About the Project

Before the pandemic, increased numbers of young people were setting up their own solopreneur enterprises – this trend is expected to accelerate post pandemic. The Global Educational Times (February 28, 2020) has reported that much of business and enterprise training and education is based on outdated teaching methods and content. It argues that despite living in an ever-changing world, where radical innovation affects all industries, the way business and enterprise is taught and what is taught is dated: many VET teacher/trainers do not understand the needs of today’s enterprises especially in relation to digital technology.

MyVA will develop a mini business MBA Training Package in CZ, DK, EN, ES, RO and SE. It will benefit two target groups (1) VET teacher/trainers and (2) young people (Millennials) interested in setting up their own Virtual Agency. MYVA aims to improve the capacity of VET teacher/trainers to improve their knowledge and understanding of the concept of the solopreneur and their needs. Similarly, aspiring solopreneurs need to learn about how to set up and run a solopreneur enterprise. The MyVA Mini MBA course will address the needs of BOTH target groups.

The MyVA Mini MBA course will be available in all partner languages and accessible online, through the project website. The curriculum and course will comprise a set of 6 - 8 practical bite-sized learning modules covering topics such as:

• Concept development and value propositions
• Market and competitor research
• Name and branding
• Fees and pricing services
• Digitalisation and automation
• Creating an on-line presence
• Networking and lead generation
• Finance and cashflow
• The Complete Package.

The project will involve 35 young people and 14 VET teacher/trainers plus 230 participants attending a series of seven Multiplier Events. The MyVA partners will share the project results and impacts with 10K members of the two target groups and other VET stakeholders through a planned dissemination strategy running throughout the project.

MyVA will help VET centres to adapt to the new COVID19 environment by building on past lessons and creating a set of practical tools and a new MyVA Mini MBA course. It will also help VET centres and teacher/trainers to implement digital learning tools into their VET courses.

Partners will use a Creative Commons inspired license agreement to ensure that online access remains open and unrestricted. The learning portal will remain available ensuring the on-going availability of the learning resources after the project: it will operate as an Open Educational Resource (OER). This will ensure that VET teacher/trainers other VET stakeholders can download and access the project products and Outputs.

Results

The main expected results of the project include a new, on-line Training Package (MyVA Mini MBA) and a set of MyVA Enterprise Plans – these will be used to train 14 VET teacher/trainers who will in turn train and support 35 young people in seven partner counties.

Aims/Objectives

MyVA aims to develop a training programme and a set of enterprise tools in multiple languages (CZ DK, EN, ES, RO and SE ) enabling VET teacher/trainers to support young people interested in setting up an enterprise as a ‘solopreneur’. To achieve this, partners will:

• Develop a training package and set of ‘solopreneur’ enterprise tools for VET teacher/trainers engaged in enterprise training
• Engage VET teacher/trainers in a new learning programme to advance their knowledge and competences of the concept of ‘solopreneur’ and the develop new knowledge and understanding of the how such enterprises operate
• Support young people in setting up as a solopreneur enterprise
• Explore how to broaden the scope and access to the training package to other disadvantaged groups (e.g. people with disability and mature workers facing redundancy).

MyVA will

(1) raise awareness of the benefits of and how to set up a new solopreneur enterprise

(2) provide a continuing professional development programme for VET teacher/trainers enabling them to understand the ‘solopreneur’ business model and

(3) increase the capability and competences of VET teacher/trainers and VET institute’s to exploit digital tools in the delivery of VET.

MyVA will deliver a set of activities to help two target groups (i.e. VET teacher/trainers and SMEs) to understand how to incorporate and use digital on-line technology to support enterprise development and sustainability.

Partners

HÄLSINGLANDS UTBILDNINGSFÖRBUND - Sweden

Fundatia Centrul Educational Spektrum -  Romania

Exponential Training & Assessment Limited - United Kingdom

FO-Aarhus - Denmark 

EOLAS S.L. - Spain

Munster Technological University - Ireland 

DEX INNOVATION CENTRE -Czech Republic

Find Out More 

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About the Project 

Many companies and organisations in Europe struggle in the war for talents – they are in urgent need of qualified personnel. This particularly applies to Small and Medium-sized Enterprises (SMEs). On the other hand, Europe is experiencing unprecedented high levels mobility of people from EU member states and from other parts of the world. Many of these migrating people are well qualified but face difficulties in accessing the labour market.

The project aims at enhancing key competences of Human Resource management and recruitment staff of SMEs in order to help them find adequate and qualified culturally diverse personnel by better understanding, recognising, reflecting on and managing cultural unconscious bias in recruitment and hiring situations as well as in other daily work processes.

Results

The expected project’s results are both, tangible and intangible.

Result 1

The Unconscious Bias Sensitisation Toolbox – An online resource to make HR management and recruitment staff of SMEs aware of the phemomena of cultural unconscious bias. The toolbox includes a self-profiling test, real life video case studies and an unconscious mind quiz to assess, analyse and make aware of own cultural unconscious bias. Furthermore, the toolbox contains a glossary, dos and don’ts and recommendations for SMEs.

Result 2

CUB@work online training course – The online course, implemented as an Open Educational Resource, includes 4 training modules on cultural unconscious bias aiming at enhancing key competences of entrepreneurs and recruitment staff in SMEs. All materials will be available in the following languages: Danish, English, German, Italian, Polish, Spanish.

Aims

The aim of this system is to develop knowledge and competences of SMEs managers and recruitment staff in understanding, recognising, reflecting on and managing the unconscious bias while hiring workers. As a result the SMEs will be able to recruit suitable personnel and having better work force, improve own operations and effectiveness.

Partners

Assist international Human Resources GmbH 

Assist international Human Resources GmbH offers intercultural training, leadership training, communication training as well as coaching, consulting and international workshops with innovative, blended learning instruments to support the sustainable development of international teams, leaders and global organisations.

With our experience in the development of training materials combined with our unique blended learning concept, Smart international Learning, we complement our face-to-face training with innovative learning formats to optimise the learning efficiency and sustainability of training content and competence.

Our customers are both public and private sector, international corporations, larger and medium sized organisations. Since 2014 assist is also involved in EU-project partnerships, providing intercultural know –how for online learning.

BrainLog

BrainLog is a non-profit organization developing and managing national and international funded projects focusing on innovation and education within business development, web and mobile applications, entrepreneurship, innovation within sport and wellbeing, non-formal education, and social inclusion in Denmark.

Co&So 

Co&So is a consortium of cooperatives located in Tuscany region which includes social and not social cooperatives working in the social and cultural fields. Co&So counts 26  employees who provide services to the associated. The main services are:

administration, monitoring the calls and as a consequence to submit calls most on public procurement, offering European opportunities in order to promote innovation in the cooperatives in terms of improving employees’ competences and services, quality certification, communication. All together the staff working in the associated cooperatives is 3400 professionals. In Co&so there is a special office working just on European funding with very skilled staff who has more than 10 years of experience in the field. Areas of activities in which the CO&SO and its cooperatives provide their services are:

• Social care, healthcare and housing;
• Support to migrants, asylum seekers and refugees as well as to other disadvantaged groups;
• Culture and tourism;
• Education and youth;
• Vocational trainings and job placements. 

