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Grundtvig success-stories en

  1. 1. GRUNDTVIGSuccess StoriesEurope creates opportunities
  2. 2. 2 | Europe Direct is a service to help you find answers to your questions about the European Union Freephone number (*): 00 800 6 7 8 9 10 11 (*) Certain mobile telephone operators do not allow access to 00 800 numbers or these calls may be billed. A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server ( Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2007 ISBN 978-92-79-05114-2 © European Communities, 2007 Reproduction is authorised provided the source is acknowledged. Printed in Belgium
  3. 3. Grundtvig: Keep on learningEurope is undergoing a major transformation. Knowledge |1and the innovation it sparks are its most valuable assets intoday’s world economy. Lifelong learning and the accessibilityand quality of Europe’s education and training systems play adecisive role in the ambitious goal of transforming the EU into adynamic, knowledge-based economy.Lifelong learning requires many fundamental skills: the abilityto pursue and continue learning and to organise one’s ownlearning process. Basic skills such as literacy, numeracyand ICT skills are needed in order to assess, gain, processand assimilate new knowledge and skills. European citizensalso face new challenges: language skills and multiculturalcompetences are becoming more important on the Europeanlabour market and in European societies which are made upof a wide variety of traditions and cultures. New technologieschange work processes and require additional skills.Traditional family patterns are called into question and the Ján Figel’"ageing society" also creates new challenges. Member of the EuropeanThe Grundtvig programme addresses the teaching and learning Commission responsible forneeds of those involved in adult education; it aims to provide Education, Training, Culture andnew learning opportunities for all especially for adults at risk Youthof social exclusion and for older workers. It brings togetherlearners, teachers and organisations in adult education andenables them to exchange experiences, learn from each otherand develop new approaches in adult education.This brochure presents 20 multilateral projects and LearningPartnerships as examples of best practice. I invite all thoseactive in adult education in Europe to draw upon theseexamples as a rich source of inspiration for their Grundtvigactivities in the new Lifelong Learning Programme.
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  5. 5. CONTENTS4 | Its never too late to learn - The Grundtvig programmeGrundtvig Multilateral Projects6 | Still Active! Performing Voluntary Service After 55 Years Old A (Survival) Training Scheme7 | A Sporting Chance8 | ICAR – Internet Communication and Active Rehabilitation for People with Mental Disorders9 | LANDWORKER: Neue Bildungsorte für die Erwachsenbildung – Citizen Schools10 | Promoting Social Inclusion through basic skills learningGrundtvig Learning Partnerships11 | Twinning the Elderly Disadvantaged and Disabled with the Young By Enabling Active Reminiscence (TEDDYBEAR)12 | Europaeisches Kompetenz-Netzwerk – Erschliessung des Internets fuer aeltere Erwachsene (EuCoNet)13 | Practice Makes Perfect: Promoting European Citizenship through language14 | Meetingpoint Ethics15 | READCOM – Reading Clubs for Adult Learning Communities16 | NEWROLE17 | IMPATH – Immigrant Pathways18 | Cooperative Adult Second Chance Action Development in Education (Cascade)19 | Leben in Europa – Menschen mit schwerer geistiger und/oder mehrfacher Behinderung entdecken die Vielfalt Europas20| MABELGrundtvig Network21 | EQUIPELingua22| Listen and Touch: A basic English course for the visually impaired (L & T)23 | Join your grandchildren in learning a foreign language (JOYFLL)24| Access to Language Learning by Extending to Groups Outside (ALLEGRO)25 | Opening the Door to Language Learning (OdLL)26| Further information on the Grundtvig Programme 2007 – 2013: Objectives and Actions
  6. 6. It’s never too late to learn The Grundtvig programme4 | The Grundtvig action was launched in Grundtvig encompasses all levels Between 2000 and 2006 Grundtvig 2000 in the framework of the Socrates and sectors of adult education and all supported 424 Multilateral Projects II programme, giving adult educa- forms of learning: formal, non-formal aiming to produce innovative results tion the same structural status within and informal. It also has all needs of and products in the field of adult the programme as higher or school adult learners within its scope but education. In addition more than education. Grundtvig was designed gives special attention to those with 1600 Learning Partnerships were to encourage the European dimen- more significant needs. Grundtvig supported. These are small-scale sion of lifelong learning, to contribute actions support especially people cooperation projects involving adult – through enhanced transnational lacking basic education and qualifica- education institutions, their teachers co-operation – to innovation and tions, people living in rural or disad- and learners. improved availability, accessibility vantaged areas, or who are disadvan- and quality of other educational path- taged for socio-economic reasons. ways, and to promote the learning of They also focus on people with special languages. educational needs and / or belonging to groups which are "hard to reach" and which do not generally tend to take part in educational initiatives. Grundtvig in figures 2000 2001 2002 2003 2004 2005 2006 Adult education insitutions 0 478 924 1,182 1,402 1,795 1,980 participating in Partnerships Multilateral Projects, 78 67 59 45 74 81 51 Networks and Thematic Seminars Learning Partnerships bring adult education institutions together The emphasis of these small scale Learners also profit from this kind of cooperation projects is to enable and European cooperation; they commu- support adult education institutions nicate with adult learners in other in exchanging best practices and countries on the internet, exchange know-how in specific thematic areas. arts and crafts or meet them at project Learning Partnerships are often the meetings. Grundtvig changes the lives first experience of European coopera- of many disadvantaged learners by tion for many participating partners. giving them self-confidence, improving They are also a valuable instrument their motivation to learn, their commu- for European mobility and an oppor- nication skills and their understanding tunity for personal and professional of other cultures. development.
