Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
competences for poverty reduction
competences for
poverty reduction
Programme COPORE Conference23rd and 24th of April 2010Hogeschool van Amsterdam
Social Exclusion
for Combating Poverty and
2010European Year
Yair Aa - W
ithout title
2 competences for poverty reduction 3
COPORE (COmpetences for POverty REduction)
is a consortium of health, social and educational
networks that presented to the European
Commission successfully an ERASMUS
Accompanying Measures Project within
the framework of the European Year 2010,
combating poverty and social exclusion. It will
be managed by ENOTHE, the European Thematic
Network of Occupational Therapy in Higher
Education.
The COPORE project aims to de� ne competences
and recommendations for health, education and
social work students and practitioners on how to
contribute to poverty reduction strategies. The
project aims to bring together all major actors
in the � eld, identify good practices, and develop
a common language on social determinants of
health and indicators of poverty.
Although looking for ways to combat poverty
is not innovative in itself, the introduction of a
interdisciplinary approach to the education of
health, educational and social work students,
linking the education to research and to society
in the speci� c � eld of health and social care and
de� ning the competences in the � eld are new
ideas.
The project aims to select existing good
practices in the � eld of interdisciplinary
community care, and invites students to develop
interdisciplinary projects on poverty reduction in
collaboration with disadvantaged groups from
local communities. Working groups will prepare
strategic papers on themes including community
development and client participation,
competences for monitoring social determinants
of health, interdisciplinary approaches,
preventive and outreaching approaches, and
multidisciplinary education with regard to
poverty reduction.
The various activities culminate in this
international conference in the Hogeschool van
Amsterdam, where selected good practices
will be presented, the best students project will
be awarded and the strategic papers will be
discussed. After the conference conclusions and
recommendations will be disseminated to a wide
audience in the health and social sectors.
The various activities culminate in this
international conference in the Hogeschool van
Amsterdam, where selected good practices
will be presented, the best students project will
be awarded and the strategic papers will be
discussed. After the conference conclusions and
recommendations will be disseminated to a wide
audience in the health and social sectors.
Introduction
Yair Aa - W
ithout title
4 competences for poverty reduction 5
Hogeschool van Amsterdam
ENOTHE- European Network of Occupational Therapy in Higher Education
www.hva.nl
www.enothe.hva.nl
EFPC- European Forum for Primary Care www.euprimarycare.org
CICE- Children's Identity and Citizenship in Europe ERASMUS Network www.cice.londonmet.ac.uk
Deutsches Rotes Kreuz Kreisverband Mettmann www.drk-mettmann.de
Katholieke Hogeschool Kempen
EASSW-European Association of Schools of Social Work
www.khk.be
www.eassw.org/
University of Rousse www.uni-ruse.bg
Universidad de la Iglesia de Deusto/ Humanitariannet www.deusto.es
Fachhochschule Gelsenkirchen / Institut Arbeit und Technik www.iat.eu
University of Plymouth/ DIETS www.thematicnetworkdietetics.eu
Hellenic Association of Occupational Therapy www.ergotherapists.gr
Fundacio Universitaria Balmes ; Universitat de Vic www.uvic.cat
Caritas Arxiprestal - Vic www.caritasbv.cat/
International Council on Social Welfare European Region www.icsw.org
Skills for Health www.skillsforhealth.org.uk
COPORE - The partners
6 competences for poverty reduction 7
Programme23rd of April Morning
9.00 Registration 1st Floor
9.30 Opening SessionWelcome by:Ella Vogelaar, former Minister of Living Conditions, Neighbourhoods and IntegrationChair Primary Health Care, Branch Organisation
Hanneke van Bruggen, coordinator of the COPORE project
D 158
10.00 Dr.Rüdiger Krech, and Anand Sivasankara Kurup, WHO (Department of Ethics, Equity Trade and Human Rights) Primary Health Care and the Social Determinants of Health: Synergies for equity in healthh
D 158
10.40 Co£ ee Break
11.15 Quinta Ansem, EAPN (European Anti Poverty Network)The reality of poverty and social exclusion in the EU and the impact of the growing levels of inequality
D 158
11.45 Prof. De Maeseneer, EFPC (Chairman of the European Forum for Primary Care)Community Oriented Primary Care: integration of personal en public health care
D 158
12.15 Mark Räkers, HvA (De Karthuizer)Poverty reduction by working on healthy and sustainable social structures
D 158
12.45 Questions D 158
13.00 Conducted Tour around the Exhibition
Lunch
D 158
Restaurant
23rd of April Afternoon Best Student Presentations
14.15 Natalia Rivas Quarneti, Occupational Therapist; Tania Gómez Sachèz, Social educator; Ines Viana Moldes, Psychologist, University of Coruna Information and Communication Technology: making/breaking a gap
D 158
14.35 Ahmet Murt, Davut Cekmecelioglu, Oguz Kizilkaya, Semih KucukcankurtaranEMSA(European Medical Students’ Association) , TurkMSIC(Turkish Medical Students Association) and Turkish Young Doctors.Future Doctors about to Eliminate Di£ erences; when you are healthy; you are equal
D 158
14.55 Tea Break D 158
15.15-17.00
Parallel working groups 1st part
15.15 1.A
Interdisciplinary approach in Social and Health care to prevent and/or combat poverty;
D2.34
15.151.B
Interdisciplinary approach in Social and Health care to prevent and/or combat poverty;
D2.64
15.15II.A
Community development and client participation approaches to addressing health inequalities;
D0.32
15.15II.B
Community development and client participation approaches to addressing health inequalities;
D0.34
15.15III.A
Preventive and outreaching approaches D2.30
15.15III.B
Preventive and outreaching approaches C2.47
15.15IV.A
Eradicating disadvantages in education D2.28
15.15IV.B
Eradicating disadvantages in education D2.13
15.15V
Work and Worklessness D2.62
19.30 Dinner in Odessa with the band Streetlighting
8 competences for poverty reduction 9
24th of April MorningKey speech
9.30 Prof. K. Isaacs, CLIOHRES (Sixth Framework History Network of Excellence) History, Poverty and Citizenship (inclusion) in Europe
D 158
Best Student Presentations
10.00 Kristof Berrens, Karen Drooghmans,Lies Ruelens, Lotte Sneijers, Wout Vangeel, Lore Vandeperre, University of Kempen, BECheque? Check!
