The core idea of the project Eco-SmaRT is to encourage local societies to get interested in eco-tourism. Our target groups are adults who decide on their mode to travel, travel agencies or companies providing tourism services (e.g. hotels and B&B) or local governments that have an influence on the development and exploitation of natural resources. We hope that the project will provide plenty of opportunity to encourage discussion and to have real influence on fostering sustainable development in tourism.
Adult learners, teachers, tutors, trainers from partners' countries will have an occasion to gain theoretical knowledge, and work together during blended-learning activities on case studies and provide other participants with their experience.
Further stakeholders are:
Educational institutions to raise the profile of the environmental and social issues,
NGOs to raise awareness of tourism issues in their work and activities and provide feedback to the Travel & Tourism industry, to communicate with host communities to understand their needs and requirements;
Local authorities to engage local people through inclusion of tourism issues.
The objectives of the project are:
Raise awareness of public regarding eco-tourism and influence their travel choices and behaviours,
Transfer information on the impact of tourism on the environment,
Provide knowledge about regional diversity and significance of volunteer activities to preserve it,
Provide participants with the knowledge on tourist ethic according to World Tourism Organization,
Exchange of experience and showing best practices on personal engagement in development of local communities,
With the usage of regional resources of participants to create a work on volunteering in eco-tourism,
Motivate participants to become conscious and active citizens.
The main activities during the duration of the project will be:
Development of training toolkit for teachers on involvement of Education for Sustainable Developement to their education,
Workshops for learners about eco-tourism, eco-touristic activities, volunteering, organization and management of touristic activities in the region, creating eco-path,
Development of ideas of eco-paths and presenting them to local governments for implementation
In terms of the training there will be a methodological approach, there will be lectures, team work, problem solving, individual work, discussion, case study, exhibitions on the workshops' subject, and educational trips to eco-tourist locations.
Involvement in the project:
If your institution wishes to join the project as a local partner please contact the project partner in your country and sign the le er of support. If you wish to join the project as a participant and be involved in the meeting of the local group and training please fill in participation form available on the project website and send via email to the contact person.
The project aims to improve social skills and democratic competences through the learning of modern languages. To this end, it will identify the key parameters, which, together, foster a learning environment where languages can flourish.
Participating schools will become members of a European network entitled “EOL” and will each be asked to create learning environments where languages can flourish. They will be supported through an exchange of practices and resources as well as through research tools and findings.
The project will contribute to the ECML programme by bringing together all the key players in the field of education to consider the following themes:
A whole-school language policy directly aligned to the needs of learners and the social environment.
The contribution of language learning to wider educational goals.
The effectiveness of a holistic curricular approach in which the learning of a new language builds on prior knowledge and which encourages the learning of additional languages.
Cooperation between language and subject teachers about language matters.
The use of research findings in everyday school practices
The project is primarily targeted at secondary schools, but would be enriched through the participation of primary schools, vocational schools and adult education centres. Apart from the development of specific linguistic competences, the project will promote plurilingualism, intercultural education and holistic curricular approaches.
The key target groups are teachers and head teachers, but the project will also reach out to other stakeholders, especially parents.
Facilitate collaboration among schools within the European network
Strengthen and make visible the key role of languages in school within holistic language policies in schools
Raise quality standards in language teaching
Promote and implement international resources
Facilitate cooperation, transfer and dissemination
An online platform with piloting tools, teaching materials, resources for continuous professional development and concrete examples of whole-school language projects
A dynamic model of a language friendly learning environment as part of a whole- school system, adaptable to different contexts
Contact the team members:
Jonas Erin project coordinator – Ministère de l’Education Nationale de l’Enseignement Supérieur et de la Recherche (MENESR), Francejonas.email@example.com Silvia Minardi team member - Lingua e nuova didattica (LEND), Italysilvia.firstname.lastname@example.org Lea Štiberc team member - Doba EPIS, Slovenialea.email@example.com Kristin Brogan team member – Institute of Technology Tralee, IrelandKristin.Brogan@staff.ittralee.ie Cécile Sabatier associate partner – Simon Fraser University Vancouver, Canadasabatier@sfu.ca
The IPEC consortium is build up from a strong network of partners from different EU countries, all having extended experience and expertise on the topics of Project Management Methodologies and Gamification.
This project has been funded with support from the European Commission. This project reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained herein.
Why is this project necessary:
IPEC will become the Project Management Tool small and micro companies are excited about to use. IPEC makes the hard stuff in life fun!
As micro and small enterprises are rarely able to employ dedicated project managers, they often struggle with their project management. Most formal project management methodologies are just too costly and time intensive for their needs. Yet, research has shown that only 2,5% of the companies successfully complete 100% of their projects. This calls for action.
Aims & Objectives
What is IPEC?
IPEC stands for Initiate, Plan, Execute and Close. The IPEC project plans to develop a new micro lite Project Management methodology, based on the needs of small and micro enterprises and using the IPEC cycle: Initiate, Plan, Execute and Close. Not only will IPEC develop this project management methodology, it will do so by applying Gamification. Gamification uses the typical elements of game playing (e.g. point scoring, competition with others, rules of play) to other areas of activity, typically as an online marketing technique to encourage engagement with a product or service.
