Mobility Toolbox

INCAS > Mobility Toolbox

The IO1 SCE Mobility Toolbox is a collection of the essential tools and templates to be used in the four phases of an international work placement (pre-preparation; preparation; implementation and evaluation) and it is available via online INCAS platform. These SCE Mobility Toolkits comprise tools from several sources and were reworked by Incas partners to a higher level of usability and accessibility. A minimum of ten tools for each stage were integrated in the toolbox, leading to a minimum total of thirty essentials to be made available online for international work placements.

Pre-preparation

Tools used during the initial stage

Basic Vocational Training – fulltime work placement at public or private workplaces
Career counseling at school
ERASMUS + Work placement
Job station
The pyramid of Maslow's needs, a pretext (tool) for self-motivation for mobility
The story of my life

Preparation

Tools used for mobility preparation

Expectations - Fears - Contributions
Information Session
Language/Culture Session
Learner Handbook for Mobility - Part 1
Letter of Motivation
Participant Work and Information Record

Implementation

Tools used during the mobility

Citymap for youngsters
Code of Conduct
Guide for Youth Integration in a Mobility Abroad
Learner Handbook for Mobility - Part 2
Mobility follow-up
Photo Book
RISK analysis
Self-reflection tool
Work plan tool

Evaluation

Tools used in the evaluation phase

8 key competences
Awards Ceremony
Enhancing life skills using mobile phone applications in a mobility situation
Learner Handbook for Mobility - Part 3
Mid-term and final evaluation
Mobility ambassador - Peer to peer teaching
Posts on Schools website
Sensorial path activity
Student Logbook
Student Mobility Output
The evaluation scale

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Implementation

Tools used during the mobility

Self-reflection tool

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

The participant self-evaluates his/her mobility and experience and shares with the tutor his/her experience.

Expected Outcomes

To help the participant to self-evaluate his/her achievements, personal aims, integration with the local community and personal development.

Description	Target Group	Resources needed to use the tool
The participant fills-in a questionnaire that aims to be him/her reflection on: - His/her involvement in the project; - His/her personal involvement - Add comments and suggestions.	Young people.	Attachment: an example of a questionnaire.

Step by step instructions

Answer to the questionnaire.

Recommendations (How to use the tool/resource)

First, the questionnaire can be filled-in individually by the participant, and then be discussed during a meeting with the tutor.

Additional Attachments/ Supplementary Documents

Self-reflection tool questionnaire.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Work plan tool

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

To plan the learning objectives, the activities and the timetable of the participant, together with the tutor.

Expected Outcomes

To reflect and evaluate on the objectives of the week.

Description	Target Group	Resources needed to use the tool
At the beginning of the week, the participant and the tutor fill-in the template together. At the end of the week, a meeting is organized between both, in order to evaluate if the learning objectives have been reached. It is also an important moment when the participant can exchange and speak with her/his tutor of any issues.	Professionals.	A minimum of 20 minutes meeting. Attachment: an example of the work plan template.

Step by step instructions

Fill-in the work plan.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Work plan template.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Code of Conduct

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

- To promote a welcoming atmosphere and a good working environment.
- To involve the youngsters in the elaboration of the internal rules of the mobility program.

Expected Outcomes

The mobility participants will abide by the rules that they drafted. This tool is important to establish with all the participants a joint agreement for everybody´s commitment for the success of the mobility.

Description	Target Group	Resources needed to use the tool
In the beginning of the mobility program, participants are invited to collaborate in the construction of a “code of conduct”, that is, in the internal rules the team has to follow during the mobility program. They also get to know the internal rules of the host company.	Students ideally aged between 18–25, however it can be earlier, depending on maturity and interest of the participants.	Rules & Regulations Template.

Step by step instructions

The trainees are asked to think and to produce a set of rules to follow during the mobility program. They are told that these rules should contribute to a good working environment and everybody has to follow them.

Recommendations (How to use the tool/resource)

This Code of Conduct should be created within a group work activity.

Additional Attachments/ Supplementary Documents

Rules & Regulations Template

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Photo Book

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Evidence of the trip and as a memento for students to preserve good memories.

Expected Outcomes

Each student will have a memento of the trip, other stakeholders will know more about the trip.

Description	Target Group	Resources needed to use the tool
A lot of photos are taken on each mobility, for evidence but also to preserve good memories. These photos are used to produce a book, which is ordered online and is personalized to each mobility. The students also take photos and share them using WhatsApp. They are encouraged to do this to enter a competition – for the best photo of the trip the student receives a prize, usually a canvas of the photo. Also the best photos are entered into the annual Erasmus+ competition. Each student receives a photo book as a memento of the trip. The photo books serve as evidence to Erasmus+ of the event and also evidence of dissemination as the photobooks are shared to departments, the executive committee, the board of governors and visitors to the college.	All participants.	Photos (We usually use WhatsApp to share the photos so that everyone can contribute).

Step by step instructions

1. Make sure that all participants are aware of the importance of taking photos on the mobilities.
2. Make all participants aware of sharing them via WhatsApp.
3. At the end of the trip compile and order the photo books.
4. Deliver them to participants at the awards ceremony.

Recommendations (How to use the tool/resource)

Write a small description on each photo page, include participants’ names.

Additional Attachments/ Supplementary Documents

Photo of a photo book.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Guide for Youth Integration in a Mobility Abroad

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Developing personal and social skills of a person in order to face a mobility situation:
- Interpersonal communication;
- Positive knowledge and management of emotions;
- Making effective decisions;
- Conflict and creative negotiation.

Expected Outcomes

It is expected that SCE students are able to deal with cross-border mobility experiences and after all, that they get a better orientation in the physical and social environment.

Description	Target Group	Resources needed to use the tool
1. Self-assessment grid communication skills; Grid for self-evaluation emotions; 2. Games and mutual cognition exercises, role playing games, group games, questionnaires, quiz; 3. Practical workshops, therapeutic stories.	SCE students.	Life Skills - Active Resources, By Alis Ghebuţă and Roberta Tuduri. Items with multiple choice.

Step by step instructions

Recommendations (How to use the tool/resource)

To develop the life skills of disadvantaged children is not enough to carry out integration actions, addressing one or other of the needs, but based on an idea or working method. Complex, structured, developed programs are needed for a period of time sufficient to enable the development and consolidation of targeted skills.

Additional Attachments/ Supplementary Documents

Emotional intelligence, by Daniel Jay Goleman
McCONNON, Shay&Margaret, Your choice - Making decisions, Interpersonal Communication, Conflict, Educating for emotional literacy, Published by People First 2002.
Life skills development cycle, developed by Ales Bednarik

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Mobility follow-up

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

When a youngster is in a mobility program, he/she cannot be left alone. Most of the times, there is documentation to deal with and other issues where the young person needs help.
The purpose of this practice is to accompany the youngster throughout the mobility process, maintaining regular contacts with the young person and the host company.

Expected Outcomes

Close monitoring can prevent problematic situations and ensure the success of the mobility programme.

Description	Target Group	Resources needed to use the tool
In the beginning of the mobility program a tutor is assigned to the young person, being responsible for drafting a protocol with the company that will host the young person, as well as a working plan and an attendance register. This tutor maintains a regular contact with both the company and the youngster, in order to understand how the integration is taking place, how is the young person's attendance, what´s the degree of his/her motivation, the difficulties he/she is facing. With this close contact, he can solve problems that may appear. At the end, he asks the host company to fill in an evaluation form and send it to the sending organization.	Tutors that make the follow-up of the mobility programme for young people (18-25 year old)	Some templates are needed for the protocol, the working plan, the attendance register and the evaluation form. Then, the tutor and the students have to find the best way to communicate with each other: e-mail, WhatsApp, Messenger, Skype, Phone. Presential visits are also important and to make them possible financial resources are needed for traveling, accommodation and so on.

Step by step instructions

As a tutor, you have to make contacts with the host company and get an agreement about the duration of the mobility programme, working hours, working plan, meal time, tasks and so on. After this is agreed verbally, you have to write a protocol and a working plan and ask both the host company and the trainee to sign them. You sign these documents in the role of sending organization. You also create an attendance register to monitor the absenteeism. Then you keep contact with the host company and with the students along the process to know if there are any problems that need to be solved. Whenever possible, you should make a presential visit to the students on mobility. At the end of the mobility programme you ask the host company to fill in an evaluation form. With this document, you will have detailed information about the young people performance during all the process.

Recommendations (How to use the tool/resource)

Never write a protocol or a working plan without talking first with the host company. It has to be the result of an agreement. Never let young people alone along the process. They need regular contact to feel safe and confident.

Additional Attachments/ Supplementary Documents

Protocol
Working Plan
Attendance register
Evaluation form

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

RISK analysis

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

To recognize existing risks, find relevant solutions to problematic situations, predict future risks and helpful actions.

Expected Outcomes

Students find the tool helpful in identifying difficulties and finding solutions. This tool is found helpful in prediction of risks/difficult situations and is useful to find relevant ways to solve the identified problems.

Description	Target Group	Resources needed to use the tool
It is a useful tool to recognize existing risks, find relevant solutions to problematic situations, predict future risks and helpful actions.	For: - students of secondary school and vocational school (all students) - companies organizing placements/internships	Paper or electronic version of template; pen.

Step by step instructions

The tool consists of a template with questions to identify risks during the implementation stage of the placement, and to find solutions how to solve identified problems. It is a useful tool which helps in all kinds of placements. It can be used by students themselves and/or by sending organizations/ companies organizing placements for students. It is a tool useful to: avoid risks; eliminate the consequences of undesired situations. Risk prevention follows a sequence of steps:
1. Identification of risks
2. Assessment of risks
3. Evaluation of existing preventive measures
4. Decision on whether additional preventive measures are needed
5. Re-assessment of risks after the implementation
6. Specification of any corrective action possible in case of the risk occurrence.

Proposal of questions included in the template:
1. How the situation looks like? (details of the existence of probable situation)
2. What is/can be difficult? (identification of risks/problematic situations to be solved)
3. What are possible solutions relevant to the situation? (collection of existing examples of solutions to be implemented)
4. Which solution/s is/are most relevant to the problematic situation? (choosing most relevant examples of solutions and implementation).
5. Would you change anything in the used proposal of solution to make it more useful in future similar situations? (re-assessment of examples of solutions and identification when and how it can be used)

Questions can be different, that depends on the type and individual specifications of each placement.

Recommendations (How to use the tool/resource)

To be filled in alone or with support.

Additional Attachments/ Supplementary Documents

Example of completed “Risks analysis” template.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Citymap for youngsters

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

The preparation of free time is an important element for the success of the internship.
Whenever available, "maps for young travellers" are used during the stay.
It is important that you find information on these maps that fits the small budget of the young people.
If such plans are not there, it makes sense for the hosts to draw this information in a city map:
- Information about the local transport system (ticket sales, schedules, travel times, etc)
- Information where inexpensive restaurants can be found
- Information to meeting places of young people (clubs, recreational facilities, etc)

Expected Outcomes

It is important that you find information on these maps that fits the small budget of the young people.
If they can use a “map for young travellers” they will find places where young locals spend their free time and they don’t have to follow only the touristic information.

Description	Target Group	Resources needed to use the tool
Maps should have information that fits the small budget of the young people. If such plans are not there, it makes sense for the hosts to draw this information in a city map: - Information about the local transport system (ticket sales, schedules, travel times, etc) - Information where inexpensive restaurants can be found - Information to meeting places of young people (clubs, recreational facilities, etc)	Students.	City map for young travellers.

Step by step instructions

The best solution is that the host develops such a map with his local students.

Recommendations (How to use the tool/resource)

It will be useful that the host introduces the “city map for young travellers” with his internal local knowledge.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

You can find these kind of maps in: https://www.use-it.travel/home
Sometimes you find similar maps on the web-pages of the cities.

Implementation

Tools used during the mobility

Learner Handbook for Mobility - Part 2

Source: EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

This is a short video that aims to support and guide students while on work placement in another country.

Expected Outcomes

The video reminds students how recording and assessment on mobility works. The video addresses some of the worries, problems and doubts that students may have when away from home and uses testimonials from other students to build morale.
It also reminds students how to achieve their training planning and who is available to provide guidance and support.
After watching the video the students will be clear who to go to for support and guidance and what they need to do while on placement to achieve their learning agreement, what to record while on work placement and where to record it.

Description	Target Group	Resources needed to use the tool
This is a short video that aims to support and guide students while on work placement in another country. It is designed to compliment a visual/audio or text based record of achievement, diary or logbook.	Students working towards soft skill development.	The video can be downloaded to a computer or mobile phone

Step by step instructions

-5 minutes pre-video talk from instructor/mobility to introduce video and to take any questions/concerns students may have.
-7 minutes in order to show the video to students.
15 minutes to give feedback and discussion from students.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

SEPLO Learner Handbook for Mobility - Part 2

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

ERASMUS + Work placement

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

To know how to finance a mobility program at your school.

Expected Outcomes

Learn to know from E2C Picardie Maritime how they manage this challenge.

Description	Target Group	Resources needed to use the tool
E2C Picardie Maritime makes part of a Regional consortium named “Mobinov”. This consortium is in charge to collect ERAMUS + funds and donate them back to the consortium’s members in the form of grants.	Teacher / school management.	-

Step by step instructions

Experience of this school shows, it’s easier to do a mobility if there is support by an organization which applies for Erasmus + funding and donate them back.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

For further information contact Celine Maillot, cma.apfe@gmail.com

Pre-preparation

Tools used during the initial stage

Basic Vocational Training – fulltime work placement at public or private workplaces

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

To design a full-time internship with school education

Expected Outcomes

As this is a workplace education program, the students learn from colleague mentors at work. Small successes in job training lead to improved self confidence and motivation to learn the skills on a more professional level. Short-term courses at the vocational schools offer the students certificates and a safe way into the school/profession.
The motivation builds up through job training, empowerment, mastering.
It is expected that after the training students continue in employment or vocational education.

Description	Target Group	Resources needed to use the tool
Before the work placement, the students attend a 3 week introduction course led bythe counselors, with themes like cooperation, rules and rights at the labor market, job interview, salary and tax, matching student and workplace, structuring the education plan, combining work and courses/school according to the student’s individual goal. During the work placement: the education program has a duration of totally two years comprising full time work practice combined with app. 30 weeks of courses/school according to the student’s personal plan. The student gets a monthly salary from the workplace. A counselor follows each student closely, cooperating with the student, employer and teachers and describing goals and progression in personal, social, and professional skills and competences in the plan.	Students aged 16-25, or older, up to 30. 1. With negative experience from former school and education. 2. Who prefer a practical approach to employment or education 3. Who need staple support and relations from dedicated counselors , employers , and teachers.	This is an example of a public program. In this program resources of second chance education and vocational training are combined. The described program is a public program offered by the city of Copenhagen with support of governmental social funding.

Step by step instructions

It may be interesting to use the example of this program from Copenhagen / Denmark to encourage such a program for your own SCE towards local / regional authorities.

Recommendations (How to use the tool/resource)

This program can be part of lobbying your own school

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

E2C – contact Reinhold Schiffers , rschiffers@arcor.de

Pre-preparation

Tools used during the initial stage

Job station

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

The aim is to complement the educational offer with practical information from the labor market

Expected Outcomes

Students evaluate the meetings as interesting, helpful in searching for further educational and professional path.
Teachers (including career advisers) who participated in the meetings evaluated them as a highly educational tool in the field of career counseling.

Description	Target Group	Resources needed to use the tool
"Job station" is a series of meetings giving the opportunity to meet business practitioners, owners of companies representing key industries in the region, as well as freelancers from the creative industry and niche professions.	For students of: at age of 13-19 (mostly students secondary and vocational school)	If it recommend to organize speeches in spacious room equipped with an interactive whiteboard, flipchart, overhead projector, appropriate number of comfortable chairs for participants, table/s and comfortable chairs for presenters.

Step by step instructions

This tool responds to the growing needs of educating young people to make conscious educational and professional choices. The action complements the offer of formal education with methods from the area of informal education.
We propose 3 types of activities:
1. speeches – participants: group of about 60 students; duration :1,5 hour
2. workshops – participants: group max. 30 people; duration: 3 hours.
3. visits to the companies - individually prepared, taking into account the possibilities of each employer. Examples of activities: getting to know the working conditions; getting acquainted with the scope of responsibilities of individual jobs etc.
It is recommended to organize activities in such sequence: firstly to organize speeches and/or workshops. Secondly organize visits to the companies.
The tool is an element of implementation of vocational counselling in the education system in schools in Poland as a new educational service. The tool has been tested since February 2019.

Recommendations (How to use the tool/resource)

It is recommended that a student participates in all types of activities : speeches, workshops, visits to companies.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

The story of my life

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

“The story of my life” is an instrument of initial knowledge of students coming from a wide variety of backgrounds, with different experiences of life. After a period of accommodation, the group master aim is that students write on a sheet of paper what led them to leave school, but also what made them return to school. They are also asked to write what they want to do after completing the 10 compulsory classes.

Expected Outcomes

It is expected to know the environment (background) from which the learner for” Second Chance" comes, the reasons that have led him to leave school, the negative experiences he has experienced, and the acquisitions he has acquired during the elapsed time he decided to return to school. All these facts help the teacher to set a zero point in starting the education and training for each SCE learner. ”The story of my life” can be a model for motivating SCE learners to complete their professional training and searching for a job on European labor market.

Description	Target Group	Resources needed to use the tool
Animated stories about the causes of school drop-out of second chance students, about the time of returning to school and the motivation to complete compulsory education and professional training required for labor market integration.	Second Chance students; Low learning skills students Low self-esteem teens.	Computer connected to internet, screen and projector

Step by step instructions

”The story of my life” is the first step for the SCE learners in a real and honest communication with the teachers, psychologists in educational environment, from which they expect a change for the better of their lives.
Their life stories will be presented after the courses and will be case study or models for future SCE learners.

Recommendations (How to use the tool/resource)

Generally, all SCE learners need to increase self-esteem, encouragement to talk to colleagues, encouragement to reconsider their relationship with school, teachers, and workloads on learning. Many of them have already worked abroad, they know foreign languages at an acceptable level, but have traumatic memories of how they were perceived by the people in those countries. Here it´s important to insist on the legality of job-finding, on European values that will have to be respected if they want to be perceived as European citizens.

Additional Attachments/ Supplementary Documents

["https://www.youtube.com/watch?time_continue=1&v=Y1hX3mdI6Ew"]

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

The pyramid of Maslow's needs, a pretext (tool) for self-motivation for mobility

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Awareness of personal needs and finding the answer to the question "Why me, go to practice abroad?”

Expected Outcomes

The young people will find out: any problem has a solution, so any personal need can be overcome by choosing a way of personal development or career development.

Description	Target Group	Resources needed to use the tool
When preparing for a mobility abroad, the students have to know how to get self-esteem and the appreciation of those around them, young people or employers. The hierarchy of needs is a useful topic for young people at the beginning of their career, home or abroad. The reflections on Maslow's needs pyramid are useful for every student when it comes to motivation for personal fulfillment and improvement.	Second Chance students;	IMAGE

Step by step instructions

If you have food every day, you have water, clothes and a sleeping place, you can think about the safety of your future, and look for a job that will provide you with resources for this desirable life. You need good personal and professional training to achieve this goal- level II
After a while, work and daily routine are not enough, the person wants to invest the resources earned in their own family, needs affection, and needs friends and social affiliation to a group. Demonstrating responsible social behavior, you achieved level III of Maslow Pyramid.
The people do not only like to belong to a group but want the recognition of personal merits by this group, they want to be respected by the community, so they will want to gain a social status in accordance with their self-esteem.(level IV)
The most people are happy with the IV level achievements, saying they have worked enough. Some people, however, feel they can perform better in other areas, or even in the chosen field, and after other studies, they become organizers of the human resource, or production managers. We can say about these people that they have achieved top positions, have perfected their expertise and have overcome themselves

Recommendations (How to use the tool/resource)

Meeting the needs of a certain pyramid floor will open another level of needs, and will feed the motivation of climbing to the top of the pyramid, where the need for self-improvement becomes a permanent goal.

Additional Attachments/ Supplementary Documents

Exercises Template 1
Some useful ideas, after Guy Winch- ”Emotional First Aid”
I. The first aid in case of emotional blows (low self-esteem, rejection, professional failure, criticism, offense - and all recurring thoughts about unpleasant events)
1. Make a list of negative attributes that you "lean so generously on your forehead”. Then write rational counter-arguments for each of those bad labels. Repeat your positive variation whenever the negative comes to the surface, from your mind. Do this always and ever, until healing.
2. Remember the talent that makes you interesting, unique, valuable. Return to that activity at your request, and you are pleased, just for growing your self-esteem.
3. Socialize with people who love you and accept you. It's the best medicine! Run away from those who exploit you emotionally, financially, etc.
4. Look at the pictures of your loved ones. A picture of your family at your work place can do miracles: it will remind you the most important things in your life.
5. Last but not least, try to desensitize yourself. Think of those who live by phone sales or by collecting donations by phone. They are stressed because they receive dozens of refusals, but they have to relax for a while and to move on. Repeated exposure to refusal is also therapeutics in some way. Likewise, when we're looking for a boyfriend / girlfriend. It's likely to deny one or the other, but it's not the end of the world.
II. How to Get Rid of Guilty
1. If you have done anything wrong to someone, say a ”excuse me” sincerely. Show him/her you understand how bad your act was and how much you regret it.
2. Forgive yourself too. Recognize that you were wrong, assume your responsibility, learn by that experience, but do not whip you needlessly.
3. Think of the context in which your mistake occurred and see the circumstances that favored it. The environment can contribute to our sins, not just us and our dirty conscience.
4. Think about what you can do for that behavior that has upset someone to stop repeating. Apply these promises to you and to the other.
5. Create a ritual of cessation of guilt. Do something good for the one you have wronged, write your deed on the paper, read it, then burn it. It's something significant to remember.
6. Last but not least, understand that if the other does not want to forgive you, it's his problem. If you feel like you've tried everything, it's enough.
III. How to recover self-esteem after a failure - We live in a society that demands performance, not ... failures.
1. Look for emotional support. Do not get it after dropping your exam. Friends can give you a more realistic and less involved perspective if you talk to them. This way, you distance yourself from the problem and you get back faster. Any failure is an extraordinary learning experience. At least you know how to stop, you do not get there. Grow your humor on this occasion ...
2. Rebuild the control, or revisit what you have to control. For example, if you have failed in a weight-loss cure, do not be depressed. Analyze what you did well and not what you did incompletely. There may be things you can control, such as setting up your regime with a doctor, something you have not thought of.
3. Then organize, prioritize and draw positive implementation strategies. For example, if you are given a cigarette, but you want to leave it, remember that you want to quit smoking-the main positive goal, not that it is an unpleasant refusal for the other. Anticipate problems and plan solutions for each stage of your plan. That way, you are no longer unprepared and vulnerable to failure.
4. Control your anxiety. Yes, it's the anxiety that makes you "hindered, even if you know everything you need for the exam”. Then take a few minutes and do relaxation exercises, breathe deeply; after you have calmed down, answer the questions out loud (obviously not very loud ...). This allows you to focus your attention more.
5. Avoid blaming yourself, it's dangerous not to appreciate, because a vicious circle of poor esteem is born, leading to failure and leading to a decrease in self-esteem. Even physical pain is felt more acutely by those with low self-esteem (actually). And they're even more anxious, mentally anticipating more disasters .
When self-esteem is affected, we respond less effectively to stress, so it is good to look carefully at the level of your self-esteem, stress and emotional balance, (as we examine our blood glucose levels through analysis) it is vital!

Links (for further information, e.g. website)

https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760
Guy Winch is an American psychologist who has written, for everyone's sake, books such as Emotional First Aid, Practical Strategies for Treating Failure, Rejection, Guilt and Other Everyday Psychological Injuries.

Pre-preparation

Tools used during the initial stage

Career counseling at school

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Many young people who attend a Second Chance Institution have no clear idea about their future career. Often they have little knowledge of training opportunities, dreams that have little relation to their abilities. Therefore, it makes sense and it’s necessary to work with them in a systematic program of professional orientation. “Career counseling at school” could be one element in such a program.

Expected Outcomes

Young people have often had bad experiences with the Official Employment Agency. Often they have a disincentive to use the counseling services in the agency, e.g. to arrange a consultation there. The systematic inclusion of employees of the Official Employment Agency Service in the school orientation and preparation program creates a trusting bridge to the advisory services of the work agency.

Description	Target Group	Resources needed to use the tool
The WBKLNR and the Official Employment Agency work together on the basis of a contract. Twice a half-year, an employee of the Employment Agency joins the WBKLNR and offers advice on career orientation. This is a low-threshold counseling service for the students. The counseling in the school results in a permanent personal contact between the guidance counselor and the student, which can then be continued in the Employment Agency.	Teacher / Tutor School management	You need to know, how the Official Employment Agency organizes its service for young unemployed people.

Step by step instructions

Recommendations (How to use the tool/resource)

The tutor invites students personally to an appointment with the guidance counselor. If a student wants the tutor to accompany him / her in the appointment.
The counseling appointments in the school are noted in the schedule for the semester and also announced a week before in the info screen in the school entrance, so that young people can also make an appointment by themselves for a consultation.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

If more information is needed, contact Reinhold Schiffers, rschiffers@arcor.de

Preparation

Tools used for mobility preparation

Expectations - Fears - Contributions

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

The participants will be able to express their fears, their expectation regarding the mobility, and what they can give to the group.

Expected Outcomes

To identify the expectations, fears and concerns of the participant.

Description	Target Group	Resources needed to use the tool
By analyzing the results at the end of the mobility, participants will be able to follow their growth path and to realize if they went forward or not.	Professional	The facilitator gives clear instructions and the 3 colourful post-it notes.

Step by step instructions

Each participant receives 3 different post-it colour notes and writes down Expectations – Fears – Contributions on them and then shares what he/she has written with the group and the tutor.
Then, one by one they stand up and hang the post-it notes up on the big scale drawn on the flipchart.
The tutor can take photos of the post-it notes they have written and that can function as evidence. When they come back from the mobility they can confront their experience with what they have written.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Participant Work and Information Record

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

This tool is helpful for the participant to collect all important data connected with the work placement, and to avoid basic problems at the start and while work placement duration.

Expected Outcomes

In opinion of teachers and young people who used it before placement duration, this tool is very useful, and helps to collect information needed before starting work placement cooperation. This tool can be modified in accordance to the work placement requirements.

Description	Target Group	Resources needed to use the tool
It is a template (electronic or paper version) with gaps to be filled in with data and questions to which students have to find correct answers. The questions concern the most relevant issues concerning the work placements.	Eligible for young people over 16 years old from all countries.	Template (electronic or paper version), pan.

Step by step instructions

Tool used by students at the preparatory stage, before going for placement. Students collect useful data at the preparatory stage, before starting the placement. It helps them to be more prepared for living and working abroad. The template can be modified in accordance to the requirements of the country and company where placements take place.
Below you can find a proposal of table to be filled in by the students at the preparatory stage (before starting the placement):
- My dates of travel (departure, return)
- Details about the host institution (address and telephone number; host supervisor or person to report to)
- Emergency contacts (home country contact; contact of the person in host organization)
- My work placement details ( address and telephone number; work placement supervisor or person to report to)
- Start /finish dates and time ( from-to; break times; lunch time )
Special Requirements (e.g. clothing, equipment)

Recommendations (How to use the tool/resource)

To be completed individually or with the support of the mentor of the placement

Additional Attachments/ Supplementary Documents

A proposal of a template to be filled in, collecting all relevant data related to the work placement.

Links (for further information, e.g. website)

Erasmus + project : DISCO ( Intellectual Outputs: Diary )

Preparation

Tools used for mobility preparation

Learner Handbook for Mobility - Part 1

Source: EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

This is a short video that aims to help students to prepare for work placement in another country. It is to be used once the students have been selected but before they begin to plan their work placement. It is designed to compliment a visual/audio or text based record of achievement, diary or logbook.

Expected Outcomes

After watching the video the students will be clear as to what is expected from them.

Description	Target Group	Resources needed to use the tool
This is a short video that aims to help students to prepare for work placement in another country. It is to be used once the students have been selected but before they begin to plan their work placement. It is designed to complement a visual/audio or text based record of achievement, diary or logbook. The video explains what mobility is and the benefits of mobility, using testimonials from other students. It also explains how to develop a learning agreement or training planning and helps students to identify what skills and competences they want to develop while living and working in another country.	Pre-mobility students.	IT skills. A laptop or computer with good visuals and sound to show the video to students.

Step by step instructions

-5 minutes pre-video talk from instructor/mobility to introduce the video and to take any questions/concerns students may have.
-7 minutes in order to show the video to students.
15 minutes to give feedback and discussion from students.

Recommendations (How to use the tool/resource)

This tool is an excellent visual way to provoke effective discussion and outline expectations or fears students may have on mobility particularly first time mobility students.

Additional Attachments/ Supplementary Documents

SEPLO Learner Handbook for Mobility - Part 1

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Language/Culture Session

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

To prepare students for the country that they are visiting.

Expected Outcomes

Students will have basic/polite language of the country they are visiting. Students will be more aware of the culture in the country that they are visiting.

Description	Target Group	Resources needed to use the tool
A language/culture session is organized to prepare students for the country that they will visit. Visiting teachers are utilized to help prepare the students. The visiting teacher tells them all about their country, and also teaches some basic language. Alternatively, students in the college who are native to the country of the mobility are utilized. At this session students are encouraged to practice independently the language. ‘Duo Lingo’, a language learning app, is recommended for this.	Teachers/tutors/International Staff.	Student Logbook.

Step by step instructions

1. Arrange date – to be about a month before the mobility and to coordinate with any visiting native teachers.
2. Organize a room and refreshments
3. Invite participants
4. Deliver the session
5. Ensure that every student has a logbook and that they are aware that they must bring it to the mobility.
6. Take photos to disseminate/publicize.

Recommendations (How to use the tool/resource)

Pages 9 and 10 in the Student Logbook are about language, use these to guide the language aspect of the session.

Additional Attachments/ Supplementary Documents

Student Logbook.

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Letter of Motivation

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

When applying for a mobility programme, students are requested to submit a letter of motivation. These letters of motivation play an important role in the selection process.

Expected Outcomes

Students must be successful in convincing the members of the selection committee that they are the right person for the mobility programme.

Description	Target Group	Resources needed to use the tool
This is a letter usually used when applying for something e.g. for acceptance to a mobility programme. Students have to explain why they are interested in a specific activity, their motives, their goals, why they chose that particular programme and not another.	Students ideally aged between 18- 25 , however it can be earlier, depending on maturity and interest of the participants.	A template is needed. Students can write it manually or use a computer.

Step by step instructions

How do you write a successful letter of motivation?
1. Take your time and start early. The letter of motivation is a crucial document in your application. Never try to write it down in one evening.
2. Pay attention - The letter of motivation is not a CV.
3. The letter of motivation should answer the following questions:
• What is your mobility goal?
In which sector would you like to work during the mobility?
• What contribution do you intend to give the host company once you are selected? (You may refer to knowledge from books as well as to your professional, vocational or personal experience. Some facts and figures are highly welcome.)
• Why do you apply for the mobility programme? Which of the areas offered in this programme are particularly beneficial in pursuing your professional goals? (Make sure you are well informed!)
• Why do you think you are the right person for this programme? - What knowledge and skills gathered in your previous education and training will be useful? - Have you already gathered any relevant professional experience?
• Have you gathered any relevant experience as a member of any organization? (Students association, NGO, political party, volunteer service …) If so, submit proof of your membership / your social involvement.
• How do you estimate your own personality? Do you think you are a good leader? Are you somebody who can make a difference? What makes you think so? (Emphasize your strong points, but be realistic.)
• Why do you want to go to mobility to this particular country? - What do you know about it? Do you expect it to be different from your home country? If so, in which way? (Gather more information and talk to people who were on mobility in this country)
• Is there anything in the host country (society, political system, economy…) which you think could serve as a model for your own country? Try to get some reading material, visit some websites that can help you, for e.g. the website of the Embassy and try to make contact to people who have lived in there.
• (For technical subjects) Is there any technology developed in the host country which you would like to apply in your own country? Which one exactly? Why?
• Are there any organizations, institutions or companies in the host country you would like to visit or learn more about? Why?
4. Make sure your letter of motivation is well composed. First reflect on all the above questions, take notes, read more, discuss with friends. Write an outline and then the text. (Not all of the above questions have to be addressed!) Do not include the outline or the questions in your text.
5. Apply an appropriate style of writing:
- Avoid all kind of platitudes, flowery phrases and flattery.
- Deal with your topics in a reflective and factual way. Do not campaign for your beliefs.

Recommendations (How to use the tool/resource)

Students must proofread the text and delete all dispensable and redundant parts. At the end, the letter of motivation should comprise not more than two or three pages. Important to pay attention to grammar and spelling! Also to keep in mind that this letter of motivation may be discussed during pre-selection interviews.

Additional Attachments/ Supplementary Documents

Template of a Letter of Motivation

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Information Session

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

To prepare students and their parents/guardians for their mobilities (2-week work placements), to aid better communication and to stay safe.

Expected Outcomes

To be fully informed about the upcoming trip. Reassurance to know the full itinerary as well as all contact information.

Description	Target Group	Resources needed to use the tool
Arrange a session to fully inform participants and their parents/guardians about a two-week work placement, including travel arrangements, accommodation, the place that will be visited and the work placement. Also, gather permission from all participants, with regard to GDPR, to share telephone details, use photos	Teacher/Tutor/International Staff	Permission forms for students and parents/guardians to sign. PowerPoint presentation Information letter with details of itinerary and contact details of accompanying staff and delegated staff.

Step by step instructions

1. Arrange a date and invite participants using a template invite letter
2. Prepare information letter (to hand out at the session)
3. Prepare permission forms
4. Deliver the session using PowerPoint to guide.
5. File all signed permission forms

Recommendations (How to use the tool/resource)

The ideas/tools need to be adapted for individual organisations.
A template letter for the information session was uploaded, marked in red where to change for individual information.

Additional Attachments/ Supplementary Documents

Letter for students/parents template

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Sensorial path activity

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

The idea that a mobility experience, with new perspectives and competences at a personal and professional level, gives new inputs for the future.

Expected Outcomes

To think on past experience.
To realize the idea of own future.

Description	Target Group	Resources needed to use the tool
This non- formal game can be used as an evaluation and meeting tool. It allows the participant to think about his/her own future, starting from what he/ she has experienced abroad during the mobility.	Professionals.	5 min for preparing the activity; 15 min for implementation; 15 min for the debriefing.

Step by step instructions

The tutor divides the people in two groups. Then, each participant goes around the place, searching for some objects around which re-invoke some feelings about the future mobility experience.
Then the other group will do the same activity. The touch, the smell, the consistency are the main elements.
Once every couple ends, the tutor leads a debriefing session, asking some questions such as:
● How do you feel now after the mobility experience?
● What fears did you overcome?
● Which fears do you still have?
● Which inputs did you have during the mobility experience? Which inputs do you have now?

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Mid-term and final evaluation

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

- To assure constant feedback from young people on several issues, provide opportunities to reflect upon them and solve any problems that may occur.
- To understand if the activities developed in the mobility programme are appropriate to the objectives and eventually make the necessary adjustments and changes.

Expected Outcomes

This practice is important to ensure the flexibility of the mobility process, taking into account the needs of the participants and providing information on the dynamics and atmosphere of the group.

Description	Target Group	Resources needed to use the tool
In the mid-term of the mobility program, participants are invited to participate in a session via Skype, to share their impressions and feelings about the mobility process. They also receive questionnaires to answer via e-mail or messenger. In the end of the mobility program the youngsters participate in a face-to-face session. Once again, they speak about their experience, their first expectations and how they feel at that moment. They refer the difficulties they had, what could be improved and what did work well. They also share ideas for future projects.	Students ideally aged between 18–25, however it can be earlier, depending on the maturity and interest of the participants.	Skype, e-mail, messenger, questionnaire template.

Step by step instructions

Your opinion and reflections are important. They help us understand if the activities developed during the mobility programme are appropriate for you and your goals. If something needs to be changed, we can do the necessary adjustments. Help us knowing what you feel by answering the following questionnaire:
1) What were the best moments till now and why did they mean so much to you?
2) What activities did you enjoy most?
3) What did you learn till now?
4) What do you think can be improved?
5) What is the professional area you want to work in?
6) Can you apply what you learned? Will it be useful for you?
7) How can you apply it?

Recommendations (How to use the tool/resource)

It’s important that you answer this questionnaire in the mid-term of your mobility programme. That will allow us to make adjustments, if necessary. Then you should answer it again in the end. That will help us understand if the changes made had worked and if the experience was useful for you.

Additional Attachments/ Supplementary Documents

Mid-term and final evaluation questionnaire.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

8 key competences

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

These key competences help to define an individual’s knowledge base, attitudes and aptitudes.

Expected Outcomes

The definition of these 8 tools will allow the participant to evaluate his/her skills more easily during an interview or while designing the CV.

Description	Target Group	Resources needed to use the tool
To know and valorize the competences of the participant in order to link these competences to the job market or to plan future steps.	Young people.	-

Step by step instructions

In the beginning of the mobility project, participants are invited to reflect on their competences. To do so, with the support of the 8 key competences established by the European Union, the participant will choose 3 competences she/he would like to improve during the mobility project. For each of them, she/he will self-evaluate her/himself from 1 to 5, how much she/he has acquired these competences and give concrete examples.
Then, after the mobility, the participant looks back to her/his evaluation and does the same work for the competences chosen. The participant should reflect on how his/her competences have improved during the project.

Key competences	Questions which can help you reflect	Self-assessment from 1 to 5
Communication in the mother tongue	Am I using my mother tongue?
Communication in foreign languages	Am I improving my communication in foreign languages?
Mathematical competence and basic competences in science and technology	Am I using my mathematical competence during the internship?
Digital competences	Am I learning about computer use in other countries here? Am I learning to use online resources for my internship (websites, blogs, mailing lists, social networks like Facebook)?
Social and civic competences	Am I developing new communication skills? Am I able to communicate with people from different contexts and understand different points of view? Am I able to manage different conflicts constructively and to have empathy?
Sense of initiative and entrepreneurship	Am I able to transform ideas into action? Am I able to be creative and innovative?
Cultural awareness and expression	Am I expressing myself and my culture? Am I developing new knowledge and awareness of cultural + linguistic diversity?

Recommendations (How to use the tool/resource)

To answer to these questions can help the participant to recognize the competences he/she is learning and it can facilitate the final compilation of the Europass at the end of the project. It is a good tool to follow the learning process.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

https://ec.europa.eu/education/policies/school/key-competences-and-basic-skills_en

Evaluation

Tools used in the evaluation phase

Student Logbook

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

To guide the student participants and to have good evidence for Erasmus+.

Expected Outcomes

Students will be better prepared, also they will have evidence of what happened on the mobility and evidence of their growth through the mobility.

Description	Target Group	Resources needed to use the tool
Each student participant on a mobility completes a student logbook. The book is separated into three parts, before the trip, during the trip and after the trip. The logbook helps students to prepare for the trip and the book is used to inform the language/culture session that is delivered to students, they can complete most of the first section during this session. The middle section which they complete on the mobility also gives the opportunity for the group to get together in the evenings, discuss their day at work and complete the log book. The final section gives important information as to what the student has gained from the mobility.	Teachers/tutors/International staff.	-

Step by step instructions

1. Ensure that every student has a copy of the logbook by handing out at language/culture session.

Recommendations (How to use the tool/resource)

On mobility the logbook is used as a focal point when meeting students each evening. It helps to have a discussion about their day and then support them to complete the relevant parts of the logbook.

Additional Attachments/ Supplementary Documents

Student Logbook

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

The evaluation scale

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ongoing assessment the placements and identifying areas to be developed in the future.

Expected Outcomes

It is expected that students find the tool helpful to share their opinion and look for aspects/areas to be improved . It is a tool that helps the responders to focus on main aspects and look for solutions.
It´s also expected that teachers (including career advisers) find this tool helpful and highly recommended, since it helps to develop students ability to make comments, share their opinion, solve problems and look for possibilities.

Description	Target Group	Resources needed to use the tool
Evaluation scale is a useful tool to be used in the implementation stage and/or evaluation stage by sending organizations and/or companies offering placements for students.	Secondary school and vocational school, higher education (all students).	paper, pan or electronic template (to be filled in by students).

Step by step instructions

Evaluation scale is a useful tool to be used in the implementation stage and/or evaluation stage by sending organizations and/or companies offering placements for students.
It can be useful in the evaluation process to show the progress of work, what could have been done in a different way or changed in future, what shouldn’t be changed while organizing placements in future. The scale shoes levels of satisfaction of the placement implementation process. In the end of the placement the student is asked to evaluate his/her participation in placements. There are at least 10 questions referring to: how placements were organized; if student received help whenever needed; if student learned much about the company/institution/profession/essential procedures to be respected at particular work etc. Scale starts with number "1" which means "minimum” and ends with number "5" which means "maximum". The student answers each question by marking the point on the scale and afterwards explains why he/she marked this exact point on for example level "3". The student has to explain what "3" means for him/her and why he/she hasn´t marked a lower number. In such a way it´s received information about what level "3" means for the student. Afterwards the student is asked: what should have happened so that the student had marked a higher number on the scale. In such a way it´s received information about what could have been different/better/more or less. It is useful to use the scale method while doing the midterm evaluation, final evaluation and to use it while doing an evaluation based on interview with a person.
On the base of the students answers and observations, future placements can be improved and have higher quality.

Recommendations (How to use the tool/resource)

The student fills in the table independently or with the help of the trainee supervisor.

Additional Attachments/ Supplementary Documents

- Example of evaluation scale + questions recommended - how to use the tool in practice

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Posts on Schools website

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

The post focuses the student on his / her experience, gives the opportunity to show him or her as a winner. That may strengthen the self esteem. To the outside it shows an attractive offer of the school.

Expected Outcomes

A personal post on the homepage of the school shows the benefit of the internship, it shows that a student of this school masters the challenges of an internship.

Description	Target Group	Resources needed to use the tool
The post should show the trainee at the workplace and should include some sentences for the benefit of the internship.	Students.	Smartphone or camera.

Step by step instructions

Recommendations (How to use the tool/resource)

You have to introduce this job during the internship as an obligation of the follow up.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

http://www.e2c-europe.org/e2c/students.html

Evaluation

Tools used in the evaluation phase

Enhancing life skills using mobile phone applications in a mobility situation

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Testing the ability of SCE students to access community resources: researching sites and locations of various public institutions to see work schedule with the public and to get the necessary documents in the employment file, enrolling in a vocational training course, etc.

Expected Outcomes

Enhancing life skills using mobile phone applications in a mobility situation: city orientation, distance calculation, comparison of different companies' prices for various services -using Google maps).

Description	Target Group	Resources needed to use the tool
Sets of tests to prove that the student has acquired planning, space guidance, decision making skills. (Ex.: The student gets the task of reaching a location in a time span, using public transport, or walking. He has to make different decisions, having a modest amount of money and a mobile phone.)	Second Chance students;	Mobile phone, bus/train/tram tickets, workload sheet.

Step by step instructions

Student’s assessment of life skills is done as an "outdoor adventure" or as a "treasure hunt" for their future life. This adventure is carried out with the help of volunteers who supervise the route and observance of civilian travel rules and access to public institutions.

Recommendations (How to use the tool/resource)

As a result of these ”outdoor adventures” or games that simulate real-life situations, the low-life skills student gets self-confidence, overcomes the fear of foreign country or public institutions, eliminating frustrations that they could be lost in a mobility situation.
Using their own phone, the SCE students can access the information needed to complete a work task and gain independence in a world they are not familiar with.

Additional Attachments/ Supplementary Documents

Tests.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Mobility ambassador - Peer to peer teaching

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Becoming a “Mobility Ambassador” offers a new personal challenge for a student based on experiences during internship and using the power of peer to peer education. That is helpful for further career orientation and personal development.

Expected Outcomes

This approach works in two directions – for the ambassador it is a chance for further personal development through reflecting and dealing experiences with peers.

Description	Target Group	Resources needed to use the tool
Peer to peer teaching seems to be a useful method to spread the experiences that trainees have made during the internship. Peer to peer teaching offers these benefits: - Young teachers are more authentic / credible in this content than adults - Challenges and problems can be discussed with those who have already mastered the situation.	Teacher / tutor.	Preparation sessions with engaged students.

Step by step instructions

As tutor teacher you know your students best. Invite them and motivate them to become a “Mobility Ambassador” and ask them to assist with this job the mobility preparatory program of your school.

Recommendations (How to use the tool/resource)

Train a peer to peer situation with engaged students. They feel safe when acting as “Mobility Ambassadors”

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

See Wikipedia for peer to peer teaching / peer to peer education.

Evaluation

Tools used in the evaluation phase

Learner Handbook for Mobility - Part 3

Source: EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

This is a short video that aims to help students start the evaluation process once they have returned from work placement in another country. It asks the students how they feel after participating in a work placement in another country and then guides them to the next steps in post placement evaluation.

Expected Outcomes

After watching the video the students will be clear as to what is expected from them.

Description	Target Group	Resources needed to use the tool
This is a short video that aims to help students start the evaluation process once they have returned from work placement in another country. It asks the student how they feel after participating in a work placement in another country and then guides them to the next steps in post placement evaluation. The video is designed primarily for students using the ECVET system of gaining credits towards their qualification, but can be adapted for students working towards soft skill development.	Students working towards soft skill development.	Record of achievement which is either in written, audio or visual format.

Step by step instructions

-5 minutes pre-video talk from instructor/mobility to introduce video and to take any questions/concerns students may have.
-7 minutes in order to show the video to students.
-15 minutes to give feedback and discussion from students.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

SEPLO Learner Handbook for Mobility - Part 3

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Student Mobility Output

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

To allow the students to show what they have learned during the mobility programme and to evaluate their development in terms of skills and competences acquired.

Expected Outcomes

This practice allows the students to reflect on their achievements and to find a creative way of showing them to their teachers. On the other side, gives teachers the possibility to understand how much the students have developed and have learned with the mobility programme.

Description	Target Group	Resources needed to use the tool
When the mobility finishes and the students come back to their country and school, they have to make a presentation to all his teachers, showing evidences of what they have learned and the competences they have acquired. They can show a video or make a practical demonstration (for instance, cook something and then give it to the teachers to taste it). This presentation, that we call Student Mobility Output, is taken into account for the final assessment, together with the reports of the tutor and host company.	Students ideally aged between 18–25, however it can be earlier, depending on the maturity and interest of the participants.	The students can make their presentations using videos, powerpoints, photos and so on. They can choose the way they want to present their mobility output.

Step by step instructions

You have finished your mobility programme and surely you have learned lots of things. This was an opportunity to develop your skills. Now you will come back to your home country and your former school. Your experience has to be shared and your new competences shown to your former teachers. They want to know what new things you have learned and that will be taken into account for your final evaluation.
Try to think in an attractive way of showing them your mobility experience. You can make a presentation using a powerpoint, photos or videos. You can also make a practical demonstration. It’s up to you. Show them you are a different person, much more confident and much more skilled.

Recommendations (How to use the tool/resource)

Collect many photos and make videos with good quality. They are good evidences. If you make a practical demonstration, that will be even better. Plan your presentation carefully and don´t forget to speak about your personal and social development (how you felt in the beginning, the fears and expectations you had, how you overcame the obstacles, what you learned about yourself and the person you are now).

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Awards Ceremony

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

To recognize and celebrate the achievements of the students.

Expected Outcomes

The students will receive certificates to recognize their achievement. Publicity will be generated to interest potential students.

Description	Target Group	Resources needed to use the tool
A ceremony is arranged and students, relevant staff, including Marketing, as well as local press/radio, are invited. The Europass Mobility certificates and attendance to certificates that the students have achieved are handed out. Also, each student receives a photo book as a memento, as well as an International notebook and pen.	Tutors/teachers (international staff).	Letters of invitation; PowerPoint presentation; Completed Europasses and attendance certificates; Photo books; International notebooks and pens.

Step by step instructions

1. After completion of a mobility, invite students, staff, Marketing, outside publicity to an awards ceremony, date to be arranged within a month of the mobility ending.
2. Make or order a photobook (we use online photobook apps).
3. Gather and check the Europasses and attendance certificates.
4. Book a room in the college and order refreshments and any IT requirements.
5. Input all the photos taken on the mobility to enable a slide-show for the event.
6. Make a Powerpoint presentation to guide the event.
7. Deliver the Awards ceremony, take lots of photos for dissemination/publicity.

Recommendations (How to use the tool/resource)

The tool/resources would be individual to each organization. This is a description of what we do and use. Other organizations can take the idea with their own resources, e.g. personalized PowerPoint etc.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Selbstreflexionsfragebogen

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Der Teilnehmer bewertet die Mobilität und seine Erfahrung und teilt dem Tutor seine Erfahrungen mit.

Expected Outcomes

Unterstützung des Teilnehmers bei der Selbsteinschätzung seiner Leistungen, der persönlichen Ziele, Integration in die lokale Gemeinschaft und die persönliche Entwicklung.

Description	Target Group	Resources needed to use the tool
Der Teilnehmer füllt einen Fragebogen aus, der ihn zum Nachdenken über Folgendes anregt: • seine Beteiligung am Projekt; • Sein persönliches Engagement • Er fügt Kommentare und Vorschläge hinzu.	Junge Menschen	Anhang: Ein Beispiel für einen Fragebogen.

Step by step instructions

Beantworten Sie den Fragebogen

Recommendations (How to use the tool/resource)

Der Fragebogen kann zunächst vom Teilnehmer individuell ausgefüllt und anschließend in einem Gespräch mit dem Tutor besprochen werden.

Additional Attachments/ Supplementary Documents

Selbstreflexionsfragebogen.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Arbeitsplan

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Planung der Lernziele, der Aktivitäten und des Stundenplans des Teilnehmers zusammen mit dem Tutor.

Expected Outcomes

Die Ziele der Woche reflektieren und bewerten.

Description	Target Group	Resources needed to use the tool
Zu Beginn der Woche füllen der Teilnehmer und der Tutor gemeinsam die Vorlage aus. Am Ende der Woche wird ein Treffen zwischen beiden organisiert, um zu bewerten, ob die Lernziele erreicht wurden. Es ist auch eine gute Glegenheit, bei der der Teilnehmer Fragen austauschen und mit seinem Tutor sprechen kann.	Tutor	Mindestens 20 Minuten Besprechung. Anhang: Ein Beispiel für die Arbeitsplanvorlage.

Step by step instructions

Fülle das Formblatt aus

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Vorlage

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Verhaltensregeln

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

- Förderung einer einladenden Atmosphäre und eines guten Arbeitsumfelds.
- Einbeziehung der Jugendlichen in die Ausarbeitung der internen Regeln des Mobilitätsprogramms.

Expected Outcomes

Die Mobilitätsteilnehmer halten sich an die von ihnen festgelegten Regeln. Dieses Instrument ist wichtig, um mit allen Teilnehmern eine gemeinsame Vereinbarung über das Engagement aller für den Erfolg der Mobilität zu treffen.

Description	Target Group	Resources needed to use the tool
Zu Beginn des Mobilitätsprogramms werden die Teilnehmer gebeten, an der Ausarbeitung eines „Verhaltenskodex“ mitzuarbeiten, d.h. an den internen Regeln, die das Team während des Mobilitätsprogramms einzuhalten hat. Sie lernen auch die internen Regeln des Gastunternehmens kennen.	Die Schüler sind idealerweise zwischen 18 und 25 Jahre alt, abhängig von Reife und Interesse der Teilnehmer kann es jedoch auch früher sein.	Vorlage für Regeln und Vorschriften.

Step by step instructions

Die Auszubildenden werden gebeten, über das Mobilitätsprogramm nachzudenken und ein Regelwerk zu erstellen. Ihnen wird gesagt, dass diese Regeln zu einem guten Arbeitsumfeld beitragen sollen und dass jeder sie befolgen muss.

Recommendations (How to use the tool/resource)

Dieser Verhaltenskodex sollte innerhalb einer Gruppenarbeitsaktivität erstellt werden.

Additional Attachments/ Supplementary Documents

Vorlage für Regeln und Vorschriften

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Fotobuch

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ein Nachweis der Reise und als Andenken für die Schüler, um gute Erinnerungen zu bewahren.

Expected Outcomes

Jeder Student wird eine Erinnerung an die Reise haben, andere Beteiligte und Interessierte erhalten einen guten Einblick in die Reise.

Description	Target Group	Resources needed to use the tool
Bei jeder Mobilität werden vom Tutor und den Teilnehmern viele Fotos gemacht, um gute Erinnerungen zu bewahren. Aus diesen Fotos wird ein Buch erstellt, das online erstellt wird. Die Schüler teilen die Fotos mit WhatsApp. Sie werden aufgefordert, dies zu tun, um an einem Wettbewerb teilzunehmen - für das beste Foto der Reise gibt es einen Preis, normalerweise eine Leinwand des Fotos. Die besten Fotos werden in den jährlichen Erasmus+ Wettbewerb aufgenommen. Jeder Schüler erhält ein Fotobuch als Erinnerung an die Reise. Die Fotobücher dienen als Beleg der Veranstaltung für Erasmus + und als Beweis für die Öffentlichkeitsarbeit, da die Fotobücher den Abteilungen, dem Exekutivkomitee, dem Verwaltungsrat und den Besuchern des College zur Verfügung gestellt werden.	Alle Teilnehmer	Fotos (Wir verwenden normalerweise WhatsApp, um die Fotos zu teilen, damit jeder einen Beitrag leisten kann).

Step by step instructions

1. Stellen Sie sicher, dass sich alle Teilnehmer der Bedeutung des Fotografierens auf den Mobilitäten bewusst sind.
2. Machen Sie alle Teilnehmer darauf aufmerksam, sie über WhatsApp zu teilen.
3. Stellen Sie Am Ende der Reise die Fotobücher zusammen und bestellen sie.
4. Veranstelaten Sie eine Preisverleihungund verteilen Sie die Fotobücher an die Teilnehmer.

Recommendations (How to use the tool/resource)

Schreiben Sie eine kleine Beschreibung auf jede Fotoseite und geben Sie die Namen der Teilnehmer an.

Additional Attachments/ Supplementary Documents

Beispielfoto der Gestaltung

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Hinweise zur erfolgreichen Durchführung von Mobilitäten im Ausland mit Jugendlichen

Source: NDA Rumänien

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Entwicklung persönlicher und sozialer Fähigkeiten einer Person, um sich einer Mobilitätssituation erfolgreich zu stellen:
- Zwischenmenschliche Kommunikation;
- Positives Wissen und Management von Emotionen;
- effektive Entscheidungen treffen;
- Konflikt und kreative Konfliktlösungen.

Expected Outcomes

Es wird erwartet, dass SCE-Studierende in der Lage sind, grenzüberschreitende Mobilitätserfahrungen zu verarbeiten und sich im physischen und sozialen Umfeld besser orientieren.

