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Outside the Classrooms: Extra-curricular Activities

Practical Guidefor Extra-Curricular Activities

Table of Contents

4 Erasmus + Program

Extra-Curricular Activities11

Outputs of the project15

Key Features of the Education Systems17

Extra-Curricular Activties in Partner Regions30

Partners36

3

Transnational Mettings42

GENERAL INFORMATION ABOUT THE ERASMUS+

PROGRAMME Erasmus+ is the EU Programme in the

fields of education, training, youth and sport for the

period 2014-20201 . Education, training, youth and

sport can make a major contribution to help tackle

socio-economic changes, the key challenges that

Europe will be facing until the end of the decade and

to support the implementation of the European policy

agenda for growth, jobs, equity

4

and social inclusion. Fighting rising levels of unemployment - particularly

among young people – has become one of the most urgent tasks for

European governments. Too many young people leave school prematurely

running a high risk of being unemployed and socially marginalised. The

same risk threatens many adults with low skills. Technologies are changing

the way in which society operates, and there is a need to ensure the best

use is made of them. EU businesses need to become more competitive

through talent and innovation. Europe needs more cohesive and inclusive

societies which allow citizens to play an active role in democratic life.

Education and youth work are key to promote common European values,

foster social integration, enhance intercultural understanding and a sense of

belonging to a community, and to prevent violent radicalisation. Erasmus+ is

an effective instrument to promote the inclusion of people with

disadvantaged backgrounds, including newly arrived migrants.

5

Another challenge relates to the development of social capital among

young people, the empowerment of young people and their ability to

participate actively in society, in line with the provisions of the Lisbon Treaty

to "encourage the participation of young people in democratic life in

Europe". This issue can also be targeted through non-formal learning

activities, which aim at enhancing the skills and competences of young

people as well as their active citizenship.Moreover, there is a need to

provide youth organisations and youth workers with training and

cooperation opportunities, to develop their professionalism and the

European dimension of youth work. Well-performing education and training

systems and youth policies provide people with the skills required by the

labour market and the economy, while allowing them to play an active role

in society and achieve personal fulfilment. Reforms in education, training

and youth can strengthen progress towards these goals, on the basis of a

shared vision between policy makers and stakeholders, sound evidence

and cooperation across different fields and levels. The Erasmus+

Programme is designed to support Programme Countries' efforts to

efficiently use the potential of Europe’s talent and social assets in a lifelong

learning perspective, linking support to formal, non-formal and informal

learning throughout the education, training and youth fields.

The Programme also enhances the

opportunities for cooperation and mobility

with Partner Countries, notably in the fields

of higher education and youth. In

accordance with one of the new elements

introduced in the Lisbon Treaty, Erasmus+

also supports activities aiming at developing

the European dimension in sport, by

promoting cooperation between bodies

responsible for sports.

The Programme promotes the creation and development of European

networks, providing opportunities for cooperation among stakeholders and

the exchange and transfer of knowledge and know-how in different areas

relating to sport and physical activity. This reinforced cooperation will

notably have positive effects in developing the potential of Europe’s human

capital by helping reduce the social and economic costs of physical

inactivity. The Programme supports actions, cooperation and tools

consistent with the objectives of the Europe 2020 Strategy and its flagship

initiatives, such as Youth on the Move and the Agenda for new skills and

jobs. The Programme also contributes to achieve the objectives of the

Education and Training Strategic Framework for European cooperation in

Education and Training and of the European Youth Strategy through the

Open Methods of Coordination. This investment in knowledge, skills and

competences will benefit individuals, institutions, organisations and society

as a whole by contributing to growth and ensuring equity, prosperity and

social inclusion in Europe and beyond.

6

STRATEGIC PARTNERSHIPS IN THE FIELD OF EDUCATION,

TRAINING, AND YOUTH

What is the aim?

Strategic Partnerships are transnational projects designed to develop and

share innovative practices and promote cooperation, peer learning, and

exchanges of experiences in the fields of education, training, and youth.

Overall, strategic partnerships aim to address horizontal priorities as well as

field specific priorities in the areas of:

7

• Higher education

• Vocational education and training

• School education

• Adult education, and

• Youth.

There are two kinds of Strategic Partnership; those supporting innovation

and those supporting the exchange of good practices.

More information on the field-specific priorities is available in the

Programme Guide.

What are the opportunities?

Strategic Partnerships provide opportunities for a wide variety of

public, private, and non-governmental organisations to implement a

broad range of activities including, for example:

Strengthening cooperation and networking between

organisations,

Promoting the development, testing, and implementation of

innovative practices,

Promoting the recognition and validation of knowledge, skills, and

competences,

Promoting cooperation between regional authorities to develop

new systems for education, training, and youth,

Supporting learners with disabilities and special needs and ease

their transition to the labour market,

Supporting education and training professionals to promote equity,

diversity, and inclusion in learning,

Promoting integration of newly arrived migrants and raising

awareness about the refugee crisis in Europe

Promoting entrepreneurship and active citizenship among young

people.