Co&So has been Quality Certified to the following EU Standards: ISO9001:2015; ISO14001:2015:BS18001:2007.

Centrum Wspierania Edukacji i Przedsiebiorczosci 

Centrum Wspierania Edukacji i Przedsiebiorczosci operates from 2004 conducting activities related to the support and promotion of modern education and entrepreneurship, scientific research and consulting, conducting training, publishing, marketing, consulting and advertising activities. The Association provides services to support education through the implementation of transnational education projects aimed at young people and the organization of training. It also runs a consulting support for companies operating in the Subcarpathian region and Lesser Poland region and implements investment projects aimed at improving the quality of business support services. The Association is active in the field of science, expressed in the commitment to research projects and conducting its own analyzes of society.

Instalofi Levante S.L. (FyG Consultores) 

Instalofi Levante S.L. (FyG Consultores) is a private, high-level training enterprise, pioneers in co-creation with companies, adults and young people in the training on innovative concepts, business creation, employability basic skills, literacy and numeracy skills, entrepreneurship and soft and hard skills training.

FyG acts actively as an education and training company, promoting and enhancing the development of adults, seeing for new opportunities and helping them to become more employable, facing different factors of exclusion: youngsters and adults with educational difficulties, unemployed with economic or social obstacles. 

FyG has experience in running a wide range of trainings courses and mentoring programmes for companies, entrepreneurs, Start-Ups, also with individuals from disadvantage groups. It acts a body providing career guidance, professional counselling and information providing services of job insertion and intermediation on the labour market for unemployed as: orientation, training, assessment and information.

In recent years, FyG has developed and implement a number of European international cooperation projects with Erasmus+ and COSME programme, dealing with enterprise creation and development, employability, management, Start Ups training, internationalization, Gamification and Innovation of the Entrepreneurial Training.

Munster Technological University (MTU) 

Munster Technological University is a multi-campus technological university, contributing to the region through the provision of academic programmes that support student development and opportunities, education and research. MTU has an extensive and impressive regional footprint with six campuses across the South-West region in Cork and Kerry, a student body of 18,000, offering more than 140 programmes and with numerous links with colleges worldwide.  The aim of MTU is to provide education and research opportunities for career-focused learners and to develop long term partnerships with industry and community.  Through partnering with industry and community, MTU will seek out dynamic cross-sector relationships with start-ups, innovators and industry leading companies. MTU will continue to invest in the future with state-of-the-art research, education, enterprise, cultural and sports facilities.

KIG (Polish Chamber of Commerce/ Krajowa Izba Gospodarcza) 

Polish Chamber of Commerce (PCC) founded in 1990 is the largest economic self-government institution in Poland. We group above 154 business organizations.

PCC promotes social responsibility of business. Our trainings and conferences encourage to implement the highest standards of business ethics. During the last 10 years we completed almost 50 projects financed from EU funds related to entrepreneurship and business development.

PCC cares about entrepreneurs in the international arena. PCC is a member of EUROCHAMBRES, Association of the European Chambers of Industry and Commerce, which groups the European chambers of commerce, and the International Chamber of Commerce (ICC) in Paris. PCC also cooperates with the biggest worldwide national organizations.

PCC does its best to increase the international recognition of Poland. PCC is aware of chances that Polish companies will have on the international markets if Poland is perceived more positively. That is why PCC organizes national exhibitions (Hanover, Aichi), invites entrepreneurs to international trade, fairs, trade missions, economic forums, multi and bilateral business meetings and other  projects.

LABC 

LABC is a company based in Torino (IT). LABC is a learning community, aiming to share and build upon the experience of professionals in the field of individual and community wellness, group-work, education and training, reintegration into labour market, project management.

LABC is enriched by pan-European collaborations, always adopting and promoting the principles of:

– collaborative learning: we exchange, improve and share experiences, resources and skills, in order to optimize international and intermodal collaborations, develop and transfer of methodologies and praxis

– generativity: we establish, support and guide the ability to create, generate and produce new psychological, social and educational tools, models and praxis, with the aim of spreading them freely throughout the community

LABC is active and experienced in:

• care work, individual and community well-being through a widespread range of activities, including group work sessions, supervisions, training, consultancy on management, organization of public events, lectures and seminars
• Education and Research by designing learning methodologies and implementing training materials and tools dedicated to improve the awareness of participants and recipients on topics of particular interest in psychological, educational, social and environmental fields.

Find Out More 

Website

Flyer

Newsletter 1

Summary

EUROSIM 2.0 uses as its point of departure the EUROSIM 1.0 platform, an online serious game for language and culture learning where 150 e-learning lessons are combined with 30 realistic 3D computer game environments depicting actual places in the partner countries. Here learners have to learn the language and culture of a partner language by practising their oral proficiency via speech recognition in the e-learning section and then applying that knowledge in a realistic 3D environment in interaction with in-game characters. Whereas the target group for EUROSIM 1.0 was adults, EUROSIM 2.0 targets learners aged 13 - 19 and their teachers. The aim of EUROSIM 2.0 is to create a cooperative and collaborative learning environment building on top of EUROSIM 1.0 by developing an Artificial Intelligence mechanism that will guide the learners and teachers toward relevant materials, while simultaneously adjusting the degree of difficulty of the material to match the learner's needs, and, to implement at multi-player functionality that will require learners to work together in order to complete the games.

Hunt for Europe consists of:

1) Integrating Artificial Intelligence into the 150 VIFIN Course Creator (Own content management system) e-learning materials, so that the learner curriculum constantly adapts to the learner, in- or decreasing the level of difficulty, or changing/guiding the learner to the subject matter that is most relevant to the learner, as well as providing a monitoring tool displaying the learner results and path.

2) Developing 30 3D multi-player scenarios (cooperation and collaboration as in Counter-Strike, World of Warcraft and similar), so that learners, in pairs, both have to interact verbally and culturally with the in-game characters via the built-in speech recognition system, but also have to work together with friends, classmates, or other foreign learners in order to complete the in-game missions and move on in the game. In this way, learners have to interact in, in a specifically designed way, with the chosen foreign language with in-game characters, while also interacting with friends in their mother tongue, or ad-libbing with complete foreigners in a potential third language (lingua franca). Existing scenarios will be adapted and redesigned where possible and according to needs, but at least one entirely new 3D environment will be created - a HUB where learners meet and partner up with other players before starting the game, in this case, the EU Parliament.

The platform will be tested on 300 learners and teachers over a 4-month period and it is expected that the results will show an increase in learner motivation and an increase in learning uptake as well as a positive indication by teachers concerning the usability of the tool and that it augments them in their role.

EUROSIM 2.0 will be freely available to individual users as well as teachers and learning institutions so learning can take place anywhere, anytime, a learner has time, energy, and a desire to learn. It is expected that in the long term a tool of this type will be an extremely valuable asset in aim of increasing multilingualism within the EU.

Target Groups

The primary target group of the project are adults in education, specifically migrant learners.

The secondary target group is anybody interested in learning a foreign language.

