of May 2010

The meeting was held as planed after some discussions of postponing the meeting

because of the eruption of the volcano on Iceland. This insecurity whether the European

airports where open or not meant that two of the partners decided not to participate.

The British partner at the European Vocational Training Centres in Liverpool and

the Italian partner at FORPUGLIA Ufficio Gestione-Organizzazione were sadly not taking

part at the meeting.

Hosting the Malmö meeting Frans Suell and Jörgen Kock upper secondary school – Malmö –Sweden

Participants at the Malmö meeting

ADSEA Logis Formation Saint Germain Laxis - France

IES CAURA, Coria del Rio – Seville - Spain

Economic College ”Viilor” – Bucharest - Romania

Asociata Aspiratii si Motivatii pentru Viitor – Bucharest - Romania

Wednesday 26th

Arrival day Thursday 27th

Visit of Frans Suell och Jörgen Kocks Upper Secondary School The day started with a tour at the Frans Suell och Jörgen Kocks Upper Secondary School at Kungsgatan 44

where the schools different alignments where shown. Principal for the hosting HML-programme, Mikael Foll-rud, met up at the schools main entrance and had a small presentation of the school and then led the group round

the schools different buildings. For example the Handicraft programme with its, arts, florist and hairdressing

educations. The handicraft teacher Bo Brahmer spoke about the structure of the education. At the food pro-

gramme Charlie Nielsen, a teacher in bakery and pastry, talked about the practical training in bakery products

and the structure of the programmes vocational training. .

Hotel and restaurant programme at Frans Suell and Jörgen Kock Lunch was taken at Valdemarso, the temporary location for the hotel and restaurant programme at Frans Suell

and Jörgen Kock Upper Secondary School.

This is the establishment where students do their in-company training.

They are evaluated by the First Chef, not only on knowledge, but also on work-related skills such as punctuality,

hygiene, etc.

Visit of Lund City In the afternoon there was a sightseeing tour through the centre of the university town of Lund, 20 km north of

Malmo. It is town of Viking origin of 75000 inhabitants with 30000 students. The group was shown the city cen-tre with its cathedral and old university area.

Friday 28th

DEMONSTRATIONS OF BENEFICIARIES

Friday was workday and it started of at ten in the morning with a two hour workshop

for the participating students from

ADSEA Logis Formation and Economic College ”Viilor”. Sofi Hagbyhn from the host-

ing partner had in advance arranged so that the students had what’s needed for their

presentations.

Romanian student, Marian Adrian Husar, showed a Power Point presentation

about coffee

French students, Mathieu CERCEAU and Christopher ROUSSEL, presented dif-

ferent techniques in serving for example wine.

The Swedish students didn’t show anything of their own but a group of ten stu-

dents participated in the activities shown by the French and Romanian student(s).



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Pildamm School After the workshop there was time for a small tour round the Pildamm School with Tomas and Ola as tour

guides. Lunch was taken at Pildamm School. A lunch served and prepared by the Swedish students. Tradi-

tional Swedish meatballs with potatoes.

Working session 1 In the afternoon there was two hours working session for the teachers. During the teachers working session

the French students accompanied by Imre went to Frans Suell and Jörgen Kocks Upper Secondary School to play indoor football with a group of Swedish students.

Saturday 29th

Sightseeing in Malmö The day started with a small sightseeing tour through the centre of Malmö with Tomas Lundberg as main

guide. The tour went from the Hostel towards the casino and the park Kungsparken. After some stops in the

old town and at the main square the sightseeing ended up at the Systembolaget at Hansa Companiet, a shop-

ping mall in the city centre just before lunchtime. The visiting partners now had time on their own for shop-

ping and lunch before the afternoon working session.

Working session 2 Dinner in the evening was taken at Interpool Restaurant. To participate at the dinner the Swedish partner had

invited al the students that had taken part in the Grundtvig trips to Liverpool, Bucharest and Seville. Six of the students, Mikael Klang, Niklas Edgren and Camilla Nystan who participated in the meeting In Liverpool

and Martina Gustavsson, Martina Ekblad and Mohammed Wazim who participated in the meeting in Seville,

showed up to take part at the dinner and to play some billiards afterwards.

Sunday 30th

Departure day

. WORKING SESSIONS

'Guide “Some advice for mobility to students “

We validate the content of the Guide "Advice to students".

It will be useful to translate it into 2 languages (English and user country).

The format defined for this guide will also be used for guide "pedagogical advice to teachers" It has to be

understood by young people, it must be attractive, simple, as it is targeted to them.

Guide « Some pedagogical advice to teachers »

The 'pedagogical advice to teachers' guide will be made of summary document presented to others, gather-

ing the main ideas of every partners: Review of this production, suggestions for improvements to the content

remain open to 7th June deadline.

Final report(common part A):

Each delegation of the partnership, in sub group, takes time to summarize its remarks suggestions on various

points of the final report concerning the part A (common part)

A round table is organized to identify the various aspects to be mentioned in the report, According to the

form of the national agencies, different points are analyzed:

1 Partnership content:

2.1 Partnership aims and results:

2.2 Partnership aims

Aims of partnership:

2.2 Outcomes of the partnership

Were all the results and products planned at application state achieved?

3. Communication and cooperation What communication and working language(s) were used at the Partnership level?

4. Evaluation and monitoring:

What were the main conclusions and consequences for the monitoring and evaluation?

5. If your Partnership aims at Any of the eight key competences, explain how the project improved these

competencies



31

Page 31


Global assessment of the impacts of the project among the different partners:

Each present partner expressed its global feelings :

Sweden:

It is difficult to make comparisons, because it is the first time that the school is involved in a European partnership,

but many positive aspects for students and teachers are noticeable. We would like bundle more activities towards

students. Spain:

Many benefits for teachers, students, and the institution in general. The project brings an added value to the school in

terms of relation with administrative department.