8

Strategic Partnerships can be of different sizes and conduct different

activities depending on the objective of the project, the organisations

involved, the expected impact, and other elements.

Within the scope of the project's objectives, there are also opportunities for

pupils, students, learners, and staff to learn, be trained, or to teach abroad,

insofar as these transnational teaching, training and learning activities

contribute to the achievement of the project's objectives.

How does it work?

Participating organisations intending to apply for an opportunity must be

based in a Programme Country.

Applications must be led by an organisation established in a Programme

Country and must generally involve at least three organisations from

different Programme Countries.

Exceptionally, partnerships in the field of school education and youth may

involve at least two organisations from different Programme Countries.

Applications can include any number of organisations. They may also

include organisations from Partner Countries, provide they bring essential

added value to the project.

Higher Education Institutions established in Programme Countries must

also hold a valid Erasmus Charter for Higher Education.

9

Aims of the Partnership

In this context the objectives proposed for developing a new partnership

program are:

1. Development of a common professional profile of Community Mentors

for Social Inclusion at European level, based on the initial assessment and

lessons learned and best practices applied in partners countries. Deadline:

first draft available at the end of first quarter , final updated draft available at

the end of the project.

2. Develop training curricula adapted to the common professional profile of

Community Mentor for Social Inclusion (based on the initial assessment).

Deadline: Second quarter of the Project

3. Increased institutional capacity of 6 organizations in 4 countries (via 6

project partners) by providing modern and innovative training to their key

staff involved in community mentoring for social inclusion; Deadline: end of

first year of the Project

4. Develop competences and skills of 132 professional in adult education to

become community mentors for social inclusion using short-term staff

training and learners blending mobilities. Deadline: the end of the Project

5. Develop innovative tools to transfer information and knowledge, promote

and support community mentoring activities. Deadline: the end of the

project.

10

“Extra-curricular Activities”

Definitions:

The word extracurricular is a combination of the prefix extra, which

translates to “on the outside” and curriculum, which translates to “a running

course/career.”

Extracurricular activities are activities that fall outside the scope of

your regular curriculum.

Any nongraded activity that requires students to extend their school

day. These activities took place either before school, after school,

weekends, or during holiday vacations.

Extracurricular activities are the sources that have been an integral

part of the education system; students participate in these kinds of activities

and they do not fall into the sphere of normal curriculum and instructional

methods. Students at all levels participate in these activities, of all age

groups and standards. The areas that come under extra-curricular activities

include sports, games, art, music, drama, poetry, student newspaper, clubs

and governance. Participation in all these activities or just one of them of

student’s own interest has been connected to social and academic success;

on the other hand, over-participation may be quite demanding and may

consume much of their free time and thus interrupt with their academic

curriculum as well.

11

There are different outlooks of what is considered an extra-curricular activity.

A few examples of activities outside the school may include activities such

as dances, team sports, and performing arts, while inside the school

involvement activities may include intramurals, and academic clubs.

Different levels of activity involvement and participation may positively

impact future success for those who participate; individuals who render their

wholehearted contribution towards the performance of extracurricular

activities do achieve success and sometimes even opt for that activity as

their career or profession. The main purpose behind writing this research

paper is to understand how extra-curricular activities can influence

development in academics, social skills and in imbibing a talent or a skill

within oneself.

Participation in Extra Curricular Activities

Apart from educational institutions, there are certain organizations that

conduct extra-curricular activities for the students and other members of the

society as well; such organizations may include clubs, athletic opportunities,

dance line or cheer teams, Scouts, drama or theatre, youth groups, student

council and club sports. These organizations conduct activities such as

sports, drama, dance and music, artworks for the members. This has been

an area of interest for the parents, for the students themselves as well as for

the educators; that students should get engaged in some kind of

extracurricular activity as well besides studies and academics in order to

influence their development. When some students start attending

preschools at the age of three, sometimes even at this age, their parents

make them learn certain activities such as dance, playing of certain musical

instruments such as piano or guitar and so forth so that they become

professional when they grow up. Participation in extracurricular activities

has been directly associated with ones social and academic success, yet

over-participation may be burdensome as it may interfere with their

academic performance; hence there are pros and cons of participation in the

activities.

12

Theory and research that has been conducted by the researchers in

this area reveal that constructive youth development emphasizes the

evolution of human development, and suggest that enlightening positive,

supportive relationships with people and social institutions encourages

healthy development. Participation in extracurricular activities enables

people to establish social ties and communication links. Considering this

perspective, organized activities, such as extra-curricular activities, can lead

to strong development because of the support and opportunities that are

present compared to less positive after school options especially for

teenagers. Students who participate in these kinds of activities are more

likely to respect diversity, become more disciplined, and give or donate as a

member of a team whether it is sports, scouting or clubs

Types of Extracurricular Activities

There are different kinds of extracurricular activities that students

participate in while they are in school. These activities may be outside the

school or part of the school curriculum. These have been classified as

follows: (Cadwallader, 2002).