Objectives / Aims

• Multilingualism and being united in diversity
• Teaching foreign languages through an innovative digital platform
• Educate students in relation to cultural differences
• Support and enhance the learning of different European languages as well as cultures (English, German, Italian, Spanish, Greek and Danish).
• Promote European linguistic and cultural diversity
• Provide the chance for self-study
• Better equip the user for the labour market through an increased level of language and cultural knowledge and digital skills.
• Increase the employability of people via teaching the foreign language/languages

Intellectual Outputs

To ensure a successful implementation, the project has been structured with seven phases which are closely connected to the development and evaluation of intellectual outputs. It will be carried out through the 24-month project period:

1. Development of AI Methodology and Multi-Player Adaptation.
2. Technical Development: Implementation of AI algorithm and Multi-Player Capabilities
3. Evaluation of the platform
4. Quality Assurance Plan, Evaluation Plan and Checklist
5. Development of a dissemination plan
6. Multiplier events - A final Conference
7. Local Multiplier Events

List Of Partners

Italy, Enaip Piemonte

Operates in the regional area of Piedmont with a General Direction and 17 vocational training centres located in each province. The main objective is to enhance human resources and the most significant areas are training, guidance, consultancy, support in the professional insertion and job creation. We offer tools and means to design the most suitable opportunities for personal and professional development. We believe in the central role of each individual and we support the use of knowledge, technology, and technique, to fully operate into society and the labour market. Each project is created with two key elements, professionalism and reliability, and attention is given to integration and equal opportunity issues. Know, know-how and know-how to represent the three pillars of our vocational training.

Germany, Wisamar

Is a non-profit educational institute in Leipzig, Germany. It is a learning institution teaching vocational, cultural, and adult education. It is accredited by TÜV as education provider according to AZAV principles (employment activities for the Federal Employment Office) and by the Office for Migration and Refugees as Integration Course Provider. In the AZAV accreditation, process the quality management system is audited on an annual basis. Wisamar has a long experience in the creation of language courses, holding of workshops on intercultural competences, ICT, and empowerment, created E-learning courses e.g. Language learning and storytelling and teach German as well as cultural skills in our language school to migrants and refugees. They have direct access to the target group.

Austria, Die Berather

Is adult education, vocational training, and human resources development. It has 350 employees in over 30 locations throughout Austria. It has ca 20,000 participants each year, die Berater figures amongst the largest private educational institutes in Austria and was awarded the state award for adult education. It also conducts courses for the Austrian Employment Service to motivate and qualify people to make full use of their potentials in the economy, at the labour market and in their personal lives. die Berater’s New Media department develops educational architectures, provides tailor-made e-learning and mobile learning solutions and producesstate of the art e-learning content.

Denmark, Videnscenter For Integration  (VIFIN)

Is a knowledge and research centre at the Municipality of Vejle established in 2002 to collect and process knowledge on integration, and to develop and implement integration projects and activities. It creates, disseminates, and mainstreams good practice on integration and social development at the local, regional, national, and international levels with the vision to be the leader in knowledge building, dialogue and innovation on integration and development.

Greece, Vardakeios

Is a language school and is experienced in organising language seminars for immigrants who want to learn Greek, to help them find a job and also to integrate into the local society. The institute also organises seminars for local people who want to learn or improve English or want to learn a second foreign language. They have access to the project’s target groups.

Ireland, MTU

Offers full-time and part-time courses from foundation level, to certificate, degree, post-graduate, and doctoral level. It has two campuses, and a community of over 3,500 students and over 250 academic staff, consisting of a diverse mix of home, EU, and overseas students. MTU has been at the forefront of learning and has gained a reputation as a centre of distinction for teaching, learning and research. The staff has many national and international networks that would be suitable to disseminate the core ideas of this project. They also have access to the target group. MTU oversees the evaluation of the games.

Spain, Centre For Education

Is a learning institution, providing education and training for children, youth, and adults (often with a migrant background) in form of language courses, digital/ computer courses, and key competence training to improve employability. Through its language and integration courses, the Centre is working in close collaboration with local and regional administration. The Centre has direct access to target groups.

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HUNT 2.0 Flyer

HUNT 2.0 Newsletter 1

What is C-MAP?

C-MAP is a project co-funded by Erasmus+ program under the KA202 - Strategic Partnerships for vocational education and training that aims to aid team leaders, mangers and organisations to improve the performance of teams and individuals utilising a new coaching methodology called C-MAPs.

The project will help VET teachers and trainers to enable team leaders and managers in Ireland, the UK, the Netherlands, Italy, Portugal and Bulgaria to implement effective work-based coaching, applying the intellectual outputs (IO), developed under the C-MAP project (January 2020 – December 2021).

It is expected that over 600 individuals and organisations will benefit from involvement with the project, being directly made aware of the project's results and impact with the aim of impacting on a further 5,000 indirectly via publicity and dissemination activities.

What are the objectives of C-MAP?

• To develop and test a new work-based coaching methodology, VET Curriculum and course (IO1);

• To develop and test a new VET toolkit Coaching MAPS (IO2): a Coaching MAP is a visual aide setting out key coaching questions and a coaching journey to address a work-based problem or challenge enabling team leaders and managers improve performance and productivity.

• To publish and distribute a new Handbook for Work-based Coaches (IO3) showcasing good practice and how to use the C-MAP methodology.

Who may take part in C-MAP?

The C-MAP project team is keen to make relevant information and the findings of its project available to the representatives of the three main project's target groups – potential project participants:

Target Group 1: VET teacher/trainers (x 12 participants). They will attend a Teaching, Learning and Training activity (C1) equipping them with the knowledge and competences to train 70 participants (team leaders and managers) to use the C-MAP methodology and C-MAP Toolkit in their own workplace.

Target Group 2: Team leaders and managers (x 70 participants) will learn how to use the C-MAP methodology and C-MAP Toolkit within their own organisations to improve the performance of their teams and team members and to build/strengthen a coaching culture.

Target Group 3: Other VET actors and stakeholders such as VET centres, high and further education establishments, Awarding Bodies and policy-making organisations such as Enterprise Partnerships.

Partners

Institute of Technology Tralee
www.ittralee.ie

Exponential Training & Assessment Limited
www.exponentialtraining.com

Mindshift Talent Advisory lda
www.mindshift.pt

Learning Hub Friesland
www.learninghubfriesland.nl

Varna Economic Development Agency
www.veda-bg.eu

Consorzio Friuli Formazione
www.friuliformazione.it

Find Out More

https://www.coachingmaps.eu/

Facebook Page

C-MAP Brochure

Why Is StoryAidEU Important ?

Current healthcare training relies upon a comprehensive understanding of the bio-medical model of medicine. However, it has been recognised that a curriculum that incorporates a more rounded model is crucial. To explore a new model of healthcare education, storytelling can become a crucial tool for educators to show the hidden and silent stories of patients, healthcare professionals, loved ones, and vulnerable people. At the same time Europe faces increased demand for health services due to ageing populations, rising patient mobility, and a diminishing supply of health workers caused by retirement rates that surpass recruitment rates. This changing reality creates an even greater need for the health workforce to understand and value humanism.