D 158
10.20 Boryana Stancheva, Elitsa Velikova, Sonya Petrova, University of Russe, BG Ending child poverty: take up the challenge
D 158
10.40 Co£ ee Break D 158
Parallel working groups 2nd part
11.15IA
Interdisciplinary approach in Social and Health care to prevent and/or combat poverty
D2.34
11.151.B
Interdisciplinary approach in Social and Health care to prevent and/or combat poverty
D2.64
11.15II.A
Community development and client participation approaches to addressing health inequalities
D0.32
11.15II.B
Community development and client participation approaches to addressing health inequalities
D0.34
11.15III.A
Preventive and outreaching approaches D2.30
11.15III.B
Preventive and outreaching approaches C2.47
11.15IV.A
Eradicating disadvantages in education D2.28
11.15IV.B
Eradicating disadvantages in education D2.13
11.15V
Work and Worklessness D2.62
13.00 Lunch and guided tour through the exhibition
24th of April AfternoonGood Practices Parallel Sessions
14.15 Dr. Kristel Driessens, Karel de Grote Hogeschool, Antwerpen, BE Empowerment and linking against poverty. A strength-based and interdisciplinary approach for social work, training and research to combat poverty
D158
14.35 Sarah Kantartzis, Coordinator, Hellenic Association of Occupational Therapists, Athens, GR ELSITO Empowering Learning for Social Inclusion through Occupation - a European Learning Partnership
D158
14.55 Karin Smeets, Policy Manager Poverty Issues, Community Tilburg, NLSafety house
D158
14.15 Desislava Encheva and David Bisset, Russe, BGCreating a centre of excellence in the delivery of integrated services
D262
14.35 Dr. Jurenne Hooi, Madizo, Amsterdam, NL Prevention and Poverty
D262
14.55 Miss Soraya El-Khazen, Bow Centre (Project Coordinator) and Mrs Vanessa Barker (Social and Therapeutic Project Manager). Addressing Health Inequalities in Tower Hamlets East London
D262
14.15 Prof. Dr. Edlira Haxhiymeri and Ma. Elona Dhembo, University of Tirana, AlbaniaReducing youth worklessness through building bridges between university and labour market: the case of social work student practices
D264
14.35 Annegret Verbeek,Deutches Rotes Kreuz Kreisverband,Mettmann, DE. Demographic Change, job driving and blue light environment
D264
14.55 Salvador Simo, Placido Romero, Christian Ventosa,Cambra, Vic University, SpainMiquel Marti I Pol project
D264
15.15 Tea Break
16.00 Plenary session about the conclusions of the working groups D158
16.45 Announcement of the student award D158
17.00 Closing D158
10 competences for poverty reduction 11
Dr Rüdiger Krech Director
Department of Ethics, Equity Trade and
Human Rights
World Health Organization, Geneva
Dr Ruediger Krech has studied educational
sciences, medicine and public health and
holds a doctoral degree in public health.
He re-joined WHO as the Director for Ethics,
Equity, Trade and Human Rights as of 1
October, 2009. He was previously the Director
for social security in India at the German
Technical Cooperation (GTZ) and speaker of
GTZ’s projects and programmes in the area
of health and social protection in Asia and
Central and Eastern Europe. He has been in
charge of GTZ’s social protection work from
2003 to 2008. Before joining GTZ, he has held
various management positions at the World
Health Organization (WHO) Regional O« ce for
Europe in the � elds of health systems, health
policies, health promotion and ageing.
Primary Health Care and the Social
Determinants of Health:
Synergies for equity in health
The role of underlying social determinants in
reducing health of individuals and populations,
and the importance to address those social
determinants to reduce inequities in health is
very well documented in the report of the WHO
Commission on Social Determinants of Health
in 2008. Similarly, the World Health Report
on primary health care in 2008 described
the key challenges of a changing world, and
elaborated four key reforms that are necessary
to address those challenges. Those reforms
include universal coverage reforms, service
delivery reforms, public policy reforms, and the
leadership reforms. Translating these reports
in to e£ ective actions at the country, regional
and global level to address inequities require
understanding the synergies between them
and making the health systems responsive to
population needs.
The present paper will explore the synergies
between social determinants of health agenda
and the renewal of primary health care agenda,
illustrate the need for working with other
sectors, and explain the strategies of making
the health system responsive to population
needs.
Quinta Ansem
Quinta Ansem is the Dutch representative in
the European Anti Poverty Network. EAPN
aims to put poverty back on the agenda
and to lobby and campaign together with
its members for better and more e£ ective
policies to eradicate poverty and social
exclusion at national and EU level.
Quinta is educated as a social worker and she
is working as a trainer, coach, therapist and
policy developer. She has a long experience
in working with unemployed to uplift their
personal skills and self-esteem and therefore
also be able to better support their grassroots
organisation were they do unpaid work.
[email protected] – www.eapnned.nl
EAPN Motto: ‘You can’t speak about the
� ght against poverty and remain silent
about wealth’
So doing al kinds of project, weather it is in
social welfare work or in social health work.
Trying to help people to change their lives,
to give them back hope and improve their
opportunities, isn’t enough. We won’t achieve
any improvement in trying to eradicating
poverty and see the diminishing of the
numbers of people who live in poverty
or who are at risk of poverty. It will be like
mopping the ̄oor with the water tab still
running. To try to change this we have worked
for 20 years now to lobby the EU commissions
and other politician, on EU as well on national
level to make the di£ erence.
EAPN some achievements
1. Building a participative and
sustainable network
Sustained and growing network
Increasing participation of people in
poverty
Increasing funding of national and EU
networks
2. Impact on EU Policy?
New Articles in the EU Treaties
EU Social Inclusion Strategy (OMC on
Social Protection and Social Inclusion
EU Programme to support the strategy
(PROGRESS)
Key speakers
12 competences for poverty reduction 13
EU Recommendation on Active Inclusion
(Adequacy of Income, Access to Services,
Support for access to employment)
Partnership Principle in Structural Funds
EU Meetings of People Experiencing
Poverty
2010 EU Year Against Poverty and Social
Exclusion
But this isn’t the only problem. Also in the way
people experience poverty are addressed at,
and treated in al kinds of project, are directly
linked to the poor outcomes of many welfare
projects. EAPN believes in giving the poor
the opportunities to speak for themselves
and to come op with their own solutions and
support them to make those a reality.
The overall conclusions
More Equal Societies work better for
Everyone
The rich developed societies have
reached a turning point in human
history
Politics should now be about the quality
of social relations and how we can
develop harmonious and sustainable
societies
And doing that in respect and support
with those who need the respect and
support the most.
Prof. Jan De Maeseneer, M.D., Ph. D.
Jan De Maeseneer (°1952, Gent) graduated as
a Medical Doctor in 1977 at Ghent University
(Belgium). Since 1978, he has been working
part-time as a family physician in the commu-
nity health centre Botermarkt in Ledeberg,
a deprived area in the city of Ghent. From
1978 to 1981, he worked as a part-time
research-assistant in health promotion at
the De partment of Public Health (Prof. Dr. K.
Vuylsteek). Since 1981, he has been working
as a part-time assistant at the Department of
Family Medicine and since 1991, he chairs the
department. Since 1.10.2008 he is the vice-
dean for strategic planning at the Faculty of
Medicine and Health Sciences.
