I AM AN ACTIVE MEMBER OF A MULTINATIONAL SOCIET Y Programme for social integration of women – third country nationals CURRICULUM This document reflects only the authors‘ views. Neither the European Commission nor NA may be held responsible for the use which may be made of the information contained therein. Title: I AM AN ACTIVE MEMBER OF A MULTINATIONAL SOCIETY Programme for social integration of women – third country nationals: CURRICULUM Published by: Ljudska univerza Nova Gorica Edited by: Barbara Fajdiga Perše, Tanja Krpan Reviewed by: Lea Mary Ward Design and layout: GAF lab, Rok Bezeljak s.p. Photographs: I‘m active project database Printing: Tiskarna Radovljica, d.o.o. Number of copies printed: 30 Published Year: 2016 This publication is available online at: http://www.lung.si/projekti/ CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 376.7-054.7-055.2(497.4)(0.034.2) 314.151.3-054.7-055.2(4)(0.034.2) I am an active member of a multinational society : programme for social integration of women - third country nationals. Curriculum [Elektronski vir] / [photographs I‘m active project database]. - El. knjiga. - Nova Gorica : Ljudska univerza, 2016 Način dostopa (URL): http://www.lung.si/projekti/ ISBN 978-961-94097-1-8 (pdf) 286696448 I AM AN ACTIVE MEMBER OF A MULTINATIONAL SOCIET Y Programme for social integration of women – third country nationals CURRICULUM 5 countries TABLE OF CONTENTS Introduction 6 1. PROGRAMME TITLE 6 2. GROUNDS FOR THE PROGRAMME 6 3. GENERAL OBJECTIVES 7 4. TARGET GROUP 7 5. LENGTH OF THE PROGRAMME 7 6. ASSESSMENT OF LEARNING OUTCOMES 7 7. PROGRAMME CONTENT 8 7.1 INTRODUCTION OF THE PROGRAMME (4 hours) 8 7.2 LANGUAGE LEARNING (50 hours) 8 7.3 COUNTRY OF RESIDENCE AND EUROPE (8 hours) 8 7.4 BASIC ICT SKILLS (16 hours) 8 S 7.5 ENTERING THE LABOUR MARKET – WORKSHOPS (20 hours) AND IN-COMPANY TRAINING PROGRAMME (2-3 months) 9 ONTENT 7.6 TAKING PART IN COUNSELLING AND THE PROCESS OF IDENTIFICATION AND VALIDATION OF INFORMAL AND NON-FORMAL LEARNING (IVINL) (4 hours) 9 7.7 INTERCULTURAL EVENT (18 hours) 9 TABLE OF C 7.8 LEARNING OUTCOMES 10 7.9 ORGANISATION OF THE PROGRAMME 12 7.10 QUALIFICATIONS OF TRAINERS 12 7.11 METHODOLOGICAL GUIDELINES 13 7.12 PROGRAMME AUTHORS 15 8. APPENDIX 16 5 8.1 COURSE CONTENT UNITS 16 Introduction The framework of the programme is based on a programme called Začetna integracija priseljencev (Initial Integration of Immigrants) developed in Slovenia (by the Slovenian Institute for Adult Education) and programmes developed by LUNG in previous projects aimed at promoting social integration of third country nationals. This framework is upgraded with elements tested in pilot implementations in 5 partner countries of the project. 1. PROGRAMME TITLE The title of the programme is I AM AN ACTIVE MEMBER OF A MULTINATIONAL SOCIETY (short I’M ACTIVE). 2. GROUNDS FOR THE PROGRAMME Immigrants often suffer from social exclusion and unemployment. The main reason for that is that they do not know the host country language which makes it difficult for them to take an active role in the society and find TION a job, as knowing the language is indispensable for successful communication. ODUC Although having good command of the language of the country of residence and its culture is extremely important for migrants, there are also other factors that impose important influence on active engagement INTR and competitiveness on the labour market. One of them is employment which facilitates economic integration and acquisition of key competences for lifelong learning. The analysis of some intercultural research shows that the majority of immigrants with a low education level in Slovenia rarely take part in education programmes due to a variety of reasons. The same situation is evident in other countries. It is therefore necessary to take institutional1 , dispositional and situational obstacles into account and try to overcome them when planning 1. educational programmes for adults. According to Mipex2, in 2014, 33 % of working-age non EU citizens living in the EU were not in employment, 6 education or training, especially women and the low-educated. This indicates a very low level of economic integration which is clearly connected to an unsatisfying level of social integration of migrants into European society. According to priorities stated in Europe 2020, every Member State should strive to meet the common target that is to “increase the employment rate of the population aged 20-64 from the current 69 % to at least 75 %, including through the greater involvement of women, older workers and the better integration of migrants in the work force«. 3 However, education plays an important role in facilitating economic integration, as it helps to obtain knowledge and skills that support individuals in becoming more independent and competitive in the labour market. The importance of access to education is stressed in many European documents. The Council of the European Union in its Council Resolution on a renewed European agenda for adult learning (2011/C 372/01) invited Member states to increase “ the supply of and encouraging individuals’ engagement in adult learning as a means of strengthening social inclusion and active participation in the community and society, and improve access to adult learning for migrants, Roma and disadvantaged groups, as well as learning provision for refu-gees and people seeking asylum, including host country-language learning, where appropriate.” 