1. Poetry

2. Dance and Music

3. Sports and Games

4. Dramatics and Theater

5. Artwork and Craft activities

6. Religion

7. Computer Skills

8. Volunteer Work

9. Foreign Language

10. Governance Activities

13

Benefits of Participation in Extracurricular Activities

There have been several advantages of participation in extracurricular

activities which have been stated as follows:

1. Students tend to perform better in their studies and score good grades,

as their mindset gets stimulated by the participation in activities; their

exam results, educational attainment gets improved.

2. Students are willing to attend school more regularly and there is a

decline in the rate of absenteeism; self-concepts of the students

become more enriched and deep.

3. Through the participation in extracurricular activities, there is a

reduction in school dropout rate as these activities do attract students; a

large number of students find these activities more influencing then the

academics.

4. Students become more disciplined and obedient, they tend to stay more

focused and are less likely to misbehave or get engaged in delinquent

acts.

5. Through these activities students become more practiced, competent

and skillful; sometimes if they are good at making a painting, they may

choose a career as an artist or if they are good at a dance performance

they may become a professional dancer.

6. Students who participate in these activities get more influenced

positively; in the sense that they learn more skills in life such as

teamwork and leadership skills; they learn how to communicate with the

other people outside of their family members.

7. Through participation in these activities, factors such as anger,

frustration, loneliness, avoiding studies, laziness gets reduced and

students are more likely to become hardworking, attentive,

conscientious and diligent.

8. Individuals who develop positive viewpoints regarding all kinds of

extracurricular activities that they are engaged in are more likely to

enjoy them and they prove to be fun activities rather than being dull and

boring. Hence extracurricular activities can be a source of enjoyment.

14

OUTPUTS

-Training Reports

• "Preparing Effective Schedules and Learning Programs for

Student Social Activities"

• "Using Nonformal and Informal Learning Tools for Extra-

curricular Activities"

-Seminar Reports

• "The importance of extra-curricular activities for the education

and social development of the students "

• "Strengthening the relationship between the school and the

environment through social activities"

-Reseach on the innovative approaches for extra curricular activities and

intrests for pupils towards extra curricular activities

15

-Student Products in Extra-curricular Activity Fair and Exhibition

-Booklet for good practices in extra-curricular activities at schools

-The qualitative and quantitative data analysis reports of the project

statistics and outputs

-Visuals of local and transnational project activities

-A social media page about the project activities, objectives and other

project contents that enable the effective communication among the

participants.

-eTwinning project which will be running simultaneously with the project by

the involvement of pilot schools.

16

KEY FEATURES OF THE

EDUCATION SYSTEMS

17

TURKEY

KEY FEATURES OF THE EDUCATION SYSTEM

The Ministry of National Education (MoNE) conducts educational activities

on a central level in the Republic of Turkey.

Each level of education is made up of Pre-School, Primary and Lower

Secondary, Upper Secondary and Higher Education.

The first stage is a 4-year primary school (1st, 2nd, 3rd and 4th grade), the

second stage is a 4-year lower secondary school (5th, 6th, 7th and 8th

grade) and third-tier, four-year is a upper secondary school (9th, 10th, 11th

and 12th grade). In addition, early childhood education is also compulsory

along with the primary and secondary education for the individuals who are

in need of special education.

Onwards the 2012-13 academic year compulsory education in Turkey

increased to 12 years is divided into three stages.

The first stage is 4 years of primary school (1st 2. 3rd and 4th grade), the

second stage is 4 years of secondary school (5th 6th, 7th and 8th grade)

and the third stage is 4-year high school (9th 10th 11th). and 12th grade).

18

GREECEKEY FEATURES OF THE EDUCATION SYSTEM

The provision of free education to all citizens and at all levels of the state

education system is a constitutional principle of the Greek State.

The Greek educational system is centralised. National laws, presidential

decrees and ministerial acts are prevalent within it.

Central level

The central administrative body for the education system across all fields,

agencies and levels is the Ministry of Education and Religious Affairs.

It takes the key decisions related to long-term objectives. It also regulates

various issues, such as curricula content, staff recruitment and funding.

Regional and local levels

At regional level, the regional education directorates oversee the

implementation of the national educational policy.

At local level, the directorates of primary and secondary education

supervise all schools in their area. In their turn, school units make sure

they run smoothly.

120

ROMANIA


The education system is administered at national level by the

Ministry of National Education (MEN) central level, in cooperation with

other ministries (e.g. Ministry of Public Finance for financing schools) and

institutional structures subordinated to the Government, and at local

level by the county school inspectorates, as subordinated local institutions.

Ministry of National Education organizes and leads the national

education system, education, scientific research, technological

development and innovation in partnership with both subordinate

institutions and institutions under the coordination.

The Ministry of National Education ensures the relationship with the

Parliament, Economic and Social Council and the representatives of

the civil society in matters specific to its field of activity.

The general legal framework for the organization, administration and

functioning of the education in Romania is established by: the Constitution

(ch.2, ch. 32) the Law of National Education – organic law ordinary laws

and Government ordinances.

The specific procedures and regulations are established by Government

Decisions and orders of the Ministry of National Education.