Description	Target Group	Resources needed to use the tool
1. Raster zur Selbsteinschätzung der Kommunikationsfähigkeit; Raster zur Selbsteinschätzung von Emotionen; 2. Spiele und Übungen zum gegenseitigen Kennenlernen, Rollenspiele, Gruppenspiele, Fragebögen, Quiz; 3. Praktische Workshops, „therapeutische“ Geschichten.	Schüler des Zweiten Bildungsweges	Lebenskompetenzen - Aktive Ressourcen, Von Alis Ghebuţă und Roberta Tuduri. Multiple choice Listen.

Step by step instructions

Recommendations (How to use the tool/resource)

Für die Entwicklung der Lebenskompetenzen benachteiligter Kinder reicht es nicht aus, Integrationsmaßnahmen durchzuführen, die auf den einen oder anderen Aspekt eingehen, sondern bedarf einer integrierten Arbeitsweise. Komplexe, strukturierte und entwickelte Programme helfen, um die Entwicklung und Festigung von angestrebten Kompetenzen zu ermöglichen.

Additional Attachments/ Supplementary Documents

Emotionale Intelligenz, von Daniel Jay Goleman
McCONNON, Shay&Margaret, Your choice - Making decisions, Interpersonal Communication, Conflict, Educating for emotional literacy, Published by People First 2002.
Entwicklungszyklus für Lebenskompetenzen, entwickelt von Ales Bednarik

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Material zur systematischen Mobilitätsbegleitung

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Wenn ein Jugendlicher in einem Mobilitätsprogramm ist, kann er / sie nicht allein gelassen werden. In den meisten Fällen gibt es Dokumentationen und andere Themen, bei denen der Jugendliche Hilfe benötigt.
Ziel dieses Materials ist es, den Jugendlichen während des gesamten Mobilitätsprozesses zu begleiten und regelmäßigen Kontakt mit dem Jugendlichen und dem Gastunternehmen zu halten.

Expected Outcomes

Eine systematische Begleitung Überwachung kann problematische Situationen verhindern und den Erfolg des Mobilitätsprogramms sicherstellen.

Description	Target Group	Resources needed to use the tool
Zu Beginn des Mobilitätsprogramms wird dem Jugendlichen ein Tutor zugewiesen, der für die Erstellung eines Protokolls mit dem Unternehmen, das den Jugendlichen aufnehmen wird, sowie eines Arbeitsplans und einer Anwesenheitsliste verantwortlich ist. Dieser Tutor pflegt einen regelmäßigen Kontakt sowohl mit dem Unternehmen als auch mit dem Jugendlichen, um zu verstehen, wie die Integration stattfindet, wie der Jugendliche anwesend ist, wie hoch seine Motivation ist und mit welchen Schwierigkeiten er konfrontiert ist . Durch diesen engen Kontakt kann er auftretende Probleme lösen. Am Ende bittet er das Gastunternehmen, ein Bewertungsformular auszufüllen und an die Entsendeorganisation zu senden.	Tutoren für das Mobilitätsprogramm für junge Menschen (18-25 Jahre)	Einige Vorlagen werden für das Protokoll, den Arbeitsplan, die Anwesenheitsliste und das Bewertungsformular benötigt. Dann müssen der Tutor und die Schüler den besten Weg finden, um miteinander zu kommunizieren: E-Mail, WhatsApp, Messenger, Skype, Telefon. Besuche beim Unternehmen sind ebenfalls wichtig. Um dies zu ermöglichen, werden finanzielle Mittel für Reisen, Unterkunft usw. benötigt.

Step by step instructions

Als Tutor müssen Sie Kontakt mit dem Gastunternehmen aufnehmen und eine Vereinbarung über die Dauer des Mobilitätsprogramms, die Arbeitszeiten, den Arbeitsplan, die Essenszeit, die Aufgaben usw. treffen. Nachdem dies mündlich vereinbart wurde, müssen Sie ein Protokoll und einen Arbeitsplan schreiben und sowohl das Gastunternehmen als auch den Praktikanten bitten, diese zu unterzeichnen. Sie unterschreiben diese Dokumente in der Rolle der Entsendeorganisation. Sie erstellen auch eine Anwesenheitsliste, um die Abwesenheit zu überwachen. Dann bleiben Sie in Kontakt mit der Gastfirma und den Studenten, um zu erfahren, ob es Probleme gibt, die gelöst werden müssen. Am Ende des Mobilitätsprogramms bitten Sie das Gastunternehmen, ein Bewertungsformular auszufüllen. Mit diesem Dokument erhalten Sie detaillierte Informationen über die Leistung der Jugendlichen während des gesamten Prozesses.

Recommendations (How to use the tool/resource)

Schreiben Sie niemals ein Protokoll oder einen Arbeitsplan, ohne vorher mit dem Gastunternehmen zu sprechen. Es muss das Ergebnis einer Vereinbarung sein. Lassen Sie niemals junge Leute alleine. Sie brauchen regelmäßigen Kontakt, um sich sicher und selbstsicher zu fühlen.

Additional Attachments/ Supplementary Documents

Protokoll
Arbeitsplan
Anwesenheitsliste
Bewertungsbogen

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Risikoanalyse

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Bestehende Risiken erkennen, geeignete Lösungen für problematische Situationen finden, zukünftige Risiken vorhersagen und hilfreiche Maßnahmen ergreifen.

Expected Outcomes

Die Schüler finden das Tool hilfreich, um Schwierigkeiten zu identifizieren und Lösungen zu finden. Dieses Tool ist hilfreich bei der Vorhersage von Risiken / schwierigen Situationen und ist hilfreich, um relevante Wege zur Lösung der identifizierten Probleme zu finden.

Description	Target Group	Resources needed to use the tool
Es ist ein nützliches Instrument, um bestehende Risiken zu erkennen, relevante Lösungen für problematische Situationen zu finden, zukünftige Risiken vorherzusagen und hilfreiche Maßnahmen zu ergreifen.	Schüler der Sekundar- und Berufsschule (alle Schüler) -Unternehmen, die Praktika organisieren	Papier- oder elektronische Version der Vorlage; Stift.

Step by step instructions

Das Material besteht aus einer Vorlage mit Fragen, um Risiken während der Implementierungsphase des Praktikums zu identifizieren und Lösungen der erkannten Probleme zu finden. Es kann von Studierenden selbst und / oder von Entsendeorganisationen / -firmen genutzt werden, die Praktika für Studierende organisieren.
Die Risikoprävention folgt einer Abfolge von Schritten:
1. Identifizierung von Risiken
2. Bewertung der Risiken
3. Bewertung bestehender Präventionsmaßnahmen
4. Entscheidung, ob zusätzliche vorbeugende Maßnahmen erforderlich sind
5. Neubewertung der Risiken nach der Implementierung
6. Angabe möglicher Abhilfemaßnahmen im Falle des Risikoeintritts.
Vorschlag von Fragen (in der Vorlage enthalten):
1. Wie kann eine mögliche Problemsituation aussehen? (Einzelheiten zum Vorliegen einer wahrscheinlichen Situation)
2. Was ist / kann schwierig sein? (Identifikation der zu lösenden Risiken / Problemsituationen)
3. Welche Lösungsmöglichkeiten sind situationsangemessen? (Sammlung vorhandener Lösungsbeispiele)
4. Welche Lösung (en) ist / sind für die Problemsituation am relevantesten? (Auswahl der relevantesten Beispiele für Lösungen und Implementierung).
5. Würden Sie etwas an dem verwendeten Lösungsvorschlag ändern, um ihn in zukünftigen ähnlichen Situationen nützlicher zu machen? (Neubewertung von Lösungsbeispielen und Identifizierung, wann und wie sie verwendet werden können)
Die Fragen können unterschiedlich sein. Dies hängt von der Art und den individuellen Spezifikationen der einzelnen Stellen ab.

Recommendations (How to use the tool/resource)

Allein oder mit Unterstützung auszufüllen.

Additional Attachments/ Supplementary Documents

Beispiel für die fertiggestellte Vorlage „Risikoanalyse“.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Stadtplan für Jugendliche

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Die Vorbereitung der Freizeit ist ein wichtiges Element für den Erfolg des Praktikums.
Sofern verfügbar, werden während des Aufenthalts "Stadtplan für junge Reisende" verwendet.
Es ist wichtig, dass Sie auf diesen Karten Informationen finden, die zum kleinen Budget der Jugendlichen passen.
Wenn solche Pläne nicht vorhanden sind, ist es sinnvoll, dass die Gastgeber diese Informationen in einen Stadtplan eintragen:
- Informationen zum Nahverkehrssystem (Ticketverkauf, Fahrpläne, Fahrzeiten usw.)
- Informationen, wo preiswerte Restaurants zu finden sind
- Informationen zu Treffpunkten von Jugendlichen (Clubs, Freizeiteinrichtungen usw.)

Expected Outcomes

Es ist wichtig, dass Sie auf diesen Karten Informationen finden, die zum kleinen Budget der Jugendlichen passen.
Wenn sie eine "Stadtplan für junge Reisende" verwenden können, finden sie Orte, an denen junge Einheimische ihre Freizeit verbringen und nicht nur den touristischen Informationen folgen müssen.

Description	Target Group	Resources needed to use the tool
Der Stadtplan sollte Informationen enthalten, die zum kleinen Budget der Jugendlichen passen. Wenn solche Pläne nicht vorhanden sind, ist es sinnvoll, dass die Gastgeber diese Informationen in einen Stadtplan eintragen: - Informationen zum Nahverkehrssystem (Ticketverkauf, Fahrpläne, Fahrzeiten usw.) - Informationen, wo preiswerte Restaurants zu finden sind - Informationen zu Treffpunkten von Jugendlichen (Clubs, Freizeiteinrichtungen usw.)	Schüler, Studenten	Stadtplan für junge Leute

Step by step instructions

Die beste Lösung ist, dass der Gastgeber mit seinen Schülern vor Ort einen solchen Stadtplan erstellt.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Sie finden diese Art von Karten unter: https://www.use-it.travel/home

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Schülerhandbuch für Mobilität - Teil 2

Source: SEPLO Project created by EPPSi

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Dies ist ein kurzes Video, das Schüler während eines Praktikums in einem anderen Land unterstützen und anleiten soll.

Expected Outcomes

Das Video erinnert die Schüler daran, wie das Aufzeichnen und Bewerten von Mobilitätsdaten funktioniert. Das Video befasst sich mit einigen Sorgen, Problemen und Zweifeln, die die Schüler möglicherweise haben, wenn sie nicht zu Hause sind, und verwendet Erfahrungsberichte anderer Schüler, um Zuversicht zu vermitteln.
Es erinnert die Schüler auch daran, wie sie ihre Trainingsplanung umsetzen können und wer für Beratung und Unterstützung zur Verfügung steht.
Nach dem Ansehen des Videos wird den Schülern klar, an wen sie sich wenden müssen, um Unterstützung und Anleitung zu erhalten, und was sie während des Praktikums tun müssen, um ihre Lernvereinbarung zu erreichen, was sie während des Praktikums aufzeichnen müssen und wo sie es aufzeichnen müssen.

Description	Target Group	Resources needed to use the tool
Dies ist ein kurzes Video, das Schüler während eines Praktikums in einem anderen Land unterstützen und anleiten soll. Es wurde entwickelt, um eine visuelle / akustische oder textbasierte Aufzeichnung von Erfolgen, Tagebüchern oder Logbüchern zu unterstützen.	Studenten, die auf die Entwicklung von Softskills hinarbeiten.	Das Video kann auf einen Computer oder ein Mobiltelefon heruntergeladen werden

Step by step instructions

- 5 Minuten Vortrag des Lehrers / der Mobilitätsfachkraft, um das Video vorzustellen und eventuelle Fragen / Bedenken der Schüler aufzunehmen
- 7 Minuten, um das Video den Schülern zu zeigen.
- 15 Minuten, um Feedback und Diskussion von Studenten zu geben.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Schülerhandbuch für Mobilität - Teil 2

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

ERASMUS+ Programm und Finanzierung von Mobilitäten

Source: E2C - Kopenhagen

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Wissen, wie Sie ein Mobilitätsprogramm an Ihrer Schule finanzieren können.

Expected Outcomes

Erfahren Sie von E2C Picardie Maritime, wie sie diese Herausforderung meistern.

Description	Target Group	Resources needed to use the tool
E2C Picardie Maritime ist Teil eines regionalen Konsortiums mit dem Namen „Mobinov“. Dieses Konsortium hat die Aufgabe, ERAMUS + -Fonds zu sammeln und diese in Form von Zuschüssen an die Mitglieder des Konsortiums zurückzugeben.	Lehrer / Schulleitung.	-

Step by step instructions

Die Erfahrung mit dieser Schule zeigt, dass es einfacher ist, eine Mobilitätsmaßnahme durchzuführen, wenn man von einer Organisation unterstützt wird, die Erasmus + Fördermittel beantragt und diese weiter gibt.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Für weitere Informationen kontaktieren Sie Celine Maillot::, cma.apfe@gmail.com

Pre-preparation

Tools used during the initial stage

Schulangebot mit berufliche Grundausbildung in einem Vollzeitpraktikum an öffentlichen oder privaten Arbeitsplätzen

Source: E2C - Kopenhagen

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Gestaltung eines Vollzeitpraktikums mit schulischer Ausbildung

Expected Outcomes

Da es sich um ein Ausbildungsprogramm am Arbeitsplatz handelt, lernen die Schüler von Mentorenkollegen bei der Arbeit. Kleine Erfolge in der Berufsausbildung führen zu mehr Selbstvertrauen und Motivation, die Fähigkeiten professioneller zu erlernen. Kurzzeitkurse an den Berufsschulen bieten den Schülern Zertifikate und einen sicheren Einstieg in die Schule / den Beruf.
Die Motivation wird durch Training, Empowerment und Erwerb von Fertigkeiten aufgebaut.
Es wird erwartet, dass die Schüler nach dem Kurs eine Beschäftigung oder eine Berufsausbildung absolvieren.

Description	Target Group	Resources needed to use the tool
Vor dem Praktikum nehmen die Schüler an einem 3-wöchigen Einführungskurs teil mit Themen wie Zusammenarbeit, Regeln und Rechte bei der Arbeit, Vorstellungsgespräch, Gehalt und Steuern, Auswahl eines geeigneten Arbeitsplatzes, strukturieren des Bildungsplan, kombinieren von Arbeit und Schulangebot nach dem individuellen Ziel des Schülers. Während des Praktikums: Das Bildungsprogramm dauert insgesamt zwei Jahre und umfasst Vollzeitarbeit in Kombination mit ca 30 Wochen Unterricht / Schule nach persönlichem Plan des Schülers. Der Schüler bekommt ein monatliches Gehalt vom Arbeitsplatz. Ein Berater begleitet jeden Schüler eng, arbeitet mit dem Schüler, dem Arbeitgeber und den Lehrern zusammen und beschreibt die Ziele und Fortschritte in Bezug auf persönliche, soziale und berufliche Fähigkeiten und Kompetenzen.	Schüler im Alter von 16-25 Jahren oder älter bis 30 Jahre. - Mit negativen Erfahrungen aus früherer Schule und Ausbildung. - Die einen praktischen Ansatz für die Beschäftigung oder Ausbildung bevorzugen - Die Unterstützung und Begleitung von engagierten Beratern, Arbeitgebern und Lehrern brauchen	Dies ist ein Beispiel für ein öffentliches Programm. In diesem Programm werden Ressourcen der Schule der Zweiten Chance, allgemeine und berufliche Bildung kombiniert. Das beschriebene Programm ist ein öffentliches Programm, das von der Stadt Kopenhagen mit Unterstützung der staatlichen Sozialfinanzierung angeboten wird

Step by step instructions

Es kann interessant sein, das Beispiel dieses Programms aus Kopenhagen / Dänemark zu verwenden, um ein solches Programm für Ihre eigene Schule gegenüber lokalen / regionalen Gebietskörperschaften zu fordern.

Recommendations (How to use the tool/resource)

Dieses Programm kann Teil der Lobbyarbeit für Ihre eigene Schule sein

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

E2C – Kontakt: Reinhold Schiffers , rschiffers@arcor.de

Pre-preparation

Tools used during the initial stage

Job station

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ziel ist es, das Bildungsangebot mit praktischen Informationen aus dem Arbeitsmarkt zu ergänzen

Expected Outcomes

Die Teilnehmer bewerten die Treffen als interessant und hilfreich bei der Suche nach einem weiteren Bildungs- und Berufsweg.
Lehrkräfte (einschließlich Berufsberater), die an den Sitzungen teilnehmen, bewerten sie als ein äußerst lehrreiches Instrument im Bereich der Berufsberatung.

Description	Target Group	Resources needed to use the tool
"Jobstation" ist eine Reihe von Treffen, bei denen Geschäftsleute, Eigentümer von Unternehmen aus Schlüsselindustrien der Region sowie Freiberufler aus der Kreativbranche und aus Nischenberufen zusammenkommen.	Für Schüler im Alter von 13-19 Jahren	Es empfiehlt sich, Vorträge in einem geräumigen Raum zu halten, der mit einem interaktiven Whiteboard, einem Flipchart, einem Overhead-Projektor, einer angemessenen Anzahl bequemer Stühle für die Teilnehmer, einem Tisch / Tischen und bequemen Stühlen für die Moderatoren ausgestattet ist.

Step by step instructions

Dieses Instrument reagiert auf die Informationsbedürfnisse junger Menschen, es hilft bewusst pädagogische und berufliche Entscheidungen zu treffen. Die Aktion ergänzt das Angebot der formalen Bildung um Methoden aus dem Bereich der informellen Bildung.
Wir schlagen 3 Arten von Aktivitäten vor:
1. Vorträge - Teilnehmer: Gruppe von ca. 60 Studenten; Dauer: 1,5 Stunden
2. Workshops - Teilnehmer: Gruppe max. 30 Menschen; Dauer: 3 Stunden.
3. Besuche in den Unternehmen - individuell vorbereitet, unter Berücksichtigung der Möglichkeiten jedes Arbeitgebers. Beispiele für Aktivitäten: Kennenlernen der Arbeitsbedingungen; sich mit dem Verantwortungsbereich einzelner Berufe etc. vertraut machen
Es wird empfohlen, die Aktivitäten in dieser Reihenfolge zu organisieren: Zuerst Vorträge und / oder Workshops, danach Besuche in den Unternehmen.
Das Tool ist ein Element der Umsetzung der Berufsberatung im Schulwesen in Polen. Das Tool wurde seit Februar 2019 getestet.

Recommendations (How to use the tool/resource)

Es wird empfohlen, dass jeder Schüler an allen Aktivitäten teilnimmt: Reden, Workshops, Besuche in Unternehmen.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

Die Geschichte meines Lebens

Source: NdA Rumänien

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

"Die Geschichte meines Lebens" ist ein Instrument der Reflexion von Schülern unterschiedlichster Herkunft mit unterschiedlichen Lebenserfahrungen. Nach einer Einführungszeit an der Schule der Zweiten Chance ist es das Hauptziel, dass die Schüler auf ein Blatt Papier schreiben, was sie zum Abbruch der Schule geführt hat, aber auch, warum sie zur Schule zurückgekehrt sind. Sie werden auch gebeten, zu schreiben, was sie nach Abschluss der 10 Pflichtklassen tun möchten.

Expected Outcomes

Es wird erwartet, dass der Lehrer das Umfeld (den Hintergrund) kennt, aus dem der Lernende kommt, die Gründe, aus denen er die Schule verlassen hat, die negativen Erfahrungen, die er gemacht hat, und welche Fähigkeiten er bereits erworben hat Alle diese Tatsachen helfen dem Lehrer, einen Ausgangspunkt für den Beginn der Ausbildung und des Trainings für jeden Lernenden zu setzen. ”Die Geschichte meines Lebens” kann ein Impuls sein, Lernende zu motivieren, ihre berufliche Ausbildung abzuschließen und ein Job auf dem europäischen Arbeitsmarkt zu suchen.

Description	Target Group	Resources needed to use the tool
Authentische Geschichten über die Ursachen des Schulabbruchs von Schülern der zweiten Chance, über den Zeitpunkt der Rückkehr in die Schule und die Motivation, die für die Arbeitsmarktintegration erforderliche Schul- und Berufsausbildung abzuschließen.	Schüler der Zweiten Chance; Schüler mit geringen Lernfähigkeiten, geringem Selbstwertgefühl	Computer mit Internetanschluss, Leinwand und Projektor

Step by step instructions

"Die Geschichte meines Lebens" ist für die SCE-Lernenden der erste Schritt in einer echten und ehrlichen Kommunikation mit den Lehrern, Psychologen, von denen sie eine Veränderung zum Besseren ihres Lebens erwarten.
Ihre Lebensgeschichten werden nach den Kursen vorgestellt und sind Fallstudien oder Modelle für zukünftige SCE-Lernende.

Recommendations (How to use the tool/resource)

Im Allgemeinen müssen alle SCE-Lernenden ihr Selbstwertgefühl stärken, dazu ermutigt werden, mit Kollegen zu sprechen, ihre Beziehung zu Schule, Lehrern und die Arbeitsbelastung beim Lernen zu überdenken. Viele von ihnen haben bereits im Ausland gearbeitet, beherrschen Fremdsprachen auf akzeptablem Niveau, haben aber traumatische Erinnerungen daran, wie sie von den Menschen in diesen Ländern wahrgenommen wurden. Hier ist es wichtig, auf der Rechtmäßigkeit der Arbeitsuche zu bestehen, auf europäischen Werten, die geachtet werden müssen, wenn sie als europäische Bürger wahrgenommen werden wollen.

Additional Attachments/ Supplementary Documents

["https://www.youtube.com/watch?time_continue=1&v=Y1hX3mdI6Ew"]

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

Maslows Bedürfnisspyramide als Werkzeug zur Selbstmotivation

Source: NdA Rumänien

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Das Bewusstsein für die persönlichen Bedürfnisse schaffen und die Antwort auf die Frage finden "Warum soll ich ins Ausland gehen, um ein Praktikum zu machen?"

Expected Outcomes

Die jungen Leute werden herausfinden: Jedes Problem hat eine Lösung, so dass jedes persönliche Bedürfnis durch die Wahl eines Weges zur persönlichen Entwicklung oder beruflichen Entwicklung befriedigt werden kann.

Description	Target Group	Resources needed to use the tool
Bei der Vorbereitung auf eine Mobilität im Ausland müssen die Studierenden wissen, wie sie Selbstvertrauen und die Wertschätzung ihrer Mitmenschen, Jugendlichen oder Arbeitgeber erreichen können. Die Hierarchie der Bedürfnisse ist ein nützliches Thema für junge Menschen zu Beginn ihrer Ausbildung im In- oder Ausland. Die Reflexionen über Maslows Bedürfnispyramide sind für jeden Schüler nützlich, wenn es darum geht sich für die Erfüllung der persönliche Wünsche und Ziele zu motivieren.	Schüler der zweiten Chance;	IMAGE

Step by step instructions

Wenn Sie jeden Tag etwas zu essen haben, Wasser, Kleidung und einen Schlafplatz haben, können Sie über die Sicherheit Ihrer Zukunft nachdenken und einen Job suchen, der Ihnen Ressourcen für dieses wünschenswerte Leben bietet. Sie benötigen eine gute persönliche und berufliche Ausbildung, um dieses Zielniveau II zu erreichen
Nach einer Weile sind Arbeit und Alltag nicht genug, die Person möchte die verdienten Ressourcen in ihre eigene Familie investieren, braucht Zuneigung und braucht Freunde und soziale Zugehörigkeit zu einer Gruppe. Mit verantwortungsbewusstem Sozialverhalten haben Sie Stufe III der Maslow-Pyramide erreicht.
Die Menschen möchten nicht nur einer Gruppe angehören, sondern auch die Anerkennung persönlicher Verdienste durch diese Gruppe, sie möchten von der Gemeinschaft respektiert werden, damit sie entsprechend ihrem Selbstwertgefühl einen sozialen Status erlangen können IV)
Die meisten Menschen sind mit den Erfolgen der Stufe IV zufrieden und geben an, dass sie genug gearbeitet haben. Einige Menschen haben jedoch das Gefühl, in anderen Bereichen oder sogar auf dem gewählten Gebiet bessere Leistungen erbringen zu können, und nach anderen Studien werden sie Organisatoren der Personalabteilung oder Produktionsleiter. Wir können über diese Menschen sagen, dass sie Spitzenpositionen erreicht, ihr Fachwissen perfektioniert und sich selbst überwunden haben

Recommendations (How to use the tool/resource)

Das Erfüllen der Bedürfnisse eines bestimmten Pyramidenstufe eröffnet eine weitere Bedürfnisebene und fördert die Motivation, an die Spitze der Pyramide zu klettern, wo das Bedürfnis nach Selbstverbesserung zu einem ständigen Ziel wird.

Additional Attachments/ Supplementary Documents

Übungsvorlage 1
Einige nützliche Ideen, nach Guy Winch - "Emotionale Erste Hilfe"
I. Die erste Hilfe bei emotionalen „Schlägen“ (geringes Selbstwertgefühl, Ablehnung, berufliches Versagen, Kritik, Beleidigung - und alle wiederkehrenden Gedanken über unangenehme Ereignisse)
1. Erstellen Sie eine Liste mit negativen Attributen, die Sie mit sich herumtragen. Schreiben Sie dann rationale Gegenargumente für jedes dieser schlechten Attribute auf. Wiederholen Sie Ihre positiven Variationen, wenn das Negativ auftaucht immer und immer wieder bis zur Heilung.
2. Erinnern Sie sich an das, was Sie interessant, einzigartig und wertvoll macht. Erinnern Sie sich immer wieder daran und Sie freuen sich, dass Sie Ihr Selbstwertgefühl steigern.
3. Treffen Sie sich mit Menschen, die Sie lieben und Sie akzeptieren. Es ist die beste Medizin! Renne weg von denen, die dich emotional, finanziell usw. ausnutzen.
4. Schauen Sie sich die Bilder Ihrer Lieben an. Ein Bild Ihrer Familie am Arbeitsplatz kann Wunder bewirken: Es wird Sie an die wichtigsten Dinge in Ihrem Leben erinnern.
5. Versuchen Sie zu guter Letzt, sich selbst zu desensibilisieren. Denken Sie an diejenigen, die vom Telefonverkauf leben oder telefonisch Spenden sammeln. Sie sind gestresst, weil sie Dutzende von Ablehnungen erhalten, aber sie müssen sich für eine Weile entspannen und weiterziehen. Wiederholte Ablehnung ist auch in gewisser Weise therapeutisch. Ebenso, wenn wir einen Freund / eine Freundin suchen. Es wird wahrscheinlich das eine oder andere schief gehen, aber es ist nicht das Ende der Welt.
II. Wie man Schuld los wird
1. Wenn Sie jemandem etwas angetan haben, sagen Sie aufrichtig "Entschuldigung". Zeigen Sie ihm / ihr, dass Sie verstehen, wie schlimm Ihre Handlung war und wie sehr Sie es bereuen.
2. Vergib dir auch. Erkennen Sie, dass Sie sich geirrt haben, übernehmen Sie Ihre Verantwortung, lernen Sie durch diese Erfahrung, aber peitschen Sie Sie nicht unnötig.
3. Denken Sie an den Kontext, in dem Ihr Fehler aufgetreten ist, und sehen Sie die Umstände, die ihn begünstigten. Die Umwelt kann zu unseren Fehlern beitragen, nicht nur wir und unser schmutziges Gewissen.
4. Überlegen Sie, was Sie tun können, um mit dem schädlichen Wiederholen aufzuhören.
5. Erstellen Sie ein Ritual zur Beendigung der Schuld. Tun Sie etwas Gutes für denjenigen, dem Sie Unrecht getan haben, schreiben Sie Ihre Tat auf das Papier, lesen Sie es und verbrennen Sie es. Es ist etwas Bedeutendes, sich zu erinnern.
6. Verstehen Sie zu guter Letzt, dass es sein Problem ist, wenn der andere Ihnen nicht vergeben möchte. Wenn Sie das Gefühl haben, alles ausprobiert zu haben, ist es genug.
III. Wie man nach einem Misserfolg sein Selbstwertgefühl wiedererlangt - Wir leben in einer Gesellschaft, die Leistung fordert, nicht ... Misserfolge.
1. Suchen Sie nach emotionaler Unterstützung. Freunde können Ihnen eine realistischere und weniger involvierte Perspektive geben, wenn Sie mit ihnen sprechen. Auf diese Weise distanzieren Sie sich vom Problem und kommen schneller zurück. Jeder Misserfolg ist eine außergewöhnliche Lernerfahrung. Zumindest weißt du, wie man aufhört, du kommst da nicht hin. Steigern Sie Ihren Humor bei dieser Gelegenheit ...
2. Erstellen Sie das Steuerelement neu oder überprüfen Sie, was Sie steuern müssen. Wenn Sie beispielsweise eine Gewichtsverlustkur nicht erfolgreich gemacht haben, lassen Sie sich nicht depressiv fühlen. Analysieren Sie, was Sie gut gemacht haben und nicht, was Sie unvollständig gemacht haben. Es kann Dinge geben, die Sie kontrollieren können, an die Sie noch nicht gedacht haben.
3. Organisieren, priorisieren und zeichnen Sie dann positive Umsetzungsstrategien. Wenn Sie beispielsweise eine Zigarette angeboten bekommen, diese aber ablehnen möchten, denken Sie daran, dass Sie mit dem Rauchen aufhören möchten - das wichtigste positive Ziel, und nicht, dass dies eine Ablehnung für den anderen unangenehm ist. Planen Sie Probleme und Lösungen für jede Phase Ihres Plans. Auf diese Weise sind Sie nicht länger unvorbereitet und störanfällig.
4. Kontrollieren Sie Ihre Angst. Ja, es ist die Angst, die Sie "behindert, auch wenn Sie alles wissen, was Sie für die Prüfung brauchen". Nehmen Sie sich dann ein paar Minuten Zeit, machen Sie Entspannungsübungen, atmen Sie tief durch, und beantworten Sie die Fragen, nachdem Sie sich beruhigt haben, laut. Dies ermöglicht es Ihnen, Ihre Aufmerksamkeit mehr zu konzentrieren.
5. Vermeiden Sie es, sich selbst Vorwürfe zu machen, denn es entsteht ein Teufelskreis von mangelnder Wertschätzung, der zum Scheitern und zu einer Abnahme des Selbstwertgefühls führt. Sogar körperliche Schmerzen sind (tatsächlich) bei Menschen mit geringem Selbstwertgefühl akuter zu spüren. Und sie sind noch ängstlicher und rechnen mental mit weiteren Katastrophen.
Wenn das Selbstwertgefühl beeinträchtigt ist, reagieren wir weniger effektiv auf Stress. Daher ist es wichtig, das Niveau Ihres Selbstwertgefühls, Ihres Stresses und Ihres emotionalen Gleichgewichts genau zu betrachten.

Links (for further information, e.g. website)

https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760
Guy Winch ist ein amerikanischer Psychologe, der für jedermann Bücher wie Emotionale Erste Hilfe, Praktische Strategien zur Behandlung von Versagen, Ablehnung, Schuld und anderen alltäglichen psychischen Verletzungen geschrieben hat.

Pre-preparation

Tools used during the initial stage

Berufsberatung in der Schule

Source: Weiterbildungskolleg Linker Niederrhein (WBKLNR)

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Viele junge Menschen, die eine Einrichtung der zweiten Chance besuchen, haben keine klare Vorstellung von ihrer zukünftigen Karriere. Oft haben sie wenig Wissen über Trainingsmöglichkeiten, Träume, die wenig mit ihren Fähigkeiten zu tun haben. Daher ist es sinnvoll und es ist notwendig, mit ihnen in einem systematischen Programm professioneller Orientierung zusammenzuarbeiten. Ein Element in einem solchen Programm könnte die „Berufsberatung in der Schule“ sein.

Expected Outcomes

Junge Menschen haben oft schlechte Erfahrungen mit der offiziellen Agentur für Arbeit gemacht. Häufig haben sie keinen Anreiz, die Beratungsdienste in der Agentur in Anspruch zu nehmen, z.B um dort ein Beratungsgespräch zu vereinbaren. Die systematische Einbeziehung von Mitarbeitern der Agentur für Arbeit in das schulische Orientierungs- und Vorbereitungsprogramm schafft eine vertrauensvolle Brücke zu den Beratungsleistungen der Agentur für Arbeit.

Description	Target Group	Resources needed to use the tool
Das WBKLNR und die Agentur für Arbeit arbeiten auf der Grundlage eines Vertrags zusammen. Zweimal im halben Jahr besucht ein Mitarbeiter der Agentur für Arbeit das WBKLNR und berät bei der Berufsorientierung. Dies ist eine niedrigschwellige Beratung für die Schüler. Durch die Beratung in der Schule entsteht ein ständiger persönlicher Kontakt zwischen dem Berufsberater und dem Schüler, der dann in der Agentur für Arbeit fortgesetzt werden kann.	Lehrer / Tutor / Schulleitung	Sie müssen wissen, wie die offizielle Agentur für Arbeit ihren Dienst für junge Arbeitslose organisiert.

Step by step instructions

Recommendations (How to use the tool/resource)

Der Tutor lädt die Schüler persönlich zu einem Termin beim Berufsberater ein. Wenn ein Schüler möchte, begleitet der Tutor ihn / sie beim Termin.
Die Beratungstermine in der Schule sind im Semesterplan vermerkt und auch eine Woche vorher im Infobildschirm im Schuleingang angekündigt, so dass Jugendliche auch selbst einen Beratungstermin vereinbaren können.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Für weitere Informationen wenden Sie sich bitte an Reinhold Schiffers, rschiffers@arcor.de

Preparation

Tools used for mobility preparation

Erwartungen - Ängste – Mein Beitrag

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Die Teilnehmer werden in der Lage sein, ihre Befürchtungen, ihre Erwartungen bezüglich der Mobilität und das, was sie der Gruppe geben können, zum Ausdruck zu bringen.

Expected Outcomes

Die Erwartungen, Ängste und Sorgen des Teilnehmers identifizieren.

Description	Target Group	Resources needed to use the tool
Durch die Analyse der Ergebnisse am Ende der Mobilität können die Teilnehmer ihren Wachstumspfad verfolgen und erkennen, ob sie vorangekommen sind oder nicht.	Tutoren / Lehrer	Der Moderator gibt klare Anweisungen und drei verschiedenfarbige Haftnotizen.

Step by step instructions

Jeder Teilnehmer erhält drei verschiedenfarbige Haftnotizen und schreibt die Erwartungen - Ängste – Mein Beitrag auf und teilt der Gruppe und dem Tutor mit, was er / sie geschrieben hat.
Dann stehen sie nacheinander auf und kleben die Haftnotizen auf der großen Tabelle auf, die auf dem Flipchart gezeichnet ist.
Der Tutor kann Fotos von den von den verfassten Haftnotizen machen, die als Beleg dienen können. Wenn sie aus der Mobilität zurückkehren, können sie ihre Erfahrungen mit dem konfrontieren, was sie geschrieben haben.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Formblatt – wichtige Informationen zum Praktikumseinsatz

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Dieses Arbeitsblatt ist hilfreich für den Teilnehmer, um alle wichtigen Daten im Zusammenhang mit dem Praktikum zu sammeln und grundlegende Probleme zu Beginn und während des Praktikums zu vermeiden.

Expected Outcomes

Nach Meinung von Lehrern und jungen Leuten, die es vor der Praktikumsdauer benutzt haben, ist dieses Arbeitsblatt sehr nützlich und hilft dabei, Informationen zu sammeln, die vor Beginn der Praktikumskooperation benötigt werden. Dieses Tool kann gemäß den Anforderungen des Praktikums geändert werden.

Description	Target Group	Resources needed to use the tool
Es handelt sich um eine Vorlage (in elektronischer oder gedruckter Form) mit Lücken, die mit Daten und Fragen gefüllt werden müssen, auf die die Schüler die richtigen Antworten finden müssen. Die Fragen betreffen die wichtigsten Fragen im Zusammenhang mit den Praktika.	Jugendliche ab 16 Jahre	Vorlage (elektronische oder Papierversion), Stift.

Step by step instructions

Formblatt, das von den Studenten in der Vorbereitungsphase vor dem Praktikum verwendet wird. Die Studierenden sammeln bereits in der Vorbereitungsphase nützliche Daten, bevor sie mit dem Praktikum beginnen. Es hilft ihnen, besser auf das Leben und Arbeiten im Ausland vorbereitet zu sein. Die Vorlage kann gemäß den Anforderungen des Landes und des Unternehmens, in dem die Platzierung stattfindet, geändert werden.
Nachfolgend finden Sie einen Vorschlag für eine Tabelle, die von den Studenten in der Vorbereitungsphase (vor Beginn des Praktikums) ausgefüllt werden muss:
• Meine Reisedaten (Abreise, Rückreise)
• Angaben zur Gastinstitution (Adresse und Telefonnummer; Betreuer des Gastgebers oder Ansprechpartner)
• Notfallkontakte (Heimatkontakt; Kontakt der Person in der Aufnahmeorganisation)
• Angaben zu meinem Praktikum (Adresse und Telefonnummer; Praktikumsleiter oder Ansprechpartner)
• Beginn und Ende des Praktikums , Arbeitszeiten (von-bis; Pausenzeiten; Mittagspause)
Besondere Anforderungen (z. B. Kleidung, Ausrüstung)

Recommendations (How to use the tool/resource)

Einzeln oder mit Unterstützung des Mentors des Praktikums auszufüllen

Additional Attachments/ Supplementary Documents

Ein Vorschlag für eine auszufüllende Vorlage, in der alle relevanten Daten zum Praktikum erfasst werden.

Links (for further information, e.g. website)

Erasmus + Projekt: DISCO (Intellectual Outputs: Diary)

Preparation

Tools used for mobility preparation

Lernerhandbuch für Mobilität - Teil 1

Source: Seplo Projekt Material erstellt von EPPSi

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Dies ist ein kurzes Video, das den Studenten helfen soll, sich auf ein Praktikum in einem anderen Land vorzubereiten. Es ist zu verwenden, sobald die Studierenden ausgewählt wurden, aber bevor sie mit der Planung ihres Praktikums beginnen. Es wurde entwickelt, um eine visuelle / akustische oder textbasierte Aufzeichnung von Erfolgen, Tagebüchern oder Logbüchern zu ergänzen.

Expected Outcomes

Nach dem Anschauen des Videos wird den Schülern klar, was von ihnen erwartet wird.

Description	Target Group	Resources needed to use the tool
Dies ist ein kurzes Video, das den Studenten helfen soll, sich auf ein Praktikum in einem anderen Land vorzubereiten. Es ist zu verwenden, sobald die Studierenden ausgewählt wurden, aber bevor sie mit der Planung ihres Praktikums beginnen. Es wurde entwickelt, um eine visuelle / akustische oder textbasierte Aufzeichnung von Erfolgen, Tagebüchern oder Logbüchern zu ergänzen. Das Video erklärt anhand von Testimonials anderer Studenten, was Mobilität ist und welche Vorteile Mobilität bietet. Es wird auch erklärt, wie eine Lernvereinbarung oder eine Trainingsplanung entwickelt werden kann, und es wird den Schülern dabei geholfen, zu ermitteln, welche Fähigkeiten und Kompetenzen sie während ihres Lebens und Arbeitens in einem anderen Land entwickeln möchten.	Schüler, vor einem Auslandspraktikum	Informatikkenntnisse. Ein Laptop oder Computer mit guter Grafik und Ton, um das Video den Schülern zu zeigen.

Step by step instructions

-5 Minuten Vortrag des Lehrers, um das Video vorzustellen und eventuelle Fragen der Schüler zu beantworten.
-7 Minuten, um das Video den Schülern zu zeigen.
15 Minuten, zu Feedback und Diskussion mit den Studenten

Recommendations (How to use the tool/resource)

Dieses Tool ist eine hervorragende visuelle Möglichkeit, eine effektive Diskussion zu provozieren und die Erwartungen oder Befürchtungen von Studenten in Bezug auf Mobilität zu thematisieren, insbesondere wenn sie zum ersten Mal mobil sind.

Additional Attachments/ Supplementary Documents

Lernerhandbuch für Mobilität - Teil 1

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Sprach- / Landeskulturarbeitssitzung

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Vorbereitung der Schüler auf das Land, das sie besuchen.

Expected Outcomes

Die Schüler lernen Grundkenntnisse / Alltagsfloskeln der Sprache des Landes, das sie besuchen. Die Schüler sind sich der Kultur in dem Land, das sie besuchen, bewusster.

Description	Target Group	Resources needed to use the tool
Eine Sprach- / Landeskulturarbeitssitzung bereitet die Schüler auf das Land vor, in das sie reisen werden. Gastlehrer werden zur Vorbereitung der Schüler eingesetzt. Die Gastlehrerin erzählt ihnen alles über ihr Land und unterrichtet auch eine Grundsprache. Alternativ werden Studierende der Hochschule eingesetzt, die ihren Wohnsitz im Land der Mobilität haben. In dieser Sitzung werden die Schüler ermutigt, die Sprache selbstständig zu üben. Hierfür wird die Sprachlern-App „Duo Lingo“ empfohlen.	Lehrer / Tutoren / Internationales Personal.	Schülerjounal PowerPoint Präsentation.

Step by step instructions

1. Vereinbaren Sie einen Termin - ungefähr einen Monat vor der Mobilität; stmmen sie sich mit den besuchenden Muttersprachler ab.
2. Organisieren Sie einen Raum und Erfrischungen
3. Teilnehmer einladen
4. Führen Sie die Sitzung
5. Stellen Sie sicher, dass jeder Schüler ein jounal hat und dass er sich darüber im Klaren ist, dass er es für die Mobilität mitbringen muss.
6. Machen Sie Fotos, um sie zu verbreiten / zu veröffentlichen.

Recommendations (How to use the tool/resource)

In den Seiten 9 und 10 des Schülerjiunals wird die Sprache behandelt. Verwenden Sie diese Seiten, um den Sprachaspekt der Sitzung zu erläutern.

Additional Attachments/ Supplementary Documents

Schülerjounal

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Motivationsschreiben

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Bei der Bewerbung für ein Mobilitätsprogramm werden die Studierenden gebeten, ein Motivationsschreiben einzureichen. Diese Motivationsschreiben spielen eine wichtige Rolle im Auswahlprozess.

Expected Outcomes

Es muss den Studierenden gelingen, die Mitglieder des Auswahlausschusses davon zu überzeugen, dass sie die richtige Person für das Mobilitätsprogramm sind.

Description	Target Group	Resources needed to use the tool
Dies ist ein Schreiben, das normalerweise verwendet wird, wenn Sie sich für etwas bewerben, z.B. für die Aufnahme in ein Mobilitätsprogramm. Die Schüler müssen erklären, warum sie an einer bestimmten Aktivität interessiert sind, welche Motive sie haben, warum sie sich für ein dieses Programm entschieden haben.	Die Schüler sind idealerweise zwischen 18 und 25 Jahre alt, je nachdem kann es jedoch auch früher sein	Eine Vorlage wird benötigt. Die Schüler können es manuell schreiben oder einen Computer verwenden.

Step by step instructions

Wie schreibt man ein erfolgreiches Motivationsschreiben?
1. Nehmen Sie sich Zeit und beginnen Sie rechtzeitig. Das Motivationsschreiben ist ein wichtiges Dokument in Ihrer Bewerbung. Versuchen Sie nicht, es an einem Abend aufzuschreiben.
2. Achtung - Das Motivationsschreiben ist kein Lebenslauf.
3. Das Motivationsschreiben sollte folgende Fragen beantworten:
- Was ist Ihr Mobilitätsziel?
- In welcher Branche möchten Sie während der Mobilität arbeiten?
- Welchen Beitrag leisten Sie für das Gastunternehmen, sobald Sie ausgewählt wurden? (Sie können sich auf Kenntnisse aus Büchern sowie auf Ihre berufliche, berufliche oder persönliche Erfahrung beziehen. Einige Fakten und Zahlen sind sehr willkommen.)
- Warum bewerben Sie sich für das Mobilitätsprogramm? Welche der in diesem Programm angebotenen Bereiche sind besonders nützlich, um Ihre beruflichen Ziele zu erreichen? (Stellen Sie sicher, dass Sie gut informiert sind!)- Warum sind Sie Ihrer Meinung nach die richtige Person für dieses Programm?
- Welche Kenntnisse und Fähigkeiten, die Sie in Ihrer bisherigen Ausbildung erworben haben, sind nützlich? - Haben Sie bereits einschlägige Berufserfahrung gesammelt?
- Haben Sie als Mitglied einer Organisation relevante Erfahrungen gesammelt? (Studentenverein, Nichtregierungsorganisation, politische Partei, Freiwilligendienst…) Wenn ja, legen Sie einen Nachweis über Ihre Mitgliedschaft / Ihr soziales Engagement vor.
- Wie schätzen Sie Ihre eigene Persönlichkeit ein? Denkst du, du bist ein guter Anführer? Sind Sie jemand, der etwas bewirken kann? Was bringt dich dazu, so zu denken? (Betonen Sie Ihre Stärken, aber seien Sie realistisch.)
- Warum möchten Sie in dieses Land ? - Was weißt du darüber? Erwarten Sie, dass es sich von Ihrem Heimatland unterscheidet? Wenn ja, auf welche Weise? (Sammeln Sie mehr Informationen und sprechen Sie mit Menschen, die in diesem Land waren.)
- Gibt es irgendetwas im Gastland (Gesellschaft, politisches System, Wirtschaft…), von dem Sie glauben, dass es als Modell für Ihr eigenes Land dienen könnte? Versuchen Sie, Lesematerial zu beschaffen, und besuchen Sie einige Websites, die Ihnen helfen können, z. die Website der Botschaft und versuchen, Kontakt zu Menschen aufzunehmen, die dort gelebt haben.
- (für technische Fächer) Gibt es eine im Gastland entwickelte Technologie, die Sie in Ihrem eigenen Land anwenden möchten? Welches genau? Warum?
- Gibt es Organisationen, Institutionen oder Unternehmen im Gastland, über die Sie gerne mehr erfahren möchten? Warum?
4. Stellen Sie sicher, dass Ihr Motivationsschreiben gut verfasst ist. Denken Sie zuerst über alle oben genannten Fragen nach, machen Sie sich Notizen, lesen Sie mehr und diskutieren Sie mit Freunden. Schreiben Sie eine Gliederung und dann den Text. (Nicht alle der oben genannten Fragen müssen beantwortet werden!) Fügen Sie weder die Gliederung noch die Fragen in Ihren Text ein.
5. Wenden Sie einen geeigneten Schreibstil an:
- Vermeiden Sie alle Arten von Plattitüden, blumigen Redewendungen und Schmeicheleien.
- Gehen Sie reflektiert und sachlich mit Ihren Themen um.

Recommendations (How to use the tool/resource)

Die Schüler müssen den Text Korrektur lesen und alle entbehrlichen und überflüssigen Teile löschen. Am Ende sollte das Motivationsschreiben nicht mehr als zwei oder drei Seiten umfassen. Wichtig, auf Grammatik und Rechtschreibung zu achten! Beachten Sie auch, dass dieses Motivationsschreiben bei Vorauswahlgesprächen besprochen werden kann.

Additional Attachments/ Supplementary Documents

Vorlage eines Motivationsschreibens

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Informationsveranstaltung

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Die Schüler und ihre Eltern / Erziehungsberechtigten auf ihre Mobilität vorbereiten (zweiwöchiges Praktikum), um die Kommunikation zu verbessern und auf Nummer sicher zu gehen.

Expected Outcomes

Vollständige Information über die bevorstehende Reise. Sicherstellen, dass Sie die vollständige Reiseroute sowie alle Kontaktinformationen bekannt sind.

Description	Target Group	Resources needed to use the tool
Vereinbaren Sie eine Sitzung, um die Teilnehmer und ihre Eltern / Erziehungsberechtigten umfassend über ein zweiwöchiges Praktikum zu informieren, einschließlich Reisearrangements, Unterbringung, besuchten Ort und Praktikumsplatz. Sammeln Sie auch die Erlaubnis aller Teilnehmer in Bezug auf die DSGVO, den Austausch von Telefonnummern und Fotos ein.	Lehrer / Tutor / Internationales Personal	Erlaubnisformulare für Schüler und Eltern / Erziehungsberechtigte zum Unterschreiben. PowerPoint Präsentation Informationsschreiben mit Angaben zur Reiseroute und Kontaktdaten des Begleitpersonals.

Step by step instructions

1. Vereinbaren Sie einen Termin und laden Sie die Teilnehmer mithilfe eines Einladungsschreibens ein
2. Informationsschreiben vorbereiten (bei der Sitzung aushändigen)
3. Bereiten Sie die Berechtigungsformulare vor
4. Führen Sie die Sitzung mithilfe von PowerPoint durch.
5. Legen Sie alle unterschriebenen Berechtigungsformulare ab

Recommendations (How to use the tool/resource)

Das Material muss für einzelne Organisationen angepasst werden.
Ein Vorlagenbrief für die Informationssitzung wurde hochgeladen, der rot markiert ist, um einzelne Informationen zu ändern.

Additional Attachments/ Supplementary Documents

Briefvorlage für Schüler / Eltern

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Sensorischer Weg

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ein Mobilitätserlebnis soll mit neuen Perspektiven und Kompetenzen auf persönlicher und beruflicher Ebene neue Impulse für die Zukunft geben.

Expected Outcomes

An vergangene Erfahrungen denken.
Ideen für die eigene Zukunft entwickeln.

Description	Target Group	Resources needed to use the tool
Dieses Spiel kann als Bewertungs- und Besprechungswerkzeug verwendet werden. Es ermöglicht dem Teilnehmer, über seine eigene Zukunft nachzudenken, beginnend mit dem, was er im Ausland während der Mobilität erlebt hat.	Lehrer / Tutoren	5 min zur Vorbereitung der Aktivität; 15 min für die Umsetzung; 15 min für die Nachbesprechung.

Step by step instructions

Der Tutor teilt die Personen in zwei Gruppen ein. Dann geht jeder Teilnehmer durch den Ort und sucht nach Objekten, um die herum sich wieder Gefühle für das vergangene Mobilitätserlebnis einstellen.
Dann wird die andere Gruppe die gleiche Aktivität ausführen. Die Berührung, der Geruch, die Konsistenz sind die Hauptelemente.
Sobald jedes Paar endet, führt der Tutor eine Nachbesprechung durch und stellt einige Fragen wie:
• Wie fühlen Sie sich jetzt nach dem Mobilitätserlebnis?
• Welche Ängste haben Sie überwunden?
• Welche Ängste haben Sie noch?
• Welche Inputs hatten Sie während der Mobilitätserfahrung? Welche Impulse für die Zukunfst hast du jetzt?

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Halbzeit- und Abschlussbewertung

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

-Um ein ständiges Feedback der Jugendlichen zu verschiedenen Themen zu gewährleisten, bieten Sie Möglichkeiten, über sie nachzudenken und eventuell auftretende Probleme zu lösen.
- Verstehen, ob die im Mobilitätsprogramm entwickelten Aktivitäten den Zielen entsprechen, und gegebenenfalls die erforderlichen Anpassungen und Änderungen vorzunehmen sind.

Expected Outcomes

Diese Aktivität ist wichtig, um die Flexibilität des Mobilitätsprozesses zu gewährleisten, die Bedürfnisse der Teilnehmer zu berücksichtigen und Informationen über die Dynamik und Atmosphäre der Gruppe bereitzustellen.

Description	Target Group	Resources needed to use the tool
Zur Halbzeit des Mobilitätsprogramms sind die Teilnehmer eingeladen, an einer Sitzung (über Skype) teilzunehmen, um ihre Eindrücke und Gefühle über den Mobilitätsprozess auszutauschen. Sie erhalten auch Fragebögen zur Beantwortung (per E-Mail oder Messenger.) Am Ende des Mobilitätsprogramms nehmen die Jugendlichen an einer persönlichen Sitzung teil. Sie sprechen noch einmal über ihre Erfahrungen, ihre ersten Erwartungen und wie sie sich nun fühlen. Sie sprechen über die Schwierigkeiten, die sie hatten, was verbessert werden könnte und was gut funktioniert hat. Sie entwickeln auch Ideen	Die Schüler sind idealerweise zwischen 18 und 25 Jahre alt	Skype, E-Mail, Messenger und Fragebogen.

Step by step instructions

Ihre Meinung und Überlegungen sind wichtig. Sie helfen uns zu verstehen, ob die im Rahmen des Mobilitätsprogramms entwickelten Aktivitäten für Sie und Ihre Ziele geeignet sind. Wenn etwas geändert werden muss, können wir die erforderlichen Anpassungen vornehmen. Helfen Sie uns herauszufinden, was Sie fühlen, indem Sie den folgenden Fragebogen beantworten:
1) Was waren die besten Momente bis jetzt und warum haben sie dir so viel bedeutet?
2) Welche Aktivitäten haben Ihnen am besten gefallen?
3) Was hast du bis jetzt gelernt?
4) Was kann Ihrer Meinung nach verbessert werden?
5) In welchem Berufsfeld möchten Sie zukünftig arbeiten?
6) Können Sie anwenden, was Sie gelernt haben? Wird es für Sie nützlich sein?
7) Wie können Sie es anwenden?

Recommendations (How to use the tool/resource)

Es ist wichtig, dass Sie diesen Fragebogen in der Mitte Ihres Mobilitätsprogramms beantworten. Dadurch können wir gegebenenfalls Anpassungen vornehmen. Dann sollten Sie es am Ende noch einmal beantworten. Dies hilft uns zu verstehen, ob die vorgenommenen Änderungen erfolgreich waren und ob die Erfahrung für Sie nützlich war.

Additional Attachments/ Supplementary Documents

Fragebogen zur Halbzeit- und Abschlussbewertung.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Acht Schlüsselkompetenzen

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Diese Schlüsselkompetenzen helfen dabei, die Wissensbasis, Einstellungen und Eignungen eines Individuums zu erfassen.

Expected Outcomes

Durch die Bearbeitung dieser 8 Elemente kann der Teilnehmer seine Fähigkeiten während eines Interviews oder bei der Erstellung des Lebenslaufs leichter beurteilen.

Description	Target Group	Resources needed to use the tool
Die Kompetenzen des Teilnehmers kennen und wertschätzen, um diese Kompetenzen mit dem Arbeitsmarkt zu verknüpfen oder zukünftige Schritte zu planen.	Junge Menschen	-

Step by step instructions

Zu Beginn des Mobilitätsprojekts sind die Teilnehmer eingeladen, über ihre Kompetenzen nachzudenken. Dazu wählt der Teilnehmer mit Unterstützung der 8 von der Europäischen Union festgelegten Schlüsselkompetenzen 3 Kompetenzen aus, die er / sie während des Mobilitätsprojekts verbessern möchte. Für jeden von ihnen bewertet sie sich selbst von 1 bis 5, wie viel sie diese Kompetenzen erworben hat, und gibt konkrete Beispiele.
Anschließend schaut der Teilnehmer nach der Mobilität auf seine Bewertung zurück und erledigt die gleiche Arbeit für die ausgewählten Kompetenzen. Der Teilnehmer sollte darüber nachdenken, wie sich seine Kompetenzen während des Projekts verbessert haben.

