E-Quality Label - Indire...E-Quality Label 2006 FRANCE For the first time in France, we launched the...

E-Quality Label

European Quality Label for decentralised projects and mobility activities carried out under the Socrates programme

E-Quality Label Winners 2006

E-Quality Label 2006

Imprint

Published by:Nationalagentur Lebenslanges LernenSchreyvogelgasse 21010 ViennaAustria

Tel.: +43/1/534 08-0Fax: +43/1/534 08-20E-Mail: [email protected]: lebenslanges-lernen.atDVR-Nr.: 0504858, ZVR: 307983193

With contributions from the following National Agencies:

Austria: Nationalagentur Lebenslanges LernenBelgium: Agentur für Europäische Bildungsprogramme VoG, (de)Bulgaria: Human Resource Development Centre - BulgariaEstonia: Foundation Archimedes/Estonian Socrates National AgencyFrance: Agence EUROPE-EDUCATION-FORMATION FranceGermany: Deutscher Akademischer Austauschdienst (DAAD)Hungary: Tempus Foundation/Socrates National Agency of HungaryItaly: Agenzia Nazionale Socrates ItaliaLithuania: Education Exchanges Support Foundation – Lithuanian National AgencyLuxembourg: Agence Nationale pour le programme Education et Formation tout au long de la vie en EuropeSlovenia: CMEPIUS - Center republike Slovenije za mobilnost in evropske programeizobraÏevanja in usposabljanjaThe Netherlands: Europees Platform voor het Nederlandse OnderwijsUnited Kingdom: UK Socrates-Erasmus Council

Layout & Print: Gröbner Druck Ges.m.b.H, 7400 Oberwart, Austria

© Österreichischer Austauschdienst (ÖAD)/Nationalagentur Lebenslanges Lernen

The pictures were provided by the institutions presented in this publication

Vienna 2007

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Mit Unterstützung der Europäischen Kommission



Preface 4

Introduction 8

COMENIUS

Austria Fachschule für Pferdewirtschaft Lambach 12Belgium Ministerium der Deutschsprachigen Gemeinschaft Belgiens –

Abteilung UNAU 14Bulgaria Vocational Hotel and Catering School, Sofia 16Estonia Rõuge Põhikool 18France Ecole élémentaire publique, Le Vignal 20Hungary Általános Iskola, Bodajk 22Italy Istituto Tecnico Commerciale Statale Rosa Luxemburg di Torino 24Lithuania Kauno Panemunòs pradinò mokykla 26Luxembourg Institut pour Déficients Visuels 28Slovenia Osnovna šola Glazija 30The Netherlands RKBS De Weijerhof 32

ERASMUS

Austria Fachhochschule Vorarlberg 36Bulgaria University of Food Technologies (UFT) 38 France Université des Sciences et Technologies de Lille U.S.T.L. 40Germany Fachhochschule Kiel 42Hungary Pécsi Tudományegyetem 44Lithuania Vilniaus Gedimino technikos universitetas (VGTU) 46Slovenia University of Ljubljana 48United Kingdom Liverpool John Moores University 50

GRUNDTVIG

Austria VHS Hietzing 54Estonia VAT Teater 56France A.D.S.E.A. Logis Formation 58Italy Istituto Statale di Istruzione Secondaria Superiore G. Salvemini 60Lithuania VšĮ Alytas jaunimo centras 62Slovenia Center za usposabljanje, delo in varstvo Dofke Boštjančič Draga 64The Netherlands Stichting voor Volkshogeschoolwerk in Nederland 66

Content E-Quality Label 2006

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Preface

AUSTRIAI am pleased to present this year’s new E-QualityLabel Winner brochure. In Austria, the E-Quality appli-cation round 2006 was again open to Comenius,Erasmus and Grundtvig projects and mobility activi-ties. All in all, we received 41 applications of which 13were awarded with the E-Quality Label. Out of these13 institutions, ten were invited to an official ceremo-ny at the Austrian Ministry for Education, Science andCulture in Vienna in February 2006.

The core of the E-Quality project was the develop-ment of common quality criteria for a EuropeanQuality Label for decentralised projects and mobilityactivities. This was done by a team of seven NationalAgencies (Czech Republic, Germany, Hungary, Italy,the Netherlands, the UK and Austria) working in theSocrates actions Comenius, Erasmus and Grundtvig.

With the follow-up project, “The Spread of the E-Quality Label” the initiative has now moved into thenext phase with currently fourteen National Agencies(Belgium, Bulgaria, Germany, Estonia, France,Hungary, Italy, Lithuania, Luxembourg, the Nether-lands, Romania, Slovenia, the UK and Austria) takingpart. The E-Quality Label was planed as an instru-ment flexible enough to be easily adapted by allNational Agencies and to be implemented into thenew programme for Lifelong Learning. I hope that byreading the following presentations of high-qualityprojects/mobility activities, many more institutions willtake an interest in the E-Quality Label and that thoseNational Agencies not yet participating in the initiativewill do so in the near future.

Ernst Gesslbauer

BELGIUMThis year was the first year the German speakingCommunity of Belgium had participated in the interna-tional programme of E-Quality- Label. We invited theComenius and Grundtvig institutions to take part inthis initiative. For several reasons the number of appli-cants was not as high as we had hoped for. The jurywas impressed by the quality of the selected project inthe field of integration of disabled children suffering ofautism. The National agency will go on promoting theE-Quality-Label and publicly appreciating the goodwork done in each project-partnership.

Edgar Hungs

BULGARIAFor the first time the E-Quality Label was launched inBulgaria in 2006. We consider this project an impor-tant part of our work, because it is a very good chancefor the project promoters to spread their results to abroader public and to demonstrate their success in thefield of the European educational programmes. TheE-Quality competition is a useful approach to puttogether lots of the projects realised, to compare themand to highlight the quality of the project work. In 2006 we invited promoters from the three pro-grammes: Comenius, Erasmus and Grundtvig to take part in the E-Quality Label contest.We are satisfied to receive not a lot, but proposals ofgood quality. The institutions submitted applicationswere really interested and were waiting eagerly for theresults.After the assessment of the applications we decidedto award with the E-Quality label two institutions: oneschool having taken part in Comenius and oneErasmus University. The national award ceremony isforeseen for the autumn of 2007.Taking into consideration that it is crucial for the insti-tutions to be rewarded for the results achieved, westrongly intend to continue through the call and awardof the E-Quality label in the next years. We are hopingthat the initiative will become more and more popularand will turn to be a tradition.

Margarita Dzhoganova

ESTONIAThis is the first time for Estonia to participate in the E-quality project. In 2007 we focused on the Comeniusand Grundtvig programmes firstly because the resultsof accomplished projects in the two areas should bebetter known Europe-wide and secondly becausepeople who have had the willingness, energy andskills to coordinate projects and/or to actively partici-pate in international cooperation are worth of recogni-tion not only nationally but also internationally.The awarded projects are of high quality and this forsure is a benchmark for future projects.

Dissemination of good practises and learning fromeach other are important ways to improve the qualityof education. By awarding the E-Quality label we pro-mote the EU educational programmes and hopefullyattract new actors to benefit from them.

Hannelore Juhtsalu


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FRANCEFor the first time in France, we launched the E-quali-ty label this year, for Erasmus, Comenius andGrundtvig. We opened our new website in Februaryso we had very short time to implement the on-lineapplications. Despite this lack of time, we were verysatisfied to identify such good projects. We are goingto valorise the label winners through our publicationsand various events all year long.Our collaboration with external experts was excellent;we organised a short debriefing which was for us, aninteresting meeting about thematics and projects’achievements.

Four French higher education institutions have beenawarded the Erasmus label, four institutions receivedthe Grundtvig label and seven the Comenius label.We already know that these institutions are veryproud of this e-quality label and, of course, we willorganise this operation next year and possiblyextended to Leonardo.

Marie-Geneviève Picart

GERMANYThe E-Quality initiative was again on a good track inGermany. Since 2004 the DAAD successfully imple-mented the online application and evaluation of theE-Quality Label and had its national awarding cere-monies.

This year eight German Higher Education Institutionsearned the Erasmus E-Quality award for the highstandard of their work in planning, promoting andmanaging the mobility of students and staff inEurope.

In the third year of the E-Quality project we receivedmany high quality applications. The following eightGerman institutions of higher education have beenawarded the E-Quality Label: University of Bremen,Catholic University of Eichstätt-Ingolstadt, GottfriedWilhelm Leibniz University of Hannover, University ofHildesheim, University of Applied Sciences Kiel,University of Leipzig, University of Münster and theCarl von Ossietzky University of Oldenburg. Theawarding ceremony will take place within the frame-work of our Erasmus annual conference on 20th June2007 in Bonn.

Since the main goals of the E-Quality project are awider geographical coverage and the E-QualityLabel´s realisation into the new Lifelong LearningProgramme, DAAD will through the award of the E-Quality Label continue to highlight the quality of

mobility and give project promoters and co-ordinatorsan incentive to treat quality as a matter of high priori-ty in student and staff mobility within the Erasmusprogramme.

Dr. Bettina Morhard, Irène Fandio

HUNGARY“To have a project of one’s own, should be every per-sons desire.” (Ilya Kabakov, artist, founder of the Palace of Projectsin Essen)

This year was the third year we announced inHungary the international programme of E-Quality,European Quality Label for applicants of Erasmus,Comenius and Grundtvig decentralized actions. Ourexperts found nine projects (5 Erasmus, 4 Comenius)worthy for the Quality Label this time. Regarding thehigh quality of applications and the commitment ofapplicants the high number of projects to be awardedmeans that choosing only 2 or 3 applications was dif-ficult for experts.According to our experience mainly higher educationinstitutions are in the position to benefit from therecognition derives from the award. A probable expla-nation is that institutions taking part in the Erasmusprogram are more interested in developing an effec-tive marketing strategy, than the institutions partici-pating in Comenius and Grundtvig programs.

As this leaflet will present only one project of eachcategory the Hungarian National Agency is going toprepare a national brochure to present all Hungarianawarded projects. The certificates of merit are hand-ed over to prize-winners, in front of a professionalaudience, at the Hungarian launching conference ofLLP.We have a confidence in making other institutionsand organizations of secondary and higher educationinterested in this program in order to get the chanceto award the E-Quality Label to even more institutionsand schools in 2007.

Edina Mátyus

ITALYThe number of schools and bodies that took part inthe second (for Italy) edition of the European QualityLabel was considerably lower than the previous year.Undoubtedly, the initiative could have been morewidely advertised, but this year our choice was toconcentrate all efforts on the delicate transitional

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Preface

phase from Socrates II to the Lifelong LearningProgramme.

And though… what was lost in terms of quantity wasgained in terms of quality. As a matter of fact, all thesubmitted projects were evaluated as satisfactory andreceived the quality Label. In fact, they all showed ahigh degree of participation in the educational activi-ties of both teachers and pupils/learners. Moreover,they are based on a well-structured and coordinatedworking method that made it possible to jointly definethe objectives and monitor the progress towardsthem.

The subjects tackled - all of them well targeted to thespecific project typologies - are most varied and rangefrom tourism to environment, from the role of books tothe use of ICT in adult education, involving all fields of“being at school”. Moreover, we were favourably impressed by the inno-vative solutions adopted for specific problems of theteaching-learning practise and the praiseworthyattempt to modify it with a bottom-up approach. Beingsupportive to the learning process, these projects canwell be used as a qualified term of reference and playa role in making our educational systems more effi-cient and attractive, as the European Union has forsome time being requesting.To conclude, the Comenius and Grundtvig examinedentail the acquisition of the categories of sustainabili-ty and transferability, foreseeing proper disseminationactivities and long term strategies that prolong the lifespan of the project and enlarge its action field. Fromall that was said, it can be easily inferred that we lim-ited ourselves to ascertain what the institutionsachieved with undeniable engagement and profes-sional skill.

Roberto Antonucci

LITHUANIAEuropean Quality Label was like a bridge betweenSocrates and Lifelong learning programme inLithuania. We invited institutions to present their pro-jects and mobility activities carried out in Comenius 1,Grundtvig 2 and Erasmus actions. Interest was highand 53 applications were received. It was the first andvery successful attempt. Institutions did not miss theopportunity to present projects’ achievements for thewider public. To start implementation of Lifelong learning pro-gramme with the E-Quality label was a challenge forour institution too. Online application submission andevaluation system did not work properly every time,

but it was an opportunity for us to discover a lot aboutproject administration and to learn by doing.

On 16th May 2007 the labels were officially awardedto the winners at the ceremony in Vilnius.Representatives from Ministry of Education andScience, Label winners, media, teachers and studentstook part in this unforgettable event. We were happyto award the bests of all and start new programmewith the best results from the past.

Monika Rajeckaite, Project coordinator

LUXEMBOURGThe equality label was launched for the first time inLuxembourg in 2006. The national agency addressedthe call to all Comenius 1, Grundtvig 2 and Leonardomobility projects finished during the second phase ofthe Socrates resp. Leonardo da Vinci programme.Despite technical problems of implementation we hadvery positive feedbacks from project coordinatorsregarding this initiative even though not all of thepotential interested candidates presented an applica-tion in the end of the application round. We had a suc-cess rate of 13% for Comenius 1, we received oneapplication for Leonardo da Vinci and none forGrundtvig 2. The e-quality initiative is part of our na-tional agency device which includes quest for quality,valorisation of projects and imitation of good practice.

Karin Pundel, Director

THE NETHERLANDSIn 2006 the Dutch Comenius-Grundtvig NationalAgency was involved in the European Quality Labelproject for a third time. Both Comenius and Grundtvigpartnerships were invited to apply. For several rea-sons (administrative threshold, modesty of schoolsand institutions) the number of applicants was not ashigh as we had hoped for, but the jury was impressedby the quality of the competing projects.

In March 2007 the Dutch jury unanimously awardedthree European Quality Labels. Two labels forComenius, to ‘De Weijerhof’, a primary school inBoxmeer, for the project ‘Show Me Your World’ and to‘CSG Gaasterland’, a comprehensive school for gen-eral and pre-vocational secondary education in Balk,for the project ‘TEST for Quality - Together,Evaluating, STimulating for Quality’. A Grundtvig labelwas awarded to ‘Stichting voor Volkshogeschoolwerk’in Bakkeveen, a national organisation stimulating ini-tiatives in adult education, for the project ‘TROG - TheRevival Of Grundtvig’.


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On 9 May 2007 the labels were officially awarded ata ceremony in The Hague. The Netherlands will goon to promote the European Quality Label as anexcellent means to enhance the quality of projectsand to publicly appreciate the good work in the field.The sense of recognition and satisfaction shown bythe winning institutions underscore this idea.

Hennie van den Nieuwenhof, chairman of the jury

SLOVENIAIn 2006 Slovenia participated for the first time inEuropean Quality Label project. In 2005, when theAustrian NA presented the project results and wereceived the EQL publication, the coordinators ofComenius, Grundtvig and Erasmus decided to partic-ipate in the project, because we were impressed withthe project implementation as well as with the results– identifying good practices. After the project meeting in the end of 2006 inSalzburg and receiving the software from the Italianpartners we wanted to start with the launch and theselection as soon as possible. We have alreadyannounced the whole exercise in December 2006during the LLP launch conference and project coordi-nators’ reactions were very enthusiastic. Due to the restructuring of the NA we could not goahead as initially planned and after we eventuallystarted with the web page in February we encoun-tered further difficulties related to server change andinternet because of the internet provider change. Dueto these difficulties and also in the interest of as highparticipation as possible we extended the deadlineuntil early May.

Therefore Slovenia has just recently with great helpof external experts chosen from the pool of evalua-tors selected the best projects which will receive theEuropean Quality Label in a national award ceremo-ny before summer. Being a small county the numberof potential applicants is not really very big, but thepromotion done by NA staff was targeted and wehave invited all possible applicants. We have seenvery positive response from the participants whichwas a bit suppressed by technical difficulties. This isreflected in smaller number of submitted applicationsthen expected.Because only a couple of the best of good projectswill be presented in the common publication, we willprepare a national compendium of all awarded pro-jects, which will be presented during the ceremonyand available on the web page in electronic version.

The identification of good projects through the EQL

selection and award has been welcomed by nationalauthorities as well as by expert bodies. It is of highvalue that all participating countries are using thesame application, evaluation and selection proce-dure. Therefore we would like to repeat the selectionof good practices next year. Since the disadvanta-geous circumstances will no longer be present we willbe able to reserve more time to prepare and test theweb page before starting. We are confident to be suc-cessful and attract even more projects to participate.

Neža Pajnič

UNITED KINGDOMThis year the E-Quality Label was presented toMichael Harley, who represented Liverpool JohnMoores University. The presentation was held at theUK Erasmus Student Prize in London on the 6thDecember 2006.Mr Harley said “I am delighted toaccept this award for the recognition of our work atLiverpool John Moores University. I would like torecognise the academic and non-academic staff thatsupport the Erasmus programme at LJMU and thankthe UK Socrates Erasmus council for their valuablesupport in making Erasmus such a rewarding pro-gramme to be involved in.

The award was presented to Michael Harley by BillRammell, MP, Minister of State for Life LongLearning, Further and Higher Education. Mr Rammellopened the awards evening with a very supportivespeech about the Erasmus programme “I believe theErasmus mobility programme has an incrediblyimportant role to play in helping to prepare youngpeople for life and work in a world filled with challengeand opportunity.”

The label is a kite mark of quality, recognised by otheruniversities in the Erasmus programme and demon-strating to them that mobility has been well promotedand carefully planned. The label has been awardedto 13 UK institutions over the past three years, and isa means of championing and acknowledging the hardwork that is carried out within the institutions to makeErasmus the success that it is. The UK SocratesErasmus Council was particularly delighted to awardthis year’s E-Quality Label at the UK ErasmusStudent Prize, recognising the achievements of theSocrates-Erasmus coordinator at Liverpool JohnMoores University, at the same time as those of thestudents who have taken part in the programme.

Tracy Crowther

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Introduction

I. Background

Socrates is the European Community programme inthe field of education and aims to contribute to thedevelopment of quality in education. Socrates pro-motes educational co-operation and transnationalmobility and supports activities based on interna-tional partnerships, designed to develop innovationand enhance quality in education.

Transnational Socrates activities not only expandthe personal horizons of the participants throughoutEurope every year, they also provide them with use-ful experiences. Partnerships between schools,higher education institutions and further educationinstitutes enable students, teachers, trainers andstaff in over 30 European countries to enhance theirlearning and teaching experience.

II. The E-Quality Initiative

Based on the Austrian Socrates Quality Label,which has been awarded in Austria every year since2002, the E-Quality project was initiated by theSocrates Agency Austria and was supported by theEuropean Commission under the restricted call forNational Agencies for dissemination projects.National Agencies (Comenius, Grundtvig and/orErasmus) from the following countries have so farbeen involved in this initiative: (in alphabeticalorder) Austria, Belgium, Bulgaria, Czech Republic,Estonia, France, Germany, Hungary, Italy,Lithuania, Luxembourg, the Netherlands, Romania,Slovenia and the United Kingdom; the project coor-dinator is Austria.

The mile stones of the E-Quality Initiative:

- Development of common European quality criteria for the implementation of decentralised projects/mobility activities in the framework of the European Educational Programmes:a) Innovationb) Results and Benefitsc) Quality in Implementation and

Activity Managementd) Sustainability

- Development of common online application andevaluation forms as well as guidelines

- Application, evaluation and awarding at nationallevel

- Evaluation of the impact of E-Quality- E-Quality Conference to spread the idea to the

other National Agencies and to consider its transfer to the new Lifelong Learning programme

- Follow-Up Project “Spread of E-Quality” supported by the European Commission

The results:

- Online forms and guidelines as well as an onlineevaluation tool

- A common publication on the best European projects/ mobility activities (- best ranked projects per action/per country)

- Study on the evaluation of the impact of E-Quality

- CD-Rom containing an administrative package for the implementation of E-Quality (ready-to-run tool which is aimed at facilitating all NationalAgencies to join the E-Quality initiative).

III. The European Quality Label

The purpose of the European Quality Label is:- to highlight the contribution of the

Socrates/Lifelong Learning Programme- to demonstrate the high quality of decentralized

activities- to give project promoters, co-ordinators of

mobility activities and decision-makers an incen-tive to continue to treat quality as a matter of high priority

- to acknowledge the contribution of promoters and co-ordinators and to make their accomplishments known to a broader audience

- to improve access to the programme- to involve decision-makers at national and

regional level in the promotion of the Socrates/Lifelong Learning Programme

The benefit for European EducationalProgrammes,NAs & institutions

The commitment of the institutions and the coordi-nators for the Programmes is crucial to the successof the European Educational Programmes. The E-Quality Label acknowledges quality in this field, thusstrengthening the institutions’ commitment to theprogramme. At the same time, the fact that E-Quality is based on online tools which are ready touse (and easy to adapt for the new generation ofprogrammes) facilitates the work of NationalAgencies implementing E-Quality.