22

ROMANIA


The national educational system

Has an open character, allowing the mobility of pupils, by transfer from a

school unit to another school unit, from a class to another class, from a field

of study to another field of study and from a pathway to another pathway.

Has a pluralistic character (public or private schools, in educational

alternative system) and it provides schooling methods in the official state

language (the Romanian language), in the native languages of the pupils

belonging to the national minorities or in languages of international

circulation.

In Romania the education represents a national priority.

The national educational system includes authorized or certified public,

private and confessional education units. The education institutions are

managed by the local authorities.

23

LATVIA


Main aim of education policy in Latvia is qualitative and inclusive

education for personal development, human welfare and sustainable

development of the country.

Education system of Latvia is getting more inclusive in terms of ethnic

minority children and students with special needs. School system is also

successful in contributing a more equitable distribution of learning

opportunities and outcomes. Among the EU countries Latvia follows

Estonia and Finland in rather equitable distributions of low achievers across

socio-economic groups.

According international student assessment data, there are significant

improvements in average students’ (15-years-olds) performance in last

decades – it reached OECD average in science, and slightly below the

average in reading and mathematics. Latvia has a smaller proportion of

students who lack basic skills, but the share of top-performing students is

also smaller than the average in OECD countries.

Public investment in pre-primary education (for children 3 years and

older) as a percentage of gross domestic product is one of the

highest among European countries, and public expenditure on education in

total in recent years has increased. Having low teachers' salaries -

compared to international standards -the government has started in 2016 to

implement teachers' salaries reform with the aim to rise teachers' salaries

to internationally (regionally) competitive levels.

25

LATVIA


Comprehensive reforms are initiated in general and vocational

education, too. In general education a new competence-based education

content will be fully introduced in 2019-2023. As a result of modernization of

vocational education and training proportion of upper-secondary students in

general education and VET should reach 50/50% in 2020. It was 60/40% in

2016 respectively. In 2017, share of population aged 30–34 with tertiary

education attainment in Latvia was above the EU average, but adults'

participation in lifelong learning is below the EU average.

Latvia has a long and successful tradition of extra-curricular education,

called interest-related or hobby education. It is provided in broad areas:

arts, sports, technical education etc., and more than 70% of learners

between the ages of 3 and 25 and participate in these activities. The

Council of Europe International Review Team concluded that the Latvian

model of hobby education certainly is a best practice example of extra-

curricular education.

26

ITALY


The education system is organised according to the principles of

subsidiarity and of autonomy of institutions.

The State has exclusive legislative competences on the general

organisation of the education system (e.g. minimum standards of

education, school staff, quality assurance, State financial resources). The

Ministry of Education, University and Research (MIUR) is responsible for

the general administration of education at national level. Its decentralised

offices (Regional School Offices - USRs) guarantee the application of

general provisions and the respect of the minimum performance

requirements and of standards.

Regions have joint responsibility with the State in some sectors of the

education system (e.g. organisation of ECEC (0-3), school calendar,

distribution of schools in their territory, right to study at higher level).

Regions have exclusive legislative competence in the organisation of the

regional vocational education and training system.

Local authorities organise the offer (e.g. maintenance of premises,

merging or establishment of schools, transport of pupils) from ECEC to

upper secondary education at local level.

Schools have a high degree of autonomy: they define curricula, widen the

educational offer, organise teaching (school time and groups of pupils).

Every three years, schools draw up their own Plan for the educational offer

(PTOF).

At higher education level, universities and High level arts and music

education (Afam) institutions have statutory, regulatory, teaching and

organisational autonomy.

28

EXTRA-CURRICULAR

ACTIVITIES

IN PARTNER REGIONS

30

TURKEY

EXTRA-CURRICULAR ACTIVITIES

The Ministry of National Education (MoNE) conducts educational activities

on a central level in the Republic of Turkey.

Each level of education is made up of Pre-School, Primary and Lower

Secondary, Upper Secondary and Higher Education.

The first stage is a 4-year primary school (1st, 2nd, 3rd and 4th grade), the

second stage is a 4-year lower secondary school (5th, 6th, 7th and 8th

grade) and third-tier, four-year is a upper secondary school (9th, 10th, 11th

and 12th grade). In addition, early childhood education is also compulsory

along with the primary and secondary education for the individuals who are

in need of special education.

Onwards the 2012-13 academic year compulsory education in Turkey

increased to 12 years is divided into three stages.

The first stage is 4 years of primary school (1st 2. 3rd and 4th grade), the

second stage is 4 years of secondary school (5th 6th, 7th and 8th grade)

and the third stage is 4-year high school (9th 10th 11th). and 12th grade).

31

ITALY


Extracurricular activities are those that fall outside the realm of the

normal curriculum of school.

Extracurricular activities are generally voluntary as opposed to

mandatory, non-paying, social, philanthropic as opposed to scholastic, and

often involve others of the same age. Students often organize and direct

these activities under teacher sponsorship.

Activities that often involve some time commitment outside of the

regular school day, such as sports and band, are also considered

extracurricular activities.