What Will StoryAidEU Aim To Achieve?

StoryAidEU aims to “humanise healthcare education through storytelling”. This will be achieved by producing a course book, learning tools such as videos and interactive lectures that all healthcare professionals can access. Storytelling can be used to ensure a holistic approach to healthcare professionals’ education and this project aims to build a truly interprofessional approach to humanising healthcare education through storytelling. Storytelling is best used in an interdisciplinary environment which this project will foster by creating an innovative multi-professional, inter-stakeholder approach to bridge the gap between current educational models and a more holistic model for the future

How Will StoryAidEU Meet Its Goals?

The project will conduct (through a number of data gathering techniques) a full review of interprofessional education tools from across the globe, an assessment of humanism policies and procedures on a macro and micro level in Europe, and conduct essential research into how storytelling approaches can be used to improve healthcare education training. These three areas will be combined to create a dedicated educational curriculum for healthcare educators to promote humanism in healthcare through the production of a coursebook, learning videos and an interactive lecture which can all be used in multiple training settings.

When Does StoryAidEU Start And Finish?

The StoryAidEU project runs from October 2019 To September 2021.

Who Are Involved In StoryAidEU?

International Network for Health Workforce Education, Spain
Agenfor Italia, Italy
Institute of Technology Tralee, Ireland
Robert Gordon University, United Kingdom
StoryAid UK, United Kingdom
Vysoka Skola Zdravotnicka, Czech Republic
Wyzsza Szkola Ekonomii, Prawa i Nauk Medycznych im. prof. Edwarda Lipinskiego w Kielcach, Poland

Find Out More?

You can visit www.storyaid.eu to see our latest news and products or attend our Final Conference to be held in Barcelona in 2021.

STORYAIDEU Flyer

Results

Twitter Thread

Newsletter

Newsletter 1

Newsletter 2

Newsletter 3

Videos

StoryAidEU Project

The Impact of COVID-19 on Healthcare Teaching

Concept Analysis for Humanism in Healthcare

Two Theories of Storytelling in Healthcare

About The Project

The concept of internationalisation in the professional operations of SMEs is often approached without previous preparation or adequate strategies. Chambers of Commerce and Industry (CCI) and Vocation Education and Training (VET) providers are available for support, but most of them are not properly equipped with the requisite knowledge and tools for internationalisation.

The ISO project aims to create a new professional role, the Internationalisation Service Officer – and prepare the CCI and VET professionals who are working directly with the SMEs operating in the business areas of trading and services.

Our Mission

To develop and pilot:

• A training manual for future Internationalisation Service Officer professionals
• A set of videocasts with SMEs’ representatives to share their experience of internationalisation
• A self-assessment and training app to support start-ups
To promote dissemination actions, engage stakeholders and organise final conferences in all participating countries.

Partners

Poland - www.rig.katowice.pl
Greece - www.ebeh.gr
Spain - www.cenfim.org
Portugal - www.aeva.eu
Italy - www.ifelcampania.it
Poland - www.danmar-computers.com.pl
Ireland - www.ittralee.ie

Find Out More

http://iso.erasmus.site

Facebook Page

ISO Leaflet

Newsletter

Newsletter1 ISO

Newsletter2 ISO

Newsletter 3 ISO

About

The project “IRENE – Increase the empowerment of adults and migrants with specific learning disorders” uses virtual technologies and realities to try help adults learn a foreign language. Partners from seven European countries (Austria, Denmark, Greece, Ireland, Italy, The Netherlands and Spain) are collaborating to develop and test an innovative methodology and create an E-learning multilingual interactive platform at a transnational level.

Who Will This Project Help?

The project’s cohort are adults between 18 and 35 years old who experience learning difficulties and are therefore discouraged to learn a foreign language. The project will support these adults undertaking a ‘second opportunity’ to learn outside the traditional school paths. Language teachers will be provided with didactic and methodological tools and will be trained to improve their skills when working with people with learning difficulties.

Objectives

The IRENE project intends to fill the knowledge gaps through the production of three main outputs:

- Comparative research of existing teaching methodologies in the partner countries.

- Didactic approach introducing a model to develop learning content and guidelines.

- E-learning platform offering playful and stimulating modes for language learning. The platform will be structured in four separate sections: pronunciation; study; exploration and learning together.

Project Activities

• Perform a comparative research and desk analysis on how teaching of foreign languages to people with learning difficulties is managed in the different contexts of the countries involved.
• Design of a curriculum defining which contents (materials, exercises, storyboard) should be included in the four different modules of the E-learning platform
• Design and develop the E-learning platform.
• Organize short-term staff training events in Denmark to train teachers how to exploit the resources of the E-learning platform and its applicability to motivate adults with learning difficulties to learn in a different way.
• Organize multiplier events in partner countries to present the project outcomes to stakeholders and a wide audience.
The project is running from September 1st 2018 till August 31st 2021.

Contact

For more information on the project, please contact:
Institute of Technology Tralee (IE)
Kristin Brogan
Kristin.Brogan@staff.ittralee.ie

Newsletter

Newsletter1 IRENE

Newsletter 2 IRENE

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IRENE Flyer

About

Due to the drastic growth in migration and the very significant increase in the movements of people across countries, intercultural awareness is becoming more and more essential. It is still neither common nor popular to teach interculturality in VET.

This project offers an easy access to tools in the area of intercultural learning and provides training materials, including instructions on how to apply theory to intercultural training.

Find Out More

https://cit4vet.erasmus.site/

Facebook Page

CIT4VET Flyer

About The Project

LEAP – Learn, Engage, Apply and Perform is a Strategic Partnerships project for Vocational Education and Training under the Erasmus+ programme.

Objectives

The LEAP project intends to create a ‘step change’ in the use of ePortfolios as process-based pedagogical tool to improve learner and VET provider performance. It will exploit Digital Badges including open digital badges to create an engaging learning process leading to improved performance by learners and teacher/trainers. During the time of implementation of LEAP the following outputs will be delivered:

The LEAP e-Portfolio
A flexible, but structured tool designed to facilitate the collaborative interaction between learners and teacher/trainers and between teacher/ trainers and moderators; and to promote learner independence, the use of differentiated learner support, learning and assessment.

LEAP e-Portfolio and Good Practice Handbook
A series of training curricula and VET courses that will make use of the LEAP e-Portfolio. The Handbook will allow the lessons and experience of partners, teachers/trainers and learners to be transferred to other stakeholders interested in exploiting the use of digital open badges within an e-Portfolio such as LEAP.

Policy Report: Taking the LEAP
A strategic document with recommendations for the use of a learner centred pedagogical process model incorporating open digital badges within e-Portfolios in the delivery of VET courses and how it can support and complement other approaches to VET delivery (e.g. blended learning, use of VLEs, the flipped classroom and traditional classroom based activities).

Implementation Period

From 1st of September 2017 to 31st of August 2020.