Romania:

Good impact on student collaboration between partner and associated school set up gradually to become very rich.

Between the different organizations involved in this project, and during the receptions, the project has been very

profitable at personal level and more generally for the organizations involved.

France:

We've enjoyed the involvement and the willingness of beneficiaries in different activities. They weren‟ positioned in

attitude of tourists, but as real actors of the project. This project has enabled rich educational exchanges that were

success through concrete productions actionable tools and resources in a context of trans nationality.

In terms of cultural exchanges it was important to cross concepts of countries differently situated geographically, and the partnership wasrepresentative of reciprocal cultural complementarities.

The log book:

We make an inventory on concrete applications of log book made consecutively to the implications of the beneficiar-

ies in the different meetings. A census is made on the various implications of the beneficiaries in the demonstrations

during the meetings.

Summary of the implications of the beneficiaries in different demonstrations :

to valorize the involvement of students in various demonstrations during the meetings, a summary table will be

made. It will allow to have a global vision of activities and implications (type of demonstration, number of students

involved, etc.)

The website and diffusion brochure :

The web site will be updated soon by the Coordinator, the descriptive part of the project and the partnership may be edited as diffusion brochure.

The report of this meeting will be done in its description of the activities carried out by the host organisation ;

the Coordinator will ensure the synthesis of the working sessions.

Conclusion: The meeting

This meeting took place in a friendly atmosphere, and gave us an opportunity to

locate the Swedish partner in its educational environment and in its goals with the

public welcomed. Working sessions have been productive to properly identify the

global impacts of our project.

The project:

The objectives project are achieved, the different tools set up could be experienced.

Teaching teams of different organizations were fully involved at the maximum of

what their means allowed them.

Beneficiaries, with their identity and social specificity have ensured, through their

implication in different situations, the link between the objectives of the project and

its activities and productions and justified the core of the meaning of this partner-

ship.



32

Page 32

Productions and Results

First inquiry guide

First inquiry results

First certificate form

Expression of beneficiaries about their mobility

Recapitulation of the demonstrations realised by

students

Guide for European mobility Advice for students

Guide for European Mobility advice for teachers



33

Page 33

Partnership productions

Guideline for first mobility inquiry

GUIDELINE

Suggestions of investigation near the public welcomed and educative teams in order

to tend to have the same canvas for inquiries, questionnaires, interview,

to facilitate the collection of information and the analysis on:

- capacities,

- Resistances

1 Capacities:

What is the perception of teachers about their capacities to practice mobility

How beneficiaries assess themselves about their capacities to

What could they demonstrate, teach, to others something that would improve their self confidence and

their valorisation?

2 Resistance and difficulties :

Cultural (stereotype and prejudice on partners countries or others)

Communication (language, etc.)

Psychologics (self confidence, self esteem, shyness)

Social (difficulties of social integration, behaviour, etc.)

Socio professional (their context professional/social doesn‟t seem supporter of the mobility)

Familial (material difficulties to organise the mobility)

3 Desires

Whishes expressed

What they wouldn‟t like to do..

Knowledge and know how that they feel able to present, demonstrate abroad.

Their project in nearest future, and in long term

Their plan in the project and its activities.

Complementary side of investigation orientated to teachers in order to broaden information and to

tend to establish links with beneficiaries expressions around mobility

1 Capacities:

How teachers evaluate their own capacity to move abroad?

What interests, the benefits to withdraw from mobility as teacher

What could we demonstrate, teach, to others something that would improve their self confidence and val-

orization ?

2 Resistance and difficulties :

Cultural (stereotype and prejudice on partners countries or others)

Communication (language, etc.)

Psychologics (self confidence, self esteem, shyness)

Socio professional (how to consider a mobility in the frame of organization)

Familial (material difficulties to organize the mobility)

3 Desires

Whishes expressed

What they wouldn't like to do .

Knowledge and know how that they feel to teach; demonstrate abroad Their project in nearest future, and in long term

Their project in others trans national contexts

Note : A first questionnaire was imple-

mented at the beginning of

the .project by each partner organisa-

tion according to this guideline

Some analysis were made in order to

evaluate the impact of activities of the

project and what they could modify to

initial expressions and results



34

Page 34

SYNTHESIS OF QUESTIONNAIRE RECAPITULATION

CAPACITIES

Sources are questionnaires to students : FR= 80+SW=45+RO=22+ SP= +It=50 + GB=10

FEELING TO GO ABROAD

Generally, our public is ready to go abroad with expressed self confidence and abilities, but

with some paradox with their real capacities.

They present their professional and cultural knowledge as advantage to be efficient (FR/

RO), with some needs of being perceived in good sight, valorised about their behaviour

(FR), and about their origin country (RO)

DIFFICULTIES

Communication problems :

About communication, they are conscious of their difficulties to get in touch with the oth-

ers, and they know their difficulties about language.

Adaptation to other country :

About adaptation to other country, they don’t have real prejudiced idea, except some low

stereotypes, and rather ready to adapt, but however with need of time to adapt to get into

real life.

Financial and administrative difficulties :

Financial and administrative worries :

They know the financial reality to go abroad, and are thinking about family help that is

somewhat not easy to have. They consider a solution to this problem through scholarship

frame.

FR : There is also serious difficulties about identity papers that prevent them to imagine to

go abroad.

DESIRES

Going abroad for what ?

They consider this future prospect around the idea of working, except for some French who

probably fear the future and prefer to visit at first.

The choice of the welcoming country is various, depending on their geographic location.

Participation to European project

The majority wants to participate to the project, some of them prefer as first step being in-

volved in welcoming situation (FR).