In 2004 Prof. De Maeseneer received the
“WONCA-award for excellence in health
care: the Five-Star Doctor” at the 17th World
Conference of Family Doctors in Orlando
(USA). In 2008 he received a “Doctor Honoris
Causa” degree at the Universidad Mayor de
San Simon in Cochabamba (Bolivia).
Community Oriented Primary Care (COPC):
integration of personal and public health
care
The World Health Report 2008: “Primary
Health Care: now more than ever!” invites
us to “putting people � rst”. This is a clear
invitation to health professionals, people
involved in education and social work
practitioners to re-think their position,
especially when it comes to poverty reduction
strategies. The report of the Commission on
Social Determinants of Health “Closing the
gap in a generation” asks clearly to tackle the
“upstream”-causes of ill health and poverty:
unemployment, bad housing conditions,
psychosocial stress, lack of participation and
diminishing social capital.
Practitioners, especially in the � eld of primary
health care, are confronted with those
“upstream causes” of social inequities in
health.
The “Community Oriented Primary Care”-
strategy has, since the forties of the previous
century, been put in practice, in order to help
health care providers and local communities,
to address the social determinants of health.
The COPC starts from a de� ned community
where problems with health and health-
being are identi� ed, both in the daily
practice and through systematic surveys.
This data collection is analysed, leading to
a “community diagnosis”, with involvement
of all the local stakeholders, especially the
civil society organisations. A strategy is put
in place, with involvement of all actors, in
order to � nd solutions for the most important
problems. Finally, there is a continuous
monitoring, so that the COPC-cycle becomes
a key-strategy. A special feature of the
approach is the intersectoral action for
health, so that social determinants of health
in the economic � eld, educational � eld,
urbanisation context, social participation,…
can be addressed. This will be illustrated with
examples from community health centres
in the city of Ghent (Belgium), from the
European Forum for Primary Care and from
the Network: Towards Unity for Health.
14 competences for poverty reduction 15
Mark Räkers
1964. Ex- journalist. Social worker on
homelessness for 20 years. Since 1997
involved in developing the practice of
prevention from homelessness. One of the
‘re-inventors’ of outreaching work in the
Netherlands. Teacher of (outreaching) social
work at the Hogeschool van Amsterdam.
Writer of books, articles and opinions on
social work and social subjects. In the
moment involved in developing a new
approach in social work with homeless
people: not to take over but to support,
empower and facilitate.
Poverty reduction by working on healthy
and sustainable social structures.
When we are thinking about and discussing
poverty there are two aspects: material
poverty and immaterial poverty. In a lot of, or
even most, cases these aspects are connected.
This means that in � ghting poverty we
have to focus on both aspects. Reduction
of material poverty doesn’t mean that the
person(s) involved will � nd social life as well.
Together with material poverty social poverty
like loneliness is a main problem we have to
deal with. Exclusion from social society is also
a very serious matter of poverty.
We can � nd a common language in � ghting
poverty based on Human Rights. Formal and
basic Human Rights are universal and based
on both material and immaterial rights. In
the European Social Charter there are articles
about this. For example Art. 13: Anyone
without adequate resources has the right to
social and medical assistance. And also art. 14:
Everyone has the right to bene� t from social
welfare services. In my interpretation these
articles are also about prevention of social
exclusion, and as a result of that o£ course
about working on social inclusion.
O£ course we can also regard these rights as
passive rights; this is the traditional way of
thinking. At the other hand we could state
that based on these rights society has the
obligation to create possibilities for social
participation in an active way. This means
that the focus of social workers should be
on community development instead of
individual help and support. Supporting the
(further) development of social structures
and connections provides a more sustainable
situation for the people involved.
The principle of Family Group Conferences
is helpful in clients participation. The social
network or family is responsible for the
decisions and the solutions. Social work and
other disciplines are supporting in realizing
the plans made by the people themselves.
In Holland we try to learn to work in this
way, but we are also supporting social work
institutions in Bosnia and Herzegovina.
One of the important goals and results of
Family Group Conferences is revitalization of
social networks. Being part of a caring social
network means a more healthy situation, both
in a material and immaterial way.
In � ghting material and social poverty health
care workers and social workers could (and
should) work more together then they do in
the moment. People are not healthy when
their social situation is not well organized.
Prof. Kathy Isaacs
Born in Astoria, Oregon, 1943, Ann
Katherine Isaacs completed her studies at
the University of California, Berkeley, and
the State University of Milan, where she
obtained her Laurea degree cum laude in
1969. A ministerial research and teaching
fellow at the Superior Normal School of Pisa
(1971-1975), from 1975 on she has taught
Renaissance History at the University of
Pisa. She coordinates the European History
Networks CLIOHRES (www.cliohres.net, a
Sixth Framework Network of Excellence)
16 competences for poverty reduction 17
and CLIOHWORLD (www.cliohworld.
net, an Erasmus Academic Network). She
participated from 1989 in the ECTS Pilot
Project (History Subject Area); she is a
member of the management of Tuning
Educational Structures in Europe; she is an
ECTS/DS counsellor; she has coordinated or
participated in various TEMPUS projects to
extend the Bologna Process and Tuning to the
Russian Federation, Georgia and Central Asia..
History, poverty and exclusion
Poverty is a seemingly clear concept, but in
reality it is a continually changing cultural
construct – as well as a hard fact. Historically
‘poverty’ has meant di£ erent things and has
had very di£ erent connotations. In the work
of the History Networks, poverty, and the
� ght against it, is associated with ‘citizenship’
and ‘participation’. We know that ‘the poor’
have been the object of the attentions of
the better o£ in many societies, through for
example ‘charitable’ activities, and that they
represent a special kind of ‘other’, constituting
a warning for the elites. The challenges facing
the welfare state and the European model
of inclusion today are evident: in a time of
economic crisis such as ours, governments
and voters are tempted to make cuts,
emphasising in all � elds the needs of those
that ‘have’ full citizenship with respect to
those who do not. This inevitably creates new
and more di« cult problems for the excluded.
The centre of the ethical motivation of the
History Networks is to � ght xenophobia
and exclusion in all its forms. In our view,
History – or ideas about it – far from being
a thing of the past, is one of the most
powerful forces in determining individual
and collective identities, hence in forming our
understanding of who we are and who our
neighbours are.
We strive to create and disseminate materials
and strategies that can be used in research
and higher education, in order to prepare
the tools we think necessary in order to
assume a critical stance with respect to
exclusion: of immigrants, ethnic minorities,
the elderly, women ... all those who can be
and increasingly are presented as outside of
mainstream society, its needs and practices.