Partners

United Kingdom, Exponential Training & Assessment [Coordinator]
Cyprus, Dekaplus
Austria, BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH
Portugal, Instituto de Soldadura e Qualidade
Ireland, Institute of Technology Tralee
Greece, Best Cybernetics

Target Groups

1. Teachers/trainers
2. Learners
3. VET/HE/FE Centres
4. Partners
5. European business community
6. VET Policy stakeholders

Newsletters

Leap Newsletter 1

Leap Newsletter 2

Leap Newsletter 3

Find Out More

http://www.e-leap.eu

LEAP Flyer

Tourism is one of the largest and fastest growing sectors in the world. In the EU alone, tourism contributes 10% to GDP and creates jobs for 26 million people!

Aims

Tourism 4 Careers aims to promote the industry and the fast number of careers and opportunities available. The following two interactive and educational online units.

How The Aims Will Be Achieved

The partnership will develop the following two interactive and educational online units (e-learning resources):

- Introduction to Tourism
- Careers in Hospitality and Tourism

A prototype of the two e-learning resources (http://tourisminsight.ie/) has been developed by the Institute of Technology Tralee and hospitality partners in Ireland including the Irish Hospitality Institute, Failte Ireland, the Irish Hotels Federation as well as other national associations and hotels. The units provide valuable tourism insights to secondary schools students, VET students and other learners, informing them of career options within the tourism industry.

About

Careers in Hospitality and Tourism provide valuable tourism insights to secondary school’s students, VET students and other learners, informing them of career options within the tourism industry. The resources give awareness of what life in the tourism and hospitality industry is really like, allowing them to make an informed career choice.

Who Is Involved?

Institute of Technology Tralee (Ireland, coordinator) 

Irish Hospitality Institute (Ireland)

University of Plovdiv Paisii Hilendarski (Bulgaria) 

Srednja sola za gostinstvo in turizem Celje (Slovenia)

Istituto dlstruzione Superiore di Ceccano (Italy)

Stichting Business Development Friesland (The Netherlands)

Mardin Artuklu Halk Egitim Merkezi ve Aksam Sanat Okulu (Turkey)

Klaipedos Turizmo Mokykla (Lithuania) - Danmar Computers LLC (Poland)

Vysokå Skola regionålniho rozvoje a Bankovni institut - AMBIS, a.s. (Czech Republic)

Find Out More

t4c.erasmus.site

Facebook Page

T4C Flyer

Newsletter

Newsletter 1 Tourism4Careers

Newsletter 2 Tourism4Careers

Newsletter 3 Tourism4Careers

Newsletter 4 Tourism 4 Careers

About

Teachers of Tomorrow is a 2-year Erasmus+ project that develops an innovative competence profile for teachers and develops new future-oriented methods as well as teaching and learning materials / tools. This creates a framework / training curriculum that relates to the competence profile and at the same time picks up on changes in society (e.g. migration movement)

Aims

The project relies on an interdisciplinary and transdisciplinary approach. It is a project of science, society and practice that is closely linked to the process of the European Union.
It is about a high-quality qualification of teachers and the socio-cultural and emotional participation and part of marginalized groups in society in the educational process , a dialogue-based, systematic knowledge transfer.

Target Groups

Adult education teachers in regular schools, educational counselling centres, coaching area and teachers with a migrant background.

Partners

ITT, Tralee (Ireland), the Foundation Fazio-Allmayer of Palermo (Italy), the Theater Association Teatro due mondi (Italy), the Adult Education Center VHS Simmering/Vienna (Austria), the Adult Education Center vhs Pforzheim-Enzkreis (Germany)

Find Out More

Teachersoftomorrow.eu

TOTO Flyer

The Project

INTERMOVE FOR TRAINERS project aims to further extend the innovative training pathway developed by the INTERMOVE model, which addresses institutions active in international mobility projects for education and training purposes in order to help them prepare customised pre-departure and upon-arrival preparation while combining two topics: intercomprehension of languages and intercultural competences. This aim will be achieved thanks to the development of a specialized training for trainers’ programme which will qualify trainers and mentors in partner organisations as INTERMOVE facilitators as well as experts able to train other organisations active in mobility projects and to recognise them with the INTERMOVE Label through the development of a solid Network.

What makes the INTERMOVE model so innovative?

INTERMOVE FOR TRAINERS is based on the innovative methodology and excellent results obtained by previous project – INTERMOVE – developed between 2015 and 2017, also within the framework of the Erasmus+ Programme (http://intermove.eu/en/home/). INTERMOVE combined the intercultural preparation of participants in mobility experiences with the use of intercomprehension in a blended training pathway that included French, English, Portuguese, Italian and Spanish as targeting languages.
Thanks to INTERMOVE, trainers and mentors were given access to innovative tools that have allowed them to incorporate a methodology based on an approach that combined intercomprehension and interculturality.
Following this model, INTERMOVE FOR TRAINERS will focus on developing more comprehensive learning contents, addressing the expert trainers that will recognize third institutions and facilitators, as the system has been already successfully tested and currently implemented with participants.

Expected Impact

• Increasing the quality of the preparation and, then, of the performance of participants in mobility actions.
• Boosting cooperation among national institutions through INTERMOVE Network.
• Contributing to the improvement of the VET system through the empowerment of trainers’ competences in intercomprehension and interculturality.
• Defining innovative, shared and modular learning outcomes and resources related to intercultural competences and intercomprehension, that will boost the use of those variables among local stakeholders.
• Activities Creating Open Educational Resources in diverse European Languages validated by a multinational consortium.
• Raising awareness about the importance of the preparation for the success of the mobility experience.
• Promoting intercomprehension of languages as a tool for a better intercultural understanding.

Activities

• Design and development of INTERMOVE training for trainers specialized programme, including the preparation of contents related to the main topics of the project: intercomprehension and intercultural approach.
• Implementation of transnational training sessions for trainers from partner institutions.
• Setting up of INTERMOVE Network and development of its structure, mission and secretariat.
• Preparation and delivery of training to third organisations from partner countries.
• Recognition of trained organisations that will be awarded with the INTERMOVE label, allowing them to belong to INTERMOVE network.

Newsletters

Newsletter 1

Newsletter 2

Newsletter 3

Newsletter 4

Newsletter 5

Find Out More

Project Website

INTERMOVE for Trainers Flyer

Vocal Project

Summary

The EU policy on multilingualism supports the aspiration to be united in diversity. Languages can build bridges between people. giving us access to other countries and cultures and enabling us to understand each other better.

Hunt For Europe (HFE) uses a digital immersive language learning platform, using content integrated language learning method. The learning environment is an interactive, browser-based, language- and culture learning platform, which enables the learner to quickly acquire spoken language competency and cultural understanding via increased individual focus and the possibility of self-study. The platform is a Serious Games category development and integrates an interactive learning environment coupled with Automatic Speech Recognition where the learner acquires the necessary language- and culture skills which are subsequently practised and employed in a realistic 3D environment. It can be used in-class in a blended learning environment where the learners can practise under careful supervision, or it can be accessed online by the learner anytime, anywhere the learner wishes to continue practising pronunciation and a spoken language in the 3D world or the interactive lessons.