In any activities they whish to participate actively, exchanging about their habits, life, etc.

About future abroad :

They will use their professional capacities, considering their private life as well, finding

love, creating family.., etc.


Synthesis of first mobility inquiry



35

Page 35


First mobility Experience Form

Note : This document is used at each par-

ticipation of learners for the meet-

ing :

After their demonstration, it is filled

by partners, and stamped, signed by

receiving organisation.



36

Page 36

Meeting Liverpool

Expressions of participant learners

Sweden

Camilla

After the trip to England I started to think about working in another country. I think I got more self-esteem after England than before.

Mikael

I hope that I will be able to meet all people again when they visit Sweden and I hope that I maybe get a job out-

side Sweden in the future. It was a great and fun experience which I wish that I have use for in the future

Niklas I thought it was quite difficult to talk to some of the other students because all didn´t talk English that well. But

none the less I think it went well and we all improved and became more comfortable in the situation.

France

Maxime

My impressions on the meeting of Liverpool, it is that the exchanges between partners and us were very well.

The lesson of cocktail was carried out very well. During the meeting, the exchanges between the partners and me were satisfying. I adapted to their language

and their culture. I learned a little from their language and their culture, and one finished by being able to have

exchanges. My difficulties in the communication with other, was the first day, but little by little that was better.

Dimitri:

at the beginning, I had difficulties because of the language, then, I made a demonstration stage by stage, they followed me and that progressed very well.

I do not speak very well English and some participants spoke French.

I learned that it is always necessary to be clean and correct in front of the customer.

I have the wish to work in England and to learn the language meanwhile. Knowledge which I learned in Liverpool is English and some small things about catering

Before going to the meeting, I had apprehensions such as the breakfast, the habits of living in England

Romania

Ioana:

During the international meeting in Liverpool I shared some of my experience with the others in cooking and

serving the plates. I participated in the demonstration of making “sarmale” (cabbage and meat), which went along fine and everything was O.K., even tough my English was not the best.

Georgeta: My participation in the meeting in Liverpool has been a positive experience. I taught the other par-

ticipants to make Romanian “mamaliga” (polenta). I feel like having enough energy and patience to help others

solve their difficulties and I hope I have done that well in this visit. All together we communicated very well, although we spoke different languages.

Spain Antonio : It has been my first time abroad, a great experience. I think it will be quite useful in my future

Alejandro I have had the opportunity in this meeting to share activities with people of other European coun-tries and I am very happy for it. Great experience!!!!



37

Page 37

Spain

Alejandro C. When they confirmed that I could go for sure, I couldn‟t believe it, I had never been able to go anywhere with the

school or anything like the sort, so I took it as a very good opportunity to get to know other parts of the world and

see their lifestyles.

I had some information about Romania thanks to Raluca, a classmate of mine who is Romanian. Already on our

way to Romania, we still didn‟t know who we would find there, we only knew their countries of origin: Romania,

Sweden and France.

The first day, when we arrived to the hotel, I thought that communicating with other students would be difficult

and that it would not be easy to connect with them, but we were wrong. It was not easy but we could keep infor-mal conversations. As for our outings and excursions, they were beautiful and enjoyable most of the time. These

outings helped us to realise how different it is to live in a place other than ours.

In my opinion, the most important experiences were getting to know people from other countries, getting to know

things beyond our country‟s borders, and encountering language barriers so that we could realise how important it

is to know other languages in order to get by in other places.

Alejandro S.

When I found out that I had been selected to go on a trip to Romania, I was excited because I had never travelled

abroad before. .

My experience in Bucharest was a very good one. From Day 1, I felt very comfortable because we were treated in an excellent manner. The first day we already had contact with the people from the different participating coun-

tries (France, Sweden) and the atmosphere was excellent.

The second day we had to do a presentation, which we did on the training course that we are studying. The other

students also did a presentation on their studies, which turned out great.

All these days were extraordinary. I had a great time and I would like to repeat the experience and have contact

with the rest of the European countries. There is also a lot to be learnt from the cultures and traditions of the differ-

ent participating countries. I must also say that, while in Bucharest, we always had things to see and I was always

entertained.

As regards to the coexistence with our European counterparts, it has been an unforgettable experience, and I al-

ways felt very comfortable with everybody there. I also learnt to express myself in other languages, such as Eng-

lish and French.

France

Anne: I've gained self confidence, and I felt useful to others, because I wanted that everyone take benefits from the stay in Romania, I wanted that they retain fond memories in their head.

Good communication with the Romanian high school students, not at the beginning, but after, when we have been

demonstrating folding napkins. It was a very nice moment.

We were very happy about prize giving of certificates and gifts for people, because it was a very close time with

each person.

Departure from Bucharest got me something weird, as if I left France.

Gwendoline

I was all excited to take plane for the first time.

About our demonstration, I didn't know how to start, but eventually it went well, everyone has developed their

own willingness.

I loved exchanging some words of Romanian language with youth in high school. I felt these exchanges as a

game.

I liked to eat at the different table of trainers, so that we had to learn how to cope with language alone.

A tip: "enjoy to go abroad, and especially to talk with others".

Meeting Bucharest




38

Page 38

Meeting Sevilla


Romania

Alexandra said:

“I think I‟d need a whole day to talk about Spain… for short it was like a dream, superb and new.

I had a lot of things to learn from those people and those places!! I especially had the opportunity to speak Eng-lish and Spanish, I have developed my vocabulary. And then the places we went to – they were fascinating.

When we landed on the airport in Madrid, it was like entering another world… another civilization… superb.

And another interesting thing I miss is the food… which was a wonder, weird, but all fine in the end.