  7. 7. The contribution of Grundtvig Multilateral Projects Multilateral projects aim to develop In this way Grundtvig projects influ- |5 high quality didactical material and ence the development of adult educa- innovative didactical approaches, and tion in many countries and in Europe. develop solutions in areas like valuing They deal with topics like basic skills learning, guidance and counselling in and key competences, learning in adult learning, or information tools. later life, prison education, language They disseminate their results in their learning, internet use and ICT, or respective field and aim to advance cultural education. the development of a European dimen- sion in adult education. The story continues – Grundtvig in the Lifelong Learning ProgrammeWith the change to the new Lifelong Grundtvig aims to provide support for As in previous years, the GrundtvigLearning Programme, the Grundtvig all those active in adult education. Its programme will supportprogramme becomes part of the actions are focussed on responding tooverall effort to contribute through the educational challenge of an ageing • Individual mobility such aslifelong learning to the development population in Europe and in providing in-service training courses forof the EU as an advanced knowledge adults with pathways to improving teachers and other staff in adultsociety with sustainable economic their knowledge and competences. educationdevelopment, more and better jobs • Learning Partnerships betweenand greater social cohesion. adult education institutions from different European countries • Multilateral Projects and Networks in the field of adult educationMore information can be found in the annex to this brochure and on the following website:
  8. 8. Still Active!6 | "Still Active!" proved clearly that volunteers do not The project produced a wide range of results, including have to be young to take part in an international studies, workshops, a web site, and evaluation reports. exchange scheme. With regard to the demographic A European Conference was also organised to disseminate changes in Europe, international voluntary services the idea and the first results. The two handbooks which can make an important contribution to the promo- reflect the results of the whole project can be used easily tion of active citizenship among seniors thanks to by other organisations, NGOs and local authorities. its social and cultural features of active solidarity. The results provide a rich source of inspiration for NGOs The project developed the concept of and operational and local authorities, and the project has already gener- approaches to implementing an international voluntary ated a number of bilateral agreements to launch new service for older people. This voluntary work is not only volunteering activities. It offers also a starting point for conceptualised as a way to be active and useful to others, new volunteering activities to be introduced in the frame- but also as a recognised vehicle for informal learning. Due work of the Grundtvig Learning Partnerships within the to its previous experience in the setting up of international new Lifelong Learning Programme. volunteering schemes for seniors, the project could focus its activities on developing a training model for volunteers and host organisations. During the course of the project 29 seniors from 6 different European countries partici- pated in voluntary service projects abroad. Their experi- ences formed an important basis for the development of handbooks both for volunteers and host organisations. Still Active! Performing Voluntary Service After 55 Years Old A (Survival) Training Scheme PROJECT COORDINATOR PARTNERSHIP ASSOCIAZIONE LUNARIA 8 partners from IT, BE, AT, DK, UK, and DE CONTACT DETAIL WEBSITE Davide Di Pietro Via Buonarroti,39 Download of publications: IT – 00185 Roma PROJECT DURATION 2003 - 2005
  9. 9. A Sporting ChanceThis 2-year Grundtvig project, entitled "A Sporting During the life time of the project the partners managed |7Chance", was launched in October 2003. It aimed to create a set of learning assignments (min. workload ofto establish support centres for young, socially dis- 20 hours) to be transferred to other situations acrossadvantaged people at local sports venues in order Europe, a toolkit containing best practises and innovativeto reintegrate them into society and enhance their strategies, and an analysis report based upon a compara-personal development. Using the positive and at- tive study on the outcome and impact of the project. Intractive image of sports clubs provides a means by addition the partner organisations created local part-which young people can become active in the local nerships in their cities, based on major sports venues,community and re-start to learn. organised the recruitment of disadvantaged learners, and organised the training of teachers. A website givesThe idea came originally from England where most profes- access to all the results of this project, and the first spin-sional football clubs have a study centre. Experiences off effects show the usefulness of this unusual approach.have shown that getting the "stars" closer to the "undera-chievers" und "making learning fun" is extremely moti-vating for young boys and girls at risk of underachieve-ment in school.The objective of the Sporting Chance project was totransfer the UK concept to other partner countries i.e. theNetherlands, Germany and Sweden, and also to target theage group of 16-25. Young people at that age have alreadyleft regular schooling, are already drop-outs and haveto be motivated to start learning again. Sporting Chanceintended to offer them a different and more successfullearning experience. A Sporting Chance PROJECT COORDINATOR PARTNERSHIP STICHTING REGIONAAL 9 partners from NL, UK, SE, GR, and DE OPLEIDINGENCENTRUM WEBSITE CONTACT DETAIL Wilfried Koekkoek P.O. BOX 6560, PROJECT DURATION NL-6503 Nijmegen 2003 - 2005 webmaster@sportingchance-
  10. 10. ICAR – Internet Communication and Active Rehabilitation for People with Mental Disorders8 | The ICAR project tried to help mentally ill people Over two years, 240 people with mental disorders bene- to acquire computer skills i.e. the ability to use the fited directly from the IT courses offered in the different Internet and build websites. It also assessed how training centres of the partnership. Since the method is computer and Internet training can contribute to the a new scientific initiative it was crucial to monitor the rehabilitation of mentally ill patients. Together with patients from the very start of the project. It turned out its partners, the Brodno Association in Warsaw de- that the project had a considerable impact in the field of veloped a concept and a programme for IT training rehabilitation of schizophrenic patients. It also became courses, a training manual and a website. very clear that the courses not only helped patients in their therapy, but also contributed to their future Schizophrenia is one of the most frequent and serious employability. mental illnesses; 1% of the population develops it and it usually appears before the person turns 30. People A website gives information about the project results, suffering from schizophrenia are one of those groups the ICAR course programme, the evaluation reports and that are particularly exposed to social marginalisation a handbook on the method of social integration of people and exclusion. This project introduced the use of modern with mental disease. ICT technologies in the rehabilitation and education programmes for mentally ill persons, enriching the tradi- tional methods of rehabilitation with multimedia tech- niques. The patients learnt new skills and competences in IT and got closer to a new medium that can help them in expressing themselves. For example the websites devel- oped by course participants show their interests, hobbies, and allowed them to express their opinions. ICAR – Internet Communication and Active Rehabilitation for People with Mental Disorders PROJECT COORDINATOR PARTNERSHIP BRÓDNO ASSOCIATION OF 5 partners representing FRIENDS AND FAMILIES OF 4 different European countries PEOPLE WITH MENTAL (PL, DE, BE, NL) DISORDERS (POMOST) WEBSITE CONTACT DETAIL Pawel Bronowski Wincentego 85, PROJECT DURATION PL 03291 Warzawa 2002 - 2004
