brochure of diffusion -...
TRANSCRIPT
“European mobility and social insertion”
GRUNDTVIG PROJECT
EDUCATIONAL PARTNERSHIP
FROM SEPTEMBER 2008
TO
SEPTEMBER 2010
EUROPEAN MOBILITY
AND
SOCIAL INSERTION
BROCHURE OF DIFFUSION
“European mobility and social insertion”
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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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
Where are we in Europe
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.
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Where are we in Europe
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.
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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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Where are we in Europe
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
Gastronomic aspects:
Shrimp omelettes, River fish roasted, Mosto (young white wine)
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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
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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
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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
Gastronomic aspects:
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
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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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MEETING IN SEVILLA 2/3
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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MEETING IN SEVILLA 3/3
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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MEETING IN MALMÖ 2/3 26th to 30th of May 2010
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
EUROPEAN MOBILITY AND SOCIAL INSERTION
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MEETING IN MALMÖ 3/3 26th to 30th of May 2010
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.
EUROPEAN MOBILITY AND SOCIAL INSERTION
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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
EUROPEAN MOBILITY AND SOCIAL INSERTION
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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
EUROPEAN MOBILITY AND SOCIAL INSERTION
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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.
Partnership productions
Synthesis of first mobility inquiry
EUROPEAN MOBILITY AND SOCIAL INSERTION
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Partnership productions
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.
EUROPEAN MOBILITY AND SOCIAL INSERTION
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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!!!!
EUROPEAN MOBILITY AND SOCIAL INSERTION
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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
Expressions of participant learners
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Meeting Sevilla
Expressions of participant learners
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. “
EUROPEAN MOBILITY AND SOCIAL INSERTION
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Recapitulation of beneficiaries presenta-
tions during meetings
EUROPEAN E<urouroMOBILITY AND SOCIAL
“Eur
opea
n m
obili
ty
“Eur
opea
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ty
“Th
is g
uid
e is
re
ali
zed
wit
hin
th
e f
ram
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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
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l in
se
rtio
n”
Th
e g
uid
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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
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ng
dif
fere
nt
me
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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
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au
ra,
Sp
ain
A
ss
oc
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on
As
pir
ati
on
s a
nd
Mo
tiva
tio
ns
fo
r F
utu
re /
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co
no
mic
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lle
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Vil
lor,
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ma
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uro
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an
Vo
ca
tio
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Ce
ntr
es
, E
ng
lan
d
Fo
rpu
gli
a,
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ly
Fra
ns
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h J
örg
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m,
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EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“Eur
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“Eur
opea
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obili
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“
BE
FO
RE
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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
EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“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
EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“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
EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“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
EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“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.)
EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“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
EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“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
EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“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
EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“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
EUROPEAN E<urouroMOBILITY AND SOCIAL
EUROPEAN E<urouroMOBILITY AND SOCIAL
“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
EUROPEAN E<urouroMOBILITY AND SOCIAL