All around, all those people, colleagues and friends from the other countries seemed very nice people, opened to

any discussion, intelligent. Facing that we had to show something to them and speak about our school and us,

that made me overcome, in the end, the feeling of shyness and fear of speaking in front of an audience that I en-

countered every time in such occasions.

I personally remained with a very strong and good impression about this trip… it was something exotic, and I

still dream of those places, the palm trees and many others that I‟ve seen there.

I was very excited about all in this trip: people, places, activities… hope to repeat such experiences again soon.”

Lucian thought:

“I liked the weather - it was very nice compared to the one that was in Romania. I liked the food. I liked the

communication that was in our group because it was very relaxed and the people were very sociable. I met inter-

esting people and enlarged my knowledge and thoughts about other countries. I liked very much the places that

we visited. There was nothing for me to dislike in this trip.

I enjoyed every moment of this trip and I‟m very glad this was my first experience abroad. “



39

Page 39

Recapitulation of beneficiaries presenta-

tions during meetings

EUROPEAN E<urouroMOBILITY AND SOCIAL

“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

“Th

is g

uid

e is

re

ali

zed

wit

hin

th

e f

ram

e o

f G

run

dtv

ig p

art

-n

ers

hip

pro

jec

t e

nti

tle

d “

Eu

rop

ea

n m

ob

ilit

y a

nd

so

cia

l in

se

rtio

n”

Th

e g

uid

e i

s a

bro

ch

ure

wit

h a

dvic

es

fo

r s

tud

en

ts g

oin

g

ab

roa

d o

n a

Eu

rop

ea

n m

ob

ilit

y.

Th

is g

uid

e w

as

ela

bo

rate

d w

ith

th

e p

art

icip

ati

on

of

stu

-d

en

ts i

n p

rac

tic

al

sit

ua

tio

ns

of

mo

bilit

y d

uri

ng

dif

fere

nt

me

eti

ng

s a

bro

ad

. T

he

pa

rtn

ers

hip

: A

DS

EA

77

Lo

gis

Fo

rma

tio

n, F

ran

ce

IE

S C

au

ra,

Sp

ain

A

ss

oc

iati

on

As

pir

ati

on

s a

nd

Mo

tiva

tio

ns

fo

r F

utu

re /

E

co

no

mic

Co

lle

ge

Vil

lor,

Ro

ma

nia

E

uro

pe

an

Vo

ca

tio

na

l T

rain

ing

Ce

ntr

es

, E

ng

lan

d

Fo

rpu

gli

a,

Ita

ly

Fra

ns

Su

ell

oc

h J

örg

en

Ko

ck

s G

ym

na

siu

m,

Sw

ed

en

G

UID

E

FO

R E

UR

OP

EA

N M

OB

ILIT

Y

A

DV

ICE

S F

OR

ST

UD

EN

TS



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

“

BE

FO

RE

GO

ING

AB

RO

AD

W

HY

TH

IS G

UID

E?

I've

ne

ve

r li

ve

d a

Eu

rop

ea

n m

ob

ilit

y,

I a

m w

illi

ng

to

ma

ke

a f

irs

t e

xp

eri

en

ce

ab

roa

d,

I w

an

t to

giv

e m

e a

ll t

he

ch

an

ce

s o

f s

uc

ce

ss

, I n

ee

d s

om

e b

as

ic t

ips

fo

r m

y i

nte

gra

tio

n in

to

the

ho

st

co

un

try,

I p

lan

to

as

se

ss

th

is e

xp

eri

en

ce

acq

uir

ed



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

“

Wh

at

to l

earn

ab

ou

t m

y h

osti

ng

co

un

try?

I ta

ke tim

e to learn

adm

inis

trative f

orm

alit

ies, various o

rganiz

ational and

genera

l in

form

ation o

n t

he h

osting c

ountr

y.

I have t

o a

cquir

e s

om

e k

now

ledge r

egard

ing t

he local culture

, habits,

law

s,

etc

. I

have t

o b

e info

rmed,

be a

ware

of

financia

l/econom

ic a

nd s

ocia

l re

ali-

ties o

f th

e t

arg

ete

d c

ountr

y.

I have t

o g

ath

er

info

rmation o

n g

eogra

phic

al, c

limatic, socia

l, lifesty

le,

aspects

etc

. of

the c

onsid

ere

d c

ountr

ies.

Som

e b

asic

know

ledge a

bout

local figure

s a

nd im

port

ant

his

torical

events

should

help

me t

o u

nders

tand b

ett

er

the h

abits o

f in

habi-

tants

.

Wh

ich

of

all m

y n

um

ero

us q

ualiti

es t

o d

evelo

p?

Good c

om

munic

ation s

kill

s s

hould

help

me t

o s

urp

ass t

he lin

guis

tic b

ar-

riers

.

Necessary

skills

for

inte

gra

tion in a

new

envir

onm

ent: p

atience, flexib

il-ity,

self-c

onfidence, adapta

bili

ty, auto

nom

y.

If I e

xpect to

part

icip

ate

in p

rofe

ssio

nal activity,

I m

ust

be c

are

fully

pre

-pare

d in a

experienced m

anner.

I‟m

no

t th

e f

irst

dre

am

er

of

mo

bilit

y

Consultin

g t

estim

onia

ls a

nd m

em

ories o

f oth

er

part

icip

ants

at

pre

vio

us

mobili

ty s

hould

help

me to b

uild

my p

roje

ct

and to o

rganis

e m

y

pre

para

tion.

Som

e e

xchange w

ith f

orm

er

part

icip

ants

about

of

what

went

good a

nd

what

went

wro

ng s

ho

uld

be u

sefu

l fo

r m

e, re

gard

less t

he e

xperience

they w

ere

extr

acte

d f

rom

and t

he p

ers

on w

ho liv

ed it.