Our Networks have researched and published
innovative books on many relevant themes,
including: “Immigration/Emigration in
Historical Perspective; “Discrimination and
Tolerance and Historical Perspective”; and
“Citizenships and Identities: Inclusion,
Exclusion, Participation”. The most relevant
results with respect to poverty and minorities
will be presented and discussed.
Bind-Kracht in Armoede or ‘Empowerment and linking against poverty’Dr. Kristel Driessens, Karel de Grote Hogeschool,
Antwerpen, BE
Context of the practice
E£ ective social work with people in poverty
demands insights in their living conditions,
in the e£ ects of social exclusion and in their
strengths. It also demands a caring relationship
based on trust, a personalised approach with
goals that are formulated in dialogue with
the service user and a positive, emancipated
attitude. So e£ ective social work asks for a
combination of personal involvement and
a professional expertise. Using publications
and training programs Bind-Kracht expand
the social workers’ view on the complex
phenomenon of living in poverty, gives them
‘a language’ to talk about and to re ̄ect on their
work and strengthen their competences to
improve their social interventions and strength
based work in dialogue with people in poverty.
Description of the good practice
Bind-Kracht (empowerment and linking against
poverty) is a Flemish organisation consisting of
researchers, tutors and people living in poverty
that wants to improve the quality of social
work with people living in poverty. Together
ABSTRACTS of good practices
we build bridges to empower. We o£ er
support to professionals and volunteers who
counsel people living in poverty, by means
of (action-)research and development of
methodology, vocational training, coaching
and publications. Basic material made up
the doctoral theses on ‘poverty and social
service’ by Tine Van Regenmortel (Van
Regenmortel, 2002), psychologist, and Kristel
Driessens (Driessens, 2003), sociologist. We
consulted people in poverty through group
work in Recht-Op, a grassroot organization,
as well as social workers and volunteers in a
focus group. In these dialogues theoretical
frameworks and scienti� c perceptions were
� ne-tuned and converted into the social work
practice. This resulted in a book for social
workers containing perceptions on the living
conditions and life experiences of people
in poverty and empowering social service
relations. Based on this book, a number
of training programs, working tools and
re ̄ection tools were developed to support
social workers and volunteers who work with
vulnerable groups in society (Vansevenant,
Driessens & Van Regenmortel, 2008).
In our publications and training programs
we link scienti� c knowledge (from sociology
and psychology) and research results about
‘poverty and strength-based social work’ to
social work practice and to the perception of
people living in poverty.
18 competences for poverty reduction 19
ELSITO – Empowering Learning for Social Inclusion through OccupationSarah Kantartzis, Hellenic Association of
Occupational Therapists, Athens, Greece
Context of the practice
ELSITO is a Learning Partnership funded
under the Grundtvig (LLL) programme of the
EU. Partners are:
� GGZ in Geest partner VUmc, Amsterdam
(department dagbesteding & arbeid),
The Netherlands (Coordinator – Marion
Ammeraal). Developing local projects
such as «The Healthy Bite», «The
Network Table», «The Sport’s Project».
Collaborating locally with a broad
array of projects such as <<brewery De
Prael>>.
� Hellenic Association of Occupational
Therapists, Athens, Greece (Coordinator –
Sarah Kantartzis). Collaborating locally
with the Center for Ergotherapy Services
-Municipality of Heraklio Attikis, Athens,
and the Panhellenic Association for
Psychosocial Rehabilitation and Re-
employment
� Hogeschool-Universiteit Brussel,
Belgium (Coordinator – Luc Vercruysse).
Collaborating locally with Pol parol
meeting place, in Leuven, Belgium
ELSITO aims:
1. to explore, describe and exchange good
practice in projects aiming for social
inclusion, through a learning partnership
between all persons involved in projects:
sta£ , OT’s and students and service users
(e.g.persons experiencing mental health
problems, immigrants and refugees)
2. To build up networks both locally,
nationally and across Europe of
similar projects in order to exchange
experiences and to disseminate good
practice to all stakeholders.
How does your practice address poverty
reduction
Persons experiencing mental health
problems, learning disabilities (mental
handicap), immigrants and refugees are at
particular risk of experiencing poverty and
social exclusion. The partnership is working
to explore, describe, exchange and develop
good practice in projects aiming for social
inclusion. The project explores social inclusion
as achieved through active participation in
daily life; including work (paid and voluntary),
leisure, social, creative and civic activities
(occupations).
Safety House and Care HouseKarin Smeets, Policy Manager Poverty Issues,
Community Tilburg, NL
The community Tilburg from the Netherlands
presents the project Veiligheidshuis
(safetyhouse) in cooperation with the
Zorghuis (Carehouse) as best practice for
COPORE.
These projects brings an important
contribution to the method of
povertyreduction in the City of Tilburg.
In 2006 the government o£ Tilburg asks her
poor citizen, in 120 interviews, what for them
the main problems are in the solution o£ their
� nancial problems.
One of the major things was the fact that
they have to deal with a lot of di£ erent
professionals from di£ erent institutions with
di£ erent messages and rules.
This fragmentation did not lead to solutions
but to more complex situations.
As an answer to this issue we started in
2007 a pilot called the “doorbraak”, with
as most important target to � nd a way of
collaboration » with di£ erent stakeholders.
The solution o£ the � nancial and other
problems of the family/ person was leading
and the method/service from all stakeholders
was supported to the solution.
The things learned about the “doorbraak”
are one of the experiences that lead to the
development o£ the Zorghuis( Care House)
Meanwhile are 150 employes from 20
di£ erent organizations working together
in one building with the same method and
the same target for people with complex
problems, including � nancial problems
The main objective of both ‘Zorghuis’
(Carehouse) and ‘Veiligheidshuis’ (Safetyhouse)
is: to ensue that adults, adolescents and
families with multiple problems don’t fall
through the cracks and therefore miss out on
the care, support and the services they need,
by means of prevention.
Veiligheidshuis and the recently associated
Zorghuis are meant and designed to direct
and shape the chain of service suppliers in
individual cases
20 competences for poverty reduction 21
Creating a centre of excellence in the delivery of integrated servicesDesislava Encheva and David Bisset, Equilibrium,
Russe, BG
History of the Complex and Overview of
Facilities/ Services
Equilibrium is a charity specializing in
the development and implementation of
programmes for children deprived of social
and educational opportunity. During 2009, the
organization became a signi� cant provider of
social services that are outlined below.
The services in question - delivered to children
at risk in the Ruse region in NE Bulgaria - are not
directed towards poverty alleviation per se. It
is certainly true that we work in reaction to the
results of poverty and deprivation that currently
prevail and it easily arguable that we impact
on the social wellbeing of future generations
through our work aimed at the prevention of
institutionalization of children – their speedy
social and educational rehabilitation.
We believe in child rights and familial rights and
we apply them in what we do.