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IV. The Spread of the E-Quality Label

The European Commission has in the past referred toE-Quality as an important initiative in view of the newprogramme generation. The aim is to transfer the E-Quality Label to the new programme for LifelongLearning.

“Spread of the E-Quality Label” aims to further high-light the high quality of decentralized projects througha wider geographical coverage and its realisation intothe new Lifelong Learning Programme. The goal is tomake E-Quality a brand name.

V. About this publication on the very best E-Quality Label Projects / Mobility activities

Each participating National Agency awarded the E-Quality Label to institutions with a very high ranking inthe E-Quality evaluation. In 2006, the participatingNational Agencies were Belgium, Bulgaria, Germany,Estonia, France, Hungary, Italy, Lithuania,Luxembourg, the Netherlands, Slovenia, the UK andAustria.

Due to limited space we cannot present all projects.However, on the following pages we are pleased topresent to you the very best E-Quality LabelProjects/Mobility activities of each activity/country. Toemphasize the European character of this initiativeeach description will be in the project partner’s lan-guage as well as in English.

While reading the following pages, we hope you willget an impression of the excellent quality of the imple-mentation of decentralised projects/mobility activitiesthrough institutions participating in the EuropeanUnion education programme. The E-Quality Label isan instrument which acknowledges and promotessuch high-quality work.

Vienna, May 2007


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10


Comenius

Austria Fachschule für Pferdewirtschaft Lambach: Equine Education in Europe 12

Belgium MDG – Abteilung UNAU:AUTIME EXODUS – Chancengerechtigkeit,Selbstbestimmung und Kommunikation für Menschen mit Autismus 14

Bulgaria Vocational Hotel and Catering School, Sofia: Water gifts from nature 16

Estonia Rõuge Põhikool: Sõjalood/War Stories 18

France Ecole élémentaire publique, Le Vignal: Connaître nos voisins 20européens à travers les jeux

Hungary Általános Iskola, Bodajk: Gemeinsames Lernen über Grenzen hinweg: Natur-Faszination und Lebensgrundlage/Joint learning beyond borders – fascinating nature, the basis of our lives 22

Italy Istituto Tecnico Commerciale Statale Rosa Luxemburg di Torino: GRADITO 2006 (Guida RAgionata DI Torino Olimpica 2006) 24

Lithuania Kauno Panemunės pradinė mokykla: „Vaikų žaidimai“/Kaunas Panemune Primary School: “Children‘s games“ 26

Luxembourg Institut pour Déficients Visuels: MDVI - Development of Expertise for Teachers who do Itinerary Work for Multiple Disabled Visually Impaired Children 28

Slovenia Osnovna šola Glazija 30

The Netherlands RKBS De Weijerhof: Show Me Your World 32

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Fachschule für Pferdewirtschaft Lambach:Equine Education in Europe


Hauptziel des Projektes war die Gründung einerPlattform für Kommunikation und Qualitäts-sicherung in der Pferdewirtausbildung in Europamittels einer gemeinsam erstellten Homepage(www.equineschools.net). Es wurde ein Verbandder europäischen Pferdewirtschulen initiiert, dereine multilaterale Vernetzung von Pferdewirtschulenund die daraus resultierende Optimierung derAusbildungsstandards ermöglicht.

Aktivitäten Die Projektaktivitäten umfassten Teamsitzungen,laufende Kommunikation zwischen den Partner-schulen und Recherche sowie Erstellung vonMaterial für die gemeinsame Kommunikations-plattform. Das Endprodukt ist eine Homepage, die inder Arbeitssprache Englisch erstellt wurde sowie dieEinrichtung einer „students page“ und dieFormulierung von Qualitätskriterien für die Pferde-wirtausbildung in Europa.

MobilitätEs fanden regelmäßige Treffen zwischen denPartnerschulen statt. Die Projektergebnisse wurden bei Veranstaltungen(Tag der offenen Tür, Pressekonferenzen) und mit-tels Presseaussendungen an diverse Medien ver-breitet.

QualitätDas Prjekt ermöglichte eine Verbesserung undOptimierung des Ausbildungsangebotes im BereichPferdewirtausbildung. Ausbildungssysteme der ver-schiedenen Länder wurden verglichen und gemein-same Qualitätskriterien definiert. Es wurden auchpraktische Ausbildungsstätten und Fachverbände indie Projektarbeit einbezogen. Die Plattform stehtauch anderen Pferdewirtschulen in Europa offen.Langfristig wird die flächendeckende, multilateraleVernetzung der Ausbildungsstätten in Europa ange-strebt, um die Qualität in der Pferdewirtausbildungzu sichern bzw. zu verbessern.

ResümeeDas Projekt hat bei den Partnerschulen zu einemverstärkten europäischen Bewusstsein geführt.Durch einen Vergleich der Ausbildungssystemewurde eine Diskussion zur Optimierung derAusbildungsmethoden und -abschlüsse eingeleitet.Durch die Einsetzung von Mindeststandards wurdedie Qualität in der Ausbildung erhöht. Mit derGründung einer offenen Kommunikationsplattformwurde ein erster Schritt in Richtung großflächigeVernetzung der Pferdewirtausbildung in Europa rea-lisiert.

Partnerschulen:Centre de Formation d’Apprentis du Centre d´Enseignement Zootechnique, Rambouillet (FR)Zespol Szkol Rolnicze Centrum Ksztalcenia Ustawicznego w Zarnowcu, Zarnowiec (PL)

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Nationalagentur Lebenslanges Lernen


The main aim of the project was to establish a plat-form for communication and quality assurance inequine education in Europe by means of a jointly cre-ated website (www.equineschools.net). An associa-tion of European equine schools was developed,enabling the multilateral networking of these schoolsand the optimisation of education standards.

ActivitiesThe project activities included team meetings, on-going communication between the partner schoolsas well as researching and preparing material for thejoint communication platform. The end products are awebsite with English as its working language, theestablishment of a “Students’ Page” and the formula-tion of quality criteria for equine education in Europe.

MobilityThere were regular meetings between the partnerschools. The project results were communicated at events(Open Day, press conferences etc.) and throughpress releases to various media.

QualityThe project enabled the improvement and optimisa-tion of programmes in the area of equine education.The education systems of various countries werecompared and common quality criteria were defined.Practical educational facilities and associations wereinvolved in the work of the project. The platform isalso open to other equine schools in Europe. Thelong-term aim is to create a comprehensive, multilat-eral network of educational institutions in Europe inorder to maintain and improve the quality of equineeducation.

SummaryThe project has led to an increased European con-sciousness in the partner schools. By comparing dif-ferent education systems, discussion was initiated onthe optimisation of educational methods and certifi-cation. The quality of education was increased byintroducing minimum standards. With the establish-ment of an open communication platform a first stepwas made in the direction of the broad networking ofequine education in Europe.

Fachhochschule für Pferdewirtschaft LambachKlosterplatz 14650 LambachTel: +43/7245/20660

[email protected] or www.pferdewirt.at

Contact: Christine Plakolm

Project period: 08/02-07/05

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AssessmentThe project is characterised by a high level of sustainability. The idea of defining minimum standards forequine education corresponds extremely well with the aims of the various educational authorities. The pro-ject resulted in the establishment of an association of equine schools and continues in the form of Europeansymposia for the exchange of experience and organisation of work placements etc. The project also madeprogress in the general upgrading of current secondary education programmes. The website created duringthe project has an extremely professional design and will continue to be maintained, updated and expand-ed.

MDG – Abteilung UNAU: AUTIME EXODUS – Chancengerechtigkeit, Selbstbestimmung und Kommunikation für Menschen mit Autismus

Mit adäquaten Kommunikationsmitteln Menschenmit Autismus aus einer noch allzu großenFremdbestimmung zur progressiven Selbstbestim-mung zu befähigen und somit den Begleiter aus derOhnmachtstellung vor den zahlreichen Heraus-forderungen des Autismus zu verhelfen, bildetenzwei Hauptziele des EU-Projektes, die wir anpeiltenund schließlich auch erreicht haben. Es ist derGesamtgruppe gelungen, nicht nur eine Anhäufungvon Kenntnissen bezüglich Autismus zu gewährleis-ten, sondern dem Leser bzw. der lernenden Persondie Thematik Autismus nahe zu bringen. Schließlichhat die Dialektik Praxis-Theorie sowie die Synergieder Teilnehmerkompetenzen zur erhöhten Lebens-qualität der Betroffenen beigetragen.

MobilitätDie Treffen fanden im Turnus der EU-Teilnehmerstatt sowie die IST-Analyse einer jeden Institutionmit einem anderen EU-Partner

QualitätWir haben es geschafft beim Voranschreitenunseres Projektes zu einer geistigen Öffnung zugelangen, die mit kritischer aber wohlwollender Art,Ideen, Einstellungen, Mittel... unter die Lupegenommen hat, um alle Elemente in einen für alle“geprüften” und bereichernden Konsens einfließenzu lassen. Wir haben ein wissenschaftlichfundiertes Aus- und -Weiterbildungsmodul und einegemeinverständliche Broschüre in vier Sprachenerstellt sowie eine fortwährende Internet-site zurQualitätssteigerung und zur Verbreitung betrieben.Als Abschluss gestalteten wir ein internationalesKolloquium.

AktivitätenE-Mails, Internet und die regelmäßigen, arbeitsin-tensiven Treffen sind die wichtigsten Kommunika-tionsmittel bzw. -momente gewesen zur Förderungvon Austausch, Auseinandersetzung, Konsens-findung, und ständiger Weiterentwicklung, dieschließlich zu einem Ganzen geführt haben, dasein Mehr darstellt im Vergleich zur Addition allerTeile

ResümeeMenschen theoretisch und praktisch so in dieThematik Autismus eintauchen lassen, dass sie denMenschen mit Autismus von innen heraus verste-hen: dies ist der Schlüssel zur Weiterentwicklungder Begleitpersonen und folglich zur Weiter-entwicklung der Betroffenen in Richtung Selbst-orientierung, -bestimmung, -steuerung - ein effizien-ter Beitrag zur Chancengerechtigkeit.

Die ursprünglich formulierten Zielsetzungen wurdenerreicht. Der internationale Austausch bündelteRessourcen, Erfahrungen und Kompetenzen aufEU – Ebene. Eine Vielfalt von interessierten undbetroffenen Menschen und Institutionen entwickelteneue Konzepte bzw. erhielten konkrete Mittel. DieMitarbeit von schulexternen Personen war einzusätzliches positives Element.

Partnerschulen:Institut der DG für Sonderunterricht, Eupen (BE)SUSA, Mons (BE)Diakonie Michaelshoven, Köln (DE)Autismus Therapie-Zentrum, Trier (DE)Centre Aria, Paris (FR)Fondation Autisme Luxembourg, Munshausen (LUX)XONAR Zuid-Limburg, Heerlen (NL)


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Agentur für Europäische Bildungs-programme VoG, Belgien (de)

AssessmentThe initial aims have been reached. The international exchange bundled resources, experiences and com-petences on EU level. Many interested and concerned people and institutions developed new concepts orreceived tangible means. The cooperation of persons from outside the school world was another positiveelement.

Ministerium der deutschsprachigenGemeinschaft BelgiensAbteilung Unterricht und AusbildungGospertstrasse 1B – 4700 EUPENTel +32 87 596300

[email protected] oder www.autisme-exodus.org

Contact: Georges HeckGeneviève Simonis – Pelzer

Project period: 2002 - 2005


Two main aims of the EU project were to enablepeople suffering from autism to escape from the stillprevailing foreign determination and to attain a pro-gressive self-determination, thanks to adequatecommunication tools, and thus to free the carer fromhis helplessness in the face of the numerous chal-lenges of autism; we have reached these two goals.The group as a whole succeeded not only in col-lecting a thorough knowledge on autism, but also ingiving the reader and the learning person an under-standing of autism. Finally, the dialectic betweenpractice and theory as well as the synergy betweenthe participants’ competences contributed toimprove quality of live for the people involved.

ActivitiesE-mails, internet and regular labor-intensive meet-ings have been the most important communicationtools and moments used to encourage exchange,debate, search for consensus and permanentdevelopment which finally led to a whole that repre-sents a surplus value compared with the addition ofall components.

MobilityThe meetings took place following the rotationbetween the EU participants and the current analy-sis of each institution with another EU partner.

QualityAs our project progressed, we succeeded in reach-ing an open-mindedness which scrutinized in a crit-ical, but friendly manner ideas, opinions, means …in order to let all the elements flow into a “checked”and enriching consensus for everyone. We havedeveloped a scientifically founded module for con-tinuing vocational training and a four-languagebrochure written in a style intelligible to all as well asa web site dedicated to quality enhancing and dis-semination. Finally, we organized an internationalcolloquium.

SummaryTo let people dive in theory and in practice into theautism problem in such a way that they understandautistic people from the inside: this is the key to fur-ther development of the accompanying persons andsubsequently to further development of the personsconcerned towards self-orientation, self-determina-tion, self-monitoring – an efficient contribution toequality of opportunities.

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�О��А О��О�А �А ��А��Я О �У��Ъ�: �О�� АО��О� �О�А�А/ WATER GIFTS FROM NATURE

артньор/ Partner:LYCEE ANTONIN CAREME, SAVIGNY-LE-TEMPLE, FRANCE


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Общо описание на проекта�роектът одни дарове от природата е �зиков проект поподпрограма �оменски, програма �ократ. �роектът ереализиран през учебната 2003/04 година впартньорство между �офийската професионалнагимназия по туризъм – ългария и Lycee AntoninCareme – !ранция. проекта са взели активно участиеученици, подготвящи се за работа в сферата на туризма,които са били и участниците в обмена. Училището-партньор е с идентична професионална насоченост исъщо подготвя кадри в областта на туризма. Основна целна проекта е обогатяване на професионалните знания иумения на учениците и преподавателите, овладяване нанови техники и технологии в областта на кулинарнотоизкуство, с цел повишаване на нивото на тяхнатапрофесионална подготовка и конкурентноспособност напазара на труда, както и подобряване на езиковитеумения на учениците по отношение на професионалнаталексика.

�ейности(ейностите по проекта са реализирани основно по времена двата обмена. )е включват работа в екип заподготовка на различни ястия, характерни за дветестрани-партньори и запознаване с хранителнитетрадиции на ългария и !ранция. Организирани са ивечери на морските дарове с изработени от ученицитеястия. �рез останалото време на проекта учениците саиздирвали рецепти в интернет и са се запознавали съсспецифичната терминилогия. �родукт на проекта е�пециализиран рецептурник, който включвамеждународни рецепти за ястия от морски дарове.+нтересът на учениците води до задълбочено изучаванена хранителната стойност, приложението в диетичнотохранене и вкусовите качества на водните дарове.

�обилност�о проекта е осъществен реципрочен обмен на ученици

от двете училища-партньори. От страна на българскотоучилище в обмена са взели участие 12 ученика. �овреме на обмените е реализрана съвместна дейностмежду българските и френските ученици, както икраткосрочна практика в ресторантите ,ератон,-адисън, �ринцес и посещения на места във !ранция,където се произвежда и съхранява шампанско ивинарска изба в ългария. -езултатите от съвместнатаработа на учениците са демонстрирани на организираниза целта коктейли.

�ачество�одборът на учениците, които да вземат участие впроекта, е извършено по ясни критерии - знания поанглийски език, добро представяне в часовете попрактика и мотивация за участие в избраната тема напроекта /разработки на тема одни дарове, които саоценени от преподаватели/. �дна от силните страни напроекта е сътрудничеството с кулинарни специалисти отводещи хотелски вериги. �роектът се отличава с ясноизразена полза за участниците в него, както и е видно,че ефектът от крайните резултати може да бъдемултиплициран сред учениците от цялото училище.

езюмеУчастниците споделят, че реализацията на проекта ебила много трудна, но работата по него е била интересна.�оставените цели на проекта са реализирани, катокрайният резултат е полезен за последващатапрофесионална реализация на бъдещите кулинари,завършващи �офийска професионална гимназия потуризъм. �ъздадена е трайна тенденция за работа посъздаване и експериментиране на рибни рецепти, наосновата на речни и морски дарове. �райният продукт напрокта – -ецептурник за ястия от морски дарове еизработен много добре и има всички качества да бъдеприлаган при обучението на бъдещите кадри в областтана туризма.

Human Resource Development Centre - Bulgaria

The project entitled Water Gifts from Nature is aComenius language project, realized within theSocrates program. The project lasted for 2 years\2003/04\ and it has been carried out in partnershipbetween Vocational Hotel and Catering School,Sofia, Bulgaria and Lycee Antonin Careme, France.Students from the school, undergoing training in thefield of tourism have actively participated in the pro-ject. The partner school has an identical profession-al focus and also prepares specialists for the sphereof tourism. The objective of the project is to supportthe improvement of vocational knowledge and skillsand the acquisition of new techniques and methodsin the culinary field of students and teachers in orderto enhance their vocational qualification and com-petitiveness on the labour market as well as con-tribute to their language competences with regard tothe vocabulary in the concrete professional field.

ActivitiesProject activities have been carried out mainlyduring the student exchange. They includeteamwork in order to prepare different meals, whichare typical for the two countries and to getacquainted with the culinary traditions of Franceand Bulgaria. Evenings dedicated to nature watergifts, displaying meals prepared by the studentshave also been organized. During the rest of thetime the students have searched the internet forrecipes and have studied the correspondingvocabulary. A special book of recipes has beenmade as a final project product, which coversdifferent international recipes for the preparation ofseafood meals. Students’ interest has lead to anelaborate research within the nutritional value, tastequalities and use in different diets of nature watergifts.

MobilityA reciprocal exchange of students from both partnerschools has been carried out. Twelve students fromthe Bulgarian schools have participated in theexchange. During the exchange activities Bulgarianand French students have realized different tasksand have participated in short-term placements withSheraton, Radisson and Princess and have visitedvarious localities in France where champagne isproduced and stored, as well as a wine-cellar in aBulgaria. The results from their joint work have beenpresented at cocktails, which have been organizedespecially for that purpose.

QualityThe selection of students who have participated inthe project followed clear criteria- good English lan-guage skills, class participation and motivation totake part in the project theme /work on the topic ofNature water gifts, which has been assessed by theteachers/. One of the project’s positive characteris-tics is the cooperation with culinary specialists fromleading hotels. The benefit for the students from theproject is well-defined; it is obvious that the projectimpact can be multiplied to reach students from thewhole school.

SummaryParticipants in the project say that realization of theproject has been hard, but interesting for them. Theobjectives set have been realized; the final result isbeneficial for the students from the VocationalSchool for Tourism in Sofia for their professionalcareers in the culinary field. There is now a stabletrend for the creation and testing of different fishrecipes, which include river and sea water gifts. Thefinal project product- the Book of Water-Gift Recipeshas been developed well and can be used for thetraining of future specialists in the field of tourism.

AssessmentThe added value of the project can be found in the raised mutual interest to explore the culinary area by bothBulgarian and French students and teachers. The project topic is related to vocational training, the labourmarket and improvement of the quality of tourist services offered. The project in question is an integral partof a long-term strategy of the school aimed at dissemination of European and world practices in the field ofthe culinary mastery. This fact makes a strong impression and is worthy of high appreciation with respect tosustainability.

VOCATIONAL HOTEL AND CATERING SCHOOLAddress: 182 Slivnitsa blv.CIP code Town: 1202 SofiaCountry: Bulgaria

Tel.: 00359 / 2 9835130

E-mail: [email protected]:http://www.spgt.org/content/index_bul.html

Contact: Mr./Ms. first name last name

Project period: 01/08/2003 – 31/07/2004


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Rõuge Põhikool : „Sõjalood“/War Stories


Projekti kirjeldusKoostöö eesmärk oli suurendada rahvusvahelisekoostöö kogemust ja selle kaudu toetada kooliõppetegevust ning kasutada uuenduslikku lähene-mist erinevate riikide ajaloo teemale. Projektipeamine eesmärk oli kaasata erinevate riikide õpi-lasi ning läbi kavandatud tegevuste suunata noorimõistma, et sõprus erinevate riikide vahel on ainusviis ära hoida uusi konflikte maailmas; pannanoored mõistma, kui rumal ja kasutu on sõda ningsuurendada noorte teadlikkust rahvaste kanna-tustest sõjas.Projekti tulemusena valmis digitaalne materjalkogutud lugudest ja trükitud raamat; interneti kod-ulehele on üles pandud valitud videointervjuud janende tõlked igasse partnerriigi ja inglise keelde.