What will IPEC develop?
By combining Project Management practices, ‘state of the art’ gamification technology and the latest blended learning techniques and practices, Project IPEC provides a solution that contributes to improved SME productivity and effective use of Project Management within young smaller enterprises and builds VET centre capability to support the use of micro-lite Project Management.
‘Micro-sized and small companies need less bureaucratic more people-focused forms of Project Management, to facilitate the work of teams of generalists. Especially start-ups set up by individuals from Generation Y will be triggered by a gamification project management model.’ John Moore, Exponential Training UK
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."
Why is this project necessary:
Language fluency is critical for university graduates to secure work in the global workplace.
Aims & Objectives
This project aims to enhance language students’ employability by engaging them in work related activities as part of their academic studies so they can optimize their career opportunities after graduation.
The CES&L project team is working with employers across Europe to seek their views on how HEI can support their students to be more employable and recognize the significance of their modern languages degree in today’s international job market. The views of the employers will shape the workshops which means the material will be up-to-date, and relevant tailored for each of the member countries. The main aim of this project is transferring the generic AHECS (Association of Higher Education Careers Services in Ireland) Employability module into the different target languages of international European partners and customize it for HE students of languages.
The current employability module that will be adapted consists of 8 workshops including introductions and aims for each workshop, comprehensive facilitator notes, clear methods, activities and timings, easy-to-use materials (activity sheets), learning outcomes and assessment strategies available both for in class and online work.
9 project partners in 7 countries:
Institute of Technology Tralee (www.ittralee.ie) – Tralee, Ireland – *Project coordinator*
Plur>E is a follow-on project from the ECML PlurCur project run within the Learning through Languages Programme from 2012-2015. The goal of the Plur>E project is to further develop the concept of a plurilingual, inclusive and intercultural whole school policy in secondary education in an international context. Partner schools from five European countries develop language-based projects and will implement and assess them based on the concept of plurilingual whole school curricula. The main target groups are learners and teachers, but the Plur>E project also involves school management and policy makers.
A plurilingual, inclusive and intercultural whole school policy embraces all languages present at a given school: majority and minority, regional, heritage and neighbouring languages. Languages as subjects are taught in an inclusive way; language and non-language instruction overlap so that all subject teaching can also become language teaching. The languages used are those already present at a given institution. This can either mean that schools offer additional language courses in the students’ family languages and/or that teachers encourage learners to use the languages they bring to the school in their subjects for clarification, deeper understanding, exchange etc.
Enhancing knowledge about languages
Classrooms all over Europe are becoming increasingly multilingual and multicultural. Teachers face the challenge of effectively incorporating the language skills that students already have into their lessons. A whole school language policy has the potential to contribute to new pedagogical and methodological approaches which could enhance the learning process of all students.
Research-based teaching and learning
Project activities and outputs are based on current, on-going research in the fields of multilingualism/plurilingualism. Of special interest for the Plur>E project are studies on multilingual or metalinguistic awareness and the use of (foreign) languages for subject teaching (so-called CLIL approaches – content and language integrated learning). European intercomprehension, i.e. the use of prior language knowledge to learn new languages (e.g. the use of French to learn other Romance languages) is another interesting field of research that can inform Plur>E practice.
Expected outputs will include reports of the implementation of (aspects of) plurilingual whole school curricula by partner schools and best practice examples for plurilingual language-teaching collected during the lifetime of the project. Based on the experience gathered, recommendations on school development will be offered to school management and policy makers . In addition to this, Plur>E online modules for networking with existing and future partners will be created so that best practice examples can be shared with teachers, students, parents and school boards.
INTERMOVE project, funded within the framework of the Erasmus+ Programme, aims to prepare participants on EU mobility projects by the development and implementation of a new training pathway that will tackle two of the barriers to mobility:
Communication in foreign languages
Why is this project necessary:
What makes the INTERMOVE Training so Innovative?
INTERMOVE combines the intercultural preparation with the use of intercom- prehension in a blended training pathway that will include French, English, Portu- guese, Italian and Spanish as targeting languages. Intercomprehension is a form of communicating in which a person uses his/her own language to understand the language used by the other person(s). This method gets immediately linked to Interculture (interaction between one or more cultures) as soon as concepts such as diversity, empathy and non-oral communication skills rise up: understand a language, understand a culture. This approach gives special importance to the comprehension (reading, listening) rather than the production (writing, speaking).
Aims & Objectives
INTERMOVE aims to favour International Mobility for Training and Education purposes by the development of an open and collaborative learning pathway addressed to mentors dealing with pre-departure and upon-arrival preparation of trainees and students, providing them with resources for blended learning, e-learning and face to face training sessions. If you are an institution active in mobility programmes such as VET institutions and schools, universities, Chamber of Commerce, NGOs or Youth Associations, INTERMOVE could be particularly useful for you!
