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Life Long Learning programme
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An Indonesian wants to design robots to help the disabled, a Kenyan to put clean water into people\'s homes. What do they have in common? They are making their dreams come true through the EU\'s Erasmus program. Wiratna has already graduated from Djakarta University -- now she\'s off to Dresden University of Technology. Serah is doing a Masters at Faro University in Portugal. The new Erasmus Mundus programme will make it possible for these two women, and the many others who come to study from outside Europe, to make their dreams a reality.
In February 2005, the European Commission gave a fresh boost to the Lisbon strategy in a move to create more growth as well as more better quality jobs.
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Education and training have a crucial role to play in implementing the strategy,
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and consequently a new integrated lifelong learning program is in preparation for the period 2007 to 2013.
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A program which should see much more generous funding.
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The proposal on the table is for 13.62 million euros, almost triple the current budget.
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To make Europe the most competitive and dynamic knowledge-based economy means to invest more and better into education.
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And we need to invest more in order to achieve more real mobility.
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I think that integrated approach to educational programs, which we propose for 2007 on, period,
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and better and more spending in this area means investment into knowledge-based Europe.
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The key elements of this initiative are the Comenius program for schools,
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Erasmus for higher education, Leonardo da Vinci for professional training and Grundtvig for adult education.
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And these programs have already proved their worth to many people all over Europe.
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Brussels, 2003.
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A hundred or so students from 30 countries taking part in the Erasmus program have been invited by the European Commission to receive a medal commemorating the one millionth Erasmus student.
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Rossen Dukov, a young Bulgarian student, has been selected to represent his country.
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I will stay in Portugal for this period and I think that this is something that everyone should experience for themselves.
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It's early 2005 in Sofia, Bulgaria. Rossen is back home.
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He went on the Erasmus program in 2001, six months at the University of Braganza in Portugal,
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as part of his master's degree in graphic arts and visual communication.
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He was so taken by the country that he painted a series of landscapes.
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But after his return to Sofia, he had to put his talent for fine art to one side and concentrate on earning a living.
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With a university degree in his pocket, a year ago he set up his own multimedia communications company.
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This experience, being in contact with people from other countries and being in a different environment,
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helps you a lot when you start running your own company or starting to work somewhere else.
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And when you've been through this, through Erasmus, it's a lot easier to keep in touch with your clients,
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and they feel a lot safer in what you're doing.
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CD covers for his musician friends, posters, commercial advertising, children's illustrations,
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and even concerts and music videos for his own hip-hop group.
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This young entrepreneur is certainly not short of work, and his creativity has been influenced by his European experience.
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For the time being, Rosen has chosen to stay in Bulgaria.
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He has everything he needs here to make a go of his career.
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His mother thinks so, too.
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She started her own printing firm several years ago and regularly works for him.
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With his many different talents, there's no doubt he could find work abroad,
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but he seems more concerned about creating jobs at home.
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I decided to stay here to work,
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and to try to convince people that it's not bad to stay here.
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Anyone who has enough intelligence and opportunities could do it.
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So that we can make our paradise here,
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and not somewhere else in the world.
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In 1996, the European network of second-chance schools was launched,
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an initiative backed by the Grunwig program, which aims to promote adult education.
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The 13 schools in the network are attended by young adults without qualifications,
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who were locked out of traditional educational training,
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and were forced to leave their homes.
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The program was launched in 1996,
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The 13 schools in the network are attended by young adults without qualifications,
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who were locked out of traditional educational channels,
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and who therefore find it difficult to get a job.
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In 1998, the largest of these second-chance schools opened in Cologne,
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with more than 800 students.
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Alexander Schäfer, a language teacher,
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was full of enthusiasm about what was then a new educational experience.
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It's all very interesting work. I really enjoy doing it.
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And above all, because at the schools of the second chance,
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which are almost all new establishments,
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there are very large design possibilities.
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That is, ideas are welcome and ideas are implemented.
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And that is really an ideal field of work for me.
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From the very beginning, these schools were in effect a laboratory for educational innovation.
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Rather than teaching in the traditional manner,
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it was all about giving a second chance to young adults using special methods.
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Group therapy, training in communication skills,
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and psychological and social support have always run side by side
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with lessons in new language learning techniques.
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Seven years later, in 2005,
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the students in the English class may be different,
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but Alexander still teaches there.
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In 2004, the Cologne second chance school coordinated a project,
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also supported by the Grundwik program,
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on violence prevention and conflict resolution.
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The film, made by the students themselves at the time,
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is testimony to the success of this project,
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and to the success of the German-language education program.
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The film is based on the experience of the German-language education program.
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The film is based on the experience of the German-language education program.
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The film, made by the students themselves at the time,
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is testimony to the work they did together.
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Partners in the second chance school network
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began an exchange of teaching experiences in 1997,
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which is still going on.
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And through that, they have been able to complete
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several European projects, supported by Grundwik.
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Today, these schemes have given European adults of all ages
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a new taste for learning,
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and given them a second chance to find jobs and a place in society.
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In 2002, Alberto, a young Spanish agriculture student,
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was doing a placement in a small Irish aquaculture firm.
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Erwan and Tanguy, two French apprentice mechanics,
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were gaining work experience in a Dutch shipbuilding business.