TegevusedIntervjuude sisu ja ülesehituse loomine ningkooskõlastamine; intervjuude salvestamineKohtumised vanavanematega ja teiste vanemateinimestega, kes mäletasid sõda, nende intervjueer-imine ja filmimine. Filmilõikude töötlemine, subtiitritelisamine, tõlkimine Sõjateemaliste materjalide kogu-mine.; temaatilised üritused, väljasõit teemaga seo-tud paikadesse; kodulehe koostamine; DVDvalmimine; PDF formaadis raamatu trükkimine.HTTP://WWW.ITISMT.IT/DIARIO/DIARIO.HTM

Mobiilsus2003-2006 aastatel toimusid projektikoosolekudjärgmiselt: Rõuge, Eesti (2004), Matera, Itaalia(2004 ja 2006), Paks, Ungari ( 2004), Hnu?ta,Slovakkia ( 2005, 2006). Õpilasi kaasati võimalikultpalju rahvusvahelistele projektikoosolekutele.

KvaliteetProjekti hinnati ühiselt koos partneritega . Projektihindamise kriteeriumiteks olid: kooli, õpilaste janende perede kaasatuse tase; projekti mõju koolis,peredes, kohalikus omavalitsuses, kogukonnas;kavandatud eesmärkide täitmine; lõpptoode.Iga aastaga suurenes iga kooli ja iga osaleja panusprojekti tulemuslikkusesse. Õpilaste ja vanavane-mate suhted paranesid. Noored mõistsid, et sõda eilahenda probleeme. Kavandatud eesmärk sai täide-tud õigeaegselt ja selle järgi saab hinnata projektiedukust väga kõrgelt. Projekti tulemusi kasutatiõppetundides ja neist anti teada kogukonnale läbikooli ajalehe ning valla infolehe. Samuti on ilmunudartiklid maakonnalehes. Projekt osales Socrates jaLeonardo projektide tulemuste näitusel EXPRO2006.

KokkuvõteEelkõige suurendas selles projektis osaleminerahvusvahelise koostöö kogemust, mis koolilpeaaegu puudus. Projekti edu tagas ka kooli mainetõusu. Oluline roll oli sõjatemaatika käsitlemisel janoorte ning vanema generatsiooni omavaheliselkoostööl. Vanemate inimeste mälestusi sõjaperi-oodist ning eelkõige Rõuge ajalugu puudutavatesküsimustes hinnatakse kõrgelt. Vanemad inimesedtunnevad end vajalikena ja on väljendanud omatänulikkust tähelepanu eest, mida noored on neileosutanud Projektis osalemine andis õpilastele või-maluse kohtuda samaealiste noortega erinevatestriikidest, tekkisid sõprussidemed, suurenes huviinglise keele ja ajaloo vastu. Õpilased tunnevadnüüd senisest rohkem ka filmimisega ja filmitöötlemisega seotud oskusi.

Partnerkoolid:Instituto Tecnico Industriale Statale „ G.B.Pentasuglia“ (IT)Aizputes Secondary School (LV)Gymnasium Mateja Hrebendu, Hnusta (SK)I.E.S. „HUMANEJOS“ (ES)Energetikai Szakközepiskola es Kollegium /ESZI/ (HU)

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Foundation Archimedes/ Estonian Socrates National Agency

General descriptionThe aim of the project was to support teaching andlearning process at school and to use innovativeapproach to the history of the partner countries. The objectives of the project were to involve pupilsof different countries in the project activities andmake them understand that friendship betweencountries is the only way to avoid new conflicts inthe world; to make young people aware of foolish-ness and uselessness of the war and make suffer-ings of people in the past better known to them.The war stories were made available as a printedbrochure and a digital material . The project home-page presents a choice of video interviews whichhave been translated into English and into all part-ner languages.

ActivitiesFirst meetings between pupils, grandparents andother elderly people; first interviews and shooting;:choice of video clips, montage , translations, subti-tles; Collecting material about the war; thematicevents; excursions to the places known from theinterviews.The creation of the homepage; production of theDVD and the brochure.HTTP://WWW.ITISMT.IT/DIARIO/DIARIO.HTM

Mobility Project meetings took place in every participatingcountry and pupils were actively involved in interna-tional meetings: the organisation of project meet-ings in 2003-2006: 2004 in Estonia and in Hungary;2004 and 2006 in Italy; 2005 and 2006 in Slovakia.

QualityThe evaluation based on criteria set by the partner-ship: level of involvement of the whole school,pupils and their families; impact of the project andits results on the school, families and on the localcommunity; accomplishment of results and the finalproduct.The working atmosphere was encouraging; commit-ment and input of every partner to a common resultincreased year by year. Relationships betweenpupils and grandparents improved . Pupils under-stood that the war was not a solution to problems.The aims and objectives were achieved in time; thecommunication between the partners was excellent. The project results were used in subject lessons asteaching materials and disseminated via schoolnewspaper and via local government newsletter;articles have been published in the county newslet-ter. The project results were exhibited in the nation-al dissemination event Socrates and LeonardoEXPRO 2006.

SummaryThe project had great impact on the local communi-ty. Participation in the project gave valuable experi-ence that the school did not have yet. The successof the project had a very positive influence on theprestige of the school. It was extremely important tobring different generations closer to each other.Elderly people and their stories and memories of thewar time helped to picture local history. They feelneeded and they are grateful for the attention theyreceive from pupils. Pupils have more respecttowards them and towards their memories of thepast.Pupils had also a good opportunity to meet youngpeople of the same age from different countries;they have found many new friends; their motivationto learn languages has increased; they are moreinterested in history and they have obtained newskills such as team working, making interviews,shooting and working with video material.

Rõuge Põhikool (Rõuge Basic School)Haanja mnt 16, RõugeCIP Code Town: Võrumaa

Tel: + 372 78 59 384

E-mail: [email protected]: www.rouge.edu.ee

Contact: Ms Kerli Kõiv

Project period: 2003 – 2005

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Ecole élémentaire publique, Le Vignal: Connaître nos voisins européens à travers les jeux

Partenaires:St Andrew’s CE primary school – Headington – Oxford (UK)Colegion Salesiano Ntra. Sra. Del Carmen – Utrera (SP)Kart-Nahrgang-Schule – Dreieich-Götzenhain (DE)Karolinerskolan – Dalsostock (SW)


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Description généraleLa petite école rurale de la région de Bergerac enDordogne a souhaité sortir de son isolement, aller àla rencontre des européens et élargir l’horizon nonseulement de ses élèves mais de toute la commu-nauté éducative locale. Le projet est multidisciplinaire : maîtrise de lalangue, géographie, éducation civique, éducationphysique et sportive, langue vivante. Il s’est con-struit dans la concertation à l’occasion des rencon-tres parents/enseignants ou des conseils d’école.Toutes les décisions relatives au travail des élèvesont été prises avec eux, lors des séances de « viecollective ». Le projet s’intéresse aux jeux tradition-nels mais c’est la dimension de découverte, departage, de rencontre et d’échange qui sera tou-jours privilégiée.

ActivitésLes élèves ont élaboré des documents sur les jeuxtraditionnels ou populaires de leur pays ou de leurrégion. Ils ont beaucoup aimé l’échange de jeuxavec les écoles partenaires. Une brochure papieraccompagnée d’un cédérom recense une collectionde jeux de cours de récréation en Allemagne, enEspagne, au Royaume-Uni, en Suède et en France.Les élèves ont eux-mêmes décidé de la réorganisation spatialede leur cours de récréation.

Mobilité80 élèves de l’école ont participé au projet sur 3 ans3 enseignants, 1 bibliothécaireEnviron 20 personnes ont été associées (mairie,parents d’élèves)

QualitéLe projet a induit de nombreux changements dansles pratiques de classe. Il a donné « un coup defouet » à la motivation générale des personnels. Ladécouverte d’autres systèmes éducatifs a permisde mieux comprendre son propre système scolaire.L’accueil des partenaires européens, au cours desvisites d’étude ou en réunion de projet, a déclenchédans l’école, un sentiment de fierté : chacun a puexpliquer et valoriser son travail et s’est sentipleinement reconnu. Le projet a soudé toute la com-munauté éducative : élèves, enseignants, écolesvoisines intéressées par ce type d’ouvertureeuropéenne, parents d’élèves qui ont apprécié lachance de leurs enfants. Les bonnes relations avecla municipalité de Saint-Sauveur se sont renfor-cées.

RésuméLe projet a été entièrement mené en équipe :équipe restreinte pour la partie pédagogique,équipe élargie pour l’organisation de l’accueil ou lesréunions de projet. Tous les personnels impliquésdans le projet font preuve d’une motivation excep-tionnelle, l’équipe est maintenant extrêmementsoudée et souhaite valoriser le travail mené dans lecadre de ce projet.

The small rural school in the region of Bergerac inDordogne has tried to get out of its isolation, to meetEuropeans and to enrich the culture of its pupils andall the local educational community. The project is multidisciplinary: language skills,geography, civic education, physical and sport edu-cation. The project has been built by encouragingdialogue through meetings of parents/teachers orschool councils. The pupils had the opportunity totake decision related to their work during “collectivelife sessions”. The project is more focused on tradi-tional games, but discovery, sharing, meeting andexchange will always be privileged.

ActivitiesThe pupils have elaborated documents about tradi-tional or popular games from their countries or(their) regions. They really appreciated to exchangegames with partner schools. A paper brochure witha CDROM lists recreation ground games inGermany, Spain, United Kingdom, Sweden andFrance. The pupils have decided by themselves tospatially reorganize their recreation grounds.

Mobility80 pupils from the school have participated to theproject during 3 years3 teachers, 1 librarianAbout 20 persons have been associated (towncouncil, parents of pupils)

QualityThe project has implied several modifications in theclass practices. It was like a whiplash for staff gen-eral motivation. The discovery of other educationalsystems was a mean to better understand their ownschool system. Welcoming of European partners during study visitsor project meetings has developed a feeling of pridein the school: each one could explain and valorizehis or her work and has been fully recognized. Theproject has bind together all the educational com-munity: pupils, teachers, neighbouring schoolsinterested by that kind of European openness, par-ents who have appreciated the chance given to theirchildren. The project has also improved the rela-tionship between the school and the town Council ofSaint-Sauveur.

SummaryThe project has been entirely lead as a teamwork: asmall team for the educational part, a large one forthe organization of the hosting or the project meet-ings. All the staff involved in the project has shownan exceptional motivation, the team is now extreme-ly strong ant wishes to valorize their work accom-plished in the project.

Agence EUROPE-EDUCATION-FORMATION France

Ecole élémentaire publiqueLe Vignal24520 Saint-Sauveur (FR)

Tel : 05 53 27 93 02

e-mail : [email protected]

Contact: Hervé Mignon


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AssessmentThis project is adapted to the age of participants who had been strongly motivated. Pedagogical teams hadefficient and close relationship. The project has reached all his objectives: to favour open-mindedness, tomotivated for learning and acquisition of new basic skills, to discover European diversity through exchangesand meetings.

Általános Iskola, Bodajk: Gemeinsames Lernen über Grenzen hinweg: Natur-Faszination und Lebensgrundlage

Partner institutions:Deutschsprachige Mittelschule Rudolf Riedel, Tramin (IT) Oswald-von Nell-Breuning-schule, Rödermark (DE)Publiczne Gimnazjum, Prezedborz (PL)


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A projekt célja, hogy a részt vevo országok ter-mészeti értékeik megismerésén keresztül tanul-janak egymás erényeibol, hibáiból, megosszákegymással tapasztalataikat, baráti kapcsolatokatalakítsanak ki más népek diákjaival, tanáraival. Aközös témához kapcsolódóan iskolánk célként tuzteki, hogy a község határában található gyurgyalagtelephelyet védettség alá vegyék. Tevékenységünk-nek köszönhetoen Bodajk Nagyközség Önkor-mányzata 2006. márciusában megszavazta aterület védetté nyilvánítását. A német és az olaszpartneriskola diákjai arra vállalkoztak, hogy akörnyezo természetes életterek hiánya miatt kipusz-tult növény- és állatvilágot visszatelepítsék a helyitermészetvédokkel közösen létrehozott mester-séges tavakba. A lengyelek a környéken találhatógyenge minoségu talaj környezetbarát módontörténo hasznosítását tuzték ki célul: fuzbokrokattelepítettek, új technológiával tüzeloanyagotkészítettek belole, megtanultak kosarakat, hasz-nálati tárgyakat készíteni, és ezeket értékesítik.

TevékenységekA diákok könyvtárban, Interneten és a helyszínenvégeztek kutatómunkát, szakemberek eloadásaithallgatták meg. A telepet tisztán tartották,madáreteto odúkat készítettek, télen gondoskodtaka madarak etetésérol. Madarakat gyuruztek, ésmadár-megfigyelési naplókat vezettek. A munkátfotókkal, videókkal, feljegyzésekkel dokumentálták.A tevékenységekben önállóan, csoportokban, sza-kemberek segítségével, képességeiknek és érdek-lodési körüknek megfeleloen vettek részt.

MobilitásA találkozókon a diákok megismerték a partnerektevékenységét. Az utazások során szüleik nélkül

kellett boldogulniuk, önállóságra kényszerültek.Magabiztosabbá váltak azáltal, hogy sikerültmagukat idegen országban megértetni az általuktanult nyelven.

MinoségIskola eloször vett részt közös munkában másiskolákkal, ez minden tekintetben újszeru volt. Aprojekt tevékenységei beépültek az iskolák helyitantervébe, nevelési programjába. Ez természete-sen csak az iskolavezetés teljes támogatásával voltlehetséges. Az önkormányzat védetté nyilvánítóhatározata is hosszú távú tevékenységi lehetoségetbiztosít, és egyben el is várja azt. Kötetlenebb for-mában „A fiatalság kutat” címmel folytatjuk a pro-gramot. Évente kitöltött kérdoív segítségévelkövetjük nyomon, hogy a „Comenius gyerekek”pályaválasztásában, tevékenységében hogyanhasznosítják tapasztalataikat.

ÖsszegzésLegnagyobb eredmény iskolánk számára a környe-zetvédo tevékenység tudatossá válása. Bodajk ked-velt kirándulóhely, az itt éloknek természetes, hogya kirándulásokról mezei csokrok helyett fényké-pekkel térnek haza, télen kiakasztják a madárete-toket. Ám látva, hogy a partnerek milyen ero-feszítéseket tesznek annak érdekében, hogy ter-mészeti értékeik csak kis töredékét visszanyerjék,világossá vált számunkra, hogy nem elég csakszeretni a természetet, hanem tervszeru, módsz-eres, tudatos munkával, neveléssel, összefogássalóvni és védeni kell.

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Through exploring their natural treasures the partic-ipating countries learn from the other’s merits andmistakes, share their experiences and form friend-ship with pupils and teachers of other nations. Inline with the common theme of the project theschool in Bodajk proposed that the nearby beeeater nesting place be taken under protection.Thanks to their activities the local authority ofBodajk classified the area as protected. The pupilsof the German and Italian partnerschools along withhelping local environmentalists undertook to devel-op artificial lakes and restore their native flora andfauna, which had become extinct due to the loss ofsurrounding natural territory. The Polish aimed atutilizing the poor quality soil in an environmentally-friendly way: planted willow bushes, which they lateron used for producing fuel, and furthermore learnedto weave baskets and create articles of personaluse, which they sold.

ActivitiesThe pupils carried out their research work at thenesting place and by using the library and the inter-net. They attended experts’ presentations. Theykept the location clean, prepared bird feeding holesand catered for feeding the birds during the winter.They ringed birds and kept a birdwatch diary. Theydocumented their work with photos, videos andnotes. They participated in the activities individuallyor in groups according to their interests and abilities.

MobilityThe pupils got familiar with the partners’ activities atthe project meetings. During the trips they had to

get around independently, without the help of theirparents. It gave them confidence that they couldmake themselves understood abroad, using a for-eign language.

QualityThis was the first time that the Hungarian schoolhad taken part in a joint project with other schools,which therefore was in all aspects new to them. Theproject activities were embedded in the school cur-riculum and the educational programme. All thiswould have been impossible without the support ofthe school management. The local authority’senactment to protect the nesting place created theopportunity and commitment for carrying out long-term activity. They carry on with the programme in anew, more informal way, under the title „Youngresearchers”. Once a year they interview the „ex-Comenius pupils” with regards to how they use theirexperiences when choosing profession.

SummaryThe school believes that the greatest achievementwas raising the level of environmental awareness.Bodajk is a popular walking area, for the locals it isnatural, that they return from the outings with pho-tos instead of bunches of flowers or that they placebird feeders in the yard during the winter.Experiencing how much the partners do to regainonly a bit of their natural values, it became quiteclear for them too, that it is not enough to lovenature, but it needs protection through collective,planned, regular and conscious work and educa-tion.

Tempus Public FoundationSokrates National Agency of Hungary

Általános Iskola8053 BodajkBányász ltp. 21-22.Hungary

Tel.: 0036/ 22 581 040

E-mail: [email protected]: www.altiskbodajk.hu

Contact: Ms. Sándorné Rigó

Project period: 09/2002 - 09/2005


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AssessmentThe project proved to be effective and an absolute success regarding both in achiving its aims and in the wayof implementation. They realised a line of diverse activities, that have yield remarkable results. The projecthad long term effects on the work of the participating institutions, the local communities and the partner insti-tutions as well. The project participants reported on their experiences and made their products accessible toa wider audience. They published articles in professional journals, they appeared in media and they stagedexhibitions. It can be regarded as a public benefit, that the school organises hiking tours every year, usingthe newly developed hiking trail.

Istituto Tecnico Commerciale Statale Rosa Luxemburg di Torino:GRADITO 2006 (Guida RAgionata DI Torino Olimpica 2006)

Partner schools:National School for Ancient Languages and Culture “St. Constantine Cyril The Philosopher”, Sofia (BG)Escola Secundaria Aurélia de Sousa, Porto (PT) Città di Torino, Settore Politiche Giovanili, Torino (IT) IX Circoscrizione Comune di Torino, Torino (IT)Värmdö Gymnasium, Johanneshov (SE)


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“GRADITO 2006” è una guida di Torino scritta daigiovani in collaborazione con il Settore delle politi-che giovanili e I Ragazzi del 2006. Per gli studentidell’ITC Rosa Luxemburg è stata un’occasione diprotagonismo costruttivo e un’esperienza culturale,fuori dall’apprendimento abituale. Stile e contenutirispecchiano l’attuale universo giovanile torinese.L’iniziativa è nata nel 2003 per accompagnare l’at-tesa olimpica e realizzare una guida turistica insoli-ta di Torino. Il codice di lettura adottato dal testofinale è costruito sui 5 Sensi/5 Cerchi. “Bocca” perconoscere locali tipici piemontesi e non; “Naso” acaccia di curiosità; “Orecchio” per conoscere/deco-dificare lo slang giovanile; “Occhio” per scovarecuriosità insolite e apprezzare bellezze artistiche;“Mano” guida agli acquisti; “Sesto Senso” informa-zioni pratiche e necessarie.

Attività Questionario su “cosa i giovani vogliono scoprire inuna città”; elaborazione dei dati; formazione gruppidi lavoro; ricerca di materiale e selezione; discus-sione per selezione dei contenuti e loro stesura; tra-duzione plurilingue. Il tutto attraverso la metodolo-gia del lavoro in team e le ricerche individuali e digruppo, e soprattutto dando libero sfogo alla creati-vità dei ragazzi.

Mobilità2003, 2 – 6/10 – Sofia (BG); 2004, 31/05 – 6/06 – Porto (PT); 2005, 6 – 12/05, Stoccolma (SE);2006, 27/05 – 1/06, Sofia (BG).

QualitàI ragazzi sono stati coinvolti in tutte le fasi svilup-pando, nel gioco di vedersi con gli occhi degli altri,il confronto interculturale e acquisendo, tramite illavoro sul campo, molte e diverse competenze, tracui: stesura testi, traduzione plurilingue, abilità mul-timediali, creatività. L’entusiasmo dei giovani e il valido coordinamento,sostenuti da un’esemplare sinergia con il territorio egli enti locali, hanno permesso la realizzazione di uneccellente prodotto finale, accompagnato da un’in-tensa attività di disseminazione in occasione diSaloni del Libro, gemellaggi europei ed extraeuro-pei anche oltre oceano, ecc.

SintesiUn progetto molto ben focalizzato e coeso che,attraverso la realizzazione di un unico prodotto fina-le, peraltro di ottima qualità, è riuscito a stimolare iragazzi al confronto internazionale, a spingerli ariflettere sulla loro realtà (vista con gli occhi altrui) ea far loro acquisire molteplici competenze. Notevolela capacità di creare sinergie per incrementare ifondi e permettere la sostenibilità.