To

man

ag

e u

nexp

ecte

d e

ven

ts…

Havin

g in m

ind t

hat th

e p

roje

ct m

ay b

e p

ostp

oned,

or

modifie

d

(im

pondera

ble

s)

Wh

y t

o g

o a

bro

ad

?

What

benefits

expecte

d a

nd w

hat

is m

y c

halle

nges?

I

need t

o g

et a c

lear

idea o

f w

hat

I expect

of th

is e

xperience a

nd g

et

pre

pare

d a

ccord

ingly

. I

have t

o d

efine m

y g

oal, w

hat

I‟m

goin

g to a

cquire.

I should

be d

ete

rmin

ed, m

otivate

d b

y the u

tilit

y o

f th

e m

obili

ty inclu

ded

possib

le d

ifficultie

s.

I m

ust

have o

wners

hip

of

my p

roje

ct, t

o b

elie

ve o

n it w

ithout

influence

by a

fashio

n/s

tandard

eff

ect.

I have t

o k

eep in m

ind t

hat I‟m

not

goin

g t

o tra

vel as t

ouri

st

but to

ex-

peri

ence r

ealit

y in a

noth

er

conte

xt.

Ho

w t

o p

rep

are

myself

?

Be s

elf c

onfident

but re

alis

tic a

bout m

y o

wn c

apacitie

s (

socia

l, c

om

mu-

nic

ation s

kill

s,

etc

.),

Be r

eady t

o liv

e a

lone t

his

experience,

Be r

eady t

o face r

ealit

y in a

diffe

rent conte

xt,

Be r

eady t

o b

e s

urp

rised,

shocked,

Adapt

to n

ew

habits o

f th

e c

onsid

ere

d c

ountr

y.

Wh

ich

lan

gu

ag

e s

ho

uld

I u

se?

It is im

port

ant to

have a

basic

lexic

on o

f w

ord

s in h

ost

countr

y‟s

lan-

guage in o

rder

to facili

tate

my inte

gra

tion lik

e k

ey w

ord

s a

nd e

x-

pre

ssio

n o

f :

Polit

eness

Diffe

rent

request

like a

skin

g for

a w

ay t

o g

o s

om

ew

here

, to

take

transport

ation m

eans,

to e

at, to d

rink.

And a

lso E

nglis

h b

asic

skill

s t

o c

om

munic

ate

easie

r:

for

various s

ituations w

hen I

have to s

et

up v

erb

al exchange

For

com

pre

hensio

n



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

Ho

w t

o g

et

bett

er

co

mm

un

icati

on

:

I need t

o feel confident

when e

xpre

ssin

g m

yself in a

fore

ign language

(main

ly E

nglis

h)

I

have t

o g

et m

y ideas a

cro

ss w

ith t

he a

id o

f non

-verb

al la

nguage a

s

well,

whic

h m

ust

be c

are

fully

monitore

d a

s t

o a

void

mis

unders

tand-

ings.

A

good inte

raction w

ith t

he o

thers

can b

e im

pro

ved b

y b

asic

com

muni-

cation g

estu

res (

or

body language)

I

have t

o c

onsid

er

tim

e c

onta

cts

with m

ore

or

less long a

dju

stm

ent de-

pendin

g o

n t

he c

ircum

sta

nces a

nd I

have t

o b

e p

atient to

set

up

good f

eeling.

I use t

he c

oncre

te s

ituation /

action a

s o

ften a

s p

ossib

le t

o im

pro

ve o

ral

com

munic

ation s

kill

s.

I ta

ke c

om

munic

ation b

enefits

of

meetings/c

onfr

onta

tion in h

om

e s

itua-

tions (

on t

he s

treet, in t

ouristic p

laces,

etc

.)

Ab

ou

t m

y a

ttit

ud

e a

nd

my m

ind

in

sit

uati

on

of

mo

bilit

y

I keep in m

ind t

o h

ave a

min

imum

of

socia

l skill

s:

respect,

tole

rance,

and a

dapta

bili

ty

I show

a d

esir

e t

o inte

gra

te w

ith p

ositiv

e a

ttitude.

I need t

o k

eep o

pen m

inded a

nd n

ot ju

dge n

ew

situations o

r behavio

rs

with r

espect

to t

heir

ow

n c

ountr

y‟s

sta

ndard

s.

I‟m

open t

o learn

ing f

rom

each o

ther,

not

only

in term

s o

f overc

om

ing

language b

arr

iers

, but

als

o c

ulture

-wis

e a

nd learn

ing tip

s a

bout

ho

w

to m

ake o

ne‟s

work

more

eff

ective.

I‟m

alw

ays r

eady t

o involv

e w

hate

ver

will

be t

he d

ifficultie

s.

Wh

at

can

I b

rin

g/s

hare

wit

h o

thers

?

I m

ay p

resent

som

eth

ing s

pecific

in m

y o

rigin

countr

y that

should

help

m

akin

g the o

thers

curi

ous a

nd t

hus lead t

o m

ultip

le c

om

parisons

betw

ee

n p

eople

and c

ulture

s.

I have t

o learn

by liv

ing inte

ractive a

ctivity in g

roup (

role

pla

yin

g,

com

-m

on a

ctivity, ta

sk o

f jo

b, sport

, le

isure

, etc

.)

I have t

o d

are

to h

ighlig

ht m

y v

ocational, c

ultura

l, s

port

s s

kills

for

recog-

nitio

n a

nd inte

gra

tion.

DU

RIN

G T

HE

MO

BIL

ITY



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

AT

TH

E E

ND

I

als

o h

ave t

o a

dapt m

y s

kill

s t

o t

he p

ractical lo

cal habits t

hat

can b

e

som

etim

es a

bit d

iffe

rent.

