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Hiking in Slovenia
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.
xx Bild Active Mobility
https://www.s-activa.se
Sweden - Learning Environment
Active Euromobility
Supported mobility
Focus of the project Active Mobility
Focus:
support individuals to reach work or education
Situation
Active Mobility. The project helps to increase the participants'
-health conciousness
-ability to activate themselves
-Work training before mobility
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.
Preparation phase
During the preparation phase, weekly meetings take place; an overnight stay at a folk high school, study visits to workplaces/internships, school (the one you are already in or one we arrange). It is a great advantage that the participant at home has the opportunity to gain work experience and routines before the implementation phase abroad.
In the preparations, it will be fun and varied if you occasionally hire external actors, for example for language teaching, conflict management or health and lifestyle, alternated with making some study visits to different workplaces and perhaps to the Public Employment Service.
The overnight-stay-element (the group stays overnight together) has proven to be very valuable and has had positive effects on the participants' interaction and group dynamics and gives a taste of living together. The participants get a shared experience together, which creates a feeling of coexistence and an opportunity to get to know each other better. We have chosen to collaborate with a folk high school: it is affordable, it is possible to hire educators for the desired content and there is the opportunity to get study information for the group. After the internship abroad if it may be relevant for some to study, then folk high school can be a good alternative.
Overnight-stay with accommodation has the following content:
-Cooperation and communication exercises in order to create a good climate in the group and get a good dynamic, get to know each other's strengths and weaknesses, gain an understanding of each other's differences and abilities
-Joint cooking to have the opportunity to plan, practically work together and distribute tasks
-Try to share a room with someone else before the stay abroad, where young participants can count on living at least two in one room.
-Develop a common set of values, how should we be towards each other in the group? Here, it is appropriate for the supervisors to initiate issues relating to non-discrimination, gender equality and accessibility, norms and criticism of norms.
In the preparation phase, we strive to get each participant to put their expectations into words. What is the purpose of going, what do you want out of it?
During the individual conversation, each participant receives positive feedback, for example if you have helped someone in the group, include all participants and been involved. There is also an opportunity to talk about which workplace you have as a wish in Sweden and / or the country you are going to.
Close contacts between sending and receiving organizations are important throughout the process in order to be able to match to the right workplace and gain an increased understanding of the participant's needs. A Skype meeting or similar is held where the participant, the handler and staff from the receiving organization have the opportunity to get to know each other.
Continuously during the preparation phase, the supervisors collect the participants' personal and contact information, information about supply and government contacts, information about any medicines that require Schengen certificates, allergies and draw up a consent where the participant knows contact and information exchange between us and authorities to facilitate planning. Each participant may also sign an agreement that it is mandatory to participate in all three phases.
An individual conversation with each person before departure is planned to give the participant the opportunity to give their views on the content, thoughts before the trip, expectations, fears, etc. Examples of important questions to ask the participant:
-Your thoughts of the trip ahead?
-Are you worried about something particularly?
-How do you feel about the group?
-Do you miss / want to change anything in the preparations?
During the individual conversation, each participant receives positive feedback, for example if you have helped someone in the group, include all participants and been involved. There is also an opportunity to talk about which workplace you have as a wish in Sweden and / or the country you are going to.
Close contacts between sending and receiving organizations are important throughout the process in order to be able to match to the right workplace and gain an increased understanding of the participant's needs. A Skype meeting or similar is held where the participant, the handler and staff from the receiving organization have the opportunity to get to know each other.
There must be a readiness to make mobility accessible, if necessary, provide support or be able to adapt premises and materials. Examples include reasonably long work shifts, reading out questions, help with spelling or wording, that there is a hearing loop and that you adjust the pace so that everyone keeps up.
Examples of content in the preparations
-Information about the project, the EU, the structure, the host organization, etc.
-Presentation, we get to know each other
-Security information: premises, evacuation, emergency exits
-Approaches and structures: computers, Internet, times, breaks, sick leave
-Passport and insurance card, bank card - withdrawal, security, lock number
-Introduction to the working material
-Labor market knowledge, what requirements asks an employer?
-Study information
-Europass, CV with request for an internship, three industries
-Accommodation, difficulties and possible solutions
-Homesickness
-Put words to expectations. What is the purpose
with you going, what do you want out of it?
-Expectations from the project owner, directing and receiving organization, employer, etc.
-Non-discrimination, gender equality, accessibility
-Participants who have been abroad and practiced tell about their experiences and experiences
-Language skills, simple phrases, listening to pronunciation. Preferably someone with the language as a mother tongue who can provide simple teaching.
-Travel times, airport, luggage rules, packing, security. How to act in case of delays / lost luggage on the way home?
-List relatives' contact information, enter ICE (In Case of Emergency) in the mobile.
-Budget for the internship weeks, currency conversion
-Contact forum - for example Facebook, closed group
-Investigate: what to do and discover in the town / area?
-Own responsibility: each participant is responsible for their own safety and to behave as an adult, eg not staying in unsafe areas and being careful with alcohol.