Schlüsselkompetenzen	Fragen, die Ihnen beim Nachdenken helfen können	Sebstbewertung 1, 2 ,3 ,4 ,5
Kommunikation in der Muttersprache	Wie fit bin ich in meiner Muttersprache?
Verständigung in Fremdsprachen	Verbessere ich meine Kommunikation in Fremdsprachen?
Mathematische Kompetenz und Grundkenntnisse Basiskompetenzen in Wissenschaft und Technik	Nutze ich meine mathematischen Fähigkeiten während des Praktikums?
Digitale Kompetenzen	Lerne ich etwas über die Computernutzung in anderen Ländern? Lerne ich, Online-Ressourcen für mein Praktikum zu nutzen (Websites, Blogs, Mailinglisten, soziale Netzwerke wie Facebook)?
Soziale und staatsbürgerliche Kompetenzen	Entwickle ich neue Kommunikationsfähigkeiten? Kann ich mit Menschen aus verschiedenen Kontexten kommunizieren und unterschiedliche Sichtweisen verstehen? Kann ich mit unterschiedlichen Konflikten konstruktiv umgehen und Einfühlungsvermögen zeigen?
Eigeninitiative und unternehmerisches Denken	Kann ich Ideen in Taten umsetzen? Kann ich kreativ und innovativ sein?
Kulturelles Bewusstsein und Ausdruck	Drücke ich mich und meine Kultur aus? Entwickle ich neues Wissen und Bewusstsein für kulturelle und sprachliche Vielfalt?

Recommendations (How to use the tool/resource)

Die Beantwortung dieser Fragen kann dem Teilnehmer helfen, die erlernten Kompetenzen zu erkennen, und die endgültige Erstellung des Europasses am Ende des Projekts erleichtern. Es ist ein gutes Werkzeug, um den Lernprozess zu verfolgen

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

https://ec.europa.eu/education/policies/school/key-competences-and-basic-skills_de

Evaluation

Tools used in the evaluation phase

Schülerjournal

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Anleitung der studentischen Teilnehmer und guter Nachweis für Erasmus +.

Expected Outcomes

Die Studierenden werden besser vorbereitet sein und Nachweise darüber haben, was in Bezug auf die Mobilität passiert ist, sowie Nachweise über ihre Entwicklung durch die Mobilität.

Description	Target Group	Resources needed to use the tool
Jeder Student, der an einer Mobilität teilnimmt, füllt ein Schülerjournal aus. Das Buch ist vor der Reise, während der Reise und nach der Reise in drei Teile geteilt. Das Logbuch hilft den Schülern, sich auf die Reise vorzubereiten, und das Buch wird verwendet, um die Sprache / Kultur-Sitzung zu informieren, die den Schülern angeboten wird. Sie können den größten Teil des ersten Abschnitts während dieser Sitzung abschließen. Der Mittelteil, den sie auf der Mobilität absolvieren, gibt der Gruppe auch die Möglichkeit, sich abends zu treffen, ihren Arbeitstag zu besprechen und das Logbuch zu vervollständigen. Der letzte Abschnitt gibt wichtige Informationen darüber, was der Student aus der Mobilität gelernt hat.	Lehrer / Tutoren / Internationales Personal.	-

Step by step instructions

1. Stellen Sie sicher, dass jeder Schüler eine Kopie des Journals hat, indem Sie es in einer Sprach- / Kultursitzung aushändigen.
2. Verwenden Sie das Journal, um die Sprach- / Kultursitzung zu leiten.
3. Erläutern Sie die verschiedenen Abschnitte und teilen Sie den Schülern mit, welche Teile sie benötigen, um die Vorbereitung der Mobilität abzuschließen.
4. Lassen Sie sich von den Tutoren der Schüler unterstützen, um sicherzustellen, dass sie die erforderlichen Nachforschungen anstellen und in das Journal zur Vorbereitung der Mobilität eingeben.
5. Unterstützen Sie die Schüler beim Ausfüllen des Journals.
6. Bewahren Sie die Logbücher als Nachweis bei der nationalen Agentur / Erasmus + auf.

Recommendations (How to use the tool/resource)

Das Logbuch wir während der Mobilität jeden Abend als zentraler Punkt für Treffen mit Schülern verwendet. Es ist hilfreich, eine Diskussion über ihren Tag zu führen und sie dann dabei zu unterstützen, die relevanten Teile des Journals auszufüllen.

Additional Attachments/ Supplementary Documents

Schülerjournal

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Bewertungsskala

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Laufende Bewertung der Praktika und zu entwickelnder Bereiche.

Expected Outcomes

Es wird erwartet, dass die Schüler das Instrument hilfreich finden, um ihre Meinung mitzuteilen und nach Aspekten / Bereichen zu suchen, die verbessert werden sollen. Es ist ein Hilfsmittel, mit dem sich die Antwortenden auf die Hauptaspekte konzentrieren und antworten.
Es wird auch erwartet, dass Lehrer (einschließlich Berufsberater) dieses Instrument hilfreich finden, da es den Schülern hilft, Kommentare abzugeben, ihre Meinung zu äußern, Probleme zu lösen und nach Verbesserungsmöglichkeiten zu suchen.

Description	Target Group	Resources needed to use the tool
Die Bewertungsskala ist ein nützliches Instrument, das in der Implementierungs- und / oder Bewertungsphase von Entsendeorganisationen und / oder -unternehmen verwendet wird, die Praktika für Studenten anbieten	Sekundarschule und Berufsschule	Papier- oder elektronische Vorlage (von Studenten auszufüllen).

Step by step instructions

Im Evaluierungsprozess kann es nützlich sein, den Fortschritt der Arbeit zu zeigen, was hätte anders gemacht oder in Zukunft geändert werden können, was nicht geändert werden sollte, wenn Praktika in Zukunft organisiert werden. Die Skala zeigt den Grad der Zufriedenheit mit dem Implementierungsprozess des Praktikums. Am Ende des Praktikums wird der Student gebeten, seine Teilnahme an Praktika zu bewerten. Es gibt mindestens 10 Fragen, die sich beziehen auf: Wie wurden die Praktika organisiert, ob der Schüler bei Bedarf Hilfe erhielt; ob der Schüler viel über das Unternehmen / die Institution / den Beruf / die wesentlichen Verfahren gelernt hat, die bei einer bestimmten Arbeit zu beachten sind usw. Die Skala beginnt mit der Zahl "1", was "Minimum" bedeutet, und endet mit der Zahl "5", was "Maximum" bedeutet Jede Frage wird durch Markieren des Punktes auf der Skala und anschließend durch Erklären, warum er / sie diesen Punkt genau markiert hat ergänzt. Der Schüler / die Schülerin muss erklären, was "3" für ihn / sie bedeutet und warum er / sie nicht eine kleinere Zahl markiert hat. Auf diese Weise erhält man Informationen darüber, was Stufe "3" für den Schüler bedeutet. Anschließend wird der Schüler gefragt: Was hätte geschehen sollen, damit der Schüler eine größere Zahl auf der Skala markiert. Eine Möglichkeit, Informationen darüber zu erhalten, was anders / besser / mehr oder weniger sein könnte. Es ist nützlich, die Skalierungsmethode bei der Durchführung der Zwischenevaluierung und der abschließenden Evaluierung zu verwenden und sie bei einer Evaluierung auf der Grundlage eines Interviews mit einer Person anzuwenden .
Auf der Grundlage der Antworten und Beobachtungen der Schüler können zukünftige Praktika verbessert werden und eine höhere Qualität aufweisen.

Recommendations (How to use the tool/resource)

Der Student füllt die Tabelle selbstständig oder mit Hilfe aus.

Additional Attachments/ Supplementary Documents

Beispiel für Bewertungsskala mit empfohlenen Fragen – Hinweise zurVerwendung des Tools in der Praxis

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Post auf der Schul -Website

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ein Post konzentriert den Schüler auf seine Erfahrung und gibt ihm die Möglichkeit, sich als jemand darzustellen, der etwas geschafft hat. Das kann das Selbstwertgefühl stärken. Nach außen zeigt es ein attraktives Angebot der Schule.

Expected Outcomes

Ein persönlicher Beitrag auf der Homepage der Schule zeigt den Nutzen des Praktikums, es zeigt, dass ein Schüler dieser Schule die Herausforderungen eines Praktikums meistert.

Description	Target Group	Resources needed to use the tool
Der Post sollte den Praktikanten am Arbeitsplatz zeigen und einige Sätze zum Ertrag des Praktikums enthalten.	Schüler	Smartphone oder Kamera

Step by step instructions

Recommendations (How to use the tool/resource)

Sie müssen diese Aufgabe während des Praktikums als Verpflichtung für das Follow-up vorstellen.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

http://www.e2c-europe.org/e2c/students.html

Evaluation

Tools used in the evaluation phase

Smartphones als Arbeitswerkzeuge

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Testen der Fähigkeit von SCE-Studenten, auf Web Ressourcen zuzugreifen: Durchsuchen von Websites um die Standorte verschiedener öffentlicher Einrichtungen zu finden, die Öffnungszeiten zu sehen und die erforderlichen Informationen zu erhalten, um sich z.B. für einen Berufsbildungskurs einzuschreiben.

Expected Outcomes

Verbesserung der life skills mithilfe von Mobiltelefonanwendungen in einer Mobilitätssituation: Orientierung in der Stadt, Entfernungsberechnung, Vergleich der Preise verschiedener Unternehmen für verschiedene Dienste mithilfe von Google Maps.

Description	Target Group	Resources needed to use the tool
Test zum Nachweis, dass der Schüler über Planungs-, Orientierungs- und Entscheidungsfähigkeiten verfügt. (z.B.: Der Student hat die Aufgabe, in einer bestimmten Zeitspanne einen Ort zu erreichen, mit öffentlichen Verkehrsmitteln oder zu Fuß. Er muss mit einem bestimmten Geldbetrag auskommen.)	Schüler der zweiten Chance;	Handy, Bus- / Bahn- / Straßenbahntickets, Arbeitsblatt.

Step by step instructions

Die Überprüfung der lifeskills der Schüler erfolgt als "Outdoor-Abenteuer" oder als "Schatzsuche" . Dieses Aufgabe wird mit Hilfe von Freiwilligen durchgeführt.

Recommendations (How to use the tool/resource)

Durch diese „Outdoor-Abenteuer“ oder Spiele, die reale Situationen simulieren, gewinnt der Student an Selbstvertrauen, überwindet die Angst vor fremden Ländern oder öffentlichen Institutionen und beseitigt Frustrationen, die er in einer Mobilitätssituation erleben könnte .
Mit ihrem eigenen Telefon können die SCE-Studenten auf die Informationen zugreifen, die für die Erfüllung einer Arbeitsaufgabe und die Selbstständigkeit in einer Welt erforderlich sind, mit der sie nicht vertraut sind.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Praktikumsbotschafter – peer to peer Lernen

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ein „Praktikumsbotschafter“ zu werden, bietet eine neue persönliche Herausforderung für einen Studenten, die auf Erfahrungen während des Praktikums basiert und die Macht von Peer-to-Peer-Lernen nutzt. Das ist hilfreich für die berufliche Orientierung und die persönliche Entwicklung.

Expected Outcomes

Dieser Ansatz funktioniert in zwei Richtungen - für den Botschafter ist es eine Chance zur persönlichen Weiterentwicklung, indem Erfahrungen reflektiert und mit Gleichaltrigen ausgetauscht werden.

Description	Target Group	Resources needed to use the tool
Peer-to-Peer-Unterricht kann eine nützliche Methode sein, um die Erfahrungen, die die Schüler während des Praktikums gemacht haben, zu verbreiten. Peer-to-Peer-Unterricht bietet folgende Vorteile: - Junge Lehrer sind bei diesen Inhalten authentischer / glaubwürdiger als Erwachsene - Herausforderungen und Probleme können mit denen besprochen werden, die die Situation bereits gemeistert haben.	Lehrer / Tutoren	Vorbereitungssitzung mit engagierten Schülern

Step by step instructions

Als Tutor / Lehrer kennen Sie Ihre Schüler am besten. Laden Sie sie ein und motivieren Sie sie, „Mobilitätsbotschafter“ zu werden. Bitten Sie sie, sie bei dem Mobilitätsvorbereitungsprogramm Ihrer Schule zu unterstützen.

Recommendations (How to use the tool/resource)

Trainieren Sie eine Peer-to-Peer-Situation mit engagierten Schülern. Sie fühlen sich dann sicher, wenn sie als „Mobilitätsbotschafter“ auftreten.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Siehe Wikipedia für Peer-to-Peer-Lernen/ Peer-to-Peer- Unterricht.

Evaluation

Tools used in the evaluation phase

Schülerhandbuch für Mobilität - Teil 3

Source: SEPLO Projekt erstellt von EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Dies ist ein kurzes Video, das den Schülern helfen soll, den Evaluierungsprozess zu starten, sobald sie von einem Praktikum in einem anderen Land zurückgekehrt sind. Es fragt die Schüler, wie sie sich nach der Teilnahme an einem Praktikum in einem anderen Land fühlen, und führt sie dann zu den nächsten Schritten der Evaluierung nach dem Praktikum.

Expected Outcomes

Nach dem Anschauen des Videos wird den Schülern klar, was von ihnen erwartet wird.

Description	Target Group	Resources needed to use the tool
Dies ist ein kurzes Video, das den Schülern helfen soll, den Evaluierungsprozess zu starten, sobald sie von einem Praktikum in einem anderen Land zurückgekehrt sind. Er fragt den Schüler, wie er sich nach der Teilnahme an einem Praktikum in einem anderen Land fühlt, und führt ihn dann zu den nächsten Schritten bei der Bewertung nach dem Praktikum. Das Video richtet sich in erster Linie an Studenten, die das ECVET-System nutzen, um Punkte für ihre Qualifikation zu sammeln. Es kann jedoch auch für Studenten angepasst werden, die auf die Entwicklung von Soft Skills hinarbeiten.	Studenten, die auf die Entwicklung von Softskills hinarbeiten.	Leistungsnachweis in schriftlicher, audio- oder visueller Form.

Step by step instructions

-5 Minuten Vortrag des Lehrers, um das Video vorzustellen und eventuelle Fragen der Schüler zu beantworten.
-7 Minuten, um das Video den Schülern zu zeigen.
-15 Minuten, um Feedback und Diskussionen mit Studenten zu haben.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

SEPLO-Schülerhandbuch für Mobilität - Teil 3

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Präsentation der Mobilitätsergebnisse

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Den Studierenden ermöglichen, zu zeigen, was sie während des Mobilitätsprogramms gelernt haben, und ihre Entwicklung in Bezug auf erworbene Fähigkeiten und Kompetenzen zu bewerten.

Expected Outcomes

Diese Übung ermöglicht es den Schülern, über ihre Leistungen nachzudenken und einen kreativen Weg zu finden, sie ihren Lehrern vorzustellen. Auf der anderen Seite erhalten Lehrer die Möglichkeit, zu verstehen, wie viel die Schüler mit dem Mobilitätsprogramm entwickelt und gelernt haben.

Description	Target Group	Resources needed to use the tool
Wenn die Mobilität beendet ist und die Schüler in ihr Land und in ihre Schule zurückkehren, müssen sie all ihren Lehrern einen Vortrag halten, in dem sie nachweisen, was sie gelernt haben und welche Kompetenzen sie erworben haben. Sie können ein Video zeigen oder eine praktische Demonstration machen (zum Beispiel etwas kochen und es dann den Lehrern geben, um es zu probieren). Diese Präsentation, wird zusammen mit den Berichten des Betreuers und des Gastunternehmens für die Abschlussbewertung berücksichtigt.	Die Schüler sind idealerweise zwischen 18 und 25 Jahre alt, je nach Reife und Interesse der Teilnehmer kann es jedoch auch früher sein	Die Schüler können ihre Präsentationen mit Videos, Powerpoints, Fotos usw. erstellen. Sie können wählen, wie sie ihre Mobilitätsergebnisse präsentieren möchten.

Step by step instructions

Sie haben Ihr Mobilitätsprogramm beendet und sicherlich viel gelernt. Dies war eine Gelegenheit, um Ihre Fähigkeiten zu entwickeln. Nun kehren Sie in Ihr Heimatland und in Ihre Schule zurück. Ihre Erfahrungen müssen mitgeteilt und Ihre neuen Kompetenzen Ihren Lehrern gezeigt werden. Die wollen wissen, was Sie Neues gelernt haben und was sie bei Ihrer abschließenden Bewertung berücksichtigt müssen.
Versuchen Sie, auf attraktive Weise zu denken, um die Mobilitätserlebnis zu zeigen. Sie können eine Präsentation mit Powerpoint, Fotos oder Videos erstellen. Sie können auch eine praktische Vorführung machen. Es liegt an dir. Zeigen Sie ihnen, dass Sie eine andere Person sind, viel selbstbewusster und viel erfahrener.

Recommendations (How to use the tool/resource)

Sammle viele Fotos und mache Videos in guter Qualität. Das sind gute Nacheise. Wenn Sie eine praktische Demonstration machen, wird das noch besser sein. Planen Sie Ihre Präsentation sorgfältig und vergessen Sie nicht, über Ihre persönliche und soziale Entwicklung zu sprechen (wie Sie sich am Anfang gefühlt haben, welche Ängste und Erwartungen Sie hatten, wie Sie die Hindernisse überwunden haben, was Sie über sich selbst und die Person, die Sie jetzt sind, gelernt haben).

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Preisverleihung

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Die Leistungen der Studierenden würdigen und feiern.

Expected Outcomes

Die Studierenden erhalten Zertifikate zur Anerkennung ihrer Leistungen. Werbung um Studenten zu interessieren.

Description	Target Group	Resources needed to use the tool
Eine Zeremonie wird arrangiert und Studenten, relevante Mitarbeiter, einschließlich Marketing sowie lokale Presse / Radio, werden eingeladen. Die Europass-Mobilitätszertifikate und die Teilnahme an Zertifikaten, die die Studierenden erworben haben, werden ausgehändigt. Außerdem erhält jeder Schüler ein Fotobuch als Andenken sowie ein internationales Notizbuch und einen Stift.	Tutoren / Lehrer (internationales Personal).	Einladungsschreiben; PowerPoint Präsentation; Ausgefüllte Europässe und Teilnahmebescheinigungen; Fotobücher; Internationale Notizbücher und Stifte.

Step by step instructions

1. Laden Sie nach Abschluss einer Mobilitätsmaßnahme Studierende, Mitarbeiter, Marketing, außerhalb der Öffentlichkeit zu einer Preisverleihung ein. Der Termin muss innerhalb eines Monats nach Beendigung der Mobilitätsmaßnahme vereinbart werden.
2. Fotobuch erstellen oder bestellen (wir verwenden Online-Fotobuch-Apps).
3. Sammeln und überprüfen Sie die Europässe und Teilnahmebescheinigungen.
4. Buchen Sie ein Zimmer in der Hochschule und bestellen Sie Erfrischungen und IT-Anforderungen.
5. Geben Sie alle mit der Mobilität aufgenommenen Fotos ein, um eine Diashow für die Veranstaltung zu erstellen.
6. Führen Sie eine Powerpoint-Präsentation durch, um das Ereignis zu steuern.
7. Führen Sie die Preisverleihung durch und machen Sie viele Fotos für die Verbreitung / Öffentlichkeitsarbeit.

Recommendations (How to use the tool/resource)

Dies ist eine Beschreibung dessen, was wir tun. Andere Organisationen können die Anregung mit eigenen Ideen umsetzen.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Outil d’auto-analyse

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Le participant auto-évalue sa mobilité et son expérience et partage cette auto-évaluation avec son tuteur / formateur.

Expected Outcomes

Aider le participant à évaluer ses résultats, ses objectifs personnels, son integration dans l’enivronnement professionnel et son développement personnel.

Description	Target Group	Resources needed to use the tool
Le participant remplit un questionnaire qui vise à le/la faire réfléchir sur : - Son investissement dans le projet - Son investissement personnel - Faire des commentaires ou des suggestions	Jeunes adultes	En pièce jointe: exemple de questionnaire

Step by step instructions

Répondre au questionnaire

Recommendations (How to use the tool/resource)

Dans un 1er temps, le questionnaire peut être rempli en inidividuel par l’apprenant et ensuite faire l’objet d’une discussion lors d’un entretien avec le formateur / tuteur

Additional Attachments/ Supplementary Documents

Questionnaire d’auto-évaluation

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Plan d’action

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Etablir le plan des objectifs pédagogiques, les activités et le calendrier du participant conjointement avec le tuteur

Expected Outcomes

Une réflexion et une évaluation des objectifs de la semaine

Description	Target Group	Resources needed to use the tool
Au début de la semaine, le participant et le tuteur remplissent ensemble la matrice. A la fin de la semaine, A la fin de la semaine, ils évaluent ensemble l’atteinte ou non des objectifs pédagogiques. C’est un moment important également dans le sens où l’apprenant peut faire part à son tuteur des éventuels problèmes qu’il a rencontrés.	Professionnels	Rencontre de 20 minutes minimum En pièce jointe : une matrice du plan d’action

Step by step instructions

Remplir la plan d’action

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Matrice du plan d’action

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Code de conduite

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Instaurer un climat de bienvenue et un environnement de travail agréable
Impliquer les apprenants dans l’élaboation d’un règlement propre au programme de mobilité

Expected Outcomes

Les participants à la mobilité se conformeront aux règles qu'ils ont rédigées. Cet outil est important pour établir avec tous les participants un accord commun sur l’engagement de tous pour le succès de la mobilité.

Description	Target Group	Resources needed to use the tool
Au début du programme de mobilité, les participants sont invités à collaborer à la construction d’un «code de conduite», c’est-à-dire que le règlement intérieur doit être respecté par l’équipe pendant le programme de mobilité. Ils apprennent également à connaître les règles internes de l'entreprise d'accueil.	Les apprenants idéalement âgés de 18 à 25 ans, ou plus jeunes, en fonction de la	Modèle de règles et règlements

Step by step instructions

Les stagiaires sont invités à réfléchir et à élaborer un ensemble des règles à suivre pendant le programme de mobilité. Il leur est précisé que ces règles devraient contribuent à un bon environnement de travail et que tout le monde doit les suivre.

Recommendations (How to use the tool/resource)

Ce code de conduite devrait être créé dans le cadre d’une activité de groupe.

Additional Attachments/ Supplementary Documents

Modèle Règles et règlement

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Photo Book

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Témoignage du voyage et souvenir pour les étudiants de conserver de bons souvenirs.

Expected Outcomes

Chaque élève aura un souvenir du voyage, les autres intervenants en sauront plus sur le voyage

Description	Target Group	Resources needed to use the tool
Beaucoup de photos sont prises pendant chaque mobilité, à titre de preuve mais aussi afin de conserver de bons souvenirs. Ces photos sont utilisées pour produire un livre, qui est commandé en ligne et personnalisé pour chaque mobilité. Les étudiants prennent aussi des photos et les partagent en utilisant WhatsApp. Ils sont encouragés à le faire pour participer à un concours – celui de la meilleure photo du voyage. L’apprenant reçoit un prix, généralement une toile de la photo. Aussi les meilleures photos sont inscrites dans le rapport annuel Concours Erasmus +. Chaque élève reçoit un livre photo sous forme de souvenir du voyage. Les albums photos servent de preuve à Erasmus + de la mise en œuvre de l’événement.	Tous les participants	Photos (Nous utilisons généralement WhatsApp pour partager les photos afin que tout le monde puisse contribuer).

Step by step instructions

Assurez-vous que tous les participants sont conscients de l'importance de prendre des photos sur les mobilités.
Informer tous les participants de les partager via WhatsApp.
À la fin du voyage, compilez et commandez les albums photo.
Remettez-les aux participants lors de la cérémonie de remise des prix.

Recommendations (How to use the tool/resource)

Ecrire une petite description sous chaque photo, incluant le nom des stagiaires y figurant.

Additional Attachments/ Supplementary Documents

Photo d’un livre photo

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Guide pour l'intégration des jeunes dans une mobilité à l'étranger

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Développer les compétences personnelles et sociales d'une personne pour faire face à une situation de mobilité:
- La communication interpersonnelle;
- connaissance positive et gestion des émotions;
- prendre des décisions efficaces;
- Conflit et négociation créative.

Expected Outcomes

Les apprenants seront capables de faire face aux expériences de mobilité transfrontalière et d’avoir une meilleure orientation dans l’environnement professionnel et social.

Description	Target Group	Resources needed to use the tool
1. Aptitudes à la communication sur la grille d’autoévaluation; Grille d'auto-évaluation pour les émotions; 2. Jeux et exercices de cognition mutuelle, jeux de rôle, jeux de groupe, questionnaires, quiz; 3. Ateliers pratiques, histoires thérapeutiques.	Tout apprenant	Compétences de la vie - Ressources actives, sujets à choix multiples

Step by step instructions

Recommendations (How to use the tool/resource)

Développer les aptitudes à la vie quotidienne de jeunes défavorisés ne suffit pas pour mener des actions d'intégration répondant à l'un ou l'autre des besoins, mais repose sur une idée ou une méthode de travail. Des programmes complexes, structurés et développés sont nécessaires pendant une période suffisante pour permettre le développement et la consolidation de compétences ciblées

Additional Attachments/ Supplementary Documents

Emotional intelligence, par Daniel Jay Goleman
McCONNON, Shay&Margaret, Votre choix – Prendre des décisions, Sens du relationnel, Conflict, Ecuation par l’alphabetisation émotionnelle, publié par People First 2002.
Cycle de développement personnel, développé par Ales Bednarik

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Suivi de mobilité

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Lorsqu'un jeune participe à un programme de mobilité, il ne peut pas être laissé seul. La plupart du temps, il y a de la documentation à traiter et d'autres problèmes pour lesquels le jeune a besoin d'aide.
Le but de cette pratique est d'accompagner le jeune tout au long du processus de mobilité, en maintenant des contacts réguliers avec le jeune et l'entreprise d'accueil.

Expected Outcomes

Une surveillance étroite peut prévenir les situations problématiques et garantir le succès du programme de mobilité.

Description	Target Group	Resources needed to use the tool
Au début du programme de mobilité, un tuteur est affecté au jeune, chargé de rédiger un protocole avec l'entreprise qui l'accueillera, ainsi qu'un plan de travail et un registre de présence. Ce tuteur maintient un contact régulier avec l'entreprise et le jeune, afin de comprendre comment se passe l'intégration, comment est l’assiduité du jeune, quel est le degré de sa motivation, les difficultés qu'il / elle rencontre . Avec ce contact étroit, il peut résoudre les problèmes qui peuvent apparaître. À la fin, il demande à l'entreprise d'accueil de remplir un formulaire d'évaluation et de l'envoyer à l'organisation d'envoi.	Les formateurs Assurant le suivi des jeunes en mobilité	Certains modèles sont nécessaires pour le protocole, le plan de travail, le registre des présences et le formulaire d'évaluation. Ensuite, le formateur et les étudiants doivent trouver le meilleur moyen de communiquer entre eux: courrier électronique, WhatsApp, Messenger, Skype, Téléphone. Les visites présentielles sont également importantes et pour les rendre possibles, des ressources financières sont nécessaires pour les voyages, l’hébergement, etc.

Step by step instructions

En tant que formateur, vous devez établir des contacts avec l'entreprise d'accueil et obtenir un accord sur la durée du programme de mobilité, les heures de travail, le plan d’action, l'heure du repas, les tâches, etc. Une fois que cela a été convenu verbalement, vous devez rédiger un protocole et un plan d’action et demander à l'entreprise d'accueil et au stagiaire de les signer. Vous signez ces documents en tant que organisation d’envoi. Vous créez également une feuille de présence pour surveiller l'absentéisme. Ensuite, vous restez en contact avec l'entreprise d'accueil et avec les apprenants tout au long du processus pour savoir si des problèmes doivent être résolus. Dans la mesure du possible, vous devriez faire une visite présentielle aux étudiants en mobilité. À la fin du programme de mobilité, vous demandez à l'entreprise d'accueil de remplir un formulaire d'évaluation. Avec ce document, vous aurez des informations détaillées sur la performance des jeunes tout au long du processus.

Recommendations (How to use the tool/resource)

Ne rédigez jamais un protocole ou un plan d’action sans en avoir d'abord discuté avec l'entreprise d'accueil. Cela doit être le résultat d'un accord. Ne laissez jamais les jeunes seuls le long du processus. Ils ont besoin de contacts réguliers pour se sentir en sécurité et en confiance.

Additional Attachments/ Supplementary Documents

Protocole
Plan d’action
Feuille de présence
Test d'évaluation

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Analyse des risques

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Reconnaître les risques existants, trouver des solutions pertinentes aux situations problématiques, prévoir les risques futurs et les actions utiles.

Expected Outcomes

Les étudiants trouvent l'outil utile pour identifier les difficultés et trouver des solutions. Cet outil s’avère utile dans la prévision des risques / situations difficiles et est utile pour trouver des moyens pertinents de résoudre les problèmes identifiés

Description	Target Group	Resources needed to use the tool
C'est un outil utile pour reconnaître les risques existants, trouver des solutions pertinentes aux situations problématiques, prévoir les risques futurs et prendre des mesures utiles.	Pour: -étudiants de l'enseignement secondaire et professionnel (tous les étudiants) -entreprises organisant des stages / stages	Version papier ou électronique du modèle; stylo.

Step by step instructions

L'outil consiste en un modèle avec des questions permettant d'identifier les risques au cours de la phase de mise en œuvre du placement et de trouver des solutions pour résoudre les problèmes identifiés. C'est un outil utile qui aide dans tous les types de placements. Il peut être utilisé par les étudiants eux-mêmes et / ou par des organisations / sociétés d'envoi organisant des stages pour étudiants. C'est un outil utile pour: éviter les risques; éliminer les conséquences de situations indésirables. La prévention des risques suit une séquence d'étapes:
1. Identification des risques
2. Évaluation des risques
3. Evaluation des mesures préventives existantes
4. Décision sur l'opportunité de prendre des mesures préventives supplémentaires
5. Réévaluation des risques après la mise en œuvre
6. Spécification de toute action corrective possible en cas de survenance du risque.
Proposition de questions comprises dans le modèle:
1. A quoi ressemble la situation? (détails de l'existence d'une situation probable)
2. Qu'est-ce qui est / peut être difficile? (identification des risques / situations problématiques à résoudre)
3. Quelles sont les solutions possibles pertinentes à la situation? (collection d'exemples existants de solutions à mettre en œuvre)
4. Quelle solution est la plus pertinente pour la situation problématique? (en choisissant les exemples les plus pertinents de solutions et de mise en œuvre).
5. Changeriez-vous quelque chose dans la proposition de solution utilisée pour la rendre plus utile dans des situations similaires à l'avenir? (réévaluation d'exemples de solutions et identification du moment et de la manière de l'utiliser)
Les questions peuvent être différentes, cela dépend du type et des spécifications individuelles de chaque emplacement.

Recommendations (How to use the tool/resource)

À remplir seul ou avec de l’aide

Additional Attachments/ Supplementary Documents

Exemple de modèle «d'analyse des risques» rempli

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Plan de la ville pour les jeunes

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

La préparation du temps libre est un élément important pour la réussite du stage.
A chaque fois que possible, des "cartes pour les jeunes voyageurs" sont utilisées pendant le séjour.
Il est important que vous trouviez sur ces cartes des informations qui correspondent au petit budget des jeunes.
Si de tels plans n'existent pas, il est logique que les hôtes dessinent ces informations sur un plan de la ville:
- Informations sur le système de transport local (vente de billets, horaires, temps de trajet, etc.)
- Informations sur les restaurants bon marché
- Informations sur les lieux de rencontre des jeunes (clubs, installations de loisirs, etc.)

Expected Outcomes

Il est important que vous trouviez sur ces cartes des informations qui correspondent au petit budget des jeunes.
S'ils peuvent utiliser une «carte pour les jeunes voyageurs», ils trouveront des endroits où les jeunes locaux passent leur temps libre et ne devront pas uniquement suivre les informations touristiques.

Description	Target Group	Resources needed to use the tool
Les cartes doivent contenir des informations adaptées au petit budget des jeunes. Si de tels plans n'existent pas, il est logique que les hôtes dessinent ces informations sur un plan de la ville: - Informations sur le système de transport local (vente de billets, horaires, temps de trajet, etc.) - Informations sur les restaurants bon marché - Informations sur les lieux de rencontre des jeunes (clubs, installations de loisirs, etc.)	Apprenants	Plan de la ville adapté aux besoins des jeunes.

Step by step instructions

La meilleure solution est que l'hôte développe une telle carte avec ses étudiants locaux.Spécification de toute action corrective possible en cas de survenance du risque.

Recommendations (How to use the tool/resource)

Il sera utile que l'hôte présente le «plan de la ville pour les jeunes voyageurs» avec ses connaissances internes.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Vous pouvez trouver ce genre de plan sur : https://www.use-it.travel/home
mais aussi sur les sites web des villes d’accueil.

Implementation

Tools used during the mobility

Journal de bord pour les apprenants en mobilité

Source: EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ceci est une courte vidéo qui vise à soutenir et à aider les étudiants lors d'un stage dans un autre pays.

Expected Outcomes

La vidéo rappelle aux étudiants comment fonctionnent l'enregistrement et l'évaluation de la mobilité. La vidéo aborde certains des soucis, des problèmes et des doutes que les étudiants peuvent avoir lorsqu'ils sont loin de chez eux et utilise les témoignages d'autres étudiants pour renforcer leur moral.
Il rappelle également aux étudiants comment mener à bien leur planification de formation et qui est disponible pour fournir des conseils et un soutien.
Après avoir visionné la vidéo, les étudiants sauront clairement à qui s'adresser pour obtenir de l'aide et des conseils et ce qu'ils doivent faire pendant leur stage pour obtenir leur contrat d'apprentissage, les éléments à enregistrer pendant leur stage et les endroits où les enregistrer.

Description	Target Group	Resources needed to use the tool
Cette courte vidéo a pour objectif de soutenir et de guider les étudiants lors d’un stage dans un autre pays. Il est conçu pour compléter un enregistrement de réalisation, journal ou journal de bord visuel / audio ou texte.	Etudiants travaillant sur le développement de leurs compétences non techniques	-5 minutes de vidéoconférence avec l’animateur de la mobilité pour présenter la vidéo et répondre aux questions / préoccupations des étudiants.

Step by step instructions

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

SEPLO Journal de bord pour les apprenants en mobilité part 2

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Stage ERASMUS +

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Savoir comment financer un programme de mobilité dans votre école.

Expected Outcomes

Découvrez comment E2C Ouest Somme gère cette problématique.

Description	Target Group	Resources needed to use the tool
E2C Picardie Maritime fait partie d'un consortium régional nommé «Mobinov». Ce consortium est chargé de collecter les fonds ERAMUS + et de les redonner aux membres du consortium sous forme de bourses mobilité.	Formateurs / managers	-

Step by step instructions

L’expérience de cette école montre qu’il est plus facile de faire une mobilité s’il est soutenu par une organisation qui demande un financement Erasmus + et en fait don.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pour plus d’informations, contactez Céline MAILLOT, E2C Ouest Somme à cma.apfe@gmail.com

Pre-preparation

Tools used during the initial stage

Formation professionnelle de base - stage à temps plein dans des lieux de travail publics ou privés

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Concevoir un stage à temps plein en formation

Expected Outcomes

Comme il s’agit d’un programme d’éducation sur le lieu de travail, les étudiants apprennent auprès de collègues mentors au travail. Les petites réussites dans la formation professionnelle conduisent à une amélioration de la confiance en soi et de la motivation pour acquérir les compétences à un niveau plus professionnel. Les cours de courte durée dans les écoles professionnelles offrent aux élèves des certificats et une voie d'accès sûre à l'école / à la profession.
La motivation se construit à travers la formation professionnelle, l'autonomisation, la maîtrise.
Après la formation, les étudiants devraient continuer à travailler ou à suivre une formation professionnelle.

Description	Target Group	Resources needed to use the tool
Avant le stage, les étudiants assistent à un cours d'introduction de 3 semaines dirigé par les conseillers, avec des thèmes comme la coopération, les règles et les droits au travail, le marché, l’entretien d'embauche, le salaire et l’impôt. Faire correspondre apprenant et lieu de travail, structurer le plan de formation en combinant travaux et cours / école selon lesm objectif individuel de l'apprenant. Pendant le stage: le programme d’enseignement a une durée totale de deux ans et comprend une mise en situation au à temps plein combinée à 30 semaines de cours / école selon le plan personnel de l’élève. L'étudiant reçoit un salaire mensuel de l’employeur. Un conseiller suit chaque étudiant de près, coopère avec l'étudiant, l'employeur et les enseignants et décrit les objectifs et l'évolution des aptitudes et compétences personnelles, sociales et professionnelles contenues dans le plan.	Etudiants de 16 à 25 ans et plus, jusqu'à 30 ans 1. Avec une expérience négative du système d’éducation classique. 2. Qui préfèrent une approche pratique de l'emploi ou de l'éducation 3. Qui ont besoin d'un soutien de base et de relations avec des conseillers dévoués, des employeurs et des enseignants.	Ceci est un exemple de programme public. Dans ce programme, les ressources d’éducation de la deuxième chance et de formation professionnelle sont combinées. Le programme décrit est un programme public offert par la ville de Copenhague avec le soutien d'un financement social gouvernemental.

Step by step instructions

Il peut être intéressant d'utiliser l'exemple de ce programme de Copenhague / Danemark pour encourager un tel programme pour votre propre SCE vis-à-vis des autorités locales / régionales.

Recommendations (How to use the tool/resource)

Ce programme peut faire partie du lobbying de votre propre école.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

E2C – contact Reinhold Schiffers , rschiffers@arcor.de

Pre-preparation

Tools used during the initial stage

Station de travail

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

L’objectif est de compléter l’offre éducative avec des informations pratiques du marché du travail

Expected Outcomes

Les apprenants comprennent l’intéret des reunions et leur utilité pour rechercher un futur parcours éducatif et professionnel.
Les enseignants (y compris les conseillers d'orientation) qui ont participé aux réunions les ont considérées comme un outil très éducatif dans le domaine de l'orientation professionnelle.

Description	Target Group	Resources needed to use the tool
"Job station" est une série de réunions permettant de rencontrer des professionnels, des propriétaires d'entreprises représentant des industries clés de la région, ainsi que des indépendants du secteur de la création et des métiers de niche.	Pour les étudiants âgés de 13 à 19 ans (principalement des étudiants des écoles secondaires et professionnelles)	Il est recommandé d'organiser les présentations dans une salle spacieuse équipée d'un tableau blanc interactif, d'un paper-board, d'un vidéoprojecteur, d'un nombre approprié de chaises confortables pour les participants et les invites et d'une table

Step by step instructions

1. discours - participants: groupe d'environ 60 étudiants; durée: 1,5 heure
2. ateliers - participants: groupe max. 30 personnes; durée: 3 heures
3. visites dans les entreprises - préparées individuellement en tenant compte des possibilités de chaque employeur. Exemples d’activités: apprendre à connaître les conditions de travail; se familiariser avec l'étendue des responsabilités des tâches individuelles, etc.
Il est recommandé d’organiser les activités dans cet ordre: 1- discours et / ou des ateliers. 2- visites aux entreprises
Cet outil est un élément de la mise en œuvre de l'orientation professionnelle dans le système éducatif des écoles polonaises en tant que nouveau service éducatif. L'outil est testé depuis février 2019

Recommendations (How to use the tool/resource)

Il est recommandé aux apprenants de participer à tous types d’activités: discours, ateliers, visites d’entreprises.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

L’histoire de ma vie

Source: NdA Romanie

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

«L’histoire de ma vie» est un instrument de connaissance initiale d’élèves issus de milieux très divers, ayant des expériences de vie différentes. Après une période d’adaptation, l’objectif principal du groupe est que les élèves écrivent sur une feuille de papier ce qui les a amenés à quitter l’école, mais aussi ce qui les a fait revenir à l’école. On leur demande également d'écrire ce qu'ils veulent faire après avoir terminé les 10 cours obligatoires

Expected Outcomes

Il est important de connaître l'environnement (le contexte) de l'apprenant pour «la deuxième chance», les raisons qui l'ont amené à quitter l'école, les expériences négatives qu'il a vécues et ce qu’il a fait jusqu’au moment où il a décidé de retourner à l’école. Tous ces faits aident l’enseignant à fixer un point zéro en commençant l’éducation et la formation de chaque apprenant de SCE. "L’histoire de ma vie" peut être un modèle pour motiver les apprenants de SCE à compléter leur formation professionnelle et à rechercher un emploi sur le marché du travail européen

Description	Target Group	Resources needed to use the tool
Histoires animées sur les causes de l'abandon scolaire des élèves de la deuxième chance, sur le moment du retour aux études et la motivation pour terminer l'enseignement obligatoire et la formation professionnelle nécessaire à l'intégration sur le marché du travail	Étudiants de la deuxième chance; Étudiants peu qualifies Les adolescents à faible estime de soi.	Ordinateur connecté à internet, écran et projecteur

Step by step instructions

«L'histoire de ma vie» est la première étape pour les apprenants de SCE. Ils s’inscrivent dans une communication réelle et sincère avec les enseignants, psychologues en environnement éducatif, dont ils attendent une aide pour obtenir un changement bénéfique dans leurs vies.
Leurs histoires de vie seront présentées après les cours et constitueront des études de cas ou des modèles pour les futurs apprenants SCE.

Recommendations (How to use the tool/resource)

En règle générale, tous les apprenants de SCE doivent améliorer leur estime de soi, être encouragés à parler à leurs collègues, encouragés à reconsidérer leur relation avec l'école, les enseignants et la charge de travail liée à l'apprentissage. Beaucoup d’entre eux ont déjà travaillé à l’étranger, connaissent des langues étrangères à un niveau acceptable, mais ont des souvenirs traumatisants de la façon dont ils ont été perçus par les habitants de ces pays. Ici, il est important d'insister sur la légalité de la recherche d'un emploi, sur les valeurs européennes qui devront être respectées si ils veulent être perçus comme des citoyens européens.

Additional Attachments/ Supplementary Documents

["https://www.youtube.com/watch?time_continue=1&v=Y1hX3mdI6Ew"]

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

La pyramide des besoins par Maslow, outil pour le travail sur l’estime de soi pour la mobilité

Source: NdA Romanie

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Prise de conscience des besoins personnels et recherche de la réponse à la question "Pourquoi irai-je faire un stage à l’étranger?"

Expected Outcomes

Les jeunes découvriront que tout problème a une solution, de sorte que tout besoin personnel peut être surmonté en choisissant une voie de développement personnel ou de développement de carrière.

Description	Target Group	Resources needed to use the tool
Lorsqu'ils se préparent à une mobilité à l'étranger, les étudiants doivent savoir comment acquérir l'estime de soi et l'appréciation de leur entourage, des jeunes ou des employeurs. La hiérarchie des besoins est un sujet utile pour les jeunes en début de carrière, chez eux ou à l’étranger. Les réflexions sur la pyramide des besoins de Maslow sont utiles pour tous les étudiants en matière de motivation pour l'épanouissement personnel et l'amélioration	Second Chance students; Low learning skills students Low self-esteem teens	IMAGE

Step by step instructions

Si vous avez de la nourriture tous les jours, de l'eau, des vêtements et un endroit où dormir, vous pouvez penser à la sécurité de votre avenir et chercher un emploi qui vous fournira les ressources nécessaires pour mener cette vie désirable. Vous avez besoin d'une bonne formation personnelle et professionnelle pour atteindre cet objectif - niveau II
Après un certain temps, le travail et la routine quotidienne ne suffisent plus, la personne souhaite investir les ressources gagnées dans sa propre famille, a besoin d'affection et a besoin d'amis et d'appartenance sociale à un groupe. En démontrant un comportement social responsable, vous avez atteint le niveau III de la pyramide de Maslow.
Les gens n'aiment pas seulement appartenir à un groupe mais veulent que ce groupe reconnaisse leurs mérites personnels, ils veulent être respectés par la communauté, afin de gagner un statut social conforme à leur estime de soi. IV
La plupart des gens sont satisfaits des résultats obtenus au niveau IV, affirmant qu'ils ont suffisamment travaillé. Cependant, certaines personnes estiment pouvoir mieux performer dans d’autres domaines, voire dans le domaine choisi, et après d’autres études, devenir organisatrices des ressources humaines ou gestionnaires de la production. Nous pouvons dire à propos de ces personnes qu'elles ont atteint des postes de haut niveau, ont perfectionné leur expertise et se sont surpassées.

Recommendations (How to use the tool/resource)

Répondre aux besoins d'un certain étage pyramidal ouvrira un autre niveau de besoins et alimentera la motivation de l'ascension au sommet de la pyramide, où le besoin de perfectionnement personnel devient un objectif permanent.

Additional Attachments/ Supplementary Documents

Exercice Template 1

Quelques idée utiles, d’après Guy Winch – Emotional First Aid –
I.Les premiers secours en cas de choc émotionnel (faible estime de soi, rejet, échec professionnel, critique, offense - et toutes pensées récurrentes sur des événements désagréables)
1. Faites une liste des attributs négatifs sur lesquels vous vous appuyez "généreusement sur votre front". Écrivez ensuite des contre-arguments rationnels pour chacune de ces mauvaises étiquettes. Répétez votre variation positive chaque fois que le négatif vient à la surface, de votre esprit. Faites ceci. toujours et à jamais, jusqu'à la guérison.
2. Rappelez-vous le talent qui vous rend intéressant, unique, précieux. Revenez à cette activité lorsque vous en ressentez le besoin et vous serez heureux, simplement en développant votre estime de soi.
3. Socialisez avec des personnes qui vous aiment et vous acceptent. C'est le meilleur remède! Fuyez ceux qui vous exploitent émotionnellement, financièrement, etc.
4. Regardez les photos de vos proches. Une photo de votre famille sur votre lieu de travail peut faire des miracles: elle vous rappellera les choses les plus importantes de votre vie.
5. Dernier point mais non le moindre, essayez de vous désensibiliser. Pensez à ceux qui vivent de la vente par téléphone ou de la collecte de dons par téléphone. Ils sont stressés car ils reçoivent des dizaines de refus, mais ils doivent se détendre un moment et passer à autre chose. Une exposition répétée à un refus est également un traitement thérapeutique. De même, lorsque nous recherchons un petit ami / petite amie. Cela risque de ne pas fonctionner avec l’un ou l’autre, mais ce n'est pas la fin du monde.
II. Comment se débarrasser de la culpabilité
1. Si vous avez fait quelque chose de mal à quelqu'un, dites un "excusez-moi" sincèrement. Montrez-lui que vous comprenez à quel point votre acte était mauvais et combien vous le regrettez.
2. Pardonnez-vous aussi. Reconnaissez que vous vous êtes trompé, assumez vos responsabilités, apprenez par cette expérience, mais ne vous fouettez pas inutilement.
3. Pensez au contexte dans lequel votre erreur s'est produite et voyez les circonstances qui l'ont favorisée. L'environnement peut contribuer à nos péchés, pas seulement nous et notre conscience obscure.
4. Pensez à ce que vous pouvez faire pour que le comportement qui a contrarié quelqu'un cesse de se répéter. Faîtes-vous la promesse de ne plus agir comme cela et faîtes cette promesse à l’autre aussi.
5. Créez un rituel de cessation de la culpabilité. Faites quelque chose de bien pour celui que vous avez lésé, écrivez votre acte sur le papier, lisez-le, puis brûlez-le. C'est quelque chose d'important à retenir
6. Dernière chose mais pas des moindres, comprenez que si l'autre ne veut pas vous pardonner, c'est son problème. Si vous sentez que vous avez tout essayé, c'est assez.
III. Comment retrouver l'estime de soi après un échec - Nous vivons dans une société qui exige des performances, pas… des échecs
1. 1. Recherchez un soutien émotionnel. Ne l'obtenez pas après avoir laissé tomber votre examen. Les amis peuvent vous donner une perspective plus réaliste et moins impliquée si vous leur parlez. De cette façon, vous vous écartez du problème et vous revenez plus vite. Tout échec est une expérience d'apprentissage extraordinaire. Au moins, vous savez comment vous arrêter, comment ne plus y retourner. Cultivez votre humour à cette occasion ...
2. Reprenez le contrôle ou revenez sur ce que vous devez contrôler. Par exemple, si vous avez échoué dans une cure de perte de poids, ne soyez pas déprimé. Analysez ce que vous avez bien fait et non pas ce que vous avez fait de manière incomplète. Il y a peut-être des choses que vous pouvez contrôler, telles que la mise en place de votre régime avec un médecin, une chose à laquelle vous n'avez pas pensé
3. Ensuite, organisez, hiérarchisez et tracez des stratégies de mise en œuvre positives. Par exemple, si on vous donne une cigarette, mais que vous voulez la laisser, rappelez-vous que vous voulez cesser de fumer - le principal objectif positif, non pas que ce soit un refus désagréable pour l'autre. Anticipez les problèmes et planifiez des solutions pour chaque étape de votre plan. De cette façon, vous n'êtes plus sans préparation et vulnérable à l'échec
4. Contrôlez votre anxiété. Oui, c’est l’anxiété qui vous rend "gêné, même si vous savez tout ce dont vous avez besoin pour l’examen". Prenez quelques minutes pour faire des exercices de relaxation, respirez à fond; après vous être calmé, répondez aux questions à voix haute (bien sûr pas trop fort ...). Cela vous permet de concentrer davantage votre attention.
5. Évitez de vous blâmer, il est dangereux de ne pas s’apprécier, car un cercle vicieux de mauvaise estime de soi peut en découler, conduisant à un échec et à une perte d'estime de soi. Même la douleur physique est ressentie plus vivement par ceux qui ont une faible estime de soi (en réalité). Et ils sont encore plus inquiets, anticipant mentalement plus de catastrophes.
Lorsque l’estime de soi est affectée, nous réagissons moins efficacement au stress. Il est donc bon de regarder de près le niveau de votre estime de soi, de votre stress et de votre équilibre émotionnel (comme lorsque nous examinons notre glycémie au moyen d’une analyse), c’est vital!

Links (for further information, e.g. website)

https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760
Guy Winch est un psychologue américain qui a écrit, pour le plaisir de tous, des ouvrages tels que Emotional First Aid, Stratégies pratiques pour traiter les échecs, le rejet, la culpabilité et d'autres blessures psychologiques quotidiennes.

Pre-preparation

Tools used during the initial stage

L’orientation professionnelle à l’école

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Beaucoup de jeunes qui fréquentent une institution de la deuxième chance n'ont aucune idée précise de leur future carrière. Souvent, ils ont peu de connaissances sur les possibilités de formation, des rêves qui ont peu de relation avec leurs capacités. Il est donc logique et nécessaire de travailler avec eux dans le cadre d’un programme systématique d’orientation professionnelle. «L’orientation professionnelle à l’école» pourrait être l’un des éléments d’un tel programme.

Expected Outcomes

Les jeunes ont souvent eu de mauvaises expériences avec l’agence officielle pour l’emploi. Souvent, ils sont découragés à l’idée d’utiliser les services de conseil de l’agence, par exemple pour y prendre un rdv. L'inclusion systématique des employés du service officiel des agences pour l'emploi dans le programme d'orientation et de préparation à l'école crée un pont de confiance vers les services de conseil de l'agence pour l'emploi.

Description	Target Group	Resources needed to use the tool
Le WBKLNR et l'agence officielle pour l'emploi travaillent ensemble sur la base d'un contrat. Deux fois par an, un employé de l'Agence pour l'emploi rejoint le WBKLNR et donne des conseils sur l'orientation de carrière. Il s’agit d’un service de conseil à « bas seuil » pour les étudiants. Le conseil dans l’établissement donne lieu à un contact personnel permanent entre le conseiller en orientation et l’élève, qui peut ensuite être suivi par l’agence pour l’emploi.	Enseignant / tuteur Direction de l'école	Vous devez savoir comment l’agence officielle pour l’emploi organise ses services pour les jeunes chômeurs.

Step by step instructions

Le tuteur invite personnellement les étudiants à un rendez-vous avec le conseiller d'orientation. L’étudiant peut demander au formateur de l'accompagner au rendez-vous.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pour plus d’informations,, contactez Reinhold Schiffers, rschiffers@arcor.de

Preparation

Tools used for mobility preparation

Attentes – craintes- contributions

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Les participants seront capables d’exprimer leurs craintes, leurs attentes concernant la mobilité et ce qu’ils peuvent apporter au groupe.

Expected Outcomes

Identifier les attentes, les craintes et les préoccupations des apprenants

Description	Target Group	Resources needed to use the tool
En analysant les résultats à la fin de la mobilité, les participants seront en mesure de suivre leur évolution pédagogique et de savoir s’ils progressent ou non.	Professionnels	L'animateur donne des instructions claires et 3 post-it colorés

Step by step instructions

Chaque participant reçoit 3 post-it de couleurs différentes et note ses Attentes - Peurs - Contributions, puis partage ce qu'il a écrit avec le groupe et le tuteur.
Puis, un à un, ils se lèvent et accrochent les post-it sur la grande échelle tracée sur le paperboard. Le tuteur peut prendre des photos des post-it qu'ils ont annotés et qui peuvent servir de preuve. À leur retour de la mobilité, ils peuvent confronter leur expérience à ce qu’ils ont écrit.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pour plus d’informations,, contactez Reinhold rschiffers@arcor.de

Preparation

Tools used for mobility preparation

Fiche de travail et d'informations du participant

Source: Sur la base des OI du projet DISCO (projet Erasmus +) adapté par CKU

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Cet outil est utile pour permettre au participant de collecter toutes les données importantes liées au stage et d’éviter les problèmes fondamentaux au début et pendant la durée du stage.

Expected Outcomes

De l'avis des enseignants et des jeunes qui l’ont utilize avant le stage, cet outil est très utile et permet de recueillir les informations nécessaires avant de commencer un stage. Cet outil peut être modifié en fonction des exigences du stage.