I keep in m

ind t

o s

et

up a

nd t

o im

pro

ve m

y n

etw

ork

of

rela

tions a

nd

conta

ct lis

t.

Wh

at

imag

e o

f m

yself

I‟m

sh

ow

ing

?

I „m

repre

senta

tive o

f m

y c

ountr

y, w

ith c

om

puls

ory

duty

to s

how

a p

osi-

tive e

xam

ple

. M

y c

leanlin

ess a

nd c

loth

ing a

re v

ery

im

port

ant because t

hey a

re m

ean

of

inte

gra

tion a

nd w

ay t

o c

onfo

rm to h

abits o

f th

e c

ountr

y.

Ho

w t

o o

rgan

ize m

y s

elf

assessm

en

t?

I m

ustn

‟t f

org

et to

make m

em

ora

ndum

I

have t

o u

pdate

a d

aily

self e

valu

ation

I

keep in m

ind n

ot to

make t

he s

am

e m

ista

ke t

wic

e.

No

t to

o m

uch

fascin

ate

d, b

ut

realisti

c w

ith

mo

bilit

y

I have t

o m

anage t

he a

rtific

ial sid

e o

f te

mpora

ry m

obili

ty a

nd t

o b

ew

are

of

the illusio

n o

f easin

ess.

I keep in m

ind t

hat m

obili

ty h

as d

ura

tion, in

ord

er

to b

etter

manage t

he



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

Ho

w t

o d

issem

inate

my e

xp

eri

en

ce o

f m

ob

ilit

y

Shari

ng m

y m

obili

ty e

xperi

ence w

ith p

ote

ntial fu

ture

beneficia

ries w

ill

help

them

to b

etter

unders

tand w

hat

happe

ns in t

his

pro

cess a

nd

will help

to m

otivate

them

. I

won‟t f

org

et to

bri

ng p

ictu

res,

leaflets

and a

ny t

estim

onie

s o

f m

y e

x-

peri

ence t

o the o

thers

. A

nd

fo

llo

win

g u

p f

rom

exp

eri

en

ce…

Why n

ot sta

rtin

g a

noth

er

pro

ject

of m

obili

ty t

akin

g into

account

of

this

firs

t experience :

In

anoth

er

countr

y…

In

the s

am

e,

but lo

nger

I have s

om

e ideas :

Leonard

o m

obili

ty

Youth

pro

gra

m

Euro

pean v

olu

nte

er

serv

ice, etc

I

will

obta

in s

om

e info

rmation a

bout

at:

M

y o

wn n

etw

ork

of

rela

tion a

nd c

onta

ct list

N

ational agency f

or

Euro

pean p

roje

cts

T

he t

ime t

o f

orm

alize m

y e

xp

eri

en

ce:

It is e

sse

ntial th

at I

giv

e feedback in t

he s

hape o

f a r

eport

on t

he m

eet-

ing.

I have t

o e

xpre

ss m

y f

eelin

gs,

opin

ions a

nd m

em

ories r

egard

ing m

y

experience a

bro

ad.

The e

valu

ation m

ust

be b

rief,

accura

te a

nd s

traig

ht to

the p

oin

t.

I have t

o b

e c

lear

in m

y r

ecom

mendations,

giv

ing e

nough info

rmation

to h

elp

futu

re o

rganiz

ers

of

next editio

ns.

Wh

at

cri

teri

a a

nd

way t

o a

ssess t

he s

uccess a

nd

lacks o

f m

y e

x-

peri

en

ce

I have t

o p

oin

t out

what

activitie

s I

found m

ost

usefu

l or

most

appeal-

ing.

I m

ust

care

fully

choose m

y w

ord

s in t

he e

valu

ation o

f th

e m

eeting, but

bein

g h

onest

about

the p

racticalit

y o

f th

e a

ctivitie

s a

nd w

heth

er

I w

ould

recom

mend t

hem

for

futu

re c

andid

ate

to m

obili

ty.

I giv

e s

pecific

info

rmation r

egard

ing a

ctivitie

s a

nd s

ituations,

and I

giv

e

feedback a

bout tr

ansfe

rred k

now

ledge.

The k

now

ledge t

hat

I acquir

ed m

ust

be h

ighlighte

d.

I have t

o t

ake into

account

the c

onsid

era

tion o

f cultura

l diffe

rences.

A

ss

essm

en

t n

ot

on

ly, b

ut

wit

hd

raw

lesso

ns

I em

phasiz

e info

rmation a

bout fa

cin

g d

ifficultie

s d

ue t

o language b

arr

i-ers

, culture

diffe

rences a

nd d

iffe

rent w

ays o

f overc

om

ing o

bsta

cle

s

in d

iffe

rent conte

xts

. I

show

and e

xpla

in the o

pport

unity o

f m

obili

ty t

o c

om

pare

real situa-

tions in the v

isitin

g c

ountr

y,

especia

lly s

ett

ing a

routine in t

he f

or-

eig

n c

ountr

y a

nd h

ow

I a

dapt to

it.

I don‟t f

org

et to

ask m

y h

osting o

rganiz

ation t

o fill

a f

orm

, or/

and a

cer-

tificate

testify

ing w

hat

I did

during t

his

mobili

ty, fo

cusin

g o

n m

y

skill

s (

Cert

ific

ate

of firs

t M

obili

ty, cf.

Gru

ndtv

ig p

roje

ct)

(E

uro

pass

model, e

tc.)



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

C

ON

TA

CT

AD

DR

ES

S L

IST

MY

PE

RS

ON

AL

NO

TE

S

D

AIL

Y R

EM

AR

KS



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

This

guid

e is r

ealiz

ed w

ith

in t

he

fra

me

of

Gru

nd

tvig

pa

rtn

er-

sh

ip p

roje

ct

en

title

d “

Eu

rope

an

mo

bili

ty a

nd

so

cia

l in

se

rtio

n”

Th

e g

uid

e is a

bro

ch

ure

with

ped

ag

ogic

al a

dvis

es f

or

tea

ch

-e

rs t

o p

rep

are

be

ne

ficia

rie

s fo

r m

ob

ility

.