  11. 11. LANDWORKER – New Education Locations for Adult education in rural areasAccess to adult learning in rural or remote areas is First activities of the new adult education organisa- |9often limited and following training courses can- tions have been the identification of training needs andnot be easily integrated into daily life. The project testing of courses, Agenda 21 work, the implementa-LANDWORKER aimed at creating “citizen schools”, tion of ICT and language courses and the set up of localneighbourhood and community oriented adult edu- support networks. The partnership produced a “Guide forcation centres in rural communities. Experts” which provides essential information on how to create a citizen school, reports on experiences gained inBesides clearing space for learning, e.g. in former school the project and describes the example of each partner.houses or other abandoned public buildings, the project The Guide can be downloaded from the project’s also analysed the specific qualification needsof people in rural areas and developed a specific adulteducation syllabus for their communities.During the project, all partners managed to set up theircitizen school, which is supposed to provide teaching,information and project work. Citizen Schools are not onlya place to learn in the traditional sense of the word; theyare intended to become the “centre of the village” nextto the town hall. The key person of these newly estab-lished schools was right from the beginning the so-calledLandworker. He or she was involved in the set-up of thecitizen school and was then subsequently responsiblefor coordinating its activities. Typically the landworkersselected by the project partners have a strong pedagog-ical background, but are also fully integrated in the localsocial life. LANDWORKER – Neue Bildungsorte für die Erwachsenen- bildung - Kleine Ortschaften entwickeln ihre Zukunft PROJECT COORDINATOR PARTNERSHIP LÄNDLICHE ERWACHSENEN- 9 partners from DE, EE, HU, BILDUNG IN NIEDERSACHSEN and PT E.V. WEBSITE CONTACT DETAIL Heinz-Jürgen Ahlers Johannssenstraße 10, PROJECT DURATION D - 30159 Hannover 2002 - 2005 or
  12. 12. Promoting Social Inclusion through Basic Skills learning10 | One of the greatest challenges of societies in Europe This led to the development of a more European tool, the today is to foster lifelong learning and to create in- project opting for a "bottom up" approach, starting at a clusive learning environments for adults, especially small regional level (NUTS IV); experience made here for low-educated disadvantaged social groups in- is supposed to influence the basic skills strategies at cluding also ethnic minorities. The learning of basic regional and national levels. The project partners assume skills is not easy for adults, who have already faced that a bottom-up approach could help countries who have learning difficulties and are not easily motivated. not yet developed measures in the field of basic skills learning for adults. The project also aimed at sensitising The project "Promoting Social Inclusion through Basic local policy makers towards basic skills development skills training" tackled this problem: partners from eight and was successful in raising awareness on this issue. It European countries aimed to develop simple and innova- managed to change the attitude towards what basic skills tive work tools for adult education providers, enabling and key competencies are today and questioned the opin- them to improve their basic skills training. Right from ions of people about what learning is and where it can the start it was decided that these tools had to be appli- take place. cable in different social and cultural contexts. The partner institutions shared their experiences and expertise, and Further research and promotion will be needed to tackle also collected also information on existing basic skills one of the unexpected outcomes: how small a role is programmes. All the different existing practices and generally attributed to civil society as a learning setting. programmes were evaluated; surveys to identify basic The project made a start in this area. skills needs among the adult population were conducted. Promoting Social Inclusion through Basic Skills learning PROJECT COORDINATOR PARTNERSHIP MAGYAR NÉPFÖISKOLAI Partners coming from DK, TÁRSAGÁG / NÉPFÖISKOLA CZ, ES, HU, PL, RO, SI, UK INTÉZET and CH as external partner CONTACT DETAIL WEBSITE Katalin Varga 1088 Budapest, pro-bsl/ Puskin utca 12. PROJECT DURATION 2002 - 2004
  13. 13. Twinning the elderly disadvantaged and disabled with the young by enabling active reminiscenceIntergenerational learning offers benefits for all In return the children helped them to acquire new skills | 11generations involved. The Grundtvig Learning part- like using the Internet and playing new games. While thenership TEDDYBEAR involved older people (50+) adults acquired IT skills, more self-confidence and self-from all sectors of the community, including those esteem, the children enriched their knowledge of thewho were disadvantaged or suffering from disad- history and the social changes in their community.vantages or mild dementia/Alzheimer. They were in-vited to share their life stories with young children The impact the project had on all participants and thein primary schools, between 6 and 12 years old. local community was extremely positive: the Learning Partnership encouraged the whole community to adopt aThe partner institutions from Italy, the UK, Finland and caring approach to its senior citizens thus improving theSlovenia selected issues affecting both groups - the disad- overall quality of life. It led to a better integration of thevantaged adults and the children - and managed to ease elderly disadvantaged and disabled people, which feltthe interaction between them. They discussed questions more motivated to start learning again and play a morerelated to food, celebrations, crafts, games and historical active role in their The seniors encouraged the children to respondto their life stories with questions and by producing crea- The concept of TEDDYBEAR project enriched the methodstive work such as artwork, plays or written text. Due to the and techniques used by the partner organisations. Itchildren’s’ response and interest the adults felt motivated received wide attention from other "translate" their experiences into a language suitablefor children. TEDDYBEAR – Twinning the elderly disadvantaged and disabled with the young by enabling active reminiscence PROJECT COORDINATOR PARTNERSHIP EDUCATIONAL CENTRES 4 partners from the UK, IT, FI, ASSOCIATION – NORWICH UK and SI CONTACT DETAIL WEBSITE Paul Olver 21 Ebbisham Drive, Norwich, NR4 6HQ, UK PROJECT DURATION 2004 - 2006
  14. 14. European Computer Network – Opening the internet for the elderly12 | Information and Communication Technology (ICT) is The partner institutions exchanged and compared infor- of increasing importance within Europe. Much infor- mation, and reviewed ways of applying what is best mation about social and political development is only from each country. Multiplier networks, development accessible on the Internet. More and more Europeans of Internet Cafés for older people and the development have Internet access, but so far many older people of learning material for this target group have all made have been excluded from recent ICT developments. substantial contributions to advancement. Within this Grundtvig Learning Partnership all EuCoNet EuCoNet disseminated its experiences, supported Internet partners from seven different European countries devel- Cafés for older people and contributed to the develop- oped learning and teaching methods for seniors and ment of interactive learning material for seniors. It also exchanged existing approaches like peer-learning and connected senior citizens both virtually and in reality: the intergenerational learning. The participants in these participants could communicate with each other making specialised courses played an active role by reflecting use of modern technology. In a broader sense, EuCoNet on their cultural experience of learning and using the bridged the gaps between the generations and familiar- Internet, and exploring new ways of using a computer, ised people from various European cultures with each such as e-learning. other. Europäisches Kompetenz-Netzwerk – Erschließung des Internets für ältere Erwachsene PROJECT COORDINATOR PARTNERSHIP UNIVERSITÄT ULM - ZENTRUM 7 partners from DE, IT, CZ, ES, SK, FÜR ALLGEMEINE WISSENS- and the UK CHAFTLICHE WEITERBILDUNG (ZAWIW) WEBSITE CONTACT DETAIL euconet Carmen Stadelhofer Universität Ulm, PROJECT DURATION D-89069 Ulm 2002 - 2004 carmen.stadelhhofer@zawiw.