Thanks to INTERMOVE, trainers will have access to innovative tools that will allow them to incorporate a methodology based on Intercomprehension and Intercultural approach. Trainers will acquire the expertise needed to prepare participants on mobility experiences, helping the latter individuals to better understand multicultural contexts and to interact in 5 different languages. This will become a reality by the implementation of:
INTERMOVE Learning Pathway to be followed by trainers willing to teach the Intercomprehension and Intercultural blended contents;
Open Educational Resource Platform for mentors to create customized pathways, exchange resources and good practices as well as to favour the contact between different organisations;
Tutor Handbook with guidelines and tips on how to make use of the INTERMOVE products;
INTERMOVE label awarded to those organizations implementing the system.
The project work plan is organized in different activities each of which is important for the achievement of the targets set:
Transfer of knowledge and Identification of Best Practices from other sources in order to reach a more comprehensive learning pathway;
Development of the INTERMOVE Prototype, Platform and the Repository of Open Resources in which all successful results previously gathered will be adapted and integrated;
Capacity Building activities within the partnership that will ensure the appropriate implementation of the INTERMOVE course in future trainings;
Validation of INTERMOVE model by a Pilot Run with trainees;
Train the Trainers activity targeting mobility operators that will follow INTERMOVE methodology in the future.
INCOMA, Spain (Coordinator) Cap Ulysse, France IFOA, Italy Institute of Technology Tralee, Ireland Universidade Católica Portuguesa, Portugal
This Project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The Vocal-Medical project will produce training materials and a tool to support communication in emergency situations where there is no common languaage and/or a need to bridge culture gaps between different healthcare systems.
How can I be involved
If you are a doctor, nurse or member of the emergency services. The vocal medical resource can help you with the first physical examination of patients whose language you may not speak - and save precious time waiting for an interpreter.
If you are a manager or have responsibility for human resources or training in the medical sector. The vocal medical resource will help clinical and non-clinical staff overcome languge and culture barriers in emergency situations.
If you a language teacher or trainer. You can use the vocal-medical resources to contextualise your teaching or to provide the correct translations of medical terminology needed by learners.
If you can help us contact any of the above. Please pass on information about the vocal medical project.
Whatever your interest. Please contact us to recieve updates about the project.
The aim of RSGAE is to utilise mobile learning in cultural and language learning.
Project aim and objectives
Foreign languages are needed in everyday working life and language skills should be a part of professional skills and competence. The material created in this project answers this need by combining vocational content and language learning material.
The aim of RSGAE is to utilise mobile learning in cultural and language learning.
The project will produce language material with vocational content in eight languages (Estonian, Finnish, Hungarian, Italian, Polish, Spanish, Swedish and Turkish) to several sectors (general and cultural, vehicle, tourism and hotel, restaurant and kitchen and social and health care)
Material is meant for vocational students in preparation for their work-based learning periods, for teachers and work place instructors. Also employers can use the material in their personnel training
Mobile application that will be created makes it possible to use the material in real life working situations in work places more easily
Network consists of 10 educational partners in 8 countries
Finland: Omnia and Lapland Vocational College
Sweden: Multicultural Finnish Folk Highschool in Gothenburg
Estonia: Tartu Health Care College
Italy: Qualitas Forum srl.
Hungary: Andrassy György Catholic Business Academy
Spain: University of Alicante
Ireland: Institute of Technology Tralee
Project lasts from November 2013 until October 2015
The material is developed in teams of vocational and language teachers integrating vocational content into language materials.
Three workgroups producing online language and cultural coaching material.
Materials will be tested by the three target groups: vocational students, teachers and work place instructors.
Development of new modules for international bachelor and master programmes in sustainable tourism management (SuToMa)
15.11.2012 – 14.10.2015 (3 years)
A multi-country project to modernize curricula in sustainable tourism management (SuToMa) and develop a joint understanding about the principles of sustainability.
Tourism development is a regional priority for the Caucasus. Especially for Europeans it is a fascinating area with a rich cultural history and biodiversity. Well educated human resources are needed for sustainable regional development. Our perspective: Only a sustainable regional development within the tourism sector guarantees a long-term economic, social and ecological welfare for people and following generations. Partners 30 universities, enterprises and NGOs in Azerbaijan, Armenia and Georgia. European partners in Ireland and Latvia, 2 representatives from CIM/GIZ.
Development of 12 new modules for innovative topics which will be integrated into already existing curricula. Outcomes
A common understanding of sustainability and regional development
Creating modules according to the Bologna standards
Comparable qualification standards
New methods and materials for teacher training
Formal integration of practical placements in the curricula
Implementation of an eLearning platform
Establishing new international academic cooperation
Tour guide education
Capacity building for sustainable tourism
Intercultural communication and management
Language for specific purposes: Tourism
Small and medium size enterprises management
Electronic and mobile tourism / Traffic management
Andrea Menn Gila Altmann Jade Hochschule Friedrich-Paffrath-Straße 101 D-26389 Wilhelmshaven Tel: +494421-985-2386 Mail: firstname.lastname@example.org email@example.com Website: www.sutoma.eu
This project has been funded with support from the European Commission in the framework of the Life Long Learning Programme.