1 Cross, K.P. (1981). Adults as Learners. San Francisco: Jossey-Bass. 2 http://www.mipex.eu/key-findings 3 Europe 2020, A European strategy for smart, sustainable and inclusive growth. p. 8 3. GENERAL OBJECTIVES The main objective of the programme is to encourage social integration of third country nationals (women) into the society (of the host country) with special emphasis on the integration into the labour market. By attending the programme, the target group attain basic knowledge of the language spoken in the country they live in, important information about the country itself and Europe, gain basic ICT skills, information about the labour market in their new country and Europe, they get to know their living environment from a different perspective by attending special guided excursions and take part in an in-company training programme with the company of choice. When attending the programme, participants take part in the procedure of identification and validation of informal and non-formal learning with the emphasis on the identification of transversal skills. Participants also gain practical experience and entrepreneurship skills by organizing an intercultural event at the end of the programme. 4. TARGET GROUP Immigrant women – third country nationals who need to improve knowledge and skills for easier integration into the receiving society, especially into the labour market. The programme is primarily designed for women with basic education but can be adapted for people with secondary or tertiary degrees by tailoring the topics TIVES within modules according to participants’ background knowledge and skills. AL OBJEC GENER 5. LENGTH OF THE PROGRAMME 120 hours plus 2-3 months of in-company training 3. 6. ASSESSMENT OF LEARNING OUTCOMES 7 Mentors regularly assess participants’ progress through oral and written assignments and provide appropriate feedback (oral or written, depending on participants’ ability of understanding). Feedback, given to participants must motivate them to carry on learning. 7. PROGRAMME CONTENT The programme consists of 7 modules: 7.1 INTRODUCTION OF THE PROGRAMME (4 hours) • interviews with participants • creating personal portfolios • making of the education, employment and career plan • guidance and informing in adult education 7.2 LANGUAGE LEARNING (50 hours) • how to introduce yourself (mother tongue and national language - country of residence): personal identity, residence etc.) ONTENT • life in my native country compared to life in this country MME C • my family A • leisure time (activities, hobbies) OGRPR • institutions in the area • education (the system, schools, levels of education) • the labour market (jobs, tasks) 7. 7.3 COUNTRY OF RESIDENCE AND EUROPE (8 hours) 8 • geographical position • the concept of Europe • political and social structure of the two countries (native and resident) • national Symbols • natural and historical heritage • customs and traditions - a comparison (stereotypes, customs etc.) • etiquette in the country of residence and EU society (greetings, introducing yourself, reading between the lines etc.) • getting around in the region (making contacts, sightseeing, trips) 7.4 BASIC ICT SKILLS (16 hours) • getting to know the computer (keyboard, disc etc.) • basic functions of the computer • commonly used software (MS Word, Search engines, e-mail) • smartphones, cashpoints etc. • e-services, online applications 7.5 ENTERING THE LABOUR MARKET – WORKSHOPS (20 hours) AND IN-COMPANY TRAINING PROGRAMME (2-3 months) • the labour market in country of residence and Europe • communicating with employers, in-company communication, communication with and among participants • writing CVs and job applications • business etiquette basics • uncovering the Hidden Labour market • prejudices and stereotypes in the labour market • being active is the key (volunteer work, helping in different associations etc.) • rights and duties of third country nationals • workplace culture in the country of residence (ethics, organizational and work culture) • typical real-life situations in jobseeking - Roleplay (handling the paperwork, legal obstacles, discrimination, bureaucratic relations, exploitation by employers, the language barrier etc.) • work legislation (rights and duties of immigrants) ONTENT • further education and training options • introduction of the in-company training programme MME CA • choosing potential organizations for the training programme (based on participants‘ vocation and OGR interests) PR • visiting the chosen companies (preparing for the training, pre-training activities) • in-company training • post-training workshops 7. 