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Erasmus mundus - the first "Year"

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Subido el 18 de julio de 2007 por EducaMadrid

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Wiratna is Indonesian. At 22 years of age, this student with a fascination for artificial intelligence already has a 2-year university diploma in Information Technology, awarded by her own University of Djakarta. She dreams of inventing robots to assist disabled people. In order to improve her knowledge of this high-tech discipline, she has chosen Europe and a Master’s degree in “Computational Logic”programming to run over a two-year period. This choice has led her to the Dresden University of Technology (Germany), after which she will continue her studies in another European partner university. Serah is a young Kenyan keen to play her part in developing and improving the situation of women in her country. Her field: the management of water resources. In order to leave nothing to chance, Serah has reached the difficult decision to leave her young son and Kenya for 18 months. Destination: Europe, and a Master’s degree in the integrated management of water and coastal areas, which will complete her education in Hydrology and give her the managerial skills she seeks. On the syllabus: first module in Faro, Portugal, followed by another in a partner university. Wiratna and Serah have very different personal profiles and university careers, but both have come from third countries to follow a higher education course of study in Europe as part of the new Erasmus Mundus programme.

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In February 2005, the European Commission gave a fresh boost to the Lisbon strategy 00:00:00

in a move to create more growth as well as more better quality jobs. 00:00:09

Education and training have a crucial role to play in implementing the strategy, 00:00:14

and consequently a new integrated lifelong learning program is in preparation for the period 2007 to 2013. 00:00:18

A program which should see much more generous funding. 00:00:27

The proposal on the table is for 13.62 million euros, almost triple the current budget. 00:00:31

To make Europe the most competitive and dynamic knowledge-based economy 00:00:39

means to invest more and better into education. 00:00:44

And we need to invest more in order to achieve more real mobility. 00:00:47

I think that integrated approach to educational programs which we propose for 2007 on period 00:00:53

and better and more spending in this area means investment into knowledge-based Europe. 00:01:01

The key elements of this initiative are the Comenius program for schools, 00:01:10

Erasmus for higher education, Leonardo da Vinci for professional training and Grundtvig for adult education. 00:01:15

And these programs have already proved their worth to many people all over Europe. 00:01:22

Brussels, 2003. 00:01:27

A hundred or so students from 30 countries taking part in the Erasmus program 00:01:29

have been invited by the European Commission to receive a medal commemorating the one millionth Erasmus student. 00:01:33

Rossen Dukov, a young Bulgarian student, has been selected to represent his country. 00:01:40

Erasmus is the best memory of my life, 00:01:47

from this period in Portugal, 00:01:52

and I think that everyone should experience it for themselves. 00:01:55

It's early 2005 in Sofia, Bulgaria. 00:02:02

Rossen is back home. 00:02:05

He went on the Erasmus program in 2001, 00:02:07

six months at the University of Braganza in Portugal 00:02:11

as part of his master's degree in graphic arts and visual communication. 00:02:13

He was so taken by the country that he painted a series of landscapes. 00:02:18

But after his return to Sofia, he had to put his talent for fine art to one side 00:02:23

and concentrate on earning a living. 00:02:27

With a university degree in his pocket, 00:02:30

a year ago he set up his own multimedia communications company. 00:02:32

At the moment, three years after my Erasmus period, 00:02:37

I've been doing business. 00:02:43

And actually, this experience, 00:02:46

being in contact with people from other countries, 00:02:48

and being in a different environment, 00:02:51

helps you a lot when you start running your own company 00:02:53

or starting to work somewhere else. 00:02:57

And when you've gone through that, through Erasmus, 00:02:59

it's a lot easier to keep in touch with your clients, 00:03:02

and they feel a lot safer in what you do. 00:03:07

CD covers for his musician friends, 00:03:14

posters, commercial advertising, children's illustrations, 00:03:16

and even concerts and music videos for his own hip-hop group. 00:03:20

This young entrepreneur is certainly not short of work, 00:03:25

and his creativity has been influenced by his European experience. 00:03:28

For the time being, Rausen has chosen to stay in Bulgaria. 00:03:51

He has everything he needs here to make a go of his career. 00:03:54

His mother thinks so too. 00:03:57

She started her own printing firm several years ago 00:03:58

and regularly works for him. 00:04:01

With his many different talents, there's no doubt he could find work abroad, 00:04:03