“GRADITO 2006” is a guide of Turin written by theyouth in cooperation with the Turin Youth PolicySector and “Ragazzi del 2006” Project. For RosaLuxemburg School’s students it was an opportunityfor active participation and a cultural experiencebeyond the usual educational patterns. Its style andcontent mirror the world of Turin youths. This projectwas born in 2003 to work towards the 2006 WinterOlympics and to create an unusual tourist guide ofthe city. The reading code adopted by the guide is:5 senses corresponding to 5 Olympic circles.“Mouth” to get to know the typical places ofPiedmontese and non-Piedmontese cuisine; “Nose”to poke one’s nose in curiosities; “Ear” tolearn/decode the conversations of young people;“Eye” to find out unusual curiosities and be able toappreciate the artistic beauties of the city; “Hand”,a helpful guide to go shopping; “Sixth sense”,some practical and useful information.

ActivitiesA questionnaire about what young people want tofind out in a city; data processing; group work; mate-rial research and selection; open discussion toselect the content and its layout; multi-lingual trans-lation. The above steps were carried out through teamwork, individual and group research and, above all,the young people’s creativity.

Mobility2003, 2 – 6/10 – Sofia (BG)2004, 31/05 – 6/06 – Porto (PT)2005, 6 – 12/05, Stockholm (SE)2006, 27/05 – 1/06, Sofia (BG)

QualityThe students were involved in all stages of the pro-ject. Being able to look at themselves from anotherpoint of view, they developed intercultural aware-ness and acquired several different competenceson the spot: text writing and laying out, multilingualtranslation, multimedia skills, creativity. Enthusiasm, effective coordination and perfect syn-ergy with the local Council favoured an excellentfinal result, which continued with an intensive dis-semination activity during book fairs (e.g. “Salonedel Libro”), European and extra-European twin-nings, etc.

SummaryThe project was coherent and very well focused.Thanks to the realization of a high quality product,GRADITO 2006 was able to drive the studentstowards a culture of international awareness, tomake them think about their own world (seen fromanother point of view) and to enable them to acquireseveral competences. This project also was alsounique in its capability to create the right synergiesin order to raise additional funds and allow its sus-tainability.

Agenzia Nazionale Socrates Italia

Istituto Tecnico Commerciale Statale Rosa Luxemburg Corso Caio Plinio 610127 TORINO

Tel. (+39) 011 6192212/ 011 6193021

web www.luxemburg.ite-mail [email protected] - [email protected]

Contact person Francesca Carpo


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AssessmentThis brilliant project coordinated by the Technical Vocational Secondary School Rosa Luxemburg in Turin isparticularly remarkable for the co-operation with local bodies, which set off a new way of working at school,more closely linked to society and the world of work. The Turin guidebook had a pivotal role around which awhole range of activities was implemented, spanning from a sociological preparatory study, to field work, towriting and editing of texts in different languages and multimedia editing. These activities enabled pupils toacquire a number of different abilities, while thoroughly enjoying themselves at the same time. Disseminationactivity has been intense and is still ongoing. Thus it can be said that enlarged cooperation, sustainability,innovation and transferability are all strong points of this experience.

Kauno Panemunės pradinė mokykla: Vaikų žaidimai/Kaunas Panemune Primary School: Children‘s games

Partnerschools:Istituto Comprensivo 2, Suzzara (IT) Klauzal Gabor Altalanos Iskola (HUN)Ceip Josep Maria Folch I Torres (ES)Kauno Panemunės Pradinė Mokykla (LT)


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Sau artimą temą ,,Vaikų žaidimai” pasiūlė patysmokiniai. Pirmieji metai buvo skirti stalo žaidimųkūrimui pagal Š.Pero pasaką „Raudonkepuraitė“,antrieji – žaislų iš įvairių medžiagų gamybai, tretieji– lauko ir kambario žaidimų aprašymams, filmav-imui ir mokymuisi. Tikslas - suteikti vaikams progųįdomiose veiklose atrasti tautų panašumus ir skirtu-mus, skatinti mokytojus bendradarbiauti taikantinteraktyvius ugdymo metodus, įvaldyti naujas IKT,vykdyti mokytojų vizitus ir pasikeitimus, semtisgerosios patirties. Įgytos žinios apie tėvų, senelių iršiuolaikinius Europos vaikų žaidimus ir žaislus, nau-dota efektyvi mokymo(si) strategija - žaidimas.Mokinių ir mokytojų bendravimas tęsiasi iki šiol.

VeiklaMokiniai drauge siuvo lėles, gamino stalo žaidimusir žaislus. Pamokų, pertraukų metu ir namuosežaidė su jais. Iš tėvų ir senelių mokėsi jų vaikystėsžaidimų, aprašė juos ir filmavo. Organizavo paro-das, akcijas, konferencijas, mokėsi kitų tautųpapročių, kalbų, šokių, dainų, bendravo el.paštu iron-line, keitėsi sveikinimo atvirukais.

MobilumasĮvyko 6 projekto koordinatorių susitikimai. Į partner-ių mokyklas vyko 7 mūsų mokyklos mokytojai, pasmus svečiavosi 7 partneriai.

KokybėMokyklose sukurta (pasiūta, nulipdyta, išlankstyta,numegzta, suklijuota, iškirpta, sukonstruota) virš300 stalo žaidimų, keturių tautų kultūros tradicijas,įvairius laikmečius atspindintys žaislai, lauko ir kam-bario žaidimų aprašai su garso ir vaizdo įrašais.Parengtas projekto 2002-2003 m.m. kalendoriusvisiems mokyklos mokiniams ir partnerių mokyklųbendruomenėms. Sukurta svetainėhttp://utenti.lycos.it/comeniusgames/. Apgintosmagistro tezòs, tarptautinòje konferencijoje Kretosuniversitete skaitytas prane‰ims apie projekteįgyvendintas edukacines novacijas, mokyklos ben-druomenės bendradarbiavimą.

SantraukaĮ curriculum inkorporuoti projekto tikslai netapopapildomu krūviu mokiniams. Mokytojai individual-izavo programas, taikė naujus metodus, formas.Išaugo bendruomenės bendradarbiavimas, moky-masis, etosas. Projekto dalyviai tapo atviresni nau-jovėms, drąsiau bendravo su partneriais, dalijosipatirtimi, mokėsi užsienio kalbos, IKT. Dalyvavimąparėmė Kauno miesto savivaldybė.

Education Exchanges Support Foundation – Lithuanian National Agency

Kauno Panemunes pradine mokyklaKariunu pl. 5LT-45432 KaunasLithuania

Tel.: + 370-687-24532

E-mail: [email protected]: www.panemune.kaunas.lm.lt

Contact: Ms. Virginija Rupainiene

Project period: 09/2001 - 08/2004Logo of the school:


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ActivitiesPupils made games and toys and played with themin the lessons, breaks and at home. They inter-viewed their parents and grandparents, made writ-ten and filmed reports. Kids learnt games of peersfrom other countries. Special exhibitions, confer-ences were held. Kids learnt other languages, sente-mails, holiday greetings, chatted on-line.

Mobility6 project meetings were held. 7 teachers from ourschool went to stay in partner schools and 7 col-leagues visited our school.

QualityChildren made over 300 table games using variousmaterials and techniques. Toys representing differ-ent cultures and epochs were displayed in allschools. Every partner produced illustrated Report

Books and videos describing indoor and outdoorgames. The calendar for school year 2002-2003was published and presented for every pupil andpartner school communities. The Internet site wasprepared http://utenti.lycos.it/comeniusgames/.Master’s theses and paper presented at the confer-ence at University of Crete revealed the facts ofeducational innovations and school community col-laboration in the project.

SummaryProject goals were incorporated into school curricu-lum. Newly prepared programs included new meth-ods and forms. Partnership of school communityand ethos of the school continued to grow.Participants were open to innovation and dissemi-nated good practice. They started learning lan-guages and used new ITC. Kaunas municipalityapproved of our participation in the project.

AssessmentTopic “Children’s games” was proposed by pupils themselves. The 1st year was devoted to making table

games after the fairy tale “Little Red Riding Hood”. During the 2nd year toys from various materials were pro-

duced. The 3rd year was devoted to describe, film and learn playing indoor and outdoor games which were

popular in parents’ and grandparents’ childhood. The aim of the project was to give kids possibilities to find

out about similarities and differences of nations and cultures, enhance teachers’ collaboration in using inter-

active teaching/ learning methods, use ICT, visit partner schools, exchange teachers and disseminate good

practice. Some kids and teachers still continue the partnership.

MDVI - Erweiterung des Fachwissens von Ambulanzlehrern fürmehrfach behinderte sehgeschädigte Kinder/ MDVI - Developmentof expertise for teachers who do itinerary work with multiple disa-bled visually impaired children

Partner:“Secundaire School Koninklijk Instituut Spermalie” – Brügge, Belgien“Staatliche Schule für Sehgeschädigte” – Schleswig, Germany“Langemyr Skole” - Grimstad, Norwegen

“Specialni Skoly Aloyse Klara” - Prag, Tschechische Republik


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Ziel des Comenius-Projekts war es, das Fachwis-sen von Ambulanzlehrern, die mit mehrfach behin-derten sehgeschädigten Kindern arbeiten, zu erwei-tern. Im Rahmen des Projekts wurden wirkungsvol-le Evaluierungs- und Beratungsinstrumente ent-wickelt und geeignete Unterrichtsmaterialien fürMDVI-Kinder konzipiert.

AktivitätenHauptprodukt – “Leitfaden für Ambulanzlehrer”- Beratung: Artikel über den Interaktionsprozess

zwischen ambulanten Beratern und Lehrern auf der Grundlage eines ressourcenorientierten Ansatzes

- Sehschwächenbeurteilung: Beurteilungs-schema und Richtlinie zur Feststellung des funktionalen Sehvermögens von MDVI-Kindern: Begriffsdefinition, strukturierte Beobachtung des Sehverhaltens und Bildungsansatz für alle Elemente des Beurteilungsschemas

- Sammlung von Materialien: Datenbanken mit Beispielen wirkungsvoller Materialien, die Kinder zu Aktivität anregen.

QualitätDer Hauptnutzen des Comenius-Projekts lag in derVergrößerung des Wissens, das wir gemeinsam mitFreunden aus unseren Partnerländern weiterentwickeln konnten. Dieses Wissen baut auf dervorhandenen Literatur (auf die im Leitfaden hin-gewiesen wird), der praktischen Arbeit mit MDVI-Kindern in verschiedenen Ländern und den imKontext der Comenius-Partnerschaft entwickeltenIdeen auf. Der Nutzen aus dieser Arbeit liegt einer-seits in der Zusammenfassung bestehender Datenaus der Literatur und der Anwendung undAuslegung eines kongruenten Ansatzes, der neuro-psychologisches, ophthalmologisches, bildungsbe-zogenes und pädagogisches Wissen neu ordnet.Dieser Ansatz wurde in spezifischer Weise an den

ambulanten Ansatz angepasst, wobei “Einbe-ziehung” das Schlüsselwort des Projekts war. Daseigentliche Ziel des Projekts ist eine intensivereEinbeziehung mehrfach behinderter sehgeschädig-ter Kinder. Die Erreichung dieses Ziels wird durcheinen Beratungsansatz, wie er von dem Leitfadenvorgeschlagen wird, realistisch. Die beschränktenverfügbaren Personalressourcen in den einzelnenTeilnehmerländern könnten auch zur Entstehungeiner Strategie beitragen, die eine breitere Gruppevon Schülern mit vielfältigeren Behinderungenunterstützt, ohne die bereits bestehendeUnterstützung der jeweiligen Schule oder des jewei-ligen Institut einzuschränken.

ResümeeDas hier vorliegende Projekt geht über die zu erwar-tenden Ergebnisse und Produkte einer Comenius-Schulpartnerschaft hinaus: es kann alle Qualitäts-kriterien erfüllen und hinterlässt einen sehr starkenEindruck. Es ist geradezu eine Paradebeispiel einereuropäischen Partnerschaft im Bildungsbereichinnerhalb derer professionel an der Lösung einesgemeinsam erkannten Problems gearbeitet wurde.Der Nutzen für alle Beteiligten ist offensichtlich:Erhöhung der Lebensqualität und der sozialenEingliederungsmöglichkeiten der behindertenKinder, Professionalisierung des Betreuungsperso-nals, Kompetenzförderung (fachlich, soziale undmethodisch) der Beteiligten am Projekt,Internationalisierung der Institutionen und letzend-lich Mainstreaming im Bereich Betreuung einermehrfach (geistig und visuell) behinderten undbesonders förderbedürftigten Zielgruppe. DieProjektergebnisse haben ein hohes Transferpoten-tial und sprechen offenkundig weitere Interessentenim Bereich der MDVI-Behinderung an. Aus derPartnerschaft hat sich ein stabiles Netzwerk erge-ben, das über die Förderdauer hinaus an einerWeiterentwicklung der Ergebnisse interessiert ist.

The aim of the Comenius project was to increasethe expertise of itinerant teachers working with mul-tiple disabled visually impaired children. The projectaimed to develop valid tools for evaluation andcounselling as well as to design appropriate teach-ing materials for MDVI children.

ActivitiesMain product – “Guide for the itinerant teacher”- Counselling: Articles about the process of inter-

action between counsellor and teacher in itinerantwork, based on a resource-oriented approach

- Low vision assessment: Assessment scheme andguideline for functional vision for children with MDVI: Definition of terms, structured observationof visual behaviour and educational approach foreach item of the assessment scheme

- Collection of materials: Database with examplesof good materials stimulating the activity of the child.

Quality The main benefit of the Comenius project was theincreased knowledge which was developedtogether with friends from our partner countries.This knowledge was based on existing literature(referred to in the guide), practical work with MDVIchildren in different countries and ideas developedin the context of the Comenius partnership. Thebenefits of this work are the gathering of existingdata from literature and practice and the construc-tion of a congruent approach that combines neuro-psychological, ophthalmologic, educational andpedagogical knowledge. This is especially adaptedto an itinerant approach since “inclusion” was thekey premise of this project. The project actuallyaims at a more intensive inclusion of multiple disa-bled visually impaired children. This becomes morerealistic with a counselling approach, as suggestedby the guide. Since human resources are limited foreach of the participant countries, this could alsohelp to define a strategy giving support to a widerrange of pupils with a wider range of disabilitieswithout limiting the support already received by theschool or institute.

Institut pour Déficients Visuels17a, rte de LongwyL-8080 Bertrange

+352 45 43 06 1+ 352 45 43 06 700

[email protected]://www.idv.lu

Contact: Frank Groben

Project period: 09/03 - 07/06


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AssessmentThis project achieves more than just the results and products normally expected from a Comenius schoolpartnership. It is also able to fulfil all quality criteria and makes an extremely strong impression. It is a text-book example of a European partnership in the educational sphere within which a solution was developedprofessionally for a jointly identified problem. The benefits for all involved are clear: Greater quality of life andsocial integration possibilities for disabled children, increased professionalism for staff, promotion of exper-tise (specialist, social and methodological) in project participants, increased international profile of institutionsand mainstreaming of the care of a multiply (mentally and visually) disabled target group that is in need of agreat deal of support. The project results have a high degree of transfer potential and are clearly of interestto others involved in the area of MDVI disability. The partnership has given rise to a strong network that isinterested in developing the results further beyond the duration of the funding.

Agence Nationale pour le programme Education et Formation tout au long de la vie en Europe

Agence Nationale pour le

programme Education et

FORmation tout au long de la vie

en Europe

Osnovna šola Glazija

Partnerske šole:Paul Kraemer Schule (DE)OŠ Glazija Celje (SI)C.P.E.E. Francisco del Pozo (ES)Mayfield School (UK)


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Osnovni cilj našega mednarodnega projekta znaslovom SELAMA je raziskati, osvetliti in vplivatina izboljšanje pogojev za vključevanje oseb sposebnimi potrebami ( intelektualna prikrajšanost)na trg dela. Osnovni namen projekta je opozoritistrokovno in širšo javnost na problem vključevanjateh oseb na trg dela, na neenotni pristop in naneenake možnosti pri vključevanju le teh v delo.Pridobili smo nova spoznanja in znanja o sodelu-jočih državah, nova znanstva, nove ideje, pripravl-jenost, da se učimo tujih jezikov, pripravljenost sepovezovati in širiti svoje znanje in ne nazadnjenadaljevati z mednarodnim sodelovanjem.

AktivnostiIzvedeno je bilo mnogo aktivnosti povezanih z orga-nizacijo projektnih srečanj. Cilji projekta se odraža-jo v izdelkih, materialih, ki so nastajali v projektu.Postali smo bolj aktivni v procesu sodelovanja sstarši, s širšo javnostjo in krepitvijo odnosov spotencialnimi delodajalci oziroma z institucijami natem področju.

MobilnostiV okviru projekta je bila izvedena izmenjava učitel-jev. Vsako leto sta bila organizirana dva projektnasrečanja, torej skupaj šest srečanj v državah part-nericah.

KakovostGlede na poznavanje naših učencev, njihovihsposobnosti in glede na spoznanja, kako jezaposlovanje oseb s posebnimi potrebami urejeno vpartnerskih državah se aktivno zavzemamo zaboljše možnosti, za bolj fleksibilno zakonodajo, kiureja možnosti zaposlovanja naših učencev. V časuprojekta je bil izdelan CD s predstavitvami, zložen-ka »Kam in kako po končanem šolanju«, razstavaizdelkov otrok, fotografij in drugega gradiva in kari-erna mapa učenca. Razstava izdelkov je potovalamed državami.Vključenost šole v mednarodni projekt se odražatako med zaposlenimi na šoli, učenci in širšo skup-nostjo.

VsebinaMednarodni projekt, ki se je izvajal na šoli, jepomembno vplival na različna področja dela na šoli,na zaposlene in na učence. Začeli smo razmišljati,kako bi lahko spoznanja in novosti v zvezi s poklic-nim usposabljanjem vnesli v naš šolski kurikulum inpostopno smo začeli uvajati izdelavo Portfolia-Karierne mape učenca.

The original goal of our international project is toresearch, enlighten and make an influence for theinclusion of people with special needs into thelabour market. We acquired the information aboutthe other participating countries, new skills, newideas, and increased the motivation to learn foreignlanguages, widen our knowledge and, last but notleast, to continue with the international cooperation.

ActivitiesMany activities connected with the organisation ofproject meetings were implemented. We alsobecame more active in the process of cooperatingwith parents and wider public and strengthened ourrelationships with potential employers or institutionsthat offer training programmes and work under spe-cial conditions.

MobilityThe exchanges of teachers were realized. Everyyear there were two project meetings, all togethersix meetings in the partner countries.

QualityGiven the knowledge of our students and their abil-ities and taking into account the legislation in thearea of employing people with special needs inpartner countries, we actively strive for better possi-bilities and for more flexible legislation that arrangesthe possibilities of employment of our students. Themain outcomes and results of the project wereCDs, a brochure, exhibition of children’s products,photographs and Portfolio - Career Map of aStudent. The inclusion of the school into the internationalproject increases the positive attitude among theemployees of the school, children and wider society.

SummaryThe international project at our school was animportant influence on various fields of work, on theemployees and on the students. It encouraged ourreflections on how to bring the realizations and nov-elties in the professional training, into our schoolcurriculum and motivated us to gradually introducethe Portfolio – the Career Map of a Student.

Center republike Slovenije za mobilnost in evropske programe izobraževanja in usposabljanja

Osnovna šola GlazijaOblakova ulica 153000 Celje

Tel: 00386 3 425 13 06

E-mail: [email protected]: Htpp://www2.arnes.si/~oglazijace/glazija.htm

Contact: Ms. Adela Vlašič Tovornik

Project period: 2004 - 2006


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AssessmentThe project is dealing with children with special needs. Because the demands of the European labour mar-ket are complex and given the fact that we face heavy competition, it is one of the project’s main aims tomake the professional and wider public aware of the problem of including this target group into the labourmarket as well as of the unequal opportunities while including them into the working environment. The pro-ject is also characterised by a high level of sustainability and innovation.

De Weijerhof: Show Me Your World

Partner schools:Scoala nr. 35 Ion D. Sarbu, Craiova (RO)Scuola Media “Enrico Fermi”, Scandicci (IT)Francis X Attard Boys’ Secondary School, Marsa (MT)Jalkarannan Ala-aste, Lahti (FI)Grindvold Ungdomsskole, Moss (NO)Agrupamento de Escolas de Aldeia Gavinha/Merceana, Aldeia Gavinha (PT)


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AlgemeenBasisschool ‘De Weijerhof’ is een school met 170leerlingen en 13 leerkrachten in Boxmeer, eengemeente met ongeveer 20.000 inwoners. Deschool ligt in het centrum en wordt nauwelijksbezocht door kinderen uit andere culturen. Voor deschool reden te meer om aan internationale projec-ten mee te doen.Het project ‘Show Me Your World’ was het tweedeComeniusproject van ‘De Weijerhof’, met partnersuit Noorwegen, Malta, Finland, Italië, Portugal enRoemenië. De leerlingenactiviteiten betroffen groep8. In het project hebben zij geleerd om te gaan metinformatie vinden en verwerken, hun ict-vaardighe-den vergroot, kennis genomen van en waarderinggekregen voor andere culturen, en brieven geschre-ven in het Engels.