7.6 TAKING PART IN COUNSELLING AND THE PROCESS OF IDENTIFICATION AND 9 VALIDATION OF INFORMAL AND NON-FORMAL LEARNING (IVINL) (4 hours) • group counselling and introduction to the IVINL process • individual treatment (counselling, implementing the entire process of IVINL) 7.7 INTERCULTURAL EVENT (18 hours) • intercultural event (introduction) • preparing and executing the intercultural event (programme concept, choosing the participants, promotion plan, event implementation) 7.8 LEARNING OUTCOMES 7.8.1 Introduction to the programme Each participant: • actively takes part in the informational interview • becomes familiar with the programme schedule and the goals; with the actual workflow • gets acquainted with mentors and fellow-participants • becomes familiar with the concept of a personal portfolio and creates one with the mentor • becomes familiar with education, employment and career plan • takes part in guidance and informing in adult education 7.8.2 Language learning Each participant: ONTENT • learns how to introduce herself (in mother tongue and national language - country of residence): Personal identity, residence etc. MME CA • becomes familiar with life in her native country (and other participants‘ countries) compared to life in the OGRPR country of residence • becomes familiar with the alphabet, numbers and numerical system • becomes familiar with vocabulary on personal identity, residence, leisure time (activities, hobbies), family life, education, labour market, institutions in the area 7. 7.8.3 Country of residence and Europe 10 Each participant: • becomes familiar with key characteristics of their country of residence (basic geographical facts) • becomes familiar with the concept of Europe • becomes familiar with the political and social structure of the country of residence and Europe • becomes familiar with the national symbols • recognizes the natural and historical heritage of the country of residence and Europe • becomes familiar with customs and traditions - a comparison (stereotypes, customs, etc.) • becomes familiar with etiquette in the country of residence and EU society (greetings, introducing oneself, reading between the lines etc.) • gains practical knowledge experience about the region by making field trips 7.8.4 Basic ICT skills Each participant: • becomes familiar with the basic structure of computers (keyboard, disc etc.) • becomes familiar with the basic functions of the computer • becomes familiar with the commonly used software (MS Word, Search engines, e-mail) • becomes familiar with the use of smartphones, cashpoints, etc. • becomes familiar with E-services, online applications 7.8.5 Entering the labour market – workshops and in-company training Each participant: • becomes familiar with the labour market in the region, country of residence and Europe • becomes familiar with efficient communication strategies (with employers, in-company communication, communication with and among participants) • learns how to write a CV and different types of job applications • masters business etiquette basics • learns how to find job openings in the Hidden Labour market • becomes aware of the importance of being active (volunteer work, helping in different associations etc.) • becomes familiar with and aware of the rights and duties of third country nationals • masters the basics of workplace culture in the country of residence (ethics, organizational and work culture) • becomes familiar with and acts out different roles in typical real-life situations in jobseeking (handling the paperwork, legal obstacles, discrimination, bureaucratic relations, exploitation by employers, the language barrier, etc.) • becomes familiar with work legislation (rights and duties of immigrants) ONTENT • explores further education and training options in the country of residence • becomes familiar with the in-company training programme in detail MME CA • takes part (together with mentors) in choosing potential organizations for the training programme (based OGR on participants‘ vocation and interests) PR • takes part (together with mentors) in visiting the chosen companies (preparing for the training, pre-training activities) • takes part in an in-company training programme (2-3 months) 7. • plays an active role in post-training workshops 7.8.6 Taking part in counselling and the process of Identification and validation of 11 informal and non-formal learning (IVINL) Each participant: • takes part in group counselling and introduction to the IVINL process • takes part in several individual treatments (counselling, implementing the entire process of IVINL) • is able to identify their knowledge, skills and competences and present it in a CV 7.8.7 Intercultural event Each participant: • becomes familiar with the concept of an intercultural event • plays an active role in preparing and executing the intercultural event (programme concept, choosing the participants, promotion plan, event implementation) The intercultural event shall be organised with respect to participants’ and mentor’s expectations. An education (acquisition of organisational, marketing skills, intercultural competences and their distribution in the community etc.) and action goal (preparation of an intercultural event in the community) shall be set. In close cooperation with the mentor, the participants decide on the topic and content of the intercultural event, choose and get in contact with organisations and individuals that will participate at the event, learn about promotional activities and make sure such procedures are carried out. At the event, the participants present the acquired knowledge, skills and experiences in a way that is most familiar to them. ADDITIONAL THEMES In addition to the main topics described above, some other topics can be useful in the programme for immigrant women. They can be introduced as elements within a major topic or individual units. During pilot implementation, we have noticed the lack of knowledge in the following topics: • sustainable development • how to minimize household expenses