but he seems more concerned about creating jobs at home. 00:04:07

In 1996, the European network of second-chance schools was launched, 00:04:28

an initiative backed by the Grundvig program, 00:04:33

which aims to promote adult education. 00:04:36

The 13 schools in the network are attended by young adults without qualifications 00:04:39

who were locked out of traditional education 00:04:44

and forced to go back to school. 00:04:46

The school system is based on the idea 00:04:49

In 1998, the largest of these second-chance schools opened in Cologne 00:04:53

with more than 800 students. 00:04:57

Alexander Schäfer, a language teacher, 00:04:59

was full of enthusiasm about what was then a new educational experience. 00:05:02

Alexander Schäfer, a language teacher, 00:05:10

was full of enthusiasm about what was then a new educational experience. 00:05:13

Very good. 00:05:17

From the very beginning, these schools were, in effect, 00:05:38

a laboratory for educational innovation. 00:05:41

Rather than teaching in the traditional manner, 00:05:44

it was all about giving a second chance to young adults using special methods. 00:05:47

Group therapy, training in communication skills, 00:05:52

and psychological and social support 00:05:55

have always run side by side with lessons in new language learning techniques. 00:05:57

Seven years later, in 2005, 00:06:03

the students in the English class may be different, 00:06:05

but Alexander still teaches there. 00:06:08

The European cooperation has just begun. 00:06:14

Seven years have passed, 00:06:17

and we have carried out quite a few educational projects since then. 00:06:19

We have already gained a lot of experience 00:06:23

and gained insights that we could then integrate into our everyday life, 00:06:27