Description	Target Group	Resources needed to use the tool
C'est un modèle (version électronique ou papier) avec des trous à compléter à l’aide de données et des questions auxquelles les étudiants doivent trouver les bonnes réponses. Les questions portent sur les interrogations les plus pertinentes concernant les stages.	Apprenants de + de 16 ans de tous les pays	Template (électronique ou papier) + stylo

Step by step instructions

Outil utilisé par les apprenants lors de la phase préparatoire, avant de partir en stage. Les étudiants collectent des données utiles au stade préparatoire, avant de commencer le stage. Ceci les aide à être mieux préparés à vivre et travailler à l’étranger. Le modèle peut être modifié en fonction des besoins du pays et de la société où les placements ont lieu.
Vous trouverez ci-dessous une proposition de tableau à remplir par les étudiants au stade préparatoire (avant de commencer le stage):
- Mes dates de voyage (départ, retour)
- Coordonnées de l'institution d'accueil (adresse et numéro de téléphone; superviseur de l'hôte ou personne à qui se présenter)
- Contacts d'urgence (contact dans le pays d'origine; contact de la personne dans l'organisation d'accueil)
- Coordonnées de mon stage (adresse et numéro de téléphone; superviseur du stage ou personne à qui faire rapport)
- Date et heure de début / fin (de-à; heure de la pause; heure du déjeuner)
- Demande particulières (équipement, tenue…)

Recommendations (How to use the tool/resource)

A compléter individuellement ou avec le soutien del’accompagnateur référent du stage.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Erasmus + project: DISCO ( Intellectual Outputs: Diary )

Preparation

Tools used for mobility preparation

Journal de bord de l’apprenant en mobilité – Part 1

Source: Projet SEPLO - EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Cette courte vidéo a pour objectif d’aider les étudiants à se préparer à un stage dans un autre pays. Il doit être utilisé une fois que les étudiants ont été sélectionnés, mais avant de commencer à planifier leur stage. Il est conçu pour compléter un enregistrement de réalisation, journal ou journal de bord visuel / audio ou texte.

Expected Outcomes

Après avoir visionné la vidéo, les élèves sauront clairement ce qu’on attend d’eux.

Description	Target Group	Resources needed to use the tool
Cette courte vidéo a pour objectif d’aider les étudiants à se préparer à un stage dans un autre pays. Il doit être utilisé une fois que les étudiants ont été sélectionnés, mais avant de commencer à planifier leur stage. Il est conçu pour compléter un enregistrement de réalisation, journal ou journal de bord visuel / audio ou texte. La vidéo explique ce qu'est la mobilité et les avantages de la mobilité à l'aide de témoignages d'autres étudiants. Il explique également comment élaborer un contrat d’apprentissage ou une planification de la formation et aide les étudiants à identifier les aptitudes qu’ils souhaitent développer tout en vivant et travaillant dans un autre pays.	Apprenants en phase préparatoire de mobilité	Compétences informatiques - Un ordinateur portable ou un ordinateur avec de bons visuels et sonores pour montrer la vidéo aux étudiants.

Step by step instructions

- 5 minutes de vidéoconférence avec le formateur mobilité pour présenter la vidéo et répondre aux questions / préoccupations des étudiants.
- 7 minutes afin de montrer la vidéo aux étudiants.
- 15 minutes pour commenter et discuter avec les étudiants.

Recommendations (How to use the tool/resource)

Journal de bord pour apprenants en mobilité SEPLO – Part 1

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Erasmus + project : DISCO ( Intellectual Outputs: Diary )

Preparation

Tools used for mobility preparation

Séance langue/culture

Source: Projet SEPLO - EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Préparer les apprenants au pays qui va les recevoir

Expected Outcomes

Les étudiants auront les bases de la langue (formules de politesse) du pays visité. Les étudiants auront plus conscience de la culture du pays qu'ils vont visiter.

Description	Target Group	Resources needed to use the tool
Une session de langue / culture est organisée pour préparer les étudiants au pays qu'ils visiteront. Les professeurs aident à préparer les élèves. Le professeur leur dit tout sur le pays et leur enseigne également les bases de la langue. Alternativement, les étudiants du collège qui sont originaires du pays de la mobilité sont utilisés. Lors de cette session, les étudiants sont encouragés à pratiquer indépendamment la langue. «Duo Lingo», une application d’apprentissage des langues, est recommandé à cet effet.	Enseignants / tuteurs / personnel international	Journal de bord de l’apprenant

Step by step instructions

1. Fixer la date – (environ un mois avant la mobilité)
2. Préparer une salle et des rafraîchissements
3. Inviter des participants
4. Animer la séance
5. Assurez-vous que chaque élève a un journal de bord et qu'il est conscient qu'il doit l’emporter pour la mobilité.
6. Prendre des photos pour diffuser / faire connaître.

Recommendations (How to use the tool/resource)

Pages 9 et 10 du Journal de Bord concernent le language. Utlisez-les pour animer le thème “LANGUE” de la séance.

Additional Attachments/ Supplementary Documents

Journal de bord de l’apprenant

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Letter of Motivation

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Lorsqu'ils postulent à un programme de mobilité, les étudiants sont invités à soumettre une lettre de motivation. Ces lettres de motivation jouent un rôle important dans le processus de sélection.

Expected Outcomes

Les étudiants doivent réussir à convaincre les membres du comité de sélection qu'ils sont la bonne personne pour le programme de mobilité.

Description	Target Group	Resources needed to use the tool
Il s’agit d’une lettre habituellement utilisée lorsqu’une candidature est faite, par exemple pour candidater à un programme de mobilité. Les étudiants doivent expliquer pourquoi ils sont intéressés par une activité spécifique, leurs motivations, leurs objectifs, pourquoi ils ont choisi ce programme en particulier et non un autre.	Les étudiants idéalement âgés de 18 à 25 ans, ou plus jeune, en fonction de la maturité et de l’intérêt des participants	Un modèle est nécessaire. Les étudiants peuvent rédiger manuellement ou utiliser un ordinateur.

Step by step instructions

Comment rédigez-vous une lettre de motivation parfaite ?
1. Prenez votre temps et commencez tôt. La lettre de motivation est un document crucial dans votre candidature. N'essayez jamais de l'écrire en une soirée.
2. Faites attention - La lettre de motivation n'est pas un CV
3. La lettre de motivation doit répondre aux questions suivantes:
- Quel est votre objectif de mobilité ?
- Dans quel secteur souhaitez-vous travailler pendant la mobilité ?
- Quelle contribution comptez-vous apporter à l'entreprise d'accueil une fois que vous serez sélectionné ? (Vous pouvez faire référence aux connaissances tirées de livres ainsi qu'à votre expérience professionnelle ou personnelle. Certains faits et chiffres sont les bienvenus.)
- Pourquoi postulez-vous au programme de mobilité? Quels sont les domaines proposés dans ce programme qui sont particulièrement utiles pour la poursuite de vos objectifs professionnels? (Assurez-vous d'être bien informé!)
- Pourquoi pensez-vous que vous êtes la bonne personne pour ce programme? - Quelles connaissances et compétences acquises lors de vos études et formations antérieures seront utiles? - Avez-vous déjà acquis une expérience professionnelle pertinente?
- Avez-vous acquis une expérience pertinente en tant que membre d’une organisation? (Association d'étudiants, ONG, parti politique, service volontaire…) Si oui, soumettez une preuve de votre adhésion / de votre implication sociale.
- Comment estimez-vous votre propre personnalité? Pensez-vous que vous êtes un bon leader? Êtes-vous quelqu'un qui peut faire la différence? Qu'est-ce qui vous fait penser ça? (Soulignez vos points forts, mais soyez réaliste.)
- Pourquoi voulez-vous partir en mobilité dans ce pays? - Que savez-vous à propos de celui-ci? Vous attendez-vous à ce qu'il soit différent de votre pays d'origine? Si oui, de quelle manière? (Recueillez plus d'informations et parlez aux personnes en mobilité dans ce pays)
- Y a-t-il quelque chose dans le pays d'accueil (société, système politique, économie…) qui pourrait selon vous servir de modèle pour votre propre pays? Essayez d’obtenir du matériel de lecture, visitez des sites Web qui peuvent vous aider, par exemple. le site Web de l’ambassade et essayez de prendre contact avec des personnes qui y ont habité.
- (Pour les sujets techniques) Y a-t-il une technologie développée dans le pays hôte que vous voudriez appliquer dans votre propre pays? Lequel exactement? Pourquoi?
- Y a-t-il des organisations, institutions ou entreprises dans le pays d'accueil que vous souhaitez visiter ou sur lesquelles vous souhaitez en savoir plus? Pourquoi?
4. Assurez-vous que votre lettre de motivation est bien rédigée. Réfléchissez d’abord à toutes les questions ci-dessus, prenez des notes, lisez, discutez avec des amis. Faîtes un plan puis rédigez le texte. (Il n'est pas nécessaire de répondre à toutes les questions ci-dessus!) N'incluez pas les grandes lignes ni les questions dans votre texte.
5. Appliquez un style d'écriture approprié:
- Évitez toutes sortes de platitudes, phrases fleuries et flatteries
- Traitez vos sujets de manière réfléchie et factuelle. Ne faites pas campagne pour vos croyances.

Recommendations (How to use the tool/resource)

Les étudiants doivent relire le texte et supprimer toutes les parties inutiles et redondantes. À la fin, la lettre de motivation ne doit pas comporter plus de deux ou trois pages. Important de faire attention à la grammaire et à l'orthographe! Gardez également à l'esprit que cette lettre de motivation peut être discutée lors des entretiens de présélection.

Additional Attachments/ Supplementary Documents

Template Lettre de motivation

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Séance d’information

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Préparer les étudiants et leurs parents / tuteurs à leur mobilité (stages de deux semaines), pour améliorer la communication et rester en sécurité.

Expected Outcomes

Etre pleinement informé du prochain voyage. Se rassurer en pregnant connaissance l'itinéraire complet ainsi que toutes les informations de contact.

Description	Target Group	Resources needed to use the tool
Animez une séance pour informer pleinement les participants et leurs parents / tuteurs sur un stage de deux semaines, y compris les préparatifs de voyage, l'hébergement, le lieu de la visite et le stage. De plus, demandez à tous les participants, en ce qui concerne le RGPD, l’autorisation de partager leurs coordonnées téléphoniques, utilisez des photos.	Enseignant / Tuteur / Personnel International	Formulaires d’autorisation à signer par les élèves et les parents / tuteurs. Présentation Powerpoint Lettre d'information avec les détails de l'itinéraire et les coordonnées du personnel accompagnant et du personnel de l’entreprise d’accueil.

Step by step instructions

- Fixez une date et invitez les participants en utilisant un modèle de lettre d'invitation
- Préparer une lettre d'information (à distribuer lors de la séance)
- Préparer des formulaires d’autorisation
- Animer la séance en vous appuyant sur votre PowerPoint.
- Classer tous les formulaires d’autorisation signés

Recommendations (How to use the tool/resource)

Les idées / outils doivent être adaptés pour chaque mobilité.
Un modèle de lettre pour la séance d’information a été mis en ligne

Additional Attachments/ Supplementary Documents

Lettre pour apprenants / parents / tuteurs

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Parcours sensoriel

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

L'idée qu'une expérience de mobilité, avec de nouvelles perspectives et compétences aux niveaux personnel et professionnel, donne de nouvelles idées pour l'avenir

Expected Outcomes

Se remémorer les expériences passes
Réaliser l’idée de son propre futur

Description	Target Group	Resources needed to use the tool
Ce jeu non formel peut être utilisé comme outil d'évaluation et de réunion. Cela permet au participant de réfléchir à son propre avenir en partant de ce qu'il / elle a vécu à l'étranger lors de la mobilité.	Professionnels	5 minutes de préparation 15 minutes de mise en oeuvre 15 minutes de débriefing

Step by step instructions

Le formateur divise les participants en 2 groupes. Ensuite, chaque participant fait le tour de la place à la recherche d'objets autour desquels peuvent être invoqués des sentiments sur la future expérience de mobilité.
Ensuite, l'autre groupe fera la même activité. Le toucher, l'odeur, la consistance sont les éléments principaux. Une fois tous les deux couples terminés, le tuteur dirige une séance de compte rendu en posant des questions telles que:
- Comment vous sentez-vous maintenant, après l’expérience de mobilité ?
- Quelles peurs avez-vous vaincues ?
- Quelles peurs avez-vous encore ?
- Quelles idées aviez-vous durant la mobilité ? Quelles idées avez-vous maintenant ?

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

A moyen terme et evaluation finale

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

- Assurer un retour constant des jeunes sur plusieurs problèmes, leur donner l’occasion de réfléchir et de résoudre tous les problèmes éventuels.
- Comprendre si les activités développées dans le programme de mobilité sont adaptées aux objectifs et éventuellement apporter les ajustements et modifications nécessaires.

Expected Outcomes

Cette pratique est importante pour assurer la flexibilité du processus de mobilité, en tenant compte des besoins des participants et en fournissant des informations sur la dynamique et l’atmosphère du groupe.

Description	Target Group	Resources needed to use the tool
À mi-parcours du programme de mobilité, les participants sont invités à participer à une session via Skype pour partager leurs impressions et leurs sentiments sur le processus de mobilité. Ils reçoivent également des questionnaires auxquels ils peuvent répondre par courrier électronique ou messagerie instantanée. À la fin du programme de mobilité, les jeunes participent à une session en face à face. Une fois encore, ils parlent de leur expérience, de leurs premières attentes et de ce qu’ils ressentent à ce moment-là. Ils font état de leurs difficultés, de ce qui pourrait être amélioré et de ce qui a bien fonctionné. Ils partagent également leurs idées pour de nouveaux projets.	Apprenants idéalement ages de 18 à 25 ans. Ils peuvent être plus jeunes, tout depend de la maturité de l’apprenant et de son intérêt.	Skype, e-mail, messenger, questionnaire

Step by step instructions

Vos opinions et reflections sont importantes. Elles nous aident à comprendre si les activités mises en oeuvre Durant le programme de mobilité vous correspondent et sont appropriées à vos objectifs. Si quoi que ce soit devait être change, nous serions en mesure d’y apporter des ajustements. Aidez-nous à comprendre ce que vous ressentez en répondant aux questions suivantes :
1) Quels ont été les meilleurs moments jusqu’à aujourd’hui et pourquoi représentent-ils autant pour vous ?
2) Quelle(s) acitivté(s) avez-vous préféré jusqu’à maintenant ?
3) Qu’avez-vous appris jusqu’à maintenant ?
4) Qu’est-ce qui, d’après vous, pourrait être amélioré ?
5) Dans quell domaine professionnel souhaitez-vous travailler ?
6) Pouvez-vous mettre en pratique ce que vous avez appris ? Est-ce que ça vous sera utile ?
7) De quelle manière pourrez-vous le mettre en pratique ?

Recommendations (How to use the tool/resource)

Il est important que vous répondiez à ce questionnaire en au milieu du programme de mobilité. Cela nous permettra de faire les corrections, si nécessaire. Ensuite, vous y répondrez encore une fois à la fin du programme. Ceci nous permettra de voir si les changements effectués ont fonctionné et si l’expérience vous a été utile==;

Additional Attachments/ Supplementary Documents

Evaluation en cours de programme et evaluation finale.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

8 compétences “CLE”

Source: http://www.mobilitycompetences.com/wp-content/uploads/2016/10/The-8-key-competences-of-European-Union.pdf

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ces compétences clé aident à definer un socle de connaissances, attitudes et aptitudes.

Expected Outcomes

La definition de ces 8 outils permettra au participant de mettre en lumière plus facilement ses compétences lors d’un entretien ou de la rédactoin de son CV

Description	Target Group	Resources needed to use the tool
Connaître et valoriser les competences du participant afin de les mettre en lien avec le marché du travail ou de pouvoir planifier les étapes à venir.	Jeunes adultes	-

Step by step instructions

Voir tableau ci-après

Compétences clé	Question qui aide à la réflexion sur cette compétence	Auti-évaluation de 1 à 5
Communication dans la langue maternelle	Est-ce que j’utilise ma langue maternelle ?
Communication en langue étrangère	Est-ce que j’améliore ma communication en langue étrangère ?
Commpétences en mathématiques et compétences de base en sciences et technologie	Est-ce que j’utilise mes compétences en mathématiques pendant le stage ?
Compétences numériques	Est-ce que j’apprends à utiliser un ordinateur dans d’autres pays ? Est-ce que j’apprends à utiliser des ressources en ligne pendant mon stage ? (site web, blog, boîte mail, réseaux sociaux tells que Facebook…)
Compétences sociales et civiques	Est-ce que je développe de nouvelles competences de communication ? Suis-je capable de communiquer avec des personnes d’autres horizons et comprendre les différents point de vue ? Suis-je capable de résoudre un conflit de manière constructive et de ressentir de l’empathie ?
Sens des initiatives et de l’entreprenariat	Suis-je capable de concrétiser mes idées ? Suis-je capable d’entreprendre et d’innover ?
Conscience culturelle et expression	Est-ce que je sais exprimer ce qui fait de moi ce que je suis et ma culture ? Est-ce que je développe une nouvelle conscience culturelle et une nouvelle diversité linguistique ?

Recommendations (How to use the tool/resource)

Pour répondre à ces questions, le formateur peut aider le participant à identifier les competences qu’il/elle a appris et faciliter la synthèse finale de ces compétences sur l’Europass à la fin du projet. C’est un outil utile au suivi pédagogique.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

https://ec.europa.eu/education/policies/school/key-competences-and-basic-skills_en

Evaluation

Tools used in the evaluation phase

Journal de bord de l’apprenant

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Guider les apprenants et leur fournir de bonnes indications pour ERASMUS+

Expected Outcomes

Les apprenants seront mieux préparés, aussi ils auront conscience de ce qu’il se passé lors d’une mobilité et des preuves de leur evolution tout au long de leur mobilité.

Description	Target Group	Resources needed to use the tool
Chaque étudiant participant à une mobilité complète son journal de bord. Le livre est séparé en trois parties, avant le voyage, pendant et après le voyage. Le journal de bord aide les étudiants à se préparer pour le voyage et sert à informer la session de langue / culture qui leur est offerte. Ils peuvent compléter la majeure partie de la première partie de la session. La partie centrale qu'ils complètent sur la mobilité donne également au groupe la possibilité de se réunir le soir, de discuter de sa journée de travail et de compléter le journal de bord. La dernière section fournit des informations importantes sur ce que l'étudiant a tiré de la mobilité.	Formateurs/professeurs/personnel international.	-

Step by step instructions

1. Assurez-vous que chaque apprenant reçoit une copie de son journal de bord lors de la session de langue / culturelle
2. Utilisez le journal de bord pour guider la session de langue / culturelle
3. Expliquez les différentes parties et dîtes aux apprenants quelles parties ils devront remplir en pré-mobilité
4. Obtenez le soutien de l’enseignant pour vous assurer que les apprenants effectuent bien les recherches nécessaires et remplissent la partie pré-mobilité du registre
5. Durant la mobilité, aidez les apprenants à remplir le journal de bord
6. Après la mobilité, distribuez les journaux de bord aux différents départements et gardez un exemplaire international
7. Conservez les journaux de bord comme prevue pour l’agence ERASMUS +

Recommendations (How to use the tool/resource)

Durant la mobilité, le journal de bord est utilisé comme un fil rouge lorsque vous rencontrez chaque soir les apprenants pour discuter de leur journée. Aidez-les à remplir les parties concernées du journal de bord.

Additional Attachments/ Supplementary Documents

Journal de bord des apprenants

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Echelle d’évaluation

Source: Centre for Continuing Education in Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Evaluation en cours de stage et indentification des domaines à développer dans le domaine

Expected Outcomes

Les étudiants devraient trouver l'outil utile pour partager leur opinion et rechercher les aspects / domaines à améliorer. C'est un outil qui aide les intervenants à se concentrer sur les principaux aspects et à rechercher des solutions.
Nous nous attendons également à ce que les enseignants (y compris les conseillers d'orientation) trouvent cet outil utile et le recommandent vivement, car il aide les élèves à formuler des commentaires, à donner leur avis, à résoudre des problèmes et à rechercher des solutions.

Description	Target Group	Resources needed to use the tool
L’échelle d’évaluation est un outil utile à mettre en œuvre pendant et/ou après le stage en tant qu’évaluation en la faisant parvenir aux institutions et/ou entreprises proposant des stages aux apprenants.	Lycée, lycée professionnel ou etudes supérieures (tout type d’apprenant)	Papier, questionnaire, document électronique ( à remplir par l’apprenant)

Step by step instructions

L’échelle d’évaluation peut être utile pour montrer l’évilution du travail, ce qui aurait pu être fait d’une autre manière, ce qui pourrait être amélioré à l’avenir et ce qui doit être conserve p our les prochaines mobilités. L’échelle montre les niveaux de satisfaction de la mise en oeuvre du stage. A la fin du stage, il est demandé aux apprenants d’évaluer leur participation. Il y a au moins 10 questions portant sur : de quelle manière sont organisés les stages, si les apprenants ont reçu de l’aide à chaque fois qu’ils en ont eu besoin,, si les apprenants ont appris beaucoup de choses sur les procedures à respecter dans l’entreprise, l’organisation, le métier… L’échelle commence au niveau 1 qui symbolize le minimum et se termine par 5 qui représente le maximum. L’apprenant répond à chaque question en posant un point sur l’échelle et explique ensuite pourquoi il/elle a choisi ce niveau, par exemple le niveau 3 et ce que ce niveau signifie pour lui. Pourquoi il n’a pas choisi un niveau inférieur. Ensuite, il est demandé à l’apprenant ce qu’il aurait fallu faire pour qu’il choisisse une graduation supérieure sur l’échelle. De cette manière, des informations sont récoltées sur ce qui aurait pu être plus ou moins différent meilleur. Il est utile d’utiliser la méthode de l’échelle lors de l’évaluation à mi-parcours, de l’évaluation finale et de l’utiliser lors d’une évaluation pendant un entretien individuel. A partir des réponses des étudiants, les prochains stages pourront être améliorés et de meilleure qualité.

Recommendations (How to use the tool/resource)

L’apprenant remplit le tableau individuellement ou avec l’aide du formateur.

Additional Attachments/ Supplementary Documents

Exemple d’échelle d’évaluation + questions recommandées – comment utiliser l’outil de façon concrète

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Publication sur les sites web des écoles

Source: Ex : créé par CKU-SOPOT ou lien internet ou nom de la référence

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

La publication met l’apprenant au Coeur de l’expérience, lui donne l’occasion de se voir comme un vainqueur. Cela peut renforcer l’estime de soi. Vu de l’extérieur, la publication renvoie une image attraynate de l’e-école.

Expected Outcomes

Une publication témoignage sur la page d’accueil du site de l’école montre tous les bénéfices de ces stages, que les élèves de cette école en relèvent les défis

Description	Target Group	Resources needed to use the tool
La publication devrait montrer l’apprenant en situation pendant le stage et reprendre quelques unes de ses phrases révélant les bénéfices de ce stage.	Apprenants	Smartphone ou caméra

Step by step instructions

Recommendations (How to use the tool/resource)

Vous devez presenter cette tâche pendant le stage comme une obligation de suivi.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

http://www.e2c-europe.org/e2c/students.html

Evaluation

Tools used in the evaluation phase

Améliorer les competences de la vie à l’aide d’applications sur smartphone lors d’une mobilité

Source: NDA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Vérification de la capacité des apprenants E2C à accéder aux ressources de la communauté: recherche sur les sites les emplacements de diverses institutions publiques pour consulter les horaire d’ouverture au public, obtenir les documents nécessaires dans le dossier d'emploi, s'inscrire à un cours de formation professionnelle, etc.

Expected Outcomes

Améliorer les competences de la vie à l’aide d’applications sur smartphone lors d’une mobilité : orientation dans la ville, calcul de distances, comparaison des prix de diverses entreprises dans différents secteurs écnomiques, utilisation de google map…

Description	Target Group	Resources needed to use the tool
Ensemble de tests pour prouver que l'apprenant a acquis des compétences en matière de planification, d'orientation dans l’espace et de prise de décision. (Exemple: l'apprenant doit atteindre un endroit dans un laps de temps donné, en utilisant les transports en commun ou à pied. Il doit prendre des décisions différentes, avec une modeste somme d'argent et un téléphone portable.)	Apprenants E2C	Téléphone mobile, bus, train, tram, metro,…

Step by step instructions

L’évaluation des aptitudes de vie quotidienne par les étudiants est mise en œuvre sous forme d’une "aventure en plein air" ou d’une "chasse au trésor" ayant un intérêt pour leur vie future. Cette aventure est réalisée avec l'aide de volontaires qui supervisent l'itinéraire et le respect des règles de déplacement ainsi que l'accès aux institutions publiques.

Recommendations (How to use the tool/resource)

À la suite de ces «aventures en plein air» ou jeux simulant des situations réelles, l'apprenant acquiert une confiance en lui, surmonte la peur des pays étrangers ou des institutions publiques, éliminant ainsi les craintes de pouvoir se perdre en situation de mobilité. . À l'aide de leur propre téléphone, les étudiants E2C peuvent accéder aux informations nécessaires pour effectuer une tâche et acquérir une indépendance dans un monde qu'ils ne connaissent pas bien.

Additional Attachments/ Supplementary Documents

Tests traduits

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Ambassadeur de la mobilité - Enseignement entre pairs

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Devenir un «ambassadeur de la mobilité» offre à un étudiant un nouveau défi personnel basé sur les expériences acquises lors de stages et utilisant le pouvoir de la formation entre pairs. C’est utile pour l’orientation professionnelle et le développement personnel.

Expected Outcomes

L’approche travaille sur 2 aspects : pour l'ambassadeur, c'est une chance de développement personnel en réfléchissant et en partageant des expériences avec des pairs.

Description	Target Group	Resources needed to use the tool
L'enseignement entre pairs semble être une méthode utile pour diffuser les expériences des stagiaires au cours du stage. L'enseignement entre pairs offre les avantages suivants: - Les jeunes enseignants sont plus authentiques / crédibles dans ce contenu que les adultes - Les défis et les problèmes peuvent être discutés avec ceux qui ont déjà maîtrisé la situation.	Formateur/Tuteur	Préparation des sessions avec des apprenants engagés

Step by step instructions

En tant que formateur, vous connaissez bien vos apprenants. Invitez-les et motivez-les à devenir un ambassadeur de la mobilité. Demandez-leur de vous aider dans ce travail avec le programme préparatoire à la mobilité de votre école.

Recommendations (How to use the tool/resource)

Mettre en place une situation de pair à pair avec des apprenants engagés. Ils se sentent en sécurité lorsqu'ils agissent en tant que ambassadeurs de la mobilité». Honorez l'engagement avec une reconnaissance qui peut être mentionnée dans le CV et dans les candidatures.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Consulter Wikipedia au sujet du peer-to-peer education/enseignement

Evaluation

Tools used in the evaluation phase

Manuel de la mobilité pour l’apprenant – 3e partie

Source: Ex : créé par CKU-SOPOT ou lien internet ou nom de la référence

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Cette courte vidéo a pour but d’aider les étudiants à démarrer le processus d’évaluation une fois de retour d’un stage dans un autre pays. Il demande aux étudiants comment ils se sentent après avoir participé à un stage dans un autre pays, puis les guide vers les prochaines étapes de l'évaluation post-placement.

Expected Outcomes

Après le visionnage de cette video, les apprenants sauront exactement ce qui est attend d’eux.

Description	Target Group	Resources needed to use the tool
Cette courte vidéo a pour but d’aider les étudiants à démarrer le processus d’évaluation une fois de retour d’un stage dans un autre pays. Il demande aux étudiants comment ils se sentent après avoir participé à un stage dans un autre pays, puis les guide vers les prochaines étapes de l'évaluation post-placement. La vidéo est conçue principalement pour les étudiants utilisant le système ECVET pour obtenir des crédits en vue de leur qualification, mais peut être adaptée pour les étudiants travaillant au développement de compétences générales.	Apprenants travaillant sur les competences non techniques	Enregistrement de la réussite sous forme écrite, audio ou visuelle.

Step by step instructions

Avant la projection de la video, le formateur présente le sujet de la video et resense les questions que les apprenants pourraient avoir.
7 minutes de visionnage
15 de feedback et de discussion avec les apprenants

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

SEPLO Learner Handbook for mobility – Part 3

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Sortie mobilité apprenant

Source: Ex : créé par CKU-SOPOT ou lien internet ou nom de la référence

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Permettre aux apprenants de mettre en valeur ce qu’ils ont appris lors du programme de mobilité et d’évaluer leur développement en termes de competences et de capacities acquises

Expected Outcomes

Cette pratique permet aux apprenants de réfléchir sur leurs acquisitions et de trouver un moyen créatif de les montrer à leurs formateurs. De plus, elle offre aux formateurs la possibilité de mesurer le niveau de développement et d’apprentissage des apprenants grâce au programme de mobilité.

Description	Target Group	Resources needed to use the tool
Au retour de la mobilité, ils doivent tenir une présentation devant l’ensemble de l’équipe pédagogique, montrant ainsi les preuves de ce qu’ils ont appris et des competences qu’ils ont acquies. Ils peuvent montrer une video ou faire une demonstration ( par exemple, cuisinier quelque chose et le faire goûter aux formateurs). Cette presentation, que nous appelon “ les sorties mobilité appenants”, rentrent en ligne de compte pour l’évaluation finale, conjointement aux rapports des formateurs et des tuteurs en entreprise.	Apprenants idéalement ages de 18 à 25 ans, bien qu’ils puissant être plus jeunes, tout depend de leur maturité et de leur intérêt	Les apprenants peuvent animer leur presentation avec des videos, des powerpoint, photos… Ils ont libre choix sur la manière de realizer leur presentation.

Step by step instructions

Vous avez terminé votre programme de mobilité et vous avez sûrement appris beaucoup de choses. Ce fut l'occasion de développer vos compétences. Maintenant, vous êtes de retour dans votre pays d'origine et votre école. Votre expérience doit être partagée et vos nouvelles compétences montrées à vos formateurs. Ils veulent savoir ce que vous avez appris de nouveau. Ceci comptera pour votre évaluation finale.
Essayez de penser de manière attrayante en leur exposant votre expérience de mobilité. Vous pouvez faire une présentation en utilisant un PowerPoint, des photos ou des vidéos. Vous pouvez également faire une démonstration pratique. C'est à vous. Montrez-leur que vous êtes une personne différente, beaucoup plus confiante et beaucoup plus compétente.

Recommendations (How to use the tool/resource)

Recueillez de nombreuses photos et réalisez des vidéos de bonne qualité. Ce sont de bonnes preuves. Si vous faites une démonstration pratique, ce sera encore mieux. Planifiez votre présentation avec soin et n’oubliez pas de parler de votre développement personnel et social (ce que vous avez ressenti au début, les craintes et les attentes que vous aviez, comment vous avez surmonté les obstacles, ce que vous avez appris sur vous-même et sur la personne que vous êtes maintenant).

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Cérémonie des Oscars

Source: Ex : créé par CKU-SOPOT ou lien internet ou nom de la référence

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Reconnaître et valoriser le parcours des apprenants

Expected Outcomes

Les apprenants obtiendront un certificate qui fera office de reconnaissance officielle de leur parcours. L’évènement fera l’objet d’une communication afin de susciter l’interêt d’autres apprenants.

Description	Target Group	Resources needed to use the tool
Une cérémonie est organisée et les étudiants, le personnel concerné, y compris le marketing, ainsi que la presse / radio locale sont invités. Les certificats Europass Mobilité et attestation de présence par les étudiants sont distribués. De plus, chaque élève reçoit un livre photo en souvenir, ainsi qu'un carnet et un stylo international.	Professeur/formateur	Carton d’invitation Power Point de presentation Europass completes et attestation de présence Livre photo Carnet Stylo

Step by step instructions

1. Après avoir terminé une mobilité, invitez les étudiants, le personnel, le marketing, la publicité extérieure à une cérémonie de remise des prix, la date devant être fixée dans le mois qui suit la fin de la mobilité.
2. Créez ou commandez un livre photo (nous utilisons des applications de livre photo en ligne).
3. Rassemblez et vérifiez les cartes Europass et de présence.
4. Réservez une salle dans l’établissement et commandez des rafraîchissements et toutes les exigences informatiques.
5. Saisissez toutes les photos prises sur la mobilité pour activer un diaporama pour l'événement.
6. Faites une présentation PowerPoint pour guider l'événement.
7. Organisez la cérémonie de remise des prix, prenez beaucoup de photos pour diffusion / publicité / communication

Recommendations (How to use the tool/resource)

L'outil / les ressources seraient propres à chaque organisation. Ceci est une description de ce que nous faisons et utilisons. D'autres organisations peuvent prendre l'idée avec leurs propres ressources, par exemple PowerPoint personnalisé, etc.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Autoriflessione

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

I partecipanti valutano la loro esperienza di mobilità e la condividono con il loro tutor.

Expected Outcomes

Aiutare i partecipanti a valutare i loro traguardi, obiettivi personali, rapporti con la comunità locale e percorso di crescita.

Description	Target Group	Resources needed to use the tool
I partecipanti compileranno un questionario che li aiuterà a riflettere su: - il loro coinvolgimento nel progetto; - i loro rapporti interpersonali; - suggerimenti e commenti.	Giovani	Questionario (modello)

Step by step instructions

Invitare i partecipanti a rispondere al questionario

Recommendations (How to use the tool/resource)

Il partecipante può compilare da solo il questionario per poi discuterne insieme al proprio mentore.

Additional Attachments/ Supplementary Documents

Questionario di valutazione

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Piano di lavoro

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Pianificare gli obiettivi di apprendimento, le attività e il programma delle attività del partecipante con l’aiuto di un tutor.

Expected Outcomes

Riflettere e valutare il raggiungimento degli obiettivi settimanali.

Description	Target Group	Resources needed to use the tool
All’inizio della settimana, il partecipante compilerà il modulo insieme al tutor. Alla fine della settimana, sarà organizzato un incontro al fine di comprendere se gli obiettivi di apprendimento sono stati raggiunti. È un momento importante di condivisione fra il partecipante e il tutor.	Professionisti	Dedicare almento 20 minuti a incontro Allegato: modello del piano di lavoro

Step by step instructions

Compilare il piano di lavoro.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Modello del piano di lavoro

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Codice di condotta

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Creare un’atmosfera accogliente nell’ambiente di lavoro
Coinvolgere i giovani nell’elaborazione di regole interne per il programma di mobilità

Expected Outcomes

I partecipanti dovranno sottostare alle regole che hanno stabilito. Lo strumento è fondamentale per aiutare i partecipanti a pervenire a un accordo e lavorare insieme al fine di raggiungere gli obiettivi stabiliti.

Description	Target Group	Resources needed to use the tool
All’inizio del programma di mobilità, i partecipanti saranno invitati a collaborare alla redazione di un codice di condotta, una serie di regole interne che il gruppo dovrà seguire per tutta la durata dell’esperienza. Inoltre, dovranno apprendere le regole interne dell’impresa ospitante.	Studenti di età compresa fra i 18 e i 25 anni,	Modello per la redazione del codice di condotta

Step by step instructions

Ai partecipanti sarà chiesto di riflettere su e di elaborare una serie di regole da seguire nel corso del programma di mobilità. È importante sottolineare che tali regole contribuiscono alla creazione di un buon ambiente di lavoro e, per questo, tutti sono tenuti a seguirle.

Recommendations (How to use the tool/resource)

Il codice di condotta andrà creato nel corso di un’attività di gruppo.

Additional Attachments/ Supplementary Documents

Modello del codice di condotta

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Album fotografico

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Raccogliere delle foto ricordo per immortalare l’esperienza di mobilità.

Expected Outcomes

Ciascuno studente potrà avere un ricordo del proprio viaggio, mentre gli altri soggetti interessati ne sapranno di più in merito al viaggio.

Description	Target Group	Resources needed to use the tool
Nel corso delle esperienze di mobilità vengono scattate molte foto per documentare il progetto e per conservare qualche ricordo. Queste foto sono utilizzate per realizzare un album personalizzato. Gli studenti scattano delle foto e le condividono su WhatsApp. Per incoraggiarli, di’ loro che potranno vincere un premio per la miglior foto. Inoltre, le migliori foto parteciperanno al concorso annuale di Erasmus+. Ciascuno studente riceve un album ricordo che serviranno anche al fine di divulgare il progetto all’interno dell’istituto e fra i soggetti interessati.	Tutti i partecipanti	Foto (di solito le condividiamo via WhatsApp to in modo che tutti possano contribuire).

Step by step instructions

1. Assicurati che tutti i partecipanti siano consci dell’importanza di scattare foto nel corso del periodo di mobilità.
2. Assicurati che i partecipanti sappiano come condividere le foto su WhatsApp.
3. Al termine del viaggio complete e ordina il libro fotografico.
4. Invialo o consegnalo ai partecipanti nel corso della cerimonia di consegna dei certificati.

Recommendations (How to use the tool/resource)

Suggeriamo di scrivere una breve didascalia per ciascuna foto.

Additional Attachments/ Supplementary Documents

Foto tratta dall’album

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Guide for Youth Integration in a Mobility Abroad

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Sviluppare le competenze personali e sociali necessarie ai fini dell’esperienza di mobilità:
- comunicazioni interpersonali;
- gestione delle emozioni;
- capacità di prendere decisioni;
- risoluzione dei conflitti.

Expected Outcomes

Description	Target Group	Resources needed to use the tool
1. Una griglia di valutazione delle competenze comunicative e delle emozioni. 2. Una serie di giochi di ruolo, di gruppo, quiz e questionari 3. Laboratori pratici e storie	Studenti delle scuole della seconda possibilità	A cura di Alis Ghebuţă and Roberta Tuduri. Domande a risposta multipla

Step by step instructions

Recommendations (How to use the tool/resource)

Al fine di sviluppare le competenze per la vita degli studenti svantaggiati non basta promuovere delle misure che mirano a rispondere a questa o a quell’esigenza, bensì a creare un metodo di lavoro. È necessario mettere a punto dei programmi complessi e ben congegnati da attuare per un periodo di tempo sufficiente al potenziamento di tali capacità.

Additional Attachments/ Supplementary Documents

Intelligenza emotiva di Daniel Jay Goleman
McCONNON, Shay&Margaret, Your choice - Making decisions, Interpersonal Communication, Conflict, Educating for emotional literacy, a cura di People First 2002.
Life skills development cycle di Ales Bednarik

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Strumento per le attività di follow-up

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

È importante non lasciare soli i giovani che prendono parte a un programma di mobilità. Spesso, infatti sono tenuti a compilare dei documenti ed è bene che ricevano l’aiuto di qualcuno.
L’obiettivo di questa pratica è quello di aiutare i giovani nel corso del processo di mobilità, mantenendo con loro dei contatti regolari.

Expected Outcomes

Un monitoraggio ravvicinato può prevenire eventuali situazioni problematiche e garantire il successo del programma di mobilità.

Description	Target Group	Resources needed to use the tool
All’inizio del programma di mobilità, viene affidato un tutor al giovane che sarà responsabile della redazione di un protocollo d’intesa per l’impresa, responsabile per la redazione di un protocollo con l’impresa, del piano di lavoro e del registro delle presenze. Il tutor deve mantenere dei contatti regolari sia con il giovane che con l’impresa per verificare che questi si stia integrando all’interno dell’impresa, sia motivato e comprendere le difficoltà da lui affrontate. Grazie a questo contatto costante potrà risolvere i problemi che le si presentano. Alla fine chiederà all’impresa ospitante di inviare il modulo di valutazione all’organizzazione di invio.	Tutor che seguono i progetti di mobilità	È necessario mettere a punto dei modelli sulla base dei quali redigere il protocollo di intesa, il piano di lavoro, il registro delle presenze e il modulo di valutazione. Quindi, il tutor e gli studenti dovranno concordare un modo per comunicare fra loro mediante: e-mail, WhatsApp, Messenger, Skype o delle telefonate. È possibile anche effettuare delle visite in presenza, ma sarà necessario allocare delle risorse finanziarie.

Step by step instructions

Il tutor dovrà contattare l’azienda ospitante e concordare la durata del programma di mobilità, le ore di lavoro, il piano di lavoro, gli orari dei pasti, attività e così via. Dopo aver preso degli accordi verbali, bisognerà redigere un protocollo d’intesa e un piano di lavoro sottoscritti sia dall’azienda che dal tirocinante. Il tutor, invece, dovrà firmarli in rappresentanza dell’organizzazione di invio. Dovrà anche predisporre un registro delle presenze per monitorare eventuali assenze. Quindi, dovrà rimanere in contatto con l’azienda ospitante e gli studenti nel corso del processo per verificare che non ci siano dei problemi che meritano di essere risolti. Quando possibile, è opportuno organizzare delle visite vere e proprie in azienda. Al termine del periodo di mobilità, il tutor dovrà chiedere all’impresa ospitante di compilare un modulo di valutazione. Questo documento contiene delle informazioni dettagliate in merito al rendimento dei giovani nel corso del processo.

Recommendations (How to use the tool/resource)

Non bisogna mai scrivere un piano di lavoro o un protocollo di intesa senza prima averne concordato i contenuti con l’azienda ospitante. È importante non lasciare i giovani da soli nel corso del processo. È importante contattarli regolarmente per farli sentire al sicuro.

Additional Attachments/ Supplementary Documents

Protocollo
Piano di lavoro
Registro delle presenze
Modulo di valutazione

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Analisi dei rischi

Source: Centre for Continuing Education di Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Individuare i rischi esistenti, trovare delle soluzioni a situazioni problematiche, prevenire eventuali criticità e proporre delle misure di contrasto.

Expected Outcomes

Gli studenti potranno servirsi dello strumento per individuare problemi e soluzioni. Questo strumento è molto utile ai fini della prevenzione dei rischi e della risoluzione dei problemi.

Description	Target Group	Resources needed to use the tool
È uno strumento molto utile per riconoscere i rischi esistenti, trovare delle soluzioni a dei problemi e prevenire eventuali criticità e proporre delle misure di contrasto.	Per: -studenti delle scuole secondarie e della formazione professionale (tutti gli studenti); - imprese che attivano dei programmi di tirocinio	Versione cartacea o digitale del modulo, penna.

Step by step instructions

Lo strumento consiste in un modulo contenente una serie di domande volte a individuare dei rischi nella fase di implementazione del tirocinio e individuare possibili soluzioni. Può essere utilizzato dagli studenti stessi o dalle organizzazioni di invio. È uno strumento estremamente utile per individuare i rischi, eliminare conseguenze spiacevoli. La prevenzione dei rischi si articola nelle seguente fasi:
1. Individuazione dei rischi
2. Valutazione dei rischi
3. Valutazione delle misure di prevenzione
4. Ulteriori misure di prevenzione
5. Rivalutazione dei rischi a seguito dell’implementazione
6. Elaborazione di ulteriori azioni correttive

Possibili domande da inserire nel modulo:
1. Descrizione della situazione iniziale.
2. È possibile individuare eventuali difficoltà?
3. In che modo è possibile risolvere questo tipo di difficoltà?
4. Quali soluzioni potrebbero rivelarsi più efficaci?
5. Che cosa cambieresti nella soluzione adottata al fine di migliorarne l’efficacia in futuro?
È possibile porre dei quesiti alternative sulla base delle caratteristiche specifiche di ciascun luogo di lavoro.

Recommendations (How to use the tool/resource)

È possibile compilare il modulo da soli o con il supporto di qualcuno

Additional Attachments/ Supplementary Documents

Modello sull’analisi dei rischi precompilato

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Mappe per giovani viaggiatori

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Sapere come trascorrere il tempo libero è fondamentale per vivere un’esperienza di tirocinio di successo.
Se possibile, bisognerebbe utilizzare delle mappe per giovani viaggiatori.
È importante trovare delle informazioni sul queste mappe che siano adatte a giovani non dotati di mezzi importanti. Nel caso non siano disponibili, suggeriamo di fornire queste informazioni segnandole sulla mappa:
- Informazioni in merito al sistema di trasporto locale (biglietti, tariffe, orari, ecc.)
- Informazioni in merito a ristoranti poco costosi
- informazioni sui punti di ritrovo dei giovani

Expected Outcomes

Sulle mappe bisognerà riportare informazioni che possano essere utili a giovani che dispongono di poco budget. Tali mappe serviranno loro per individuare i luoghi in cui i giovani trascorrono il proprio tempo libero e stare alla larga dai luoghi battuti dai turisti.

Description	Target Group	Resources needed to use the tool
Le mappe dovrebbero contenere delle informazioni adatte a giovani viaggiatori con un budget limitato. Nel caso in cui tali mappe non siano disponibili, suggeriamo di fornire queste informazioni segnandole sulla mappa: - Informazioni in merito al sistema di trasporto locale (biglietti, tariffe, orari, ecc.) - Informazioni in merito a ristoranti poco costosi - informazioni sui punti di ritrovo dei giovani	Studenti	Mappe per giovani viaggiatori

Step by step instructions

Suggeriamo alle organizzazioni ospitanti di creare queste mappe con l’aiuto dei giovani.

Recommendations (How to use the tool/resource)

Suggeriamo di tenere una sessione introduttiva di presentazione della mappa.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

È possibile trovare questo tipo di mappe su: https://www.use-it.travel/home
oppure sui siti web della città.

Implementation

Tools used during the mobility

Guida SEPLO all’esperienza di mobilità – II parte

Source: EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Si tratta di un breve video volto a supportare gli studenti nel corso di un’esperienza di tirocinio all’estero.

Expected Outcomes

Il video ricorda agli studenti in che modo funziona il processo di registrazione e valutazione nel corso del periodo di mobilità. Affronta alcune preoccupazioni, problemi e dubbi che gli studenti potrebbero avere mentre si trovano lontani da casa e si servono delle testimonianze di altri studenti per tirarli su di morale.

Description	Target Group	Resources needed to use the tool
Si tratta di un breve video volto a supportare gli studenti nel corso di un’esperienza di tirocinio all’estero. È stato progettato per accompagnare un diario di bordo o un registro testuale o visivo.	Studenti che intendono perfezionare le loro competenze trasversali.	Il video può essere scaricato su PC o smartphone.

Step by step instructions

Una presentazione di 5 minuti in merito ai contenuti del video a cura del facilitatore al fine di rispondere alle domande degli studenti
- Proiezione del video della durata di 7 minuti
- Una discussione di 15 minuti con gli studenti

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Guida SEPLO all’esperienza di mobilità – II parte

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

ERASMUS + Work placement

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Imparare come ottenere dei finanziamenti per un programma di mobilità

Expected Outcomes

Apprendere le strategie utilizzate da E2C Picardie Maritime

Description	Target Group	Resources needed to use the tool
E2C Picardie Maritime fa parte di “Mobinov”, un consorzio regionale incaricato di raccogliere dei finanziamenti nell’ambito del prohramma ERASMUS +	Teacher / school management.	-

Step by step instructions

L’istituito intende promuovere la sua esperienza nel campo della raccolta di finanziamenti nel quadro del programma Erasmus +.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Per ulteriori informazioni, vi invitiamo a contattare Celine Maillot, cma.apfe@gmail.com

Pre-preparation

Tools used during the initial stage

Formazione professionale di base – tirocinio all’interno di enti pubblici o privati

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Creare delle opportunità di tirocinio da inserire nel percorso scolastico

Expected Outcomes

Gli studenti avranno l’opportunità dai loro colleghi che faranno loro da mentori in questo corso di formazione pratica. I piccoli risultati ottenuti accresceranno l’autostima e la motivazione ad acquisire delle competenze professionali. I corsi brevi all’interno dei centri di orientamento professionale offrono agli studenti la possibilità di ottenere delle certificazioni e facilitano il loro passaggio in ambito professionale.
La motivazione si costruisce attraverso la formazione professionale e l’empowerment. Al termine del corso, gli studenti potranno scegliere se proseguire gli studi o entrare nel mondo del lavoro.

Description	Target Group	Resources needed to use the tool
Prima dell’inizio del tirocinio, gli studenti partecipano a un corso introduttivo di tre settimane a cura dei consulenti di orientamento professionale in merito a temi quali la cooperazione, le regole e i diritti nel mercato del lavoro, i colloqui di lavoro, i salari e la tassazione, l’abbinamento fra studenti e professioni, la creazione di un piano formativo, la combinazione di lavoro e corsi in base agli obiettivi individuali. Nel corso del tirocinio: il programma formativo ha una durata di due anni e comprende delle sessioni pratiche e 30 settimane dedicate alle sessioni teoriche, in base ai bisogni di apprendimento degli studenti. Gli studenti ottengono un salario mensile dal datore di lavoro e sono seguiti da vicino da un consulente, dal datore di lavoro e dall’insegnante che ne analizzano i progressi in ambito personale, sociale e professionale.	Studenti di età compresa fra i 16 e i 25 anni, fino a un massimo di 30: 1. che hanno vissuto delle esperienze negative a scuola; 2. che prediligono un approccio pratico; 3. che hanno bisogno di un support dedicato da parte di consulenti, datori di lavoro e insegnanti.	È un programma pubblico che mette assieme le risorse della scuola della seconda possibilità e quelle della formazione professionale. Il programma è offerto dalla città di Copenaghen con il sostegno di fondi governativi.

Step by step instructions

Potrebbe essere utile servirsi di questo programma danese per proporne uno simile a livello locale.

Recommendations (How to use the tool/resource)

Il programma potrebbe essere promosso all’interno della tua scuola.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

E2C – contact Reinhold Schiffers , rschiffers@arcor.de

Pre-preparation

Tools used during the initial stage

Job station

Source: Centre for Continuing Education di Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

L’obiettivo è quello di completare l’offerta formativa con informazioni pratiche in merito al mercato del lavoro

Expected Outcomes

Gli studenti considerano utili questi incontri nella ricercar di un percorso professionale e educativo.
Gli insegnanti (inclusi i consulenti di orientamento) che hanno partecipato agli incontri considerano questo strumento estremamente utile nel campo dell’orientamento professionale.

Description	Target Group	Resources needed to use the tool
"Job station"è una serie di incontri nel corso dei quali è possibile conoscere datori di lavoro, proprietary di imprese e rappresentanti dei vari settori dell’economia della regione, nonché freelancer dell’industria creativa e professioni di nicchia.	Per gli studenti di età compresa fra 13 e 19 anni (per lo più studenti delle scuole secondarie e professionali).	Si consiglia di organizzare gli incontri in aule spaziose, dotate di una lavagna interattiva, flipchart, proiettori, sedie comode per tutti i partecipanti e i relatori.

Step by step instructions

Lo strumento risponde al crescente bisogno di formare i giovani a compiere delle scelte educative e professionali. L’azione consente di completare l’offerta formativa formale con elementi dell’apprendimento non formale.
Proponiamo 3 tipi di attività:
1. presentazioni – partecipanti: un gruppo composto da 60 studenti; durata :1,5 ore
2. laboratori – partecipanti: un gruppo composto da un massimo di 30 persone; durata: 3 ore.
3. visite in azienda – organizzate singolarmente tenendo conto delle esigenze di ciascun imprenditore. Esempi di attività: conoscere le condizioni di lavoro, analizzare le mansioni previste per ciascun ruolo professionale, ec
Consigliamo di organizzare tali attività in sequenza: per prima cosa bisogna organizzare le presentazioni o i laboratori, quindi procedere alle visite in azienda.
Questo strumento si inserisce nel quadro di un percorso di orientamento professionale nelle scuole polacche ed è stato sperimentato a partire da febbraio 2019.

Recommendations (How to use the tool/resource)

Riteniamo che tutti gli studenti debbano prendere parte alle attività: presentazioni, laboratori, visite alle imprese.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

La storia della mia vita

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

“La storia della mia vita” è uno strumento che serve a conoscere le esperienze di vita degli studenti. Dopo un breve periodo di adattamento, l’educatore chiederà agli studenti di scrivere su un foglio di carta che cosa li ha spinti a lasciare la scuola e a fare ritorno sui banchi, nonché ciò che vorrebbero fare al termine delle 10 lezioni obbligatorie.

Expected Outcomes

Al termine di questa attività conosceremo il background degli studenti delle scuole della seconda possibilità. Le ragioni che li hanno spinti a lasciare la scuola, le esperienze negative che hanno vissuto e le riflessioni che li hanno spinti a tornare sui loro passi. Tali elementi aiutano il docente a stabilire un punto di partenza per la formazione degli studenti. “La storia della mia vita” costituisce un modello per motivare gli studenti delle scuole della seconda possibilità a completare il loor percorso professionale e a cercare un’occupazione.

Description	Target Group	Resources needed to use the tool
Una storia animata in merito alle cause alla base della scelta di abbandonare gli studi e di riprenderli, nonché alle motivazioni per completare il percorso di studi e ottenere le qualifiche necessarie per accedere al mercato del lavoro.	Studenti delle scuole della seconda possibilità; studenti con scarse capacità di apprendimento; adolescenti con una bassa autostima.	Computer con connessione a internet, schermo e proiettore.

Step by step instructions

”La storia della mia vita” è il primo passo per gli studenti delle scuole della seconda possibilità di entrare in contatto con docenti e psicologi e migliorare le loro vite.
Le loro storie di vita saranno presentate al termine del corso e costituiranno dei casi studio e dei modelli per gli studenti delle scuole della seconda possibilità.

Recommendations (How to use the tool/resource)

In generale, tutti gli studenti delle scuole della seconda possibilità hanno bisogno di migliorare la propria autostima e riflettere sul loro rapporto con la scuola, gli insegnanti e i carichi di lavoro. Molti di loro hanno già lavorato all’estero conoscono le lingue straniere, ma hanno vissuto delle esperienze in qualche modo traumatiche nei Paesi ospitanti. In questo caso, è importante insistere sull’importanza di trovare un lavoro regolare e di rispettare i valori delle società europee.

Additional Attachments/ Supplementary Documents

["https://www.youtube.com/watch?time_continue=1&v=Y1hX3mdI6Ew"]

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

La piramide dei bisogni di Maslow

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Acquisire una certa consapevolezza delle proprie esigenze personali e trovare una risposta alla domanda “Perché dovrei svolgere un periodo di tirocinio all’estero?”

Expected Outcomes

I giovani capiranno che è possibile trovare una soluzione a ogni tipo di problema e rispondere a ogni esigenza scegliendo un modo per crescere.

Description	Target Group	Resources needed to use the tool
Gli studenti che si preparano per un period di mobilità all’estero devono essere consapevoli delle strategie da adottare al fine di guadagnare una maggiore autostima ed essere apprezzati dagli altri. La piramide dei bisogni è un ottimo strumento per i giovani. Le riflessioni in merito ad essa sono estremamenti utili poiché alimentano la loro motivazione verso il raggiungimento di obiettivi concreti.	Studenti delle scuole della seconda possibilità;	IMAGE

Step by step instructions

Dopo aver soddisfatto i tuoi bisogni essenziali (cibo, acqua, vestiti, un posto in cui dormire), puoi pensare al tuo futuro che ti fornirà le risorse per una vita piena. Per fare ciò, è necessario possedere buone competenze personale e professionali per raggiungere il secondo livello della piramide.
Dopo qualche tempo, però, il lavoro e la routine giornaliera non ti basteranno, dovrai investire le tue risorse all’interno della tua famiglia e nella cerchia degli affetti o ricercare l’affiliazione a un gruppo. Dando prova di un comportamento socialmente responsabile, potrai raggiungere il terzo livello della piramide di Maslow.
Chi non desidera solo appartenere a un gruppo, ma vedere riconosciuti i propri meriti personali ed essere rispettato all’interno della comunità dovrà raggiungere un livello di status sociale in linea con la propria autostima (quarto livello). La maggior parte delle persone sono felice dei loro traguardi. Alcuni, tuttavia, sentono di potere fare meglio al fine di fare meglio in altre aree, o al termine degli studi, diventano responsabili delle risorse umane o dei dirigenti. Queste persone hanno ottenuto il massimo e superato i loro limiti.