Academics are an important part of each student's school

year. Extracurricular activities are another component of a well-rounded

education -- outside the regular academic program -- that may positively

impact a student's success. Besides being fun and a great way to socialize

with peers, extracurricular activities can enhance a student's time

management and stress management skills, improving their overall

productivity and academic performance.

When a co-curricular activity is being offered, it is included in the daily

announcements and occasionally posters are placed around the school.

Students have the ability to sign up in the office and obtain a permission

slip. Schedules are either included with the permission slip or given at the

first meeting.

32

LATVIA


There are different cultural, sports and recreation events at BA in

which participated students, personnel and friends. The beginning of the

academic year, the national holidays and graduation parties are celebrated.

Involvement in competitive sport is fun, but the real value is in

developing teamwork and working hard physically towards a goal. The

health of your child is as important as their intellectual growth and we

provide physical education in the curriculum as well as opportunities to play

competitive sport after school.

Whether playing games in the Infant school playground, or being part

of the football team in Secondary school, the children benefit from fresh air

and physical fitness. King’s College offer access to many school clubs

outside the curriculum that challenge children mentally as well as

physically.

At all of our schools, we invest in first-class sporting facilities,

because through the sweat and tears comes a sense of accomplishment

and community. We have a wide range of opportunities for children to get

involved in sport and other activities throughout their time at school.

33

ROMANIA


Guidelines for Students Participation of Extra Curricular Activities

While participation in extra-curricular activities is encouraged, school workand good behavior are considered first priority. A student must maintain a 2.0 GPAto participate in an ACDS sponsored extra-curricular activity. If, during the currentschool year, a student’s GPA falls below a 2.0, that student will be ineligible toparticipate until such time as the School Building Level Committee (SBLC)ascertains that the student in question has complied with eligibility rules. TheSBLC is composed of all teachers that currently have the student in question intheir class, the administration, and a predetermined chairman.

Any club or organization operating under the name of Alexandria CountryDay School must submit a constitution to the administration and the Board ofDirectors for approval.

Sponsors of curricular and extra-curricular activities may, at their discretion,establish written grooming guides that are more stringent than the generalguidelines. These must be approved by the administration.

Students who are absent for a half day or more will not be allowed toparticipate in any extra-curricular activities held after school hours on the day ofthe absence.

1334

GREECEEXTRA-CURRICULAR ACTIVITIES

Throughout the school year, most of the schools offers four (4)

sessions of after school activities, such as yoga, engineering Legos, arts &

crafts, cooking, acting & improvisation, ballet, creative drama, and music.

Students may choose to participate in these extracurricular classes for a

nominal fee.

After school programs typically run from 3:10-4:10pm. These classes

may take place at Plato nearby locations of schools, and are subject to

change each session. Parents are not allowed to sit in to observe after

school classes. The following classes are offered for students in different

schools and institutions;

Morning Choir, Piano/Keyboarding, Life Skills, Let’s Build It –

Robotics, Spanish Club, Fun Fitness, Ballet, Chess, Stop Motion

Animation, Soccer, Cheerleading Ukulele/Doumbek Drum Class, Let’s

Go to Greece…A Greek Enrichment Experience, Yoga, Let’s Code It,

Girl Scouts, Adventure Club, etc.

Schools encourage students to strike out on their own and find outlets

of expression for your individual interests. Becoming involved in outside

activities will also help them find friends with similar interests, but most

importantly, they will have lots of fun. Athens is a rich cultural environment

offering a wealth of things to do, from attending concerts at Athens’

Megaron Mousikis (Concert Hall) to joining the Athens Singers, painting in

an Athenian artist's studio, or volunteering at a local soup kitchen.

35

PARTNERS

5536

Sivas Milli Eğitim Müdürlüğü – Turkey

Sivas Provincial Directorate of National Education is a state institution

in charge with the planning and coordination of all kinds of educational and

training activities in pre-school, primary, secondary and adult education in

Sivas Province. Sivas is one of the 81 cities of Turkey and situated in the

Central Anatolia. It has around 650.000 inhabitants all over the city and

320.000 of them is living in the city centre.

Our directorate is responsible for every aspect of education and it

basically aims to organize educational activities and improve the quality of

teaching and learning. It serves for educational objectives through its 17

departments identified in the Regulations for Provincial Directorates of

National Education and 219 personnel staff. In Sivas, there are 777

schools, 30 education inspectors, 312 Pre-School teachers, 4931 Primary

School teachers and 2216 Secondary School teachers and118783 students

study in these schools.

Main Departments in Sivas Provincial National Education Directorate are:

1- Human Resources Services

2- Strategy Development Services

3- Pre-Primary Education Services

4- Primary Education Services

5- Secondary Education Services

6- Vocational and Technical Education Services

7- Life Long Learning Services

8- Religious Education Services

9- Special Education and Guidance Services

10- Computing and Educational Technology Services

11- Construction and Real Estate Services

12- Support Services

13- Legal Services

14- Testing and Evaluation

15- Private Education

16- Occupational Health and Safety Department

17- Teacher Training and Development

37

Daugavpils Pilsētas Izglītības Pārvalde - Latvia

Daugavpils city (Latvia) municipal institution, which coordinates education in the

local community (about 90 000 people population). Education Department (with the staff

of 76 people) realizes municipality educational functions and all questions connected

with it in the second largest city in Latvia. There are 13 secondary schools, 3 basic

schools and 2 special education institutions, 29 pre-school educational establishments.