and garbage • responsible use of energy resources • recycling etc. • active citizenship • practical skills related to job interview and workplace: • make-up and dressing for work The above mentioned content can be presented in the form of workshops with experts in a specific area (eg. Make-up artists, ecology specialists etc). ONTENT 7.9 ORGANISATION OF THE PROGRAMME MME CA Time shortage, financial difficulties, scarce information about education and training programmes, low self-OGR esteem are some of the obstacles that prevent immigrants from a more active participation in education. PR These facts call for appropriate counselling but also adaptability of the programme schedule according to participants needs. Lessons shall therefore be organised in a series of 3-4 hour classes three times weekly in order to ensure continuity. Longer classes interfere too much with other participants’ activities, while shorter classes do not 7. reach the desired effect in terms of lesson objectives, make the whole course longer and increase transportation costs for participants. The whole course (without in-company training) is supposed to last 2,5 to 3 months. The scope and length of each topic can be tailored to the needs of a group. For example, if participants have good 12 command of the national language, more focus can be put on other topics and vice versa. 7.10 QUALIFICATIONS OF TRAINERS A trainer in the programme shall hold a university degree, have previous experience with teaching in adult education and specific intercultural competences that enable them to manage differences in cultural background among participants successfully. A good trainer shall therefore: • behave respectfully towards other participants • be open and susceptible to cultural differences and traditions of participants • want to know about characteristics of participants’ culture • be adaptable • respect other people’s principles and values (including those related to another culture) • not be ethnocentric (doesn’t value their culture principles as superior if compared to other cultures – every culture has something unique and valuable • be aware of their own identity and thus doesn’t feel threatened by other people’s identities) • be tolerant in situations of incomprehension, since misunderstandings are common in an intercultural environment • be emphatic 7.11 METHODOLOGICAL GUIDELINES The programme starts with the selection of participants. The basic method for defining the needs of participants is through personal interviews. On the basis of these interviews, mentors develop personal education plans for each participant of the programme. The process of personal development of participants is documented in a portfolio that consists of materials, participants’ work, notes, reflexions, self-evaluations, feedback information, record of acquired knowledge and skills, education certificates etc.). A portfolio is an important source of information for determining the current status of the participant in terms of their personal development plans, expectations and goals, as well as for planning future actions. It provides a clear development path and achievements of the participants. The participants shall work closely with mentors through the process of defining needs. They will have the opportunity to describe their needs, wishes and expectations through one on one interviews. They shall be able to direct the mentors in choosing effective methods to facilitate their social integration throughout the programme. A teacher in a multicultural society must adapt teaching methods and techniques to the needs of participants. It is important not to force participants to accept their teaching and learning style but to let individual learners develop their own learning style (Resman, 2003). In addition to general pedagogical principles, andragogic principles must also be taken into account in the education activity. These principles are: the principle of permanence (life-wide dimension), functionality ONTENT (usefulness), democracy, free will, dynamics, integrity, active participation. MME C Special attention should be given to innovation, uniqueness and characteristics of teaching adults. Learner and A process-oriented methods shall be used to introduce topics. The following didactic principles shall be applied: OGRPR • Individualisation (taking into account different cognitive styles) • Socialisation (individuals are part of a group) • Relevance of the content – connection with real life 7. • Motivation • Diversity • Systematization and continuity 13 Let us focus on some principles that a trainer shall take into account when planning lessons. Role of the learner’s experience Adults normally like to bring their experiences, values, needs to the learning situation/process and they cooperate with each other. Trainers shall adapt teaching techniques and methods to thematic groups, learning styles (visual, auditive, kinaesthetic etc.) and develop the learning content around problems, situations, roles that the participants face in everyday life. By doing this, the learners will be able to recognise the usefulness of their learning and will be motivated to participate actively in the learning process. It is undebatable that personal experience is one of the most powerful means of learning. To present topics, different methods and techniques can be used; some of them are listed