LEONARDO DA VINCI Partnership Project Project duration: 01.08.2012 – 31.07.2014
This project is designed to help the individual who is not yet) a professional trainer and public speaker. The focus is on the worker, teacher, supervisor, manager or brand new trainer who has to speak in front of an audience on a regular basis or train a group of individuals, make presentations at work, sell or introduce new products, etc; a task for which he or she has little prior experience.
To develop training course that will cover following subject:
Partners - Maison de la Promotion Sociale - Artigues-pr¿s-Bordeaux, France www.mps-aquitaine.org - MGAURY Consultancy – Montagne, France - Instititiúid Teicneolaíochta Trá Lí, ITT – Tralee, Ireland www.ittralee.ie - GRENZENLOS INTERKULTURELLER AUSTAUSCH – Wien, Austria www.grenzenlos.or.at
A training concept by the Adult Education Centre of the District Freyung-Grafenau to qualify and integrate unemployed.
The training focuses on jobless people below 25, who want to get re-employed after a timeout. This training program is particularly aimed at job seekers with buy finance training, or related work experience, or specialists from all branches of trade, who want to update their knowledge and skills for today‘s requirements.
Concept and Implementation:
The theoretical instruction is carried out in the whole class and if necessary, in small groups. The near-the-job training is organized in teams, which operate si- milarly to departments in a company. The product, or the service, is the integration of participants in the primary labor market.
The training supervisor acts as manager. The individual teams are represented by the team leaders from the participant groups. The rotation of tasks and roles ensures that the learning effect and the experience are optimized for the indivi- duals. The combined personality training encourages the participants to reflect on the experience of team work and if need 50% near-the-job-training in team further training in key skills and modules relevantto the job 50% 3-5 members. The be, to make corrective changes in their own behavior.
Besides the three obliga- tory modules “Organization and Admini-stration”, “Research” and “Marketing”, further modules are offered as needed or depending on the individual team com- position, such as “Controlling”, “Human Resource Development” or “Innovation Management”.
Identify goals and skills improvement of qualification enhance the chances of integration get employed The participants learn to be responsible for others, become a team-player, support each other and solve tasks together. The training qualifies people who worked at branches of trade, administration as well as management and want to be re-employed.
The project will pilot and assess the concept of a plurilingual, inclusive and intercultural whole school policy comprising majority and minority, regional, heritage and neighbouring languages. It will provide tools which help to clarify, develop and implement plurilingual, intercultural and inclusive whole school policies in different contexts in ECML member states.
Target audience involved in project activities
decision-makers in educational policy and researchers.
Project working languages: English and French Project term: 2012-2013 Project team: Wolfgang Mackiewicz , Lusine Fljyan , Michael John Hammersley , Isabelle Ortiz
What is it about?
The LINCQ project will prepare tools and resources designed to enhance awareness of innovative language competence development and assessment within the broad business community, in particular encouraging companies to recognise plurilingualism as a significant element of the corporate quality framework. Target audience involved in project activities
Heads of training and curriculum development with public and private sector employers, heads of personnel, entrepreneurs
Employer associations, business sector organisations, employee representatives
Quality certification organisations, recruitment agencies, career consultants
The project aims to promote good practice in mobility programmes, developing linguistic and intercultural competences based on the use of tools developed by the Council of Europe. It will provide model learning scenarios for trainee teachers and pupils in upper secondary education (college and vocational).
Target audience involved in project activities
Personnel responsible for curriculum design, development and implementation (such as ministry officials, school principals, head teachers, etc.)
Personnel responsible for international exchange (international officers), organisers of mobility programmes.
The EU co-funded Leonardo da Vinci TOI (Transfer of Innovation) project "Eurotraffic Language Training" focuses on the acquisition of basic communication skills in the road traffic sector. The main aim of the project is to develop clearly structured and audio-visually supported language learning material: a free web-based language course for linguistic preparation for mobility, for teaching workplace-related language at traffic and police schools and as language learning support to the professionals of the target sector. The course content is based on the evaluation of the needs analysis covering the main target groups.
The results of the project will
Offer help to professionals in the traffic sector and frequent road travellers to communicate more efficiently in most frequent problem situationson the road;
Fill the gap in modern, cross-curricular vocationally oriented language teaching/learning materials by making the course applicable for integration into the curriculum; particularly into the new modules of the reformed VET (Vocational Educational Teaching) programs;
Respond to the needs of transport enterprises for time-saving and user-friendly language training course which can be used for guided learning or self-study and is accessible through internet anytime and anywhere.