Hunt For Europe consists of:

1) The SKILL BUILDER SECTION which teaches both the pronunciation of single words as well as sentences and the culture information relevant to the various environments covered in the 3D sections. This section will also contain interactive exercises and quizzes, focusing on both perception and production issues, ensuring that the student has mastered the material.

2) 6 different but connected 3D ENVIRONMENTS, each one representing and depicting a culturally significant area of a partner country, in which the learner must perform a givenassignment. The overall storyline of the game-part is the discovery of the cultural identity of Europe.

Target Groups

The primary target group of the project are ADULTS in general – both European citizens, either in jobs, unemployed, NEETS, and migrants and refugees.

A secondary target are the TEACHERS of adult learners in language schools

Objectives / Aims

• Multilingualism and being united in diversity
• Teaching foreign languages through an innovative digital platform
• Educate students in relation to cultural differences
• Support and enhance the learning of different European languages as well as cultures (English, German, Italian, Spanish, Greek and Danish).
• Promote European linguistic and cultural diversity
• Provide the chance for self-study
• Better equip the user for the labour market through an increased level of language and cultural knowledge and digital skills.
• Increase the employability of people via teaching the foreign language/languages

 Intellectual Outputs

To ensure a successful implementation, the project has been structured with six phases which are closely connected to the development and evaluation of intellectual outputs. It will be carried out through the 24-month project period:

1) Curriculum Design & Story & Games Development

2) Technical Development and Implementation & Digital Handbook

3) Evaluation of the platform

4) Quality Assurance Plan, Evaluation Plan and Checklist

5) Development of dissemination plan

6) Multiplier events - A final Conference

7) Local Multiplier Events

List Of Partners

Italy, Enaip Piemonte
Operates in the regional area of Piedmont with a General Direction and 17 vocational training centres located in each province. The main objective is to enhance human resources and the most significant areas are training, guidance, consultancy, support in the professional insertion and job creation. We offer tools and means to design the most suitable opportunities for personal and professional development. We believe in the central role of each individual and we support the use of knowledge, technology and technique, to fully operate into society and the labour market. Each project is created with two key elements, professionalism and reliability, and attention is given to integration and equal opportunity issues. Know, know-how and know-how to represent the three pillars of our vocational training.

Germany, Wisamar
Is a non-profit educational institute in Leipzig, Germany. It is a learning institution teaching vocational, cultural and adult education. It is accredited by TÜV as education provider according to AZAV principles (employment activities for the Federal Employment Office) and by the Office for Migration and Refugees as Integration Course Provider. In the AZAV accreditation, process the quality management system is audited on an annual basis. Wisamar has a long experience in the creation of language courses, holding of workshops on intercultural competences, ICT and empowerment, created E-learning courses e.g. Language learning and storytelling and teach German as well as cultural skills in our language school to migrants and refugees. They have direct access to the target group.

Austria, Die Berather
Is adult education, vocational training and human resources development. It has 350 employees in over 30 locations throughout Austria. It has ca 20,000 participants each year, die Berater figures amongst the largest private educational institutes in Austria and was awarded the state award for adult education. It also conducts courses for the Austrian Employment Service to motivate and qualify people to make full use of their potentials in the economy, at the labour market and in their personal lives. die Berater’s New Media department develops educational architectures, provides tailor-made e-learning and mobile learning solutions and producesstate of the art e-learning content.

Denmark, Videnscenter For Integration (VIFIN)

Is a knowledge and research centre at the Municipality of Vejle established in 2002 to collect and process knowledge on integration, and to develop and implement integration projects and activities. It creates, disseminates and mainstreams good practice on integration and social development at the local, regional, national and international levels with the vision to be the leader in knowledge building, dialogue and innovation on integration and development.

Greece, Vardakeios

Is a language school and is experienced in organising language seminars for immigrants who want to learn Greek, to help them find a job and also to integrate in to the local society. The institute also organises seminars for local people who want to learn or improve English or want to learn a second foreign language. They have access to the project’s target groups.

Ireland, ITT

Offers full-time and part-time courses from foundation level, to certificate, degree, post-graduate and doctoral level. It has two campuses, and a community of over 3,500 students and over 250 academic staff, consisting of a diverse mix of home, EU and overseas students. ITT has been at the forefront of learning and has gained a reputation as a centre of distinction for teaching, learning and research. The staff has many national and international networks that would be suitable to disseminate the core ideas of this project. They also have access to the target group. ITT oversees the evaluation of the games.

Spain, Centre For Education 

Is a learning institution, providing education and training for children, youth and adults (often with a migrant background) in form of language courses, digital/ computer courses and key competence training to improve employability. Through its language and integration courses, the Centre is working in close collaboration with local and regional administration. The Centre has direct access to target groups.

Download:

Project Timelines 2017-2019

HFE Brochure

Why?
 

The International Labour Organization ranked medical professions as the second most vulnerable to violence in the workplace. This view is supported by the consortium’s pre-project research which saw a questionnaire disseminated to key stakeholders and received over 1000 responses. Results showed that only 5.9% respondents with previous patient contact said that they had never been verbally assaulted by patients and 62.5% were victims of physical assault by patients at least once.

 
What?
 

The chief goal of the project is to improve the workplace safety of healthcare professionals by increasing their skills and competences in dealing with difficult situations. To achieve this the project consortium will design and develop a complex multi-stakeholder, inter-disciplinary course for healthcare students, predominantly focused at paramedics and nurses. The didactic materials and project’s intellectual outputs will also be accessible to the rest of the health workforce such as physicians and physiotherapists.
 

How?
 

The project will develop an educational course which will result in an increase in the conflict management skills and knowledge of healthcare professionals. The course will create a uniform, comprehensive and complete programme applicable to all partner countries of the consortium, while also being adaptable enough for use in the rest of Europe and beyond. The majority of educational materials will be available online, free of charge, in the form of multimedia interactive materials realised in a Moodle format.
 

When?
 

The SAFEMEDIC project runs from November 2018 to October 2020.
 

Who?
 
   

    • Wyzsza Szkola Ekonomii, Prawa i Nauk Medycznych im. prof. Edwarda Lipinskiego w Kielcach, Poland
    • International Network for Health Workforce Education, Spain
    • Institute of Technology Tralee, Ireland
    • Vysoka Skola Zdravotnicka, Czech Republic
    • Alma Mater Europaea-Evropski Center, Slovenia
    • Kauno Kolegija/ University of Applied Sciences, Lithuania

"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."

Find Out More

SAFEMEDIC Flyer

SAFEMEDIC Leaflet

Website

Project description

CORE project focuses on making improvements on the existing qualifications by identifying them in partner countries, improving them and matching a new joint curriculum. The project priorities are to make skills and competences more visible and comparable between different European countries.

At the same time, the project will increase the quality of education with a strong work-based component that also embeds OER learning and virtual transnational connections into the cook’s qualification. The aim is to improve the participating students’ international competences and language skills. Simultaneously the whole hospitality industry in Europe benefits from the project results as the professional cook’s competence and skills entity is identified, described and implemented in the European level.

This project is focused on developing a pilot version of a new virtual 360° web page featuring cook's competences, where all study programmes / specialisations are opened. The learning outcomes will be made as transparent as possible by using OER (e.g. open badges) approach for competences needed in the profession.