We do not lobby for them or participate in
child / familial rights advocacy. This would
change our relationship with those to whom we
provide a service. We cannot use these people
to serve an agenda. Since its inception in 2004,
Equilibrium has been involved with mentoring and
social / educational rehabilitation working among
children described in our website as “educationally
and socially disadvantaged because of early life
experience that may have included domestic
abuse, separation from parents, institutionalization,
bereavement, prolonged deprivation or an
especially traumatic event.” (www.eq-bg.com). The
emphasis on rehabilitation has been carried over
into the area of service provision and we place
great emphasis on discouraging a sense of victim
hood, dependency, subservience and pessimism.
The methodsIntensive counselling
Training in life skills for adults – home
economy & budgeting, job seeking,
prioritization of essentials, community
ventures (eg skills exchange), transition from
social bene� ts to employment
Phasing out practical support to families in a
controlled manner to encourage initiative /
discourage dependency
Classes in life skills for our young clientele
Programmes in outdoor adventure and
performing arts in which the young
participants help shape the outcomes (eg
preparing for performances)
Investment of time, e£ ort and � nancial
resources in a programme of refurbishment
so that the premises no longer ‘look like a
place where poor people go’ – changing the
style and ambience
Encouraging public access and a sense of
community ownership through events and
open days
Prevention and PovertyDr Jurenne Hooi, Madizo, Amsterdam, Nl
Context and description of practice
MaDi is a social service provision that o£ ers
general social work, debt consultancy, social
work for elderly and recently a prevention
department. MaDi is situated in Amsterdam
South East and Diemen municipal and provides
her services free for all the residents of this
area (population: 100000).
The Prevention ̄oor was installed because of
the steady stream of clients requesting help for
major problematic debts. Most of these clients
had the following in common: no oversight
of their � nancial income and outcome, no
administration system or an up to date one and
poor understanding of their rights, rules and
regulations of the government. Often these
clients lacked certain competences, living in
poor conditions and being socially excluded.
The aim of the Prevention ̄oor is to bring
awareness to these clients and teach them
� nancial management skills. Also people who
were not yet in trouble could make use of
the services. The Prevention ̄oor developed
teaching and information material speci� cally
for certain groups like children of 11-12 years
old, teenagers, single young parents, food
bank clients and elderly. The Prevention ̄oor
also started with a weekly a ‘Post Sorteer
Dag’ for clients that wanted assistance
in scrutinizing their chaotic mail and
administration. Prevention consultants worked
also outreaching, giving information and classes
at places like the Food Bank, schools and on
request of local client-run organizations.
The services were applicable at al levels and
available without any barriers for the entire
population of Amsterdam South East and
Diemen. Individuals had access to the services
mostly during the week and sometimes in the
evening or weekend. The services were always
located in the community, free of charge and
easily accessible. Evaluations are held on a
periodic basis for possible adaptations of the
services provided. MaDi guaranteed continuity
of the services by also o£ ering integrated
services internally and externally. Collaboration
is present with other sectors like housing
agencies but also with businesses like Delta
Lloyd.
MaDi have regular meetings with local
authorities, civil society, volunteers, client-run
organizations and social networks.
Addressing Poverty Reduction
The prevention services that MaDi provide
have short and long term goals for reduction
of poverty: for the short term is the goal to
bring about competences for clients with major
debts problems to avoid a recurrence of the
same problems. For the long term is to start
with preventive measures as early as possible,
avoiding problems that contribute to poverty
and social exclusion.
22 competences for poverty reduction 23
Addressing Health Inequalities in Tower Hamlets East LondonMiss Soraya El-Khazen, Bow Centre (Project
Coordinator) and Mrs Vanessa Barker (Social
and Therapeutic Project Manager).
The Bromley by Bow Centre, London, UK
The Bromley by Bow Centre has earned
a reputation as a pioneering voluntary
organisation that has been a catalyst
and instigator of regeneration and social
integration over the last 25 years. It has
established a strong community-based
model of participation and partnership and
is a model which is � rmly based on a belief
that all individuals have a reservoir of human
talent and potential that can be untapped.
The Centre works in one of the poorest
boroughs in London and Europe and within
a community which faces chronic ill health
– (infant mortality is 50% higher than the
national average, 18% su£ er from long term
conditions or disability, and there are high
levels of malignant cancers, diabetes, asthma,
TB, stroke and hypertension). The community
is made up of high numbers of ethnic
minorities speci� cally Bangladeshi, Afro-
Caribbean, Somali and Vietnamese/Chinese
with high rates of unemployment, adult
illiteracy and mental health issues associated
with overcrowding, isolation and deprivation.
Over the past 25 years the Bromley by Bow
Centre has developed a model of integration
and accessibility with the dual task of
delivering high quality services (including
mainstream health, social care and education
services). It is a model which has been
tried and tested but continually honed and
improved as the needs in the community
change. It is this approach which makes
the Bromley by Bow Centre distinctive and
e£ ective in what it does.
Reducing youth workless ness through building bridges between university and labour market: the case of social work student practices. Prof. Dr. Edlira Haxhiymeri and Ma. Elona
Dhembo, University of Tirana, Albania
The project presented in this paper refers
to the tradition of social work department
at the University of Tirana which promotes
social work profession and help in reducing
youth workless ness through building bridges
between the department (its students) and
labour market actors.
Social work is a new profession in Albania,
lacking a history which in many cases
facilitates young graduates of other
professions to � nd a work place in the labour
market. In addition, youth is often among the
categories mostly a£ ected by workless ness
and unemployment.
Demographic change and job creationAnnegret verbeek, Deutches Reutes Kreuz
Verband, Mettmann, DE
Red Cross and Red Crescent Societies are
international, political neutral, non-pro� t
orga ni sations without religious binding.
Together with others players they constitute
the wel fare associations which also are
involved in elderly care. This societal sector
will undergo major economic growth
because of the demographic change and
technological develop ments ahead. The
demography shift is alike amongst both,
the Germans and the citi zens with migrant
biography.
To cope with these demographic shifts in the
health and social sector, the considerable
economic power of seniors - referred to as
“silver economy“ - should be par ti cularly
mobi li zed in relation to growing demand for
culturally sensitive care for the elderly.
Modular quali� cation seem to be the way to
go for various reasons (health status, multi-
morbidity, dementia, medication rationales,
legal and administration requirements,
ethni city, cultural peculiarities, technical
know how, information technology and
requirements, educational impacts and ethics
to name just a few, necessary cross bridging
activities between the health and social sector).
Supported by the state Ministry of Work,
Health and Social A£ airs the German Red
Cross in Northrhine Westfalia could already
produce various modular instruction materials
and documentations which in future must be
added upon and implemented by growing
num bers of elderly care workers. When
planning new modules it must be taken into
account that 90% of the seniors want to stay
for the rest of their life at home. Thus home
care and new strategies in emergency care
will become a major issue. Consequently
further increase of the development potential
in elderly care requires welfare associations
political and organisational decision takers
must closely cooperate amongst each other
and in future should also include alarm services
and quali� cations for nursing assistants.