Contractor: Srednja šola za gostinstvo in turizem Celje, Slovenia
Avera d.o.o., Slovenia
Omnia, the Joint Authority of Education in Espoo Region, Finland
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
October 2010 - August 2012: EU Lifelong Learning Programme - (Grundtvig Learning Partnership) X-TREAT Improving Communication and Social Skills by Theatre Education for Single Parents project - ITT is the quality manager. For further information please contact Kristin Brogan or Sharon Phelan: firstname.lastname@example.org.
1. to help provide adults - particularly from disadvantaged groups - with pathways to improving their knowledge and competencies. 2. to help facilitate the development of innovative practices in adult education and their transfer, including from a participating country to others; 3. to contribute to the improving of pedagogical approaches and the management of adult education organizations.
1. to provide trainers and other adult education staff from partners' countries with the opportunity to exchange experience and information on the effectiveness of a various modern non-traditional methods like drama techniques (both in theoretic and practice aspects) and other issues related to adults informal education
2. to develop a creative training kit for adults informal education in art and drama, containing methods and approaches which meet the target groups' particular needs (especially for single parents from different disadvantaged groups) and which will make learning more interesting, increase the motivation of learners and their responsibility for learning, improve self-esteem, reduce adult learners anxiety, stress affective component of learning.
3. to test and put into practice new organizational and pedagogical approaches at the level of partner organizations.
Target groups include a wide range of people (with different ethnic, educational, earnings and lifestyle background) having in common a particularity that lead them (more or less, according to their background) to a loss of self esteem and self worth: the status of single parent. Due to this â€œlabelâ€? â€“ that is still a stigma, even in this XXI Century global society â€“ they are increasingly in danger of isolation even within their own communities and this status became a serious obstruction in their self development and civic involvement.
Activities developed with the learners consist of training sessions in personal development â€“ in each partnerâ€™s country â€“ drama courses and a performance integrally produced (from writing screenplay to the final show) by learners, in different ways each partner chooses.
The training modules in developing communication skills, creative writing and drama will combine the skills of trainers and facilitators from all partners' countries, which means that a wide range of tools will be used, including participatory arts, neuro-linguistic programming and other specific tools (role plays, simulations, introspection etc).
The partnership focuses on the active involvement of our learners in all phases of the project, from the analysis of needs to the dissemination phase and to the exploitation of results of the project - on the second place being pedagogical and management issues. The educational approach will be experiential in a non-formal and informal context exploring and using the existing skills and talents of the participants & developing, as necessary, appropriate new skills.
The European element is a key component. For those whose lives have been limited by lack of â€˜externalâ€™ experience this European project helps them see that they and their actions have a value well beyond the local. The improved sense of well-being and personal significance develops capacity and produces positive actions of benefit both for the individual and their local society.
At the level of our target groups the project will have a considerable impact, so at the end of the project all learners involved will have:
an increased level of motivation, interest and responsibility for Long Life Learning and self development
a higher self esteem and a higher level of "open minded"
a reduction of psychological barriers of frustration and pessimist attitude that often characterize the target groups we will work with
a stronger family cohesion at each learner's level
a greater awareness of the inter-connectedness of Europe in many and differing ways
a raised level of awareness regarding the crucial importance of developing and improving their key social, civic and cultural competencies
an improved and deeper understanding of their local context gained through the sensitively managed and supported confrontation
a more developed understanding of the value of variety especially amongst individuals, cultures and beliefs
All participants will also increase their sense of personal control, a greater understanding of the value of creative activity, a greater ability to manage external situations & understanding of specific social & environmental issues. Other concrete results:
leaflets for project dissemination in each partner's country
an interactive web-page used for expertise exchanges among partner institutions as well as for public relation work by all partner institutions both during the project and after the end of the project
public performances (drama, music, dance or others as appropriate for each partner's organization) held in each partner's country
IWUE - innovativ wirken und entwickeln - im Bildungsbereich, Austria (co-ordinator) EVROPAIKO INSTITUTO SHESEON & SYNERGASIAS, Greece Institute of Technology Tralee, Ireland LUETEB: European third age University of Basilicata Region, Italy Foundation Institute for Regional and Entrepreneurship Development, Poland Asociatia Pro Xpert, Romania SOS RACISMO GRANADA, Spain
October 2010 - Sep 2012: e-TALIA Innovative Training Approach in Languages and Intercultural Awareness for the Hospitality and Leisure Sectors; EU Lifelong Learning Programme - Leonardo da Vinci (Transfer of Innovation)
The project aims at providing a distinctive curriculum and a flexible mode of delivery to develop language and intercultural training skills within the training constraints facing SMEs, their employees and also trainees in the Hospitality and Leisure sectors. The project also seeks to provide an innovative training model and resources for blended e-learning by flexibly integrating a variety of learning tools and modes into a seamless learning package.
This project seeks to address the need for a greater understanding of specific linguistic and intercultural needs and organisational culture, especially the learning culture within SMEs at European level. The project aims at providing a distinctive curriculum and a flexible mode of delivery to develop language and intercultural training kits within the training constraints facing SMEs, their employees and also trainees in the Hospitality and Leisure sectors.