below. Group teaching methods (collaborative, cooperative, peer learning) and project work are very suitable for developing communication. It is thus crucial to create situations in which all learners rather cooperate than compete with each other and no one is dominant4 (Resman, 2003, pp. 71-81). Project work can be applied on almost any topic and level. It requires a lot of effort but at the same time enables the development of different skills and competences. Experiential learning or learning by doing The above-mentioned learning methods enable learners to improve their position throughout the learning process. Learners directly share and build their social network, through their activity and achievements they directly present themselves to the community (failure prevention, better learning capabilities)5. (Vrečer, 2008, pp. 133- 134) 4 Resman, M. (2003). Interkulturna vzgoja in svetovanje. Sodobna pedagogika, 54, št. 1, pp. 60-79 5 Vrečer Natalija, et al. (2008). Izobraževanje in usposabljanje migrantov v Sloveniji. Poročilo raziskovalnega dela. Ljubljana: ACS. Dialogue is extremely important as it encourages those involved to do their best to understand other people’s opinions, compare them with their own opinion and find a solution that shall be acceptable for all (Vrečer, 2008, p. 133). People taking part in a dialogue try to understand the opposite side in order to be able to successfully resolve problems or conflicts. Creation of learning environment that enables the mingling of migrants and majority population In order to create conditions for intercultural dialogue, trainers shall encourage learners to take part in activities that enable their mingling with the local population and cultural exchange. Social activities provide an ideal situation in which participants with similar interests but different cultural backgrounds can meet and share their knowledge, skills, ideas, values etc. The purpose of such activities is multidimensional: • The locals get to know immigrants and their culture in an informal, friendly environment and vice versa • Helps build strong, inclusive communities • Supports volunteering and promotes values Some examples of such activities are: • Tea parties ONTENT • Sports activities (eg. Walking tours, sports matches etc) MME CA • Music or handicraft workshops (migrants present their skills and culture through workshops with the local people) OGRPR • Timebanking • Communal gardening projects • Public events (immigrants present themselves and their culture through various performances in the public) 7. Other forms and methods Position barometer 14 Position barometer is one of the best methods for active engagement of participants, involving mental and physical activity and thus activating the left and right brain hemisphere. Position barometer can be used for warm-up activities, when we want to motivate the participants to express their attitudes towards a topic that will be discussed. The teacher prepares a statement and asks the participants to move themselves on an invisible scale with two extremes according to the level of their agreement with the statement (for example totally disagree to the left, totally agree to the right). The teacher has the opportunity to gain an initial overview of the knowledge, key interest points and the attitude of the participants regarding the chosen topic. Study circle6 This form will be applied for the preparation of a multicultural event and partly used during the preparation of some other content (preparation for in-company training, selection of certain programme contents). Basic principles of study circles are substantially different from other forms and can be summarised as follows7: • The participants are free to decide what, where and how they will learn • Every participant invests as much time and energy in learning as they are willing and able to • Every study circle sets an educational (new knowledge, skills) and an action goal (transfer of acquired knowledge to the community) • There is no hierarchy among mentors and participants (both roles are interchangeable and intertwined) • Encourages intellectual progress of participants and strengthens relationships between people through democratic exchange of knowledge, skills and experiences 6 Bogataj, N. and Rejec, P. (ed.) (2013). Skupnostno učenje v čezmejnem prostoru. Primer študijskih krožkov ob slovensko-italijanski meji. Tolmin: PRC. 7 http://sk.acs.si/index.php?id=35 Therefore, this method is very appropriate for adult learners, because it respects principles of adult learning and leads to a specific goal (participants prepare an event with the purpose to present the contents of the study circle and have the opportunity to express their creativity, develop skills and contribute to the development of their town. The basic method used in study circles is DIALOGUE or even intercultural dialogue as participants come from different cultural backgrounds. The most important factor in strengthening intercultural dialogue is a mentor, who creates conditions that form a base that enables intercultural dialogue as such. Another condition that must be met for intercultural dialogue to exist is the position of equality among all its participants (Parekh in Skupnostno učenje v čezmejnem prostoru, 2013, p.10). Learning contents shall be presented by using traditional and creative teaching tools, devices, aids and materials. The learning process shall be supported by the use of multimedia and ICT. 7.12 PROGRAMME AUTHORS The programme was developed by members of the project teams of partner organizations, namely: Ljudska univerza Nova Gorica (Slovenia) Cooperativa Orso s.c.s. (Italy) ONTENT Pučko otvoreno učilište Zagreb (Croatia) MME CA Mozaik Kültür Eğitim Gençlik ve Doğa Derneği (Turkey) OGRPR Adice (France) 7. 