Required service infrastructure for this is
realized at state level by district administration.
Respective cooperation rules and pathways are
therefore to be tackled as well in the training
programs for new employees.
As new employees are liable to social security.
Increasing numbers of such employees will
positively a£ ect national economy and thus
will improve the quality of life of all citizens.
24 competences for poverty reduction 25
The Project Miquel Martí i PolSalvador Símo,Bsc OT, Msc, Plácido Romera,
Gardener, Christian Ventosa Cambra, student,
University of Vic
Coordinated by Universitat de Vic (Fundació
Universitária Balmes), in partnership with:
- The third sector: Caritas Arxiprestal,
F.C.M.P.P.O. (MH Foundation), Girbau
Foundation.
- The public sector: Vic City Council, Osona
local government
- The economic sector: Rotary Club, La Caixa
Foundation
The Project Miquel Martí i Pol integrates
health, education, research and the � ght
against poverty. The project is based on
gardening and restoration/reforestation
of natural spaces, done by clients, who
experience mental health, poverty and
immigration, and occupational therapy
students at the University of Vic.
Our vision is to confront at the same time
the social and ecological challenges of
contemporary Europe. The clients learn a
profession and simultaneously they realize
and develop a meaningful occupation with a
powerful therapeutic value. A key element of
the project is to educate society in the value
and potential of excluded people: they
are citizens who are contributing to society.
Universities must be a school for democracy
and citizenship (Dewey, 1969). The research
is a key factor of the project, studying the
contribution of meaningful occupation to
wellbeing and the construction of inclusive
communities and citizenship, � ghting against
poverty. The art of politics and partnerships is
central to the process, linking the social-health
sectors, with the economic and educational
sectors. The goal is to create a society based
on the values of justice, equality, freedom,
active respect and solidarity.
The project involves a group of political,
social and business institutions. The clients,
referred later on as the gardeners, come from
Caritas Arxiprestal and Osona Mental Health
Foundation. The inclusion criteria is that
participants must be persons experiencing
social exclusion, mostly related to mental
health issues, poverty, and the motivation
to be engaged in gardening or occupations
related to nature. Funding for the project is
obtained through La Caixa Foundation, Girbau
Foundation, Rotary Club Osona, Provincial
Government of Osona, Vic City Council and the
University of Vic.
Gardening project: the sessions take place
two days per week from 9.00 to 12.00 am.
The process of creating the garden took 18
months, from March 2005 to September 2006.
The project continued, since the garden needs
continual maintenance. Four of our gardeners
have placements in local companies. More
than 100 students have participated and 8-10
gardeners attend the programme. A system
of economic grati� cations is established,
compatible with their mental health pensions.
Restoration/reforestation projects:
A � st restoration of a natural space has
been developed in conjunction with Grup
Naturalista d’Osona. An important project
is starting January 2010. This project is
connected to RECOVER project, funded by
European Union. The goal of the project is to
recover the forest river of Ter. This is a long
term project (14 years). On average 12-14
persons attend the program. The program is
Monday to Friday, 8 to 15:00. This project is
based on normal salaries.
Developing new roles: Not only did the
participants become gardeners, but they
have also acquired the role of conference
speakers, talking about the project at the
Universities of Vic (Simó Algado at al., 2007),
Granada and Valencia. Educational tours
are developed, with a master class for all
the team at the gardens of Alhambra in
Granada, and in some of the best gardens
of the country. The students and one of the
gardeners presented a workshop based on
the project at the ENOTHE meeting hosted
in Coruña 2009.
The clients and students have an active
role in the education of the community
about their true potential. A blog (www.
jardimiquelmartipol.blogspot.com) and
a photo exhibition has been created and
exposed at a national and international level.
26 competences for poverty reduction 27
Belgium
Cheque? Check!
Kristof Berrens, Karen Drooghmans,Lies Ruelens,
Lotte Sneijers, Wout Vangeel, Lore Vandeperre,
University of Kempen, BE
Club Active is an organisation based in Balen
(a town in the North of Belgium) which has
a particular vision: their goal is to make sure
that all the inhabitants of Balen can fully
participate in leisure time, culture and sport.
Club Active is a powerful group of people
who live in poverty. They experience a lot of
problems trying to participate in a regulated
leisure time and culture o£ er. For examples:
� nancial problems, embarrassment, practical
problems, insecurity Club Active was,...
founded in collaboration with the Centre for
public welfare and Education Kempen.
Our project started with the request from
Club Active for more participation in Balen.
In total, our project relies on three strategic
goals:
First strategic goal: We have developed
a discount system to enable people
living in Balen to participate more in
sports, culture and leisure within their
community.
Second strategic goal: There will be a
presentation in Balen, where we will
introduce the discount system to a
network of people and organizations.
Third strategic goal: The forces and
strengths of Club Active stand central to
reach strategic goals 1 and 2.
Our goal is to develop a reduction system
for the people in poverty so that they can
participate more easily in sport, cultural
and leisure activities , without them being
stigmatised. Important for us is that we try
to involve the people in poverty in reaching
our goals. By doing this we let them feel that
the reduction system is something they’ve
developed themselves. We think that this is
good for their self-con� dence.
We start from the strengths of the people.
We sharpen up their strengths and we let
the members of Club Active do as much
as possible to involve them in the process.
We try as much as possible to do activities
together with Club Active. With this manner
we try to let them get to know us as how
we are as people, not only as students. This
is important for them and for us to build a
relation of trust.
We us two methods: Bindkracht (translated as
‘empowerment and linking against poverty’)
and Grassroots ABCD.
ABSTRACTS of best students projects Bulgaria
Ending child poverty: take up the
challenge
Boryana Stancheva, Elitsa Velikova, Sonya
Petrova, University of Russe, BG
The project focuses on two key topics: child
poverty and reasons for social exclusion at
early age.
The project aims at making a di£ erence for
the disadvantaged children and for the local
community. Three stages of implementation
are planned.
Regarding the disadvantaged children the
project concentrates on identifying what they
are in need of, which are the reasons to be
socially excluded. Workshopss with children
should be organized at the � rst stage. The
children will draw pictures, take photos and
take part in some role games.
A round table about child poverty and social
exclusion will take place at the second stage.
Representatives of the local authorities and
the social institutions in the region, experts,
non-governmental organizations, students
and other stakeholders will be invited to the
event. The main aims is to set both important
themes on the local agenda, to intensify the
dialogue between the stakeholders and to list
the possible solutions and measures which
would lead to child poverty reduction.
The results of the workshops, the survey
statistics and the ideas discussed on the
round table will be popularized at the third
stage of the project to the local community by
means of media. It is planned to be published
a round table bulletin and a brochure with
children photos, drawings and essays.