The project also seeks to provide an innovative training model and resources for blended e-learning by flexibly integrating a variety of learning tools and modes into a seamless learning package. The output will be a language course at A1 level aiming to be certified using ECVET. The partnership will localise and test materials in their national contexts.
The partnership includes organizations from FE and HE, sectoral associations and an Advisory Group formed by SMEs and/or their representatives from the Hospitality and Leisure sectors.
All the target groups will participate in a thorough country-based needs analysis leading to the first outcome of the project: a mapping report of the specific language and cultural awareness needs. They will also be essential in the piloting and dissemination of the project products. All partners have extensive networks for dissemination activities, regionally, nationally and internationally.
The intended impact of e-TALIA will be a greater understanding and awareness of the language and intercultural needs of two very important service sectors in the partner countries, better skilled industry staff through an innovative training model providing flexibility of delivery and including various learning styles to make it user friendly and motivating. The project will also contribute to the competitiveness of the Hospitality and Leisure industries, support employment opportunities and facilitate mobility by providing non-formal learning accreditation based on ECVET.
Open and distance learning
Utilization and distribution of results
Accommodation and Food Service Activities
Other Service Activities
Types material for open learning
transparency and certification
program or curricula
open and distance learning
Product information Website, Industry survey report and mapping, needs analysis questionnaires, new open and distance learning (blended) template and curricula, learning materials for blended learning in language and intercultural awareness, evaluation methods, user guides, transparency and certification, piloting and evaluation of courses, materials and certification reports, Quality procedures and policies, Brochures, newsletters, workshops, paper/poster publications.
Coventry University, UK (co-ordinator) SPACE European Network For Business Studies and Languages, Belguim Zweckverband Volkshochschule Passau, Germany Institute of Technolgy Tralee, Ireland Global Village Sp. z o.o., Poland FLORIDA CENTRE DE FORMACIÓ, CV, Spain CV One Ltd, UK
READY-STUDY-GO-AHEAD (2009-2011) will continue and transfer the innovation of the earlier Leonardo Language project for linguistic and cultural coaching for initial vocational education.
The aim of the READY-STUDY-GO-AHEAD (2009-2011) is to transfer the innovation to three new languages, Spanish, Swedish and Turkish. This project will create both general language package in the three languages and sector specific package for Hotel and restaurant field in Spanish and Turkish. In addition the original innovation will be transferred to the vehicle sector. This transfer was planned already during the READY-STUDY-GO 2005-2008 project by monitoring partner. The vehicle package will be created for Estonian, Finnish, French, Swedish and German. As a transfer of innovation, the aim of the project is also to pilot new methods of learning, namely promoting social web (blogs and wikis) which are not platform depending, as well as using interactive tools in project work (WebEx and Moodle).
During the project the main target groups are language teachers and vocational teachers. The language and cultural training material is intended to be used by vocational students for their on-the-job learning period and on-the-job learning coaches and companies which have international employees. Also the employees of the on-the-job learners will be able to use the material in their personnel training.
The material is developed by teams of vocational and language teachers. This enables development of language teaching integrated with vocational content. The partners in the project are experts in their own field of education and all actors have solid experience in trans-national projects and also in the dissemination of the result of the project. The general working language of the project network is English.
The objective of the project is to improve the cross-cultural skills of the people involved in vocational education. At the same time the aim is to increase the volume of mobility creating high quality coaching tools for vocational fields. In this way the project addresses the Life Long Learning and Leonardo programme objectives directly.
The aim of the MOLAN network is to bring about, on a large scale, a positive attitude among young Europeans in formal education towards the learning of foreign languages as well as towards other peoples and cultures.
The emphasis of the MOLAN network is on
the learning of a second or further language(s)
the learning of less widely taught languages
European cooperation and, more specifically, cooperation between schools and universities
The MOLAN network is based on the assumption that MOTIVATION can be enhanced by institutional and system-based policies, strategies and practices.
The background of MOLAN is that
young people in formal education have to acquire multilingual competence for the benefit of society and of themselves;
neither the principle of linguistic diversity nor the notion of lifelong language learning are widely accepted by young people or by educational authorities and institutions.
MOLAN is built on case studies of successful policies, strategies and practices with a view to sharing good practice across Europe.
MOLAN Stage I (2007-2008)
Collection and analyses of case studies from higher education and the school sector.
MOLAN Stage II (2008-2009)
Creation of a web-based system for targeted information retrieval.
Preparation of a handbook on good practice.
MOLAN Stage III (2009-2010)
Preparation of impact reports and a statement on institutional and system-based policies and practices that serve to motive learners.
Closing conference and an end-of-project declaration.
Further exploitation of network outcomes, including the creation of regional relay points, and of language learning networks.
The MOLAN Closing Conference will be held in Brussels at the begining of 2011.