15 Slovenia Croatia Turkey project strategic partnership Italy France ts ools ticipan iting of a elong rammes tion in tion in o par tunities and og t of the en t ticipa ticipa s and wr y T and other t e par tional pr elopmen ramme e par view raph ching about lif ning oppor og ter Tasks giv Activ dev pr Activ in biog Sear lear educa using IC . inalig . ts will tion aining tsen alua y tr ticipan sis will be al ev ourse of the all ev t the end of it as ver t the end of the compan ted against its or cultur t of learning n o ter . A alua tion analy ter in- te the lessons and their ramme the par ress ramme as the personal plan alua ramme and a oughout the c ssessmen og alua og og ried out in the middle of the og ell as af A n ev Thr pr ev pr will be done a pr will be ev A car pr w and final in s view view APPENDIX ter ter ts ategies kor kor ticipan 8. raphical method olio oup w tf Teaching str Individual w Individual guided in Gr Biog Individual guided in with par Por Dialogue Case studies Discussions , 16 t and tion and y. ymen tr es and oun enc eer options e of educa ompet tion, emplo tur t, car oughly about their abilities AMME estiv tions tify their c ovemen S ta tunities in the host c OGR ts think thor ts iden ts set their educa ts get the big pic PR xpec, e es of impr ticipan ticipan ticipan eer goals ticipan ning oppor O THE Learning objec Par wishes Par chanc Par car Par lear ytr ONTENT UNIT ram oun TION T ram - og og oliostf tion ning s with tion, eer plan ma ODUC o the pr or viewter t and car APPENDIX es of the pr tion t COURSE C ts tion and lear INTR tur e and inf ea oduc ymen tr tunities in the host c ticipan ting personal por ing of the educa 8. ak 8.1 8.1.1 Topics Basic f an in Individual in par Crea M emplo Guidanc on educa oppor e. t , y o tion ta k« ead ead e n new o tr t it in or o r ess te in en t ts ts make ts r ovide tion) ts ar oun esen es and tors esen t the end ly (str aged t ticipan ticipan t of an audienc ticipan ext/poem tha ds and t ticipan tinuously our ainers pr or oper onuncia Tasks giv par on Par a .ppt pr and pr fr For »homew par a t tr them a of each class so they can lear w pr pr Par con enc communica the host c language among themselv with men y tion o e d so . ly y tr ts ests . tiv ing and t t alua t the end o be iting oun , this will ourses and egular ress in ticipan en and eacher lso es a e wr og , speak itt ts (shor t will be . tic ts will . A tly fulfil ev es o talk in the oughout the ac t of learning y the t t‘s pr y language and ds on the boar tors will r . The par en wr ts will be tr iv nmen ing the whole theor or cises) tha ted b ticipan aged t oun . ould pr w and check the ticipan xer ess as they will need t e in language c ticipan our sessmen iting in the host c al assig alua oc tiv A t the end of each lesson The men follo par understanding wr language will be g or or e ev A the par independen questionnair apply dur pr fulfil questionnair of each module Par enc host c avoid the use of their na language thr classes They will be obliged t ac to spell w they c er ategies k k omet or exts or k tions k or ta tic t or t w k in pairs w ning se of multimedia, or Teaching str Position bar Individual w Case studies Discussions Dialogue Presen U authen W Individual w Team Problem- based lear Projec APPENDIX y y. tr . tr y . ts and oun oun ket ttitude t essar emen e a tan e ell simple 8. e nec y lif tions in the host iv y languagetr tion about opics in host oca , g y t e impor yda es oun es in the host c versa er yda em in the host c . . ay. on . er st ing and positiv alues and achiev ext, they can t ommon v 17 tion sy t themselv reetings ibe c , numbers e and which ar ess themselv y language e needed in ev esen es in the host c w a simple c tr ite about ev e of their v xpr t ar o pr ar o e ollo oun w e they ar w t ases and g w t o f es t them in the best w ea tha . . tiv n ho n phr n the alphabet ome a ead and wr esen n ho elop a sense of belong n wher ome familiar with the rules and labour mar e able t . ts lear ts lear ts lear ts bec o pr ts lear ts dev ts ar opics in host c ts can r ts lear ts understand the educa ts bec ts can name and descr tion about themselv w t y t . y language tunities y language ma tr tr ticipan yda or ticipan ticipan ticipan n ho ticipan ies ticipan ticipan ticipan ticipan ticipan ticipan ticipan or er Learning objec Par inf Par Par Par lear Par language; they understand a simple t st Par Par ev Par coun Par institutions in the ar Par Par oppor Par coun , y, , , ases y , tions tions tions ases y, host y, host yda ases y, host ocabular ases er y situa y situa y situa , v em – phr yda yda yda st y y language in y – phr y – phr y language in tr y language in ocabular ocabular y language in GE LEARNING tr ases er er er tr tr tr ocabular , v , v tr A ourself – phr , v tion sy oun oun oun oun ases oun e y oun ases ocabular tions y – phr ases tit tions tions tions oduc y language in ev y educa ket - v LANGU tr y, host c tr y, host c y, host c y – phr tr y, host c y