Training course, Lidköping, Sweden, 2014
Improving the impact of Non Formal Education (NFE), principles and methods in empowering young people as real actors of the society (from local to Europe).
In order to achieve real impacts, the participants experienced an innovative approach, using a full immersion in the experiential learning cycle: doing/ feeling, reflecting, transferring...
To achieve the profound impact, the course was designed to go further than classical running of the training courses. The participants were encouraged to build their own training and learning process with the aim to provide them with the conditions to understand the real power of NFE.
The pedagogical process was planned as a flow during the training.
International Master in European Project Planning and Management
Methods and Techniques for Planning and Managing Projects Funded by the European Commission.
Florence, Italy, 2013-2014
The objective of the International Master in European Project Planning and Management is to provide participants with the skills to successfully work in the field of European cooperation, through the use of fundings made available by the European Comission. The coordinator, of the Master course is Pixel an education and training institution based in Florence (Italy) having as its main aim the provision of support to European Cooperation for public and private organizations. The teaching staff is composed by experts with over 15 years of experience in European cooperation representing several European countries.
ATOQ
Advanced training on quality of Youth in Action projects, Poland, 2012
ATOQ is a training course to increase quality within youth exchanges. An international group of youth workers looked back to past experience(s), focused on quality aspects and improve management competences in order to raise quality in future exchanges. The aim of the ATOQ was to support experienced youth workers/leaders in increasing the quality of the European youth exchanges they set up within the Youth in Action Programme. The ATOQ provided the participants with opportunities to: 1. Critically reflect upon their previous international youth exchange experience(s) and the impact on young people; 2. Increase the understanding of different quality aspects of youth exchanges such as active participation of young people, involvement of promoters and stakeholders, diversity and intercultural learning, European dimension and citizenship; 3. Experience a non-formal learning process and understand its importance in youth exchanges; 4. Improve their project management competences (knowledge, skills and attitudes) in order to better organise the different phases of a youth exchange.
Study visit, Finland, 2012
The aim was to give overview how the local Finnish structures are working in order to support young job seekers. During the visit participants visited different organisations and the focus of the study visit was in empowering, sharing experiences and partner finding. The participants discovered how the local structures are working in order to support young job seekers and how different actors in the field are co-operating (non-formal learning, school sector, special youth work, private sector). In, particular their focus was on Workshops, workshop activities are targeted for unemployed young people. Activity is based on a communal, customer-oriented approach together with shared experiences that aim at improving an individual’s ability to function and work. The target group includes people with poor education and employment opportunities.
Bogense, Denmark, 2010-2011
Grundtvig Assistants learn about the different practices involved in adult organisations in Europe while enhancing their professional development. By being fully integrated into their host organisations they assist with formal or in-formal learning by providing support for adults with special educational needs or assisting in the teaching or by managing aspects of adult education.
The Grundtvig assistantship lasted 38 weeks at Folk high school in Denmark, a special type of boarding schools, which implement various programmes in the field of non-formal learning. Nordfyns Højskole’s uniqueness lies in an inclusion program for mentally disabled adults and makes it recognisable in the Danish adult education context. The programme connects daily lives of students of all programmes taking place at the school and successfully puts the idea of social inclusion into practice.