An aim of major importance is to create
opportunities for continuing the project and
multiplying the expected results.
The project is in the planning stage. The
activities and the methods that will be used
are determined.
Spain
Promoting social / participatory parity
for people at risk and / or attending social
exclusion in ACLAD through ICT.
Natalia Yanaína Rivas Quarneti. Occupational
Therapist. Student of Heatlh Science Master,
Tania Fátima Gómez Sánchez.Social Educator.
Pedagogue. PhD Student. Pedagogy and
Didactics Department, Inés Viana Moldes.
Occupational Therapist, Coordinator. Professor
of University of A Coruña.Spain
Introduction This project is located in northwest Spain,
in A Coruña-Galicia where programs aimed
for social or economic disadvantaged
groups exist. The partnership between
Citizens Association at Combating Drugs
(ACLAD), Information and Communication
Technologies Center and University of A
28 competences for poverty reduction 29
Coruña o£ ers a pioneer community approach
to promote social participation.
In ACLAD, social exclusion is a constant
among this population. On the other
hand, these clients demand knowing
the management of information and
communication technologies (ICT). This issue
is relevant in the Knowledge Society context
and the Digital Divide. Then ICT involves a
transformative potential in ̄uencing in any
part of the participation-exclusion continuum.
So, the main goal of this project is: To promote
social participation for people at risk and/or
attending social exclusion in ACLAD through
ICT.
Methods
The project structure consists in � ve phases:
Network development, implementation
management, project implementation; time
for re ̄ection and results collection.
Qualitative and quantitative approaches were
taken in order to evaluate the process.
Outcomes and conclusion
The assessment shows how social
participation has increased: relations with
their social environment have improved
and redistribution of economic and cultural
resources has occurred or is being promoted.
Moreover, client’s role has changed: they
have new tools for being proactive in their
environment empowerment. At the same
time, the partnership mentioned shows how
society is responsible and can promote the
participation of all citizens, bringing new
opportunities and breaking gaps.
Turkey
“Future doctors about to eliminate
di£ erences: When you are healthy, you are
equal”
Ahmet Murt, Davut Cekmecelioglu,
Oguz Kizilkaya, Semih Kucukcankurtaran
EMSA(European Medical Students'
Association) , TurkMSIC(Turkish Medical
Students Association) and Turkish Young
Doctors.
We can contribute to solve a problem best
if we focus on the subject we have the most
detailed knowledge about. Our core team,
consisting mainly of medical students would
do better if we try to see the issue of poverty
from health perspective. In most developed
nations health care form an enormous part of
a country’s economy. In � rst decade of 21st
century; health care consumed, in average,
8.4 per cent of GDP (Gross Domestic Product)
across the OECD (Organization for Economic
Co-operation and Development) countries
with United States(14%), Switzerland(11%)
and Germany(10,8%) being the top three.
That is why, coming up with an idea to
distribute health services better will be
invaluable to help the economical & social
well-being of a region.
Poverty refers to the condition of not having
the means to a£ ord basic human needs such
as clean water, nutrition, health care, clothing
and shelter.
This is also referred to as absolute poverty or
destitution. Relative poverty is the condition
of having fewer resources or less income
than others within a society or country, or
compared to worldwide averages.
It should not be very di« cult to guess the
fact that there is a non-negligible portion of
population who can not reach the health-care
services to meet their primary healthcare
needs. So, the � rst question to be answered is
who those people are after which
the second question comes; what are the
consequences to o£ er them the needed
services.
This project is a start of student initiative to
observe the local committee in underserved
parts of our region. The observations are
being carried out by students who has
been trained to conduct the work. The
trained students are also dedicated to be
responsible for primary healthcare services to
underserved community which will help to
diminish their perception of poverty.
30 competences for poverty reduction 31
The Conference is organised around key
speeches, examples of good practice,
students projects and 2 times ¦ ve working
groups, which each take up one important
strand. Hereafter you � nd a brief description
of the working groups. The work of the
groups will constitute the COPORE report.
“Competences For Poverty Reduction”
Five working groups:
1. Interdisciplinary approach in Social and
Health care to prevent and/or combat
poverty;
2. Community development and client
participation approaches to addressing
health inequalities;
3. Preventive and outreaching approaches;
4. Eradicating disadvantages in Education –
(Poverty reduction)
5. Work and worklessness.
The overall objective is to furnish guidelines
and reference points which are useful
in developing competences for poverty
reduction in European higher education.
The proposed work groups are organised
around di£ erent aspects of the overall theme.
Each work group is asked to discuss and
report on their speci� c topic, and also to
discuss and develop statements about the
competences needed for poverty reduction,
articulating these under three points: the
necessary competences at entry in higher
education; the necessary competences to be
formed during higher education; approaches
to teaching/learning and assessment that
are useful for forming and assessing those
competences, using the interdisciplinary
expertise of the Networks.
Before the conference, the members of each
group have been asked to write a short
statement (2 pages max.). Each one is asked
to address the working group theme from the
point of view of his/her Network as well as
their personal view point.
In particular we note that the Networks are
places where competences are developed
and that in the COPORE consortium, the
interdisciplinary aspects of dialogue about
poverty reduction are further developed. The
consortium COPORE can contribute to higher
education in health, social and educational
sciences by giving structure and publicity
to its � ndings and understanding of good
practice.
Here below is a brief explanation of what each
work group theme may entail:
1. Interdisciplinary approach in Social
and Health care to prevent and/or
combat poverty
This group will look at which
interdisciplinary teams can break the
circle of deprivation? How will their
approach be? How will they tackle the
social determinants of health? How do
they bring this into practice without
reducing e« cacy. What is the added
value of interdisciplinary work?
Tackling the wider determinants of
health requires a joint approach to local
social and economic realities - poverty,
employment, housing, and other factors
contributing to social exclusion - as well
as to the wider context of individual
health-related decision-making, such as
food, access to recreation or transport
etc.. What competences do our students
need and what learning strategies can be
used? And how do we implement this in
our education?
2. Community development and
client participation approaches to
addressing health inequalities
This group will think of how to
engage with communities and
build partnerships. Community
engagement, development and capacity-
building strategies aim to address
underlying causes of social exclusion
and inequalities, and contribute
to neighbourhood regeneration
programmes.
What strategies (like community
participation, empowerment)
are the di£ erent disciplines using
and how do they collaborate?
What competences are needed?
What learning strategies are used?
3. Preventive and outreaching
approaches; focus on health
inequalities
WHO’s Health 21 strategy now sets
a target of a 25 per cent decrease in
the life expectancy gap between
socioeconomic groups within European
countries by 2020.