ActiviteitenDe leerlingen hebben presentaties gemaakt eninformatie gezocht langs verschillende kanalen.Samen bepaalden zij wat ‘hun wereld’ is, wat voorkinderen in andere landen interessant of belangrijkzou zijn en wat zij graag van kinderen in andere lan-den zouden willen weten. Ze schreven een scriptvoor een videopresentatie en maakten een opzetvoor een cd-rompresentatie. Ze schreven verhalen,maakten fotoboeken, en correspondeerden via e-mail en webcam. Elke partnerschool koos een ver-werkingsvorm die past bij de eigen mogelijkheden.Tussen verschillende partnerscholen is een corre-spondentieproject gerealiseerd met gebruikmakingvan het project ‘the Image of the Other’. Al deze

activiteiten leidden tot een fotopresentatie, eenprachtig bordspel over Nederland en een cd-rom.De leraren gaven leiding aan de activiteiten en ont-moetten elkaar in de verschillende landen om erva-ringen uit te wisselen, elkaar te stimuleren enelkaars onderwijssysteem beter te leren kennen.

MobiliteitProjectbijeenkomsten zijn gehouden in Malta,Nederland, Finland, Portugal, Italië en Noorwegen.Zowel leraren als leerlingen namen hieraan deel.Daarnaast vond voor directies een studiebezoekaan Roemenië plaats.

KwaliteitDe school heeft eerdere ervaringen binnenComenius, en een bevlogen en bekwame schoollei-ding. Dit heeft geleid tot een zeer hoge kwaliteit vanhet project. De Weijerhof heeft met dit project,‘Show Me Your World’, een professioneel projectneergezet. Van kinderziekten of startproblemen wasabsoluut geen sprake. De contacten met de part-ners verliepen soepel en waren stimulerend en leer-zaam voor docenten en leerlingen, de betrokken-heid van de leerlingen was groot. Ze namen deelaan de mobiliteitsactiviteiten, vergrootten hun ict-vaardigheden, namen kennis van andere culturenen leerden deze waarderen. Het project is binnenhet gewone curriculum uitgevoerd, en projecten alsdeze en de opvolgers daarvan nemen een normaleen zeer gewaarde plaats in binnen het curriculum,binnen de onderdelen Engels, informatieverwerkingen nieuwe media.

IntroductionPrimary school ‘De Weijerhof’ is a school with 170pupils and 13 teachers in Boxmeer, a municipality inthe south of the Netherlands with around 20,000inhabitants. The school is in the town centre andhas mainly native Dutch pupils, there are hardly anypupils from a different cultural background. For thisreason, the school staff are very motivated to par-ticipate in international projects. The project ‘ShowMe Your World’ was the school’s second Comeniusproject, with partners from Norway, Malta, Finland,Italy, Portugal and Romania. The pupils involved areeight graders (11-12 years old). In the project theylearned to find and process information, increasedtheir ict skills, learned about other cultures andappreciating them, and corresponded in English.

ActivitiesThe pupils made presentations and gathered infor-mation from various sources. Together they decidedwhat ‘their world’ actually is, what could be of inter-est to pupils in other countries, and what they them-

selves would like to know about other countries.They wrote a script for a video presentation and out-lined a cd-rom presentation. They wrote stories,made photo albums and corresponded by e-mailand webcam. Each partner school chose the formthat best suited its own organisation. The partnerschools carried out a correspondence project usingthe project ‘the Image of the Other’. End results ofthese activities were a photo presentation, an excel-lent board game about the Netherlands and a cd-rom with collected materials. The teachers coordi-nated the activities and met in the partner countriesto exchange experiences, share inspiration andlearn about the education systems in each country.

MobilityProject meetings were held in Malta, theNetherlands, Finland, Portugal, Italy and Norway.Both teachers and pupils participated in the meet-ings. Moreover a study visit to Romania was carriedout by the schools’ management.

RKBS De WeijerhofWeijerstraat 25831 JV BoxmeerThe Netherlands

Tel.: +31 (0)485 571073

E-mail: [email protected]: www.deweijerhof.nl

Contact: Mr Huub Creemers

Project period: August 2002 – July 2005


33

AssessmentThe project ‘Show Me Your World’ was the second Comenius project for primary school ‘De Weijerhof’. Theirearlier experience, together with the school’s inspired and able management, has resulted in a project ofexceptionally high quality. ‘Show Me Your World’ is a professional project, without growing pains or start-upproblems. The communication between partners was smooth and contacts were stimulating for both teach-ers and pupils. The commitment of the Dutch pupils was noticeable. They participated in mobility, increasedtheir ict skills, learned about other cultures and learned to appreciate them. The project was implemented inthe normal school curriculum. International projects like this one play a recurrent and valued role within thecurriculum for the subjects English, information processing and new media.

Europees Platform voor het Nederlandse Onderwijs, The Netherlands


34


Erasmus

Austria Fachhochschule Vorarlberg 36

Bulgaria University of Food Technologies (UFT) 38

France Université des Sciences et Technologies de Lille U.S.T.L. 40

Germany Fachhochschule Kiel 42

Hungary Pécsi Tudományegyetem 44

Lithuania Vilniaus Gedimino technikos universitetas (VGTU) 46

Slovenia University of Ljubljana 48

United Kingdom Liverpool John Moores University 50

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Fachhochschule Vorarlberg GmbH

Internationalisierung hat an der FachhochschuleVorarlberg einen hohen Stellenwert und ist inLeitbild und Strategie verankert. Der Schwerpunktliegt im Bereich der Mobilität. Da die Fachhoch-schule Vorarlberg mit anderen Standorten imMobilitätsbereich konkurrieren muss, agiert siebedarfs- und dienstleistungsorientiert. Sie nutzt dieStärken der Mitarbeiterinnen und Mitarbeiter, um einattraktiver Kooperationspartner zu sein. Für die vor-bildhafte Umsetzung der Mobilitätsmaßnahmenerhält die Fachhochschule Vorarlberg bereits zumdritten Mal das Sokrates Qualitätssiegel.

Aktivitäten

Professionelle Umsetzung der Mobilitätsmaßnah-men mittels Etablierung eines International Office,konsequente und korrekte Anwendung von ECTS,EDV-Tools für die Administration, englischsprachi-ges Studienangebot. Förderung der Lehrenden-Mobilität durch die Berücksichtigung der Mobilitätbei der Berechnung der Lehrbelastung, Förderungdes Fremdsprachenerwerbs, Unterstützung bei derOrganisation, Förderung der Studierendenmobilitätdurch individuelle Information, Sicherstellung derChancengleichheit, intensive Betreuung.

Qualität

Die Fachhochschule Vorarlberg überzeugt durcheine gezielt verfolgte Internationalisierungsstrategieund konsequente Umsetzung und Dokumentationihrer Aktivitäten. Die Homepage der Fachhoch-schule ist zweisprachig (deutsch/englisch) und pro-fessionell gestaltet. Um die Einbindung derIncoming-Studierenden in reguläre Lehrveran-staltungen zu ermöglichen, wird ein Semester zurGänze in Englisch – auch durch Incoming-Lehrende– unterrichtet. Durch das Angebot an englischspra-chigen Lehrveranstaltungen wird auch den „daheim-gebliebenen“ Studierenden Zugang zur Inter-nationalisierung ermöglicht. Die volle akademischeAnerkennung wird durch ein sorgfältig ausgearbeite-tes Lehrangebot und die korrekte Anwendung vonECTS gewährleistet.

Resümee

Die europäische Dimension wird auf beispielhafteWeise gefördert. Durch die konsequente und quali-tativ hochstehende Umsetzung wird das Ziel einerMobilitätsquote von 80 % für Studierende bzw. 30 %für Lehrende voraussichtlich erreicht werden kön-nen. Die Organisation hat die Strukturen geschaffenund Verfahren entwickelt, um die professionelleDurchführung der Mobilität zu gewährleisten.


36

Internationalisation is an extremely importantaspect at the Fachhochschule Vorarlberg(Vorarlberg University of Applied Sciences) and isfirmly anchored in the university’s mission state-ment and strategy. The main focus here is in thearea of mobility. Since the FachhochschuleVorarlberg has to compete with other locations interms of offering mobility, it concentrates its effortson demand-oriented activities. It uses the strengthsof its staff to provide an attractive cooperation part-ner. The university has been awarded the SocratesQuality Label for the third time for the outstandingimplementation of its mobility programme.

Activities

Professional implementation of mobility measuresthrough the establishment of an International Office,systematic and correct use of ECTS and IT tools foradministration and the use of English as a teachinglanguage. Promotion of teacher mobility by takingthis into account when calculating teaching loads,promotion of foreign language learning, organisa-tional support, promotion of student mobility throughtailored information, assurance of equality of oppor-tunity, intensive supervision.

Quality

A consistent strategy of internationalisation and thesystematic implementation and documentation of itsactivities are extremely positive features at theFachhochschule Vorarlberg. The institution’s web-site is bilingual (German/English) and professional-ly designed. In order to integrate incoming studentsinto regular classes, one semester is taught com-pletely in English with the involvement of incomingteachers. The programme of English-languagecourses also allows “stay-at-home” students accessto the experience of an international dimension. Fullacademic recognition is ensured by a carefullythought-out teaching programme and the correctapplication of ECTS.

Summary

The European dimension is extremely well promot-ed. With systematic and expert implementation thetarget mobility quota of 80 % for students and 30 %for teaching staff is expected to be achieved. Theorganisation has created the structures and devel-oped the processes necessary to ensure the pro-fessional execution of the mobility programme.

Assessment

Mobility is a stated key area of focus in the Fachhochschule Vorarlberg mission statement. The implemen-tation of Erasmus mobility activities is characterised in particular by structured and transparent measures.Internationalisation is firmly rooted in the mission statement and is supported by suitable measures that arereflected in a continuous increase in mobility figures. The completely bilingual website and information mate-rials for students and visitors are professionally designed and well structured. A striking feature is the anchor-ing of the English language semesters in the curriculum, which enables the mobility of incoming and outgo-ing students and teachers to be effectively realised as well as opening up an international dimension to stu-dents unable to undertake a semester abroad.

Fachhochschule Vorarlberg GmbHHochschulstrasse 1 6850 Dornbirn

Tel: 05572/792-1201 [email protected] www.fhv.at

Contact: Karin Wüstner-Dobler

Study year: 2004/05

Mobility figures:Students – Incoming: 74 Outgoing: 111Teaching staff – Incoming: 10 Outgoing: 11



37

У.+�-�+)�) �О /-А.+)�1.+ )�/.О1О2++

Общо описаниеУниверситетът по хранителни технологии е държавновисше училище, създадено през 1953г. роят наакадемичния персонал е 296, а на административнияе 160. У/) се обучават около 3800 студенти по 7области на знанието, главно технология на храните инапитките, биотехнологии, хранително инженерство,мениджмънт и туризъм. У/) участвува в различнипрограми на ��, свързани с европейската муинтеграция и реализиране на олонския процес.Участието в програма �разъм е част от �вропейскатаполитика на университета. )о осигурява подобряванекачеството на обучение, разработване на полезнипроекти, конкурентноспособност, кариерно развитие,разширяване на контактите и участие в международниекипи.

�ейности�разъм мобилността е предпоставка за реализиранена нови международни проекти. Основните цели напроекта са подобряване качеството на мобилността,баланс между отделните държави и междумобилностите, подобряване на езиковата подготовка,повишаване квалификацията на персонала иинтегриране към европейското образователнопространство.

�обилност3обилността е част от общоуниверситетскатастратегия за развитие. У/) осъществява мобилности в11 държави от ��.

�ачество�ачеството се контролира от Университетски съвет по�разъм. �ланирането на мобилностите сеосъществява от катедрени и факултетникоординатори. Администрирането се осигурява отУниверситетско �разъм бюро. .еобходиматаинформация се разпространява чрез различни методиза комуникация. 4рез �CTS се гарантира пълноакадемично признаване на мобилността. 5аосигуряване на качеството се разработват �лан заинформационната политика, ътрешно-институционален план за управление и �истема замониторинг и оценка. �опуляризирането нарезултатите сред бизнеса се прави чрезУниверситетски кариерен център.

езюмеУчастието в програма �разъм е част от европейскатаполитика на У/). 5а целта функционират �ъвет по�разъм, �разъм бюро и �ариерен център. Осигурявасе повишаване на качеството, езикова подготовка,конкурентноспособност, кариерно развитие, работа векип, приобщаване към европейското образователнопространство, издигане авторитета на университета.


38

General descriptionThe University of Food Technologies (UFT) is astate-owned higher education institution,established in 1953. The academic staff employedis 296 persons and the administrative – 160 p. Thenumber of students studying at UFT is about 3800,distributed in 7 subject areas with emphasis on foodand beverage technology, biotechnologies, foodengineering, management and tourism. UFTparticipates in various EU programmes, related toits European integration and the implementation ofthe Bologna process. The involvement in Erasmusprogramme is part of the European policy of theuniversity, which ensures improvement of educationquality; development of beneficial projects;competitiveness; career development; widening ofcontacts and participation in international teams.

ActivitiesErasmus mobility is a prerequisite for the realizationof new international projects. The main projectgoals are improving mobility quality, keeping thebalance among countries involved and among themobilities, improving language preparation, person-nel qualification and integration to the Europeanhigher education area.

MobilityThe mobility is part of the global developmentstrategy of the University. UFT implementsmobilities in 11 EU-countries.

QualityQuality is monitored by the Erasmus universitycouncil. The planning of mobilities is implementedby department and faculty coordinators. Theadministration of mobilities is supported by theErasmus university bureau. The necessaryinformation is disseminated through variousmethods of communication. ECTS guarantees forthe full academic recognition of the mobilities.Information policy and internal management plans,and monitoring and evaluation system aredeveloped to maintain high levels of qualityimplementation. The university career centre isresponsible for the promotion of results throughoutthe business.

SummaryThe participation in Erasmus programme is part ofthe European policy of UFT. To that aim, Erasmuscouncil, Erasmus bureau and Career centre arefunctioning. Improvement of quality, languagepreparation, competitiveness, career development,team work, integration to the European highereducation area and the institution’s image areensured.

AssessmentThe University of Food Technologies (UFT) in Plovdiv is a long-term participant in the Erasmus programmeand possesses extraordinary favorable distribution of responsibilities and internal institutional organizationof the programme implementation. The institution demonstrates well established priorities and proceduresfor student and teaching staff mobility, which are guiding principles of the general development strategy ofthe University. Moreover, UFT is an active and reliable partner in many multilateral projects and academicnetworks, reflecting on the wholesale good level of organization and carrying out of mobility activities. GoodErasmus practices can be found on every stage of programme implementation. A very positive aspect is theCareer Center’s involvement in the successful integration of Erasmus students on the regional and thenational labour market.

University of Food Technologies (UFT)Address: 26 bul.”Maritza”CIP code Town: 4002 PlovdivBulgaria

Tel.: +359 32 643005

E-mail: [email protected][email protected]

Homepage: http://www.uft-plovdiv.bg

Contact: Associate Professor, Dr. Kolio Dinkov


Human Resource Development Centre - Bulgaria

39

Université des Sciences et Technologies de Lille U.S.T.L.

Description généraleL’université de Lille 1 est un établissement d’en-seignement initial et continu, de recherches fonda-mentales et appliquées, et de relations industrielles.Elle couvre les sciences, l’économie, la gestion, lagéographie et regroupe 20.185 étudiants en forma-tion initiale dont 3900 étudiants internationaux,12.000 adultes en formation continue et 1418enseignants-chercheurs.Depuis 1987, l’université est fortement engagéedans les échanges Erasmus ; en 1998, elle s’estengagée, à travers son contrat d’établissement, àinternationaliser toutes les missions de l’université:formation, recherche, gestion administrative.Le prochain objectif est la création d’une eurorégionuniversitaire associant les pays voisins: Royaume-Uni, Belgique, et Pays Bas.

ActivitésL’université privilégie la mobilité et les formationsinternationales conduisant à des diplômes doublesou conjoints. Une Charte de l’étudiant est envigueur pour la préparation et le suivi des projets demobilité ; l’accueil des étudiants étrangers estassuré sous forme de tutorat avec visites d’entre-prises régionales, animations culturelles etsportives, et cours de français intensifs. La maisondes langues met à disposition un laboratoire multi-média et multiculturel.

Mobilité264 étudiants européens entrants, 321 sortants240 accords bilatéraux485 stages en entreprise38 enseignants sortants chaque année, 15 entrants: la mobilité est reconnue dans la carrière des enseignants.

QualitéL’université incite fortement les étudiants à com-pléter leur formation à l’étranger, à développer leurcapacité d’adaptation et à s’enrichir d’une autre cul-ture. Tous les départements sont associés à lacréation de parcours internationaux labellisés(licence, master ou doctorat) avec intégration demodules interculturels, de périodes de mobilitéobligatoire, et acquisition de compétences linguis-tiques.Plusieurs masters européens sont proposés ainsiqu’un doctorat européen en sciences sociales. La direction de l’université assure le pilotage desactions européennes grâce à un observatoire de lapolitique internationale qui fournit des indicateursqualitatifs et quantitatifs.

RésuméL’ouverture européenne et internationalereprésente un enjeu majeur pour Lille 1 et une con-dition essentielle de son développement.L’université s’appuie sur de nombreux réseaux:Utrecht Network rassemblant 29 universités enEurope, les réseaux Erasmus, Tuning, Eucen,Euclyde, EUA pour développer collaborations etéchanges. Il règne sur le campus un véritable climatinternational.


40


The University of Lille 1 is an institution of initial andcontinuing education, of fundamental and appliedresearch and industrial relationship. It covers sci-ences, economics, management and geography for20.185 students in initial education (including 3900international students), 12.000 adults in continuingeducation and 1418 teachers-researcher. Since 1987, the University has been stronglyinvolved in Erasmus exchanges and decided in1998 to implement internationalization all the mis-sions of the University: education, research, admin-istrative management. The next objective will be the creation of an acade-mic Euro-region by associating neighboring coun-tries: United Kingdom, Belgium, and Netherland.

Activity The University encourages mobility and internation-al education by offering double or joint diplomas. Astudent charter is in force for the preparation andmonitoring of mobility projects. The hosting of for-eign students is ensured by a tutorial system. Visitsto regional companies, cultural and sport anima-tions, and intensive French courses are also pro-posed to the foreign students. The House of lan-guages makes available a multimedia and multicul-tural laboratory.

Mobility264 European incoming students, 321 outgoing stu-dents240 bilateral agreements 485 placements in companies38 teachers outgoing each year, 15 incoming, themobility is acknowledged in the teacher carriers.

QualityThe University strongly encourages students tocomplete their curriculum in foreign countries, todevelop their adaptation capacity, to enrich them-selves with another culture. Every department isassociated to the creation of certified internationalcurriculum (bachelor, master, and doctorate) withintegration of intercultural modules, compulsorymobility period, and acquisition of linguistic skills. Several European master degrees and a doctoratein social sciences are proposed. The Universityadministration is responsible for piloting Europeanactions thanks to the International PoliticsObservatory which provides qualitative and quanti-tative indicators.

SummaryThe European and international openness repre-sents a major issue for Lille 1 and is an essentialcondition for its development. The University relieson several networks : Utrecht Network which gath-ers 29 European universities, Erasmus networks,Tuning, Eucen, Euclyde, and EUA in order to devel-op collaboration and exchanges. At the campusthere is a real international climate.

AssessmentThe Technology and Sciences University of Lille shows an excellent European strategy. The numerous setup devices are very relevant: a charter of the student for mobility projects, an international label, the cre-ation of double diplomas with the partner universities, a partnership with five other national universities topilot the international opening, the membership in eight European and international networks.A transverse reflection is led by all the actors (direction of the university, teachers, students, administrativepersonnel).

University of Science and TechnologyCité scientifique59655 Villeneuve d’Ascq

Tel:00 33 03 20 43 67 13

http://www.univ-lille1.fr

Contact: Béatrice Delpouve


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Fachhochschule Kiel

Internationalität ist ein wesentlicher Bestandteil derFachhochschule Kiel. Bilaterale Kooperationen in19 europäische Länder belegen dies eindrucksvoll.Die Fachhochschule Kiel kann auf breit angelegtePartnerschaftsprogramme verweisen, in denen seitAnfang der 90er Jahre der Erwerb derDoppelqualifikation ermöglicht wird. ZahlreicheStudiengänge wie z.B. „Internationales Vertriebs-und Einkaufsingenieurwesen“ und „Master ofMultimedia Production“ stehen für internationaleKomponenten im Lehrangebot. Es ist ein besonde-res Ziel der Fachhochschule Kiel, attraktiveeuropäische Studienangebote zu entwickeln, diedas hohe Potential der Ostseeregion aktivieren.Durch die Gründung gemeinsamer Organisationen(z.B. Baltic Sea Network) wird die Mobilität derStudierenden und Dozenten rund um das „MareBaltikum“ erheblich gesteigert.