The institution ensures different kinds of education availability in Daugavpils, including

free time activities and inclusive education (for young people with special needs),

lifelong learning education for adults.

Education Department has got a successful experience in international projects

administration and realization. The most part of all the projects were realized to organise

studies and professional development for people who work in the field of education

(teachers, education policy makers). We joined to the programme Europe for Citizens in

2015, 2016. This year we have started to work in the partnership Erasmus+ project

"HUGS NOT DRUGS" 2016-1-TR01-KA201-034102 and "Transnational exchange of

good CLIL practice among European Educational Institutions" 2015-1-SK01-KA201-

008937 project is going to be finished. The Education Department had a successful

cooperation with several NGOs in the field of Roma integration and psychological

support of families (EEZ and Norwegian financial tool support programme). Daugavpils

City Education Department was the organiser of "Regional Education Features and

Peculiarities: Multiculturalism, Traditions, Innovations" Catalogue 2013/14 Nr.26 Study

visit (CEDEFOP). The Education Department accountancy is centralized and it works

with all city schools and pre-schools' international projects including Erasmus+ (more

than 15 projects). During the previous years we gained the experience of work as

partners in NordPlus, Grundtvig, Leonardo da Vinci projects realization for adults.

Most of Daugavpils city's schools have developed and act in the frames of action

"School which is friendly to children", the main idea of which is respect and cooperation

between children, parents, teachers and school administration. During the another

project the methodology of children's positive behaviour has been worked out. This

methodology is successful and works in most of Daugavpils educational establishments.

The staff of Education Department(ED) is highly qualified specialists with different

experience in their working field (education methodology, accountancy, social care,

bilingual education, CLIL, children's rights defence, etc.). Employees working

experience, participation in further education courses and certification, international

experience are the basis for a successful team work. ED is the institution which

introduces new tendencies of European education, innovations and global development

to the local community focusing on the families.

5538

Regione Molise – Italy

Molise Region is a public body and the organisational chart shows

that the structure is divided into: Presidency, Regional Council and 6

General Directorate with specific activities and purposes. The system

enables an efficient governance providing development of social welfare,

economy, infrastructures and employment, protection of historical, cultural

heritage, supporting local investments, research and external trade. Molise

Region, with its employees and consultants, works for political, legal,

economic and social integration in the EU, giving information about

European Funding Programmes and supporting for the exploitation of

International Relations. It has an 'ad hoc' structures with experts and staff

with a long experience in the management and implementation of

international and European projects. The working group has competences,

capacity and know how gained through projects implementation both as

partner or as Lead Partner.

Molise Region has a strong experience in participating in

collaborative projects at regional, national and European level.

Administrative staff have wide multidisciplinary expertise and significant

competences in project management. The Regions takes part in several

project financed by EU funds, as project coordinator, as work package

coordinator and as project partner. It has strong ability to communicate and

disseminate project results at local, national and transnational level. In

particular it has a relevant expertise in mobilising local and regional

stakeholders (such as policy makers, associations, the industrial sector) for

communication and awareness raising campaign.

Mr Adolfo Fabrizio Colagiovanni. Professional experience: Project

coordinator AGRO-START project financed by South East Europe

programme. Project assistant AIR-NET project finance by IP Adriatic Croos

Border Booperation programme. Project Coordinator QualiTour, ESMED,

Climall, C4ET and IFiscus projects financed by LLP programme. Project

coordinator TCHAU and DEAR project financed by EuropeAid programme.

Education background: II Level Master in EU project management, Degree

in International Cooperation.

39

Playing ( ΠΑΙΖΟΝΤΑΣ ) – Greece

PLAYING is a non profit organisation, established in 2013, for the

promotion of play in childhood and the advocacy of children's right to play,

supporting their motor, cognitive, emotional, social development and their

physical and mental health. PLAYING aims at changing the culture around

play, through raising awareness, education and support for parents,

teachers and community services, shared play events for parents and

children, as well as through research on play.

PLAYING is collaborating with professionals from various scientific

fields depending on the project (psychologists, occupational therapists,

teachers, social workers).

Currently PLAYING is implementing two play promotion programs.

The play promotion program “The power of play” (for pre-school teachers

and parents) and the program “Playing in the school yard” (play activities

with loose parts in 25 primary schools in Athens).

PLAYING has considerable experience liaising with local communities

and designing and implementing innovative projects.

PLAYING is a member of the “International Play association”, the

European network “Yes, we can!”, “Anti-bullying alliance” and the “Hellenic

Platform for Development”.

PLAYING is relying on a group of 35 volunteers, most of them

students of pre-school education. All volunteers are trained by PLAYING.