into our pedagogical everyday life. 00:06:32

In 2004, the Cologne second-chance school coordinated a project, 00:06:35

also supported by the Grunwig program, 00:06:39

on violence prevention and conflict resolution. 00:06:41

A film made by the students themselves at the time 00:06:45

is testimony to the work they did together. 00:06:47

Partners in the second-chance school network 00:07:12

began an exchange of teaching experiences in 1997, 00:07:15

which is still going on. 00:07:18

And through that, they have been able to complete 00:07:20

several European projects supported by Grunwig. 00:07:23

Today, these schemes have given European adults of all ages 00:07:27

a new taste for learning 00:07:30

and given them a second chance to find jobs and a place to live. 00:07:32

In 2002, Alberto, a young Spanish agriculture student, 00:07:37

was doing a placement in a small Irish aquaculture firm. 00:07:41

Erwan and Tanguy, two French apprentice mechanics, 00:07:46

were gaining work experience in a Dutch shipbuilding business. 00:07:49

In 1999, the French government announced 00:07:53

that it was going to introduce a second-chance school 00:07:55

to the students of Grunwig. 00:07:59

Erwan and Tanguy, two French apprentice mechanics, 00:08:01

were gaining work experience in a Dutch shipbuilding business. 00:08:04

Emmeline, an Irish history of art student, 00:08:08

was working at the Guggenheim Museum in Venice. 00:08:10

All four had something in common. 00:08:14

Their professional training experience 00:08:16

was supported by the European Leonardo da Vinci program. 00:08:18

Three years later, in 2005, Guilia Fodor, a young Hungarian, 00:08:24

was working in Bas-le-Duc in France. 00:08:28

He's doing an apprenticeship 00:08:30

with a patisserie catering business in the town. 00:08:32

In an enlarged Europe, he's a perfect example 00:08:34

of the new Leonardo da Vinci generation. 00:08:37

The Leonardo da Vinci program is a great help for us, 00:08:40

because it makes life much easier in France. 00:08:44

The accommodation, everyday life is easier. 00:08:49

It's very important for us to be here, 00:08:53

and I think it's important for other young people 00:08:56

to get to know France and Europe, 00:08:59

to get to know the work ethic here, 00:09:02

the people here, the life here. 00:09:05

Dominique Cordel, Guilia's boss, 00:09:10

has long been in tune with the European idea. 00:09:12

He regularly hires apprentices from Eastern Europe. 00:09:14

They have a much stronger motivation than our French people. 00:09:18

Even a very motivated French person 00:09:22

has something more. 00:09:24

In my opinion, it can be felt 00:09:26

that their life is harder up there. 00:09:28

They really want to learn, 00:09:30

and they are very motivated. 00:09:33

Guilia's job is to prepare cooked dishes for customers. 00:09:36

Here, he can learn new ways of cooking, 00:09:40

ways of working with his colleagues and customers, 00:09:42

which are not always the same as the way things are done in Hungary. 00:09:45

What I have learned here 00:09:49

is the effort to be precise, 00:09:52

both in work, 00:09:55

to serve the customers as much as possible, 00:09:58

to see the satisfaction on their faces. 00:10:04

I think that's what I have learned, 00:10:07

and there are many things in my profession 00:10:10

that I try to improve. 00:10:12

For Guilia, getting a placement here was a real stroke of luck. 00:10:16

Cordel is one of the most reputable firms in the region, 00:10:20

and his boss, a former professional trainer, 00:10:23

is well known for training the best apprentices in France. 00:10:25

The most important thing is to transmit without knowing. 00:10:30

The more we transmit, the more we will evolve. 00:10:33

People who are stuck, 00:10:35

who hide their recipes, 00:10:37

who don't move forward, 00:10:39

they are called to die. 00:10:41

If we want to develop, 00:10:43

if we want to open up to foreign countries, 00:10:45

in this case to Europe, 00:10:47

we have to transmit, we have to transmit, 00:10:49

we have to know how to give to receive. 00:10:51

With his European experience, 00:10:53

Guila is now one of the young people 00:10:55

who can put their training to good use 00:10:57

on a job market which covers the entire European Union. 00:10:59

Since 1995, more than 300,000 others like him 00:11:02

have benefited from the Leonardo da Vinci program. 00:11:05

In future, he may settle and find a job in Lorraine, 00:11:08

unless, armed with all the know-how he's acquired in France, 00:11:11

he decides to set up his own business back home 00:11:14

or in any other EU member state. 00:11:17

What exactly, when you're writing to them, 00:11:21

what kind of information do you exchange? 00:11:23

In 1998, the primary school at Newcastle West in Ireland 00:11:25

became involved in a European partnership project. 00:11:28

Teachers and pupils exchanged cultural, linguistic 00:11:32

and educational experiences 00:11:35

with schools in France, Holland and Sweden. 00:11:37

The project was supported by the European Comenius program, 00:11:41

which promotes European cooperation in education. 00:11:44

In this school, Irish is the common language rather than English, 00:11:49

but in the course of the exchange program, 00:11:53

the children have also learnt to speak European. 00:11:55

After two years of Comenius, 00:11:59

I believe they know they are true Irish children, 00:12:01

more than ever. 00:12:06

But they also understand and believe 00:12:09

that the world which exists out there in Europe 00:12:11

is a vital part of their existence. 00:12:14

Seven years later, in 2005, 00:12:18

these children are looking back at their early childhood. 00:12:20

They were four years old when this film was shot in their school. 00:12:23

Today, they're 12, and some pupils, like Elaine, 00:12:26

can recognise themselves back then. 00:12:29

Their teacher is still working in the same classroom, 00:12:32

but now the Internet is an everyday part of lessons, 00:12:34

and European projects are a constant feature of the syllabus. 00:12:37

Seven years of European programs have made one huge difference, 00:12:42

and that is that we've moved from the 20th century to the 21st century. 00:12:46

We've moved from an analogue century to a digital century, 00:12:50

and with that, the European Commission and its programs, 00:12:54

I believe, have also moved forward. 00:12:57

Today, the school is still located in the Newcastle West Community Centre, 00:13:00