home c t institutions in the local y situa y situa y situa y situa o in oun y language in ev e time – phr y language in ev tan y language in ev oun yda tions yda e in the host c yda tr tr tr yda w t er e in m er y lif er y family – phr er 8.1.2 Topics Ho vocabular ev Personal iden host c situa Lif vocabular ev M vocabular ev M coun Leisur coun Impor communit coun Host c vocabular ev Labour mar o ts ve t is t ing . ramme ticipan og rade dur ts will be o par o do and tha wn: tion, and . o upg en t k t er y t e finishing the ainers so they can or the last time or tes which will be tor or ourse of the pr t it f ramme they will send ite their o V, over lett og o the tr rec Tasks giv fter each class they will haA homew wr - C - job applica - c These documen templa obliga the c and bef pr it t cor ts ed o t ee o w t quir ills ther er and o ticipan o the ted t wn ho wn t eview y par esen t out the o r ts of their t of learning over lett er e pr . V, c ite the best he/she tioned documen ts o see if they ac wledge and sk er m, ev o wr s in each of the thr ainers t or w emen no t will be sho ovemen sessmen ite a C ies t or ainer t rors and possible fur A fter being shoA wr CV f tr kno af tha tr the k which w them. They will send tasks t the tr them and poin er impr documen V, Vs, job ers) tion ite a good C APPENDIX o wr ning er over lett w t xamples of other C ategies k k omet or or er and job applica k 8. tions and c or k in pairs w se of multimedia or Teaching str Position bar Individual w Case studies (e applica Discussions on ho cover lett Dialogue U W Individual w Team Problem-based lear 18 . d, o .g er or w t W tion on o w t , ho tals (e es) omput vic tions of a age ( or job -mail ticipa , ho tals , e ket net t ser e pack o par ines o look f ter ffic w t ation por te on job por ymen es o find and use ted t tiv n the basics and some ch eng n t n ho ticipa n the basic func onnec ts get familiar with c . ts lear ts lear ts lear er tional emplo tions of MS O cel), sear tions c tunities on the in er and par , na ticipan ts and lear ticipan , Ex ticipan tional and EU labour mar ticipan ist es Learning objec Par par comput Par applica .PPT Par applica na Par oppor use public administr reg Eur er t es tha over lett or a job V, c T SKILLS er ts and basic ching f net in job omput iting a C tion nter er par BASIC IC or wr ou in sear omput e f es o use the I tions of a c ar tphone and other devic vic tw w t ching 8.1.3 Topics Basic c func Sof and job applica Smar can help y Ho sear E-ser t y ys, o o t in tr en t ts y t ticipan tion oun , holida ve the tunit e a .ppt ta y and t a sigh ip ticipan tr . tr epar esen esen .g c.) Tasks giv par Each par will ha oppor pr pr about their home coun pr the host c (e et or est ve tor t of learning es a little quiz f y and EU w much they ha ned about the host tr sessmen epar A t the end of this A module the men pr them which will be a t of ho lear coun er ategies kor omet tions k eaching eaching ta or t t ips k in pairs w se of multimedia or Teaching str Individual w Position bar Case studies Discussions Dialogue Presen U W Team Problem t Projec Field tr y and y in which tr APPENDIX tr casing . oun oun s position in w y. e of the host t sho tions dealing with the omen‘ tr tur 8. oun y and the EU oms of the c tr ganiza ities . text of w ts aimed a oun itage of the host c on ope en ur . e c al c al ev tiv 19 ical her ept of E or . aditions and cust ts about the host c tion about the or onc ts t in their na ma ts and ethnic minor or ran ical and cultur al and hist or ation of cultur onduc tur y inf raphical fac e of the political and social struc epar tur essar t the main sigh ts of immig es esen igh . t their homeland and new home tiv ome familiar with the tr n basic geog ome familiar with the c . n the rules of c n about the na esen iefly pr ts bec ts get the nec ts understand the hist ts lear ts bec ts get a clear pic ts engage in the pr itage ts pr ts lear ts lear o br e. tion of the r y. y and the EUtr al her ticipan ticipan ecot ticipan ticipan ticipan ticipan ticipan ticipan ticipan ticipan e able t Learning objec Par they liv Par pr Par societ Par Par Par coun Par cultur Par Par Par ar e tur es Y OF RESIDENCE AND EU ope y and EU ical sit aditions ur tr or t in the host king y or omen in the host oun COUNTR w ept of E onduc y societ y and the EU oms and tr ole of w tr raphical position onc al and hist tr eog tional symbols tur 8.1.4 Topics Cust Social net The r coun G The c The political and social struc in the host c Na Na Rules of c coun t e et tion . ts e, , the ed ts ew ers t, y ainers o do ienc anc quir t job ads). k t or a f aining te their ed in Vs, job t job o send or xper ve the . e in their ticipan en or a job y tr o be en t they can‘ alua volv over lett er er ve e tion of a job es and ills ienc o adjust their , so the tr eedback about ess f ms of ac o par Vs, job applica ers o apply f tur er tly in t t or diff o apply their new wledge and will ve homew y t y. compan xper en t ts need t ts of their C y of diff y t no , single documen tan ts f y of their documen tivit , a simula ts will ev e in t tions and c iet o tr ar e them f over lett iv -up and dr tunit view view) they will ha ienc ticipan ve one ing the lec kshops (public appear wledge and sk ticipan ainers their C ur or ter ter ills and k Tasks giv fter the in- Par independen adjustmen applica for a v ads (this means tha ha it is impor