This

guid

e w

as e

lab

ora

ted w

ith

th

e p

art

icip

atio

n o

f te

ach

ers

in

p

ractical a

nd

th

eore

tical situa

tio

ns o

f m

ob

ility

du

rin

g d

iffe

rent

me

etin

gs a

bro

ad

. T

he

pa

rtn

ers

hip

:

AD

SE

A7

7 L

og

is F

orm

atio

n,

Fra

nce

IE

S C

au

ra,

Sp

ain

A

sso

cia

tio

n A

spir

atio

ns a

nd

Mo

tiva

tio

ns fo

r F

utu

re /

E

co

no

mic

Co

lleg

e V

illo

r, R

om

an

ia

Eu

rop

ea

n V

oca

tio

nal T

rain

ing

Ce

ntr

es,

En

gla

nd

F

orp

ug

lia,

Italy

F

ran

s S

uell

och

Jö

rge

n K

ocks G

ym

na

siu

m,

Sw

ed

en

GU

IDE

F

OR

EU

RO

PE

AN

MO

BIL

ITY

PE

DA

GO

GIC

AL

AD

VIC

ES

FO

R T

EA

CH

ER

S T

O P

RE

PA

RE

B

EN

EF

ICIA

RIE

S F

OR

MO

BIL

ITY



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

“ W

hy t

hey w

an

t to

go

ab

road

?

Dis

cussio

ns o

n t

he t

hem

e”

Why t

o g

o a

bro

ad”,

benefits

and c

halle

nges.

Expla

nations r

egard

ing t

he t

ypes o

f m

obili

ty:

short

term

, lo

ng t

erm

, stu

dy o

r w

ork

ing p

lacem

ent, e

tc.

Take tim

e t

o p

repare

mobili

ty: appro

pri

ation o

f pro

ject

Ensure

that

the m

obili

ty p

roje

ct is

not

a m

ean t

o e

scape f

rom

pers

onal

unre

solv

ed p

roble

ms

Ho

w t

o p

rep

are

th

em

?

Pre

para

tion a

nd tra

vel arr

angem

ents

H

ave a

ccura

te i

nfo

rmation t

o g

ive t

heir

stu

dents

so t

hat

the s

tudents

fe

el

secure

in t

heir

pote

ntial

trip

abro

ad a

nd e

very

thin

g t

hat

it e

n-

tails

.

Pre

para

tion o

f m

obili

ty =

dem

ystification

H

elp

them

to b

e s

elf c

onfident

but re

alis

tic a

bout th

eir o

wn c

apacitie

s

Wh

ich

lan

gu

ag

e s

ho

uld

th

ey u

se?

P

olis

h u

p o

n t

heir lin

guis

tic s

kill

s

Pre

pare

with s

tudents

a B

asic

lexic

on o

f w

ord

s in h

ost

countr

y‟s

lan-

guage in o

rder

to facili

tate

their

inte

gra

tion

Ho

w t

o i

mp

rove t

heir

co

mm

un

icati

on

skills

:

Motivate

and e

ncoura

ge s

tudents

to r

ela

te their e

xperi

ence t

o h

osting

people

and initia

te a

bond w

ith t

hem

T

rain

how

to d

eal w

ith the n

ew

codes o

f com

munic

ation (

“If

he h

asn‟t

unders

tood,

firs

t see if

it is m

y fault”)

C

onsid

er

a t

ime c

onta

cts

, m

ore

or

less long a

dju

stm

ent, d

ependin

g o

n

the c

ircum

sta

nces a

nd b

e p

atient

to s

et

up g

ood f

eelin

g

BE

FO

RE

ST

UD

EN

TS

ST

AR

T

TH

EIR

MO

BIL

ITY



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

Wh

ich

of

all t

heir

skills

to

develo

p?

Good c

om

munic

ation s

kill

s s

hould

help

them

to s

urp

ass t

he lin

guis

tic

barr

iers

.

Ho

w t

o o

rgan

ize t

heir

self

assessm

en

t?

Org

aniz

e d

ebate

, gro

up d

iscussio

n o

r in

div

idual dis

cussio

ns w

ith s

tu-

dents

to k

eep in m

ind they m

ust

self-a

sse

ss

Ho

w t

o t

ake b

en

efi

ts f

rom

oth

er

mo

bilit

y e

xp

eri

en

ces

Facili

tating m

eetings w

ith o

ther

stu

dents

that

were

abro

ad.

Consultin

g t

estim

onia

ls a

nd m

em

ories o

f oth

er

part

icip

ants

at

pre

vio

us

mobili

ty s

hould

help

them

to b

uild

pro

ject and t

o o

rganis

e p

repara

-tion.

Ho

w t

o m

an

ag

e u

nexp

ecte

d e

ven

ts…

Havin

g in m

ind t

hat th

e p

roje

ct m

ay b

e p

ostp

oned,

or

modifie

d

(im

pondera

ble

s)

No

t to

o m

uch

fascin

ate

d, b

ut

realisti

c w

ith

mo

bilit

y

Manage t

he a

rtific

ial sid

e o

f te

mpora

ry m

obili

ty (

bew

are

of

the illu

sio

n o

f easin

ess)

Keep in m

ind that

a m

obili

ty h

as a

dura

tion, in

ord

er

to b

ett

er

manage

the r

etu

rn a

nd t

o t

ake p

ositiv

e b

enefit of m

obili

ty

So

me a

dd

itio

nal ad

vic

es

That

would

be a

n e

asie

r in

tegra

tion if in

the fir

st

days s

om

eone w

ith

more

experi

ence in m

obili

ty, or

from

the h

ost

countr

y, can a

ccom

-pany t

he p

ers

on a

rriv

ed f

or

mobili

ty, to

intr

oduce h

im in t

he a

tmos-

phere

.