Recommendations (How to use the tool/resource)

Rispondere alle esigenze di un livello della piramide dei bisogni consentirà di passare a quello successive e alimenterà il desiderio di salire in cima alla piramide in cui il bisogno di migliorarsi diviene un obiettivo permanente.

Additional Attachments/ Supplementary Documents

Modello n.1
Alcune idee di Guy Winch - Emotional First Aid
I. Pronto soccorso emotivo (scarsa autostima, rifiuto, fallimento professionale, critiche, offese e tutti i pensieri ricorrenti in merito a eventi spiacevoli)
1. Crea un elenco di caratteristiche negative di cui non riesci a liberarti. Quindi scrivi delle contro-argomentazioni per ciascuna di esse. Ripeti delle variazioni positive ogni qualvolta emerge qualocsa di negativo. Fa che diventi un abitudine.
2. Cerca di tenere a mente i talenti che ti rendono interessante, unico/a, indispensabile. Dedicati a queste attività quando puoi per alimentare la tua autostima.
3. Socializza con le persone che ti amano ed accettano. È la migliore medicina. Allontanati dalle persone che ti sfruttano emotivamente e finanziariamente, ecc.
4. Guarda le foto dei tuoi cari. Un’immagine della tua famiglia a lavoro può fare miracoli: ti ricorderà delle cose più importanti della tua vita.
5. Infine, cerca di non essere così sensibile. Pensa a tutte le persone lavorano dei call centre o si occupano di raccolte fondi. Sono stressate perché ricevono centinaia di no, eppure devono riuscire a rilassarsi e ad andare avanti. Un’esposizione ripetuta ai rifiuti può anche avere un effetto terapeutico. Lo stesso vale quando si è alla ricerca di un fidanzato o di una fidanzata. È possibile ricevere dei due di picche, ma non è poi la fine del mondo.
II. Come liberarsi del senso di colpa
1. Se hai fatto del male a qualcuno, chiedigli/le sinceramente scusa. Mostragli/le che sai di aver sbagliato e di essertene pentito/a.
2. Perdona anche te stesso. Ammetti di aver sbagliato e assumiti le tue responsabilità, impara dall’esperienza, ma non continuare a colpevolizzarti.
3. Pensa al contesto in cui hai commesso l’errore e analizza le condizioni che l’hanno determinato. L’occasione fa l’uomo ladro, non sempre è colpa della nostra cattiva coscienza.
4. Pensa a ciò che puoi fare per eliminare un’abitudine fastidiosa e ripromettiti di non ricascarci.
5. Crea un rituale per l’eliminazione del senso di colpa. Fa qualcosa di buono per la persona cui hai fatto un torto, scrivi la tua buona azione su carta, leggila e quindi bruciala in modo che tu possa ricordartene.
6. Infine, cerca di comprendere non è un tuo problema se qualcuno non vuole perdonarti dopo che tu hai fatto il possibile.
III. Come recuperare la propria autostima a seguito di un fallimento.
1.Cerca un supporto emotivo. Gli amici possono darti un’opinione più realistica e meno coinvolta se parli con loro. In questo modo, puoi prendere le distanze dal problema e rimetterti subito in carreggiata. Ogni fallimento è una straordinaria esperienza di apprendimento. Fa’ affidamento sul tuo senso dell’umorismo.
2. Riacquista il controllo o recupera ciò su cui sai di avere il controllo. Ad esempio, se non sei riuscito/a a rispettare la dieta, non deprimerti. Analizza i risultati ottenuti e le tue mancanze. Forse puoi prendere il controllo su alcuni aspetti, come mettere a punto una dieta col tuo medico, qualcosa alla quale non hai pensato.
3. Organizza, stabilisci un ordine di priorità e metti a punto una strategia di implementazione positiva. Ad esempio, se ti viene data una sigaretta, ma non vuoi accettarla, ricordati che vuoi smettere di fumare: ricorda l’obiettivo positivo e non il rifiuto. Prevedi i problemi e pianifica delle soluzioni per ogni fase del tuo piano. In questo modo ridurrai al minimo i fallimenti.
4. Controlla le tue ansie. È l’ansia che ti fa sentire come se non sapessi nulla prima di un esame. Fai degli esercizi di rilassamento, respira. Dopo esserti calmato, rispondi a voce alta alle domande per concentrare meglio la tua attenzione.
5. Evita di colpevolizzarti, si tratta di un atteggiamento pericoloso che mina la tua autostima. È scientificamente provato che le persone con una bassa autostima sentono il dolore in maniera più forte. Sono anche più ansiosi, perché prevedono delle catastrofi.
Quando l’autostima viene intaccata, rispondiamo in maniera meno preparata allo stress. Per questo è importante tenere d’occhio il proprio livello di autostima, stress ed equilibrio emotivo, proprio come stiamo attenti al livello di colesterolo nel sangue.

Links (for further information, e.g. website)

https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760
Guy Winch è uno psicologo americano e autore, frag li altri, di libri come Emotional First Aid, Practical Strategies for Treating Failure, Rejection, Guilt and Other Everyday Psychological Injuries.

Pre-preparation

Tools used during the initial stage

Orientamento professionale a scuola

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Molti giovani che frequentano le scuole della seconda possibilità non hanno un’idea chiara del loro futuro. Spesso non conoscono le opportunità formative a loro disposizione e hanno dei sogni che non sono certo in linea con le loro capacità. Per questa ragione è essenziale lavorare in maniera professionale su tale tema. Un programma di orientamento professionale a scuola potrebbe essere la soluzione migliore.

Expected Outcomes

Spesso i giovani hanno delle brutte esperienze coi centri per l’impiego e non si servono dei servizi di orientamento da loro offerti. L’inclusione sistematica di dipendenti dei centri per l’impiego nei programmi di orientamento professionale offerti dalle scuole potrebbe creare un ponte con altri servizi di orientamento da parte delle agenzie del lavoro.

Description	Target Group	Resources needed to use the tool
Il WBKLNR e i centri per l’impiego lavorano insieme sulla base di un contratto. Due volte a semestre un operatore del centro per l’impiego si unisce a WBKLNR e offre delle consulenze professionali. Si tratta di un servizio di counselling a bassa soglia per gli studenti che si trasforma in un contatto personale costante fra gli studenti e i consulenti, un rapporto che può proseguire anche al termine del percorso scolastico.	Insegnanti e tutor	È importante conoscere il tipo di servizi offerti ai giovani dai centri per l’impiego.

Step by step instructions

Recommendations (How to use the tool/resource)

Il tutor invita gli studenti a prendere un appuntamento con il consulente di orientamento. Anche il tutor può prendere parte all’incontro, qualora lo student lo desideria. Le sessioni di counselling fanno parte del programma scolastico e il loro inizio viene comunicato mediante un avviso affisso in bacheca, in modo che gli studenti possano prenotarsi.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Per ulteriori informazioni, ti invitiamo a contattare Reinhold Schiffers, rschiffers@arcor.de

Preparation

Tools used for mobility preparation

Aspettative – Paure - Contributi

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

I partecipanti saranno capaci di esprimere le proprie paure, le proprie aspettative in merito all’esperienza di mobilità Inoltre, potranno parlare del tipo di contributo che sentono di poter dare al gruppo.

Expected Outcomes

Individuare aspettative, dubbi e preoccupazioni dei partecipanti.

Description	Target Group	Resources needed to use the tool
Analizzando i risultati al termine dell’esperienza di mobilità, i partecipanti potranno individuare i loro progressi.	Professionisti	Il facilitatore fornisce le indicazioni e consegna ai partecipanti i post-it di tre colori differenti

Step by step instructions

Ciascun partecipante riceve tre post-it di colore differente su cui scrivere le proprie Aspettative – Paure e Contributi da condividere con il gruppo e il facilitatore. Quindi, i partecipanti attaccheranno i post-it su dei fogli di flip chart. Il facilitatore scatterà delle foto di ciò che hanno scritto al fine di analizzare il percorso dei partecipanti al loro ritorno.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Diario del partecipante

Source: Sulla base di uno dei prodotti per progetto DISCO adattato dal Centre of Continuing Education di Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Questo strumento consente ai partecipanti di raccogliere tutti i dati legati al tirocinio ed evitare l’insorgere di problemi.

Expected Outcomes

Secondo insegnanti e giovani che lo hanno utilizzato prima del tirocinio, questo strumento è molto utile ai fini della raccolta delle informazioni. Lo strumento può essere modificato in base alle caratteristiche della professione svolta.

Description	Target Group	Resources needed to use the tool
Si tratta di un modello (in versione sia cartacea sia elettronica) da compilare inserendo i dati richiesti. I quesiti riguardano importanti aspetti relativi all’esperienza di tirocinio.	Rivolto ai giovani maggiori di 16 anni	Modello elettronico o cartaceo

Step by step instructions

Si tratta di uno strumento utilizzato dagli studenti ai fini della raccolta dati prima dell’avvio di un’esperienza di tirocinio. Ciò servirà loro a prepararsi a vivere e a lavorare all’estero. Il modello può essere modificato in base alle caratteristiche del Paese in cui si svolge l’esperienza di tirocinio.
Di seguito riportiamo dei suggerimenti sulle voci da inserire nel modulo (prima dell’inizio del tirocinio):
- Date di partenza (andata, ritorno)
- Dati in merito all’istituzione ospitante (indirizzo e numero di telefono; tutor o supervisore)
- Contatti di emergenza (contatti del referente dell’organizzazione ospitante)
- Indirizzo dell’azienda in cui si svolge l’esperienza di tirocinio (indirizzo e numero di telefono; tutor aziendale)
- Orario di lavoro ( da-a; pause; pausa pranzo )
- Requisiti speciali (ad es., abbigliamento, attrezzatura)

Recommendations (How to use the tool/resource)

Da compilare da soli o con l’aiuto del mentore.

Additional Attachments/ Supplementary Documents

Un modello da compilare in cui sono raccolti tutti i dati relativi al tirocinio.

Links (for further information, e.g. website)

Prodotto del progetto Erasmus +: DISCO ( Diario)

Preparation

Tools used for mobility preparation

Guida SEPLO all’esperienza di mobilità – I parte

Source: EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Si tratta di un breve video volto ad aiutare gli studenti a prepararsi a un’esperienza di tirocinio all’estero. Va utilizzato al termine del periodo di selezione, nei mesi che precedono la partenza. È stato progettato per accompagnare un diario di bordo o un registro testuale o visivo.

Expected Outcomes

Dopo aver guardato il video gli studenti avranno ben chiaro che cosa ci si aspetta da loro.

Description	Target Group	Resources needed to use the tool
Si tratta di un breve video volto ad aiutare gli studenti a prepararsi a un’esperienza di tirocinio all’estero. Va utilizzato al termine del periodo di selezione, nei mesi che precedono la partenza. È stato progettato per accompagnare un diario di bordo o un registro testuale o visivo. Il video spiega in cosa consiste l’esperienza di mobilità servendosi delle testimonianze degli altri studenti. Descrive, inoltre, la compilazone del patto formative e aiuta gli studenti a individuare le competenze sulle quali desiderano lavorare nel corso della loro esperienza all’estero.	Studenti in attesa di partire per un progetto di mobilità.	Un computer e un proiettore al fine di mostrare il video

Step by step instructions

- Una presentazione di 5 minuti in merito ai contenuti del video a cura del facilitatore al fine di rispondere alle domande degli studenti
- Proiezione del video della durata di 7 minuti
- Una discussione di 15 minuti con gli studenti

Recommendations (How to use the tool/resource)

Il presente strumento è perfetto per stimolare la discussione e individuare paure e aspettative degli studenti, soprattutto coloro che si preparano a vivere la loro prima esperienza di mobilità.

Additional Attachments/ Supplementary Documents

Guida SEPLO all’esperienza di mobilità – I parte

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Consapevolezza culturale

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Aiutare gli studenti a conoscere il paese in cui si apprestano a vivere

Expected Outcomes

Gli studenti impareranno ad adottare un linguaggio appropriato nel Paese ospitante. Inoltre, impareranno a conoscerne meglio la cultura e la storia.

Description	Target Group	Resources needed to use the tool
Suggeriamo di organizzare una sessione informativa dedicata alla lingua e alla cultura del Paese che gli studenti si apprestano a visitare a cura degli insegnanti che li ospiteranno.	Docenti/tutor	Diario dello studente

Step by step instructions

1. Fissa la data – circa un mese prima della mobilità e coordina l’arrivo dei docenti stranieri.
2. Sistema l’aula e organizza un rinfresco
3. Invita i partecipanti
4. Organizza la sessione
5. Monitora lo svolgimento della sessione.
6. Assicurati che tutti gli studenti abbiano con sé il diario che dovranno portare nel corso dell’esperienza di mobilità.
7. Scatta delle foto per pubblicizzare l’evento

Recommendations (How to use the tool/resource)

Le pagine 9 e 10 del Diario sono dedicate agli aspetti linguistici, utilizzale nel corso della sessione.

Additional Attachments/ Supplementary Documents

Diario dello studente.

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Lettera motivazionale

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Gli studenti che si candidano a partecipare a un programma di mobilità devono inviare una lettera motivazionale, importante ai fini del processo di selezione.

Expected Outcomes

Gli studenti devono riuscire a convincere i membri del comitato di selezione del fatto che sono le persone adatte a prendere parte al programma di mobilità.

Description	Target Group	Resources needed to use the tool
Si tratta di una lettera redatta ai fini della partecipazione a un programma di mobilità. Gli studenti devono spiegare per quale ragione sono interessati a quell’opportunità, descrivere le loro motivazioni, obiettivi e le ragioni che li hanno spinti a candidarsi a prendere parte al programma.	Studenti di età compresa fra i 18 e i 25.	È necessario predisporre un modello che gli studenti possono poi compilare a mano o con l’ausilio di un computer.

Step by step instructions

Come si scrive una lettera motivazionale?
1. Prenditi del tempo e comincia prima possibile. La lettera motivazionale è un documento essenziale ai fini della candidatura. Non cercare mai di scriverla in una sera.
2. Fa’ attenzione, la lettera motivazionale non è un curriculum vitae.
3. La lettera motivazione deve rispondere alle seguenti domande:
• Qual è l’obiettivo del tuo progetto di mobilità?
In quale settore ti piacerebbe lavorare?
• Che contributo pensi di poter dare all’azienda ospitante? (Fa riferimento a conoscenze teoriche, nonché ad esperienze personali, formative e personali. Dati e statistiche sono i benvenuti).
• Per quale ragione hai scelto di candidarti al programma di mobilità? Quali aspetti del programma potrebbero rivelarsi particolarmente utili nel corso della tua carriera professionale? (Assicurati di essere bene informato!)
• Perché pensi di essere la persona adatta a prendere parte al programma? Quali conoscenze e competenze maturate nel corso del tuo percorso scolastico e professionale potrebbero tornarti utili? – Hai già maturato delle esperienze professionali important?
• Hai mai lavorato all’interno di un’organizzazione? (associazione studentesca, ONG, partiti politici, servizio di volontariato …) Se sì, invia una copia della carta associativa.
• Come valuti la tua personalità? Pensi di essere un buon leader? Pensi di poter fare la differenza? Che cos ate lo fa credere? (Poni l’accento sui tuoi punti di forza, ma sii realistico.)
•Perché ti piacerebbe svolgere un periodo di mobilità proprio in quel Paese? – Che cosa ne sai? Pensi che possa essere diverso dal tuo Paese di origine? In che modo? (Raccogli informazioni e parla con persone che hanno già svolto un period di mobilità in quel Paese)
• Pensi che alcune caratteristiche del Paese ospitante (società, sistema politico o economico) possano essere prese a modello nel tuo stesso Paese? Cerca di trovare del materiale di approfondimento visitando dei siti internet che ti possano aiutare, ad es., il sito dell’ambasciata e cerca di entrare in contatto con persone che hanno vissuto lì.
• (Aspetti tecnici) Vi sono degli strumenti tecnologici utilizzati nel Paese ospitante ti piacerebbe importare nel tuo Paese? Quali? Perché?
• Vi sono delle organizzazioni o delle imprese nel Paese ospitante che ti piacerebbe conoscere meglio o visitare? Perché?
4. Assicurati che la tua lettera di presentazione sia ben scritta. Prima rifletti sulle domande riportate qui sopra, informati e discutine con gli amici. Scrivi una bozza e quindi prepara il testo (non è necessario che tu risponda a tutte le domande elencate qui sopra). Non inserire le domande nel testo..
5. Utilizza uno stile appropriato
- Evita le frasi fatte o uno stile troppo pomposo.
– Affronta l’argomento in maniera chiara e informata e cerca di non essere troppo enfatico.

Recommendations (How to use the tool/resource)

Gli studenti devono rileggere più volte il testo e cancellare tutte le parti ridondanti. Infine, la lettera motivazionale non dovrà essere più lunga di due pagine. È bene ricordare che la lettera motivazione può essere un ottimo punto di partenza per la discussione nel corso dei colloqui preselettivi.

Additional Attachments/ Supplementary Documents

Modello Lettera motivazionale

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Sessione informativa

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Preparare gli studenti e i loro genitori/tutori alla mobilità al fine di favorire la comunicazione

Expected Outcomes

Essere informati riguardo al prossimo viaggio. Rassicurazioni in merito all’itinerario completo, nonché alle informazioni di contatto.

Description	Target Group	Resources needed to use the tool
Suggeriamo di organizzare una sessione per informare i partecipanti e i loro genitori/tutori in merito all’esperienza di mobilità della durata di due settimane, nel corso della quale illustrare l’itinerario di viaggio, i luoghi da visitare e l’azienda ospitante. Inoltre, saranno distribuiti i moduli in merito al trattamento dei dati personali.	Insegnanti e tutor	Moduli di autorizzazione che i genitori dovranno firmare. Presentazioni PowerPoint Lettera informativa con dettagli in merito ai referenti dell’esperienza di mobilità.

Step by step instructions

1. Fissa la data e invita i partecipanti servendoti dell’apposito modello per la lettera di invito
2. Prepara la lettera contenente le informazioni (distribuire nel corso della sessione)
3. Prepara i moduli di autorizzazioni
4. Presenta le informazioni servendoti del PowerPoint
5. Archivia tutti i moduli di autorizzazione.

Recommendations (How to use the tool/resource)

Gli strumenti devono essere adattati alle esigenze delle singole organizzazioni.
Abbiamo predisposto un modello di lettera da compilare.

Additional Attachments/ Supplementary Documents

Modello di lettera per studenti e genitori

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Percorso sensoriale

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Alla base di questa attività vi è l’idea che le nuove prospettive e competenze personali e professionali acquisite a seguito di un’esperienza di mobilità forniscono nuovi spunti per il futuro.

Expected Outcomes

Riflettere sulle esperienze passate
Comprendere il senso del proprio futuro

Description	Target Group	Resources needed to use the tool
Questa attività non formale può essere utilizzata come strumento di valutazione. Consente ai partecipanti di riflettere sul loro futuro a partire dalla loro esperienza di mobilità.	Professionisti	5 minuti di preparazione; 15 minuti per lo svolgimento dell’attività e 15 minuti da dedicare alla riflessione.

Step by step instructions

Il tutor crea due gruppi di partecipanti. Ciascun gruppo dovrà andare alla ricerca di alcuni oggetti che aiuteranno i partecipanti a rievocare alcuni sentimenti legati all’esperienza di mobilità. Si tratta di un viaggio sensoriale in cui sono sollecitati i sensi del tatto e dell’olfatto.
Al termine dell’attività, il tutor guiderà una sessione di riflessione, ponendo loro delle domande:
● Come ti senti al termine dell’esperienza di mobilità?
● Quali paure hai dovuto superare?
● Quali paure non seri riuscito/a a superare?
● Quali spunti ti ha offerto l’esperienza di mobilità? Che cosa pensi di fare adesso?

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Valutazione intermedia e finale

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

- Permettere ai giovani di esprimere la loro opinione in merito a diverse questioni e offrire loro la possibilità di riflettere su determinati problemi e trovare delle soluzioni atte a risolverli.
- Comprendere se le attività sviluppate nell’ambito del programma di mobilità sono in linea con gli obiettivi stabiliti e apportare eventuali modifiche.

Expected Outcomes

Questa prassi è essenziale al fine di conferire una certa flessibilità al processo e tenere conto delle esigenze dei partecipanti, nonché fornire informazioni in merito alle dinamiche e all’atmosfera all’interno del gruppo.

Description	Target Group	Resources needed to use the tool
A metà dell’esperienza di mobilità, i partecipanti sono invitati a partecipare a una discussione su Skype, nel corso della quale potranno condividere le loro impressioni e le loro sensazioni in merito al percorso di mobilità. Riceveranno anche un questionario cui rispondere via e-mail o Messenger. Al termine del programma di mobilità i giovani partecipano a una sessione in presenza nel corso della quale potranno parlare della loro esperienza, delle loro aspettative e delle loro sensazioni. Potranno raccontare le difficoltà da loro vissute, porre in evidenza punti deboli e punti di forza. Infine, potranno anche condividere delle idee in merito ai loro progetti futuri.	Studenti di età compresa fra i 18 e i 25 anni.	Skype, e-mail, Messenger, modulo contenente le domande.

Step by step instructions

Le opinioni e le riflessioni dei partecipanti sono molto importanti poiché forniscono indicazioni essenziali in merito all’adeguatezza del programma al fine di di apportare dei piccoli cambiamenti.
Per farlo, dovranno rispondere alle seguenti domande:
1) Quali sono stati i momenti più belli della tua esperienza di mobilità e perché ritieni che siano così tanto significativi?
2) Quali attività hai apprezzato maggiormente?
3) Che cosa hai appreso finora?
4) Quali aspetti ritieni debbano essere migliorati?
5) Qual è l’ambito professionale nel quale intendi lavorare?
6) Pensi di poter applicare ciò che hai imparato? Ritieni che possa essere utile per te?
7) In che modo puoi applicare tali conoscenze?

Recommendations (How to use the tool/resource)

È importante sottoporre il presente questionario ai partecipanti al fine di apportare eventuali modifiche al programma di mobilità e comprendere se queste hanno funzionato migliorando l’esperienza da loro vissuta.

Additional Attachments/ Supplementary Documents

Questionario di valutazione intermedia e finale

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

8 competenze chiave

Source: http://www.mobilitycompetences.com/wp-content/uploads/2016/10/The-8-key-competences-of-European-Union.pdf

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Queste competenze aiutano a individuare le conoscenze, le capacità e gli atteggiamenti di ciascun individuo.

Expected Outcomes

Grazie a questo strumento, i partecipanti potranno valutare le loro competenze con facilità e servirsene nel corso dei colloqui di lavoro o ai fini della redazione del loro curriculum vitae.

Description	Target Group	Resources needed to use the tool
Conoscere e valorizzare le competenze dei partecipanti al fine di programmare il loro futuro professionale.	Giovani	-

Step by step instructions

All’inizio del progetto di mobilità, i partecipanti saranno invitati a riflettere sulle loro competenze. A tale scopo, potranno servirsi delle 8 competenze chiave dell’Unione Europea e sceglierne 3 sulle quali lavorare nel corso della loro esperienza all’estero. Dovranno valutare la loro padronanza delle competenze dandosi un voto da 1 a 5 e fornendo degli esempi concreti. Quindi, al termine dell’esperienza di mobilità, potranno analizzare i progressi compiuti.

Competenze chiave	Spunti di riflessione	Valutazione da 1 a 5
Comunicazione nella madrelingua.	Sto utilizzando la mia madrelingua?
Comunicazione nelle lingue straniere	Sto migliorando la mia capacità di servirmi delle lingue straniere?
Competenza matematica e competenze di base in scienza e tecnologia.	Mi sto servendo delle mie competenze matematiche?
Competenza digitale	Sto imparando a usare un computer? Sto imparando come servirmi di risorse online a fini professionali (siti internet, blog, mailing list, social network come Facebook)?
Competenze sociali e civiche.	Sto sviluppando nuove competenze comunicative? Sono capace di comunicare con persone provenienti da diversi contesti e comprenderne i diversi punti di vista? Sono capace di gestire i conflitti in maniera costruttiva e di dare prova della mia empatia?
Spirito di iniziativa e imprenditorialità	Sono capace di trasformare le idee in azioni? Sono capace di essere creativo/a e innovativo/a?
Consapevolezza ed espressione culturale	Sono capace di esprimere me stesso/a e la mia cultura? Sto sviluppando nuove conoscenze e una maggiore sensibilità culturale e linguistica?

Recommendations (How to use the tool/resource)

Rispondendo a queste domande il partecipante potrà individuare le competenze acquisite per poi procedere alla compilazione dell’Europass al termine del progetto. È un ottimo strumento per seguire il processo di apprendimento.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

https://ec.europa.eu/education/policies/school/key-competences-and-basic-skills_en

Evaluation

Tools used in the evaluation phase

Diario dello studente

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Guidare i partecipati nel loro percorso e servirsi del materiale ai fini di documentare il progetto.

Expected Outcomes

Gli studenti potranno prepararsi al meglio e, inoltre, avranno una prova delle loro esperienze e del loro percorso di crescita nel corso del loro progetto di mobilità.

Description	Target Group	Resources needed to use the tool
Ciascuno studente che prenderà parte al progetto di mobilità dovrà completare il diario. Il diario è suddiviso in tre parti da compilare prima, durante e dopo il viaggio. Il diario aiuterà gli studenti a prepararsi all’esperienza all’estero e a saperne di più in merito al paese che si apprestano a visitare. La sezione centrale dà loro la possibilità di incontrarsi la sera, discutere della loro giornata lavorativa e trascrivere le loro riflessioni. La sezione finale è dedicata agli insegnamenti tratti dallo studente dall’esperienza di mobilità.	Docenti e tutor	-

Step by step instructions

1. Dare a ciascuno studente una copia del diario nel corso della sessione informativa.
2. Utilizzare il diario nel corso della sessione dedicata alla consapevolezza culturale.
3. Illustrare le diverse sezioni e informare gli studenti in merito alle parti che devono compilare prima della mobilità.
4. Ottenere il supporto degli insegnanti per assicurarsi che gli studenti completino le ricerche e inseriscano le informazioni sul diario.
5. Nel corso della mobilità, sostenere gli studenti nella compilazione del diario.
6. Al termine della mobilità, distribuire i diari ai vari dipartimenti.
7. Custodire i diari per mostrarli all’Agenzia Nazionale.

Recommendations (How to use the tool/resource)

Il diario è uno strumento fondamentale, la cui compilazione scandisce le serate e gli incontri fra gli studenti nel corso del periodi di mobilità. Li aiuta a discutere della loro giornata per poi procedere alla compilazione delle varie sezioni.

Additional Attachments/ Supplementary Documents

Diario dello studente

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Scala di valutazione

Source: Centre for Continuing Education di Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Valutazione dell’esperienza di tirocinio e individuazione degli aspetti su cui lavorare.

Expected Outcomes

Riteniamo che gli studenti possano trovare utile questo strumento al fine di condividere le loro opinioni e individuare gli aspetti su cui lavorare. Si tratta di uno strumento che aiuta a concentrarsi sui punti di forza e sui punti deboli per poi potenziarli.
Anche gli insegnanti (e i consulenti dei servizi di orientamento) potrebbero trovare utile questo strumento, dal momento che sviluppa la capacità critica degli studenti, aiutandoli a esprimere il loro punto di vista, risolvere problemi e andare alla ricerca di possibilità.

Description	Target Group	Resources needed to use the tool
La scala di valutazione è uno strumento utile nella fase di implementazione e/o di valutazione da parte delle organizzazioni di invio o delle aziende che offrono le opportunità di tirocinio agli studenti.	Studenti delle scuole secondarie e della formazione professionale.	Versione cartacea o digitale del modello che gli studenti dovranno compilare

Step by step instructions

La scala di valutazione è uno strumento molto utile da utilizzare nel corso della fase di implementazione e/o di valutazione da parte delle organizzazioni di invio o delle aziende che offrono le opportunità di tirocinio agli studenti.
È utile ai fini del processo di valutazione per individuare i progressi ed eventuali criticità, al fine di apportare dei cambiamenti in futuro. La scala mostra il livello di soddisfazione degli studenti nei confronti dell’esperienza vissuta e consta di 10 domande volte ad analizzare l’organizzazione del tirocinio, il supporto ricevuto da parte dell’azienda e gli insegnamenti appresi. La scala di valutazione va da un minimo di uno a un massimo di cinque punti. Gli studenti sono chiamati a motivare le loro scelte e a fornire dei suggerimenti per migliorare il sistema. È possibile servirsi dello strumento nel corso della valutazione intermedia e finale, nonché durante colloqui individuali. Le risposte e le osservazioni degli studenti serviranno a migliorare la qualità dei tirocini offerti.

Recommendations (How to use the tool/resource)

Gli studenti potranno compilare la tabella da soli o con l’aiuto di un supervisore.

Additional Attachments/ Supplementary Documents

- Modello della scala di valutazione con domande consigliate – come utilizzare lo strumento in pratica.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Post sul sito web della scuola

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

I post sono incentrati sull’esperienza degli studenti e dà loro l’opportunità di mostrare i loro punti di forza, contribuendo a rafforzare l’autostima. Inoltre, pubblicizzano l’offerta formativa della scuola.

Expected Outcomes

I post personali sulla pagina web della scuola pongono in evidenza i benefici del tirocinio e mostrano in che modo lo studenti sono riusciti a superare le sfide ad esso connesse.

Description	Target Group	Resources needed to use the tool
Il post dovrebbe mostrare il tirocinante al lavoro e contenere alcune frasi in merito ai vantaggi del tirocinio.	Studenti.	Smartphone o macchina fotografica

Step by step instructions

Recommendations (How to use the tool/resource)

È importante affidare agli studenti questo compito nel corso del tirocinio affinché completino questa attività di follow-up.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

http://www.e2c-europe.org/e2c/students.html

Evaluation

Tools used in the evaluation phase

Enhancing life skills using mobile phone applications in a mobility situation

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Testare le capacità degli studenti della scuola della seconda possibilità di accedere alle risorse della comunità: recarsi presso i centri per l’impiego, ottenere la documentazione necessaria e iscriversi a dei corsi di formazione professionale, ecc.

Expected Outcomes

Migliorare le competenze per la vita utilizzando le applicazioni per dispositive mobile: orientarsi all’interno della città, calcolare le distanze, confrontare le diverse tariffe.

Description	Target Group	Resources needed to use the tool
Una serie di test che dimostrino che gli studenti hanno acquisito delle capacità di pianificazione, orientamento spaziale, capacità decisionali. (Ad es.,: gli studenti devono raggiungere un luogo in un determinate periodo di tempo, utilizzando il trasporto pubblico, o camminando. Dovranno prendere diverse decisioni, rispettare un budget e potranno avere con sé un telefono cellulare.)	Studenti delle scuole della seconda possibilità; studenti con scarse capacità di apprendimento;	Telefono cellulare, biglietti dell’autobus e del treno, scheda.

Step by step instructions

Al fine di valutare le competenze per la vita degli studenti sarà organizzata un’attività all’aperto o una caccia al tesoro. Tale attività sarà svolta con l’aiuto dei volontari che supervisionano il percorso e fanno sì che rispettino le regole.

Recommendations (How to use the tool/resource)

Al termine di queste attività che simulano situazioni reali, gli studenti con una bassa autostima acquisiranno una maggiore fiducia in loro stessi, supereranno le loro paure e si libereranno delle loro frustrazioni. Utilizzando i loro telefoni cellulari potranno accedere alle informazioni necessarie per completare le attività e acquisire una maggiore indipendenza in un contesto a loro meno familiare.

Additional Attachments/ Supplementary Documents

Test

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Ambasciatori delle esperienze di mobilità

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Essere “Ambasciatori della mobilità” costituisce una sfida personale per gli studenti che si fonda sull’espeirenza di tirocinio e sfrutta il potere dell’apprendimento collaborativo. Tale attività è utile ai fini dell’orientamento professionale e della crescita personale.

Expected Outcomes

Questo approccio permette all’ambasciatore di crescere riflettendo sui progressi compiuti e parlando delle proprie esperienze con i coetanei

Description	Target Group	Resources needed to use the tool
L’apprendimento collaborativo è uno strumento molto utile per diffondere le esperienze che vissute dai tirocinanti. Presenta i seguenti vantaggi: - I giovani godono di una maggiore credibilità degli adulti agli occhi dei loro compagni; - È possibile discutere dei problemi con qualcuno che ha già affrontato la situazione.	Insegnanti/tutor	Sessioni preparatorie con gli studenti

Step by step instructions

I docenti conoscono bene i propri allievi e possono, dunque, nominare degli ambasciatori che li assistano nel lancio del programma di mobilità.

Recommendations (How to use the tool/resource)

È importante formare gli studenti che diverranno ambasciatori delle esperienze di mobilità e onorarne l’impegno con un premio che possano inserire nel loro curriculum.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Cfr. Pagina Wikipedia in merito all’apprendimento collaborativo.

Evaluation

Tools used in the evaluation phase

Guida SEPLO all’esperienza di mobilità – III parte

Source: Risorse ideate nell’ambito del progetto SEPLO da EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Si tratta di un breve video che mira ad aiutare gli studenti a intraprendere il loro processo di valutazione al termine dell’esperienza di tirocinio all’estero, esaminandone le sensazioni e guidandoli durante le attività di follow-up.

Expected Outcomes

Al termine del video gli studenti avranno ben chiaro cosa ci si aspetta da loro

Description	Target Group	Resources needed to use the tool
Si tratta di un breve video che mira ad aiutare gli studenti a intraprendere il loro processo di valutazione al termine dell’esperienza di tirocinio all’estero, esaminandone le sensazioni e guidandoli durante le attività di follow-up. Il video si serve del sistema ECVET, ma può essere adottato anche alle esigenze degli studenti che lavorano per potenziare le proprie competenze trasversali.	Studenti che lavorano per migliorare le proprie competenze trasversali.	Documentazione dell’esperienza di tirocinio

Step by step instructions

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Guida SEPLO all’esperienza di mobilità – III parte

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Presentazione dell’esperienza di mobilità

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Consentire agli studenti di dare prova di ciò che hanno imparato nel corso del programma di mobilità e valutare le competenze e le capacità da loro acquisite.

Expected Outcomes

Questa pratica permette agli studenti di riflettere sui risultati da loro raggiunti e trovare un modo creativo per mostrarli ai loro insegnanti. Allo stesso tempo, dà agli insegnanti la possibilità di valutare i progressi compiuti dai loro studenti a seguito del programma di mobilità.

Description	Target Group	Resources needed to use the tool
Al termine del progetto di mobilità, gli studenti dovranno creare una presentazione mostrando ciò che hanno imparato. Potranno creare un video o una dimostrazione pratica (ad esempio, cucinando qualcosa da fare gustare ai propri insegnanti). Questa presentazione potrà essere utile ai fini della valutazione finale, insieme alla relazione del tutor e dell’azienda ospitante.	Studenti di età compresa fra i 18 e i 25 anni.	Gli studenti potranno servirsi di video, PowerPoint, foto per le loro presentazioni. Spetta a loro scegliere di quali strumenti servirsi al fine di portare a termine questo compito.

Step by step instructions

Al termine del programma di mobilità gli studenti avranno acquisito nuove capacità e competenze che dovranno mostrare ai loro insegnanti ai fini della valutazione finale.
Per fare ciò, basterà creare una presentazione sull’esperienza di tirocinio servendosi di PowerPoint, foto e video. In alternativa, potranno creare una dimostrazione pratica. L’importante è far emergere le competenze acquisite o i progressi compiuti.

Recommendations (How to use the tool/resource)

Suggeriamo di raccogliere foto e video di buona qualità. La presentazione dovrà essere ben congegnata e affrontare aspetti relativi alla propria crescita personale e sociale (sensazioni iniziali, paure, aspettative, ostacoli superati, progressi compiuti).

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Cerimonia di premiazione

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Riconoscere e celebrale i risultati ottenuti dagli studenti

Expected Outcomes

Gli studenti riceveranno dei certificati che attestano i risultati raggiunti. Grazie alla cerimonia, si potrà attirare l’attenzione di altri studenti.

Description	Target Group	Resources needed to use the tool
Al termine dell’esperienza di mobilità bisognerà organizzare una cerimonia insieme agli studenti, il personale coinvolto cui invitare anche la radio e la stampa locale. Nel corso di questo evento saranno consegnati i certificati Europass e gli attestati di partecipazione. Inoltre, ciascuno studente riceverà un album, un taccuino e una penna.	Tutor e insegnanti.	Lettere di invito Presentazione PowerPoint Europass e attestati di partecipazione Album fotografici Taccuini e penne

Step by step instructions

1. Entro un mese dalla fine dell’esperienza di mobilità invita gli studenti, il personale interessato e rappresentanti dei media a una cerimonia pubblica.
2. Crea o ordina un album fotografico.
3. Raccogli e verifica gli Europass e i certificati di frequenza
4. Prenota una sala e ordina il rinfresco, assicurati che il sistema audio e il proiettore siano in ordine.
5. Crea una presentazione con le foto scattate nel corso dell’esperienza di mobilità
6. Presenta la cerimonia e scatta molte foto per documentare l’evento.

Recommendations (How to use the tool/resource)

Ciascuna organizzazione potrà adattare questo strumento in base alle proprie esigenze e apportare eventuali modifiche alla procedura qui descritta.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Narzędzie do dokonywania autorefleksji

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Uczestnik dokonuje samooceny swoich praktyk oraz zdobytego doświadczenia i dzieli się poczynionymi refleksjami ze swoim opiekunem.

Expected Outcomes

Pomoc w dokonywaniu samooceny zdobytych osiągnięć, celów osobistych oraz integracji ze społecznością lokalną.

Description	Target Group	Resources needed to use the tool
Uczestnik wypełnia kwestionariusz, w którym: - dokonuje refleksji na temat zaangażowania w projekt; - zastanawia się nad swoim osobistym zaangażowaniem; - dodaje własne komentarze oraz sugestie	Ludzie młodzi.	Załącznik: przykładowy kwestionariusz

Step by step instructions

Udzielenie odpowiedzi na pytania zawarte w kwestionariuszu.

Recommendations (How to use the tool/resource)

Najpierw kwestionariusz musi zostać wypełniony samodzielnie przez uczestnika, następnie jest on omawiany z opiekunem.

Additional Attachments/ Supplementary Documents

Kwestionariusz z pytaniami do autorefleksji

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Narzędzie do planowania pracy

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Planowanie wraz z opiekunem celów nauczania, działań oraz harmonogramu praktyk uczestnika.

Expected Outcomes

Dokonanie refleksji na temat celów tygodniowych oraz ich oceny.

Description	Target Group	Resources needed to use the tool
Na początku tygodnia uczestnik praktyk wraz ze swoim opiekunem wypełniają razem szablon. Na koniec tygodnia organizowane jest ponowne spotkanie w celu dokonania oceny, czy cele uczenia się zostały osiągnięte. Jest to także ważny moment kiedy uczestnik może omówić ze swoim opiekunem wszelkie inne tematy.	Opiekun praktyk.	Spotkania minimum 20-minutowe. Załącznik: przykład szablonu planu pracy

Step by step instructions

Wypełnij plan pracy

Recommendations (How to use the tool/resource)

Kodeks postępowania powinien zostać utworzony w ramach pracy grupowej.

Additional Attachments/ Supplementary Documents

Szablon planu pracy

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Kodeks postępowania

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

- promowanie przyjaznej atmosfery i dobrego środowiska pracy;
- zaangażowanie młodzieży w opracowanie wewnętrznych zasad program mobilności.

Expected Outcomes

Uczestnicy mobilności będą przestrzegać zasad, które opracowali. Narzędzie to jest istotne, aby zawrzeć ze wszystkimi uczestnikami wspólną umowę dotyczącą zaangażowania wszystkich w wypracowanie sukcesu mobilności.

Description	Target Group	Resources needed to use the tool
Na początku programu mobilności uczestników zachęca się do współpracy przy opracowywaniu „kodeksu postępowania”, to znaczy zgodnie z wewnętrznymi zasadami, których zespół musi przestrzegać podczas programu mobilności. Poznają oni także wewnętrzne zasady firmy przyjmującej.	Najlepiej studenci w wieku 18–25 lat, jednak może być wcześniej, w zależności od	Szablon regulaminu

Step by step instructions

Uczestnicy proszeni są o przemyślenie i opracowanie zestawu zasad, których należy przestrzegać podczas programu mobilności. Mówi się im, że zasady te powinny przyczynić się do zbudowania dobrej atmosfery środowiska pracy i każdy musi ich przestrzegać.

Recommendations (How to use the tool/resource)

Kodeks postępowania powinien zostać utworzony w ramach pracy grupowej.

Additional Attachments/ Supplementary Documents

Szablon regulaminu

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Foto-książka

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Dowód podróży i pamiątka dla uczniów mająca na celu utrwalenie dobrych wspomnień.

Expected Outcomes

Każdy uczeń będzie miał pamiątkę z podróży, a inni dowiedzą się czegoś więcej o programie.

Description	Target Group	Resources needed to use the tool
Przy każdej mobilności wykonuje się wiele zdjęć, zarówno w celu uzyskania dowodów, jak i zachowania dobrych wspomnień. Zdjęcia te są później wykorzystywane do stworzenia książki, która jest personalizowana dla każdej mobilności odrębnie, a następnie zamawiana online. Uczniowie również robią zdjęcia i udostępniają je za pomoca aplikacji WhatsApp. Zachęca się ich do udziału w konkursie na najlepsze zdjęcie z wycieczki; laureat otrzymuje nagrodę – zwykle wydruk zdjęcia na płótnie. Najlepsze zdjęcia biorą również w corocznym konkursie Erasmus+. Każdy uczeń otrzymuje foto-książkę jako pamiątkę z podróży. Jest ona także dowodem uczestnictwa w programie Erasmus +, a także rozpowszechniania informacji o nim, ponieważ fotoksiążki są udostępniane departamentom, komitetowi wykonawczemu, radzie gubernatorów i osobom odwiedzającym kolegium.	Wszyscy uczestnicy.	Zdjęcia (zazwyczaj do udostępniania zdjęć zakładana jest grupa na aplikacji WhatsApp do której każdy może się przyłączyć)

Step by step instructions

1. Upewnij się, że wszyscy uczestnicy są świadomi jakie znaczenie ma robienie dokumentacji fotograficznej praktyk.
2. Poproś wszystkich uczestników o udostępnianie swoich zdjęć za pośrednictwem aplikacji WhatsApp .
3. Na koniec podróży skompiluj i zamów foto-książki
4. Wręcz je uczestnikom na ceremonii rozdania nagród

Recommendations (How to use the tool/resource)

Napisz krótki opis na każdej stronie, nie zapomnij o umieszczaniu w opisach imion uczestników.

Additional Attachments/ Supplementary Documents

Zdjęcie foto-książki

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Przewodnik po integracji młodzieży podczas praktyk zagranicznych

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Rozwijanie umiejętności osobistych i społecznych danej osoby w celu stawienia czoła sytuacji mobilności:
- Komunikacja interpersonalna;
- Budowanie pozytywnego obrazu samego siebie i zarządzanie emocjami;
- Podejmowanie skutecznych decyzji;
- Konflikt i twórcze negocjacje;

Expected Outcomes

Description	Target Group	Resources needed to use the tool
1. Umiejętności komunikacyjne w zakresie samooceny; Siatka emocji samooceny; 2. Gry i ćwiczenia służące wzajemnemu poznaniu, gry fabularne, gry grupowe, kwestionariusze, quiz 3. Praktyczne warsztaty, historie terapeutyczne	Uczniowie uzupełniający swoje kwalifikacje / SCE* (patrz opis na dole strony)	Autorzy Alis Ghebuţă oraz Roberta Tuduri. „Przedmioty z opcją wielokrotnego wyboru.”

Step by step instructions

Recommendations (How to use the tool/resource)

Aby rozwinąć umiejętności życiowe dzieci znajdujących się w niekorzystnej sytuacji życiowej nie wystarczy przeprowadzić działań integracyjnych odpowiadających jednej lub drugiej potrzebie, ale oprzeć je na pomyśle całościowym lub określonej metodzie pracy. Potrzebne są programy złożone, ustrukturyzowane i opracowane całościowo na cały okres, który umożliwi rozwój i scalenie projektowanych umiejętności.

Additional Attachments/ Supplementary Documents

“Inteligencja emocjonalna” Daniel Jay Goleman
McCONNON, Shay&Margaret, “ Twój wybór – podejmowanie decyzji, komunikacja interpersonalna, konflikt, edukacja w zakresie umiejętności emocjonalnych” wydawnictwo People First 2002.
Cykl rozwoju umiejętności życiowych, opracowany przez Ales Bednarik

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Kontrola mobilności

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Młody człowiek nie może być pozostawiony sam sobie w trakcie praktyk. W większości przypadków musi on zmierzyć się z określoną dokumentacją do wypełnienia, mogą też pojawić się jakieś kłopoty, w których rozwiązaniu będzie potrzebował pomocy. Celem tego narzędzia jest towarzyszenie młodym ludziom podczas całego procesu ich mobilności, utrzymywanie kontaktów zarówno z osobą odbywającą staż jaki i z firmą go przyjmującą kontaktów.

Expected Outcomes

Ścisłe monitorowanie praktyk może zapobiec problematycznym sytuacjom i zapewnić sukces programu mobilności.

Description	Target Group	Resources needed to use the tool
Na początku programu praktyk każdej młodej osobie przydziela się opiekuna, którego zadaniem jest sporządzenie umowy z firmą, która będzie gościć młodego człowieka, a także planu jego pracy i rejestru obecności. Opiekun utrzymuje regularny kontakt zarówno z firmą organizująca praktyki jak i z młodym człowiekiem aby być na bieżąco z tym jak przebiega integracja oraz obecność praktykanta w jego miejscu pracy, jaki jest stopień jego motywacji i jakie napotyka on trudności. Tak bliski kontakt umożliwia udzielenie szybkiej pomocy w rozwiązywaniu problemów, które mogą się pojawić. Na zakończenie opiekun prosi firmę o wypełnienie formularza oceny i przesłanie go do organizacji wysyłającej ucznia na staż.	Korepetytorzy, którzy kontynuują program mobilności dla młodych ludzi (18-25 lat)	Niektóre szablony potrzebne do sporządzenia umowy, planu pracy, rejestru obecności i formularza oceny. Następnie nauczyciel i uczniowie muszą znaleźć najlepszy sposób komunikowania się wykorzystując np.: e-mail, WhatsApp, Messenger, Skype, telefon. Ważna jest również organizacja wizyt koniecznych do zrealizowania podróży, zarezerwowania zakwaterowania itd.

Step by step instructions

Jako opiekun musisz nawiązać kontakt z firmą przyjmującą praktykanta, uzgodnić czas trwania programu mobilności, godziny i plan pracy stażysty, czas posiłku, zadania itd. Po dokonaniu ustnych uzgodnień musisz napisać protokół i plan pracy oraz poprosić firmę przyjmującą i stażystę o ich podpisanie. Ty również, w imieniu instytucji wysyłającej, podpisujesz te dokumenty. Do zadań opiekuna należy także stworzenie listy obecności i monitorowanie absencji praktykanta. Następnie pozostajesz w kontakcie z firmą przyjmującą i uczniami podczas całego procesu, aby wiedzieć, czy nie pojawiły się jakieś problemy, które należałoby rozwiązać. O ile to możliwe należy odwiedzić uczniów w firmie, w której odbywają praktyki. Na koniec prosisz firmę przyjmującą stażystę o wypełnienie formularza oceny. Dzięki temu dokumentowi będziesz mieć szczegółowe informacje o przebiegu pracy młodych ludzi podczas całego programu.

Recommendations (How to use the tool/resource)

Nigdy nie przystępuj do pisania protokołu ani planu pracy bez uprzedniej rozmowy z firmą przyjmującą. Musi to być wyniki porozumienia. Nigdy w czasie trwania praktyk nie pozostawiaj młodych ludzi samym sobie. Potrzebują oni regularnego kontaktu, aby czuć się bezpiecznie i pewnie.

Additional Attachments/ Supplementary Documents

Protokół
Plan pracy
Lista obecności
Formularz oceny

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Analiza RYZYKA

Source: Centrum Kształcenia Ustawicznego w Sopocie

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Aby rozpoznać istniejące ryzyko, znaleźć odpowiednie rozwiązania sytuacji problemowych, przewidzieć sytuacje, które mogą się pojawić i zaplanować zadania, które mogą okazać się pomocne przy ich rozwiązywaniu.

Expected Outcomes

Uczniowie sami znajdują narzędzie pomocne w identyfikacji i rozwiązywaniu pojawiających się problemów. Narzędzie to jest pomocne w przewidywaniu ryzyka / trudnych sytuacji i jest przydatne w znajdywaniu stosownych sposobów rozwiązywania określonych problemów.

Description	Target Group	Resources needed to use the tool
Jest to narzędzie przydatne do rozpoznawania istniejących zagrożeń, znajdowania odpowiednich rozwiązań w sytuacjach problematycznych, przewidywania przyszłych zagrożeń i znajdywania pomocnych działań.	-Uczniowie szkół średnich oraz zawodowych (wszyscy uczniowie) -firmy organizujące staże/ praktyki	Papierowa lub elektroniczna wersja szablonu; długopis

Step by step instructions

Narzędzie składa się z szablonu z pytaniami służącymi do identyfikacji ryzyka na etapie wdrażania stażu i znalezienia rozwiązań pojawiających się problemów. Jest to narzędzie przydatne przy organizacji wszelkiego rodzaju praktyk. Może być wykorzystywane przez samych uczniów a także / lub organizacje wysyłające uczniów na praktyki/ firmy organizujące u siebie praktyki czy staże. Jest to narzędzie przydatne do: unikania ryzyka, eliminowania konsekwencji niepożądanych sytuacji. Zapobieganie ryzyku odbywa się w kilku etapach:
1. Identyfikacja ryzyka
2. Ocena ryzyka
3. Ocena istniejących środków zapobiegawczych
4. Decyzja czy potrzebne są dodatkowe środki zapobiegawcze
5. Ponowna ocena ryzyka po wdrożeniu
6. Określenie wszelkich możliwych działań naprawczych w przypadku wystąpienia ryzyka

Propozycja pytań, które mogłyby być zawarte w szablonie:
1.Jak wygląda sytuacja (szczegóły dotyczące danej sytuacji problemowej)
2. Co jest / może być trudne? ( identyfikowanie ryzyka/ sytuacji problematycznych do rozwiązania)
3. Jakie istnieją możliwe rozwiązania tej konkretnej sytuacji? ( zebranie istniejących już, gotowych rozwiązań, które można by wdrożyć)
4. Które rozwiązanie/ rozwiązania jest/są najbardziej stosowne w danej sytuacji (wybór i wdrożenie najbardziej odpowiednich rozwiązań)
5. Czy zmieniłbyś cokolwiek w zapisanych propozycjach tak, aby uczynić je bardziej przydatnymi w podobnych sytuacjach w przyszłości? (ponowna ocena przykładów rozwiązań i określenie kiedy i jak można je wykorzystać)

Pytania mogą być różne w zależności od rodzaju i specyfiki danej placówki

Recommendations (How to use the tool/resource)

Do wypełnienia samodzielnie lub z pomocą

Additional Attachments/ Supplementary Documents

Przykład wypełnionego już szablonu “Analizy ryzyka” .

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Mapa miasta dla uczestników praktyk

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Dobrze wykorzystany czas wolny jest ważnym elementem praktyk zakończonych sukcesem. O ile tylko „mapy dla młodych podróżników” są dostępne, korzysta się z nich w trakcie mobilności. Ważne jest aby zaznaczyć na takich mapach miejsca warte odwiedzenia, które są odpowiednie dla młodych ludzi dysponujących niewielkim budżetem. W przypadku gdy nie można korzystać z takich map, gospodarze powinni nanieść odpowiednie informacje na zwykłą mapę miasta:
- informacje na temat lokalnych środków transportu (koszty biletów, rozkłady jazdy, czasy przejazdów itp.)
- informacje gdzie znajdują się niedrogie restauracje
- informacje na temat miejsc spotkań młodych ludzi (kluby, obiekty rekreacyjne itp.)

Expected Outcomes

Ważne jest aby zaznaczyć na mapach informacje stosowne dla osób dysponujących niewielkim budżetem. Jeśli dostępne są „mapy dla młodych podróżników” uczniowie z łatwością znajdą miejsca, gdzie młodzi ludzie spędzają czas i nie będą musieli korzystać tylko z punktów informacji turystycznych.

Description	Target Group	Resources needed to use the tool
Mapy muszą zawierać informacje przydatne dla osób dysponujących niewielkim budżetem. Jeśli nie dysponujemy takimi planami miast, gospodarze praktyk powinni nanieść stosowne informacje na mapę miasta: - informacje na temat lokalnych środków transportu (koszty biletów, rozkłady jazdy, czasy przejazdów itp.) - informacje gdzie znajdują się niedrogie restauracje - informacje na temat miejsc spotkań młodych ludzi (kluby, obiekty rekreacyjne itp.)	Uczniowie	Mapa miasta dla młodych podróżników

Step by step instructions

Najlepszym rozwiązaniem jest opracowanie takiej mapy wspólnie przez organizację organizującą praktyki i uczestników mobilności.

Recommendations (How to use the tool/resource)

Najbardziej korzystne było by aby gospodarz praktyk przedstawił uczniom „mapę miasta dla młodych podróżników” wzbogaconą o swoją wiedzę o miejscu odbywania praktyk i okolicy.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Mapy takie można odnaleźć pod następującym adresem: https://www.use-it.travel/home
Czasami można je znaleźć na stronach internetowych poszczególnych miast.

Implementation

Tools used during the mobility

Podręcznik mobilności ucznia – część 2

Source: Projekt SEPLO stworzony przez EPPSi

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Celem tego krótkiego filmu video jest wspieranie i prowadzenie uczniów podczas odbywania stażu w innym kraju.

Expected Outcomes

Film przypomina uczniom jak należy dokonywać zapisów i ocen w trakcie mobilności. Podpowiada jak radzić sobie z niektórymi obawami, problemami i wątpliwościami, które mogą mieć studenci przebywający poza domem oraz wykorzystuje opinie innych uczniów do budowania morale. Przypomina także uczniom jak osiągnąć plan szkolenia i do kogo zwrócić się po wskazówki i wsparcie. Po obejrzeniu tego filmu uczniowie nie tylko będą wiedzieli do kogo się zwrócić po wskazówki i wsparcie ale także co powinni robić podczas stażu, aby wywiązać się z umowy oraz co i gdzie zapisywać w trakcie trwania praktyk.