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Emmeline, an Irish history of aquaculture,
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was doing a placement in a small Irish aquaculture firm.
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Erwan and Tanguy, two French apprentice mechanics,
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were gaining work experience in a Dutch shipbuilding business.
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Erwan, an Irish history of art student,
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was working at the Guggenheim Museum in Venice.
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All four had something in common.
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Their professional training experience
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was supported by the European Leonardo da Vinci program.
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Three years later, in 2005,
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Guilherme Fodor, a young Hungarian,
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went for training in Bas-le-Duc in France.
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He's doing an apprenticeship with a patisserie catering business in the town.
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He's a perfect example of the new Leonardo da Vinci generation.
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Dominique Cordel, Guilherme's boss,
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has long been in tune with the European idea.
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He regularly hires apprentices from Eastern Europe.
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Guilherme's job is to prepare cooked dishes for customers.
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Here he can learn new ways of cooking,
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ways of working with his colleagues and customers,
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which are not always the same as the way things are done in Hungary.
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Seeing the satisfaction on their faces
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is something I've learned,
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and there are many things I'm trying to improve in my profession.
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For Guilherme, getting a placement here was a real stroke of luck.
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Cordel is one of the most reputable firms in the region,
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and his boss, a former professional trainer,
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is well known for training the best apprentices in France.
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The most important thing is to transmit without knowing.
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The more you transmit, the more you will evolve.
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People who are locked up, who hide their recipes,
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who don't move forward, they are called to die.
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If you want to develop, if you want to open up to foreign countries,
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in this case to Europe, you have to transmit,
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you have to transmit, you have to know how to give in order to receive.
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With his European experience, Guilherme is now one of the young people
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who can put that training to good use on a job market
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which covers the entire European Union.
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Since 1995, more than 300,000 others like him
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have benefited from the Leonardo da Vinci program.
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In future, he may settle and find a job in Lorraine.
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Unless, armed with all the know-how he's acquired in France,
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he decides to set up his own business back home,
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or in any other EU member state.
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What exactly, when you're writing to them,
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what kind of information do you exchange?
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In 1998, the primary school at Newcastle West in Ireland
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became involved in a European partnership project.
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Teachers and pupils exchanged cultural, linguistic,
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and educational experiences with schools in France, Holland, and Sweden.
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The project was supported by the European Comenius program,
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which promotes European cooperation in education.
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In this school, Irish is the common language rather than English,
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but in the course of the exchange program,
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the children have also learned to speak European.
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After two years of Comenius,
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I believe they know they are true Irish children, more than ever.
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But they also understand and believe
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that the world which exists out there in Europe
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is a vital part of their existence.
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Seven years later, in 2005,
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these children are looking back at their early childhood.
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They were four years old when this film was shot in their school.
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Today, they're 12, and some pupils, like Elaine,
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can recognize themselves back then.
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Their teacher is still working in the same classroom,
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but now the Internet is an everyday part of lessons,
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and European projects are a constant feature in the syllabus.
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Seven years of European programs have made one huge difference,
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and that is that we've moved from the 20th century to the 21st century.
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We've moved from an analog century to a digital century,
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and with that, the European Commission and its programs,
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I believe, have also moved forward.
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Today, the school is still located in the Newcastle West Community Centre,
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but away from the major tourist centres,
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the digital world of the Internet and new e-learning technologies
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have opened up the doors to their European neighbours.
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The Comenius projects themselves
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have allowed teachers in every European country
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to realise that there is something greater than teaching.
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It's called learning.
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And Comenius, by its very essence of what it meant
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when it was way, way, way back then,
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has allowed children to become greater than themselves,
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greater than the country they belong to.
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It has allowed them to become part of a European family,
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to communicate with other children, speak with them,
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speak many languages, not the Tower of Babel, though,
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where they don't understand one another,
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but the Tower of Europe, where people are understanding one another,
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because Comenius has allowed children to be really, truly European.
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Since 2004, the school has been working on a new European project.
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By reflecting on the darker periods of their own history,
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such as the Great Famine or the violence in Northern Ireland,
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the students want to share with others
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their desire to live in a Europe without conflict.
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When we were in the famine, we were very poor,
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and now we're one of the richest countries in Europe.
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And it shows that if we all work together,
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that other countries can move forward from their past as well.
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In the past, wars would have affected Europe an awful lot,
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but now we can move on, war is over,
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and most countries don't have anything to worry about,
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and you can all live happily and all that kind of stuff.
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In Newcastle West, the Europe of the future is being built.
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A new school will soon stand here,
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inspired by the pupils themselves and their European experiences.
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In 2006, it will once again be one of the 10,000 schools
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which take part every year in a Comenius project.
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- Idioma/s:
- Niveles educativos:
- ▼ Mostrar / ocultar niveles
- Nivel Intermedio
- Autor/es:
- The European Union
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 894
- Fecha:
- 26 de octubre de 2009 - 16:24
- Visibilidad:
- Público
- Enlace Relacionado:
- European Commission
- Duración:
- 14′ 57″
- Relación de aspecto:
- 1.24:1
- Resolución:
- 425x344 píxeles
- Tamaño:
- 75.39 MBytes