AktivitätenAn der Fachhochschule Kiel arbeiten dasInternational Office, Auslands- und Programmb-eauftragte in den Fachbereichen, das Sprachen-zentrum und die Lokale ERASMUS-Initiative engzusammen. Die ausgezeichnete, umfassendeBeratung und Betreuung der Incoming-Studieren-den durch das International Office ist ein maßgebli-cher Attraktivitätsfaktor für die Fachhochschule Kiel.

QualitätDie Fachhochschule Kiel ist auch dank ihresAuslandsengagements mit entsprechender Bereit-stellung personeller und finanzieller Mittel zu einerwettbewerbsfähigen europäischen Hochschulegeworden. Die Fachhochschule Kiel bietet fachlichund sprachlich hervorragend vorbereitetenStudierenden qualitativ hochwertige Auslands-studienprogramme, möglichst mit dem Ziel, einenweiteren Studienabschluss zu erwerben. Im Zugeder vollständigen Umstellung auf Bachelor- undMaster-Studiengänge wird die Durchführung derMobilitätsmaßnahmen kontinuierlich evaluiert.

Resümee Der Erfolg der Internationalisierung durch vielseitigeMobilitätsaktivitäten, in denen Studierende undLehrende sowie zukünftig Mitarbeiterinnen undMitarbeiter der Hochschule europaweit agieren, istfür die Fachhochschule äußerst profilbildend undstärkt den Studienstandort Kiel. Priorität habenPartnerschaftsprogramme, aus denen beide Seiteneinen Nutzen ziehen.


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Internationality ranks very highly in FachhochschuleKiel, University of Applied Sciences, a fact which isunderlined by its numerous bilateral agreementswith universities in 19 European countries. TheFachhochschule has developed a comprehensivedual degree exchange programme since the early1990s. Furthermore, numerous degree pro-grammes such as “International Sales andPurchasing in Engineering” and “Master of Multi-Media Production” are representative of the interna-tional degrees it has on offer. It is a fundamental aimof Fachhochschule Kiel to develop attractiveEuropean programmes of study which underline thehigh potential of the Baltic Sea region. Student andteaching staff mobility has increased still furtherthrough the formation of joint organisations such asthe Baltic Sea Network.

ActivitiesThe International Office, Study Abroad Coordinatorsin the individual faculties, teaching staff in theLanguage Centre and the Local ERASMUSInitiative (LEI) group work closely together to makethe international programmes successful. Theexcellent and comprehensive advisory and supportservice offered by the International Office to themany incoming students is one of FachhochschuleKiel’s calling cards.

QualityFachhochschule Kiel has become a competitiveEuropean university, not least thanks to its commit-ment to internationality through the provision of per-sonnel and financial resources. At FachhochschuleKiel, students are provided with the necessary aca-demic and linguistic tools to enable them to partici-pate successfully in the excellent exchange pro-grammes, possibly even obtaining a second degreeat the same time. The complete change over fromthe German degree system to Bachelor’s/Master’sdegrees means that student and teaching staffexchanges are subject to regular quality inspec-tions.

SummaryThe success of the internationalisation processthrough the multi-faceted European mobility pro-grammes in which students and teaching staff (andin the future administration staff) can participate hasserved to sharpen Fachhochschule Kiel’s imageand made it into a very attractive place to study.Exchange programmes which are mutually benefi-cial to both partners have priority.

Fachhochschule Kiel International OfficeHeikendorfer Weg 31D-24149 Kiel

Tel.: +49 431 2101803Fax: + 49 431 2101810

E-Mail : [email protected]

Contact: Frau Christine Boudin


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44

Pécsi Tudományegyetem

A PTE törekszik folyamatosan megfelelni az euró-pai felsőoktatási térség által támasztottkövetelményeknek, valamint, hogy az eddig elértnemzetközi sikereit fenntartsa. Az EU általkoordinált különböző programokban valórészvételünket folyamatosan erősíteni kívánjuk. APTE hosszú távú stratégiája, hogy a meglévő kapc-solatait elmélyítse, és új együttműködéseket épít-sen ki a környező országok multidiszciplinárisegyetemeivel, valamint aktív külkapcsolatokkal azeurópai oktatási térség stabil szereplőjévé váljon.Az intézmény stratégiája egyrészt mind több oktatóés hallgató bevonása a mobilitási programokba,másrészt növekvő számú külföldi oktató és hallgatófogadása.

TevékenységekAz ösztöndíjakról a tájékoztatást és a pályáztatást akarok saját hatáskörben végzik, és a nyertes hall-gatókat tájékoztatják az adminisztrációs teendőkről.A bejövő hallgatók részére a PTE mindenszemeszter elején Orientációs Napot szervez,melyen bemutatásra kerül az intézmény, az oktatásistruktúra, a kulturális programok és egyéb ren-dezvények. . Évente két EILC kurzust tartunk,valamint szemeszter kurzusokat hirdetünk meg,mely a külföldi hallgatók számára biztosítja a mag-yar nyelv tanulását és a magyar kultúra megis-merését. Az NKO Információs Találkozót szervez avolt kimenő, a következő szemeszterben utazó és ajelenleg az egyetemen tanuló külföldi Erasmus hall-gatók részvételével tapasztalatcsere céljából.

MobilitásA mobilitások célja: - minél több hallgatónak lehetőséget biztosítani a

külföldi tanulmányokra;- a külföldi hallgatók és oktatók minőségi

kiszolgálása az oktatás és a kutatás területén;- az idegen nyelven oktatott kurzusok

alapképzésbe való integrálása;- nemzetközi kutatások elősegítése az oktatói

mobilitás segítségével;- több tudományterületre kiterjedő szerződések

kötése;- a PTE európai hírnevének növelése.

MinőségAz intézmény biztosítja az oktatók és hallgatókpályáztatásának és kiválasztásának nyílt ésátlátható szabályait és az alapelvek betartását. Azegyetem karainak jogában áll célországok vagyszociális szempontok alapján differenciálni a kiu-tazók között. Az intézmény mind a hallgatók, mindaz oktatók esetében kötelezettséget vállal a külfölditanulmányok és a külföldi oktatási periódus alattelvégzett teljesítmény elismerésére. A mobilitásitanév megtervezésében és lebonyolításában a karikoordinátorok az NKO munkatársaival és a partner-intézmények intézményi, tanszéki koordinátoraivalfolyamatosan együttműködnek. Új kihívást jelent a2007-től változó programra való felkészülés. Azeddigi hosszútávú szerződéskötések helyett arövidtávú szerződésekre törekedtünk, ezáltal évrőlévre értékeljük az adott kapcsolatot, és döntünk azesetleges folytatásról.

ÖsszegzésAz Erasmus programban részt vevő hallgatók nem-csak egy más elméleti és szakmai tudást szereznekkülföldön, hanem olyan nemzetközi tapasztalatratesznek szert, melyet a későbbiekben az élet szá-mos más területén jól fognak tudni kamatoztatni. Aprogramban való részvétel nagyszerű lehetőség afiatal oktatók számára a tapasztalatszerzésre, azidegen nyelven való oktatás gyakorlására és újkapcsolatok szerzésére. Az idősebb oktatókesetében is jelentős inspiráló hatása van egy-egykülföldi partnerrel folytatott szakmai tapasztalatc-serének, közös oktatásnak új kutatásokelindításában. A külföldön szerzett tapasztalatokegy hasonló de mégis eltérő intézményrendszer,infrastruktúra megismerése új elemeket hozhat azadott tanszék életébe.A program indító lökés, kitűnő indikátor arra nézve,hogy a PTE hosszú távú stratégiájában megfogal-mazott külügyi célok eléréséhez elengedhetetlensegítséget nyújtson.


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Tempus Public FoundationSokrates National Agency of Hungary

AssessmentThe university produced leaflets for incoming and outgoing students and tutors that are of high quality andthat comply with national and international practice. According to the information included in the application,the distribution of tasks among the different units of the institution can be seen as a good practice. Theenclosed publications (Erasmus leaflet, Student’s Guide, information poster) prove convincingly that pro-motion, information and preparation play an important role in the project implementation. The project is agood example as it shows that reception of incoming students, assistance to outgoing students and inte-gration of guest tutors’ work in host institutions serve common interests.

Pécsi Tudományegyetem7633 PécsSzántó K. J. u. 1/bHungaryTel.: 0036/ 72/501-509

E-mail: [email protected]: www.pte.hu

Contact: Ms. Judit Németh

Project period: 2005/2006

Mobilities:Students In: 85 Out: 265Teachers In: 21 Out: 46


The Univerity of Pécs (UP) aims at meeting therequirements of the European Higher EducationArea and sustaining its achievements in the inter-national context. They intend to gradually strength-en participation in EU-coordinated programmes.Their long term strategy includes the promotion ofexisting contacts and the broadening of internation-al relations including new cooperations with neigh-bouring countries’ multidisciplinary universities inorder to become a steady member of the Europeaneducation sector. UP is committed to involve anincreasingly greater number of trainers and stu-dents in mobility programmes and the hosting ofmore and more incoming foreign trainers and stu-dents.

ActivitiesThe faculties promote scholarship opportunities andcarry out the assessment of proposals autonomous-ly, also inform the students about their adminisrativetasks. For the incoming students the UP helds reg-ular Orientation Days at the beginning of eachsemester, when they introduce the institution, thestructure of training, the cultural programmes andother events. The University organizes two EILCcourses each year, and furthermore hold semestercourses, where foreign students are given theopportunity to learn Hungarian language and getfamiliar with Hungarian culture. To share experiencethe International Relations Office organisesInformation meetings for both previous and would-be outgoing students and the Erasmus studentspresently attending the university.

MobilityThe aim of mobilities: - to provide opportunity for an increasing number of

students to learn abroad- to provide high-quality service for foreign

students and lecturers in the field of education and research,

- the integration of courses held in a foreign language into the initial training,

- to foster international research through the mobility of lecturers

- to increase the number contracts to more academic fields

- to enhance the reputation of UP in Europe.

QualityThe selection of the outgoing students is coordinat-ed on the basis of open and transparent selectioncriteria. The faculties have the right to differentiateamong outgoing students based on the chosen tar-get country or other social aspects. The time spentabroad in the hosting institution is fully recognisedby UP. In the planning of the mobility activities theinternational coordinators of the different facultiescooperate closely with the International RelationsOffice of the University and with the internationalofficers of the partner institutions. The preparationfor the changes in the programme mean new chal-lenge for 2007. Instead of signing long term con-tracts, UP rather focussed on short term agree-ments, which made it possible to assess the part-nership on a yearly basis and decide on furthercooperation.

SummaryThe students partaking in the Erasmus program donot only acquire a different kind of theoretical andprofessional knowledge but gain international expe-rience they can easily use in the different fields ofeveryday life. Taking part in the programme offersan excellent opportunity for young lecturers to gainprofessional experience, practice teaching in a for-eign language and establishing new contacts.Senior lecturers find inspiration in sharing profes-sional experience through joint trainings andlaunching new researches with foreign partners.Taking insight into a similar, still different institutionstructure and infrastructure may bring new ele-ments into the life of faculties. Besides being anexcellent indicator, the programme is an engine forachieving the goals defined in the UP’s long termforeign affair strategies.

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Vilniaus Gedimino technikos universitetas (VGTU)

Bendras aprašymasSiekdamas įtvirtinti tarptautiško universiteto pozici-jas Lietuvoje ir Europos aukštojo mokslo erdvėje,VGTU įvardija internacionalizavimą kaip sąlygą irvienintelį įmanomą veiklos būdą, leidžiantį dalyvau-ti Europos švietimo reformų procesuose, įgyvendin-ti visame pasaulyje konkurencingos, žiniomisgrįstos visuomenės Europoje sukūrimo strategijas.Erasmus mobilumas (studentų ir dėstytojų) yravienas iš pagrindinių VGTU internacionalizavimostrategijos sudedamųjų dalių. Universitetui Erasmusprograma yra vertybė, veiklos ir aplinkos dalis.VGTU pasiektas studentų ir dėstytojų mobilumolygis turi grįžtamąjį poveikį ne tik universiteto ben-druomenei, bet ir regiono visuomenei.

VeiklosTarptautinių sutarčių plėtra grindžiama realiai egzis-tuojančiais fakultetų, katedrų ryšiais. Plėtojamassistemingas dėstytojų kvalifikacijos kėlimasužsienio aukštojo mokslo institucijose, skatinanttrumpalaikes dėstytojų išvykas dėstyti aukštosioseužsienio mokyklose, skatinant katedras kviestiužsienio aukštųjų mokyklų dėstytojus skaitytiatskirus modulius. Didelę svarbą studentų ir dėstytojų mobilumui turiužsienio kalba vykdomos studijų programos, kuriosleidžia užsienio studentams lygiavertiškai dalyvautistudijų procese. Ypatingas dėmesys skiriamasišvykstančių studentų atrankai, bei atvykstančių stu-dentų studijų anglų kalba užtikrinimui, bei jų inte-gravimui į VGTU bendruomenę.

MobilumasErasmus mobilumas suvokiamas plačiai ir komplek-siškai, įvardinami mobilumo tikslai apima: naujųmokymosi metodų ieškojimą, atradimą, diegimą,naujų požiūrių formavimąsi, tarptautinės patirtiesįgijimą, tarpkultūrinių įgūdžių ir gebėjimų formavimą,kurie leistų drąsiai priimti tarptautinio versloiššūkius, užsienio kalbos žinių tobulinimą bei gero-sios patirties sklaidą.

Konkretūs universiteto mobilumo veiklos strategijostikslai: plėtoti narystę tarptautiniuose bendradar-biavimo tinkluose, stiprinti partnerystę su tarp-tautinėmis Lietuvos ir užsienio įmonėmis ir pan.

KokybėVGTU atliekamų Erasmus dalyvių apklausų rezul-tatai leidžia identifikuoti ir pagrįsti konkrečią naudąakademinei bendruomenei. Sukurta tarptautinėsveiklos kokybės stebėjimo sistema, pagalkonkrečius kriterijus. Užtikrintas informacijos apiestudijų procesą prieinamumas bei skaidrumas,suteikta ECTS etiketė. Užtikrintas užsienio studentųir kito atvykstančio personalo integravimas į ben-druomenę per kultūrinę programą, konsultacijas,praktinę pagalbą. Sukurta ir plačiai išplėtota men-torių sistema.

SantraukaEuropinės dimensijos vystymui institucija vykdėatitinkamas veiklas: kiekvieno fakulteto bakalauropakopoje užtikrinta užsienio kalba vykdoma studijųprograma, atvykusieji studentai studijuoja kartu suvisais VGTU studentais. Atliekama anglų kalba vyk-domų programų kokybės analizė, studijų turinioatnaujinimas, organizuojamos bendros studijų pro-gramos. Stengtasi integruoti tarptautinę dimensiją įstudijų turinį, plečiant užsienio universitetų dėstyto-jų dalyvavimą studijų procese, diegiant naujasmokymosi ir mokymo formas. Dalyvaujama tarp-tautinėse studijų paslaugų pristatymo mugėse, tarp-tautiniuose reklamos leidiniuose, tarptautiniuoseinformaciniuose biuleteniuose. Didelis VGTU įdirbis Erasmus veikloje bei viso uni-versiteto veiklos internacionalizavime per studijas irtyrimus bei žmogiškųjų išteklių potencialas ir koky-biška materialinė bazė leidžia užtikrinti europinius irtarptautinius universiteto veiklos per Erasmus pro-gramą kokybės siekius.


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Education Exchanges Support Foundation, Lithuania

ActivitiesBilateral agreements with foreign higher educationalinstitutions usually come from initiatives of separatefaculties and departments. University has strategy forteachers’ qualification and they are encouraged to goto foreign universities to lecture. Teachers are alsoasked to invite their colleagues from foreign universi-ties to lecture at VGTU.There are many study programs in foreign language,which are very important for incoming students and fortheir fruitful participation in the learning process. The selection of the outgoing students is coordinatedon the basis of open and transparent selection criteria.For the incoming students the study programs inEnglish and the integration in university society areorganized. The incoming students can find all neces-sary academic and practical information in English atuniversity website. There is Lithuanian language cours-es organized for incoming students, which providesECTS credits as well. During the information week forincoming students, they are introduced with studyprocess, local university environment, facilities andtown. During the semester the cultural program forincoming students are organized. Virtual character„urdutė“answers to all students questions and suchinformal communication improves quality of mobility alot. Free foreign language courses for selected outgo-ing students are organized. Also outgoing studentshave possibility to familiarize themselves with thereports of returned students from the same institutions.

MobilityErasmus mobility characterized quite wide and inte-grated. The university aims of mobility: to seek and toimplement of new learning methods; to encourageoriginal viewpoints; to gain international experience; todevelop intercultural communication skills; to practiceforeign language skills; to spread good practice exam-ples between higher educational institutions. The university presents good students mobility results.

The number of outgoing and incoming students is oneof the highest in the country and the proportion amongoutgoing and incoming students is 2:1. There is alsolarge number of outgoing teachers, but the results ofincoming teachers are not such good as students’mobility. University presented particular aims for the mobilityactivities strategy: to develop membership at the inter-national cooperation networks, to sustain partnershipswith other universities and enterprises, to develop newbilateral agreements.

QualityThe information about possibilities to participate inErasmus program is accessible for everyone at the uni-versity and transparent. University has ECTS label.The integration of incoming students and teachers isdone through the cultural program, individual consulta-tions and mentors program. The results of survey, which was done by the universi-ty, allow to identify and to validate the particular bene-fits of this program to all academic community. After theErasmus studies abroad, students fill in reports. Theincoming students also fill in the questionnaire at theend of their studies. The results of these reports areanalyzed at the end of each semester and presented tothe university community.

SummaryThe university seeks to increase the number of incom-ing teachers and to implement new forms of teachingand learning. The university participates at the interna-tional study fairs, represents itself at the internationalstudy catalogues, international information publicationsVilnius Gediminas technical university has huge expe-rience in the Erasmus program implementationthrough the studies process and research. Qualifieduniversity personnel and good material facilities allowto work effectively and to achieve the aims of theErasmus mobility activities.

AssessmentVilnius Gediminas technical university (VGTU) produced the following products for information and disseminationabout Erasmus program: guidelines for incoming students, virtual character „urdutė“ was created, Erasmus pro-gram guide for outgoing students, informational leaflets about cultural program for incoming students, informationaldays, website of the International Relationship Office. The library at the International Relationship Office contains a lot of information publications about various highereducational institutions and book for foreign language studies. International cooperation, students’ and teacher’s mobility and international events enhances international identi-ty of the university. According to the results of survey done by the International Relationship Office, students who returned from stud-ies abroad, mentioned such three positive features as creativeness, ability to substantiate their opinion and com-municativeness. They acquire these features during their studies in foreign country. Also they mentioned that stud-ies abroad increased their self-confidence, they improved self-dependent work skills, communication skills andability to work with international group.

Vilnius Gediminas Technical universitySauletekio al. 11LT-10223 Vilnius, Lithuania

Tel.: +37052744957, Fax.: +37052700112E-mail: [email protected]: http://urd.vgtu.lt

Contact: Ms. Vilma GetautyteProject period: 2004-2005

Mobilities:Students In: 68, Out: 224Teachers In: 32 , Out: 86


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University of Ljubljana

The University of Ljubljana took part in the Erasmusprogram in 2005 for the fifth time. The aim of thecooperation in the program was to enlarge theEuropean dimension of the study. Cooperation inmobility program was one of the most efficient toolsto internationalise the university. The University ofLjubljana had prior to involvement in Erasmus pro-gram a lot of cooperation with other European andnon-European universities, but it was less cen-tralised and less organised.

With the Erasmus program, many more studentsand teachers had and have the opportunity tostudy abroad. Involvement in the program helpedto implement Bologna process as well as stressupon the importance of lifelong learning and educa-tion. We still aim at increasing student exchangesand make it possible for each student to spend onesemester abroad. At the same time we are increas-ing the enrolment of foreign students and offer moreand more courses in foreign languages. Through the program University of Ljubljana man-aged to slowly build an efficient recognition system.

University of Ljubljana started in 1999 to send out50 students and received only 2. In 2005, we sentout 668 and received 433 students. As well as theincrease in student mobility, we noticed the increasein teachers mobility. In 1999 we sent out 33 and in2005 we sent out 67 teachers.