documen They will be obliged t tr and c can g the qualit They will ha such as t job ads so they ha in this ac D w make in in oppor kno A par exper sk include the e CV. t , ed o w e a ts o es . t of e o be ation iv oblem e, ticipan volv , also esolv tur s, and t job ads kshops view kshops e tions t k. ticipan anc or job tion of a ely in or o do their ter or en ers on ho ding -up and t ar ching ers and job er or view sessmen tiv e obliged t end lec cor w t ess f ter A learning ll par Each par will need t ac in w tha focused on job sear they will need to adjust their CVs, motiv lett applica diff they will g answ they will r specific pr at w A ar att and w ac to public appear ho make dr in simula job in , t s iestr en view xamples er oun ategies k ter or ts c . a job .g cessful job ess) s) es) oc k eaching ation y,( e tions (tips and k cessful and cessful job ities and ta or suc or view ticipan enc view) or ch pr w kshop ter er yles of job in ter icks f se of multimedia emonstr or Teaching str Individual w Case studies (e of suc unsuc in Discussions (diff st in par similar diff Rolepla in Presen tr sear U Pair w Team Problem t D W Visits APPENDIX ket) e tify , ing ea ills and tion, their kplac t and t a job or o iden viour aining nt dur 8. es a V, job or business n t es ersal sk y tr ket situa onfiden , beha wn C icks f , c yers in the ar aining ansv ts (in the labour mar compan t they lear V o a specific w ated y tr 20 ran t themselv es and lear t themselv yer te t w they can pass additional esen ite their o ienc esen t in in- tify wha ch view (clothing compan o pr o wr er t (tips and tr o pr w the labour mar xper o be motiv ter e and ho w some emplo w t w t o assimila w t w t ing par o iden es no tial emplo no en onmen w t tiv o k tions as immig w ho w ho over lett ome familiar with the manner of dealing vir n ho w ho o k ove their basic and tr y tak t a job in n wher in with in- no no xchange e no e able t ts get t ts k o a pot ts k ts bec ts e e mobbing ts lear t in their job sear ts k tely a ts lear ts get t ts impr ts ar tion and c ia en viour and ho e) e they beg aining and include it in their C T view t ticipan ts and obliga ticipan kplac opr n new ones b ter ticipan ticipan ticipan ticipan ticipan ticipan ticipan or ticipan ticipan or aining Learning objec Par righ Par in Par applica Par in a business en beha cultur Par w Par persist Par appr speech) Par tr Par bef Par lear Par the tr ARKE ket tion y and tr tunities tions on tion and or job e and the ts tions of oun ABOUR M yers (apply -up f , negotia ther oppor aining esidenc cess e Vs, job applica ages) y tr THE L V, job applica k tion and fac view ’s make y of r o suc or tr ma ter ypes in the labour mar t w ts and obliga or te with emplo , send C ing a C eot igh yers in the host c tion oun er e tion and fur compan t inf t ad , job in alua er epar aining ket (c tan or in- e is the key t oblems a tion - r y tr ENTERING tiv ommunica ymen onditions and w er isla e cultur ess and do one s es and st o c over lett tial pr o dr ation f aining ev view w t king c en k leg kers and emplo kplac tinuing educa -tr or riting and pr or or or w t ter compan 8.1.5 Topics Labour mar EU) – impor Being ac Basics of business etiquett Ho for emplo and c w W cover lett Prejudic Pot W w EU W Con Ho in Prepar In- Post , t , esen rammeog ials t). o pr . o the ter osts of en ills and w t ted t omotional ts al public ela te the c t (define pr tising ma en er ticipan n about pr ry out the ev t on their sk e adv o par , lear eflec o the gener epar tion, car en t ts r es and decide on ho e t ta tion of the ev , pr ienc t guests t the media, calcula ticipan tac tac ganiza tivities Tasks giv Par exper their cultur They take on all the tasks r or con ac con implemen tion c) ta ts‘ , e, , ills et ills esponse ticipan tiv t of learning t of the ms of media tion sk er tional sk tual implemen eneurship t in t age and r tor of par epr sessmen en ills (self-initia tr ganiza A om the public will be an The ac and impac ev cover fr indica sk en or communica APPENDIX ategies y. o the number cle method tivit ting t ac 8. ela ter Teaching str Study cir ry y and in eaching r 21 ept of an ramme or t og onc e and car ing and omotion plan, epar epar t (pren , pr o pr ts al ev onditions f ole in pr ticipan t. e r ing maximum usabilit t it takes t en tiv cultur ter es t. tion tiv al ev ome familiar with the c en n wha y an ac ta ), ensur cultur ts bec al ev ts lear roup ter ts pla ting the in , choosing the par CES: , ept t implemen ticipan culturter ticipan ticipan en , equipped with optimal c Learning objec Par in Par out an in Par implemen conc ev ts , VENT teacher ts ts en the AL E d, ramme o 25 sea for ticipan al ev , og OOLS/RESOUR op , TUR roup (max. 15 in the g par , een, eboar t pr ts cultur ts en for tor scr CUL cle? en ter en tion pencils paper d. ta er/lapt ers ojec tion d whit t, ed ed tise ev CHING T ooms with 15 t ts in the g pr er ojec dboar INTER tion of ev TEA comput comput LCD pr standar flipchar colour colour car pose of in t is a study cir o adv t implemen ticipan • • • • • • • • • ha tion goal) efinition of the ev ganiza w t 8.1.6 Topics W The pur (ac D Or Ho Even 8.1.7 Classic classr of par Teaching aids: Notes 22 23 24 Project partners: Ljudska Univerza Nova Gorica (LUNG)-Slovenia, Cooperativa Orso s.c.s.-Italia, Adice-France, Pouz-Croatia, Mozaik Kültür Eğitim Gençlik ve Doğa Derneği-Turkey