40

Teleorman Region School Department – Romania

Teleorman Region School Department is the institution that

coordinates the department level educational institutions at all levels

and on all levels, watching and advising their work in terms of the

educational process and in terms of administrative organization. The

goals and mission if the department includes: ‘’Improve the quality of

education program through education and training’’ and ‘’The rapid

evolution of attitude for students, teachers, representatives of local

communities’’. Our objectives are in strong correlation with the topic

envisaged by this strategic partnership, namely school counselling and

insertion on the labour market of young graduates. The team working

in our institution assumes the following transversal strategic

objectives: a greater involvement of all the partners in the system of

education and training; a greater visibility of the results of European

collaboration in education and training; the need to support the

European and national instruments from the domain of transparency,

recognition, quality assurance and mobility.

1641

42

TRANSNATIONAL

MEETINGS

Turkey (12.02.2018 – 15.02.2018)

12.02.2018 MONDAY

Deparure of the Participants. (We will pick you up from Sivas Nuri Demirağ Airport)p.s: I ll pick Latvian group from airport as well on 10th Feb

13.02.2018 TUESDAY

09.00 Meeting at the Hotel (Departure to meeting venue)09.30 Welcome / Meeting with the Director of Instutition10.00-11:00 Presentations of PartnersDaugavpils pilsētas Izglītības pārvaldeInspectoratul Scolar Judetean TeleormanPLAYINGRegione Molise(Because this is the first meeting you are expected to present your organisation with a ppt.) If possible you can send the presentations to us in advance.11.00-11.15 Tea&Coffe Break11.15-12.15 Introduction the project. Activities, Aims, Expectaiotns by Sivas MEM)12:15-13.15 Lunch (will be provided by us)13.15-14.15 Distrubution of tasks / Discussion among partners 14.15-14.30 Tea&Coffe Break14.30-15.30 Planning the activities19.00 Dinner (on our expenses) you’ll picked from the hotels

43

Turkey (12.02.2018 – 15.02.2018)

14.02.2018 WEDNESDAY

09.00 Meeting at the Hotel (Departure to meeting venue)09.30-12.00 Designing the research and preperaiton of questionnaires andsurveys, dissemination activities12.00-13.00 Lunch (will be provided by us)13.00-15.30 Shcool visits 2 schools arree planned to visit

15.02.2018 THURSDAY

09.00 Meeting at the Hotel (Departure to meeting venue)09.30-12.00 Planning of the future meetings, budget management of overall project

5744

Turkey (12.02.2018 – 15.02.2018)

45

LATVIA (18.06.2018 – 21.06.2019

46

LATVIA (18.06.2018 – 21.06.2019

47

LATVIA (18.06.2018 – 21.06.2019

48

ITALY (23.10.2019 – 26.10.2019

23th October

Transfer from Rome airport. Arrival in Campobasso. Accommodation in hotels.20:00 – 20:15 Meeting in front of Gran Caffé Lupacchioli, Piazza Gabriele Pepe 27, Campobasso20:15 Optional welcome dinner in Campobasso City Centre (around 25 euro for person).

24th October

11:00 - 11:15 Meeting point in front of Gran Caffé Lupacchioli, Piazza Gabriele Pepe 27, Campobasso, 11:15 – 11:45 Welcome by Molise Region istitutional representatives, Molise Region Regional Council, Via genova 22 Campobasso11:45 – 12:00 Transfer from Molise Region premises to high school „Montini” in Campobasso12:00 – 13:00 Visit to „Istituto Comprensivo Statale Leopoldo Montini” ( www.icmontinicb.gov.it)13:00 – 15:00 Transfer to I.P.S.E.O.A. – MATESE, Municipality of Vinchiaturo (www.iissbojano.gov.it), presentation of extra curricular activities of Istituto Professionale Agrario Di Riccia (www.scuolariccia.gov.it) and lunch made by the students15:00 – 17:00 Transfer and visit to Casalciprano Municipality and Museum of Memoria Contadina: http://www.comune.casalciprano.cb.it/turismo-e-territorio/cosa-vedere-2/17:00 – 17:30 Transfer to Campobasso19:45 Meeting point in front of Gran Caffé Lupacchioli and dinner in Campobasso Historical City Centre.

49

ITALY (23.10.2019 – 26.10.2019

25th October

09:15 - 09:30 Meeting point in front of Gran Caffé Lupacchioli, Piazza Gabriele Pepe 27, Campobasso, 09:30 – 10:30 Transfer and Visit of the "School and Work" Training Agency based in Vasto (www.scuolaelavoro.info)10:30 – 14:40 Transfer to "School and Work" Training Agency based in Termoli Municipaliy and visit to I.P.S.E.O.A. Alberghiero Termoli, lunch and certificate of attendance: www.alberghierotermoli.gov.it14.30 – 15.30 Social experiences of students of the IPSIA Institute of Montenero Bisaccia - http://www.omnimontenero.gov.it/i-p-s-i-a/15:30 – 16:30 Visit to Termoli historical centre: www.molisecoast.com16:30 – 17:30 Transfer to Campobasso19:45 Meeting point in front of Gran Caffé Lupacchioli and dinner in Campobasso Historical City Centre.