Target group

The primary target groups are students and teachers in VET as well as company representatives in the restaurant and catering sector.

Duration

28.12.2018 — 27.12.2020

Project manager

Oona Haapakorpi/Mika Heino, Omnia

Partners

Coordination: Omnia, Finland

Partners: Vamia (Finland), Ikaslan Gipuzkoa (Spain), Institute of Technology Tralee ITT (Ireland), Tartu Vocational College TKHK (Estonia)

Funding

Erasmus+ KA3 (European Commission)

Find Out More

https://cookingforthefuture.net

https://www.facebook.com/Cookingforthefuture/

CORE Brochure

CORE Flyer

Who Can Benefit?

If you are a member of security staff working in the police service, as a border guard or at the entrance point of a shelter for migrants and refugees the VOCAL IN NEED resources can help you to better interact with migrants, refugees and other foreign nationals who do not speak your language.

If you are a job coach / counsellor / educator / trainer working at an NGO or a non-profit organisation the VOCAL IN NEED resources will help you to overcome language and cultural challenges when dealing with migrants and refugees in situations where otherwise the help of an interpreter would be necessary.

If you are the manager of an agency offering services for migrants and refugees the VOCAL IN NEED online tools can help your staff mem-bers to improve their communication skills when dealing with people with different cultu-ral and linguistic background.

Please contact us to receive further informa-tion about the project:https://vocal.erasmus.site

Why

The recent refugee crisis and increa-sing mobility both between EU member states and from other parts of the world poses a great challenge to security and agencies who are con-fronted with people with different cultural backgrounds and who do not speak the local language.

The VOCAL IN NEED project aims to bridge this linguistic and cultural gap by providing an online training course and an app for smartphones to better interact with migrants and refugees in the following contexts:

• Police stations, border control
• Shelters / residential centres for migrants, refugees and asylum seekers
• Agencies that provide training, employment or other services for migrants and re-fugees

Where Do Communication Challenges Occur Most?

The partnership has identified the following situations where the language and intercultural competences of security and agency staff should be improved:

• On the road (traffic)
• Reporting an incident (police station)
• At the shelter / residential center for migrants and refugees (NGOs)
• In the integration course / employment service (agencies)

What?

The VOCAL IN NEED partners will develop, for example, the following results during the project lifetime:

• Needs analysis in partner countries to understand the training needs of security and agency staff and to design an online training course based on real-life scenarios where they felt their language and intercultural competences were not sufficient;
• Online training modules, accessible from any device and developed in a user-friendly way, containing vocabulary, useful phrases, scenarios/virtual tours, exercises and cultural information in 8 different languages;
• Application for smartphones containing useful key phrases and words to help security and agency staff in overcoming language barriers.

When

The VOCAL IN NEED project runs from October 2017 to September 2019.
In this period, the partners-hip will develop online training and an app for smartphones.

Which Languages?

The VOCAL IN NEED training materials will be available in the following languages:
Arabic, Bulgarian, English, German, Italian, Lithua-nian, Russian, Turkish.

Links

• assist GmbH (Germany): www.international-hr.de
• Danmar Computers LLC (Poland): https://danmar-computers.com
• die Berater (Austria): www.dieberater.com
• Esenler Mesleki ve Teknik Anadolu Lisesi (Turkey): http://esenlermtal.meb.k12.tr/
• Formazione Co&So Network (Italy): www.formazionenet.eu
• Hochschule der Sächsischen Polizei (Germany): www.polizei.sachsen.de
• Institute of Technology Tralee (Ireland) - coordinator: www.ittralee.ie
• Mykolas Romeris University (Lithuania): https://www.mruni.eu/
• University of Plovdiv “Paisii Hilendarski” (Bulgaria): https://uni-plovdiv.bg/

Downloads

• Vocal In Need Flyer
• Vocal In Need Poster
• Vocal In Need Newsletter 1
• Vocal In Need Newsletter 2
• Vocal In Need Newsletter 3
• Vocal In Need Newsletter 4

“This project has been funded with support from the European Commission. This publication and all its contents reflect the views only of the author, and the Commission cannot be held respon-sible for any use which may be made of the information contained therein.”

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.

Target groups

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.

Project aims

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.

Project outputs

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.

Download

• Brochure
• Newsletter
• Newsletter 2

Web Address:

http://eco-smart.firrip.com.pl/index.php?c=page&id=10

Summary

Developing a Project Management Tool for SMEs.

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!

Aims & Objectives

What is IPEC?

IPEC stands for Initiate, Plan, Execute and Close. The IPEC project plans to develop a new microlite 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.

Want to know more?

Visit our website here

 ‘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

Newsletter

Newsletter 1

Newsletter 2

Newsletter 3

Newsletter 4

Newsletter 5

Project IPEC Brochure

Summary

CES&L Project – Languages 4 Work

Agreement number  2015-1-IE02-KA203-000420

Supporting Language Graduates into successful careers.
Cooperation between students, academics, career services and graduate employers.

AHECS Employability module:

AHECS Module

Why is this project necessary:

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.

European

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.

Partners

9 project partners in 7 countries:

• Institute of Technology Tralee (www.ittralee.ie) – Tralee, Ireland – *Project coordinator*
• AHECS -Association of Higher Education Careers Services ( www.ahecs.ie) – Maynooth, Ireland
• die Berater (www.dieberater.com) – Vienna, Austria
• trendence Institut GmbH (www.trendence.com)– Berlin, Germany
• Qualitas Forum Srl (www.qualitas.org) – Florence, Italy
• Plovdiv University "Paisii Hilendarski" (www.uni-plovdiv.bg) – Plovdiv, Bulgaria
• Danmar Computers LLC (danmar-computers.com.pl) – Rzeszow, Poland
• University of Strathclyde (www.strath.ac.uk ) – Glasgow, UK
• Global Village Sp. z o.o. (www.gv.edu.pl ) – Kielce, Poland

Brochure

Download Flyer

Summary

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 policymakers.

For more information on the PlurCur project go to the ECML website and look at the PlurCur website.

Connecting languages and subjects

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

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 policymakers . 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.

Partners

Partner schools

• Austria: HLW Rankweil, Elisabeth Allgäuer-Hackl and Angelika Kessler, www.hlwrankweil.at
  Germany: Heinrich-Heine-Gymnasium, Gisela Fasse, www.hhgonline.de
• Ireland: Ardscoil Rísp, Limerick,Tracey Foley, www.ardscoil.com
• Italy: Sozialwissenschaftliches, Klassisches, Sprachen- und Kunstgymnasium Meran, Eva Tessadri, www.gymme.it
• Italy: Gymnasium Walther von der Vogelweide Bozen, Gisela Mayr, Bozen
• Italy: Fachoberschule für Tourismus und Biotechnologie, Marie Curie, Meran - David Augscheller
• Turkey: Esenler Mesleki ve Teknik Anadolu Lisesi, Mustafa Demirer, Istanbul

• IT PARTNER: Danmar Computers LTD, Lukasz Klapa, Rzeszów (Poland), danmar-computers.com.pl
• QA partner: University of Turku , Joachim Schlabach, Turun Yliopisto (Finland)
  www.utu.fi
• Experts: Technische Universität Darmstadt, Britta Hufeisen and Ute Henning, Darmstadt (Germany), www.daf.tu-darmstadt.de
• Coordinator: Institute of Technology Tralee, Kristin Brogan, Tralee (Ireland), www.ittralee.ie

Brochure

Download Brochure 1

Summary

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:

• Intercultural issues
• Communication in foreign languages

Why is this project necessary:

What makes the INTERMOVE Training so Innovative?