  15. 15. Practice Makes Perfect: Promoting European citizenship through languageThis Learning Partnership examined how the com- "Practice Makes Perfect" encouraged the learners | 13mand of a foreign language can help to promote in- to understand that they are a part of a multi-culturaltercultural awareness and active European citizen- European environment, which offers a rich variety ofship. The project aimed to break personal, cultural cultures, nations and languages. They also experiencedand social frontiers and looked for possibilities to that living and working in a knowledge society calls forput European adult learners in contact so they could active European citizenship. The project introduced crit-practice their target language authentically. ical thinking about own traditions and customs as well as tolerance towards other European countries and cultures.The content of the Partnership was based on using modern It established also a permanent trans-national Europeantechnologies aimed at local community groups, persons network of electronic learning facilities in which cultural,living in socially detached areas or hard-to-reach regions historical, economical and geographical information canand elderly people. The use of ICT tools was necessary and be exchanged by adult learners to promote their knowl-challenging at the same time as many participants were edge of foreign societies and cultures.not used to them. The project resulted in creating a portalfor virtual communication, implemented the "VirtualMeeting without Borders", which is a virtual communi-cation program in English and Spanish, and delivereda practical course for adult educators on how to use avirtual communication program in the classroom. Usingthe programme, learners could virtually travel aroundEurope, visit places of interests, book hotel rooms or buysouvenirs. Their counterparts in the other partner coun-tries acted as guides or hosts for visitors. Learners hadthe chance to express their own cultural identity and getmore information on other cultures and traditions. Practice makes perfect: Promoting European citizenship through language PROJECT COORDINATOR PARTNERSHIP SOROS INTERNATIONAL HOUSE 4 partners from LT, ES, and RO CONTACT DETAIL WEBSITE Daiva Malinauskiene (SIH director) Konstitucijos ave 23 A, PROJECT DURATION LT-08105 Vilnius 2003 - 2006
  16. 16. Meeting Point Ethics14 | The Grundtvig Learning Partnership "Meetingpoint But the project did not only succeed in changing perspec- Ethics" focussed on ethical questions and dilemmas tives: it proved that blended learning can also be used in in modern society and used ICT tools for organising ethical education. The positive experiences the partner and fostering the discussions between adult learn- organisations made in the course of the project led to new ers in Europe. The project set up a virtual platform approaches in adult learning and enriched their educa- which gave access to background information on tional activities. the various questions and offered communication possibilities. Blended learning gives better access to adult education in rural areas and hard-to-reach regions. Its introduc- Within the partnership, learners from Germany, Austria, tion added value to the organisation and accessibility of Italy and Lithuania discussed topics like abortion, gender, adult education. Meetingpoint Ethics proved not only the sustainable development and the relation between ethics usefulness of this technique but brought people together and the labour world. The discussions were parts of and broadened horizons. courses, developed by all partners and provided in the form of "blended learning", which combines ICT based learning with face to face discussions in regular meetings. Learners appreciated this experience and valued the new European perspective in their thinking. Meetingpoint Ethics PROJECT COORDINATOR PARTNERSHIP KATHOLISCHE BUNDES- 8 partners from DE, AT, IT, and LT ARBEITSGEMEINSCHAFT FÜR ERWACHSENENBILDUNG (KBE) WEBSITE http://www.treff CONTACT DETAIL access to learning plattform Helga Gisbertz Joachimstr.1, PROJECT DURATION DE – 53113 Bonn 2004 - 2006
  17. 17. READCOM – Reading Clubs for Adult Learning CommunitiesThe development of reading habits among adults is Although it only started in 2005, the READCOM project | 15one of the best ways to raise their intellectual and has enabled many adults to share their experiences andsocial activity. The READCOM Learning Partnership to extend their knowledge through reading. The partneraimed to develop reading habits among adults, organisations developed a webpage for communicationorganising groups of adults, particularly seniors, among READCOM groups across Europe, developed appro-which are interested in lifelong learning through priate pedagogical strategies, and organised the exchangereading. between members of reading Clubs. For people interested in organizing mentoring READCOM Reading Clubs (RRC)Mentoring and leading the Reading Clubs requires careful a special course programme has been prepared. It helpsplanning: How to attract people and make them interested future reading club mentors to arrange "creative meetingsin reading? How to choose the books? Also the pedagog- with books", looking at intercultural aspects, teachingical and didactical approaches of using the books have reading strategies and gives basic knowledge in literaryto be defined. Mentors need training for making reading writing, editing and publishing.clubs a success. READCOM – Reading Clubs for Adult Learning CommunitiesPROJECT COORDINATOR PARTNERSHIPBIBLIOTEKA PUBLICZNA IM. W. 8 partners from AT, BE, PL,J. GRABSKIEGO W DZIELNICY PT, and TRURSUS M. ST. WARSZAWY(PUBLIC LIBRARY IN URSUS WEBSITEDISTRICT OF THE CAPITAL OF http://www.readcom.infoWARSAW) PROJECT DURATIONCONTACT DETAIL 2005 - 2007Piotr Jankowskiul. Plutonu Torpedy 47,
  18. 18. NEWROLE16 | Studies show that especially older workers face Within three years, each partner developed a better prac- difficulties in remaining in or re-entering employ- tice for creating local networks with local authorities, ment. In order to avoid the higher risk of unemploy- enterprises, job centres, or research institutes. They set ment and social exclusion, workers over 45 need up new functions in their organisations and raised the special support. This was the starting point for the competence of staff members. The latter was realised also Grundtvig Learning Partnership NEW ROLE: adult by designing a new training course for seniors and devel- education providers from France, Norway, Spain, oping the adequate didactical approaches. In addition the Italy, Bulgaria and the UK focussed their activities validation of acquired skills of course participants has on working with enterprises, local authorities and been improved considerably in each of the partner institu- other agencies to support the learning and develop- tions. During the course of the project 662 senior workers ment needs of older people. were already involved in the newly established training activities of the partner institutions. For many adult education providers supporting workers over 45 is a new approach and a shift in their traditional The NEWROLE of organisations in the field of adult educa- role. All partner institutions in this Learning Partnership tion as "adult brokers" and their performance in this field had to undergo a process of organisational change and of activity was brought to the attention of the manage- development in order to improve what they provide for ment in enterprises. Due to this local cooperation and elderly workers. They also experienced the challenge the visibility of results the project improved and eased to respond better to the need of employers and the the recognition of the competences and experiences of local labour market and to adapt their services to these workers over 45 and contributed to their social inclusion. demands. NEWROLE PROJECT COORDINATOR PARTNERSHIP GRETA AMPERE FRANCE 8 partners from FR, NO, ES, IT, BG, and the UK CONTACT DETAIL Daniel Pillon WEBSITE 27 rue GENTIL, http/ 69002 LYON, France group/newrole PROJECT DURATION 2003 - 2006