At the same time when we took care of the outgo-ing students and staff, we offered great help toincoming students with the organisation of mobilityfunds. We are convinced, that it is due to this help,that we keep receiving more and more incomingstudents. We provide foreign students assistance infinding accommodation, getting subsidized mealsand transportation and give them the possibility tointegrate with local students in all the possible socialevents. Involvement in the program helped us alsoto set at some faculties tutorship and career guid-ance for in and outgoing students.We took part in intensive programs and programs ofdeveloping curricula.


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Univerza v Ljubljani (University ofLjubljana)Kongresni trg 121000 Ljubljana

Tel: 0038612418590 Fax: 0038612418593

e-mail: [email protected] j.si

Contact Person: Katja Cerjak

Rector: Andreja Kocijanãiã


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Liverpool John Moores University

Internationalisation is a valued strategic function inLiverpool John Moores University. The SocratesErasmus Coordinator is a member of theCollaborative Partnerships Panel and the panel isresponsible for delivering the international strategy.The European Dimension has developed throughthis involvement with the International PartnershipsCommittee group. Funding is prioritised so that it isalways available to Schools that are new toSocrates. This policy in recent years has seen newlinks in the areas of Engineering and BuiltEnvironment and new developments include growthin Education and Design.

ActivitiesThere have been several innovations in regards tothe operation of the mobility programme. An annu-al student mobility essay competition offers a ?350prize to the winner who is then entered into thenational Socrates Erasmus competition. Theessays are valuable sources of anecdotal evidence.Quotes are frequently used in promotionalbrochures and they are referred to when promotingthe student aspect of mobility.

The Socrates Alumni survey, due to be repeated in2007, provides information on the more long lastingaspects of the Socrates programme, such aswhether the graduates believe the experience hashad an influence in their employment. A number ofrecords point to personal growth and an increase inself-confidence engendered by their placement as acritical factor in obtaining employment. We havewaited several years before conducting the nextsurvey to ensure that a number of years elapsedsince the targeted students graduated. The point of

this is to determine if the graduates believe thatSocrates Erasmus has lasting benefits beyond thescope of the university.

MobilityMobility activities with the university are under theremit of the Collaborative Partnerships team. Thisincludes (in regards to Socrates) forging “partner-ships in areas of excellence”.

Student mobility is valued for the effect it has on stu-dents’ in regards to self-awareness, confidence,and widening their perspectives. Teacher mobility isvalued for exposing academics to different methodsof teaching and for allowing further academic devel-opment between LJMU and their partners.

The objectives of SM are to provide students withan opportunity for personal and academic growthwith exposure to different teaching/learning environ-ments, a wider view of their subject area andincreased employability.TM objectives are to expose staff to newteaching/learning methods, to look for areas of con-vergence between degree structures leading to cur-riculum development, and to further our relationshipwith our European partners. It is a policy that no LJMU student will be refusedparticipation except for academic reasons.

Some degree programmes promote Socrates as ameans of cross-cultural communication and as apathway to post-graduate studies. Some scienceschools promote Socrates as an excellent opportu-nity for dissertation fieldwork.


Bill Rammell, MP, Minister ofState for Lifelong Learning,Further and Higher Educationpresents the E-Quality Labelto Michael Harley, ErasmusCoordinator at Liverpool JohnMoores University

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UK Socrates Erasmus Council

QualityThe commitment of the institution is also demon-strated through the funding of a permanentSocrates Coordinator (funded without OM money).Therefore the strategic aims of the institution inregards to developing European partnerships isalso supported through the continuity of a core fund-ed Socrates Coordinator. The coordinator isresponsible for representing Socrates throughoutthe institution and has developed initiatives such asthe essay competition, bursary and alumni ques-tionnaire to promote Socrates exchange possibili-ties. The LJMU credit system is compatible withECTS. The monitoring processes ensure that acad-emic recognition is fundamental.

The involvement of the Collaborative Partnershipteam and the Deans (in reviewing their facultyexchanges) is indicative of how the Socrates pro-gramme is represented at a strategic level.

SummaryInstitutionally our involvement with the SocratesErasmus programme has been responsible for ourengagement with many European partners. Thisincludes the Faculty of Health becoming involvedwith an Erasmus Mundus application through a rela-tionship with the University of Granada. There arealso joint degree validations that have been dis-cussed at the International Partnerships Panel, oneexample of this is in the Education Studies MA pro-gramme. Socrates funding allows us to financiallysupport mobility and networking, leading to partner-ships, in Europe that , work with European institu-tions that would not generally be supported finan-cially by our institution.

AssessmentThe Institutional context described in the application is a role model. I was impressed with how well embed-ded the Socrates activity is at John Moores University. I have found many useful ideas regarding the man-agement of a Socrates programme and would suggest that John Moores University disseminates its activi-ties to other Institutions.

John Moores is innovative in its Socrates activities. It has a well managed process which it monitors andmeasures in terms of its value to students, teachers and the Institutions. The University has a clear processof evaluating and steering the sustainability of its Socrates activities.

Good succinct account of activity.

The submission suggests a careful and responsible attitude.

Liverpool John Moores UniversitySocrates Erasmus Coordinator2 Rodney StreetLiverpoolL3 5UXTel: +44 (0) 151 231 3101Fax: +44 (0) 151 708 7030Email: [email protected]: http://www.ljmu.ac.uk/homepage.htm

Contact: Mr Michael Harley

Project Period: 2005/2006

Mobilities Students 130 incoming 58 outgoing. Teachers 10 incoming 12 outgoing

Bilateral Agreements 110 bi-laterals



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GRUNDTVIG

Austria VHS Hietzing: TALE-Transeuropean Adult Learning. Fächer- und länderübergreifende Erwachsenenbildung/Cross-disciplinary and cross-national adult education 54

Estonia VAT Teater: Foorumteater täiskasvanuhariduses/Forum Theatre in Adult Education 56

France A.D.S.E.A. Logis Formation: Publics défavorisés et chances en Europe 58

Italy Istituto Statale di Istruzione Secondaria Superiore G. Salvemini:Sviluppo di competenze e metodologie nel campo dell’Educazione degli Adulti mediante l’uso di TIC 60

Lithuania VšĮ Alytas jaunimo centrasProjekto pavadinimas: Žmonės su ypatingais poreikiais susitinka su ypatingu menu/ “People with special needs dating with special arts” 62

Slovenia Center za usposabljanje, delo in varstvo Dofke Boštjančič Draga: Možnosti vseživljensekega učenja za odrasle osebe z motnjami v duševnem razvoju/Lifelong opportunities for adults with learning disabilities 64

The Netherlands Stichting voor Volkshogeschoolwerk in Nederland: TROG - The Revival Of Grundtvig 66

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VHS Hietzing: TALE-Transeuropean Adult Learning. Fächer- und länderübergreifende Erwachsenenbildung

Das Projekt diente dem Austausch zwischenErwachsenenbildungs-Einrichtungen im großstädti-schen Umfeld, die eine langfristige, multidisziplinäreKooperation suchen. Gegenstand des Austauscheswar das gesamte pädagogische Angebot der teil-nehmenden Institutionen mit dem Ziel, internationa-le und interne Synergiewirkungen durch fach- undgrenzübergreifende Veranstaltungen zu erwirken.Außerdem sollte das Fremdsprachenangebot, inter-ne und externe Kommunikationsprozesse undandere mögliche Kooperationsbereiche verstärktwerden.

AktivitätenAnalyse und Vergleich der pädagogischenAngebote, Ausarbeitung von Vorschlägen fürEuropa-Veranstaltungen, Eröffnung einer Internet-seite als Austausch- und Verbreitungsforum.Veranstaltungen, Abschlusskonferenz zur Eva-luierung und Weiterentwicklung; VorbereitendeMaßnahmen zur Eröffnung eines Koordinations-büros für Kontakte und Teilnehmertausch zwischenden Einrichtungen.

QualitätDas Projekt wurde in allen Partnersprachen gleich-berechtigt durchgeführt. Es wurden europäischeBildungsveranstaltungen als fester Programmteil inallen Partnereinrichtungen durchgeführt. Weiterswurde eine dauerhafte Europagruppe vonLernenden und Lehrenden etabliert. Ein stabilertransnationaler Kursteilnehmeraustausch und derAufbau von Kommunikationskanälen heben deneuropäischen Mehrwert dieses Projektes deutlichhervor. Vernetzung, gemeinsame Angebote,europäische Dimension und die Partizipation derLernenden waren klare Zielsetzungen des Projektsund wurden in einem hohen Ausmaß erreicht.

ResümeeDie Lernpartnerschaft TALE wurde in allenPartnerinstitutionen intern massiv publiziert undLernerinnen- und Lerner-orientert verankert. AllePartnerinstitutionen haben darüber hinaus nationaleBildungsinstitutionen und Entscheidungsträger mit-eingebunden. Durch eine Ausstellung, Presseartikelund einen Videofilm hat die VHS Hietzing unteranderem zur Verbreitung des Projekts entscheidendbeigetragen. Die europäische Sommerakademie istzudem ein nachhaltiger Beitrag zu TALE.

Projektpartner:Volkshochschule Tempelhof-Schöneberg, Berlin, DE (Koordinator) Stichting Volksuniversiteit Amstelland, Amstelveen, NLUniversita Popolare di Roma-Upter, Roma, IT


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The aim of the project was to facilitate exchangesbetween adult education centres in metropolitanlocations that were looking for long-term, multi-dis-ciplinary cooperation. The object of the exchangewas the entire educational programme of the partic-ipating institutions with the objective of achievinginternational and internal synergy effects throughcross-disciplinary and cross-border events. Furtherobjectives were to strengthen the foreign languageprogramme, internal and external communicationprocesses and other potential areas of cooperation.

ActivitiesAnalysis and comparison of educational pro-grammes, development of proposals for Europeanevents, launching of a website as a forum for infor-mation exchange and communication. Events, finalconference for evaluation and further development;preparatory activities for the opening of a coordina-tion office for developing contacts and participantexchange between the institutions.

QualityThe project was conducted equally in all partner lan-guages. European educational events were held inall partner institutions as a fixed programme com-ponent. In addition, a permanent European group oflearners and teachers was established. A strongtransnational exchange of course participants andthe development of communication channels clear-ly emphasise the “European value-added” of thisproject. Networking, joint programmes, a Europeandimension and the participation of students wereclear objectives of the project and were to a largeextent achieved.

SummaryThe TALE educational partnership was massivelypublicised in all partner institutions and was strong-ly learner-focused. In addition, all partner institu-tions involved national educational institutions anddecision makers. The VHS Hietzing adult educationcentre has made a decisive contribution to publicis-ing the project with various activities, including anexhibition, press articles and a video. The EuropeanSummer Academy is also a long-term contributionto TALE.

Assessment:

There was a particular emphasis on networking adult education institutions in Europe. A major focus herewas a comparison of the educational programmes on offer and the launching of special European events.The international activities are also presented at VHS Hietzing to “non-participants”, e.g. in the form of exhi-bitions, information materials etc., in order to reach a large group of trainers and students. Openness anda willingness to “communicate information and concepts” characterises this learning partnership. Cross-disciplinary and cross-border events, a common programme of courses and the exchange of students cer-tainly provide the institutions with a high level of “European value-added “ beyond the timescale of this pro-ject.

Hietzing Adult Education Centre:Hofwiesengasse 481130 Vienna

Tel: 01/8045524

http://projekte.vhs.at/Tale/www.vhs-hietzing.at

Contact: Dr. Robert Streibel

Project duration: 2003 - 2005



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Asutus: VAT Teater (VAT Theatre)Projekti nimi: Foorumteater täiskasvanuhariduses (Forum Theatre in Adult Education)

Projekti kirjeldusProjekti eesmärgiks oli tutvustada laiemalt foo-rumteatri kui interaktiivse sotsiaalteatri meetodeidning katsetada neid erinevate täiskasvanute gruppideseas. Foorumteatris on piir näitlejate ja publiku vahelhapram kui esmapilgul paistab, see toetab siirast javaba inimestevahelist suhtlemist ning on mittefor-maalse õppimise parim näide. Õpitubade käigus uuri-ti selle teatrivormi mõju täiskasvanuhariduseserinevates Euroopa kogukondades ning viidi kokkufoorumteatri praktikud ja täiskasvanute koolitajad.Projekt andis ühtlasi võimaluse luua suurepärane võr-gustik Euroopa osalusteatri professionaalide vahel.

TegevusedKahe aasta jooksul korraldati noorte täiskasvanuteseas foorumteatri etendusi ja töötubasid; käsitletudteemadeks – vägivald, probleemid perekonnas.Projekti lõpuks loodi ühine kodulehelkülg www.cul-ture.ro/forumtheatre ning anti välja käsiraamat”Adventures in Forum Theatre”.

MobiilsusKorraldati kohtumisi kõikide koostööpartneritekaasamisel, mille käigus organiseeriti loenguid,õpitubasid, vahetati teadmisi ja kogemusi osalusteatrimeetodite alal.

KvaliteetProjekt andis võimaluse tutvustada innovaatilist japõnevat teatrivormi Eestimaa erinevates paikadesning siduda seninägematul moel teater ja täiskas-vanuharidus. Koostöös välja antud foorumteatrimetoodikat tutvustav käsiraamat on hindamatuks abi-vahendiks kõikidele algajatele osalusteatri prak-tikutele ning tagab ühtlasi sotsiaalpedagoogilise mee-todi rakendamise jätkamise. Projektis kaasa löönudnoored täiskasvanud said tänu foorumteatrietendustele õppida erinevateks elujuhtumiteks kasu-tades selleks oma keha ja loovust ning armastuseteatri vastu.

KokkuvõteTänu projektile on VAT Teatri juures tegutsevFoorumgrupp, kui Eestis seni ainus foorumteatritutvustaja, saanud hulgaliselt uusi kogemusi, teadmisija kontakte kolleegidelt teistest Euroopa riikidest.Õpikoostöö andis teatrile ka uue potentsiaalse siht-grupi – täiskasvanud (seni keskenduti noortele).

Koostööpartnerid: CONCEPT Foundation, Bucharest (RO)Dramafest Foundation, Targu Mures (RO)Arttrain Foundation, Copenhagen (DK)Forum Theatre Wales, Wales (UK) Non-profit Association “Theatre Tsvete”, Sofia (BG)CAPE UK, Leeds (UK)AEDO – Association for Education and Local Development, Porto (PT) MJC Montluçon, Montluçon (FR)Intercultural Association ”Roma Porto Franco”, Rome, (IT)Cedeum (Serbia and Montenegro)


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Foundation Archimedes/ Estonian Socrates National Agency

The main goals of the project were to introduce theForum Theatre method as one of the techniques ofinteractive theatre and to explore the effects of its´approaches among different groups in adult educa-tion. The Forum Theatre uses specific techniquesdesigned for teaching people how to take an activerole in their community and Forum Theatre is con-sidered as a “tool for social change” as well. Theproject brought together the practitioners of forumtheatre and adult educators working in variousEuropean communities to share experience andgood practice.

ActivitiesIn addition to organisation of the forum theatre playsand workshops where violence and problems infamily were the main discussed topics, the web sitewww.culture.ro/forumtheatre and the trainers hand-book and a methodological guide ”Adventures inForum Theatre” were created.

MobilityProject meetings, workshops, plays, discussions -involving all partners were organised during whichthe practitioners and learners exchanged experi-ences, knowledge and skills.

QualityThe participation in the project gave the members ofthe team the opportunity to introduce an innovativeand fascinating theatre method in different places inEstonia and to combine this way the theatre andadult learning. The handbook for trainers publishedin cooperation with the partners is an excellent toolfor all beginners in the field of interactive theatreand assures the implementation of the socio-peda-gogical method as well. The young adults who hadbeen involved in the project got a chance to learnfor life using their creativity and problem solvingskills.

SummaryThanks to the project the Forum Group of VATTheatre has (as still the only forum theatre methodpromoter in Estonia) gained in quantities new expe-riences, knowledge and contacts from the col-leagues of other European countries. As the groupwas before more focused on school children, thelearning partnership has given a new potential tar-get group – the adults.

Assessment”Forum Theatre in Adult Education” is the first winner of the E-Quality Label of Grundtvig LearningPartnerships in Estonia amongst the projects in 2001 - 2006. It is considered as one of the most innovativeproject in Estonia, involving actively adult learners due to the specific approach of the forum theatre and topromoting non-formal learning opportunities among young people.

VAT Theatre Address: Tõnismägi 2, PK 3242CIP Code Town: 10505 Tallinn Country: Estonia

Tel: + 372 645 0959

E-mail: [email protected]: www.vatteater.ee

Contact: Ms Mari-Liis Velberg

Project period: 08/2003 – 07/2005


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Partenariat:CIDAF, Bucarest (RO)IES. Los Viveros, Séville (SP)Komvux Dodervarn Rosergard, Malmoe (SW)IES Caura, Coria Del Rio (SP)


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A.D.S.E.A. Logis Formation: Publics défavorisés et chances en Europe

Description généraleADSEA accueille des jeunes en difficulté d’insertionsociale et professionnelle, en situation de rupturescolaire, sociale et/ou familiale. Les objectifs de l’or-ganisme visent la redynamisation, la valorisation, ladéfinition de projet individuel d’insertion, et la quali-fication professionnelle. Le public concerné est con-stitué de jeunes en danger d’exclusion, confiés àLogis Formation par les services sociaux et judici-aires de protection de la jeunesse. Grâce au projet,ces jeunes vont sortir de leur environnement etaccéder à des échanges européens « en prenantl’avion comme les autres ». La priorité est donnéeà la compréhension mutuelle et à la conceptiond’outils de travail en partenariat.

Qualité Les jeunes accueillis, habituellement reclus, ontvécu une expérience de coopération internationale,élargissant ainsi leur potentiel culturel et linguis-tique, chance supplémentaire d’insertion sociale etprofessionnelle. Les formateurs ont échangé leurspratiques éducatives à partir d’études de cas depublics défavorisés, marginalisés, exclus. Ce projeta eu pour effet de déclencher une grande curiositéde la part des organismes de tutelle (justice, aidesociale) et une volonté de participation à cetteouverture des pratiques dans le champ social etcelui de l’insertion.

ActivitésLe projet a induit une modification sensible des péd-agogies : cours linguistiques intensifiés et orientéssur la conversation/communication, préparation cul-turelle et documentaire,rencontre des partenaires locaux, appréhensiondes mécanismes décisionnels de l’Europe, créationd’outils pédagogiques communs. La relationapprenant/équipe éducative est plus spontanée etbénéficie de la dynamique européenne.

Mobilité63 personnes ont participé au projet mené sur troisannées. 24 jeunes et 10 accompagnateurs ont puvivre des séjours d’échanges transnationaux.

RésuméLe partenariat européen est maintenant intégrédans le projet pédagogique d’ADSEA comme outild’aide à l’insertion de publics défavorisés. Il s’agis-sait de rétablir une égalité des chances, de restaur-er la confiance chez les jeunes, de faire preuve detolérance envers les personnes à besoins éducatifsspécifiques, de donner accès à une cultureeuropéenne et des chances d’insertion.


ADSEA hosts young people with learning difficultiesand social and professional integration. The organi-zation aims at defining, impulsing, and promotingthe youngsters’ self-integration project and alsoimproving their professional skills. The target groupis composed of young people in a risky situation ofsocial exclusion, entrusted to Logis Formation bysocial and justice services in charge of ChildProtection. The project will give these young peoplethe opportunity to get out of their usual grim socialenvironment and participate to Europeanexchanges: for example: they will be able to travelby plane like any other European citizen.

The priority in this kind of project is to help the dif-ferent partners to reach mutual understanding andimplement working tools together.

QualityThe hosted youngsters, generally socially excluded,have lived an international cooperation experience,which reinforce their cultural and linguistic potential,another chance for social and professional integra-tion. The trainers have exchanged learning prac-tices on the basis of case studies dealing with dis-criminated, marginalized, excluded persons. Theproject has stimulated the interest of regulatoryauthorities, which now want to participate in theopening of practices in the social and integrationdomain.

ActivitiesThe project has led to a sensitive modification ofteaching methods: intensified linguistic coursesfocused on conversation/communication, culturaland documentary preparation, meeting of local part-ners, apprehension of decision-making mecha-nisms in Europe, creation of common educationaltools. The relationship learners/trainers is morespontaneous and benefits from European dimen-sion.

Mobility63 persons have participated in the project, devel-oped during 3 years, 24 learners and 10 trainershave experimented exchanges transnational trips.

SummaryThe European partnership is now integrated in theeducational project of the Adsea as a tool for help-ing integration of excluded persons. The question isto reestablish equal opportunity, to restorate theconfidence of the young, to promote tolerancetoward persons who have specific educationalneeds, to give access to a European culture andsome chances of integration.

ADSEA Logis FormationRue de l’église Saint-Germain Laxis – 77950 Maincy (FR)

Tel: 01 64 14 42 00

e-mail: [email protected]

Contact: Béatrice Demange

Assessment“to give the opportunity to involve in a European partnership for young people at risk of social marginali-sation: this beautiful project focuses on how to regain one’s self confident through social and educationalactivities.”