The MOLAN network partnership includes
more than 40 higher education institutions and schools in 24 European countries and four major European and national organisations:
European Language Council (CEL/ELC)
European University Foundation (Campus Europae)
EUN Partnership AISBL (European Schoolnet)
CILT, UK National Centre for Languages
The results of MOLAN stage will be presented for discussion at a European conference on the theme of ' Which languages for Europe and Europeans in an era of globalisation? '
Brussels, 5-6 December 2008
Information will be posted on the MOLAN website as well as the website of the CEL/ELC (www.celelc.org).
The MOLAN network project is carried out with the support of the European Commission within the framework of Key Activity 2 â€“ Languages of the Lifelong Learning Programme.
ITT is a project partner.
MOLAN Management Committee Wolfgang Mackiewicz, Freie Universität Berlin, DE (coordinator) Marc Durando, European Schoolnet, BE (deputy coordinator)
Anne-Claude Berthoud, CEL/ELC Arthur Mettinger, Universität Wien, AT Ineta Savickiene, Vytauto DidÅ¾ijo universitetas, LT Daniel Toudic, Université de Haute Bretagne, Rennes II, FR Piet Van de Craen, Vrije Universiteit Brussel, BE
MOLAN Evaluation Board Maurizio Viezzi, Università degli Studi di Trieste, IT (chair) Brian Fox, European Commission, DG for Interpretation Annie Lhérété, Ministère de lâ€™éducation nationale, FR Régis Ritz, European University Association (EUA) Richard Whewell, University of Strathclyde, UK
MOLAN project office ZE Sprachenzentrum Freie Universität Berlin Habelschwerdter Allee 45 D-14195 Berlin Phone: +49 30 838 53718 Fax: +49 30 838 53717
ITT was the coordinator of this project with a very large partnership. The VOCAL project (www.vocalproject.eu) follows the method and structure of the earlier successful EU project entitled Problem SOLVE (www.problemsolve.org). The main topics included are Travel, Accommodation, Socialising, Emergencies, at Work. The new feature in the VOCAL materials is an additional LSP (Language for Specific Purposes) component relating to Business, Tourism, Banking & Services, Engineering. The easily accessible and user-friendly materials are web-based and users are provided with both general and technical language relating to the virtual situations they may encounter. Useful logistical and cultural information for each host country is also provided.
Who is VOCAL designed for?
Learners preparing for mobility placement in vocational settings are the main target group addressed. The VOCALproject is based on preparation for student mobility placement abroad. The preparation offered is on the level of both practical language skills and cultural awareness related to vocational training settings. This linguistic and cultural preparation is achieved by means of a virtual journey which can be undertaken by prospective mobility students accessing the materials on the user-friendly website.
The web-based packages take cognisance of the various learning styles and the interactive materials provide an autonomous learning environment incorporating authentic contemporary situations in an outside classroom environment.
VOCAL Quality and Research:
In advance of designing the on-line materials, the VOCAL partners issue various student work placement cohorts with questionnaires in order to gain feedback from mobility students. The purpose is to ensure that the materials generated are relevant and based on student needs. The content, virtual tours, questions and quizzes are thoroughly researched and prepared by native speakers and tested by mobility cohorts.
The VOCAL materials:
The on-line materials generated by the project are bilingual (i.e. designed in the target language of each partner country and also available in English). These materials consist of language and cultural exercises which require students to actively engage in practical problem solving via a virtual journey of a placement abroad. This preparation tool encourages students to interactively troubleshoot any potential challenges they may encounter while training in a different country. A principle aim of these pre-departure modules is to facilitate improvement of student language skills as well as enable acquiring cultural and practical knowledge of their host country, with specific reference to the topics of Travel, Accommodation, Socialising, Emergencies, Working abroad and the LSP components relating to Business, Tourism, Banking & Services, Engineering.
Rationale & Impact:
This project is a practical and innovative pedagogic response to the need for language and cultural preparation in advance of placement abroad. It aims to provide mobility beneficiaries with a practical and useful preparation tool for their placements and contribute to a successful integration process whereby learners can maximise linguistically and culturally. Knowledge of modern languages means greater mobility, multilingualism being a core value in Europe and one of the unique qualities contributing to its richness and diversity.
The VOCAL partnership:
The VOCAL project partnership consists of 10 European countries, 12 partners, 11 languages including Irish. Ireland (3 partners), Bulgaria, Germany, Finland, Hungary, Italy, Lithuania, Portugal, Slovakia, Switzerland. Details of the partners may be located on the VOCAL website
READY-STUDY-GO 2005-2008 was a LEONARDO DA VINCI: Language project which planned and created e-learning packages for language and cultural training for an on-the-job learning period. The project was initiated by Omnia â€“ The Joint Authority of Education in Espoo Region in Finland. The coordinating partner had six educational partners in six countries, one monitoring partner and company partners in target countries. The language and cultural training material package were produced in Estonian, Finnish, French, German and Italian.
The material created during the project consists of general language training package related to each participating countryâ€™s culture and of sector specific language and culture training package. The sector specific language and cultural training material was developed for the hotel, restaurant and bakery sectors. The material consists of several different types of exercises combining professional and general vocabulary with cultural coaching and information on the work culture.