-Information from EURES Advisers, AF: working in another country
-What is required for the internship period to be successful for me, for the employer and for the receiving organization?
-The country's food culture - what typical foods are there?
-Feel good - physical activity, food, sleep, stress
-Socio-emotional training, conflict management.
-What do you need to think about before leaving home? Flowering, pets, bills, emptying refrigerators and garbage, etc.?
-The art of producing a report in different ways: text and images, slide shows,
film, blog, voice notes, etc. What do I need to bring with me for my documentation while abroad?
-Language skills, useful words and phrases in my internship.
-how to make the most out of your freetime? Take the chance to go sight seeing and discover the country!
Important Aspects
What is it with a mobility that makes a person develop and grow on various levels?
A qualitative study summarises project Active Mobility and advises which factors have led to change among participants;
-to get away from their home environment
-be responsible for themselves (without any back up from family or friends)
-the realisation I can manage more than I thought
-to be part of a new context and environment in which the participant can grow
-be active again, in a job, workshop, project etc has contributed to increased initiative among participants
-receiving support from other participants
-giving support to other participants have strengthend the participant
Softskills
self-confidence
greater confidence in one's own abilities
better at taking responsibility and standing on one's own two feet.
increased self-awareness (strengths and weaknesses)
Learning Principles
Conflict management, socio-emotional training
In our method, great focus is placed on conflict management. Through exercises, the participants will get strategies and mental preparation for how to act in difficult situations such as anxiety and anger. Above all, the participant needs to reflect on how they themselves react to different moods and tell this to the others in the group.
The group is asked to solve problems according to the following scale:
1. I try to solve the situation on my own.
2. I try to solve the situation with the help of my peers in the group.
3. I am looking for my contact person at the receiving organization.
4. I contact the sending organization.
Health and lifestyle
Many participants we have met over the years have a lack of knowledge about the factors that affect health and it is common to suffer from overweight and poor stamina. In order to be better equipped for and cope with working life, it is important to work with health-promoting initiatives and motivate to a healthy lifestyle. Many common diseases are linked to lifestyle, ie how we live our lives every day. Changing your daily habits can have major health effects in the long run and even small changes can make a big difference.
In an easy and unpretentious way, the participants should therefore learn how to adapt their lifestyle and add good habits to achieve better health.
Working life knowledge
In the preparations, there is a recurring topic: what concerns the demands of the labor market and expectations from an employer. Sometimes people in the target group have a diffuse picture of how the labor market works. Especially if a participant has their employment in an activity where there are not so great consequences if you are absent, the understanding of working life is small.
Exploring, seeing the country and culture is a way to develop and gain an increased understanding of others and get the chance for unique experiences.
Take Off Take In in Catalonia
www.clase-barcelona.com
Spain - Learning Environment Mobility - responsibility & commitment - resilience - self reflection
Take Off Take in Catalonia
Project in programm “Integration through exchange”
Focus of the project
Art Workshop with professional artist and final exibition in Barcelona
Second month: Internship in companies
Situation (what is happening and where )
A group of 12 young participants working one month in an art studio in the harbour quarters of Barcelona, a quarter where many artists have their art studios. Goal with the visual art workshop was to show the participants art work at the end of the month in a public vernissage. The supervisor was a professional artist. The professional artist gave “direction” in terms of topics for the participants to interpret in their own way. At the end of the workshop an official vernissage was organised by the participants to show their art work to people they didn’t know. After the visual art workshop, the participants embarked on a 4 week internship in small businesses around Barcelona. The participant and organiser together sought out appropriate internships.
Important Aspects
+Professional artist as supervisor (no teachers)
+Clear expected result (preparation of an exibition for the public showing all the artwork the youngsters did during one month.)
+Public work (the final exibition of the artwork is a real event so the participants have to prepare the exibition (buy food and drinks, manage money, make flyers etc and make publicity to invite people) .
+Support from a professional team (artist, social worker who gives pedagocial support, help from language school staff solving lange problems)
+Group dynamics/real life social setting (do participants help each other or not, is there a competion between them, who can do what, who is great and who is not)
+Guidance during the stay by social worker at home and in Barcelona through the IdA Project
+Give responsibility; participant is an offical crew member, responsible for his/her task within the project.
Softskills
1. Responsibility & commitment
2. Resilience
3. Self reflection
Learning Principles
Learning-by-doing
Free to do art work only with the guidance by a professional artist who gives direction, but does not say what to do.
FREE YOUR MIND AND MAKE ART WITHOUT THINKING TOO MUCH
Ability to listen and take instructions and turn these into reliable actions to prepare art work for a real exhibition.
Understanding of important parameters in the project like punctuality, responsibility, to be open minded to people they don‘t know in order to be able to to ask for help in all kinds of situations abroad, not only in the visual art workshop
Support from professionals
Ability to listen and take instructions and turn these into reliable actions to prepare art work for a real exhibition.
Participants will realize their own strengths and weaknesses by feedback from artist, social worker and also the other participants
Support of the artist allows participants to improve their art skills benefiting from the know-how and advice from the artist.