Description	Target Group	Resources needed to use the tool
Celem tego krótkiego filmu video jest zapewnienie wsparcia i przeprowadzenie uczniów przez staż odbywany w innym kraju. Został on zaprojektowany jako uzupełnienie wizualnych/ dźwiękowych lub tekstowych zapisów osiągnięć dokonywanych w dzienniku praktyk.	Uczniowie pracujący nad rozwojem umiejętności miękkich	Film ten może być pobrany na komputer lub telefon komórkowy

Step by step instructions

-5-cio minutowe ustne wprowadzenie w wykonaniu instruktora przed wyświetleniem filmu aby przedstawić nagranie, odpowiedzieć na wszelkie pytania/ wątpliwości, które mogą na tym etapie mieć studenci
- 7-minutowy pokaz filmu.
-15 minut na dyskusję i refleksje po filmie.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

SEPLO Podręcznik mobilności ucznia – część 2

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Praktyki w ramach program ERASMUS +

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Poznanie sposobów finansowania programu mobilności w Twojej szkole.

Expected Outcomes

Dowiedz się w jaki sposób Twoja szkoła radzi sobie z tym wyzwaniem.

Description	Target Group	Resources needed to use the tool
Dowiedz się, czy Twoja uczelnia korzysta z programów ERASMUS +, czy należy do jakiejś większej grupy / konsorcjum, które pozyskuje środki i przydziela je poszczególnym instytucjom w ramach grantów.	Nauczyciel / Zarząd szkoły	-

Step by step instructions

Doświadczenie wskazuje, że łatwiej jest zorganizować mobilność jeśli instytucja, która ubiega się o fundusze w ramach program Erasmus i rozdziela pozyskane środki + udziela również swojego wsparcia.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Osobą kontaktowa w tym temacie w instytucji E2C Picardie-Maritime (Portugalia – Szkoły Drugiej szansy) jest Celine Maillot,cma.apfe@gmail.com

Pre-preparation

Tools used during the initial stage

Podstawowe szkolenie zawodowe – staż w pełnym wymiarze godzin w publicznych lub prywatnych miejscach pracy.

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Zaplanować staż w pełnym wymiarze godzin połączony z edukacją szkolną

Expected Outcomes

Ponieważ jest to program edukowania w miejscu pracy, uczniowie uczą się od swoich współpracowników – mentorów w miejscu pracy. Niewielkie sukcesy w szkoleniu zawodowym prowadzą do wzrostu pewności siebie i motywacji do dalszego doskonalenia swoich umiejętności na bardziej profesjonalnym poziomie. Krótkoterminowe kursy w szkołach zawodowych oferują studentom świadectwa i bezpieczną ścieżkę do ukończenia szkoły oraz zdobycia zawodu. Motywacja budowana jest poprzez szkolenie zawodowe, upodmiotowienie i edukację zawodową. Oczekuje się, że po szkoleniu uczniowie będą kontynuowali pracę lub kształcenie zawodowe.

Description	Target Group	Resources needed to use the tool
Przed rozpoczęciem praktyk uczniowie uczęszczają na 3-tygodniowy kurs przygotowujący, prowadzony przez doradców w oparciu o takie tematy jak: współpraca, prawa i zasady na rynku pracy, rozmowa kwalifikacyjna, wynagrodzenie i podatki, łączenie uczniów z potencjalnymi miejscami pracy, praca i kursy / szkoły zgodne z indywidualnymi celami ucznia. Podczas praktyk: program edukacyjny obejmuje 2 lata włącznie z praktykami zawodowymi realizowanymi w pełnym wymiarze godzin w połączeniu z 30-tygodniowym planem zajęć na kursie/ w szkole – zgodnym z indywidulanym planem ucznia. Praktykant otrzymuje z miejsca świadczenia pracy miesięczne wynagrodzenie. Opiekun pozostaje w bliskich relacjach z każdym z uczniów, ale także z ich pracodawcami i nauczycielami opisując cele i postępy uczniów w zakresie ich osobistych, społecznych i zawodowych kompetencji oraz umiejętności ujętych w planie.	Uczniowie w wieku 16-25 lat lub starsi – do 30 r.ż. 1. Z negatywnymi doświadczeniami z wcześniejszych etapów edukacyjnych 2. Preferujący praktyczne podejście do zatrudnienia bądź edukacji 3. Potrzebujący podstawowego wsparcia i relacji od oddanych opiekunów, doradców, pracodawców i nauczycieli.	Jest to przykład programu publicznego, w którym łączy się programy edukacyjne szkół drugiej szansy (patrz opis na dole strony) i szkolenia zawodowego. Jest to program publiczny oferowany przez miasto Kopenhaga przy wsparciu rządowych finansów publicznych.

Step by step instructions

Ten kopenhaski/ duński program można wykorzystać w rozmowach z władzami lokalnymi / regionalnymi jako model wspierający rozwiązania edukacji szkół kształcenia ustawicznego (szkoły drugiej szansy).

Recommendations (How to use the tool/resource)

Program ten może być formą lobbowania na rzecz własnej szkoły.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Osoba kontaktowa z Instytucji E2C – Reinhold Schiffers, rschiffers@arcor.de

Pre-preparation

Tools used during the initial stage

PRZYSTANEK PRACA

Source: Centrum Kształcenia Ustawicznego w Sopocie

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Celem jest uzupełnienie oferty edukacyjnej praktycznymi informacjami z rynku pracy

Expected Outcomes

Uczniowie oceniają spotkania jako interesujące oraz pomocne w poszukiwaniu dalszej ściezki edukacyjnej oraz zawodowej
Nauczyciele (włączając w to doradców zawodowych), którzy uczestniczyli w tego rodzaju spotkaniach oceniali je jako wysoce edukacyjne narzędzie na polu doradztwa zawodowego.

Description	Target Group	Resources needed to use the tool
“Przystanek praca” to seria spotkań stwarzająca możliwość spotkania się młodzieży z praktykami biznesu, właścicielami firm reprezentujących kluczowe branże w regionie, a także reprezentantami wolnych zawodów z branży kreatywnej i zawodów niszowych.	Uczniowie w przedziale wiekowym 13-19 lat (w większości uczniowie szkół średnich oraz zawodowych)	Zaleca się organizowanie takich spotkań w przestronnej sali wyposażonej w tablicę interaktywną, tablicę demonstracyjną (flipchart), rzutnik, odpowiednią liczbę wygodnych krzeseł dla uczestników, stoły i wygodne krzesła dla prezenterów.

Step by step instructions

Narzędzie to odpowiada na rosnące potrzeby edukacyjne młodych ludzi w zakresie dokonywania świadomych wyborów edukacyjnych i zawodowych. Uzupełnia ofertę edukacji formalnej metodami z zakresu edukacji nieformalnej.
Proponowane są 3 rodzaje aktywności:
1. Przemowy – uczestnicy: grupa ok. 60 uczniów; czas trwania: 1,5 godziny
2. Warsztaty – uczestnicy: grupa maksymalnie 30 osób; czas trwania: 3 godziny
3. Wizyty we firmach – przygotowywane indywidualnie z uwzględnieniem możliwości każdego pracodawcy. Przykłady działań: poznanie warunków pracy; zapoznanie się z zakresem obowiązków związanych z danym zawodem itp.
Zaleca się zorganizować te aktywności w takiej kolejności: najpierw wykłady/przemówienia i/lub warsztaty. Następnie wizyty we firmach.
Narzędzie to jest elementem wdrażania doradztwa zawodowego do systemu edukacyjnego w Polsce jako nowa usługa edukacyjna. Jest ono testowane od lutego 2019 r.

Recommendations (How to use the tool/resource)

Zaleca się aby uczniowie uczestniczyli we wszystkich trzech rodzajach aktywności: przemowach, warsztatach oraz wizytach w firmach

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

Historia mojego życia

Source: NdA Rumunia

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

“Historia mojego życia” to narzędzie użyteczne w animacji i budowaniu wstępnej wiedzy o sobie nawzajem w grupie studentów pochodzących z różnych środowisk i z różnym doświadczeniem życiowym. Po zamknięciu etapu zakwaterowania młodzieży, osoba opiekująca się grupą prosi uczniów o spisanie na kartce papieru co skłoniło ich do opuszczenia szkoły/ zakończenia edukacji, ale także tego, co sprawiło, że wrócili do szkoły. Zostają oni także poproszeni o napisanie co chcieliby robić po ukończeniu szkoły.

Expected Outcomes

Rezultatem skorzystania z tego narzędzia jest poznanie środowiska z jakiego wywodzi się uczeń, powodów, które skłoniły go do opuszczenia szkoły / zakończenia swojej edukacji, doświadczeń z wcześniejszych etapów edukacyjnych oraz tych, które zebrał w okresie zanim wrócił do szkoły. Wszystkie te fakty pomagają nauczycielowi ustalić punkt zerowy od którego rozpoczyna się jego indywidualna nauka szkolna i zawodowa. „Historia mojego życia” może być przykładem jak należy motywować uczniów SCE (Szkoły Drugiej Szansy) do ukończenia szkolenia zawodowego i poszukiwania praccy na europejskim rynku pracy.

Description	Target Group	Resources needed to use the tool
Prawdziwe historie o przyczynach rezygnacji z dalszej edukacji, czasie powrotu do szkoły i budowaniu motywacji do ukończenia szkoły/ zdobycia zawodu niezbędnego do odnalezienia się na rynku pracy.	Uczniowie szkół drugiej szansy/ uczniowie z trudnościami w nauce i niską samooceną	Komputer z dostępem do internetu, ekran, projektor

Step by step instructions

“Historia mojego życia” jest pierwszym krokiem dla uczniów szkół drugiej szansy (SCE students) na drodze do prawdziwej i uczciwej komunikacji z nauczycielami, psychologami pracującymi w środowisku edukacyjnym od którego oczekują wsparcia we wprowadzaniu zmian na lepsze w swoim życiu.
Historie ich życia zostaną przedstawione po zakończeniu kursów i posłużą jako studia przypadków oraz modele dla przyszłych uczniów zmagających się z podobnymi trudnościami.

Recommendations (How to use the tool/resource)

Zasadniczo wszyscy uczniowie szkół drugiej szansy (SCE) potrzebują zbudowania większego poczucia własnej wartości, zachęty do prowadzenia rozmów z kolegami, ponownego zastanowienia się nad swoimi relacjami ze szkołą, nauczycielami, uświadomienia sobie jakie obciążenia wiążą się z nauką. Wielu z nich często pracowało już za granicą, znają języki obce na akceptowalnym poziomie, ale mają traumatyczne doświadczenia związane z tym jak byli postrzegani w czasie swoje pracy w tamtych krajach. Ważne jest aby w rozmowie z tego typu uczniami kłaść nacisk na znajowanie legalnego zatrudnienia, przestrzeganie europejskich wartości, o ile chce się być postrzeganym jako obywatele Europy.

Additional Attachments/ Supplementary Documents

["https://www.youtube.com/watch?time_continue=1&v=Y1hX3mdI6Ew"]

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

Piramida potrzeb Masłowa, pretekst (narzędzie) motywowania do mobilności

Source: NdA Rumunia

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Świadomość osobistych potrzeb i znalezienie odpowiedzi na pytanie “Dlaczego to ja mam jechać na staż zagraniczny?”

Expected Outcomes

Młodzi ludzie mają dowiedzieć się, iż każdy problem ma rozwiązanie, a każdą osobistą potrzebę można zabezpieczyć wybierając odpowiednią ścieżkę rozwoju osobistego lub zawodowego.

Description	Target Group	Resources needed to use the tool
Przygotowując się do mobilności za granicą, uczniowie muszą wiedzieć jak budować poczucie własnej wartości i doceniać osoby wokół nich – zarówno młodzież jak i pracodawców. Hierarchia potrzeb jest ważnym tematem do omówienia z młodymi ludźmi na początku ich kariery zawodowej w kraju i za granicą. Biorąc pod uwagę motywację do samorealizacji oraz doskonalenia się, dokonanie refleksji na temat piramidy potrzeb Masłowa jest istotne dla każdego ucznia.	Uczniowie szkół drugiej szansy;	IMAGE

Step by step instructions

Jeśli codziennie masz co jeść, masz wodę do picia, ubrania i miejsce do spania, możesz pomyśleć dalej o swojej przyszłości i poszukać pracy, która zapewni ci środki na godziwe życie. Potrzebujesz dobrego szkolenia na polu rozwoju osobistego i zawodowego, aby osiągnąć poziom II. Po pewnym czasie praca i codzienna rutyna nie będą ci już wystarczały, będziesz odczuwał potrzebę zainwestowania zarobionych środków we własną rodzinę, zaspokojenia swoich uczuć, budowania przyjaźni i przynależności do grupy społecznej. Demonstrując odpowiedzialne zachowania społeczne osiągnąłeś III poziom piramidy Masłowa.
Ludzie nie tylko chcą przynależeć do grupy, ale chcą tez uznania przez tę grupę osobistych zasług, chcą być szanowani przez społeczność, więc będą chcieli uzyskać status społeczny zgodny ze swoją samooceną (Poziom IV)
Większość ludzi jest zadowolona z osiągnąwszy IV poziom twierdząc, iż pracowała wystarczająco. Niektóre jednak osoby uważają, że mogą osiągać lepsze wyniki także w innych obszarach, lub w jakiejś wybranej dziedzinie, a pracując nad sobą dalej stają się organizatorami zasobów ludzkich lub kierownikami produkcji. Możemy powiedzieć o tych ludziach, że osiągnęli najwyższe pozycje, stali się ekspertami i pokonali samych siebie.

Recommendations (How to use the tool/resource)

Spełnienie potrzeb z określonego poziomu piramidy otwiera kolejny poziom i buduje motywację do wspinania się na szczyt piramidy, gdzie potrzeba samodoskonalenia staje się stałym celem.

Additional Attachments/ Supplementary Documents

Szablon ćwiczenia 1
Kilka przydatnych refleksji nad „Emocjonalnym SOS” Guy’a Winch’a

I Pierwsza pomoc w przypadku zranień emocjonalnych (niska samoocena, odrzucenie, niepowodzenia zawodowe, krytyka, obraza i powtarzające się myśli o nieprzyjemnych wydarzeniach)
1. Zrób listę negatywnych opinii i cech, które szczególnie cię obciążają. Następnie spisz racjonalne kontrargumenty do każdej z tych „etykietek”. Powtarzaj je sobie często ilekroć negatywna myśl pojawi się w twoich myślach. Powtarzaj je często – aż do uzdrowienia.
2. Pamiętaj, że tak jak każdy człowiek i ty posiadasz jakiś talent, który czyni cię interesującym, wyjątkowym i cennym. Aby zwiększyć swoją samoocenę wracaj do pozytywnych myśli kiedy tylko czujesz taką potrzebę.
3. Utrzymuj kontakt z ludźmi, którzy cię kochają i akceptują. To najlepsze lekarstwo! Unikaj tych, którzy wykorzystują cię emocjonalnie, finansowo itp.
4. Patrz często na zdjęcia bliskich ci osób. Zdjęcie rodziny w miejscu twojej pracy może zdziałać cuda: przypomni ci o najważniejszych elementach twojego życia.
5. Wreszcie spróbuj się trochę znieczulić. Pomyśl o tych, którzy żyją ze sprzedaży telefonicznej lub zbierając darowizny przez telefon. Są zestresowani, ponieważ otrzymują dziesiątki odmów, a jednak muszą zrelaksować się i przejść do tego, co dalej. Powtarzające się narażenie na odmowę jest również w pewien sposób lecznicze. Podobnie jest gdy szukamy chłopaka / dziewczyny. Prawdopodobnie i tutaj nie raz spotkamy się z odmową, ale to nie koniec świata.

II. Jak pozbyć się poczucia winy
1. Jesli zrobiłeś komuś coś złego, powiedz szczere „przepraszam”. Pokaż, że rozumiesz jak zły był twój czyn i jak bardzo tego żałujesz.
2. Przebacz również sam sobie. Uznaj, że się pomyliłeś, weź odpowiedzialność za swoje czyny, wyciągnij wnioski ale nie biczuj się niepotrzebnie.
3. Pomyśl o kontekście sytuacyjnym, w którym zdarzyło ci się popełnić błąd i zauważ okoliczności, które temu sprzyjały. Otoczenie może przyczynić się do tego, że pobłądzimy, nie tylko nasze wady i nieczyste sumienie.
4. Pomyśl o tym, co możesz zrobić aby zachowanie, które kogoś zdenerwowało już się nie powtarzało. Zastosuj to co postanowisz w stosunku do siebie i do innych.
5. Stwórz swój własny rytuał zatrzymywania poczucia winy. Zrób coś dobrego dla tej osoby, którą skrzywdziłeś, napisz swój zły postępek na papierze, przeczytaj go, a następnie spal. Ważne, abyś to zapamiętał.
6. Zrozum również, że jeśli ktoś nie chce ci wybaczyć, to jego problem. Jeśli masz poczucie, że próbowałeś wszystkiego aby naprawić swój problem, wystarczy.

III. Jak odzyskać poczucie własnej wartości po porażce – żyjemy w społeczeństwie, które wymaga wydajności, a nie ... porażek.
1. Poszukaj emocjonalnego wsparcia. Znajomi pomogą ci spojrzeć na twoje sprawy z bardziej realistycznej i mniej zaangażowanej perspektywy. W ten sposób zyskasz odpowiedni dystans i szybciej odzyskasz równowagę. Każda porażka jest niezwykłym wydarzeniem emocjonalnym. W najgorszym przypadku po prostu zreflektujesz się, że należy się zatrzymać. Ćwicz swoje poczucie humoru w stosunku do takich sytuacji ...
2. Przywróć kontrolę nad własnym życiem lub sprawdź co takiej kontroli wymaga. Np. jeśli odniosłeś porażkę w zrzucaniu wagi, nie stresuj się. Przeanalizuj dotychczasowe działania i wyciągnij wnioski. Są sprawy, nad którymi możesz przejąć kontrolę, jak np. ustalenie diety przy pomocy lekarza, czyli coś o czym wcześniej nie pomyślałeś.
3. Organizuj, ustalaj priorytety i rysuj pozytywne strategie wdrażania. Np.; jeśli ktoś proponuje ci papierosa, a ty właśnie chcesz rzucić palenie, pamiętaj jaki jest twój główny pozytywny cel, a nie to, że jest to nieprzyjemna dla kogoś odmowa. Na każdym etapie swojego planu przewiduj problemy i planuj ich rozwiązania. W ten sposób nie będziesz bezsilny i podatny na porażki.
4. Kontroluj poczucie niepokoju. Tak, to niepokój sprawia, że przed egzaminem czujesz pustkę w głowie nawet jeśli solidnie się przygotowywałeś. Daj sobie parę minut i zrób kilka ćwiczeń relaksacyjnych, oddychaj głęboko, a gdy już się uspokoisz odpowiedz na pytania na głos (oczywiście niezbyt głośno). To pozwala bardziej skupić uwagę.
5. Unikaj obwiniania się, gdyż jest to początek błędnego koła niskiego poczucia własnej wartości i prowadzi do dalszego obniżania samooceny. Osoby o niskiej samoocenie nawet ból fizyczny odczuwają ostrzej. Są one bardziej niespokojne i mentalnie przygotowane na kolejne katastrofy. Jeśli nasza samoocena jest obniżona, mniej skutecznie reagujemy na stres, dlatego dobrze jest uważnie przyjrzeć się poziomowi własnej samooceny, stresu i równowadze emocjonalnej (podobnie jak analizujemy poziom glukozy we krwi), jest to niezbędne!

Links (for further information, e.g. website)

https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760
Guy Winch jest amerykańskim psychologiem, autorem książki pt “Emocjonalny SOS”, a także innych pozycji poruszających takie tematy jak praktyczne strategie podnoszenia się po porażce, odrzucenie, poczucie winy i inne codzienne urazy psychiczne.

Pre-preparation

Tools used during the initial stage

Doradztwo zawodowe w szkole

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Wielu młodych ludzi, którzy uczęszczają do instytucji drugiej szansy, nie ma jasnej wizji swojej przyszłej kariery zawodowej. Często mają nikłą wiedzę na temat praktyk zawodowych oraz marzenia, które mają niewielki związek z ich realnymi umiejętnościami. Dlatego należy z nimi pracować nad systematycznym budowaniem ich orientacji zawodowej. “Doradztwo zawodowe w szkole” może być jednym z elementów takiego programu.

Expected Outcomes

Młodzi ludzie często mają złe doświadczenia z oficjalnymi urzędami pracy i agencjami zatrudnienia. Często zniechęcają się do korzystania z usług doradczych w agencji. Systematyczne włączanie urzędników i pracowników agencji zatrudnienia do programu doradztwa zawodowego w szkole buduje zaufanie do usług doradczych świadczonych przez te instytucje.

Description	Target Group	Resources needed to use the tool
Niemieckie kolegium kształcenia ustawicznego Weiterbildungskolleg Linker Niederrhein (WBKLNR) współpracuje, w oparciu o podpisaną obustronnie umowę, razem z agencją zatrudnienia. Dwa razy w ciągu jednego półrocza pracownik agencji odwiedza szkołę i oferuje porady dotyczące budowania orientacji zawodowej. Jest to niskoprogowa usługa doradcza dla uczniów. Doradztwo w szkole skutkuje zbudowaniem stałego, osobistego kontaktu między doradcą, a uczniem, który można następnie kontynuować w agencji zatrudnienia.	Nauczyciel / Opiekun /Zarząd szkoły	Znajomość sposobów organizacji usług świadczonych dla bezrobotnych przez urząd pracy bądź agencję zatrudnienia

Step by step instructions

Recommendations (How to use the tool/resource)

Opiekun zaprasza każdego z uczniów osobiście na spotkanie z doradcą zawodowym. Jeśli uczeń tego potrzebuje, opiekun towarzyszy mu w takim spotkaniu. Spotkania doradcze uwzględniane są w semestralnym planie pracy szkoły, a także ogłaszane na tydzień przed realizacją wydarzenia na ekranie informacyjnym przy wejściu do szkoły, dzięki czemu uczniowie mogą samodzielnie również umówić się na konsultację.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

W razie pytań można kontaktować się bezpośrednio z pracownikiem kolegium Kształcenia Ustawicznego w Niemczech –
Reinhold Schiffers, rschiffers@arcor.de

Preparation

Tools used for mobility preparation

Oczekiwania – obawy - wkład

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Uczestnicy mogą wyrazić swoje obawy, oczekiwania dotyczące programu mobilności i zastanowić się co sami mogą dać grupie.

Expected Outcomes

Identyfikacja oczekiwań, obaw i niepokojów uczestnika.

Description	Target Group	Resources needed to use the tool
Pod koniec programu mobilności uczestnicy analizują osiągnięte rezultaty i wyciągają wnioski, czy zdobyte doświadczenia ich wzbogaciły czy nie oraz czy chcą dalej podążać swoja ścieżką rozwoju.	Osoby związane z organizacją praktyk	Instruktarz dla uczniów, 3 różnokolorowe bloczki karteczek samoprzylepnych.

Step by step instructions

Każdy uczestnik otrzymuje 3 różnokolorowe karteczki samoprzylepne i zapisuje na nich swoje oczekiwania - obawy – oraz co mógłby wnieść do projektu od siebie, a następnie dzieli się tym co zapisał z grupą i opiekunem.
Następnie każdy po kolei wstaje i wiesza swoje karteczki na dużej skali narysowanej na flipcharcie.
Nauczyciel może zrobić zdjęcia przyklejonych karteczek, co będzie jednocześnie dowodem realizacji zadania. Kiedy uczestnicy wracają z program mobilności konfrontują swoje doświadczenia z tym, co napisali przed wyjazdem.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Dokumentowanie pracy i zapisywanie informacji

Source: Opracowany przez Centrum Kształcenia Ustawicznego w Sopocie w oparciu o narzędzia wypracowane w projekcie DISCO ( projekt Erasmus +)

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Narzędzie to ułatwia uczestnikom gromadzenie wszystkich ważnych danych związanych z odbywanie stażu i pozwala uniknąć podstawowych problemów na początku i podczas trwania stażu.

Expected Outcomes

W opinii nauczycieli i młodych ludzi, którzy korzystali z tego narzędzia przed rozpoczęciem stażu, jest to ono bardzo przydatne i pomaga zebrać potrzebne informacje przed rozpoczęciem praktyk.MOże ono być modyfikowane w zgodnie z wymogami miejsca pracy.

Description	Target Group	Resources needed to use the tool
Jest to szablon ( w wersji elektronicznej lub papierowej) z lukami, które uzupełnia się potrzebnymi danymi; są tam również pytania, na które musi znaleźć odpowiedź uczestnik praktyk. Pytania dotyczą najistotniejszych kwestii związanych ze stażami zawodowymi.	Młodzi ludzie różnej narodowości w wieku powyżej 16 lat	Szablon (wersja elektroniczna lub papierowa), długopis.

Step by step instructions

Narzędzie, z którego korzystają uczniowie na etapie przygotowań do odbywania stażu. Uczniowie gromadzą wówczas wszelkie potrzebne dane. To przygotowuje ich do mieszkania i pracy za granicą. Szablon może być modyfikowany w zależności od wymagań danego kraju lub firmy.
Poniżej znajduje się propozycja tabeli do wypełnienia przez studentów na etapie przygotowawczym (przed rozpoczęciem stażu):
- Terminy podróży (wyjazd, przyjazd)
- Szczegóły dotyczące instytucji goszczącej (adres, numer telefonu, przełożony, lub osoba, do której należy się zwrócić)
- Informacja, z kim należy się kontaktować w razie wypadku (kontakt z krajem ojczystym, kontakt do osoby w organizacji przyjmującej)
- Szczegóły dotyczące miejsca odbywania stażu (adres I numer telefonu; przełożony, lub osoba, do której należy się zwrócić)
- Terminarz ( godziny pracy od-do, przerwy, przerwa obiadowa)
- Potrzeby szczególne (np. ubrania, sprzęt)

Recommendations (How to use the tool/resource)

Do uzupełnienia indywidualnie lub przy pomocy opiekuna stażu z miejsca odbywania praktyk

Additional Attachments/ Supplementary Documents

Przykładowy szablon do wypełnienia danymi związanymi z odbywaniem stażu

Links (for further information, e.g. website)

Projekt Erasmus + : DISCO ( Dziennik )

Preparation

Tools used for mobility preparation

Podręcznik mobilności ucznia - Część 1

Source: Projekt Seplo – document utworzony przez EPPSi

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Jest to krótkie video, które pomaga przygotować się uczniom do odbywania stażu w innym kraju. Należy przekazać je uczniom zanim rozpoczną staż. Film ten zaprojektowany jako uzupełnienie dziennika praktyka bądź wizualnego / dźwiękowego lub tekstowego zapisu osiągnięć.

Expected Outcomes

Po obejrzeniu tego video uczniowie będą wiedzieli czego się od nich oczekuje.

Description	Target Group	Resources needed to use the tool
Jest to krótkie video, które pomaga przygotować się uczniom do odbywania stażu w innym kraju. Należy przekazać je uczniom zanim rozpoczną staż. Film ten zaprojektowany jako uzupełnienie dziennika praktyka bądź wizualnego / dźwiękowego lub tekstowego zapisu osiągnięć. Wykorzystując nagrane wypowiedzi uczniów, którzy ukończyli już taki zagraniczny staż wyjaśnia czym jest program mobilności i jakie płyną z niego korzyści. Dostarcza również praktycznych informacji w jaki sposób opracować umowę i plan pracy na stażu, pomaga w określeniu jakie umiejętności i kompetencje chcą oni rozwijać mieszkając I pracując w innym kraju.	Uczniowie wybrani do stażu, ale będący dopiero na etapie przygotowań do program mobilności	Umiejętność pracy na komputerze. Laptop lub computer z dobrą grafiką I dźwiękiem do odtwarzania filmów.

Step by step instructions

- 5-minutowa rozmowa wprowadzająca do ogladania filmu, w czasie której osoba prowadząca rozmowę pyta uczniów o ich obawy oraz ewentualne niejasności związane z programem mobilności.
- 7 minutowy pokaz filmu video
- 15 minutowa dyskusja ze studentami po filmie

Recommendations (How to use the tool/resource)

Narzędzie to jest doskonałym wizualnym rozwiązaniem, które prowokuje efektywną dyskusję i ujawnia oczekiwania oraz obawy jakie mogą mieć uczniowie w kontekście przystąpienia do programu mobilności, zwłaszcza jeśli przystępują do tego typu projektu po raz pierwszy.

Additional Attachments/ Supplementary Documents

SEPLO Podręcznik mobilności ucznia - Część 1

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Sesja językowo-kulturoznawcza

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Przygotowanie uczniów do wyjazdu do kraju, w którym będą odbywały się praktyki.

Expected Outcomes

Uczniowie będą posługiwali się językiem danego kraju do którego wyjeżdżają w stopniu podstawowym, zgodnym ze standardami komunikacyjnymi przyjętymi w miejscu pracy. Poznanie kraju docelowego i jego kultury.

Description	Target Group	Resources needed to use the tool
W celu przygotowania uczniów do wyjazdu do obcego kraju organizowana jest sesja językowa/ kulturoznawcza. Do uczestnictwa w tym wydarzeniu zaprasza się nauczycieli z kraju, w którym mają odbywać się praktyki. Opowiadają oni o swoim kraju i uczą młodzież podstawowych słów oraz zwrotów. Alternatywnie – do takiej sesji można zaprosić, o ile jest taka możliwość, uczniów z danego kraju obcego, którzy obecnie uczą się w placówce organizującej sesję. W czasie sesji wspiera się uczniów w indywidualnym ćwiczeniu się w posługiwaniu się nowym językiem. Warto wykorzystać również aplikację ‘Duo Lingo’.	Nauczyciele/ opiekunowie/ personel międzynarodowy	Dziennik praktyk studenta

Step by step instructions

1. Ustalenie daty – proponuje się na ok. 1 miesiąc przed wyjazdem na staż w koordynacji z nauczycielami z kraju odbywania praktyk.
2. Zorganizowanie sali i przekąsek
3. Zaproszenie uczestników
4. Przeprowadzenie sesji
5. Należy upewnić się, czy każdy uczeń otrzymał Dziennik Praktyk I wie, iż musi zabrać go ze sobą na praktyki.
6. Zrobienie zdjęć w celu nagłośnienia wydarzenia.

Recommendations (How to use the tool/resource)

W dzienniku praktyk strona 9 i 10 poświęcona jest sesji językowej, skorzystaj z nich w czasie prowadzenia sesji.

Additional Attachments/ Supplementary Documents

Dziennik Praktyk

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

List motywacyjny

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Aplikując do programu mobilności uczniowie zostają poproszeni o napisanie listu motywacyjnego. Odgrywa on ważną role w procesie selekcji uczestników.

Expected Outcomes

Uczniowie muszą przekonać członków komisji rekrutacyjnej, iż to właśnie oni powinni zostać skierowani na staż zagraniczny.

Description	Target Group	Resources needed to use the tool
Jest to standardowy rodzaj listu przygotowywanego na tym etapie rekrutacji. Uczniowie muszą wyjaśnić dlaczego są zainteresowani określoną aktywnością, jakie są ich plany i cele, dlaczego wybrali akurat ten program, a nie jakiś inny.	Najlepiej uczniowie w wieku 18-25 lat, jednakże mogą być również osoby młodsze, w zależności od stopnia ich dojrzałości i zaangażowania	Można skorzystać z gotowych szablonów listów motywacyjnych, jednak treść uczniowie muszą napisać sami na komputerze, bądź odręcznie.

Step by step instructions

Jak napisać dobry list motywacyjny?
1. Nie rób tego na ostatnią chwilę, daj sobie czas i rozpocznij wcześniej. To kluczowy procesu rekrutacji. Nigdy nie zostawiaj tego na ostatni wieczór przed terminem oddania.
2. Bądź cierpliwy – list motywacyjny to nie CV
3. List motywacyjny powinien odpowiadać na następujące pytania:
• Co chcesz osiągnąć przystępując do program mobilności?
• W jakiej branży chciałbyś pracować podczas odbywania praktyk?
• Co chciałbyś wnieść od siebie do instytucji, w której będziesz odbywał staż? ( Możesz odnieść się do posiadanej wiedzy teoretycznej jak i praktycznej, zawodowej, osobistych doświadczeń. Warto tu przytoczyć określone fakty i liczby.)
• Dlaczego aplikujesz w programie mobilności? Które z obszarów oferowanych w tym programie byłyby szczególnie korzystne w osiągnięciu twoich własnych celów zawodowych? Upewnij się, że jesteś dobrze poinformowany!)
• Dlaczego komisja miałaby wybrać właśnie Ciebie? – Jaką wiedzą i doświadczeniem dysponujesz, która może okazać się przydatna? Czy zdobyłeś już może wcześniej odpowiednie doświadczenie zawodowe?
• Czy zdobyłeś już odpowiednie doświadczenie jako członek jakiejkolwiek organizacji? (Stowarzyszenie studentów, organizacja pozarządowa, partia polityczna, wolontariat …) Jeśli tak, prześlij dowód swojego członkostwa / zaangażowania społecznego.
• Jak oceniasz swoją osobowość? Czy uważasz, że jesteś dobrym liderem? Czy jesteś osobą, która może coś zmienić? Dlaczego tak myślisz? (Podkreśl swoje mocne strony, bądź realistą.)
• Dlaczego chcesz odbyć staż akurat w tym konkretnym kraju? Co o nim wiesz? Czy myślisz, że będzie tam inaczej niż w ojczyźnie? Jeśli tak, to czego się spodziewasz? (Zbierz trochę informacji, porozmawiaj z ludźmi, którzy odbywali już praktyki w tym kraju)
• Czy w kraju goszczącym jest coś (społeczeństwo, system polityczny, gospodarka), co według ciebie mogłoby posłużyć jako model dla twojego kraju? Postaraj się zdobyć trochę materiałów na ten temat, poczytaj w Internecie, sprawdź strony, które mogą być szczególnie wiarygodne w dostarczaniu tego typu informacji, np. stronę ambasady; postaraj się też nawiązać kontakt z kimś, kto tam mieszkał.)
• (W przypadku przedmiotów technicznych) Czy w kraju przyjmującym opracowano technologię, którą chciałbyś zastosować w swoim kraju? Co dokładnie? Dlaczego?
• Czy w kraju, do którego zamierzasz pojechać są jakieś organizacje, instytucje lub firmy, które chciałbyś odwiedzić i nauczyć się tam czegoś?
4. Po zakończeniu pisania przeczytaj swój list jeszcze raz i upewnij się, że jest dobrze skomponowany. Najpierw zastanów się nad wszystkimi powyższymi pytaniami, rób notatki, czytaj, rozmawiaj z przyjaciółmi. Następnie napisz sobie plan i uzupełnij go tekstem. (Nie musisz zamieszczać odpowiedzi na wszystkie wymienione powyżej pytania!). Sprawdź, czy w tekście nie pozostały jakieś sformułowania robocze, bądź pytania.
5. Napisz swój list w odpowiednim tonie.
- Unikaj wszelkiego rodzaju frazesów, kwiecistych zwrotów i pochlebstw.
- Opieraj się na faktach i dziel się swoimi refleksjami. Nie prowadź kampanii na rzecz swoich przekonań.

Recommendations (How to use the tool/resource)

Uczniowie muszą wyczyścić tekst z wszelkich niepotrzebnych elementów. List powinien obejmować nie więcej niż 3 strony. Ważne jest aby był wolny od wszelkiego rodzaju błędów gramatycznych, ortograficznych oraz literówek! Należy pamiętać, że może on być omawiany w czasie rozmowy kwalifikacyjnej z kandydatem.

Additional Attachments/ Supplementary Documents

Wzór listu motywacyjnego

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Sesja Informacyjna

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Przygotowanie uczniów oraz ich rodziców/ opiekunów do mobilności (2-tygodniowych praktyk), zbudowanie dobrej komunikacji oraz poczucia bezpieczeństwa

Expected Outcomes

Udzielenie wyczerpujących informacji na temat zbliżającego się wyjazdu. Upewnienie się, że wszyscy dokładnie zapoznali się z planem podróży I posiadają niezbędne dane kontaktowe.

Description	Target Group	Resources needed to use the tool
Organizacja sesji, której celem jest udzielenie informacji zarówno uczestnikom jak i ich opiekunom na temat dwutygodniowych praktyk. Sesja obejmuje przekazanie ustaleń dotyczących podróży, zakwaterowania, miejsc do odwiedzenia oraz informacji o miejscu pracy. Zbierz od wszystkich uczestników oświadczenia RODO związanie z korzystaniem z podanych numerów telefonów i zamieszczaniem zdjęć.	Nauczyciel/ Opiekun/ Personel międzynarodowy	Formularze zgody dla uczniów/ rodziców/ opiekunów. Prezentacja Power Point. List zawierający szczegóły podróży, dane kontaktowe personelu towarzyszącego i osób delegowanych do wyjazdu

Step by step instructions

1. Zaplanuj datę spotkania i zaproś uczestników korzystając z wzoru zaproszenia.
2. Przygotuj listy z informacjami (do wręczenia w trakcie sesji).
3. Przygotuj formularze zgody.
4. Przeprowadź spotkanie w oparciu o prezentację Power Point.
5. Złóż wszystkie podpisane formularze.

Recommendations (How to use the tool/resource)

Wszelkie zamieszczone tutaj pomysły oraz narzędzia powinny być zaadaptowane do indywidualnych potrzeb korzystających z nich organizacji .
Elementy zapisane na szablonie czerwonym tuszem należy zmienić wstawiając informacje dotyczące danej organizacji

Additional Attachments/ Supplementary Documents

Wzór listu z informacjami dla uczniów i ich rodziców

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Ścieżka aktywności sensorycznej

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Koncepcja praktyk budujących nowe perspektywy oraz kompetencje na poziomie zarówno osobistym jak i zawodowym, stwarzając nowe możliwości na przyszłość.

Expected Outcomes

Refleksja na temat doświadczeń z przeszłości.
Wizja przyszłości.

Description	Target Group	Resources needed to use the tool
Ta nieformalna gra może być używana jako narzędzie oceny i spotkań. Stwarza ona uczestnikowi szansę zastanowienia się nad własną przyszłością, poczynając od tego, czego doświadczyli za granica w trakcie praktyk.	Profesjonaliści.	5 min. na przygotowanie tego zadania; 15 min. na realizację; 15 min. na omówienie

Step by step instructions

Opiekun dzieli uczestników na dwie grupy. Następnie każdy uczestnik, prowadzony przez inną osobę, porusza się z zasłoniętymi oczami po pomieszczeniu w poszukiwaniu określonych przedmiotów, co ma na celu zbudowanie odczuć niepewności co do tego co się wydarzy - analogicznych do tych, które pojawią się po powrocie z praktyk. Zadanie to wykonuje każdy uczestnik.
Głównymi elementami gry jest zmysł dotyku, powonienia oraz odczucia na temat konsystencji.
Za każdym razem gdy jedna para kończy, opiekun przeprowadza sesję podsumowującą zadając takie pytania jak:
● Jak się czujesz teraz - po zakończeniu swoich praktyk?
● Jakie obawy udało Ci się pokonać?
● Jakie obawy ciągle Ci towarzyszą?
● Jakie są Twoje odczucia teraz?
● Jakie odczucia miałeś w trakcie trwania mobilności? Jakie są Twoje odczucia teraz?

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Ocena śród – i końcowo semestralna

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

-Zapewnienie otrzymywania nieprzerwanej, złożonej informacji zwrotnej od młodych ludzi, a także stworzenie im możliwości refleksji nad nimi i pomoc przy rozwiązywaniu ewentualnych problemów.
-Ocenienie czy działania opracowane w programie praktyk są odpowiednie do wyznaczonych celów i dokonanie ewentualnych niezbędnych modyfikacji czy zmian

Expected Outcomes

Praktyka ta jest istotna dla zapewnienia elastyczności procesu mobilności przy jednoczesnym wzięciu po uwagę potrzeb uczestników i dostarczaniu informacji o dynamice grupy oraz panującej w niej atmosferze.

Description	Target Group	Resources needed to use the tool
W połowie praktyk uczestnicy są zaproszeni do uczestnictwa w sesji za pośrednictwem Skype’a, aby podzielić się swoimi wrażeniami i uczuciami na temat procesu mobilności. Otrzymują oni także ankiety na które można odpowiedzieć za pośrednictwem poczty elektronicznej lub komunikatora. Na koniec praktyk uczestnicy spotykają się osobiście na specjalnie zorganizowanej sesji. Po raz kolejny mówią o swoich doświadczeniach, oczekiwaniach, z którymi wyjeżdżali na praktykę i o tym jak czują się po jej zakończeniu. Odnoszą się do trudności, z którymi się spotkali, co można by poprawić, a co się sprawdziło. Dzielą się także pomysłami dotyczącymi przyszłych projektów.	Uczniowie, najlepiej w wieku 18-25 lat, ale także młodsi – w zależności od dojrzałości oraz zainteresowania projektem.	Program Skype, e-mail, dostęp do komunikatora internetowego, wzór ankiety.

Step by step instructions

Twoja opinia i refleksje są istotne. Pomagają nam one zrozumieć czy opracowane dla programu mobilności zadania są odpowiednie dla Ciebie i umożliwiają osiągnięcie wyznaczonych celów. Jeśli coś powinno być zmienione, możemy dokonać stosownych modyfikacji. Pomóż nam tego dokonać wypełniając następną ankietę:
1) Jakie były najwspanialsze momenty Twojej praktyki i dlaczego tyle dla Ciebie znaczą?
2) Jakie zadania najbardziej Ci się podobały?
3) Czego się nauczyłeś?
4) Co twoim zdaniem powinno zostać poprawione?
5) W jakim obszarze zawodowym chciałbyś pracować?
6) Czy wykorzystasz to, czego się nauczyłeś? Czy będzie to przydatne w Twoim życiu?
7) Jak to wykorzystasz?

Recommendations (How to use the tool/resource)

Ważne jest abyś odpowiedział na powyższe pytania także w połowie swoich praktyk. Pozwoli nam to szybko wprowadzić konieczne zmiany. Następnie powinieneś odpowiedzieć na te same pytania ponownie po zakończeniu praktyk. Pomoże nam to oszacować czy dokonane zmiany się sprawdziły oraz czy doświadczenie mobilności było dla Ciebie przydatne.

Additional Attachments/ Supplementary Documents

Ankieta śródroczna oraz końcowo roczna.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

8 kompetencji kluczowych

Source: http://www.mobilitycompetences.com/wp-content/uploads/2016/10/The-8-key-competences-of-European-Union.pdf

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Kompetencje kluczowe pomagają określić zasób wiedzy, kompetencji oraz postaw.

Expected Outcomes

Definicja tych 8 narzędzi pozwala uczestnikowi łatwiej ocenić w trakcie rozmowy kwalifikacyjnej lub przygotowywania CV swoje umiejętności.

Description	Target Group	Resources needed to use the tool
Poznanie i docenienie kompetencji uczestników w celu powiązania tych kompetencji z rynkiem pracy i planowania kroków na przyszłość.	Ludzie młodzi.	-

Step by step instructions

Na początku praktyk uczestnicy zostają zaproszeni do dokonania refleksji nad swoimi umiejętnościami. Przy wsparciu 8 kompetencji kluczowych, ustanowionych przez Unię Europejską, uczestnik wybierze 3 kompetencje, które chciałby udoskonalić podczas projektu mobilności. Na koniec praktyk uczestnik ocenia w skali od 1 do 5 na ile ocenia przyrost każdej z nich podając konkretne przykłady. Następnie, po zakończeniu praktyk uczestnik wraca do swojej oceny i dokonuje jej powtórnie biorąc pod uwagę 3 wybrane przez siebie umiejętności. Daje to możliwość dokonania refleksji na ile udział w projekcie przyczynił się do wzrostu posiadanych kompetencji.

Kompetencje kluczowe	Pytania pomocne w dokonywaniu autorefleksji	Samoocena od 1 do 5
Komunikowanie się w języku ojczystym	Czy porozumiewam się w języku ojczystym?
Komunikowanie się w języku obcym	Czy doskonalę swoją umiejętność posługiwania się językami obcymi?
Umiejętności matematyczne i podstawowe kompetencje w obrębie przedmiotów ścisłych i technologii	Czy korzystam ze swoich umiejętności matematycznych w trakcie trwania praktyk?
Kompetencje cyfrowo-informatyczne	Czy uczę się obsługi komputera odbywając praktyki zagraniczne? Czy uczę się wykorzystywania zasobów online w trakcie praktyk (strony internetowe, blogi, listy mailingowe, praca w sieci, serwisy społecznościowe np. Facebook)?
Kompetencje społeczne i obywatelskie	Czy rozwijam umiejętności komunikacyjne? Czy jestem w stanie komunikować się z ludźmi z różnych środowisk, reprezentujących różne punkty widzenia? Czy jestem w stanie konstruktywnie zarządzać różnymi konfliktami i wykazywać empatię?
Wykazywanie się inicjatywą i przedsiębiorczością	Czy potrafię przekształcać pomysły w czyny? Czy potrafię być kreatywny i wykazywać się inicjatywą?
Ekspresja i świadomość kulturowa	Czy wyrażam siebie i prezentuję kulturę kraju, z którego pochodzę? Czy zdobywam nową wiedzę i buduję świadomość na temat różnorodności kulturowej i językowej?

Recommendations (How to use the tool/resource)

Odpowiedź na te pytania może pomóc uczestnikowi rozpoznać umiejętności, których się uczy i może ułatwić ostateczne ukończenie projektu uzyskując Europass. Jest to dobre narzędzie do śledzenia procesu uczenia się.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

https://ec.europa.eu/education/policies/school/key-competences-and-basic-skills_en

Evaluation

Tools used in the evaluation phase

Dziennik Praktyk

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Prowadzenie uczestników, a także dowód uczestnictwa w programie Erasmus+.

Expected Outcomes

Uczestnicy będą lepiej przygotowani, będą też mieli dowody swojego rozwoju w trakcie praktyk, a także zapis wydarzeń, które będą miały miejsce w trakcie mobilności.

Description	Target Group	Resources needed to use the tool
Każdy uczestnik mobilności wypełnia dziennik praktyk. Jest on podzielony na 3 części – przed wyjazdem, w trakcie wyjazdu, po wyjeździe. Dziennik pomaga uczestnikowi przygotować się do wyjazdu	Nauczyciele/ opiekunowie/ personel międzynarodowy	-

Step by step instructions

1. Upewnij się, czy każdy uczestnik otrzymał instrukcję “krok po kroku”

Recommendations (How to use the tool/resource)

Podczas trwania mobilności dziennik stanowi centralny punkt w trakcie cowieczornych spotkań ze studentami. Pomaga zainicjować dyskusje i udzielić właściwego wsparcia w wypełnianiu stosownych części notatnika.

Additional Attachments/ Supplementary Documents

Dziennik praktyk studenta.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Skala ocen

Source: Centrum Kształcenia Ustawicznego w Sopocie

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ciągła ocena miejsc odbywania praktyk i identyfikacja obszarów rozwoju na przyszłość.

Expected Outcomes

Narzędzie to ma pomóc odbywającym praktyki dzielić się swoimi spostrzeżeniami i poszukiwać elementów/ obszary wymagających udoskonalenia. Pomaga ono także skupić się na głównych zagadnieniach i dążyć do szukania rozwiązań.
Jest ono również wysoce rekomendowane do wykorzystania przez nauczycieli (włącznie z doradcami zawodowymi), ponieważ pomaga rozwijać umiejętność komentowania, dzielenia się opiniami, rozwiązywania problemów i szukania możliwości.

Description	Target Group	Resources needed to use the tool
Skala ocen to narzędzie przydatne na etapie wdrażania oraz / lub na etapie oceny wysyłane organizacji oraz/lub firmie oferującej praktyki.	Szkoły średnie, szkoły branżowe, szkoły kształcące w zawodzie, uczelnie wyższe (studenci)	szablon elektroniczny lub w formie papierowej (do wypełnienia przez słuchaczy)

Step by step instructions

Skala ocen to narzędzie przesyłane do organizacji i/lub firmy oferującej praktyki dla uczniów wykorzystywane na etapie wdrażania i/lub etapie oceny praktyk.
Może być przydatne w fazie dokonywania oceny aby pokazać postępy osiągane w pracy, co mogło być zrobione w inny sposób lub może być wykonane inaczej w przyszłości, czego nie powinno sie zmieniać kiedy w przyszłości dojdzie do organizacji kolejnych praktyk . Skala przedstawia poziomy zadowolenia z procesu wdrażania stażu. Na jego zakończenie słuchacz poproszony zostaje o ocenę swojego udziału w praktyce. Należy odpowiedzieć na przynajmniej 10 pytań odnoszących się do takich zagadnień jak: jak zorganizowano staże; czy w razie konieczności student otrzymywał pomoc; czy dowiedział się dużo o firmie/ instytucji/ zawodzie/ kluczowych procedurach, które funkcjonują w danym miejscu pracy itp.
Skala rozpoczyna się od liczby “1”, która oznacza “minimum”, a kończy na liczbie “5”, która oznacza “maksimum”. Student odpowiada na każde pytanie zaznaczając określony punkt na skali, a następnie wyjaśnia dlaczego zaznaczył właśnie taką cyfrę, np. – dlaczego zaznaczył poziom “3”. Słuchacz musi wyjaśnić co dla niego oznacza “3” i dlaczego nie zaznaczył niższego numeru. W ten sposób uzyskuje się informację co “3” oznacza dla danej osoby. Następnie uczeń jest pytany: co musiałoby się wydarzyć, żeby zaznaczył wyższy numer na skali. W ten sposób uzyskuje się informację co można by zrobić inaczej/ lepiej/ więcej / mniej. Metoda bazująca na skali ocen jest szczególnie przydatna podczas dokonywania oceny śród semestralnej, końcowo rocznej i podczas przeprowadzania rozmowy kwalifikacyjnej.
Obserwacje i odpowiedzi uczniów można wykorzystać planując dokonanie ulepszeń oraz podniesienie jakości praktyk.

Recommendations (How to use the tool/resource)

Słuchacz wypełnia tabelę samodzielnie lub z pomocą opiekuna stażu.

Additional Attachments/ Supplementary Documents

- Przykład skali ocen + rekomendowane pytania sprawdzające – jak korzystać z tego narzędzia w praktyce

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Wpisy na szkolnej stronie internetowej

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Dokonywanie wpisów skupia uwagę studentów na zdobytym doświadczeniu, stwarza możliwość pokazania siebie jako osby odnoszącej sukcesy, co zwiększa poczucie własnej wartości. Jest to także promocja szkoły na zewnątrz.

Expected Outcomes

Osobiste posty zamieszczane na głównej stronie szkoły pokazują korzyści płynące z odbycia stażu, umiejętność radzenia sobie uczniów z napotkanymi wyzwaniami.

Description	Target Group	Resources needed to use the tool
Wpis powinien zawierać zdjęcie stażysty z miejsca odbywania praktyk opatrzone kilkoma zdaniami przedstawiającymi korzyści płynące z odbycia praktyk.	Uczniowie/Studenci/ Słuchacze.	Aparat lub smartphone

Step by step instructions

Recommendations (How to use the tool/resource)

Zadanie to powinno być przedstawione praktykantowi jako obowiązkowy element odbywania praktyk

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

http://www.e2c-europe.org/e2c/students.html

Evaluation

Tools used in the evaluation phase

Wzrost umiejętności życiowych przy wykorzystaniu aplikacji na telefon

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Sprawdzenie umiejętności uzyskiwania dostępu do zasobów społecznych przez studentów SCE : wyszukiwanie stron internetowych oraz lokalizacji różnych instytucji publicznych w celu zapoznania się z ich godzinami pracy oraz uzyskania niezbędnych dokumentów związanych z zatrudnieniem, zapisania się na szkolenie zawodowe itp.

Expected Outcomes

Podniesienie umiejętności życiowych przy wykorzystaniu aplikacji na telefon: orientacja w mieście, szacowanie odległości, porównywanie cen za różnego rodzaju usługi oferowanych przez firmy – korzystanie z aplikacji „Goole maps”).

Description	Target Group	Resources needed to use the tool
Zestawy testów potwierdzających, że uczeń nabył umiejętności planowania, poruszania się w przestrzeni, podejmowania decyzji. (Np. uczeń dostaje zadanie dotarcia do określonego miejsca w określonym czasie, korzystając z transport publicznego lub idąc pieszo. Musi podejmować różne decyzje dysponując tylko niewielką sumą pieniędzy oraz telefonem.)	Uczniowie szkół SCE – (patrz objaśnienie na dole strony) Uczniowie z trudnościami w uczeniu się; Nastolatki z obniżoną samooceną	Telefon komórkowy, autobus/ pociąg/ bilety na tramwaj, karty pracy

Step by step instructions

Ocena umiejętności życiowych ucznia dokonywana jest w oparciu o zadania “terenowe” lub typu “szukanie skarbu”. Zadania tego typu przeprowadza się z pomocą wolontariuszy, którzy kontrolują trasę i pilnują przestrzegania zasad wyznaczonych przez instytucję.

Recommendations (How to use the tool/resource)

W efekcie takich zadań terenowych lub gier opartych na sytuacjach z życia codziennego, uczniowie z trudnościami w uczeniu się wzmacniają poczucie własnej wartości, pokonują strach przed poruszaniem się w obcym kraju lub korzystaniem z instytucji publicznych, eliminują frustracje związane z obawą, iż mogliby się zagubić w trakcie pobytu w obcym miejscu. Korzystając ze swojego własnego telefonu uczniowie SCE uzyskują dostęp do informacji niezbędnych to ukończenia zadań i samodzielnego funkcjonowania w przestrzeni, której nie znają.

Additional Attachments/ Supplementary Documents

Testy.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Ambasador ds. Mobilności – Uczenie się od siebie nawzajem

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Bycie “Ambasadorem Mobilności” stanowi nowe, osobiste wyzwanie dla studenta oparte na doświadczeniach zdobytych podczas stażu i wykorzystuje potencjał związany z sytuacją nauki od rówieśników. Jest pomocne w budowaniu dalszej kariery zawodowej i rozwoju osobistym.

Expected Outcomes

Jest to sytuacja podwójnie korzystna dla danego ambasadora – stwarza możliwość dalszego rozwoju osobistego poprzez dokonywanie autorefleksji oraz umożliwia wymianę doświadczeń z rówieśnikami.

Description	Target Group	Resources needed to use the tool
Uczenie się od rówieśników wydaje się być metodą przydatną do rozpowszechniania doświadczeń zdobytych przez stażystów podczas stażu. Metoda ta oferuje następujące korzyści: - Wyzwania i problemy są omawiane z osobami, które już sobie z nimi poradziły, - młodzi nauczyciele będa w tym kontekście bardziej autentyczni/ wiarygodni	Nauczyciel / opiekun	Sesje przygotowawcze z zaangażowanymi uczniami

Step by step instructions

Jako nauczyciel-opiekun najlepiej znasz swoich uczniów. Zaproś ich i motywuj do zostania “Ambasadorem mobilności”. Poproś ich o pomoc na etapie przygotowań w twojej szkole.