  19. 19. Immigrant PathwaysThis Grundtvig Learning Partnership started with Other practices were also exchanged successfully: the | 17analysing the immigration process in each of the South Kerry Development Partnership presented itspartner countries and evaluating the social condi- "Anti Discrimination Training", which was delivered intions, resources and methodologies for dealing Spain and France. Also the organisation of a Multiculturalwith immigration. In a second step the partners ex- Summer Camp, another best practice example comingchanged and implemented best practices in helping from Ireland, was newly implemented in Finland andimmigrants to integrate better in society and fight Spain. Finland disseminated practice around theirtheir discrimination. 3 year support system for immigrants including language training, knowledge of the Finnish customs and cultureEach project partner gained improvements of its own prac- and other support services.tices. To mention one example in more detail: the SouthKerry Development Partnership in Ireland and the partnerorganisation in Finland adopted the "Shadow Theatre",a best practice example from Spain. The "Shadow Theatre"is the concept of an organised drama course that meetsonce a week and both immigrant and native learners areinvited to participate. The participants work together ona play and perform it behind a screen using lighting. Inthis way the participants are not seen by the audienceuntil the end of the performance. They feel much more atease and encouraged to perform and express themselveswithout having the daunting task of doing it in full view ofthe audience. The "Shadow Theatre" helps learners fromdifferent backgrounds to work together on a co-operativeactivity, to improve their skills in team work, gain moreself esteem, self respect, initiative and self expression."Shadow Theatre" groups are now part of the coursesoffered by the two institutions. IMPATH – Immigrant pathways PROJECT COORDINATOR PARTNERSHIP AIPC – PANDORA 4 partners from FR, IE, FIN, and ES CONTACT DETAIL Ana Esteverri WEBSITE Gran Via, 71-2 28013, Madrid , Spain proyectoProgramaIng.php PROJECT DURATION 2003 - 2006
  20. 20. CASCADE – A second chance18 | Time, economic resources, family problems and The project contributed to the improvement of adult motivation are the most common reasons which education, provoked first changes in the organisation of prevent many European citizens from taking advan- adult education, disseminated new and existing concepts tage of adult learning opportunities. The project and practices among the partner institutions and spread CASCADE aimed to tackle some negative attitu- the concept of lifelong learning among learners and dinal barriers to learning, attitudes arising from local communities. It also raised the motivation of adult difficulties related to social disadvantage, lack learners to learn languages. of confidence, age perception or general lack of motivation. The Learning Partnership developed not only a CD, a DVD, and a publication "Adults in Europe", but organised also Starting from an analysis of the previous didactic- seven seminars on the issues during the project life cycle methodological experiences of the partner institutions in and developed two learning modules, one for teachers in Italy, UK, Denmark, Romania and Spain, certain thematic adult education and one for adult learners. The project areas relating to the European dimension in the educa- partners used intensively a computer mediated communi- tion of adults were identified. A short modular course cation approach and this enhanced also their ICT compe- for raising awareness of and teaching these aspects was tences. Project results were disseminated widely and developed, which could be used in similar institutions in supported the "cascading effect" – motivating others to the partner countries. The course tackled questions of use the results for own projects and changes in their insti- European citizenship, lifelong learning and the impor- tutions - and the sustainability of the results. tance of language learning, using techniques of empow- erment. Due to the modular set-up of the course, it was easy to spread out (cascading) the themes identified and developed in the first stage of the project. Cooperative Adult Second Chance Action Development in Education PROJECT COORDINATOR PARTNERSHIP IRRE LOMBARDIA (REGIONAL 6 partners from IT, DK, UK, ES, INSTITUTE FOR EDUCATIONAL and RO RESEARCH IN LOMBARDY) WEBSITE CONTACT DETAIL Lauretta D’Angelo cascade/EN/Indexen.htm Via Leone XIII, 10 PROJECT DURATION 2001 - 2006
  21. 21. Living in EuropeWithin this Learning Partnership three institutions After regular schooling young adults with special educa- | 19from Germany, Belgium and Spain working with dis- tional needs often lack further educational opportunities.abled people exchanged their experiences in special "Living in Europe" also tried to fill this gap and to offerneeds education for adult learners. By focussing on these adults broader opportunities to develop their skillsthe topic "Living in Europe" the partnership aimed and competences. The project partners also gave informa-to improve the existing pedagogical approaches. tion on work opportunities for people with special needs.Learners were involved actively in the project; thedeveloped teaching materials were widely dissemi-nated."Living in Europe" actually covered three smaller themes:Living in rural or urban environments, culture, arts andhuman activity, and history and the future. By treatingthese different aspects of living in Europe, the projectpartners developed teaching materials and didacticalapproaches which suit learners with special needs,but give also others a variety of learning opportunities."Living in Europe" collected different methods of inclusiveadult education, strengthening also intercultural under-standing and the knowledge about Europe and its hugevariety of cultures and languages. The teaching materialincludes pictograms and other non-verbal communicationtechniques for disabled learners, adequate presentationtechniques and methods to present a country to learnerswith special needs as well as multi-sensorial teachingtechniques. Leben in Europa – Menschen mit schwerer geistiger und/ oder mehrfacher Behinderung entdecken die Vielfalt Europas PROJECT COORDINATOR PARTNERSHIP BARMHERZIGE BRÜDER 3 partners from DE, BE, and ES STRAUBING PROJECT DURATION CONTACT DETAIL 2005 - 2007 Anna Rieg-Pelz, Katharina Werner