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Partner schools:University of Malta – Msida (MT)Virtuelles Institut fur Fort- und Weiterbildung – Lachenbach (AT)Amedì Multimedia e Formazione - Ostuni (IT)


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Istituto Statale di Istruzione Secondaria Superiore G. Salvemini:Sviluppo di competenze e metodologie nel campo dell’Educazionedegli Adulti mediante l’uso di TIC.

Il progetto offre ai docenti delle istituzioni partneroccasione di crescita e miglioramento delle compe-tenze professionali e culturali, fornendo un suppor-to metodologico e didattico per l’innovazione deimetodi di insegnamento ed apprendimento tramitele TIC. Nella prima fase si è individuata la metodo-logia comune per effettuare un’indagine territorialee sulla base dei risultati è stata elaborata una rispo-sta ai bisogni individuati. Il progetto, consentendo loscambio di progettualità, con l’uso dei nuovi mezzidi comunicazione (e-learning and videoconferenza),del monitoraggio e della valutazione relativi ai corsisperimentali di alfabetizzazione di Inglese eInformatica e al sito web sviluppato da tutti i partner.

Attività Incontri multilaterali con insegnanti e allievi; realiz-zazione delle pagine del sito web e videoconferen-ze; realizzazione di corsi sperimentali di alfabetiz-zazione degli adulti aventi come tematiche Inglesee Informatica di base; valori degli indicatori di moni-toraggio e valutazione, raggiunti durante la fase diapplicazione sperimentale della metodologia; mee-ting pubblici.

MobilitàNegli incontri a Lachenbach e Msida sono stateorganizzate iniziative per divulgare informazionisulle attività e sui risultati.

QualitàGli obiettivi sono stati raggiunti in modo completoattraverso attività varie, con la partecipazione attivadei discenti adulti e la dimensione europea è piutto-sto accentuata. I prodotti finali sono eccellenti.Molto sviluppata e approfondita la valutazione, gra-zie all’utilizzo di metodologie appropriate. La disse-minazione è stata capillare ed ha il coinvolto lecomunità locali ed i media. Fra i punti di forza si rile-va la varietà dei destinatari finali: discenti adulti maanche docenti. Innovazione, benefici e gestionedelle attività rispondono a pieno alle priorità del pro-getto e in generale allo spirito dei partenariatiGrundtvig.

Sintesi Il progetto è stato realizzato in modo molto soddi-sfacente. Le istituzioni coinvolte provengono daambiti educativi diversi e ciò ha permesso unabuona divisione dei ruoli e dei compiti. La sostenibi-lità necessita maggiori sviluppi ma nel complesso ilprogetto è molto buono sotto tutti i punti di vista.

Agenzia Nazionale Socrates Italia

This project aims to provide teachers/trainers of thepartner institutions with new opportunities toincrease and improve their professional competen-cies in the field of adult education. On the basis of aregional analysis, an appropriate offer for furthereducation was elaborated for an accurate needsanalysis. The project has offered new opportunitiesto improve and enhance the Specific EducationalOffer of each institution and has allowed the directexchange and comparison of didactic practices,planning of activities, training in other institutions,with the use of ICT: e-learning, videoconferencing,monitoring and evaluation carried out during thecourses. The target groups of this initiative were:local community groups, economically or sociallydisadvantaged groups and women.

ActivitiesMultilateral meetings with teachers and learners;setting up of web pages and videoconferences;development of experimental courses for adults inthe fields of English language and ICT; developmentof tools for monitoring and evaluation through theuse of an experimental methodology; public meet-ings.

MobilityDuring the meetings in Lachenbach and Msidathere have been dissemination activities concerningthe dissemination of useful information about theactivities and the project results.

QualityThe objectives have been reached completelythrough a number of activities with the active partic-ipation of the learners. The European dimension israther strong and the final outputs are outstanding.The evaluation is very detailed and thorough andhas been developed with the use of ICT. The dis-semination has successfully touched a wide rangeof subjects involving local authorities and the media.The project’s strong points are: the target groups(which include both learners and teachers), theinnovative element, benefits and management ofthe activities which totally satisfy the projects aimsand in general the very essence of Grundtvig part-nerships.

SummaryThe project has been carried out extremely well.The institutions involved belong to different contextsand this has allowed an excellent division of tasksand roles. The sustainability needs further develop-ments but, all in all, the project is of a very high stan-dard.

Istituto Statale di Istruzione SecondariaSuperiore G. SalveminiVia Attoma - 72015 Fasano - Brindisi

(+39 ) 080 4414697 / 080 4414286

www.itcsalvemini.org - www.teseo.cc

Contact person Anna [email protected]

AssessmentThe project has offered new opportunities to improve and enhance the Specific Educational Offer of eachinstitution and has allowed the direct exchange and comparison of didactic practices, planning of activi-ties, training in other institutions, with the use of ICT: e-learning, videoconferencing, monitoring and eval-uation carried out during the courses. The strong points of the project are: the direct and active involve-ment of both learners and teachers, the innovative methodology, the excellent division of tasks and rolesand the strong European dimension. The final outputs are outstanding and the dissemination touches awide range of subjects, i.e. local authorities, the media, etc. All in all, the project has been carried outextremely well and it reaches the very essence of Grundtvig partnerships.

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Projekto partneriai/project partners:Zographou municipal enterprise of development, Zographou (GR)Action Space Mobile, Barnsley /S.Yorkshire (EN)Greta de Bourges/Saint Amand, Bourges (FR)Republic Centre of Education, Chotebor (CZ)Foundation for Distance Learning of Disabled People, Bucharest (RO)Pedagogisk Senter Karmoy, Kopervik (NO)


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Institucija/Institution: VšĮ Alytas jaunimo centrasProjekto pavadinimas: Žmonės su ypatingais poreikiais susitinka suypatingu menu/ “People with special needs dating with special arts”

“Žmonės su ypatingais poreikiais susitinka suypatingu menu“– Grundtvig mokymosi partnerystėsprojektas, laimėjęs pirmąją vietą „Europos kokybėspažymėjimo“ konkurse Lietuvoje. Šis projektas išvisų, konkurse dalyvavusių 2001-2006 metųGrundtvig mokymosi partnerystės projektų,išsiskyrė savo veiklų kokybe, novatoriškumu, toler-ancija ir pagalba neįgaliesiems, suteikiant galimybęugdyti ne tik pagrindinius įgūdžius, bet ir lavinant jųkūrybiškumą.

Projekto tikslas - sukurti produktyvų laisvalaikio lei-dimo būdą neįgaliesiems, tuo pačiu padedant jiemsįgyti daugiau pasitikėjimo savimi bei atveriant durisį visuomenę. Įgyvendinant projekto tikslus buvopasitelktas teatras, muzika, fiziniai pratimai, Rytųkovos menas, dailės terapiją.

VeiklosProjekto metu neįgalieji susipažino su kinu kultūrabei Rytų kovos meno pagrindais, mokėsi šešėlinioteatro elementų, kvėpavimo pratimų. Vyko dailėsterapijos pamokos. Buvo organizuotas marionečiųkonstravimas bei jų naudojimo apmokymai.Sukurtas spektaklis pagal kinų pasaką „Drakonotrobelė“.

MobilumasPasiekti rezultatai buvo aptarinėjami projektiniųsusitikimų metu, dalyvaujant mokytojams, mokini-ams ir projektų koordinatoriams.

NaudaMokymosi partnerystės dėka daugiau sužinota apietokias pedagogines praktikas ir metodikas kaip: Tai-Chi Chuan kovos menas, šešėlinis teatras,improvizacija judesio bei muzikos kontekste.Projekto metu įgytos žinios buvo integruotos įmokymo programą, o su neįgaliais dirbantys moky-tojai patobulino savo darbo metodiką. Vykdant pro-jektą buvo remtasi Europinio mąstymo vizija.Neįgaliems žmonėms buvo stengiamasi suteikti gal-imybę pasijusti Europos dalimi, suvokti savoreikšmę, kuriant vieningą Europą.

SantraukaŠio projekto dėka neįgaliųjų mokyme buvo panau-dota novatoriška Rytų menų metodika. Projektassuteikė galimybę naujų žinių įgyjimui. Neįgalūsasmenys išbandė save naujose veiklose. Institucijaįgijo naujos patirties tarptautinių projektų adminis-travimo srityje. Tai paskatino dar aktyviau dalyvautitarptautinių ir nacionalinių projektų kūrime ir įgyven-dinime.

Education Exchanges Support Foundation – Lithuanian National Agency

ActivitiesDuring the project the disabled acquainted withChinese culture and basics of Chinese War Art. Thelearners were introduced to the elements of BlackTheatre, exercises of breathing and therapeutics ofart. There was organized the construction of pup-pets and trainings how to use these puppets.

MobilityThe results of activities were discussed during theproject meetings where the trainers, trainees andproject coordinators participated.

QualityThrough the Learning Partnership the trainers got toknow more about such pedagogical methodic as TaiChi Chuan War Art, The Black Theatre, improvisa-tion in the context of movement and music whichhelps the disabled to relax and express their inward.The knowledge gained during the project was inte-

grated into the learning program. The trainers work-ing with disabled improved their methodic. In pur-suance of the project it was referred to the vision ofEuropean thinking. The project gave a possibility tothe disabled to find themselves as the part of theEurope and to realize their importance on creatingthe united Europe.

SummaryThanks to this project it was used the innovativemethodic of East Art in the field of disabled teach-ing. The project gave a possibility to gain newknowledge. The disabled gave themselves a try innew activities. The institution obtained new experi-ence in the international project administration. Thisexperience encouraged to be more actively in thecreation and implementation of national and inter-national projects.

Assessment“People with special needs dating with special arts” is the Grundtvig Learning Partnership project, whichis the winner in the E-Quality Label competition in Lithuania. This project was distinguished amongst allthe Grundtvig Learning Partnership projects in 2001-2005 for its quality of activities, innovation, the tol-erance and support for disabled people giving them the possibility to educate not only the key skills butalso developing their creative and spiritual satisfaction.The main goals of the project were to create the method for disabled in order to make their leisure pro-ductive herewith helping them to become more confidants and opening the door to the society. With aneye to seek the goals there were used theatre, music, physical exercises, Chinese Art War and thera-peutics of art.

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Partnership:CUDV Dolfke Bostjancic Draga (Sl), coordinatorRed2Green (UK)John Paul II Centre of Support to people with profound handicap (PT)Vocational training center of Thrace Athena (GR)


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Center za usposabljanje, delo in varstvo Dofke Boštjančič Draga:Možnosti vseživljensekega učenja za odrasle osebe z motnjami vduševnem razvoju/Lifelong opportunities for adults with learning disabilities

OcenaPartnerstvo išče načine za boljšo vključenostodraslih s posebnimi učnimi potrebami v sodobnodružbo. Delo z izbrano ciljno skupino je izrednozahtevno, zato je izpeljava projektnih aktivnostitoliko bolj zahtevna. Projekt odlikuje konkretnostrezultatov, izpeljava vseh zadanih nalog, predvsempa vključenost ciljne skupine v dogajanje skozicelotno projektno obdobje.

Splošni opisEden izmed ciljev projekta je bil odpraviti predsodkein napačno razumevanje učenja odraslih oseb zmotnjami v duševnem razvoju, ter informirati širšojavnost o njihovih potrebah po izobraževanju.Partnerji smo predstavili lokalne izobraževalneoblike ter uspešne učne metode, namenjenevseživljenjskemu učenju odraslih oseb s posebnimiučnimi potrebami. Poleg predstavitve izobraževanjaodraslih oseb z zmernimi, težjimi in težkimi motnja-mi v duševnem razvoju je pomemben dosežek pro-jekta tudi priročnik, ki opisuje različne izobraževalnemodele, zasnovane na rezultatih projekta, izkušnjahin dolgoletnemu neposrednemu delu partnerskihorganizacij.

AktivnostiMednarodno sodelovanje je odprlo nove možnostipreveriti naše delo, kaj delamo dobro, kje bi lahkobili boljši, omogočilo je izmenjavo rezultatov dobreprakse dela. Analize in primerjave sistemov, pripra-va strokovnih prispevkov, obveščanje javnosti, med-narodni sestanki in drug aktivnosti so nas pripeljaledo uresničitve zadanih ciljev. Koordiniranje projekta

je pomenilo včasih tudi spodbujanje partnerjev, daso ti pravočasno opravili svoje zadolžitve.

MobilnostiProjektni sestanki so bili poseben izziv, saj so nanjih sodelovali tudi odrasli s posebnimi potrebami.Vendar pa je bila to odlična priložnost zanje, da sospoznali nove dežele in prijatelje.

KakovostProjekt se lahko pohvali s strokovnim priročnikom,ki v prvem delu predstavlja teoretična izhodiščavseživljenjskega učenja v državah partnericah ternadaljuje s praktičnimi primeri iz vsakdanjega živl-jenja odraslih oseb z učnimi težavami. Dosežek jenadgrajen tudi z DVD predstavitvijo različnih izo-braževalnih in zaposlitvenih aktivnosti ter pred-stavitev projekta na spletnih straneh. Največjododano vrednost pa zagotovo pomeni vključitevcilje skupine v projektne aktivnosti, saj so udeležen-ci lahko delovali izven okvirjev v katerih sicer delu-jejo, nastala literatura pa je zato preverjeno vero-dostojna.

PovzetekSodelovanje ustanov iz Anglije, Grčije, Portugalskein Slovenije se je pričelo kot učno partnerstvo vokviru evropskega projekta Grundtvig 2. Intenzivnakomunikacija, spodbujanje partnerjev, pripravastrokovne literature, predvsem pa vključitev odraslihoseb s posebnimi učnimi potrebami, je vsemsodelujočim prineslo nova spoznanja, izkušnje,ideje za nadaljnje delo in dragocena poznanstva.


General descriptionThe aim of the project was to examine the role ofeducation and work opportunities for adults withlearning disabilities. The population involved in theproject is unprivileged as regards their economicand social position; they also have less opportuni-ties to participate in different cultural invironment inwhich they were able to employ their knowledgeand skills obtained in the process of education.Beside of presentation of adult education for indi-viduals with moderate, severe and profound disabil-ities, one of the main practical outcomes was pub-lishing “Living and learning” manual, whichdescribes different educational models, based onproject results, experiences and practical work inpartner countries.

ActivitiesInternational co-operation gave us an opportunity toverify our work and that we could see what we aredoing right and where we could achieve betterresults. Analyses, comparisons of different educa-tional systems, experts work, public relations andinternational mobilities leaded to successful conclu-sion of the project.

MobilityProject meetings were always a challenge, sincepersons with special educational needs were alsoattending these events. But for them it was a uniqueexperience to travel, to see other countries and getto know new friends.

QualityProject promotes European co-operation in lifelonglearning by sharing, disseminating and putting intopractice innovative learning processes includingnew methods and taking into consideration all, med-ical, educational and social special needs of adultswith learning disa bilities. One of the main practicaloutcomes was publishing “Living and learning”manual, which was also accompanied by DVD pre-sentation of activities and partnership web page.Special added value was added by our adult learn-ers who were actively participating during the wholeproject period and contributed to experts work ontheirs most possibilities.

SummaryThe purpose of the project was not only to examinethe role of education and work opportunities foradults with learning disabilities and end products;the participation of learners in the meetings and inpreparation of materials was an excellent opportuni-ty for their socialisation, learning about new coun-tries and meeting outside the social framework with-in which they normaly function.

Center za usposabljanje, delo in varstvo DofkeBoštjančič DragaDraga 11292 Ig

Tel: + 386 (0)1 420 26 00

E-mail: [email protected]: http://www.center-db.si

Contact person: Ms. Marija Turman Lemajič

Project period: 2003-2006

AssessmentThe partnership was very goal oriented and results are therefore measurable and concrete. All tasks weresuccessfuly accomplished and taking in consideration that the target group of partnership was activelyinvolved in project activities (also mobilities), we see this project as an example how even hardest issuescan be solved.

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Partner institutions:ABS WYDA, Zdar nad Sazavou (CZ)Fristads Folkhögskola, Fristad (SE)ANDRAS, Association of Estonian Adult Education, Tallinn (EE)ROC Flevoland (NL), geassocieerde partnerSchweizerische Verband für Weiterbildung (CH), stille partner


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Stichting voor Volkshogeschoolwerk: TROG - The Revival Of Grundtvig

AlgemeenDe Stichting voor Volkshogeschoolwerk inNederland stimuleert en ondersteunt initiatieven envernieuwingen in de volwasseneneducatie dievoortborduren op de idealen van het volkshoge-schoolwerk. De Stichting richt zich op de emancipa-tie en zelforganisatie van achtergestelde groepen inde samenleving, het opkomen voor democratischeverhoudingen, het verwerven van greep op deeigen wereld, het samen leren door uitwisseling enverdieping van ervaringen en visies, het samenwer-ken vanuit verschillende levensovertuigingen, cultu-ren en achtergronden.

ActiviteitenHet project TROG - The Revival Of Grundtvig - wasgericht op de Week van het Leren / Adult LearnersWeek (ALW). Er vond uitwisseling en discussieplaats over succesvolle lokale ALW’s en goedevoorbeelden, met het accent op het betrekken vanachtergestelde regio’s in activiteiten tijdens denationale ALW. Dit heeft geresulteerd in een uitge-breide publicatie, die is verspreid in de deelnemen-de landen en via Europese netwerken. In iederdeelnemend land werd een ‘tweede cirkel’ van per-sonen en organisaties ingeschakeld om de project-bevindingen te bespreken en verspreiden, en zo heteffect van het project te vergroten.

MobiliteitEr zijn zes projectbijeenkomsten van twee tot driedagen geweest in de verschillende deelnemendelanden, gevuld met uitwisseling, discussie, studie-bezoeken en ontmoetingen met de tweede cirkel terplaatse.

KwaliteitHet project heeft een verheugend aantal kwalitatie-ve aspecten. De belangrijkste doelstelling is volle-dig gerealiseerd: een interessante publicatie. Ookwas TROG van belang voor de persoonlijke ontwik-keling van de deelnemers. Er vond een groei plaatsvan de Adult Learners Weeks in de partnerlanden.Het betrekken van een groot aantal nationale per-sonen en instellingen in een tweede cirkel zorgdevoor een olievlekwerking: de verspreiding van resul-taten en bevindingen was zeer groot.De Stichting voor Volkshogeschoolwerk heeft metTROG een bekwaam en strak uitgevoerd projectafgeleverd, waarin een aantal bemoedigendegoede voorbeelden van ALW’s werden beschreven.Partners inspireerden elkaar om landelijke initiatie-ven te tonen en velen bij hun werk te betrekken. Depresentatie van de resultaten is helder, toegankelijken inspirerend.

IntroductionThe Stichting voor Volkshogeschoolwerk stimulatesand supports initiatives and innovative practices inadult education that build on the ideals of folk highschool work. The Stichting focuses on emancipationand self organisation of disadvantaged groups insociety, maintaining democratic relations, getting agrip on your personal environment, learning togeth-er through exchange and deepening of experiencesand ideas, working together from different philoso-phies of life, cultures and backgrounds.

ActivitiesThe aim of the project TROG was to exchange anddiscuss successful local models and good practicesof activities during Adults Learners Week (ALW),with an emphasis on involving disadvantagedregions in the ALW. The project resulted in a com-prehensive publication, which was disseminated inthe partner countries and through European net-works. Each partner involved a second circle oforganisations and persons in the project in orderanalyse and disseminate the project outcomes inorder to enhance the impact.

MobilityThe partners organised six project meetings, eachlasting two or three days, in the partner countries.Every meeting consisted of exchanges and discus-sions, meetings with representatives of the nationalsecond circle and study visits.

Stichting voor Volkshogeschoolwerk inNederlandJarig van der Wielenwei 329243 SH BakkeveenThe Netherlands

Tel.: +31 (0)516 543849

E-mail: [email protected]: www.volkshogeschool.nl

Contact: Ms Lidwien Vos de Wael

Project period: August 2003 – July 2005

AssessmentThe Grundtvig project TROG - The Revival Of Grundtvig - has a significant number of good qualityaspects. The most important objective, an interesting publication on Adult Learners Week (ALW), wasrealised to the full. The project also proved an important basis for personal development of the partici-pants. The organisation of ALW in the partner countries was improved. Involving a ‘second circle’ of per-sons and organisations on a national level ensured a good impact: the results and findings were dissem-inated widely. The Dutch partner, Stichting voor Volkshogeschoolwerk, has presented a skilfully laid outand tightly run project, that describes a number of encouraging good practices for ALWs. The partners col-lected numerous national initiatives, involving many colleagues from other organisations in the discus-sions. The project results are presented in a clear, accessible and inspiring publication.

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Europees Platform voor het Nederlandse Onderwijs, The Netherlands

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