Recommendations (How to use the tool/resource)

Narzędzie przydatne w pracy z zaangażowanymi praktykantami, oparte na metodzie pozyskiwania wiedzy od innych. Uczniowie czują się bezpiecznie występując w roli “Ambasadorów mobilności”. Pamiętaj, aby uhonorować ich nagrodą ,o której będzie można wspomnieć w życiorysie i w trakcie procesu aplikowania o pracę.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Wikipedia – informacje dotyczące uczenia się od siebie nawzajem (“peer to peer education”)

Evaluation

Tools used in the evaluation phase

Podręcznik Mobilności Ucznia - Część 3

Source: Projekt SEPLO stworzony przez EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Jest to krótki film video, którego celem jest udzielenie uczniom wsparcia w procesie dokonywania oceny po powrocie z praktyki odbywanej w innym kraju. Zawiera pytania dotyczące odczuć uczestników po odbyciu stażu zagranicznego; prowadzi ich również dalej do kolejnych kroków w ocenie stażu.

Expected Outcomes

Po obejrzeniu tego filmu uczniowie będą mieli pełną jasność co do tego, czego się od nich oczekuje.

Description	Target Group	Resources needed to use the tool
Jest to krótki film video, którego celem jest udzielenie uczniom pomocy w rozpoczęciu procesu dokonywania oceny po powrocie z praktyki odbywanej w innym kraju. Zawiera pytania dotyczące odczuć uczestników po odbyciu stażu w innym kraju, a następnie prowadzi ich dalej do kolejnych kroków w ocenie stażu. Film przeznaczony jest przede wszystkim dla studentów korzystających z systemu ECVET w zakresie zdobywania punktów w trakcie zdobywania nowych kwalifikacji; może być również dostosowany do studentów pracujących nad rozwojem umiejętności miękkich.	Studenci pracujący nad rozwojem umiejętności miękkich	Zapis osiągnięć w formie wizualnej, pisemnej, bądź audio.

Step by step instructions

- 5-minutowa rozmowa z poprzedzająca wyświetlenie filmu video, której celem jest udzielenie odpowiedzi na wszelkie pytania/ wątpliwości, które mogą mieć studenci
- 7 minut na odtworzenie filmu uczniom
- 15 minut na dyskusję i zebranie informacji zwrotnej od studentów

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Podręcznik Mobilności Ucznia SEPLO - Część 3

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Rezultaty mobilności studentów

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Umożliwienie uczniom uświadomienia sobie czego się nauczyli podczas programu mobilności i dokonanie oceny ich rozwoju pod kątem nabytych umiejętności i kompetencji.

Expected Outcomes

Praktyka ta pozwala uczniom zastanowić się nad ich osiągnięciami i znaleźć twórczy sposób pokazania ich nauczycielom. Z drugiej strony daje nauczycielom możliwość uświadomienia sobie jak uczniowie się rozwinęli i ile się nauczyli dzięki programowi mobilności.

Description	Target Group	Resources needed to use the tool
Kiedy praktyki się kończą, a uczniowie wracają do swojego kraju i szkoły, zobowiązani są do zorganizowania prezentacji dla wszystkich swoich nauczycieli ukazującej dowody tego, czego się nauczyli podczas praktyk oraz zaprezentowania nabytych kompetencji. Mogą oni pokazać film lub zrobić praktyczną demonstrację (np. ugotować coś, a następnie dać nauczycielom do spróbowania). Prezentacja ta, którą nazywamy Wynikami Mobilności Studenta, brana jest pod uwagę przy wystawianiu oceny końcowej wraz z raportami opiekuna stażu oraz firmy przyjmującej.	Najlepiej uczniowie w wieku 18-25 lat, jednakże mogą być też młodsi, w zależności od stopnia ich dojrzałości i zainteresowania uczestnictwem w tego typu praktykach.	Uczniowie mogą tworzyć prezentacje za pomocą programu Power Point, w postaci filmów, zdjęć itp. Mogą oni sami wybrać sposób, w jaki chcą przedstawić wyniki swojej mobilności.

Step by step instructions

Ukończyłeś praktyki i na pewno nauczyłeś się wielu rzeczy. Była to okazja do rozwinięcia swoich umiejętności. Teraz wrócisz do swojego kraju i szkoły. Pamiętaj, aby dzielić się zebranymi doświadczeniami i zademonstrować swoim byłym nauczycielom zdobyte kompetencje. Chcą oni dowiedzieć się jakich nowych rzeczy się nauczyłeś i wziąć je pod uwagę przy dokonywaniu ostatecznej oceny twojego stażu.
Planując pokaz zdobytych umiejętności staraj się wymyśleć cos atrakcyjnego. Możesz zrobić prezentację w programie Power Point i pokazać zdjęcia, ale możesz też pokazać filmiki video lub przygotować praktyczną demonstrację. Wszystko zależy tylko od ciebie. Pokaż im, że jesteś już inną osobą, bardziej pewną siebie i bardziej wykwalifikowaną.

Recommendations (How to use the tool/resource)

Zbieraj zdjęcia, rób filmiki video pamiętając o tym, aby były one dobrej jakości. Będzie to wspaniała dokumentacja twoich praktyk. Jeśli zdecydujesz się wykonać demonstracje praktyczną – to jeszcze lepiej. Zaplanuj ją starannie i nie zapomnij opowiedzieć o swoim rozwoju osobistym i społecznym (jak się czułeś na początku, powiedz o swoich lękach i oczekiwaniach, jak pokonałeś przeszkody, czego się nauczyłeś o sobie i jaką osobą jesteś po zakończeniu praktyk).

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Ceremonia wręczenia nagród

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Docenienie zasług studentów i świętowanie ich osiągnięć.

Expected Outcomes

Uczniowie otrzymają certyfikaty potwierdzające ich osiągnięcia . Jest to rodzaj reklamy i zainteresowania programem potencjalnych studentów.

Description	Target Group	Resources needed to use the tool
Organizowana jest ceremonia, na którą zapraszani są studenci, a także pracownicy stosownych organizacji, w tym działu ds promocji oraz lokalna prasa / radio. Wydawane są certyfikaty praktyk zagranicznych Europass -mobilność oraz certyfikaty potwierdzające uczestnictwo w programie.	Tutorzy / nauczyciele (personel międzynarodowy)	Zaproszenia; Prezentacja w programie PowerPoint; Wypełnione dokumenty Europass oraz certyfikaty uczestnictwa; Foto-książki; Notesy oraz długopisy

Step by step instructions

1. Po zakończeniu mobilności zaproś studentów, pracowników działu promocji, marketingu i reklamy zewnętrznej na ceremonię wręczenia nagród - termin do ustalenia w ciągu miesiąca od zakończenia mobilności.
2. Przygotuj bądź zamów foto-książki (można skorzystać z gotowych aplikacji)
3. Zbierz i sprawdź dokumenty Europass oraz certyfikaty uczestnictwa.
4. Zarezerwuj stosowna salę i zamów bufet oraz potrzebny sprzęt IT.
5. Zgraj na komputer wszystkie zdjęcia zrobione na urządzeniu mobilnym, aby umożliwić wykonanie pokazu slajdów z wydarzenia.
6. Aby poprowadzić ceremonię przygotuj prezentację Powerpoint.
7. Przeprowadź ceremonię, zrób dużo zdjęć w celu ich rozpowszechniania i dalszej promocji programu.

Recommendations (How to use the tool/resource)

Narzędzia i zasoby, z których będą korzystały poszczególne organizacje mogą się różnić. Niniejszy szablon jest tylko opisem wypróbowanych praktyk. Inne organizacje mogą oprzeć się na własnych sprawdzonych zasobach, np.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Ferramenta de auto-reflexão

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

O participante autoavalia a sua mobilidade e experiência e partilha as suas reflexões com o tutor.

Expected Outcomes

Ajudar o participante a autoavaliar as suas conquistas, objetivos pessoais, integração na comunidade local e desenvolvimento pessoal.

Description	Target Group	Resources needed to use the tool
O participante preenche um questionário que pretende ser a sua reflexão sobre: - O seu envolvimento no projeto; - O seu envolvimento pessoal; - Adiciona comentários e sugestões.	Jovens.	Anexo: um exemplo de questionário.

Step by step instructions

Responder ao questionário.

Recommendations (How to use the tool/resource)

Em primeiro lugar, o questionário pode ser preenchido pelo participante e depois discutido durante o encontro com o tutor.

Additional Attachments/ Supplementary Documents

Questionário de auto-reflexão.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Plano de Trabalho

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Planear os objetivos de aprendizagem, as atividades e o horário do participante, junto com o tutor.

Expected Outcomes

Refletir e avaliar os objetivos da semana.

Description	Target Group	Resources needed to use the tool
No início da semana, o participante e o tutor preenchem o template em conjunto. No final da semana, é organizado um encontro entre os dois, para avaliar se os objetivos de aprendizagem foram atingidos. É um momento importante quando o participante pode conversar com o tutor sobre qualquer situação.	Profissionais	Reunião com um mínimo de 20 minutos. Anexo: exemplo de um template de um plano de trabalho.

Step by step instructions

Preencher o plano de trabalho.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Template do Plano de Trabalho.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Código de Conduta

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

- Promover uma atmosfera agradável e um bom ambiente de trabalho.
- Envolver os jovens na elaboração das regras internas do programa de mobilidade.

Expected Outcomes

Os participantes na mobilidade irão respeitar as regras que eles próprios elaboraram. Esta ferramenta é importante para estabelecer com os participantes um acordo conjunto para o compromisso de todos pelo sucesso do programa de mobilidade.

Description	Target Group	Resources needed to use the tool
No início do programa de mobilidade, os participantes são convidados a colaborar na construção de um “código de conduta”, ou seja, num conjunto de regras internas que a equipa tem de seguir durante o programa. Ficam também a conhecer as regras internas da organização que os vai receber.	Alunos entre os 18-25 anos, contudo podem ser mais novos, dependendo da maturidade e interesse dos participantes.	Template para as Regras.

Step by step instructions

É pedido aos formandos que pensem e que produzam um conjunto de regras para serem seguidas durante o programa de mobilidade. É-lhes dito que estas regras devem contribuir para um bom ambiente laboral e todos têm de as seguir.

Recommendations (How to use the tool/resource)

Este código de conduta deve ser criado no contexto de um trabalho de grupo.

Additional Attachments/ Supplementary Documents

Template para as Regras.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Livro de Fotos

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Evidência da viagem e lembrança para os alunos para preservar as boas recordações.

Expected Outcomes

Cada aluno terá uma recordação da viagem e as entidades parceiras saberão mais da viagem.

Description	Target Group	Resources needed to use the tool
Em cada mobilidade são tiradas muitas fotos, para recolher evidências e para preservar as boas lembranças. Estas fotos são usadas para produzir um livro, que é encomendado online e é personalizado para cada mobilidade. Os alunos também tiram fotos e partilham-nas através do WhatsApp. São encorajados a entrar nesta competição – A melhor fotografia da viagem recebe um prémio, usualmente uma moldura com a foto. As melhores fotos fazem parte da competição anual Erasmus+. Cada aluno recebe um livro de fotos como recordação da viagem. O livro funciona como evidência da mobilidade e é usado para disseminação, uma vez que os livros de fotos são partilhados entre departamentos, com o comité executivo, o conselho de governadores e com aqueles que visitam o colégio.	Participantes na mobilidade.	Fotos (usualmente partilhadas através da WhatsApp para que todos possam contribuir).

Step by step instructions

1. Assegure-se que todos os participantes têm consciência da importância de tirar fotos durante os programas de mobilidade.
2. Lembre que todos os participantes têm de partilhar as fotografias através do WhatsApp.
3. No fim da mobilidade compile as fotos e encomende os livros de fotografias.
4. Entregue-os aos participantes na cerimónia de entrega de prémios.

Recommendations (How to use the tool/resource)

Escreva uma pequena descrição em cada página do livro de fotos, inclua o nome dos participantes no programa de mobilidade.

Additional Attachments/ Supplementary Documents

Foto de um livro de fotos.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Guia para a Integração de Jovens

Source: Nda Roménia

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Desenvolver competências pessoais e sociais com o objetivo de preparar os jovens para uma situação de mobilidade:
- comunicação interpessoal;
- conhecimento positivo e gestão de emoções;
- tomada de decisões efetivas;
- gestão de conflitos e negociação criativa.

Expected Outcomes

Espera-se que os estudantes de segunda oportunidade sejam capazes de lidar com a experiência de mobilidade no estrangeiro e, para além disso, que obtenham uma melhor orientação no ambiente físico e social.

Description	Target Group	Resources needed to use the tool
1. Grelha de autoavaliação de competências de comunicação; Grelha de autoavaliação de emoções; 2. Jogos e exercícios de cognição mútua, jogos de role-playing, jogos de grupo, questionários, quiz; 3. Workshops práticos, histórias terapêuticas.	Estudantes de segunda oportunidade.	Life Skills - Active Resources, de Alis Ghebuţă e Roberta Tuduri. Items de escolha múltipla.

Step by step instructions

Recommendations (How to use the tool/resource)

Desenvolver as competências de vida nos jovens desfavorecidos não é suficiente para realizar ações de integração. É importante abordar diferentes necessidades, mas baseados numa ideia ou método de trabalho. Programas complexos, estruturados e desenvolvidos são necessários por um período de tempo suficiente para permitir o desenvolvimento e a consolidação de competências direcionadas.

Additional Attachments/ Supplementary Documents

Emotional intelligence, de Daniel Jay Goleman
McCONNON, Shay&Margaret, Your choice - Making decisions, Interpersonal Communication, Conflict, Educating for emotional literacy, publicado por People First 2002.
Life skills development cycle, desenvolvido por Ales Bednarik

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Acompanhamento da Mobilidade

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Quando um jovem está num programa de mobilidade, não pode ser deixado sozinho. Na maior parte das vezes, há documentação para tratar e outros assuntos em que o jovem precisa de ajuda. O propósito desta prática é acompanhar o jovem através do processo de mobilidade, mantendo contactos regulares com o jovem e a organização de acolhimento.

Expected Outcomes

Uma monitorização próxima pode prevenir situações problemáticas e assegurar o sucesso do programa de mobilidade.

Description	Target Group	Resources needed to use the tool
No início do programa de mobilidade é atribuído um tutor ao jovem, que será responsável por desenhar um protocolo com a organização de acolhimento, assim como um plano de trabalho e um registo de presenças. Este tutor mantém um contacto regular tanto com a organização de acolhimento, como com o jovem, com o objetivo de compreender como é que a integração está a decorrer, como está a ser a assiduidade, qual o grau de motivação, as dificuldades que o jovem está a enfrentar. Com este contacto próximo, pode resolver problemas que possam aparecer. No final, o tutor pede à organização de acolhimento para preencher um formulário de avaliação e para o enviar para a escola do jovem.	Tutores que fazem o follow-up do programa de mobilidade para os jovens (18-25 anos)	São necessários alguns templates: protocolo, plano de trabalho, registo de frequência e formulário de avaliação. Depois, o tutor e os alunos devem encontrar a melhor forma de comunicar entre si: WhatsApp, Messenger, Skype, phone. As visitas presenciais também são importantes e para as tornar possíveis são precisos recursos financeiros para viagens, alojamento, etc.

Step by step instructions

Como tutor, tem de contactar a organização de acolhimento e obter um protocolo sobre a duração do programa de mobilidade, as horas de trabalho, o plano de trabalho, o horário das refeições, tarefas, etc. Depois disto ser acordado verbalmente, é necessário passar para escrito o protocolo e o plano de trabalho, assim como pedir à organização de acolhimento e ao estagiário que assinem estes documentos. Como tutor, também assina estes documentos em representação da escola/ organização que envia o jovem. Também deve criar um registo de assiduidade para monitorizar o absentismo. Depois mantém o contacto com a organização de acolhimento e com o(s) joven(s) ao longo de todo o processo para saber se há algum problema que necessite de ser solucionado. Sempre que possível, deve fazer uma visita presencial aos jovens em mobilidade. No final do programa de mobilidade pede à organização de acolhimento que preencha um formulário de avaliação. Com este documento, terá informação detalhada sobre o desempenho dos jovens durante todo o processo.

Recommendations (How to use the tool/resource)

Nunca escreva um protocolo ou um plano de trabalho sem antes falar com a organização de acolhimento. Estes documentos têm de traduzir o resultado de um acordo. Nunca deixe os jovens entregues a si próprios durante o processo. Eles necessitam de um contacto regular para se sentirem seguros e confiantes.

Additional Attachments/ Supplementary Documents

Protocolo
Plano de Trabalho
Registo de assiduidade
Formulário de avaliação

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Análise de Riscos

Source: Centre for Continuing Education em Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Para reconhecer os riscos existentes, encontrar soluções relevantes para situações problemáticas, prever riscos futuros e ações úteis.

Expected Outcomes

Os alunos consideram a ferramenta importante para identificar dificuldades e encontrar soluções. Esta ferramenta é útil na previsão de riscos / situações difíceis e também para encontrar formas relevantes de resolver os problemas identificados.

Description	Target Group	Resources needed to use the tool
É uma ferramenta útil para reconhecer riscos existentes, encontrar soluções relevantes para situações problemáticas, prever riscos futuros e ações úteis.	Para: -alunos do ensino secundário e vocacional (todos os alunos) -empresas que facultam estágios/ mobilidade	Template em papel ou formato digital, caneta.

Step by step instructions

A ferramenta consiste num modelo com perguntas para identificar riscos durante o período de implementação do estágio e para encontrar soluções sobre como resolver problemas identificados. É uma ferramenta útil para todos. Pode ser usada pelos próprios alunos e / ou pelas organizações / empresas que organizam estágios para estudantes. É uma ferramenta importante para evitar riscos e eliminar as consequências de situações indesejáveis. A prevenção de riscos segue uma sequência de etapas:
1. Identificação de riscos
2. Avaliação de riscos
3. Avaliação das medidas preventivas existentes
4. Decisão sobre a necessidade de medidas preventivas adicionais
5. Reavaliação de riscos após a implementação
6. Especificação de qualquer ação corretiva possível em caso de ocorrência do risco.

Proposta de perguntas incluídas no modelo:
1. Qual é a situação? (detalhes da existência de provável situação problemática)
2. O que é / pode ser difícil? (identificação de riscos / situações problemáticas a serem resolvidas)
3. Quais são as possíveis soluções relevantes para a situação? (recolha de exemplos existentes de soluções a serem implementadas)
4. Que soluções são mais relevantes para a situação problemática? (escolher os exemplos mais relevantes de soluções e modo de implementação).
5. Você mudaria alguma coisa na proposta de solução usada para torná-la mais útil em situações futuras? (reavaliação de exemplos de soluções e identificação de quando e como ela pode ser usada)

As perguntas podem ser diferentes, dependendo do tipo e das especificações específicas de cada mobilidade.

Recommendations (How to use the tool/resource)

Para ser preenchido sozinho ou com apoio.

Additional Attachments/ Supplementary Documents

Exemplo de um template de Análise de Riscos.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Mapa da Cidade para jovens

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

A preparação do tempo livre é um elemento importante para o sucesso do estágio. Sempre que possível, são usados "mapas para jovens viajantes" durante a estadia. É importante que esses mapas contenham informações que tenham em conta o pequeno orçamento dos jovens.
Se esses mapas não existirem, faz sentido que as organizações de acolhimento escrevam essas informações num mapa da cidade:
- Informações sobre o sistema de transporte local (venda de ingressos, horários de viagem etc.).
- Informações sobre onde podem ser encontrados restaurantes baratos.
- Informações para locais de encontro de jovens (clubes, instalações recreativas, etc.)

Expected Outcomes

É importante que se encontre informação nestes mapas que vá de encontro ao pequeno orçamento dos jovens.
Se eles puderem usar um “mapa para jovens viajantes”, encontrarão lugares onde outros jovens passam os seus tempos livres e não terão que seguir apenas a informação turística.

Description	Target Group	Resources needed to use the tool
Os mapas têm de ter informação que vá de encontro ao pequeno orçamento dos jovens. Se estes mapas não existirem, faz sentido que as organizações de acolhimento escrevam essas informações num mapa da cidade: - Informações sobre o sistema de transporte local (venda de ingressos, horários de viagem etc.). - Informações sobre onde podem ser encontrados restaurantes baratos. - Informações para locais de encontro de jovens (clubes, instalações recreativas, etc.)	Estudantes	Mapa da cidade para jovens.

Step by step instructions

A melhor solução é que a organização de acolhimento crie um mapa deste tipo com os estudantes locais.

Recommendations (How to use the tool/resource)

Será útil que a organização de acolhimento apresente o mapa para jovens tendo em conta o seu conhecimento do local.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pode encontrar este tipo de mapas em: https://www.use-it.travel/home
Por vezes, encontra mapas semelhantes nas páginas da internet das cidades..

Implementation

Tools used during the mobility

Manual do Aluno para a Mobilidade – Parte 2

Source: Projeto SEPLO criado pela EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Este é um pequeno vídeo que visa apoiar e orientar os estudantes enquanto estão em estágio em outro país.

Expected Outcomes

O vídeo lembra os alunos como a gravação e a avaliação da mobilidade funcionam. O vídeo aborda algumas das preocupações, problemas e dúvidas que os alunos podem ter quando estão fora de casa e usa depoimentos de outros estudantes para levantar a moral. Também mostra aos alunos como cumprirem o planeamento da formação e quem está disponível para fornecer orientação e apoio.
Depois de assistirem ao vídeo, ficará claro para os alunos quem devem procurar para ter apoio e orientação, assim como aquilo que eles precisam fazer durante a mobilidade para cumprir o seu contrato de aprendizagem, o que gravar enquanto estão no local de trabalho e onde gravar.

Description	Target Group	Resources needed to use the tool
Este é um pequeno vídeo que tem como objetivo apoiar e guiar os alunos enquanto estão a estagiar noutro país. Está pensado para complementar um registo audiovisual ou escrito, ou um diário de bordo.	Alunos que procuram o desenvolvimento de competências sociais.	O vídeo pode ser descarregado num computador ou telemóvel.

Step by step instructions

- 5 minutos antes da visualização do vídeo – o tutor/ formador introduz o vídeo, fala sobre o programa de mobilidade e esclarece algumas questões/ preocupações que os alunos possam ter.
-7 minutos – o tutor/ formador mostra o vídeo aos alunos.
- 15 minutos para dar feedback e conversar com os alunos sobre o vídeo.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

SEPLO Manual do Aluno para a Mobilidade - Parte 2

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Formação em Contexto de Trabalho

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Saber como financiar um programa de mobilidade na sua escola.

Expected Outcomes

Aprender com a E2C Picardie Maritime como é que eles gerem este desafio.

Description	Target Group	Resources needed to use the tool
A E2C Picardie Maritime faz parte de um consórcio regional chamado “Mobinov”. Este consórcio é responsável por recolher os fundos ERASMUS + e fazer donativos aos membros do consórcio na forma de subvenções.	Professores / Direção da Escola.	-

Step by step instructions

A experiência desta escola mostra que é fácil fazer uma mobilidade se existir apoio de uma organização que se candidate aos fundos do Erasmus + e que depois os dê como donativos às escolas.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Para mais informações contacte Celine Maillot, cma.apfe@gmail.com

Pre-preparation

Tools used during the initial stage

Formação Profissional Básica – Colocação em horário integral em locais de trabalho públicos ou privados

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Projetar um estágio em tempo integral na educação escolar.

Expected Outcomes

Como este é um programa de formação em contexto de trabalho, os jovens aprendem através dos colegas mentores no local de trabalho. Pequenos sucessos na formação profissional levam a um aumento da autoconfiança e motivação para adquirir competências num nível mais profissional. Cursos de curta duração nas escolas profissionais oferecem aos alunos certificados e uma forma segura de aceder à escola/ mundo do trabalho. A motivação constrói-se através da formação profissional, capacitação e domínio de competências. Espera-se que, após a formação, os alunos continuem no emprego ou na formação profissional.

Description	Target Group	Resources needed to use the tool
Antes da colocação no local de trabalho , os alunos frequentam um curso de introdução de 3 semanas, dirigido pelos responsáveis pela formação profissional, com temas como cooperação, regras e direitos no mercado de trabalho, entrevistas de emprego, salários e impostos, ligação dealunos a locais de trabalho, estruturação doplano de formação, ajustando o trabalho e os cursoda escola, de acordo com os objetivos individuais do aluno. Durante o estágio: o programa de educação tem a duração de 2 anos, implicando colocação a tempo inteiro intercalada com 30 semanas de cursos/ formação escolar de acordo com o Plano Individual de Formação. O estudante recebe um salário mensal do local de estágio. Um professor acompanhante segue de perto o processo, cooperando com os alunos, empregador e outros professores e descrevendo objetivos e desenvolvimento de competências pessoais, sociais, profissionais e escolares, de acordo com o plano individual deformação de cada aluno.	Alunos entre os 16-25 anos, ou mais velhos, até aos 30. 1. Com uma experiência negativa da escola e da educação anterior; 2. Que preferem uma abordagem prática ao emprego e à educação 3. Que precisam de um apoio estável e de uma relação dedicada dos tutores, empregadores e professores.	Este é um exemplo de um programa público. Este programa combina recursos da educação de segunda oportunidade e da formação vocacional.

Step by step instructions

Pode ser interessante usar o exemplo deste programa de Copenhaga / Dinamarca para encorajar um programa parecido na sua escola para alunos de segunda oportunidade junto das autoridades locais/ regionais.

Recommendations (How to use the tool/resource)

Este programa pode fazer parte do lobby da sua própria escola.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

E2C – contacte Reinhold Schiffers, rschiffers@arcor.de

Pre-preparation

Tools used during the initial stage

ESTAÇÃO DE TRABALHO

Source: Centre for Continuing Education em Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

O objetivo é complementar a oferta educativa com informação prática sobre o mundo do trabalho.

Expected Outcomes

Espera-se que os alunos considerem estes encontros interessantes e uma ajuda na procura de um futuro caminho professional e/ou de formação.
Espera-se ainda que os professores que participam nestes encontros (incluindo os responsáveis pela orientação vocacional e profissional) os considerem um instrumento educacional de grande valor no campo da orientação vocacional/ profissional.

Description	Target Group	Resources needed to use the tool
"Estação de trabalho" consiste numa série de encontros, dando aos jovens a oportunidade de conhecer homens de negócios, donos de empresas de indústrias-chave da região, assim como freelancers da indústria criativa e de nichos do mercado.	Para alunos entre os 13-19 (principalmente do ensino secundário e vocacional)	Recomenda-se que os encontros sejam realizados em salas espaçosas, equipadas com quadro branco interativo, flipchart, projector, número apropriado de cadeiras para os participantes, mesa/s e cadeiras confortáveis para os dinamizadores e palestrantes.

Step by step instructions

O instrumento responde às necessidades crescentes de educar os jovens para fazerem escolhas educacionais e profissionais conscientes. A ação complementa a oferta de educação formal com métodos da área de educação informal.

Propomos 3 tipos de atividades:
1. Palestras – participantes: grupo de cerca de 60 alunos; duração: 1,5 horas
2. Workshops – participantes: grupo max. 30 pessoas; duração: 3 horas.
3. Visitas a empresas – preparadas individualmente, tendo em conta as possibilidades de cada empregador. Exemplos de atividades: ficar a conhecer as condições de trabalho; tipo de responsabilidades de cada função, etc.
Recomenda-se organizar as atividades seguindo a seguinte sequência: primeiro organisar as palestras e/ ou workshops, depois as visitas às empresas.

Recommendations (How to use the tool/resource)

Recomenda-se que os estudantes participem em todo o tipo de atividades: palestras, workshops, visitas a empresas.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

A História da Minha Vida

Source: Nda Roménia

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

“A história da minha vida” é um instrumento para conhecimento inicial dos alunos, oriundos de uma gama variada de origens, com diferentes experiências de vida. Depois de um período de acomodação, o objetivo do responsável do grupo é que os alunos escrevam num papel o que é que os levou a abandonar a escola, mas também o que os fez regressar. Também lhes é pedido para escreverem sobre o que querem fazer depois de completarem as 10 aulas obrigatórias.

Expected Outcomes

Espera-se conhecer o ambiente (histórico) de onde o aluno de "Segunda Oportunidade" vem, os motivos que o levaram a deixar a escola, as experiências negativas que experimentou e as competências que, entretanto, adquiriu, antes de decidir regressar à escola. Esses dados ajudam o professor a definir um ponto zero para o início da educação e da formação de cada aluno de Segunda Oportunidade. ”A história da minha vida” pode ser um modelo para motivar estes alunos a concluir a sua formação profissional e a procurar um emprego no mercado de trabalho europeu.

Description	Target Group	Resources needed to use the tool
Histórias animadas sobre as as causas do abandono escolar dos alunos de segunda oportunidade, sobre o momento de regresso à escola e a motivação para completar a escolaridade obrigatória e a formação profissional requerida para a inserção no mercado de trabalho.	Alunos de Segunda Oportunidade; alunos com dificuldades de aprendizagem e jovens com baixa autoestima.	Computador ligado à internet, ecrã e projetor.

Step by step instructions

”A história da minha vida” é o primeiro passo para uma comunicação real e honesta dos alunos de Segunda Oportunidade com os respetivos professores, psicólogos escolares, de quem esperam ajuda para uma mudança para melhor nas suas vidas.
As suas histórias de vida são apresentadas depois de terminados os seus cursos e constituem estudos de caso ou modelos para futuros alunos de Segunda Oportunidade.

Recommendations (How to use the tool/resource)

Geralmente, todos os alunos de Segunda Oportunidade necessitam de aumentar a sua autoestima, encorajamento para falar com os colegas, encorajamento para reconsiderarem a sua relação com a escola, professores, e trabalho a desenvolver para a aprendizagem. Muitos deles já trabalharam no estrangeiro, sabem línguas estrangeiras num nível aceitável, mas têm recordações traumáticas de como eram vistos pelas pessoas nesses países. É importante insistir no direito ao emprego, nos valores europeus que têm de ser respeitados se eles querem ser considerados cidadãos europeus.

Additional Attachments/ Supplementary Documents

["https://www.youtube.com/watch?time_continue=1&v=Y1hX3mdI6Ew"]

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

A Pirâmide de Maslow

Source: Nda Roménia

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Consciência das necessidades pessoais e encontrar a resposta à pergunta "Porquê eu, porque hei-de ir para um estágio no estrangeiro?”

Expected Outcomes

Os jovens vão descobrir que todos os problemas têm uma solução e, por isso, qualquer necessidade pessoal pode ser suprida ao escolher uma forma de desenvolvimento pessoal ou profissional.

Description	Target Group	Resources needed to use the tool
Quando se estão a preparar para um estágio no estrangeiro, os alunos têm de saber como obter autoestima e o apreço das pessoas à volta deles, nomeadamente dos outros jovens ou empregadores. A hierarquia de necessidades é um tópico útil para os jovens no início da sua carreira, no seu país ou no estrangeiro. As reflexões a propósito da Pirâmide de Maslow são úteis para todos os alunos em termos de motivação para a realização e desenvolvimento pessoal.	Alunos de Segunda Oportunidade; alunos com dificuldades de aprendizagem e jovens com baixa autoestima.	IMAGE

Step by step instructions

Se tens comida todos os dias, se tens água, roupa e um lugar para dormir, podes pensar sobre a segurança do teu futuro e procurar um emprego que te garanta os recursos para uma vida desejável. Precisas de uma boa formação pessoal e profissional para atingir este objetivo - nível II.
Ao fim de algum tempo, o trabalho e a rotina diária não são suficientes, queres investir em recursos no seio da tua família, necessitas de afeto e precisas de amigos e uma afiliação social a um grupo. Ao demonstrar um comportamento social responsável, atinges o nível III da Pirâmide de Maslow.
As pessoas não gostam apenas de pertencer a um grupo, querem ter o reconhecimento pelo grupo dos seus méritos pessoais, querem ser respeitadas pela comunidade, por isso querem ganhar um status social que esteja de acordo com a sua autoestima (nível IV).
A maioria das pessoas fica feliz quando consegue satisfazer as necessidades correspondentes ao nível IV e diz que já trabalhou o suficiente. Outras pessoas, contudo, sentem que ainda se podem desenvolver mais em outras áreas, ou até num determinado campo e, depois de alguns estudos, tornam-se gestores de recursos humanos ou gestores de produção. Podemos dizer que estas pessoas atingiram posições de topo, aperfeiçoaram a sua especialidade e superaram-se a si mesmas.

Recommendations (How to use the tool/resource)

Satisfazer as necessidades de determinado patamar da pirâmide abre a porta a outro nível de necessidades e vai aumentando a motivação para escalar até ao topo da mesma, onde a necessidade de autodesenvolvimento se torna um objetivo permanente.

Additional Attachments/ Supplementary Documents

Exercícios Template 1
Algumas ideias úteis, segundo Guy Winch- ”Emotional First Aid”
I. A primeira ajuda em caso de traumas emocionais (baixa autoestima, rejeição, falhanço profissional, critica, ofensa – e todos os pensamentos recorrentes sobre acontecimentos desagradáveis).
1. Faça uma lista de atributos negativos. Depois escreva contra-argumentos racionais para esses atributos negativos. Repita as ideias positivas sempre que os pensamentos negativos vêm à superficie, a partir da sua mente. Faça isto sempre até ficar curado.
2. Lembre-se do talento que o faz interessante, único, valioso. Regresse a essa atividade a seu pedido e fique satisfeito, por conseguir aumentar a sua autoestima.
3. Socialize com pessoas que gostem de si e que a aceitem tal como é. É o melhor remédio! Fuja daqueles que a exploram emocionalmente, financeiramente, etc.
4. Olhe para fotografias das pessoas que ama. Uma fotografia da sua família no seu local de trabalho pode fazer milagres: irá lembrá-lo das coisas mais importantes que tem na sua vida.
5. Por último, mas não menos importante, tente tornar-se menos sensível. Pense naqueles que vivem das vendas por telefone ou que recolhem donativos via telefónica. Eles ficam estressados porque recebem dúzias de recusas, mas eles têm de aprender a relaxar e a seguir em frente. Uma exposição repetida a recusas também acaba por ser terapêutica. Acontece a mesma coisa, quando andamos à procura de um(a) namorado(a). É provável que não dê certo uma e outra vez, mas não é o fim do mundo.

II. Como se livrar da culpa
1. Se fez algo errado com alguém, peça desculpa sinceramente. Mostre-lhe que compreende o quão ruim foi o seu acto e o quanto se arrepende de o ter feito.
2. Perdoe-se também a si mesmo. Reconheça que estava errado, assuma a sua responsabilidade, aprenda com essa experiência, mas não se martirize desnecessariamente.
3. Pense no contexto em que ocorreu o seu erro e veja as circunstâncias que o favoreceram. O ambiente pode contribuir para os nossos pecados e não apenas nós e a nossa consciência suja.
4. Pense no que pode fazer para parar de repetir esse comportamento que aborreceu alguém. Aplique essas promessas a si e ao outro.
5. Crie um ritual de cessação da culpa. Faça algo bom pela pessoa que magoou, escreva a sua ação no papel, leia-a e depois queime o papel. É algo significativo para lembrar.
6. Por último, mas não menos importante, compreenda que se o outro não o quer perdoar, o problema é dele. Se sente que tentou tudo, é suficiente.
III. Como recuperar autoestima depois de um falhanço – Vivemos numa sociedade que exige desempenho e não... falhas.
1. Procure apoio emocional. Não o obtenha depois de chumbar no exame. Se falar com os seus amigos, eles podem dar-lhe uma perspetiva mais realista, uma vez que estão menos envolvidos na situação. Desta forma, distancia-se do problema e recupera mais rápido. Qualquer falhanço é uma experiência extraordinária de aprendizagem. Pelo menos sabe como parar, não chega lá. Aumente o seu humor nesta ocasião ...
2. Reconstrua o controle, ou revisite o que tem de controlar. Por exemplo, se falhou numa dieta para perder peso, não fique deprimido. Analise o que fez bem e não o que fez de forma incompleta. Tem de haver coisas que possa controlar, tal como estabelecer o seu regime alimentar com um médico, incluindo alguma coisa que não tenha pensado.
3. Depois organize, priorize e desenhe estratégias de implementação positivas. Por exemplo, se lhe derem um cigarro, mas você não quer, lembre-se que quer deixar de fumar – tenha em mente um objetivo positivo e não que é uma recusa desagradável para o outro. Antecipe problemas e soluções para cada estágio do seu plano. Desse modo, não fica mal preparado e vulnerável ao falhanço.
4. Controle a sua ansiedade. Sim , é a ansiedade que o faz sentir-se atrapalhado, ainda que saiba tudo para o exame. Depois espere alguns minutos e faça exercicios de relaxamento, respire profundamente; quando estiver mais calmo, responda às questões em voz alta. Isso ajuda-o a focar mais a sua atenção.
5. Evite culpar-se, é perigoso não gostar de si mesmo, porque um círculo vicioso de baixa autoestima acaba por nascer, levando ao falhanço e a um decréscimo na autoestima. Mesmo a dor física é sentida mais fortemente por aqueles que têm baixa autoestima. E eles ficam ainda mais ansiosos, antecipando mentalmente mais desastres.
Quando a autoestima é afetada, respondemos de forma menos efetiva ao estresse. Assim, é bom olhar com cuidado para o estresse e equilibrio emocional, (tal como analisamos os níveis de glucose no sangue através de análises) é vital!

Links (for further information, e.g. website)

https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760
Guy Winch é um psicólogo americano que escreveu, para o bem de todos, livros tais como Emotional First Aid, Practical Strategies for Treating Failure, Rejection, Guilt and Other Everyday Psychological Injuries.

Pre-preparation

Tools used during the initial stage

Orientação professional na escola

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Muitos jovens que frequentam uma escola de segunda oportunidade não têm uma ideia clara sobre a sua futura carreira profissional. Muitas vezes, têm pouco conhecimento de oportunidades de formação e sonhos que têm pouca relação com as suas competências. Portanto, faz sentido e é necessário trabalhar com eles num programa sistemático de orientação profissional. O aconselhamento neste campo pode ser um elemento desse programa.

Expected Outcomes

Os jovens têm por diversas vezes más experiências com o Centro de Emprego. Muitas vezes são desincentivados a usar os serviços de aconselhamento deste centro, por exemplo, a marcar lá uma consulta. A inclusão sistemática de funcionários do Centro de Emprego no programa de orientação e preparação escolar cria uma ponte confiável para os serviços de consultadoria deste centro.

Description	Target Group	Resources needed to use the tool
A WBKLNR e o Centro de Emprego trabalham em conjunto com base num contrato. Duas vezes por ano, um funcionário do Centro de Emprego vai à escola e oferece conselhos em termos de orientação profissional. Este é um serviço de aconselhamento simples para os alunos. O aconselhamento na escola resulta num contacto pessoal permanente entre o funcionário e o aluno, o que depois pode ter continuidade no Centro de Emprego.	Professor / Coordenação da tutoria da escola	É necessário saber como é que o Centro de Emprego organiza o seu serviço para as pessoas desempregadas.

Step by step instructions

Recommendations (How to use the tool/resource)

O tutor convida pessoalmente os alunos para uma consulta com o funcionário do Centro de Emprego, se estes desejam que o tutor os acompanhe na consulta.
As consultas de aconselhamento na escola são anotadas na programação do semestre e anunciadas uma semana antes na tela de informações que está na entrada da escola, para que os jovens também possam marcar uma consulta, se preferirem ir sozinhos.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Para mais informação, contactar Reinhold Schiffers, rschiffers@arcor.de

Preparation

Tools used for mobility preparation

Expectativas-Medos-Contributos

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Os participantes terão a oportunidade de expressar os seus medos, expectativas em relação à mobilidade e dar os seus contributos ao grupo.

Expected Outcomes

Identificar as expectativas, medos e preocupações dos participantes.

Description	Target Group	Resources needed to use the tool
Ao analisar os resultados no final da mobilidade, os participantes poderão seguir o seu percurso de crescimento e perceber se evoluíram ou não.	Profissionais.	O facilitador dá instruções claras e 3 post-it coloridos a cada aluno.

Step by step instructions

Cada participante recebe 3 post-it coloridos e escreve neles as expectativas, medos e contributos, partilhando com o grupo e com o tutor aquilo que escreveu.
Depois, um por um, os participantes levantam-se e colam os post-it numa grande escala desenhada num flipchart.
O tutor pode tirar fotos dos post-it que eles escreveram e isso pode funcionar como evidência. Quando regressarem da mobilidade, eles confrontam a experiência que tiveram com o que tinham escrito.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Registo de Informações sobre o Local de Trabalho

Source: Na base do IO do projeto DISCO ( Erasmus + project) ; adaptado pelo Centre for Continuing Education em Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Ferramenta útil para o jovem recolher todos os dados importantes relacionados com o seu local de trabalho e para evitar problemas básicos no início e durante o estágio.

Expected Outcomes

Na opinião de professores e jovens que a utilizaram antes da colocação no local de trabalho, esta ferramenta é muito útil e ajuda na recolha de informação sobre esse local. Esta ferramenta pode ser modificada de acordo com os requisitos do local de trabalho.

Description	Target Group	Resources needed to use the tool
É um modelo (em papel ou formato digital) com lacunas a serem preenchidas, com dados e perguntas para os alunos encontrarem respostas corretas. As perguntas dizem respeito às questões mais relevantes relativas às colocações em estágio.	Para alunos com mais de 16 anos, em qualquer país.	Template (em papel ou formato digital).

Step by step instructions

Ferramenta usada pelos alunos no estágio preparatório, antes de ir para o estrangeiro. Os alunos recolhem dados úteis antes de serem colocados no local de trabalho. Isso ajuda-os a ficar mais preparados para viver e trabalhar no exterior. O modelo pode ser modificado de acordo com os requisitos do país e da empresa em que as mobilidades são realizadas.
Seguidamente, há uma proposta de tabela a ser preenchida pelos alunos no estágio preparatório (antes de iniciar a mobilidade):
- As minhas datas de viagem (partida, regresso);
- Detalhes sobre a instituição de acolhimento (endereço e número de telefone; responsável pelo acolhimento ou tutor);
- Contactos de emergência (contacto do país de origem; contacto da pessoa responsável na organização anfitriã);
- Detalhes do meu local de trabalho (endereço e número de telefone; supervisor de colocação de trabalho ou professor acompanhante);
- Início / término das datas e horários (de-até; hora do intervalo; hora do almoço)
Requisitos especiais (por exemplo, roupas, equipamentos).

Recommendations (How to use the tool/resource)

Para ser preenchido individualmente ou com o apoio do tutor.

Additional Attachments/ Supplementary Documents

Proposta de template.

Links (for further information, e.g. website)

Erasmus + project : DISCO ( Intellectual Outputs: Diary ).

Preparation

Tools used for mobility preparation

Manual do Aluno para a Mobilidade – Parte 1

Source: Projeto Seplo criado pela EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Este é um pequeno vídeo que tem como objetivo ajudar os alunos a prepararem-se para um estágio profissional num outro país. É para ser usado logo que os alunos sejam selecionados, mas antes de iniciarem o planeamento do estágio. Está concebido para complementar um registo audiovisual ou escrito, nomeadamente um diário de bordo.

Expected Outcomes

Depois de verem o vídeo, os alunos compreenderão o que é esperado deles.

Description	Target Group	Resources needed to use the tool
Este é um pequeno vídeo que tem como objetivo ajudar os alunos a prepararem-se para um estágio profissional num outro país. É para ser usado logo que os alunos sejam selecionados, mas antes de iniciarem o planeamento do estágio. Está concebido para complementar um registo audiovisual ou escrito, nomeadamente um diário de bordo. O vídeo explica o que é a mobilidade e os seus beneficios, usando testemunhos de outros alunos. Explica também como desenvolver um contrato de aprendizagem ou um plano de formação e ajuda os alunos a identificarem que habilidades e competências querem desenvolver durante o programa de mobilidade no estrangeiro.	Alunos selecionados para programas de mobilidade.	Tecnologias de Informação. Um portátil ou um computador com bons gráficos e bom som para mostrar o vídeo aos alunos.

Step by step instructions

-5 minutos antes da visualização do vídeo – o tutor/ formador introduz o vídeo, fala sobre o programa de mobilidade e esclarece algumas questões/ preocupações que os alunos possam ter.
-7 minutos – o tutor/ formador mostra o vídeo aos alunos.
- 15 minutos para dar feedback e conversar com os alunos sobre o vídeo.

Recommendations (How to use the tool/resource)

Este instrumento é uma excelente forma visual de provocar uma discussão efetiva e delinear expectativas ou medos que os alunos possam ter relativamente à mobilidade, principalmente na primeira vez.

Additional Attachments/ Supplementary Documents

SEPLO Manual do Aluno para a Mobilidade - Parte 1

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Sessão sobre Língua/ Cultura

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Preparar os alunos para o país que vão visitar.

Expected Outcomes

Os alunos vão ter noções básicas da língua e da cultura do país que vão visitar.

Description	Target Group	Resources needed to use the tool
É organizada uma sessão sobre língua/ cultura para preparar os jovens para o país que vão visitar. São utilizados professores estrangeiros para ajudar a preparar os alunos. Estes professores falam sobre os seus países e ensinam algum vocabulário básico. Em alternativa, também são usados alunos oriundos dos países em que irá decorrer a mobilidade. Nesta sessão, os alunos são encorajados a praticar de forma independente a língua. Para este efeito é recomendada uma aplicação para a aprendizagem de línguas, a ‘Duo Lingo’.	Professores/tutores/Equipa Internacional.	Diário de bordo dos alunos (Logbook).

Step by step instructions

1. Arranje uma data um mês antes da mobilidade e coordene a sessão com professores nativos do país a visitar.
2. Organize uma sala e providencie garrafinhas de água.
3. Convide participantes.
4. Faça a sessão.
5. Assegure-se de que todos os alunos têm um diário de bordo e de que estão cientes de que o devem levar para a mobilidade.
6. Tire fotos para a disseminação/ publicitação da sessão.

Recommendations (How to use the tool/resource)

As páginas 9 e 10 do Diário de Bordo são sobre a língua, use esta informação para guiar a sessão.

Additional Attachments/ Supplementary Documents

Diário de bordo.

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Carta de Motivação

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Quando se candidatam a um programa de mobilidade, os alunos têm de escrever uma carta de motivação. Estas cartas têm um peso importante no processo de seleção.

Expected Outcomes

Os alunos têm de conseguir convencer os membros do júri de seleção de que são a pessoa certa para integrar o programa de mobilidade.

Description	Target Group	Resources needed to use the tool
Geralmente, esta carta é usada quando os jovens se candidatam a alguma coisa, por exemplo a um programa de mobilidade. Os alunos têm de explicar porque é que estão interessados numa atividade específica, os seus motivos, objetivos, porque é que escolheram um determinado programa e não outro.	Alunos entre os 18-25 anos, contudo podem ser mais novos, dependendo da maturidade e interesse dos participantes.	Modelo da carta. Os alunos podem escrevê-la manualmente ou usando um computador.

Step by step instructions

Como escrever uma boa carta de motivação?
1. Comece cedo e leve o tempo que for necessário. A carta de motivação é um documento crucial para a sua candidatura. Nunca tente escrever tudo de uma só vez, à noite.
2. Preste atenção – A carta de motivação não é um CV.
3. A carta de motivação deve responder às seguintes questões:
• Qual é o seu objetivo com a mobilidade?
Em que sector gostaria de trabalhar durante a mobilidade?
• Que contributo tenciona dar à Organização de Acolhimento se for selecionado (Pode referir o conhecimento que adquiriu através da literatura, assim como a sua experiência profissional, vocacional e pessoal. Alguns dados e números são bem vindos.)
• Porque é que se está a candidatar ao programa de mobilidade? Quais são as áreas oferecidas neste programa que são particularmente úteis para os seus objetivos profissionais futuros (Tenha a certeza de que está bem informado!)
• Porque é que considera que é a pessoa certa para este programa? Que conhecimentos e competências desenvolveu na sua anterior formação que lhe poderão ser úteis? – Já tem alguma experiência professional?
• Tem alguma experiência enquanto membro de uma organização? (Associação de estudantes, organização sem fins lucrativos, partido politico, voluntariado…). Se sim, prove essa filiação.
• Como avalia a sua personalidade? Considera-se um bom líder? É uma pessoa que pode fazer a diferença? O que o faz pensar isso? (Dê ênfase aos seus pontos fortes, mas seja realista.)
•Porque é que quer ir em mobilidade para este país em particular? – O que é que sabe sobre ele? Espera que seja diferente do seu país? Se sim, de que modo? (Recolha mais informação e converse com pessoas que já estiveram em mobilidade nesse país)
• Há alguma coisa nesse país (sociedade, sistema politico, economia…) que possa servir como modelo para o seu? Tente ler alguma coisa sobre o assunto, visite alguns sítios na net que o possam ajudar, por exemplo, o sítio da embaixada e tente contactar com pessoas que viveram nesse país.
• (Para assuntos técnicos) Há alguma tecnologia desenvolvida nesse país que gostaria de aplicar no seu? Qual? Porquê?
• Há algumas organizações, instituições ou empresas nesse país que gostaria de visitar ou conhecer melhor? Porquê?
4. Assegure-se que a sua carta de motivação está bem redigida. Em primeiro lugar, reflita sobre todas as questões que colocamos anteriormente, tome notas, leia mais, converse com os amigos. Escreva um esboço e depois o texto. (Não tem de responder a todas as questões que colocamos!) Não inclua o esboço ou as questões no texto final.
5. Use um estilo apropriado de escrita:
- Evite todo o tipo de chavões, floriados e elogios.
- Lide com os temas de uma forma reflexiva e factual. Não faça campanha pelas suas crenças.

Recommendations (How to use the tool/resource)

Os alunos devem fazer uma revisão do texto e cortar todas as partes redundantes e dispensáveis. No final, a carta de motivação não deve ter mais de duas ou três páginas. É importante prestar atenção à gramática e à ortografia! Ter em conta que o conteúdo desta carta de motivação pode ser discutido durante as entrevistas de pré-seleção.

Additional Attachments/ Supplementary Documents

Template de uma carta de motivação.

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Sessão de Informação

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Preparar os alunos e as suas famílias/ instituições para os programas de mobilidade (2 semanas de estágio num local de trabalho), para ajudar a uma melhor comunicação e para se sentirem seguros.

Expected Outcomes

Que os alunos e suas famílias/ instituições estejam completamente informados sobre a viagem que vão realizar. Que conheçam o itinerário completo, assim como todas as informações de contacto.

Description	Target Group	Resources needed to use the tool
Marcar uma sessão para informar os participantes da mobilidade e suas famílias/ instituições sobre o estágio num local de trabalho durante 2 semanas, incluindo preparativos de viagem, alojamento, o país para onde vão e o local de trabalho. Ainda, obter autorização de todos os participantes, no que diz respeito à proteção de dados, para partilhar números de telephone e fotos.	Professor/Tutor/Equipa Internacional.	Formulários de permissão para os participantes e suas famílias/ instituições assinarem. Apresentação de PowerPoint. Carta informativa com todos os detalhes do itinerário e contactos dos profissioais que vão a acompanhar os jovens.

Step by step instructions

1. Marcar uma data e convidar os participantes usando o template de um convite.
2. Preparar uma carta informativa (para entregar na sessão).
3. Preparar os formulários de autorização.
4. Dinamizar a sessão usando uma apresentação de PowerPoint como guia.
5. Arquivar todas as autorizações.

Recommendations (How to use the tool/resource)

As ideias/ ferramentas precisam de ser adaptadas a cada organização.
Há um template da carta enviada para os alunos/ famílias, em que a informação individual está assinalada a vermelho. Há informações que poderão ser relevantes para algumas organizações e não para outras. Pela leitura do documento, poderão ter uma ideia do que poderá constar nele.

Additional Attachments/ Supplementary Documents

Template da carta para os alunos/ famílias/ instituições.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Labirinto sensorial

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

A ideia de que uma experiência de mobilidade, com novas perspetivas e competências a um nível pessoal e profissional, dá novos contributos para o futuro.

Expected Outcomes

Pensar na experiência passada.
Ter uma ideia do seu próprio futuro.

Description	Target Group	Resources needed to use the tool
Este jogo não formal pode ser usado como uma ferramenta de encontro e avaliação. Permite ao participante pensar sobre o seu futuro, a partir do que experienciou durante a mobilidade.	Profissionais.	5 minutos para preparar a atividade; 15 minutos para a implementação; 15 minutos para o balanço final.

Step by step instructions

O tutor divide as pessoas em dois grupos. Depois, cada participante percorre o espaço da atividade, procurando alguns objetos que invoquem alguns sentimentos sobre a experiência de mobilidade futura.
Depois o outro grupo irá fazer a mesma atividade. O tacto, o olfato e a consistência são os principais elementos.
Uma vez que cada par termine, o tutor faz uma sessão de balanço, colocando algumas questões, tais como:
● Como te sentes agora depois da experiência de mobilidade?
● Que medos ultrapassaste?
● Que medos ainda tens?
● Que inputs recebeste durante a experiência de mobilidade? Que inputs tens agora?

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Avaliação Intermédia e Final

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

- Assegurar feedback dos jovens sobre vários assuntos, providenciar oportunidades para refletir sobre eles e para resolver problemas que possam ocorrer.
- Compreender se as atividades desenvolvidas durante o programa de mobilidade são apropriadas aos objetivos e, eventualmente, fazer as mudanças e ajustes necessários.

Expected Outcomes

Esta prática é importante para assegurar a flexibilidade do processo de mobilidade, tendo em conta as necessidades dos participantes e providenciando informação sobre as dinâmicas e a atmosfera do grupo.

Description	Target Group	Resources needed to use the tool
A meio do programa de mobilidade, os participantes são convidados a participar numa sessão via Skype, para partilhar as suas impressões e sentimentos sobre o processo de mobilidade. Também recebem questionários para responder por e-mail ou messenger. No final do programa de mobilidade, os jovens participam numa sessão presencial. Mais uma vez, eles falam sobre a sua experiência, as suas primeiras expectativas e de como se sentem no momento. Referem as dificuldades que tiveram, o que poderia ser desenvolvido e o que funcionou bem. Partilham também as ideias para os projetos futuros.	Alunos entre os 18-25 anos, contudo podem ser mais novos, dependendo da maturidade e interesse dos participantes.	Skype, e-mail, messenger, template de questionário.

Step by step instructions

A sua opinião e reflexões são importantes. Isso ajuda-nos a compreender se as atividades desenvolvidas durante o programa de mobilidade são apropriadas para si e para os seus objetivos. Se alguma coisa necessita de ser alterada, nós podemos fazer os ajustes necessários. Ajude-nos a saber o que sente, respondendo ao seguinte questionário:
1) Quais foram os melhores momentos até agora e porque é que significaram tanto para si?
2) De que atividades gostou mais?
3) O que é que aprendeu até agora?
4) O que é que considera que possa ser melhorado?
5) Qual é a área profissional em que quer trabalhar?
6) Pode aplicar o que aprendeu? Será útil para si?
7) Como poderá aplicar o que aprendeu?

