multilingualism serving social inclusion and professional development
TRANSCRIPT
Multilingualism Serving Social Inclusion and Professional
Development
European Family Learning Network
• Grundtvig 4 programme• From 2006- 2009 Partners:• Finland• France• Germany• Ireland• Italy• Norway• Poland• Romania• Slovenia• UK
Meeting the priorities of the EU:
• Access to and participation in lifelong learning for all, including disadvantaged people should be promoted and improved at national and community level
• Reduce poverty and social exclusion among marginalized groups.
• improve people's skills and help them towards active citizenship and personal autonomy
Objectives:
• Create and maintain a high quality website
• Create a European Family Learning publication to promote the benefits of a Family Learning approach
• Dissemination strategy
Aspects:
• Family members learning together
• Stages of family life
• Relationships, roles
• Taking responsibility in a wider society
Actions:• Inaugural Network planning meeting. (October 2006 London, UK)
• Network planning meeting. (May 2007 Marseille, France)
Seminar on Family Learning and social inclusion, working with migrant families
• Network planning meeting (November 2007 Genova, Italy)
Seminar on Parental Involvement
• Network planning meeting (May 2008 Karjaa, Finland)
Seminar on Family Learning and Citizenship
• Network planning meeting. (October 2008 Iasi, Romania)
• Seminar on national network and infrastructure development
• Conference and dissemination event (June 2009 Birmingham, UK )
www.efln.eu
• Comenius programme• From 2007 to 2009• Partners:• United Kingdom• Spain • Lithuania• Romania• Poland
No Child Left Behind
Meeting the priorities of the EU:1. The project establishes a discipline
during the school years of instilling a “thirst for learning”
2. It follows a thread of European cultural context and it contextualizes the learning making it meaningful
1. It develops employability skills amongst participants: creativity, self-esteem, confidence and achievement
2. Teachers are provided with previously untried or undiscovered methodologies shared via national and international networks
Key words:
• Thirst for learning
• Life skills
• Achievement
• Adapted methodology
Objectives:
• To improve achievement
• Equip young people with life skills
• Offer a contextualized learning so that the learners would understand its benefits
Actions:• Piloting the training package• Adjusting the programme according to the
partners• Piloting the training with each partner• Evaluating the training (trainees, trainers,
individual observer)• Readjust the training• Creating support materials
Target groups
• Trainers
• Adults members of the family
• Children
• Local policy makers
Room for local implementation?...
• Would you need to implement these ideas in your area?
• What would be the best way of doing that?
• Who would benefit from them?
Office InterActors• Leonardo da Vinci
• From 2009-2011
• build lasting collaboration relationships between with key beneficiary organisations from
• Business & Administration able to multiply the effects of the immediate impact
• staged release of information by the tutors, authoring tools, internal e-mail and chat mechanisms, on-line editing and exchange of electronic files etc
• engaging teamwork and negotiation at the level of both the national groups and internationally
• initial, formative and summative (self-/peer-) assessment and evaluation activities
Structure
1. Internal tutor training and methodological transfer
2. Office InterActors pilot round of courses for end-beneficiaries
3. Office InterActors – Official Launch4. Office InterActors second round of
courses for end-beneficiaries
What do these projects change?
• Understanding the need of being up to date with the new society and its requirements
• Offering a general view on the wider European community and thus having better understanding of personal characteristics
• Promoting self awareness and self confidence• Encouraging intergenerational support• Putting theory to practice through useful
activities• Supporting practitioners
Lucia Elena Petrescu
EuroEd