If the s

tudent

goes a

lone f

or

mobili

ty, he m

ust

be in t

ouch w

ith h

is

teacher,

askin

g s

upport

, w

hen n

ece

ssary

.

A

bo

ut

their

att

itu

de a

nd

th

eir

min

d in

sit

uati

on

of

mo

bil

ity

Pre

pare

them

to involv

e w

hate

ver

will

be the d

ifficultie

s

Auto

nom

y t

o d

evelo

p

Bew

are

of

hum

our

sense,

that

is n

ot th

e s

am

e in a

ll countr

ies

Wh

at

imag

e o

f th

em

selv

es t

o s

ho

w?

Pre

pare

them

to s

ho

w t

he b

est

image o

f th

em

selv

es

Rem

ind t

hem

that th

ey a

re t

he g

uest

in a

fore

ign c

ountr

y a

nd t

hey h

ave

to k

eep in m

ind t

hat th

ey m

ust

be r

eady t

o a

dapt

at any c

onte

xt.

Wh

at

to l

earn

ab

ou

t th

eir

ho

sti

ng

co

un

try?

P

repara

tion f

or

the m

obili

ty a

ccord

ing to t

he d

estination

Monitor,

guid

e th

e re

searc

h/p

repara

tion carr

ied out

by stu

dents

and

corr

ect th

em

in p

reconceiv

ed ideas t

hat m

ay b

ecom

e e

vid

ent.

Encoura

ge s

tude

nts

to g

et

to k

no

w t

he c

ountr

y w

hic

h t

hey a

re g

oin

g t

o

vis

it

Help

them

in a

dm

inis

trative

form

alit

ies, various o

rganiz

ational and g

en-

era

l in

form

ation o

n the c

ountr

y

Wh

at

can

th

ey b

rin

g/s

hare

wit

h o

thers

?

Off

er

a s

upport

netw

ork

to s

tudents

so t

hat

they k

now

they a

re o

n t

he

right

way.

Lead t

heir

inte

gra

tion w

ith o

thers

T

rain

people

to a

dapt

their

skill

s t

o t

he p

ractical habits

Motivate

stu

dents

to learn

a job thro

ugh t

he m

obili

ty, to

teach t

hem

“a

noth

er

way”

to learn

a job (

i.e.t

o b

e a

waiter

in F

rance is d

iffe

rent

to b

e a

waiter

in R

om

ania

), t

he m

obili

ty o

pens p

eople

‟s m

ind.

Keep in m

ind the c

loth

ing,

cle

anlin

ess a

nd im

age o

f th

em

selv

es a

re

mean o

f in

tegra

tion a

nd a

way t

o c

onfo

rm w

ith h

abits o

f th

e c

ountr

y



“Eur

opea

n m

obili

ty

“Eur

opea

n m

obili

ty

Th

e t

ime t

o f

orm

alize t

heir

exp

eri

en

ce:

Guid

e s

tudents

in the c

om

ple

tion o

f th

e r

eport

W

hat

cri

teri

a a

nd

way t

o a

ssess t

he s

uccess a

nd

lacks o

f th

eir

ex-

peri

en

ce

Definitio

n o

f crite

ria t

o a

sse

ss t

he s

ucce

ss a

nd lacks

Monitor

the s

tudents

‟ w

ork

in c

om

ple

ting t

heir

evalu

ation in o

rder

to g

ive

accura

te f

eedback t

o t

he o

rganiz

ers

.

Guid

e s

tudents

in the e

xpre

ssio

n o

f fe

elin

gs a

nd o

pin

ions r

egard

ing t

he

pla

nned a

ctivitie

s,

and k

now

ledge a

cquir

ed.

Ass

essm

en

t n

ot

on

ly, b

ut

wit

hd

raw

lesso

ns

Assessm

ent

not

only

but

to w

ithdra

w le

sson

s fr

om

experience:

when

sett

ing a

n a

genda f

or

futu

re e

ditio

ns,

it is v

ery

im

port

ant

that

teach-

ers

monitor

the s

tudents

‟ w

ork

whe

n t

hey g

ive f

eedback a

s t

o d

is-

crim

inate

what

info

rmation i

s r

eally

im

port

ant

to b

e t

aken i

nto

con-

sid

era

tion

Ho

w t

o d

issem

inate

th

eir

exp

eri

en

ce o

f m

ob

ilit

y

Stim

ula

te t

hem

for

the d

issem

ination o

f th

eir m

obili

ty e

xperi

ences

Guid

e stu

dents

in

th

e expre

ssio

n of

their

experiences;

monitor

their

w

ork

so t

hat

the e

xpre

ssio

ns a

re c

ultura

lly a

ccepta

ble

for

the o

thers

.

Help

stu

dents

in t

he e

labora

tion o

f th

e r

eport

, in

ord

er

to c

reate

collabo-

rative g

uid

elin

es f

or

futu

re e

ditio

ns

Assess s

tudents

in t

he c

om

ple

tion o

f th

eir

evalu

ation s

o t

hat

it b

ecom

es

a u

sefu

l docum

ent fo

r fu

ture

editio

ns

Encoura

ge s

tudents

to e

valu

ate

their

ow

n w

ork

and

their

ow

n a

ttitude

tow

ard

s w

ork

and c

ulture

in the h

ost

countr

y.

AT

TH

E E

ND

OF

TH

E M

OB

ILIT

Y


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