  22. 22. Multi-disciplinary Approach to Adult Basic Education and Learning in Prisons20 | The first aim of this project on prison education was For the production of the Open Doors Magazine, prisoners to develop and to explore a multidisciplinary ap- contributed by writing articles, poems and short stories, proach to adult and basic education and learning in but they were also responsible for drawing the collection prisons. But central to the project was that also the together and getting the magazine designed and printed. prisoners participated actively in the cooperation This gave them the opportunity to showcase their creative and produced three collaborative magazines, called talent. The themes explored in the magazines attracted "Open Doors". a wide range of responses from each of the prisons involved. Although from different prison systems, pris- The teaching staff of the six prisons from Ireland, the UK, oners shared their experiences as well as a little about Bulgaria, Poland and Norway explored subjects together, their backgrounds and hopes for the future. The standard shared ideas on teaching methods and techniques and of the work has been exceptionally high and thought developed common lessons that can be delivered to adult provoking. learners using a cross-curricular approach. The core curriculum included basic numeracy, literacy, ICT and The success of this learning partnership also motivated social and life skills. Staff exchange visits were organized other prisons to start cooperative projects dealing with and enabled teaching staff to experience other teaching different educational topics and encouraging prisoners to techniques and models and best practices. discover and use their creativity. MABEL – Multi-disciplinary Approach to Adult Basic Education and Learning PROJECT COORDINATOR PARTNERSHIP HER MAJESTY’S PRISON 7 partners from the UK, IE, BG, MAGHABERRY PL, and NO CONTACT DETAIL PROJECT DURATION Geoff Moore 2002 - 2004 Education Departement, Old Road, Upper Ballinderry, Lisburn, Co Atrium, Northern Ireland BT27 2 NF
  23. 23. European Quality in Individualised Pathways in Education (EQUIPE)This Grundtvig network brought together a substan- By exploiting the expertise of all partners and the | 21tial number of universities and adult education pro- European network EUCEN, the network contributed toviders in order to raise the quality in university based capacity building in European universities and to thelifelong learning. Adults in education programmes improvement of university adult universities tend to have different needs, moti-vations and expectations than young people in the A web based tool kit has been developed to support qualitymainstream of university provision. projects in university adult learning. The tool kit focuses particularly on guidance services, accreditation of priorBy developing, testing and promoting quality assurance learning, ODL and individual programmes of learning.and enhancement tools, EQUIPE aimed to increase confi- The tools kit includes a handbook, case studies from overdence in and thus encourage innovative educational prac- 35 universities across 28 countries of Europe, an anno-tices in lifelong learning in universities. Participants in tated review of quality models, an interactive web sitethese programmes experience an individualised learning with examples of good practice, and a series of compara-pathway. The learning experience can be much more moti- tive and reflective articles.vating both for learners and teachers by improving prac-tices in relation to access and entry issues (e.g. the learningcontract, advice, guidance, orientation), the learningarrangements (e.g. courses, projects, ODL and E-learning,tutorial support, certification), and impact and progres-sion (e.g. student satisfaction, personal and professionalimpact, social and community development). European Quality in Individualised Pathways in Education (EQUIPE)PROJECT COORDINATOR PARTNERSHIPUNIVERSIDADE DO PORTO 31 partners from PT, LI, ES, IT, UK, FI, FR, AT, HU, FR, IE, GR,CONTACT DETAIL NO, BE, DE, CZ, EE, DK, NL, IS,Alfredo Soeiro LT, PL, and SIUniversidade do PortoRua D. Manuel II, WEBSITEPT-4050-345 PORTO PROJECT DURATION 2002 - 2005
  24. 24. Listen and Touch: A basic English course for the visually impaired22 | The project developed a methodology to teach The project created a number of successful products that foreign languages to blind and visually impaired were met with great interest by teachers and learners alike. adults, as well as creating teaching materials The Methodology of Teaching a Foreign Language to the adapted from a successful course in English for Blind promotes the concept of learning a foreign language sighted learners. These methods were based on a through a multi-sensory, communicative approach, communicative approach that had not been previ- including both theoretical and practical information for ously trialled with blind learners. teachers. The book covers the four main language skills (speaking, reading, writing and listening) and is avail- Foreign language teaching for the blind is notoriously able in Bulgarian, English, German and Greek. For the limited in resources and methods in most European coun- adapted English language course (Streamline English), a tries and its delivery is hindered by many barriers. One Braille Manual was specially developed for blind learners. of these is that modern foreign language teaching relies In addition, an interactive course was produced on CD- heavily on visual teaching styles. The methods developed ROM, enriched with vocabulary exercises, tests, a talking by the project place the learner at the centre of the teaching dictionary and specially selected audio recordings for the process, with the teacher acting as a facilitator and co- improvement of listening comprehension skills. communicator rather than an instructor. A multi-sensory approach using the four senses available to blind people Apart from the development of the teaching and learning (hearing, smell, taste and touch), and the additional use products, the project partners carried out pilot courses of the total physical response method, provided alterna- that formed an important part of the project and actively tive techniques to the use of visual stimuli. involved blind learners in the project development process. The European Blind Union gave a positive response to the outputs of the project and the partners have received ongoing proof of interest in the project not only from countries in Europe but from as far afield as the Middle East and Argentina. Listen and Touch PROJECT COORDINATOR PARTNERSHIP EUROINFORM LTD 6 partners from AT, BG, GR, and the UK CONTACT DETAIL Diana Tsotova WEBSITE 19 Slavyanska Street, BG-1000 Sofia euroinform02@euroinformbg. PROJECT DURATION com 2002 - 2004