This emphasis on targeting is justi� ed
by the observation that interventions to
improve health in the general population
may have little e£ ect on addressing
inequalities; they may even exacerbate
them if services are di£ erentially
accessed. For this reason, interventions
need to be targeted and prioritised in
order to evaluate progress in narrowing
the health gap. The focus may be on
deprived areas, neighbourhoods,
pockets of deprivation within more
aÁ uent wards, on hard to reach groups,
or on the provision and style of services
where gaps have been identi� ed
between access to services and need for
those services. Initiatives may address
individual risk factors or focus on the
context in which decisions are made.
Groups who are disadvantaged may be
reached by promoting speci� c services
in new ways.
4. Eradicating disadvantages in
Education – (Poverty reduction).
Here we can think of the accessibility
WORKING GROUPS
32 competences for poverty reduction 33
of primary, secondary and higher
education for minority groups, or equal
opportunities in education, as well as
enhancing school-based prevention and
youth development through coordinated
social, emotional, and academic learning
The health promoting schools framework
is constituted by � ve components,
namely promoting personal skills
through life skills education; developing
school policies which promote well-
being, creating a safe and supportive
teaching and learning environment;
strengthening community integrative
and health promoting approach (World
Health Organisation, 2006).
5. Work and worklessness
Europeans believe that those most at risk
of poverty are the unemployed, followed
by the elderly and those with low levels
of education or training. Statistics show
that the unemployed are indeed a group
particularly susceptible to poverty: 42%
of people out of work have an income
below the national poverty line.
And what about poverty among those in
work?
Having a job does not always protect
people from the risk of poverty. In 2006,
8% of EU-25 citizens in employment
(aged 18 and over) lived under the
poverty threshold, thereby facing
di« culties in participating fully in society.
Access to quality employment is a
sustainable way out of poverty and
social exclusion. There is a need to
design and implement integrated
and comprehensive active inclusion
strategies, and ensure social protection
systems able to mobilise people capable
of working, while providing resources
that can make it possible to live in
dignity, together with support for social
participation, for those who cannot.
Although most Member States refer to
“active inclusion” in their National Anti
Poverty Plan, they tend to treat the issue
mainly as a means to integrate people
into the labour market. A few Member
States construct “active inclusion” as a
holistic strategy that combines adequate
income support, inclusive labour
markets, and access to quality services.
Posters1
Providing a nation-based health insurance
to increase access to health care and
reduce poverty
Neda Milevska-Kostova, MSc, MCPPM, Executive
Director and Marija Gulija, MD, MSc, Senior
Researcher
Centre for Regional Policy Research and
Cooperation “Studiorum”, Skopje, Macedonia
Facing the multiple demands
of poverty today
Presenter: Diana Fatjó-Vilas i March
Co-authors: Elisabet Llauradó, Cristina
Costa, Marta Muntadas and Alba Artigas
in collaboration with Maria Kapanadze,
responsible for COPORE development at
Caritas Arxiprestral Vic, Spain
Diagnosis of malnourished elderly with
low income in Braganza, Portugal and
intervention strategies
Catarina So ̈a Gonçalves Miguel
(gerontology student)
Filipa Alexandra Brás Martins
(gerontology student)
José Filipe Ramos Costa (dietetics student)
Marco José da Fonseca Vener (dietetics student)
Nuno Filipe Macário Pires (dietetics student)
Polytechnic Institute of Braganza/ Health
School, Portugal
1 The ethical aspects: note, that all information and photos in presentations and exhibition are shared under the agreed written consent of the participants
“Future is in Our Hands”
Ms. Anahit Ayvazyan, Gayane Hovhannisyan,
Jora Karapetyan, Lilit Nazaryan, Armenian
State Pedagogical University Department of
Occupational Therapy
Yerevan, Armenia
34 competences for poverty reduction 35
Exhibition of Gallery: Beeldend Gesproken
During the COPORE meeting you can make
the most out of your breaks by enjoying
the art collection of “Beeldend Gesproken”
(Spoken Images)
The art lending gallery “Beeldend Gesproken”
is specialised in art of professional artists
with a psychiatric background. The gallery
is existing since 1992 and is an initiative
of “Arkin, GGZ Amsterdam”. The gallery is
lending and selling art works and in this way
it is supporting the artists to earn their living
and to participate in society.
The collection consists of work of over
hundred artists from all over the country.
You can also visit the gallery at
www.beeldendgesproken.nl or at
Borgerstraat 102, Amsterdam.
Photo exhibition based on 2 projects:
Participants in COPORE, from UVic and
Caritas:
Miquel Marti i Pol (MMP) project
(www.jardimiquelmartipol.blogspot.com/):
where students, participants and volunteers
have mode photos re ̄ecting the evolution of
the project.
Caritas photo-voice project: where
participants are expressing, using the
language of photos, their opinions about
the city they live in, their introspections,
their fears and inspiration. Separately,
the narratives and explanations would
be gathered.
Video exhibition will be based on 3 histories
(3-4 minutes each). Each history will be
explained by 3 video projectors playing
simultaneously.
Creative and technical methods for the
poor families
Exhibition presented by Ms. Pauliina Sairanen
and Ms. Päivi Juola Finland, JAMK University of
Applied Sciences, School of Health and Social
Work
Location: Tafelbergweg
Hogeschool van Amsterdam
Tafelbergweg 51
1105 BD Amsterdam Zuidoost
+31 (0)20 595 42 00
How to get there by train / metro (to station
Holendrecht / AMC)
• From Central Station, Amstel Station and
Bijlmer Station take metro 54 direction
Gein.
• From Station Sloterdijk, RAI, WTC take
metro 50 direction Gein.
• From station Holendrecht (between
stations Amsterdam Bijlmer ArenA and
Abcoude) walk towards AMC and follow
the Hogeschool van Amsterdam signs.
Get o£ at Station Holendrecht. Turn to
the right, go down the steps and turn to the
right once again. Then you will see the AMC
building (hospital). Don't go there but instead
follow the bicycle path until you see a wooden
bridge on your right. Cross the bridge and
immediately on your left you will see the
Hogeschool van Amsterdam.
How to get there by Bus
• Lines 59, 60, 61,75, 120, 126 and 158
How to get there by Car
• From the A1: On Gaasperdammerweg
(A9) direction AMC. At the tra« c lights
you turn right (Meibergdreef ) and
immediately turn left. The second street
on your left will lead to the parking place
of the Hogeschool.
From the A2 (Utrecht) or Haarlem (A9)
direction AMC. At the tra« c lights
to the right (direction Abcoude =
Tafelbergweg). The second street on
your left will lead to the parking place of
the Hogeschool.
Social evening:
Odessa (near the central station)
Veemkade 259
1019 CZ Amsterdam
T: 020-4193010
F: 020-4193011
EXHIBITION LOCATION
competences for poverty reduction
competences for
poverty reduction
Social Exclusion
for Combating Poverty and
2010European Year
Yair Aa - W
ithout title