Peer-to-peer learning
Learning from each other by living together in shared flats during 2 months which was a new situation for many of them.
Participants will realize their own strengths and weaknesses by feedback from artist, social worker and also the other participants
The team of 12 people is a social setting where social soft skills and socializing are trained naturally. IdA-social pedagogues are balancing and putting a perspective to actions at work, reflection.
“Simple“ every day tasks are already a learning field for participants (who is doing the dishes who is not, what do we eat for dinner, who is cooking, who ate all the food in the fridge, who is not cleaning the bathroom etc..) living together and doing activities together offers many opportunities of learning to handle conflict managament, negotiate, stand up for oneself, compromise - a good level of communication needed for a constructive and positive solution.
xx Bild ergänzen Hen House
https://www.coordinationeurope.org
Sweden - Learning Environment - responsibility - problemsolving
Hen House
Learning Environment im Verbundprojekt
Focus of the project
Internship with a professional carpenter and his team
Independently building a hen house
Situation
Building project "Hen House" on a "farm" & soap manufactur with an official shop on site for paying customer. Carpenter team with 4 members have various assignments on the premises. Our participant choses to work with the hen house project alone. The hen house needs to be easy to operate, practical in summer and winter, feel good and safe inside and outside (and keep out the fox).
Important Elements in successful implementation
+Professional carpenter (no teachers) and team members
+Clear expected result (fully working comfortable and safe hen house with outside area)
+Semi-Public work / project (it is the real thing with real animals and business case with paying customers, in an environment supported by a professional team/supervisor
+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 at home through IdA Project
+Give responsibility participant is 100% responsible for planning, refurbishing, building and ideas
+Freedom of choice, what would I like to do in the project, today, what am I good at? what do I build and how?
+Freedom from expectations (some outside pressure in the hen house project to get the job done - customer is paying - and employers reputation is on the line.. social acceptance in the team)
Softskills
Responsibility & Commitment Creativity, problem solving
Communication Reflection
Learning Principles
Learning-by-doing /come up with a learning process of one's own, self activation and motivation
Reflection of what do I build and why? Take action, take responsibility for the actions just-do-it
Trial-and-Error
Realisation of idea through learning-by-doing and some trial-and-error with support of a professional
Participants have time to reflect upon and realise their own strenghts and weaknesses, they have freedom to develop and experiment with their project and themselves in their own time and their own way
Participants can also change or modify their goal according to new learnings (self-improvement)
Focus on understanding the steps necessary for the development of the project
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 3-5 people is a social setting where social soft skills are trained naturally in the work environment. IdA-social pedagogues are balancing and putting a perspective to actions at work and at "home".
This Mobility Learning Environment (LE) and the method learning by doing was successfully used during IdA-Projects in Småland.
### 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”.
Project Delta
This Mobility Learning Environment (LE) and the method learning by doing was successfully used during IdA-Projects in Småland.
The origin of this way of working "learning by doing" is partly in the swedish culture ("you can not give an intern a boring job, then s/he will lose interest - s/he has to be able to do the fun parts") and partly in the nature of the super- visors themselves. The supervisors for Greta G. are very social, friendly, including in their approach at the same time as they are sensitive to what the participants want to do, what they like and what they are good at. Firstly the participants receive a hands on introduction and training on the job, what does the participand need to learn in order to execute a specific task. The task is first trained and trained again until the result is good, the eye has been educated and sensibilised for the job. Then the agreed upon job is done by the participant. Like photoshoping model shootings, creating a flyer, learning to use a camera, cutting, editing, creating an intro, handling a camera, handling a film camera, filming live events etc. The clue was that the participants were integrated into the Greta G. Model Contest project - a real project where aspiring models were casted together with one of Scandinavias leading model agency from Stockholm (MIKAS), top model Mona Johannesson (the swedish Kate Moss), The Swedish Fashion Council and companies and en- trepreneurs from Småland. The project set up was the planning, organisation and execution around
Project Alpha
This Mobility Learning Environment (LE) and the method learning by doing was successfully used during IdA-Projects in Småland
The origin of this way of working "learning by doing" is partly in the swedish culture ("you can not give an intern a boring job, then s/he will lose interest - s/he has to be able to do the fun parts") and partly in the nature of the super- visors themselves. The supervisors for Greta G. are very social, friendly, including in their approach at the same time as they are sensitive to what the participants want to do, what they like and what they are good at. Firstly the participants receive a hands on introduction and training on the job, what does the participand need to learn in order to execute a specific task. The task is first trained and trained again until the result is good, the eye has been educated and sensibilised for the job. Then the agreed upon job is done by the participant. Like photoshoping model shootings, creating a flyer, learning to use a camera, cutting, editing, creating an intro, handling a camera, handling a film camera, filming live events etc. The clue was that the participants were integrated into the Greta G. Model Contest project - a real project where aspiring models were casted together with one of Scandinavias leading model agency from Stockholm (MIKAS), top model Mona Johannesson (the swedish Kate Moss), The Swedish Fashion Council and companies and en- trepreneurs from Småland. The project set up was the planning, organisation and execution around