  25. 25. JOYFLL –Join Your Grandchildren in Learning a Foreign LanguageThe project capitalised on the close intergeneration- To overcome grandparents’ reluctance to go back to | 23al relationship between grandparents and grand- school, the partners developed non-formal activities as achildren, with each motivating the other to learn way of engaging their interest. They came up with the idealanguages through shared activities.It achieved of games similar to those used in teaching young childrennotable success with the grandparents, for whom which improve memory skills. These games also added toalmost no language learning opportunities were the fun and helped to create a relaxed atmosphere in thepreviously available. In addition, it demonstrated classes. Making mistakes is never pleasant, particularlyto reluctant learners that the process of learning a for adults, so the emphasis was on attaining survival-foreign language can be fun, and did much to dispel level competence and partial speaking skills. The grand-the stereotype that languages can only be learned parents enjoyed the social aspects of learning in informalwhen you are young. clubs with the other grandparents, and they participated very enthusiastically in the various language competi-In many European countries children are looked after by tions, pairing up in a team with their own grandchild.their grandparents while their parents are at work. Thisis certainly the case in Bulgaria, Greece, Italy and Spain. There are hardly any precedents for promoting languagesGrandparents are expected to help out not only with to this target group, and the project has attractedeveryday activities at home, but also increasingly with considerable interest and been cited and disseminatedtheir grandchildren’s homework. This was seen as an at numerous events all over Europe. It has served as anopportunity to motivate grandparents whose grandchil- inspiration for many organisations who have contacteddren were studying a foreign language to join in. the co-ordinator and who are developing similar activi- ties. Moreover, the project had an extremely high reten- tion rate among learners, almost all of whom are now paying to attend language classes. JOYFLLPROJECT COORDINATOR PARTNERSHIPZNANIE ASSOCIATION 4 partners from BG, ES, GR, and ITCONTACT DETAILMaria Stoicheva WEBSITE1 Pozitano Square, http://www.znanie-bg.orgBG-1000 PROJECT DURATION 2001 - 2004
  26. 26. ALLEGRO – Access to Language Learning by Extending to Groups Outside24 | The project contributed both to co-operation within Over 60 groups of language learners across the partner the educational sector and to the establishment of countries were involved in a wide variety of language partnerships with a range of social services previ- learning activities, from short taster sessions to longer ously uninvolved in language teaching. It had a very courses. Participants included mothers and children positive effect on the chosen target groups (socially living in difficult social and economic circumstances, or physically disadvantaged groups, all of whom prisoners, people recovering from addiction, the long- may be regarded as "non-traditional" language term unemployed, asylum seekers, people with learning learners) by making them aware of the benefits that disabilities, people with physical impairments, victims of can accrue from a knowledge of foreign languages. war and sufferers of mental illness. In order to reach these target groups, ALLEGRO partners worked in close collabo- For a variety of reasons, many EU citizens are restricted ration with agencies in the field of social and community in their opportunities for language learning, or even work, government services, charities and other providers excluded from it altogether. This may disadvantage them of community care. Part of the aim was to convince profes- in a variety of ways, restricting their employment oppor- sionals in these organisations of the value of language tunities and excluding them from the educational benefits learning. and enjoyment which language learning brings. ALLEGRO proceeded from the belief that everyone has the right to The project had a profound impact on everyone involved in experience language learning and, by extension, to share it - learners, teachers, partners and social and community in the European ideal. To achieve this, the project intro- agencies. Participants reported that the project had given duced innovative, easy-to-access approaches to take them more confidence in themselves, better communica- language learning into new communities where the idea tion skills, pride in their achievements and improved self- of learning a language or being part of Europe has little esteem. To begin with, some of the agencies involved were or no meaning. uncertain about the value of language learning for their clients. This attitude changed in almost every case and a number of the agencies have continued with language teaching beyond the end of the project. ALLEGRO PROJECT COORDINATOR PARTNERSHIP NOTTINGHAM TRENT 6 partners from DE, DK, UNIVERSITY ES, FR, SI, and the UK CONTACT DETAIL WEBSITE Linda Parker 150 Railway Terrace, UK-Rugby CV21 3HN PROJECT DURATION 2002 - 2005
  27. 27. Opening the Door to Language LearningThe project aimed to widen participation in language The target groups varied according to the model of | 25learning and raise cultural awareness by identify- learning used. They included: the local community ining and embedding good practice in the provision general; parents; young people; lapsed learners; unem-of open learning opportunities. As a way of engag- ployed people; retired people; people with special needs;ing with its target group (mainly "non-traditional" and distance learners. They were given an opportunitylearners from the local community), the project to set their own goals and enjoy learning without thesought to address the notion of "failure" or dissatis- stress of tests, exams or the need to attend long courses.faction that learners can experience in formal learn- This approach, which values all learning experiences,ing contexts. helps citizens and employers to see the value of lifelong learning.The project tested a number of models of good practicein open language learning in different local and national The project changed attitudes among both learners andcontexts. It promoted learning outside the formal class- providers. Many of the former realised for the first timeroom, in a manner designed to suit the needs and inter- that they could learn languages in the way that suitedests of the learners. This was achieved by opening univer- them best and that there was a much wider range ofsity resource centres to the public, providing independent resources available to them. For some partners, thelearning packs to learners and resource centres, taking project gave their institutions an opportunity to work inresources out to the public (e.g. in the local library or the local community, which is not always viewed as anthrough language roadshows), providing on-line and "acceptable" activity for universities. For others, it helpeddistance learning, using drama to motivate learners, create public-private partnerships where none previouslyoffering learner training and setting up study groups. existed.The partners worked with other service providers to setup learning schemes that were accessible to non-class-room learners. Some schemes were designed to promotethe benefits and enjoyment of language learning, whileothers were designed to provide a more structured (butstill informal) learning experience. Opening the Door to Language LearningPROJECT COORDINATOR PARTNERSHIPUNIVERSITY OF SOUTHAMPTON 7 partners from BE, ES, HU, IE, LT, SE, and the UKCONTACT DETAILAlison Dickens WEBSITEHighfield, http://www.opendoor2languages.netUK-Southampton SO17 PROJECT DURATION 2002 - 2005
