Multilingualism Serving Social Inclusion and Professional Development.
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Transcript of Multilingualism Serving Social Inclusion and Professional Development.
![Page 1: Multilingualism Serving Social Inclusion and Professional Development.](https://reader036.fdocuments.in/reader036/viewer/2022062322/56649e9e5503460f94b9feb3/html5/thumbnails/1.jpg)
Multilingualism Serving Social Inclusion and Professional
Development
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European Family Learning Network
• Grundtvig 4 programme• From 2006- 2009 Partners:• Finland• France• Germany• Ireland• Italy• Norway• Poland• Romania• Slovenia• UK
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Meeting the priorities of the EU:
• Access to and participation in lifelong learning for all, including disadvantaged people should be promoted and improved at national and community level
• Reduce poverty and social exclusion among marginalized groups.
• improve people's skills and help them towards active citizenship and personal autonomy
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Objectives:
• Create and maintain a high quality website
• Create a European Family Learning publication to promote the benefits of a Family Learning approach
• Dissemination strategy
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Aspects:
• Family members learning together
• Stages of family life
• Relationships, roles
• Taking responsibility in a wider society
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Actions:• Inaugural Network planning meeting. (October 2006 London, UK)
• Network planning meeting. (May 2007 Marseille, France)
Seminar on Family Learning and social inclusion, working with migrant families
• Network planning meeting (November 2007 Genova, Italy)
Seminar on Parental Involvement
• Network planning meeting (May 2008 Karjaa, Finland)
Seminar on Family Learning and Citizenship
• Network planning meeting. (October 2008 Iasi, Romania)
• Seminar on national network and infrastructure development
• Conference and dissemination event (June 2009 Birmingham, UK )
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www.efln.eu
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• Comenius programme• From 2007 to 2009• Partners:• United Kingdom• Spain • Lithuania• Romania• Poland
No Child Left Behind
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Meeting the priorities of the EU:1. The project establishes a discipline
during the school years of instilling a “thirst for learning”
2. It follows a thread of European cultural context and it contextualizes the learning making it meaningful
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1. It develops employability skills amongst participants: creativity, self-esteem, confidence and achievement
2. Teachers are provided with previously untried or undiscovered methodologies shared via national and international networks
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Key words:
• Thirst for learning
• Life skills
• Achievement
• Adapted methodology
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Objectives:
• To improve achievement
• Equip young people with life skills
• Offer a contextualized learning so that the learners would understand its benefits
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Actions:• Piloting the training package• Adjusting the programme according to the
partners• Piloting the training with each partner• Evaluating the training (trainees, trainers,
individual observer)• Readjust the training• Creating support materials
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Target groups
• Trainers
• Adults members of the family
• Children
• Local policy makers
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Room for local implementation?...
• Would you need to implement these ideas in your area?
• What would be the best way of doing that?
• Who would benefit from them?
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Office InterActors• Leonardo da Vinci
• From 2009-2011
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• build lasting collaboration relationships between with key beneficiary organisations from
• Business & Administration able to multiply the effects of the immediate impact
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• staged release of information by the tutors, authoring tools, internal e-mail and chat mechanisms, on-line editing and exchange of electronic files etc
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• engaging teamwork and negotiation at the level of both the national groups and internationally
• initial, formative and summative (self-/peer-) assessment and evaluation activities
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Structure
1. Internal tutor training and methodological transfer
2. Office InterActors pilot round of courses for end-beneficiaries
3. Office InterActors – Official Launch4. Office InterActors second round of
courses for end-beneficiaries
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What do these projects change?
• Understanding the need of being up to date with the new society and its requirements
• Offering a general view on the wider European community and thus having better understanding of personal characteristics
• Promoting self awareness and self confidence• Encouraging intergenerational support• Putting theory to practice through useful
activities• Supporting practitioners
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Lucia Elena Petrescu
EuroEd