Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores.
xx Bild ACCESS’SPORT - Sports and social inclusion
https://eurocircle.fr
France - Learning Environment - Inclusion - Responsibility & commitment - Teamwork - Communication - Leadership
ACCESS’SPORT
Sports and social inclusion
Context and Setting
Based on the best practice “The English Access Microscholarship Program (Access)” which provides a foundation of English language skills to bright, economically disadvantaged students, primarily aged 13 to 20, in their home countries. Access programs give participants English skills that may lead to better jobs and educational prospects. Participants also gain the ability to compete for and participate in future exchanges and study in the United States. Since its inception in 2004, approximately 150,000 students in more than 80 countries have participated in the Access Program. Eurocircle in 2017, with the support of the Prefecture des Bouches du Rhône and the Consulate of the United States in Marseille, developed a programme “ACCESS’SPORT” based on the model of the real ACCESS but targeting young people with fewer opportunities.
Objectives and target group
The goals:
To teach English to NEETs coming from difficult areas and backgrounds in Marseille
To enrol them into a sport activities in order to change their routine and to teach them respect and rigor and give them some health care tips
To engage them into a „Youth Exchange“ abroad
The target group:
up to 16 Young people, 18 to 25 years old, with fewer opportunities.
Activities
English courses
Every morning in a non-formal way, it consists of linguistic courses but also culture and civilisation discoveries; discussions and role plays.
English evaluation the first day and the last day in order to be able to see the evolution of each young person in a more formal way (based on the model of the “The English Access Microscholarship Program”).
Sports activities
Under the “Service civique” contract, the young persons were involved each afternoon in a sport structure and were integrated into a group. The young person was encouraged to play different roles: the player, the leader, the referee in order to learn the proper attitudes and behaviors to have.
Concept and Methodology
Collective and individual support
Experiential learning
Non-formal methods
Active participation of the group in suggesting English topics for the morning and Sports games for the afternoon
Service Civique rules: so the young people were receiving a subsidy and were linked to Eurocircle by a legal contract which enables them to learn to behave properly for a future professional integration.
Youth exchange: basic rules from the European program
Elements of a successful learning space
a) Preparation
Young people were selected upon meeting the criteria defined by the funders (Prefecture and Consulate) and depending on the motivation and willingness of the candidate to change, to give his / her life a new turn. Intensive 5-day training before starting was delivered with non-formal method in order to present the project, the goals, to create group cohesion and to focus on motivations, expectations and fears of the laureates. Second intensive 5-day training was hold just before departing for the youth exchange in order to prepare them to intercultural learning. Third and final 5-day training at the end of the program: to evaluate the path of each young person, to reflect and prepare the after.
b) Postprocessing
Regular meetings between the project managers, the English teacher and the tutor in the sport association
Regular meetings with each young person.
Additional meetings in case of improper behavior
c) Accompanement:
Collective accompaniment during the program at local level
Collective accompaniment during youth exchange in Europe
Qualitative and quantitative evaluation by different actors (hosting structures)
d) Other special features worth mentioning
This project model was only used for a year. Then, for the following years, Eurocircle continues with this model-based project but adding some changes in order to give more space to intercultural learning and mobility. The project was transformed for the international part but all the rest of the practice remained the same. The new version is called now “Youth Ambassadors of Solidarity” (Jeunes Ambassadeurs de la Solidarité JAS). Young people (same criteria for recruitment) are doing:
1-month intensive training on languages (English + languages of the hosting country) + intercultural preparation workshops
6-month civic service abroad in the solidarity / social / humanitarian fields
5-day training at the end of the program: to evaluate the path of each young person, to identify and recognize acquired competences, to reflect and prepare the after.
Evaluation
Group evaluations and individual evaluations
Oral and written evaluation
Different tools: open questions and “Yes/No” questionnaires
Feedback from different actors (written and oral format)
Standardized evaluation by English teacher in order to teach a specific level of English and to give a certification in the end that young people can refer to when needed.
### Bild ergänzen SPACE
https://www.sjusam.se
Sweden - Learning Environment
SPACE
Powered by 7 municipalities, Sjuhärad
Focus of the project SPACE (former KRUT)
Focus: Strengthening of soft skills
Strengthening of soft skills in order for an individual to return to work and studies. Internship abroad with preparation and reintegration.
Situation
SPACE (former KRUT) "över gränserna" gathers all involved authorities plus an extensive individual and group support for the participant - a holistic approach for each individual. The project helped to increase the participants' (a) health (b) ability to activate themselves (c) Work training helped participants back to the job market.
Participants receives coaching / pedagogic support while participating in active health (walking together in a group once a week), on-the-job-training (before travelling abroad) and during internship abroad as well as with placements/further steps after home coming.