26th June

08:30 - 08:45 Meeting point in front of Gran Caffé Lupacchioli, Piazza Gabriele Pepe 27, Campobasso, 8:45 – 11:45 Visit to Historical centre of Campobasso and Misteri Museum: www.misterietradizioni.com/museo/Departure of Romanian representatives11:45 – 12:30 Transfer to Casale Rosa, San Giuliano del Sannio: www.agriturismocasalerosa.it12:30 – 15:00 Lunch and show cooking of students from Istituto di Istruzione Secondaria Superiore "L. Pilla"15:00 – 17:00 Visit to archeological site of Altilia (Sepino): http://archeologicamolise.beniculturali.it/index.php?it/185/sepino-la-citt-romana17:00 – 17:30 Transfer to Campobasso

End of meeting.

50

http://www.alberghierotermoli.gov.it/

http://www.omnimontenero.gov.it/i-p-s-i-a/

http://www.misterietradizioni.com/museo/

http://www.agriturismocasalerosa.it/

ITALY (23.10.2019 – 26.10.2019

51

ROMANIA (26.11.2019 – 29.11.2019)

Day 1 – 26th November 2018

Arrival of the participants Sivas Provincial Directorate of National Education Regione MolisePLAYINGDaugavpils City Municipal Institution


Working session, The School Inspectorate of Teleorman County

09:00 – 10:30Arrival - Welcome & Introductions Presentation of extracurricular activities, as they are carried out in Romanian

schools Visit of Alexandru Ioan Cuza National College (exchange of good practice)

11:00 – 13:00Visit of The Centre for Extracurricular Activities in Alexandria (presentation of the special activities they organize as a centre whose main purpose is to support extracurricular activity)Visit of Mihai Viteazul Secondary School in Alexandria (presentation of various types of extracurricular activities)Demonstration of a few activities organized by the Sports School Club in Alexandria 13:00 – 14:30 - Lunch (provided by The School Inspectorate)14:00 – 15:30 Visit of Stefan cel Mare Secondary School in Alexandria (presentation of various types of extracurricular activities)19:-00 – Dinner, CONCIATO Restaurant in Alexandria (organised by the host institution)

52

ROMANIA (26.11.2019 – 29.11.2019)


09:30 – 10:00 – travel to Rosiorii de Vede10:00 – 11:00 - Visit of Mihai Eminescu Secondary School

Detailed presentation of the partner institution and its experience Exchange of Good Practice on the topic of the project (extracurricular activities)

11:30 – 13:00 – Visit of Zaharia Stancu Secondary SchoolDetailed presentation of the partner institution and its experience Exchange of Good Practice on the topic of the project (extracurricular activities)

13:00 – 14:00 – Sample some local food prepared by the school 14:00 – 15:30 - Working session E-twinning project Proposal of extracurricular activities to be implemented in the selected schools, according to the application formPreparing the next project meeting 16:00 – Romanian tradition evening at Isabel location


9:30 – 11:30 Working session – The School Inspectorate

Administrative issues (contracts, copies of documents required by the coordinator, etc) Conclusion, feedback questionnairesDeparture of the participants

53

ROMANIA (26.11.2019 – 29.11.2019)

54

GREECE (01.04.-2019 – 04.04.2019)

55

GREECE (01.04.-2019 – 04.04.2019)

56

TURKEY (10.06.2019 – 15.06.2019)

Day 1 – 10th June 2019

8:00 – 22:00 Arrival of Participants


09:30 Arrival to the Directorate of National Education

09:45 Welcome and Introduction

10:00 Visit to the Director

11:00 Coffee Break

11:30 Introduction to the Turkish System for Extra Curricular Activities

12:30 Lunch at the Directorate (provided by the organization)

14:00 School Visit (Yenisehir Anadolu Lisesi) (High School)

15:00 School Visit (BİLSEM) (All Grades/Extra Curricular Centre)

16:00 Transfer to the Hotel

18:00 Dinner at Meva Restaurant (provided by the organization)


09:00 Transfer for the School Visits

09:30 School Visit (Muhsin Yazıcıoğlu İlkokulu) (Primary School)

10:30 Sports Complex Visit

11:30 School Visit (Sosyal Bilimler Lisesi) (High School)

12:30 Lunch (provided by organization)

13:30 Working Session (Project Coordinators)

15:00 Free Time in the City Center (Souvenir Shops etc.)


57

TURKEY (10.06.2019 – 15.06.2019)

58


06:00 Transfer to center of excellation

09:00 Coffee Break

11:00 Arrival to Excellence Center and Guided Tour

12:30 Lunch

13:30 Feedback for the Excellence Center

18:00 Dinner


Free Time


08:00 Free time in City Center

12:00 Visit to the Mayor

13:00 Official Visits

14:00 Discussion of the Overall Project Activities

15:00 Discussion for the Final Report


06:30 Transfer to the Airport

ITALY (23.10.2019 – 26.10.2019

59

http://sivas.meb.gov.tr

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