but away from the major tourist centres, 00:13:04

the digital world of the Internet and new e-learning technologies 00:13:06

have opened up the doors to their European neighbours. 00:13:10

The Comenius projects themselves have allowed teachers 00:13:15

in every European country to realise 00:13:18

that there is something greater than teaching. 00:13:21

It's called learning. 00:13:24

And Comenius, by its very essence of what it meant 00:13:26

when it was way, way, way back then, 00:13:29

has allowed children to become greater than themselves, 00:13:31

greater than the country they belong to. 00:13:35

It has allowed them to become part of a European family, 00:13:37

to communicate with other children, speak with them, 00:13:40

speak many languages, not the Tower of Babel, though, 00:13:42

where they don't understand one another, 00:13:45

but the Tower of Europe, where people are understanding one another, 00:13:47

because Comenius has allowed children to be really, truly European. 00:13:50

Since 2004, the school has been working on a new European project. 00:13:56

By reflecting on the darker periods of their own history, 00:14:00

such as the Great Famine or the violence in Northern Ireland, 00:14:04

the students want to share with others 00:14:07

their desire to live in a Europe without conflict. 00:14:09

When we were in the famine, we were very poor, 00:14:13

and now we're one of the richest countries in Europe. 00:14:15

And it shows that if we all work together, 00:14:18

that other countries can move forward from their past as well. 00:14:21

In the past, wars would have affected Europe an awful lot, 00:14:24

but now we can move on, war is over, 00:14:28

and most countries don't have anything to worry about, 00:14:31

and you can all live happily and all that kind of stuff. 00:14:34

In Newcastle West, the Europe of the future is being built. 00:14:39

A new school will soon stand here, 00:14:43

inspired by the pupils themselves and their European experiences. 00:14:45

In 2006, it will once again be one of the 10,000 schools 00:14:49

which take part every year in a Comenius project. 00:14:53

99% of our businesses and two-thirds, 00:14:58

there are too many obstacles to becoming an entrepreneur 00:15:02

or helping to create the conditions for... 00:15:05

Pushing up employment means equipping people throughout... 00:15:08

So I... 00:15:28

To make Europe most competitive 00:15:39

and dynamic knowledge-based economy 00:15:42

means to invest more and better into education. 00:15:44

And we need to invest more in order to achieve more real mobility. 00:15:47

I think that integrated approach to educational programs, 00:15:53

which we propose for 2007 on, period, 00:15:57

and better and more spending in this area 00:16:01

means investment into knowledge-based Europe. 00:16:05

Which was seven years ago. 00:16:13

Absolutely, yes. 00:16:24

Awesome. 00:16:27

Welcome, and let me thank you in Erasmus. 00:16:35

How long since you've been here? 00:16:38

Erasmus. 00:16:47

It's the best memory of my life. 00:16:49

I've stayed in Portugal during this period 00:16:52

and I think this is something everyone should experience. 00:16:55

Just for themselves. 00:16:59

So now you're going to do it? 00:17:26

Ah, but the other thing... 00:17:28

Load. 00:17:32

Load. 00:17:34

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Autor/es:

The European Union

Subido por:

EducaMadrid

Licencia:

Reconocimiento - No comercial - Sin obra derivada

Visualizaciones:

800

Fecha:

18 de julio de 2007 - 9:27

Visibilidad:

Público

Enlace Relacionado:

European Commission

Duración:

00′ 40″

Relación de aspecto:

4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.

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