  28. 28. Further information on the Grundtvig Programme 2007 – 2013: Objectives and Actions26 | The Grundtvig More specifically Programme aims to the activities shall • respond to the educational chal- • improve the quality and accessibil- and those who have left education lenge of an ageing population in ity of mobility throughout Europe without basic qualifications, in or- Europe of people involved in adult educa- der to give them alternative oppor- • help provide adults with pathways tion and increase its volume, so as tunities to access adult education to improving their knowledge and to support the mobility of at least • facilitate the development of inno- competences 7,000 of such individuals per year vative practices in adult education by 2013 and their transfer, including from a • improve the quality and increase participating country to others the volume of co-operation be- • support the development of inno- tween organisations involved in vative ICT-based content, services, adult education throughout Europe pedagogies and practice for • assist people from vulnerable so- lifelong learning cial groups and in marginal social • improve pedagogical approaches contexts, in particular older people and the management of adult education organisations Who can participate? Basically everyone involved in adult education can participate in the programme, e.g. • Learners in adult education • Associations and representatives of • Enterprises, not-for-profit organisa- • Institutions and organisations those involved in adult education, tions, voluntary bodies, non-gov- providing learning opportunities in including learners and teachers ernmental organisations (NGOs) adult education, their teachers and associations, bodies providing other staff within those institutions guidance, counselling and informa- or organisations tion services relating to any aspect • Establishments involved in the of adult education initial or further training of adult • Persons and bodies responsible for education staff, higher education systems and policies concerning institutions, research centres and any aspect of adult education at bodies concerned with adult educa- local, regional and national level tion issues
  29. 29. | 27 Grundtvig supports the following activitiesMobility of individuals which In-Service Training grants shall en- That can mean either to participatemay include: able educational staff working with in a training course or to follow some adults to undertake training activi- less formal kind of training activity,Exchanges for learners and staff in ties in a country other than the one such as a study visit, job shadowingadult education, in-service training in which they work, thereby broaden- or attending a conference or for adult education staff, ing their understanding of lifelong Basically, any activity which will helppreparatory visits for Learning Part- learning in Europe and improving the professional development off staffnerships. their practical teaching, management, involved in adult education in the counselling or other skills. broadest sense.Grundtvig Learning Partnerships Multilateral projects Networks• Grundtvig Learning Partnerships • Multilateral projects aimed at • Networks developing adult educa- between adult education institu- improving adult education systems tion in the discipline, subject area tions from different European through the development and or management aspect to which countries focusing on themes of transfer of innovation and good they relate, identifying, improving mutual interest to the participating practice. They may be defined as and disseminating relevant good organisations. projects where institutions/organi- practice and innovation, providing sations from different European content support to projects and Learning Partnerships are small- countries work together to develop partnerships, and promoting the scale cooperation projects and transfer innovation in adult development of needs analysis involving adult education institu- education. This can be by look- and quality assurance within adult tions from at least three European ing at the content and delivery of education. countries. The emphasis is on the adult education, making analyses process of establishing exchanges at system or policy level, looking between the partners on spe- at the accessibility of learning cific themes and on the active opportunities available for adults participation of adult learners in or improving the management of the projects. Themes that can be adult education. addressed are e.g. active citizen- ship, language learning, intercul- tural dialogue, European history, integration & society, basic skills, literacy and numeracy, intergener- ational learning and learning later in life, inter-generational dialogue, counselling and guidance, ICT and education in prisons and for ex- offenders.
  30. 30. Lifelong Learning28 | Europe is undergoing a major trans- A single umbrella for education results. Four key activities focus formation to become a world-leading and training programmes on policy co-operation, languages, knowledge-based society. This means information and communication tech- that knowledge, and the innovation The European Commission has inte- nologies, effective dissemination and it sparks, are the EU’s most valuable grated its various educational and exploitation of project results. assets, particularly as global compe- training initiatives under a single tition becomes more intense in all umbrella, the Lifelong Learning Finally, the Jean Monnet programme sectors. Programme. With a significant budget stimulates teaching, reflection and of nearly €7 billion for 2007 to 2013, debate on the European integration It implies that high-quality primary, the new programme replaces the process at higher education institu- secondary and tertiary education existing education, vocational training tions worldwide. are as important as ever. In addi- and eLearning programmes, which tion, ongoing vocational training and ended in 2006. learning have to renew constantly the skills base of EU citizens in order to The new Lifelong Learning programme equip them to handle the challenges enables individuals at all stages and ever-evolving technologies of their lives to pursue stimulating learning opportunities across Europe. of today. The European Union has It consists of four sub-programmes: already created a vibrant single market Comenius (for schools), Erasmus (for and introduced a common currency, higher education), Leonardo da Vinci the euro. The third challenge now is to (for vocational education and training) complement these achievements with and Grundtvig (for adult education). a genuine European labour market in which well educated and trained A transversal programme complements citizens can take their qualifications these four sub-programmes in order across borders. to ensure that they achieve the best How to apply ? The application process, the level of support and the minimum number of partners required varies according to the type of action. Your first point of contact for general questions about the programmes, information material, funding, application procedures and application forms are the National Agencies, which have been set up in every participating country. A list of all National Agencies in the participating countries can be found on For detailed information on applying, please consult also the following web pages:
  31. 31. European CommissionGrundtvig: Success Stories - Europe creates opportunitiesLuxembourg: Office for Official Publications of the European Communities | 292007 — 32 pp. — 21.0 x 29.7 cmISBN 978-92-79-05114-2 SALES AND SUBSCRIPTIONS Publications for sale produced by the Office for Official Publications of the European Communities are available from our sales agents throughout the world. You can find the list of sales agents on the Publications Office website ( or you can apply for it by fax (352) 29 29-42758. Contact the sales agent of your choice and place your order.
  32. 32. since 1957NC-77-07-168-EN-C