Different learning styles considered
The on-line material created in the project will consist of different learning, writing, pronunciation and listening exercises. Different learning styles (VARK=visual, auditive, reading/ writing, kinestetic) are considered by the material.
The language and cultural training material will be developed for the Hotel, Restaurant, Tourism and Bakery Sector. There is also a monitoring partner for the Automotive Sector in this project. This partner will monitor and report on the possibilities of adapting the on-line material to the various sectors.
The language and cultural training material package will be produced in English, Estonian, Finnish, French, German and Italian.
End users of the material
The language and cultural training material is intended for use by vocational students preparing for their on-the-job learning period, on-the-job learning coaches and companies which have international employees.
The P R O B L E M S O L V E project will design and test a multi-lingual, multi-cultural preparation module for students undertaking mobility placements in vocational training. The module will consist of language and cultural exercises in problem solving via a virtual journey of a placement abroad. This preparation tool will encourage students to interactively troubleshoot potential challenges they may encounter while training in a different country. The pre-departure module will facilitate students in increasing language skills as well as cultural and practical knowledge of their host country. The partners of this project are from Germany, Spain, Italy, Slovakia, Sweden & Ireland.
This project has been developed through feedback from Mobility Co-ordinators at Hibernia Learning Partnershipâ€™s Mobility Meeting in September 2002. Representatives of a network of 21 institutes of higher education participating in mobility placements indicated a need for a preparation tool for students undertaking placements abroad. Deficiencies in language skills relating to practical issues and culturally biased problem-solving abilities were identified as key areas for development. National Priorities reflect the need for these tools through Priority 2, citing national focus for language competency projects concentrating on â€œVocationally Oriented Learningâ€?. At European level, the need for projects such as this one is described in the e-learning aims for 2004-2006.
A Learning Environment: The CD-ROM
PROBLEM SOLVEwill address the mobility-preparation needs described above through a virtual journey developed on a user-friendly CD-Rom. Users will be led through a variety of real life problematic situations relating to: travel, accommodation, socialising, working abroad and emergencies. The programme will be interactive as the student will be required to employ and develop problem-solving skills relating to each category. The programme will also provide technical language relating to the virtual situations as well as useful logistical and cultural information for each host country.
Mobility co-coordinators in each partner country will survey their current group of students on placement. The survey will question students on the following:
Difficulties encountered relating to communication
Difficulties encountered relating to cultural differences
Actual problems encountered relating to travel, accommodation, socialising, working abroad and emergencies
Reactions to the problems (their own reaction and their recommendation for future action)
The research will ensure that problems used in the virtual circumstances cover a variety of challenges. In addition to the surveys, each partner country will research orientation, cultural and language preparation for their country. This will lead to the provision of logistical information relating to each sub-topic. Partners will then meet to develop a tutorial for each country. The tutorial will be tested by Leonardo Da Vinci Mobility students in each partner country.
Testing the Modules
Prior to departure for a placement abroad, the test students will be guided through a learning environment specific to their host country, including virtual circumstances and background information on each of the sub-topics. Under each sub-topic (travel, accommodation, socialising, working abroad and emergencies) the student will be required to complete a tutorial, including essential practical vocabulary in the language of the host company.
The students will be required to overcome a variety of problematic situations with added cultural nuances. The student will have to solve the problems using the language skills gained in the tutorial. Some problems will emphasise the use of language while others will highlight cultural differences with specific focus on differences in work cultures. Students will complete a post-placement questionnaire to assess the impact of the preparation module. Feedback from test students will be incorporated into the tutorials.
Dissemination and Sustainability
A dissemination plan will be developed to the greatest possible no. of people to use the CD Rom and to identify potential users outside the partnership. A sustainability plan will be drafted to incorporate use of the CD-Rom into formal preparation procedures for mobility placements. It has been shortlisted by Leargas for the "European Award for Languages 2004"
The partners of this project are from Germany, Spain, Italy, Slovakia, Sweden & Ireland. European Language Award 2006.
Quality management of foreign language teaching at third level institutions within the European framework
The aim of this project is to put together teaching material in different languages, and shall also take European cultural diversity into account. It further aims to cover more than one discipline of study. Quality assurance and quality improvement are targeted by this study within the context of language teaching which is at least of European standard.
Within the framework of this project the following aims are targeted:
To formulate a common concept of foreign language acquisition at third level institutions;
To develop innovative teaching material for foreign language acquisition;
To test developed teaching material within control groups;
To publish a website on the internet.
Specifically learners with some knowledge of foreign languages, who wish to continue their language learning within third level institutions or adult education. The acquisition of the target language (German or English) should be made easier with the help of the developed teaching material. Lecturers, who are teaching within the area of history, economics and political science, should also benefit from using this material.
Analysis of the requirements of the current situation of each partner institution, collection of teaching material, development of innovative teaching material, testing of material in foreign language classes, partner meetings and tandem meetings, setting up of a website. Expected results: Teaching materials for foreign language classes, handbook, CD-Rom, worksheets, project documentation and evaluation.