Important Aspects
+All involved authorities and the project are jointly involved in making sure the participant receives all support needed in order to go back to the job market.
+Expected result; participant should should go back to studies or work after project, or at least be closer to the job market or studies
+Group coaching is particularly successful. Participants (1)become confident in being in a social context, it (2)creates trust and the participants get to (3)meet others in the same situation.
+Active health (together in a group, see benefits above)
+Across boarders (3 weeks internship abroad)
+Vintage shop (on the job training)
+Work support function (coach joins participant to work and supports)
+Guidance from social worker/coach throughout the Project
Softskills
Confidence, trust, learn tools to handle and cope within a social context
learn to ask questions, show interest, be active and take responsibility
Ability to listen and take instructions and turn these into reliable actions.
Learning Principles
Peer-to-peer learning
Peer-to-peer learning interaction and cooperation with people from different backgrounds and ages creates security and confidence in social settings, enhances trust and a sense of togetherness as all participants are in the same boat (active health, across boarders)
During the project period (ca 6 months intensivly, 3 weeks abroad is possible, it is possible to stay longer within the framework of the project - which can also be a danger in terms of not moving on in life) The project is or becomes a platform, a place to be and a social context for some individuals.
Collective training combined with personalised support
In addition to collective sessions, there are also individual support, counselling and coachings every week.
By participating in professional individual and group coachings/ support every week, the participant becomes more and more at ease with a social context and develops social skills in this interaction, enabling the individual to move on to the next phase.
Learning-by-doing
Before the mobility, the participants accomplish an internship at home; on-the-job- training with or without a joining coach. Across boarders (mobility abroad like IdA) During a 3 week period the participants are challenged to be self sufficient abroad and confident enough to accomplish an internship. The time abroad helps the participant to reflect upon him/herself in a new framework and to see the situation at home in a different light - by realising it is possible to act and change: re-activation. Due to the short period of time the internship might be more of a learning to do what needs to be done rather than accomplish a project of ones own.
On-the-job-training is a social setting where social soft skills are trained naturally in the work environment social pedagogues are balancing and putting a perspective to actions and situations at work. During the job-training the participant can Look and learn / imitate behavour and execution of tasks at work. participant can learn to ask questions, show interest, be active and take responsibility.
Ability to listen and take instructions and turn these into reliable actions. Understanding of important parameters at work (motivation of employer, paying customer and to react accordingly). Participants will realise their own strenghts and weaknesses by feedback from employer and colleagues.
Greta G.
https://www.coordinationeurope.org
Sweden - Learning Environment Greta G. - Resilience - Responsibility & Commitment - Reflection - Communication
IdA project
Learning Environment Greta G.
Focus of the project
1. Media Workshop in a professional media company, becoming an official team member of the crew
2. Perform the official model contest Greta G. event in 6 Swedish cities
Situation
Becoming official team members in the Greta G. crew. First step was a media workshop in order to learn cameras, sound, pictures, editing and all aspects of the event, from casting models to building the cat walk, styling of models, catering & drinks to delivering a smashing event for paying companies, the city council and the audience/ town people.
Important Aspects
- Professional media crew (no teachers)
The participants are supported by a professional team w/ supervisor
- Clear expected result
Setting up and delivering a successful model event in several cities, film and take pictures of this event, build up cat walk, backstage set up, styling workshop, café, audience spots etc.
- Public work/ project
It is a real event supported by the city council and the business men in town - who show their collections and do PR for their shops via the model show
- Group dynamics/ real life social setting
Do participants help each other or not, do they compete against each other or not, who can do what, who is great and who is not
- Guidance social worker through IdA Project
- Receive real responsibility
participant is an official crew member responsible for his/her task within the project
Softskills
Resilience
Responsibility & Commitment
Reflection
Communication
Learning Principles
Training-on-the-job
Look and learn from “role model” (media professional) “copy cat”
Look and learn from media professionals, practice to become good in the respective task, ask questions, show interest, take action, take responsibility for the actions just-do-it (pretend to be professional)
Learning-by-doing
Receive instructions from role model/ professional, training independently and in the group, optimizations under auspices of professional
Ability to listen and take instructions and turn these into reliable actions. Understanding of important parameters in the project (motivation of employer, paying customer, municipality, audience - and to react accordingly)
Support from professionals
Professional support allows participants to move on to the next level by benefiting from the know-how and advice from the professional and his/her contacts
Peer-to-peer learning
Interaction and cooperation with people from different backgrounds and ages
The team of ca. ten people is a social setting where soical soft skills and socializing are trained naturally. IdA-social pedagogues are balancing and putting a perspective to actions at work and at “home”.