Aims & Objectives

Target Groups

Expected Impact

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.

Contact

Download Flyer

Summary

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 language 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 receive updates about the project.

Why

Good communication is essential in the healthcare sector, where it can literally make the difference between life and death.

Increased mobility and demographic change mean that more and more healthcare situations involve people who do not share a common language or cultural background.

The project aims to bridge the language gap by providing language training materials and a translation support application focusing on key contexts where language barriers are most acute:

• Hospital emergency services
• Ambulance services and fast rescue teams
• Doctors on standby

Where do communications barriers occur most?

Needs analysis conducted by vocal-medical partners shows that the situation where help to overcome communication barriers is most needed are:

• Asking patients about their medical history
• Communication about medication
• Understanding patients' emotional state
• Communication about cultural and religious concerns

What?

• Web-based multilingual resource for smartphone, tablet or pc
• Bilingual training modules available online (English + 8 Languages)
• Intercultural training modules
• Technical language focused on real-life situations
• Background cultural information on the medical sector in each country
• Interactive and easy to use virtual tours

When?

Which Languages?

The vocal-medical resource covers the following languages with English:

• Bulgarian
• Dutch
• German
• Lithuanian
• Polish
• Slovak
• Slovenian
• Turkish

Brochure

Download Brochure

Summary

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)

Project outcomes

• 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
• Turkey: Metegder
• 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.

Download:

Available Soon

Summary

Development of new modules for international bachelor and master programmes in sustainable tourism management (SuToMa)

Duration:

Objectives:

Reason:

Targets:

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

Project modules

1. Destination management
2. Sustainable tourism
3. Nature-based tourism
4. Agrotourism
5. Practical placements
6. Tour guide education
7. Capacity building for sustainable tourism
8. Intercultural communication and management
9. Language for specific purposes: Tourism
10. Small and medium-size enterprises management
11. Cultural management
12. Electronic and mobile tourism / Traffic management

Contact

Andrea Menn Gila Altmann Jade Hochschule Friedrich-Paffrath-Straße 101 D-26389 Wilhelmshaven Tel: +494421-985-2386 Mail: menn@jade-hs.de gila.altmann@jade-hs.de Website: www.sutoma.eu

Download Brochure:

SuToMa

Summary

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

Objectives

To develop a training course that will cover the following subjects:

• Effective training session
• Training objectives and their evaluation
• Usage of aids and techniques
• Developing effective training style
• Adjusting training methods to the audience
• Effective communication
• Methods of stimulating classroom
• coping with difficult situations

Results

• Online training course
• Project website
• Discussion forum – Facebook
• Questionnaires – Evaluation Report

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

Download the Brochure:

Speak-Up

Facebook

Project coordinator:

Fundacja Instytut Rozwoju Regionalnego i Przedsibiorczoci – Tenczynek, Poland, www.firrip.pl

Project Website

Project Facebook Profile

Summary

Target Group:

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 labour market.

The training supervisor acts as a 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 relevant to the job 50% 3-5 members. The be, to make corrective changes in their own behaviour.

Objectives:

Videos:

English

Short

Long

TV

German

Short

Long

TV Presentation

Italian

Short

Long

Spanish

Short

Long

Polish

Short

Long

Further details

Download: Team Coaching Brochure

Website

Summary

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;

Partners

Srednja šola za gostinstvo in turizem Celje, Slovenia

Avera d.o.o., Slovenia

Omnia, the Joint Authority of Education in Espoo Region, Finland

Srednja tehni¿ka prometna škola Split, Croatia

Websites

Brochure

Funded

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.

Summary

Aim/Objectives

Overall objectives:

Specific objectives:

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.

Target Groups

Activities

Results

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

Partners

More Information

Website

Summary

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)

Project Summary

Description

Themes/Sectors

Themes

• Intercultural learning
• Lifelong learning
• Open and distance learning
• Enterprise, SME
• Language training
• Continuous training
• Utilization and distribution of results
• Labor market
• Sustainability
• ICT

• Accommodation and Food Service Activities
• Other Service Activities
• Education

• Types material for open learning
• transparency and certification
• teaching material
• program or curricula
• open and distance learning
• website

Partners

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

Websites

Website
E-Talia

Summary

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 a general language package in the three languages and a 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 the 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 the 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.

Websites

X-Treat

Website

Summary

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 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 motivate 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 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 Europe)
• EUN Partnership AISBL (European Schoolnet)
• CILT, UK National Centre for Languages

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 Languages of the Lifelong Learning Programme.

MOLAN Members

MTU 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 Didžijo 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 l’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

MOLAN coordinator
Wolfgang Mackiewicz
erasmspr@zedat.fu-berlin.de

MOLAN deputy coordinator
Marc Durando
marc.durando@eun.org

MOLAN manager
Dieter Jirmann-Heidl,
jirmann@zedat.fu-berlin.de

Web Addresses:
www.molan-network.org

Summary of case studies about how to motivate learners to study languages:
http://www.molan.info/
http://www.languagesinireland.ie/

Summary

What is VOCAL?

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.

VOCAL Quality and Research:

The VOCAL materials:

Rationale & Impact:

The VOCAL partnership:

Web Addresses:

Website
Languages In Ireland

Summary

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 – 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 was produced in Estonian, Finnish, French, German and Italian.

Different learning styles considered

Sectors

Languages

End-users of the Material

For further information please contact:

Partners

• Adulta Oy, Finland
• Institut des Formations en Alternance Marcel Sauvage, France
• Tralee Institute of Technology, Ireland
• "Andrea Barbarigo" di Venezia, Italy
• Kiezkchen ggmbh, Germany
• Tallinn Service School, Estonia

Web Addresses:

ReadyStudyGo
ReadyStudyGoEurope
Languages In Ireland

Summary

Background

A Learning Environment: The CD-ROM

Research

Mobility co-coordinators in each partner country will survey their current group of students on placement.  The survey will question students on the following:

• Placement preparation
• 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 a 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 the 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"

Partners

The partners of this project are from Germany, Spain, Italy, Slovakia, Sweden & Ireland. European Language Award 2006. MTU was the Quality Manager in this project.

Web Addresses:

Problem Solve
Languages In Ireland

Summary

Aims/Goals:

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.

Target Groups:

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.

Main activities:

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.

Partners:

• Rezeknes Augstskola, Latvia
• Fachhochschule Oldenburg Ostfriesland Wilhelmshaven, Germany
• Universidade do Porto, Portugal
• Katholieke Hogeschool Zuid-West-Vlaanderen, Belgium
• Vilniaus Universitetas, Lithuania