Recommendations (How to use the tool/resource)

É importante que responda a este questionário a meio do programa de mobilidade. Isso permitir-nos-á fazer ajustes, se necessário. Depois deverá responder ao questionário novamente no final da mobilidade. Isso ajudar-nos-á a compreender se as mudanças feitas resultaram e se a experiência foi útil.

Additional Attachments/ Supplementary Documents

Questionário de avaliação intermédia e final.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

8 Competências-Chave

Source: http://www.mobilitycompetences.com/wp-content/uploads/2016/10/The-8-key-competences-of-European-Union.pdf

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Estas competências-chave ajudam a definir a base de conhecimento de um indivíduo, as suas atititudes e aptidões.

Expected Outcomes

A definição destas 8 ferramentas permitirá ao participante avaliar as suas competências mais facilmente durante a entrevista ou na elaboração do CV.

Description	Target Group	Resources needed to use the tool
Saber e valorizar as competências do participante com o objetivo de ligar estas competências ao mercado de trabalho ou planear passos futuros.	Jovens.	-

Step by step instructions

No início do projeto de mobilidade, os participantes são convidados a refletir sobre as suas competências. Para fazer isso, com o apoio das 8 competências-chave estabelecidas pela União Europeia, os participantes escolhem 3 competências que gostariam de desenvolver durante o projeto de mobilidade. Para cada uma delas, autoavaliam-se de 1 a 5, dizendo em que medida adquiriram estas competências e dão exemplos concretos.
Depois da mobilidade, os participantes voltam a olhar para avaliação já feita e repetem o mesmo trabalho com as competências escolhidas. Os participantes deverão refletir sobre as competências que desenvolveram durante o projeto.

Competências-chave	Questões que podem ajudar-te a refletir	Autoavaliação de 1 a 5
Comunicação na língua materna	Estou a usar a língua materna?
Comunicação em línguas estrangeiras	Estou a melhorar a minha comunicação em línguas estrangeiras?
Competências em Matemática e competências básicas em ciências e tecnologias	Estou a usar a minha competência matemática durante o estágio?
Competências digitais	Estou a aprender sobre a utilização de computadores noutros países? Estou a aprender sobre recursos online para o meu estágio (websites, blogs, mailing lists, redes sociais como o Facebook)?
Competências sociais e cívicas	Estou a desenvolver novas competências de comunicação? Sou capaz de comunicar com pessoas de diferentes contextos e compreender diferentes pontos de vista? Sou capaz de gerir diferentes conflitos de forma construtiva e ter empatia?
Poder de inicitiva e empreendedorismo	Sou capaz de transformar ideias em ação? Sou capaz de ser criativa e inovadora?
Consciência e expressão cultural	Estou a expressar-me a mim e à minha cultura? Estou a desenvolver novo conhecimento e consciência sobre a diversidade linguistica e cultural?

Recommendations (How to use the tool/resource)

Para responder a estas questões, o participante deve ser capaz de reconhecer as competências que está a adquirir. Isso pode facilitar a compilação final do Europass no final do projeto. É uma boa ferramenta para acompanhar o processo de aprendizagem.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

https://ec.europa.eu/education/policies/school/key-competences-and-basic-skills_en

Evaluation

Tools used in the evaluation phase

Diário de Bordo do Estudante

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Guiar os jovens participantes e ter boas evidências para o Erasmus+.

Expected Outcomes

Os estudantes ficarão mais bem preparados e terão evidências do que aconteceu na mobilidade e do seu crescimento ao longo do processo.

Description	Target Group	Resources needed to use the tool
Cada participante na mobilidade completa um diário de bordo. O diário divide-se em três partes, antes, durante e depois da viagem. O diário ajuda os jovens a prepararem-se para a viagem, sendo entregue na sessão sobre Língua/ Cultura. Grande parte da primeira secção deste diário pode começar a ser preenchida nesta sessão. A secção do meio, que é completada durante a mobilidade também dá a oportunidade ao grupo de se juntar ao fim da tarde, discutir o seu dia de trabalho e completar o diário. A secção final dá informação importante sobre o que o estudante ganhou na mobilidade.	Professores/tutores/equipa internacional.	-

Step by step instructions

1. Assegure que cada estudante tem uma cópia do diário de bordo, entregando-o na sessão sobre língua/ cultura.

Recommendations (How to use the tool/resource)

Durante a mobilidade, o diário é usado como um ponto focal nas reuniões com os estudantes todos os fins de tarde. Ajuda a ter uma conversa sobre o dia dos estudantes e depois ajudá-los a completar as partes relevantes do diário de bordo.

Additional Attachments/ Supplementary Documents

Diário de Bordo

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Escala de Avaliação

Source: Centre for Continuing Education em Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Avaliação contínua da formação em contexto de trabalho e identificação de áreas a serem desenvolvidas no futuro.

Expected Outcomes

Espera-se que os alunos considerem a ferramenta útil para partilhar a sua opinião e procurar aspetos / áreas a serem melhorados. É uma ferramenta que ajuda os profissionais a concentrarem-se nos principais aspetos e a procurar soluções.
Também é esperado que os professores (incluindo os responsáveis pela orientação vocacional/ profissional) considerem esta ferramenta útil e altamente recomendada, uma vez que ajuda a desenvolver a capacidade de fazer comentários, partilhar opiniões, resolver problemas e procurar novas possibilidades.

Description	Target Group	Resources needed to use the tool
A escala de avaliação é uma ferramenta útil para ser usada na fase de implementação e / ou fase de avaliação pelas organizações e/ empresas que oferecem estágios para estudantes.	Para alunos do ensino secundário, vocacional e superior (todos os alunos).	Template em papel ou formato digital, caneta.

Step by step instructions

A escala de avaliação é uma ferramenta útil para ser usada na fase de implementação e / ou avaliação pelas organizações e / ou empresas que oferecem estágios para estudantes.
Pode ser útil no processo de avaliação para mostrar o progresso do trabalho, o que poderia ter sido feito de uma forma diferente ou poderá ser alterado no futuro, assim como o que não deverá ser mudado no futuro.
A escala mostra os níveis de satisfação sobre o processo de implementação dos programas de mobilidade. No final da formação em contexto de trabalho, pede-se ao aluno para avaliar a sua participação. Há pelo menos 10 questões que se referem: à forma como os estágios são organizados; se os alunos receberam ajuda quando precisaram, se os alunos aprenderam coisas sobre a empresa/ instituição/ profissão/ procedimentos essenciais a ser respeitados num trabalho particular, etc.
A escala começa com o número 1, que significa minímo e acaba com o número "5", que significa máximo. O aluno responde a cada questão, escolhendo a pontuação na escala e depois explica porque escolheu essa pontuação, por exemplo porque escolheu nível "3". O aluno explica o que "3" significa para si e porque é que não escolheu uma pontuação mais baixa. Desta maneira, é recebida informação sobre o que é que o nível 3 significa para o aluno. Depois disso, pergunta-se ao jovem o que é que deveria ter acontecido para ele ter dado uma maior pontuação na escala. Assim, obtém-se informação sobre o que poderia ter sido diferente e melhor. É útil usar o método da escala enquanto se faz a avaliação intermédia, a avaliação final ou quando se faz uma avaliação baseada numa entrevista.
Com base nas respostas e observações dos alunos, as colocações futuras poderão ser melhoradas e ter uma melhor qualidade.

Recommendations (How to use the tool/resource)

Para ser preenchido sozinho ou com apoio.

Additional Attachments/ Supplementary Documents

- Exemplo de uma escala de avaliação + questões recomendadas – como usar o instrumento na prática.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Posts na página da internet da escola

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

O post foca-se nos estudantes e nas suas experiências, dá a oportunidade de os mostrar como vencedores, o que pode fortalecer a sua autoestima. Para o mundo exterior mostra ainda uma oferta atrativa da escola.

Expected Outcomes

Um post pessoal na página inicial da escola mostra o benefício do estágio, mostra que um estudante da escola domina os desafios de um estágio.

Description	Target Group	Resources needed to use the tool
O post deve mostrar o estagiário no local de trabalho e deve incluir algumas frases sobre o estágio.	Estudantes	Smartphone ou máquina fotográfica.

Step by step instructions

Recommendations (How to use the tool/resource)

É importante dizer aos estudantes que esta tarefa é obrigatória durante o estágio.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

http://www.e2c-europe.org/e2c/students.html

Evaluation

Tools used in the evaluation phase

Melhorar as competências de vida através do telemóvel

Source: Nda Roménia

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Testar a capacidade que os estudantes de segunda oportunidade têm para aceder aos recursos da comunidade: pesquisar páginas na internet e localizar várias instituições públicas, para ver o horário de atendimento ao publico e obter os documentos necessários para a candidatura a um emprego, inscrição num curso profissional, etc.

Expected Outcomes

Melhorar as competências de vida através do uso de aplicações de telemóvel numa situação de mobilidade: orientação na cidade, cálculo de distâncias, comparação de preços para vários serviços em diferentes companhias-usar o Google maps).

Description	Target Group	Resources needed to use the tool
Conjunto de testes para provar que o estudante adquiriu competências de planeamento, orientação espacial, tomada de decisões. (Ex.: O estudante tem a tarefa de localizar um dado lugar num determinado espaço de tempo, usando um transporte publico ou indo a pé. Tem de tomar decisões diferentes, tendo uma quantia pequena de dinheiro e um telemóvel.)	Alunos de segunda oportunidade; alunos com dificuldades de aprendizagem e jovens com baixa autoestima.	Telemóvel, autocarro/comboio/bilhetes de elétrico, folha com as tarefas.

Step by step instructions

A avaliação do aluno sobre as suas competências de vida é feita como uma "aventura ao ar livre" ou como uma "caça ao tesouro" para a sua vida futura. Esta aventura é realizada com a ajuda de voluntários que supervisionam o percurso e a observância das regras, assim como o acesso a instituições públicas.

Recommendations (How to use the tool/resource)

Como resultado dessas “aventuras ao ar livre” ou jogos que simulam situações da vida real, o aluno com poucas competências de vida obtém autoconfiança, supera o medo de países estrangeiros ou instituições públicas, eliminando a frustração de se sentir perdido numa situação de mobilidade.
Usando o seu próprio telefone, o aluno de segunda oportunidade pode aceder às informações necessárias para concluir uma tarefa de trabalho e obter independência num mundo com o qual não está familiarizado.

Additional Attachments/ Supplementary Documents

Testes.

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Embaixador da Mobilidade – Ensino entre pares

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Tornar-se um “embaixador da mobilidade” constitui um novo desafio pessoal para um estudante, com base nas experiências que teve durante o estágio e usando o poder da educação entre pares. Isto é útil para uma orientação profissional adicional e para o desenvolvimento pessoal.

Expected Outcomes

Esta abordagem faz-se em duas direções – para o embaixador é mais uma oportunidade de desenvolvimento pessoal através da reflexão e da troca de experiências com os pares.

Description	Target Group	Resources needed to use the tool
O ensino entre pares é um método útil para dar a conhecer as experiências que os jovens tiveram durante o estágio. Oferece os seguintes benefícios: - Os professores jovens são mais autênticos / crediveis neste assunto do que os adultos - Os desafios e os problemas podem ser discutidos com aqueles que já passaram pela mesma situação.	Professor/ tutor	Sessões de preparação com os alunos envolvidos.

Step by step instructions

Como professor tutor conheces melhor os teus alunos. Convida-os e motiva-os para se tornarem “Embaixadores da Mobilidade” e pede-lhes para apoiarem com esta tarefa o programa preparatório da tua escola para a mobilidade.

Recommendations (How to use the tool/resource)

Treina uma situação entre pares com alunos motivados. Eles sentem-se seguros no papel de “Embaixadores da mobilidade”.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Consultar a Wikipedia para o ensino entre pares/ educação entre pares.

Evaluation

Tools used in the evaluation phase

Manual do Aluno para a Mobilidade - Parte 3

Source: Projeto SEPLO criado pela EPPSI

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Este é um pequeno vídeo que pretende ajudar os alunos a iniciarem o processo de avaliação logo que regressem do programa de mobilidade noutro país. Os jovens são questionados sobre a forma como se sentem depois de terem participado num estágio noutro país e depois são guiados para os próximos passos do processo de avaliação.

Expected Outcomes

Depois de verem o vídeo, os alunos compreenderão o que se espera deles.

Description	Target Group	Resources needed to use the tool
Este é um pequeno vídeo que pretende ajudar os alunos a iniciar o processo de avaliação logo que tenham regressado do programa de mobilidade noutro país. Os jovens são questionados sobre a forma como se sentem depois de terem participado num estágio noutro país e depois são guiados para os próximos passos do processo de avaliação. O vídeo está pensado para alunos que usam o sistema ECVET de ganhar créditos para a sua qualificação, mas pode ser adaptado para alunos que trabalham em prol do desenvolvimento de competências sociais.	Alunos que trabalham em prol do desenvolvimento de competências sociais.	Registo do trabalho realizado que pode ser escrito ou ter um formato audiovisual.

Step by step instructions

- 5 minutos antes da visualização do vídeo – o tutor/ formador introduz o vídeo, falando do programa de mobilidade e esclarecendo algumas questões/ preocupações que os alunos possam ter.
- 7 minutos – o tutor/ formador mostra o vídeo aos alunos.
- 15 minutos para dar feedback e conversar com os alunos sobre o vídeo.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

SEPLO Manual do Aluno para a Mobilidade – Parte 3

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Produto da Mobilidade

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Permitir aos alunos que mostrem o que aprenderam durante o programa de mobilidade e avaliar o seu desenvolvimento em termos das competências adquiridas.

Expected Outcomes

Esta prática permite aos alunos refletir sobre aquilo que conseguiram aprender e encontrar uma forma criativa de o mostrar aos professores. Por outro lado, dá aos professores a possibilidade de compreender o quanto os alunos se desenvolveram e o que aprenderam durante o programa de mobilidade.

Description	Target Group	Resources needed to use the tool
Quando a mobilidade acaba e os alunos regressam ao seu país e à sua escola, têm de fazer uma apresentação a todos os professores, mostrando evidências do que aprenderam e das competências que adquiriram. Podem mostrar um vídeo ou fazer uma demonstração prática (por exemplo, cozinhar um prato e dá-lo a provar aos professores). Esta apresentação a que chamamos prestação de provas, é tida em conta na avaliação final, junto com os relatórios do tutor e da organização de acolhimento.	Alunos entre os 18-25 anos, contudo podem ser mais novos, dependendo da sua maturidade e interesse.	Os alunos podem fazer as suas apresentações usando vídeos, powerpoints, fotos, etc. Podem escolher a forma como querem prestar provas do que aprenderam.

Step by step instructions

Acabaste o teu programa de mobilidade e aprendeste certamente muitas coisas. Esta foi uma oportunidade para desenvolveres as tuas competências. Agora vais regressar ao teu país e à tua antiga escola. A tua experiência tem de ser partilhada e as tuas novas competências mostradas aos professores. Eles querem saber as coisas novas que aprendeste e que serão tidas em conta para a tua avaliação final.
Pensa numa forma atrativa de mostrares aos professores a tua experiência de mobilidade. Podes fazer uma apresentação usando um powerpoint, fotos ou vídeos. Também podes fazer uma demonstração prática. A escolha é tua. Mostra-lhes que és uma pessoa diferente, muito mais confiante e com mais competências.

Recommendations (How to use the tool/resource)

Recolhe muitas fotografias e faz vídeos de boa qualidade. São boas evidências. Se fizeres uma demonstração prática, será ainda melhor. Planifica a tua apresentação cuidadosamente e não te esqueças de falar sobre o teu desenvolvimento pessoal e social (como te sentiste no início, os medos e expectativas que tiveste, como ultrapassaste os obstáculos, o que aprendeste sobre ti e a pessoa que és agora).

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Evaluation

Tools used in the evaluation phase

Cerimónia de Entrega de Prémios

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Reconhecer e celebrar as realizações dos alunos.

Expected Outcomes

Os alunos recebem certificados que reconhecem as suas realizações. É feita publicidade para suscitar o interesse pela mobilidade de potenciais novos participantes.

Description	Target Group	Resources needed to use the tool
É organizada uma cerimónia e são convidados os alunos e os profissionais relevantes, incluindo os do Marketing, assim como a rádio e a imprensa local. Os certificados de Mobilidade Europass e os registos de frequência são dados aos alunos. Para além disso, cada aluno recebe um livro de fotos como recordação da mobilidade, assim como um caderno internacional e uma caneta.	Tutores/ professores/ equipa internacional.	Convites; Apresentação PowerPoint; Europasses e registos de frequência; Livros de fotografias; Cadernos internacionais e canetas.

Step by step instructions

1. Depois de completada uma mobilidade, convide os alunos, a equipa, o Marketing e publicidade externa para uma cerimónia de entrega de prémios, com data a definir até um mês depois do fim do estágio.
2. Faça ou encomende um livro de fotografias (pode usar aplicações online para livros de fotografias).
3. Recolha e verifique os Europasses e os certificados de frequência.
4. Reserve uma sala e encomende bebidas refrescantes, assim como o equipamento informático necessário.
5. Passe todas as fotos que foram tiradas na mobilidade, de modo a ter um slide-show para o evento.
6. Faça uma apresentação de Powerpoint para orientar o evento.
7. Realize a cerimónia de entrega de prémios, tire muitas fotos para disseminação/publicidade.

Recommendations (How to use the tool/resource)

As ferramentas/recursos devem ser próprios de cada organização.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Instrument pentru auto-reflexie

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Participantul își autoevaluează mobilitatea și experiența și împărtășește cu tutorele experiența sa.

Expected Outcomes

Sa ajute participantul să își autoevalueze realizările, scopurile personale, integrarea cu comunitatea locală și dezvoltarea personală.

Description	Target Group	Resources needed to use the tool
Participantul completează un chestionar care își propune să fie reflecția asupra: - Implicarea lui în proiect; - Contributia lui personală - Adăugați comentarii și sugestii.	Tineri	Exemplu de chestionar

Step by step instructions

Raspunde la chestionar

Recommendations (How to use the tool/resource)

Mai întâi, chestionarul poate fi completat individual de către participant și apoi discutat în timpul unei întâlniri cu îndrumătorul.

Additional Attachments/ Supplementary Documents

Instrument de auto-reflectie chestionar

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Plan de lucru

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Planificarea obiectivelor de învățare, a activităților și a orarului participantului, împreună cu îndrumătorul.

Expected Outcomes

Pentru a reflecta și a evalua obiectivele săptămânii.

Description	Target Group	Resources needed to use the tool
La începutul săptămânii, participantul și tutorele completează șablonul împreună. La sfârșitul săptămânii, este organizată o noua întâlnire, pentru a evalua dacă obiectivele de învățare au fost atinse. Este, de asemenea, un moment important când participantul poate schimba și vorbi cu tutorele său despre orice probleme.	Profesionisti	Cel puțin 20 de minute de ședință. Atașament: un exemplu de șablon al planului de lucru.

Step by step instructions

Completeaza planul de lucru

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Sablon Plan De Lucru

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Codul de Conduita

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Sa promoveze o atmosfera primitoare și un mediu de lucru bun.
Sa implice tinerii în elaborarea regulilor interne ale programului de mobilitate.

Expected Outcomes

Participanții la mobilitate vor respecta regulile pe care le-au elaborate impreuna. Acest instrument este important pentru a stabili cu toți participanții un acord comun pentru angajamentul tuturor pentru succesul mobilității.

Description	Target Group	Resources needed to use the tool
La începutul programului de mobilitate, participanții sunt invitați să colaboreze la construirea unui „cod de conduită”, adică regulile interne pe care echipa trebuie să le respecte în timpul programului de mobilitate. De asemenea, aceștia vor cunoaste regulile interne ale companiei gazdă.	Elevi/studenti cu vârste între 18 și 25 de ani, cu toate acestea pot fi mai tineri, în funcție de maturitatea și interesul participanților.	Model de reguli și regulamente.

Step by step instructions

Cursanților li se cere să gândească și să elaboreze un set de reguli de urmat în timpul programului de mobilitate. Li se spune că aceste reguli ar trebui să contribuie la un mediu de lucru bun și toată lumea trebuie să le urmeze.

Recommendations (How to use the tool/resource)

Acest Cod de conduită trebuie creat în cadrul unei activități de lucru în grup.

Additional Attachments/ Supplementary Documents

Model de reguli și regulamente.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Album foto

Source: Doncaster College

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Dovada mobilitatii și ca amintire pentru studenți să păstreze cele mai bune momente.

Expected Outcomes

Fiecare student/elev va avea o amintire a călătoriei, alți părți interesate vor ști mai multe despre activitatile derulate in mobilitate.

Description	Target Group	Resources needed to use the tool
Multe fotografii sunt făcute pe fiecare mobilitate, ca dovezi, dar și pentru a păstra amintiri bune. Aceste fotografii sunt utilizate pentru a produce un album, care este comandat online și este personalizat pentru fiecare mobilitate. De asemenea, studenții fac fotografii și le împărtășesc folosind WhatsApp. Ei sunt încurajați să facă acest lucru pentru a participa la o competiție - pentru cea mai bună fotografie a călătoriei elevul primește un premiu, de obicei o pânză a fotografiei. De asemenea, cele mai bune fotografii sunt înscrise în competiția anuală Erasmus +. Fiecare student primește o carte foto ca amintire a călătoriei. Cărțile foto servesc drept dovadă pentru Erasmus + ale activitatilor și, de asemenea, materiale de diseminare, deoarece fotografiile sunt distribuite departamentelor, comitetului executiv, consiliului de conducere și vizitatorilor colegiului.	Toti participantii	Fotografii (de obicei folosim WhatsApp pentru a partaja fotografiile pentru ca toată lumea să contribuie).

Step by step instructions

1. Asigurați-vă că toți participanții sunt conștienți de importanța fotografierii pe mobilități.
2. Fă-i conștienți pe toți participanții despre partajarea lor prin WhatsApp.
3. La sfârșitul călătoriei compilați și comandați cărțile foto.
4. Livrați-le participanților la ceremonia de premiere.

Recommendations (How to use the tool/resource)

Scrieți o mică descriere pe fiecare pagină foto, includeți numele participanților.

Additional Attachments/ Supplementary Documents

Fotografia unui album foto

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Ghid pentru integrarea tinerilor intr-o mobilitate in strainatate

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Dezvoltarea abilităților personale și sociale ale unei persoane pentru a face față unei situații de mobilitate:
- Comunicare interpersonală;
- Cunoașterea pozitivă și gestionarea emoțiilor;
- Luarea de decizii eficiente;
- Negociere conflictuală și creativă.

Expected Outcomes

Este de așteptat ca studenții SCE să poată face față experiențelor de mobilitate transfrontalieră și, până la urmă, să obțină o orientare mai bună în mediul fizic și social.

Description	Target Group	Resources needed to use the tool
1. Abilități de comunicare în rețea de autoevaluare; Grilă pentru emoții de autoevaluare; 2. Jocuri și exerciții de cunoaștere reciprocă, jocuri de rol, jocuri de grup, chestionare, test; 3. Ateliere practice, povești terapeutice.	Cursanti A doua sansa	Abilități de viață - Resurse active, de Alis Ghebuță și Roberta Tuduri. Grile :Itemi cu alegere multiplă.

Step by step instructions

Se completeaza Testul de Inteligenta emotionala.

Recommendations (How to use the tool/resource)

Pentru a dezvolta abilitățile de viață ale copiilor defavorizați nu este suficient să desfășurați acțiuni de integrare, adresându-se uneia sau alteia dintre nevoi, ci bazată pe o idee sau o metodă de lucru. Sunt necesare programe complexe, structurate, dezvoltate pentru o perioadă suficientă pentru a permite dezvoltarea și consolidarea competențelor vizate.

Additional Attachments/ Supplementary Documents

Test de inteligenta emotionala, de Daniel Goleman.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Urmarirea mobilitatii

Source: AE2O

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Când un tânăr este într-un program de mobilitate, el / ea nu poate fi lăsat singur. De cele mai multe ori, există documentație de tratat și alte probleme în care tânărul are nevoie de ajutor.
Scopul acestei practici este să-l însoțească pe tânăr pe tot parcursul procesului de mobilitate, menținând contacte regulate cu tânărul și compania gazdă.

Expected Outcomes

Monitorizarea atentă poate preveni situațiile problematice și poate asigura succesul programului de mobilitate.

Description	Target Group	Resources needed to use the tool
La începutul programului de mobilitate, un tutor este atribuit tânărului, acesta fiind responsabil pentru elaborarea unui protocol cu compania care îl va găzdui pe tânăr, precum și un plan de lucru și un registru de prezență. Acest tutor menține un contact regulat atât cu compania, cât și cu tânărul, pentru a înțelege cum are loc integrarea, cum este prezența tânărului, care este gradul motivației sale, dificultățile cu care se confruntă. . Cu acest contact strâns, poate rezolva probleme care pot apărea. La sfârșit, el solicită companiei gazdă să completeze un formular de evaluare și să îl trimită organizației care trimite.	Tutori care realizează urmărirea programului de mobilitate pentru tineri (18-25 ani)	Unele șabloane sunt necesare pentru protocol, planul de lucru, registrul de prezență și formularul de evaluare. Apoi, îndrumătorul și studenții trebuie să găsească cea mai bună modalitate de a comunica între ei: e-mail, WhatsApp, Messenger, Skype, Phone. Vizitele de prezentare sunt, de asemenea, importante și pentru a le face posibile resurse financiare pentru călătorie, cazare și așa mai departe.

Step by step instructions

În calitate de îndrumător, trebuie să luați contacte cu compania gazdă și să obțineți un acord cu privire la durata programului de mobilitate, orele de lucru, planul de lucru, ora mesei, sarcinile etc. După ce acest lucru este convenit verbal, trebuie să scrieți un protocol și un plan de lucru și cereți atât companiei gazdă, cât și stagiarului să le semneze. Semnati aceste documente in rolul de institutie de organizare trimitatoare. De asemenea, creați un registru de prezență pentru a monitoriza absenteismul. Apoi țineți legătura cu compania gazdă și cu studenții de-a lungul procesului pentru a ști dacă există probleme care trebuie rezolvate. Ori de câte ori este posibil, ar trebui să faci o vizită studenților din mobilitate. La sfârșitul programului de mobilitate, solicitați companiei gazdă să completeze un formular de evaluare. Cu acest document, veți avea informații detaliate despre performanța tinerilor pe parcursul întregului proces.

Recommendations (How to use the tool/resource)

Nu scrieți niciodată un protocol sau un plan de lucru fără să discutați mai întâi cu compania gazdă. Trebuie să fie rezultatul unui acord. Nu lăsați niciodată tinerii singuri de-a lungul procesului. Au nevoie de contact regulat pentru a se simți în siguranță și încredere.

Additional Attachments/ Supplementary Documents

Protocol
Working Plan
Attendance register
Evaluation form

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Analiza de risk

Source: Centrul de Educatie Continua Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Pentru a recunoaște riscurile existente, găsiți soluții relevante pentru situații problematice, prevezi riscuri viitoare și acțiuni utile.

Expected Outcomes

Studenții găsesc instrumentul de ajutor în identificarea dificultăților și găsirea de soluții. Acest instrument este considerat util în predicția riscurilor / situațiilor dificile și este util pentru a găsi modalități relevante de rezolvare a problemelor identificate.

Description	Target Group	Resources needed to use the tool
Este un instrument util pentru a recunoaște riscurile existente, a găsi soluții relevante pentru situații problematice, a prezice riscuri viitoare și acțiuni utile.	-studenti ai scolii gimnaziale si ai scolii profesionale (toti elevii) -companii care organizează plasamente / stagii	Versiune de hârtie sau electronică a șablonului; stilou

Step by step instructions

Instrumentul constă dintr-un șablon cu întrebări pentru identificarea riscurilor în faza de implementare a plasamentului și pentru a găsi soluții despre rezolvarea problemelor identificate. Este un instrument util care ajută la toate tipurile de destinații de plasare. Poate fi utilizat chiar de studenți și / sau prin trimiterea organizațiilor / companiilor care organizează destinații de plasare pentru studenți. Este un instrument util pentru: evitarea riscurilor; eliminați consecințele situațiilor nedorite. Prevenirea riscurilor urmează o serie de pași:
1. Identificarea riscurilor
2. Evaluarea riscurilor
3. Evaluarea măsurilor preventive existente
4. Decizie dacă sunt necesare măsuri preventive suplimentare
5. Reevaluarea riscurilor după implementare
6. Precizarea oricărei acțiuni corective posibile în cazul apariției riscului.
Propunere de întrebări incluse în șablon:
1. Cum arată situația? (detalii despre existența situației probabile)
2. Ce este / poate fi dificil? (identificarea riscurilor / situațiilor problematice de rezolvat)
3. Care sunt soluțiile posibile relevante pentru situație? (colectarea de exemple de soluții care urmează să fie implementate)
4. Care soluții / soluții sunt / sunt cele mai relevante pentru situația problematică? (alegerea celor mai relevante exemple de soluții și implementare).
5. Ați schimba ceva în propunerea de soluție folosită pentru a o face mai utilă în situații similare viitoare? (reevaluarea exemplelor de soluții și identificarea când și cum pot fi utilizate)
Întrebările pot fi diferite, depinde de tipul și specificațiile individuale ale fiecărei destinații de plasare.

Recommendations (How to use the tool/resource)

A se completa singur sau cu ajutor.

Additional Attachments/ Supplementary Documents

Exemplu de șablon completat „Analiza riscurilor”.

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Harta orasului pentru tineri

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Pregătirea timpului liber este un element important pentru succesul stagiului.
Ori de câte ori este disponibil, "hărți pentru călătorii tineri" sunt utilizate în timpul șederii.
Este important să găsiți informații pe aceste hărți care să se potrivească micului buget al tinerilor.
Dacă astfel de planuri nu există, este logic ca gazdele să atragă aceste informații într-o hartă a orașului:
- Informații despre sistemul de transport local (vânzări de bilete, orare, ore de călătorie etc.)
- Informații unde pot fi găsite restaurante ieftine
- Informații despre locurile de întâlnire ale tinerilor (cluburi, facilități de agrement etc.)

Expected Outcomes

Este important să găsiți informații pe aceste hărți care să se potrivească micului buget al tinerilor.
Dacă pot utiliza o „hartă pentru tinerii călători”, vor găsi locuri în care localnicii tineri își petrec timpul liber și nu trebuie să urmeze doar informațiile turistice.

Description	Target Group	Resources needed to use the tool
Hărțile ar trebui să aibă informații care să se potrivească micului buget al tinerilor. Dacă astfel de planuri nu există, este logic ca gazdele să atragă aceste informații într-o hartă a orașului: - Informații despre sistemul de transport local (vânzări de bilete, orare, ore de călătorie etc.) - Informații unde pot fi găsite restaurante ieftine - Informații despre locurile de întâlnire ale tinerilor (cluburi, facilități de agrement etc.)	Elevi	Harta orașului pentru tinerii călători.

Step by step instructions

Cea mai bună soluție este ca gazda să dezvolte o astfel de hartă cu elevii săi locali.

Recommendations (How to use the tool/resource)

Va fi util ca gazda să introducă „harta orașului pentru tinerii călători” cu cunoștințele sale locale interne.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Puteți găsi aceste tipuri de hărți în: https://www.use-it.travel/home
Uneori găsești hărți similare pe paginile web ale orașelor.

Implementation

Tools used during the mobility

Manual de invatare pentru mobilitate

Source: SEPLO Proiect creat de EPPSi

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Acesta este un scurt videoclip care își propune să sprijine și să îndrume studenții în timpul activității de muncă într-o altă țară

Expected Outcomes

Videoclipul amintește studenților cum funcționează înregistrarea și evaluarea mobilității. Videoclipul abordează unele dintre problemele, problemele și îndoielile pe care le pot avea studenții atunci când sunt plecați de acasă și folosește mărturii ale altor elevi pentru a-și ridica moralul. De asemenea, reamintește studenților modul în care își pot planifica pregătirea și cine este disponibil pentru a oferi îndrumare și sprijin.După vizionarea videoclipului, elevii vor avea clar cine trebuie să apeleze pentru sprijin și îndrumare și ce trebuie să facă în timpul plasării pentru a-și atinge acordul de învățare, ce să înregistreze în timpul plasării la locul de muncă și unde să-l înregistreze.

Description	Target Group	Resources needed to use the tool
Acesta este un scurt videoclip care își propune să sprijine și să îndrume studenții în timpul activității de muncă în altă țară. Este conceput pentru a complimenta o înregistrare vizuală / audio sau text bazată pe realizări, jurnal sau jurnal.	Studenții care lucrează spre dezvoltarea abilităților soft.	Videoclipul poate fi descărcat pe un computer sau un telefon mobil

Step by step instructions

-5 minute de discuții pre-video cu instructorul de mobilitate pentru a introduce videoclipuri și pentru a pune orice întrebări / preocupări pot avea elevii.
-7 minute pentru a arăta video studenților.
-15 minute pentru a oferi feedback și discuții din partea studenților.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

SEPLO Learner Handbook for Mobility - Part 2

Links (for further information, e.g. website)

Implementation

Tools used during the mobility

Erasmus + Plasare la locul de munca

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Pentru a ști cum să finanțați un program de mobilitate la școala dvs.

Expected Outcomes

Aflați să aflați de la E2C Picardie Maritime cum gestionează această provocare.

Description	Target Group	Resources needed to use the tool
E2C Picardie Maritime face parte dintr-un consorțiu regional numit „Mobinov”. Acest consorțiu este responsabil de colectarea fondurilor ERAMUS + și de a le dona înapoi membrilor membrilor consorțiului sub formă de subvenții.	Managerul școlii/Profesori	-

Step by step instructions

Experiența acestei școli arată, este mai ușor să faci o mobilitate dacă există sprijin din partea unei organizații care solicită finanțare Erasmus + și să le doneaza celor interesati.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pentru informații suplimentare, contactați Celine Maillot, cma.apfe@gmail.com

Pre-preparation

Tools used during the initial stage

Formare profesională de bază-plasare la muncă cu normă întreagă la locuri de muncă publice sau private

Source: E2C

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Pentru a proiecta un stagiu full-time cu educația școlară

Expected Outcomes

Întrucât acesta este un program de educație la locul de muncă, studenții învață de la mentori colegi la locul de muncă. Succesele mici în pregătirea la locul de muncă duc la îmbunătățirea încrederii în sine și a motivației de a învăța abilitățile la un nivel mai profesional. Cursurile de scurtă durată la școlile profesionale oferă studenților certificate și o cale sigură în școală / profesie.
Motivația se acumulează prin formare profesională, abilitare, stăpânire.
Se așteaptă ca, după pregătire, studenții să continue în ocuparea forței de muncă sau în învățământul profesional.

Description	Target Group	Resources needed to use the tool
Înainte de plasarea la muncă, studenții participa la un curs de introducere de 3 săptămâni condus de consilierii, cu teme precum cooperare, reguli și drepturi la locul de muncă piață, interviu de muncă, salariu și impozit, potrivirea studentului și locul de muncă, structurarea planului de învățământ, combinarea muncă și cursuri / școală conform obiectivul individual al studentului. Pe parcursul activității: programul de învățământ are o durată totală de doi ani, cuprinzând practica de lucru cu normă întreagă combinată cu aplicația. 30 de săptămâni de cursuri / școală în conformitate cu planul personal al studentului. Studentul primește un salariu lunar de la locul de muncă. Un consilier urmărește îndeaproape pe fiecare student, cooperând cu studentul, angajatorul și profesorii și descrie obiectivele și progresul în abilitățile și competențele personale, sociale și profesionale din plan. Studenți cu vârsta cuprinsă între 16-25 ani sau mai mari, până la 30 de ani. 1. Cu experiență negativă din școala și educația anterioară. 2. Cine preferă o abordare practică a angajării sau a educației 3. Cine are nevoie de sprijin și relații de la consilieri, angajatori și profesori dedicați. Acesta este un exemplu de program public. În acest program sunt combinate resurse de educație a doua șansă și formare profesională. Programul descris este un program public oferit de orașul Copenhaga cu sprijinul finanțării sociale guvernamentale.	Studenți cu vârsta cuprinsă între 16-25 ani sau mai mari, până la 30 de ani. 1. Cu experiență negativă din școala și educația anterioară. 2. Cine preferă o abordare practică a angajării sau a educației 3. Cine are nevoie de sprijin și relații de la consilieri, angajatori și profesori dedicați.	Acesta este un exemplu de program public. În acest program sunt combinate resurse de educație a doua șansă și formare profesională. Programul descris este un program public oferit de orașul Copenhaga cu sprijinul finanțării sociale guvernamentale.

Step by step instructions

Poate fi interesant să folosești exemplul acestui program din Copenhaga / Danemarca pentru a încuraja un astfel de program pentru propriul SCE către autoritățile locale / regionale.

Recommendations (How to use the tool/resource)

Acest program poate face parte din lobby-ul propriei școli

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

LOC DE MUNCA

Source: Centru de Educatie Continua Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

De a completa oferta educațională cu informații practice de pe piața muncii

Expected Outcomes

Studenții evaluează întâlnirile ca fiind interesante, utile în căutarea unei căi educaționale și profesionale suplimentare.
Profesorii (inclusiv consilierii de carieră) care au participat la întâlniri i-au evaluat ca un instrument extrem de educativ în domeniul consilierii în carieră.

Description	Target Group	Resources needed to use the tool
„Loc de munca” se refera la o serie de întâlniri care oferă posibilitatea elevilor de a întâlni practicieni de afaceri, proprietari de companii reprezentând industrii cheie din regiune, precum și free-lanceri din industria creativă și profesii de nișă.	Pot fi studenții cu vârsta cuprinsă între 13-19 ani (pot fi elevi de gimnaziu și școală profesională)	Se recomandă organizarea discursurilor într-o cameră spațioasă dotată cu o tablă interactivă, flipchart, proiector deasupra, numărul adecvat de scaune confortabile pentru participanți, masă / scaune și scaune confortabile pentru prezentatori.

Step by step instructions

Acest instrument răspunde nevoilor crescânde de educare a tinerilor pentru a face alegeri educaționale și profesionale conștiente. Acțiunea completează oferta de educație formală cu metode din domeniul educației informale.
Vă propunem 3 tipuri de activități:
1. discursuri - participanți: grup de aproximativ 60 de studenți; durata: 1,5 oră
2. ateliere - participanți: grup maxim. 30 de persoane; durata: 3 ore.
3. vizite la companii - pregătite individual, ținând cont de posibilitățile fiecărui angajator. Exemple de activități: cunoașterea condițiilor de muncă; familiarizarea cu sfera de responsabilitate a locurilor de muncă individuale etc.
Se recomandă organizarea de activități într-o astfel de succesiune: în primul rând, organizarea de discursuri și / sau ateliere, in al doilea rând, organizați vizite la companii. Instrumentul este un element de implementare a consilierii profesionale în sistemul de învățământ din școlile din Polonia, ca nou serviciu educațional. Instrumentul a fost testat din februarie 2019.

Recommendations (How to use the tool/resource)

Este recomandat ca un student să participe la toate tipurile de activități: discursuri, ateliere, vizite la companii.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

Povestea vietii mele

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

„Povestea vieții mele” este un instrument de cunoaștere inițială a studenților care provin dintr-o mare varietate de medii, cu diferite experiențe de viață. După o perioadă de acomodare, scopul principal al grupului este ca elevii să scrie pe o foaie de hârtie ceea ce i-a determinat să părăsească școala, dar și ceea ce i-a determinat să se întoarcă la școală. De asemenea, fiind povestea vietii lor, li se cere să constientizeze ce vor să facă după ce vor termina cele 10 clase obligatorii.

Expected Outcomes

Se așteaptă să cunoască mediul (fondul) din care provine cursantul pentru „A doua șansă”, motivele care l-au determinat să părăsească școala, experiențele negative pe care le-a trăit și achizițiile pe care le-a dobândit în timpul scurs pana a revenitla școală. Toate aceste fapte îl ajută pe profesor să stabilească un punct zero în începerea educației și formării pentru fiecare cursant SCE. ”Povestea vieții mele” poate fi un model pentru a motiva cursantii de”A doua sansa” să-și completeze pregătirea profesională și să caute un loc de muncă pe piața europeană a muncii, invatand din experienta altor tineri ce au terminat scoala.

Description	Target Group	Resources needed to use the tool
Povești animate despre cauzele abandonului școlar al elevilor de a doua șansă, despre momentul reîntoarcerii la școală și motivația de a finaliza educația obligatorie și pregătirea profesională necesară pentru integrarea pe piața muncii.	Studenți de a doua șansă; Studenți cu abilități de învățare scăzute Adolescenții cu autoestimă scăzută.	Computer conectat la internet, ecran și proiector

Step by step instructions

„Povestea vieții mele” este primul pas pentru studenții A DOUA SANSA într-o comunicare reală și sinceră cu profesorii, psihologii din mediul educațional, de la care așteaptă o schimbare în bine din viața lor.
Poveștile lor de viață vor fi prezentate după cursuri și vor fi studii de caz, sau modele pentru viitorii studenți la SCE.

Recommendations (How to use the tool/resource)

In general, toți studenții de la “A doua sansa” trebuie să-si crească respectul de sine, sa fie încurajati de a vorbi cu colegii, încurajati de a-și reconsidera relația cu școala, cu profesorii și volumele de muncă cu privire la învățare. Mulți dintre ei au lucrat deja în străinătate, cunosc limbi străine la un nivel acceptabil, dar au amintiri traumatice despre modul în care au fost perceputi de oamenii din aceste țări. Aici este important să insistăm asupra legalității căutării unui loc de muncă, asupra valorilor europene, valori care vor trebui respectate dacă doresc să fie percepuți drept cetățeni europeni.

Additional Attachments/ Supplementary Documents

["https://www.youtube.com/watch?time_continue=1&v=Y1hX3mdI6Ew"]

Links (for further information, e.g. website)

Pre-preparation

Tools used during the initial stage

Piramida nevoilor lui Maslow, un instrument pentru auto-motivație pentru mobilitate

Source: NdA Romania

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Conștientizarea nevoilor personale și găsirea răspunsului la întrebarea „De ce eu trebuie sa merg la practică în străinătate?”

Expected Outcomes

Tinerii vor afla: Orice problemă are o soluție, astfel încât orice nevoie personală poate fi depășită, satisfacand nevoile precedente.

Description	Target Group	Resources needed to use the tool
Atunci când se pregătesc pentru o mobilitate în străinătate, cursantii trebuie să știe să obțină stima de sine și aprecierea celor din jurul lor, a tinerilor sau a angajatorilor. Ierarhia nevoilor este un subiect util pentru tinerii aflați la începutul carierei, acasă sau în străinătate. Reflecțiile cu privire la piramida nevoilor lui Maslow sunt utile pentru fiecare student când vine vorba de motivația pentru împlinirea și perfecționarea personală.	Studenți de a doua șansă;	IMAGE

Step by step instructions

Dacă ai mâncare, apă, haine și un loc de dormit- in fiecare zi, poți să te gândești la siguranța viitorului tău și să cauți un loc de muncă care să îți ofere resurse pentru viitor. Aveți nevoie de o pregătire personală și profesională bună pentru a atinge acest obiectiv la nivelul II
După un timp, munca și rutina zilnică nu sunt suficiente, persoana vrea să investească resursele câștigate în propria familie, are nevoie de afecțiune și are nevoie de prieteni și de apartenență socială la un grup. Demonstrând un comportament social responsabil, ai atins nivelul III al Piramidei Maslow.
Oamenilor nu le place doar să aparțină unui grup, ci doresc recunoașterea meritelor personale de către acest grup, ci vor să fie respectați de comunitate, astfel încât vor dori să obțină un statut social în concordanță cu noua imagine de sine. IV)
Cei mai mulți sunt mulțumiți de realizările nivelului IV, spunând că au muncit suficient. Unii oameni, însă, consideră că pot performa mai bine în alte domenii, sau chiar în domeniul ales, iar după alte studii, devin organizatori ai resurselor umane sau manageri de producție. Despre acești oameni putem spune că au obținut poziții de vârf, și-au perfecționat expertiza și s-au auto- depășit.

Recommendations (How to use the tool/resource)

Satisfacerea nevoilor unui anumit nivel piramidale va deschide un alt nivel de nevoi și va alimenta motivația urcării în vârful piramidei, unde nevoia de auto-îmbunătățire devine un obiectiv permanent.

Additional Attachments/ Supplementary Documents

Modelul de exerciții 1
Câteva idei utile, după Guy Winch - „Primul ajutor emoțional”
I. Primul ajutor în caz de lovituri emoționale (respect de sine scăzut, respingere, eșec profesional, critică, jignire - și toate gândurile recurente despre evenimente neplăcute)
1. Faceți o listă a atributelor negative pe care „le sprijiniți atât de generos pe frunte”. Apoi, scrieți contra-argumente raționale pentru fiecare dintre acele etichete proaste. Repetați variația dvs. pozitivă ori de câte ori negativul iese la suprafață, din mintea dvs. mereu și pururea, până la vindecare.
2. Amintiți-vă talentul care vă face interesant, unic, valoros. Reveniți la această activitate la cererea dvs. și sunteți mulțumiți, doar pentru creșterea stimei de sine.
3. Socializează cu oameni care te iubesc și te acceptă. Este cel mai bun medicament! Fugi de cei care te exploatează emoțional, financiar etc.
4. Privește imaginile celor dragi. O imagine cu familia ta la locul de muncă poate face minuni: aceasta îți va aminti cele mai importante lucruri din viața ta.
5. Nu în ultimul rând, încercați să vă desensibilizați. Gândiți-vă la cei care trăiesc prin vânzări de telefon sau colectând donații prin telefon. Sunt stresați pentru că primesc zeci de refuzuri, dar trebuie să se relaxeze un timp și să meargă mai departe. Expunerea repetată la refuz este, de asemenea, într-un fel terapeutică. La fel, atunci când suntem în căutarea unui iubit / iubită. Este probabil să nege unul sau altul, dar nu este sfârșitul lumii.
Modelul de exerciții 1
Câteva idei utile, după Guy Winch - „Primul ajutor emoțional”
I. Primul ajutor în caz de lovituri emoționale (respect de sine scăzut, respingere, eșec profesional, critică, jignire - și toate gândurile recurente despre evenimente neplăcute)
1. Faceți o listă a atributelor negative pe care „le sprijiniți atât de generos pe frunte”. Apoi, scrieți contra-argumente raționale pentru fiecare dintre acele etichete proaste. Repetați variația dvs. pozitivă ori de câte ori negativul iese la suprafață, din mintea dvs. mereu și pururea, până la vindecare.
2. Amintiți-vă talentul care vă face interesant, unic, valoros. Reveniți la această activitate la cererea dvs. și sunteți mulțumiți, doar pentru creșterea stimei de sine.
3. Socializează cu oameni care te iubesc și te acceptă. Este cel mai bun medicament! Fugi de cei care te exploatează emoțional, financiar etc.
4. Privește imaginile celor dragi. O imagine cu familia ta la locul de muncă poate face minuni: aceasta îți va aminti cele mai importante lucruri din viața ta.
5. Nu în ultimul rând, încercați să vă desensibilizați. Gândiți-vă la cei care trăiesc prin vânzări de telefon sau colectând donații prin telefon. Sunt stresați pentru că primesc zeci de refuzuri, dar trebuie să se relaxeze un timp și să meargă mai departe. Expunerea repetată la refuz este, de asemenea, într-un fel terapeutică. La fel, atunci când suntem în căutarea unui iubit / iubită. Este probabil să nege unul sau altul, dar nu este sfârșitul lumii.
II. Cum să scapi de vinovăție
1. Dacă ați făcut ceva rău cuiva, spuneți „scuzați-mă” sincer. Arată-i că înțelegi cât de rău a fost actul tău și cât de mult regretă.
2. Iartă-te și tu. Recunoașteți că ați greșit, asumați-vă responsabilitatea, învățați prin acea experiență, dar nu vă bateți inutil.
3. Gândește-te la contextul în care a avut loc greșeala ta și vezi circumstanțele care au favorizat-o. Mediul poate contribui la păcatele noastre, nu doar noi și conștiința noastră murdară.
4. Gândește-te ce poți face pentru acel comportament care a supărat pe cineva să nu mai repete. Aplicați aceste promisiuni dvs.

Links (for further information, e.g. website)

https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760
Guy Winch este un psiholog american care a scris, de dragul tuturor, cărți precum Primul ajutor emoțional, Strategii practice pentru tratarea eșecului, respingerea, vinovăția și alte leziuni psihologice cotidiene.

Pre-preparation

Tools used during the initial stage

Consiliere de cariera in scoala

Source: WBK LNR

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Mulți tineri care participă la o instituție de A doua șansă nu au o idee clară despre cariera lor viitoare. Adesea, ele au puține cunoștințe despre oportunitățile de formare, iar visele au putina legatura cu abilitățile lor. Prin urmare, are sens și este necesar să lucrăm cu ei într-un program sistematic de orientare profesională. „Consilierea în carieră la școală” ar putea fi un element într-un astfel de program.

Expected Outcomes

Tinerii au avut deseori experiențe proaste cu Agenția oficială pentru ocuparea forței de muncă. Adesea au un dezincentiv pentru a utiliza serviciile de consiliere din agenție, de ex. să aranjezi o consultare acolo. Includerea sistematică a angajaților Serviciului Oficial al Agenției pentru Ocuparea Forței de Muncă în programul de orientare și pregătire școlară creează o punte de încredere către serviciile de consultanță ale agenției de muncă.

Description	Target Group	Resources needed to use the tool
WBKLNR și Agenția Oficială pentru Ocuparea Forței de Muncă lucrează împreună pe baza unui contract. De două ori la jumătate de an, un angajat al Agenției pentru ocuparea forței de muncă se alătură WBKLNR și oferă sfaturi privind orientarea în carieră. Acesta este un serviciu de consiliere cu prag scăzut pentru studenți. Consilierea în școală are ca rezultat un contact personal permanent între consilierul de orientare și student, care poate fi continuat în Agenția pentru ocuparea forței de muncă.	Managerul școlii , profesorului / tutorele	Trebuie să știți, cum își organizează agenția oficială pentru ocuparea forței de muncă pentru tinerii șomeri.

Step by step instructions

Recommendations (How to use the tool/resource)

Tutorele invită personal studenții la o întâlnire cu consilierul de îndrumare. Dacă un student dorește ca tutorul să-l însoțească la programare. Programările de consiliere în școală sunt notate în programul pentru semestru și, de asemenea, anunțate cu o săptămână înainte în ecranul de informații din intrarea în școală, astfel încât tinerii să poată face o programare singură pentru o consultare.

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Pentru informații suplimentare, contactați Reinhold Schiffers, rschiffers@arcor.de

Preparation

Tools used for mobility preparation

Asteptari, temeri, contributiii

Source: CESIE

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Participantii vor fi capabili sa-si exprime temerile, asteptarile cu privire la mobilitate, dar si ce pot ei darui grupului.

Expected Outcomes

Sa identifice așteptările, temerile și preocupările participantului.

Description	Target Group	Resources needed to use the tool
Analizând rezultatele la sfârșitul mobilității, participanții vor putea să-și urmeze calea de creștere și să-și dea seama dacă au mers înainte sau nu.	Participanti	Facilitatorul oferă instrucțiuni clare și cele 3 post-it colorate pentru notite.

Step by step instructions

Fiecare participant primește 3 post-it de culoari diferite și notează Așteptări - Temeri - Contribuții pe ele și apoi împărtășește ceea ce a scris cu grupul și cu îndrumătorul.
Apoi, unul câte unul, se ridică și atârnă post-it-urile pe scala mare desenată pe flipchart.
Tutorul poate face fotografii cu notele post-it pe care le-au scris și care pot funcționa ca dovezi. Când se întorc din mobilitate, își pot confrunta experiența cu ceea ce au scris.

Recommendations (How to use the tool/resource)

Additional Attachments/ Supplementary Documents

Links (for further information, e.g. website)

Preparation

Tools used for mobility preparation

Registrul de lucru și informații ale participanților

Source: Pe baza proiectului DISCO (proiect Erasmus +) adaptat de Centrul de formare continuă din Sopot

Phase of Mobility
Pre-Preparation	Preparation	Implementation	Evaluation

Type of Resource
Curricula	Didactic	Personal/Social Development	Other

Theme/Topic	Theme/Topic	Theme/Topic	Theme/Topic
Programme/Course	Programme/Course	Programme/Course	Programme/Course
Activity/Exercise	Activity/Exercise	Activity/Exercise	Activity/Exercise
Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool	Audio/Visual Tool
Text Document	Text Document	Text Document	Text Document

Aim or Purpose

Acest instrument este util pentru participant pentru a colecta toate datele importante legate de plasarea la locul de muncă și pentru a evita problemele la început și pe durata de plasare la locul de munca.

Expected Outcomes

În opinia cadrelor didactice și a tinerilor care l-au utilizat înainte de durata plasamentului, acest instrument este foarte util și ajută la colectarea informațiilor necesare înainte de a începe cooperarea în plasarea la muncă. Acest instrument poate fi modificat în conformitate cu cerințele de plasare la muncă.

Description	Target Group	Resources needed to use the tool
Este un șablon (versiune electronică sau pe hârtie) cu spatii care trebuiesc completate cu date și întrebări la care elevii trebuie să noteze răspunsuri sincere. Întrebările se referă la problemele cele mai relevante referitoare la stagiile de muncă.	Eligibil pentru tinerii de peste 16 ani din toate țările.	Șablon (versiune electronică sau pe hârtie), markere.

Step by step instructions

Instrument folosit de studenți în etapa pregătitoare, înainte de a merge pentru plasament. Elevii colectează date utile în stadiul pregătitor, înainte de începerea plasării la locul de munca. Îi ajută să fie mai pregătiți pentru a trăi și a munci peste hotare. Modelul poate fi modificat în conformitate cu cerințele țării și companiei în care au loc destinațiile de plasare.
Mai jos puteți găsi o propunere de tabel care trebuie completată de către studenți la etapa pregătitoare (înainte de începerea plasării):
- Datele mele de călătorie (plecare, întoarcere)
- Detalii despre instituția gazdă (adresa și numărul de telefon; supraveghetorul sau persoana la care trebuie să raporteze)
- Contacte de urgență (contact cu țara de origine; contactul persoanei din organizația gazdă)
- Detaliile privind locul de muncă (adresa și numărul de telefon; supraveghetorul de plasament în muncă sau persoana la care trebuie să raporteze)
- Data și ora de început / terminare (de la-la; pauze; ora prânzului)
Cerințe speciale (de exemplu, îmbrăcăminte, echipament)

Recommendations (How to use the tool/resource)

A se completa individual sau cu sprijinul mentorului/ tutorelui plasamentului

Additional Attachments/ Supplementary Documents

O propunere a unui șablon care trebuie completat, colectând toate datele relevante legate de locul de muncă.