International projects

Our staff has been active partners, coordinators, material creators and adminstrators in the following projects:


 

European Adults Training and Internationalization

 

EATI project aims to develop more open and flexible approaches on recognition and validation of non-formal and informal learning. Over the last decades, unemployment has become a major issue in the European context.

Encouraging and helping adults in finding a job by validating or updating their knowledge and skills would mean to contribute to raise the level of employment.

The main objective of the project is to support adults by creating a methodology manual for the recognition of their non-formal and informal skills and competencies, to help them in the labour market in their own country or abroad.

METHODS OF MORE ATTRACTIVE FOREIGN LANGUAGE EDUCATION, EXCLUDING ENGLISH AS A MEDIUM OF INSTURCTION FOR APPLICIANTS FOR JOB AND ASYLUM
 

As the number of people arriving in EU countries is increasing, MAFLE is an Erasmus+ project (2017-2020) that aims to develop more attractive and quicker methods and materials for language learning for job seekers and asylum seekers who are non-academic and may not speak good English, in order for them to learn the local language and integrate better.

 

Outcomes:

  • discovering similarities between broadly used (Spanish, German) and small (Estonian, Latvian) to facilitate language learning
     
  • advice on dealing with differences linked to geographic and socio-economic disparities
     
  • minimum vocabulary for successful A2 non-academic level language user
     
  • methods of implementing foreign language into daily activities
     
  • increased professionalism of language teachers in adult education

The project is financed by Erasmus+ 2017-1-LV01-KA204-035430

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Language Voices

 

As the growing number of migrants in Europe struggle with limited financial resources, this project aims to improve and facilitate their access to second language studies through participation in Language Voices language cafés, which are informal meetings based on volunteering but also systematically organised. The migrants gain access to social, informal environments of the resident country while integrating into a community of learners and tutors, which is often a key success factor in establishing a quality life in a new country. The project will provide: 1) a preparatory training and handbook so that the multilingual Language Voices concept can easily and successfully be replicated throughout the EU or anywhere else in the world;  2) A comprehensive material bank with language learning and cultural material and resources and a possibility for online communication and language exchange; 3) A mobile application to find language exchange events available in the partner countries; 6) A Language Voices association registered in Finland to carry on the activities.

The project objectives are: 1) to mitigate some initial barriers to language studies (regarding opportunity, access and cost); 2) to facilitate the proliferation of easily accessible, informal, low-cost but well-structured language training opportunities and material; 3) to provide all-encompassing multicultural, multilingual environment and meeting places in cooperation with local small businesses.

The project is financed by Erasmus+ 2017-1-FI01-KA204-034714

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DIALoguE (2016-2018)

 

DIALoguE project will develop a new tool that can be used in all subjects at school. In the frames of the project, the tool will be developed for the history lessons only. This project will attract students to the history classes by leveraging technology, provide permanent learning for students, help students to develop an empathetic approach to historical events, facilitate the professional development of teachers, improve students' intercultural communication and peer relationships, and increase students' ability to think creatively. We will design a digital tool and a teaching method that will integrate cinema films and short films shot by students into the history curricula.

The partnership within “DIALoguE” therefore intends to:

• produce a new tool for education technologies with international cooperation
• generate an innovative approach in the education 
• establish permanent learning in lessons
• raise the awareness of teachers in the subject of outstanding methods in history lessons.

Website Facebook

The project is financed by Erasmus+ 2016-1-TR01-KA201-034762

Swedish for foreigners in Finland / Svenska för invandrare i Finland-SFI (2016-2017)

 

This project aims at creating a smartphone application for learning Swedish in Finland. The application will have features like vocabulary study cards and quizzes, grammar exercises phrases/dialogues and audio files for comprehension and pronunciation. The application will have three support languages, English, Russian and Arabic.

Themes like healthcare,shopping, food, banking, telephoning, socializing, immigration, directions, traditions will be created with phrases and dialogues.

The project is financed by the Swedish Cultural Foundation in Finland.

Website Facebook group Swedish resources LiveBinder

Moving Languages - Mobile Virtual Learning for Languages (2016-2018)

 

Language learning is one of the key priorities of successful integration, and applications for smart phones or tablets e.g. are an effective educational source for those migrant groups, as a large percent of them are digitally literate and are looking for new learning opportunities in their new countries online.

The project provides a gamified language-learning solution – available in English, Spanish, Italian, German, Swedish and Finnish and three languages most widely spoken by the immigrants in the partner countries -  that shall help refugees/immigrants learn the local language and familiarize themselves with new concepts in their new countries.

These applications will also be useful for any other immigrants who have already been living and working in their new home country for some time.

The Moving Languages content of the mobile applications covers the topics that are essential during the first steps of living in the new country and contains 2000-2500 vocabulary items illustrated for easy concept recognition. Free download available from 2017 on at major app stores.

The project is financed by Erasmus+ 2016-1-FI01-KA204-022678

Website  Facebook Twitter Instagram LiveBinder

DEMOKLEOS - THE KLEOS OF DEMOCRACY IN EUROPEAN SCHOOL

Rethinking Democratic Awareness and Collective Responsibility for a wholeschool approach

No agreement: 2015-1-EL01-KA201-013930, financed by the European Commission as part of the Erasmus Plus Programme, Key Action 2 – “Strategic Partnerships”

Duration: 3 years Starting date: 01/09/2015 Ending date: 31/08/2018

The Project’s Consortium

Coordinator • Directorate of Secondary Education of Piraeus
Greece Partners 1 • Research Centre and Department of European International Studies, Greece, Greece • European University of Cyprus, Cyprus • IONIDIOS MODEL EXPERIMENTAL LYCEUM, Greece • 9th Gymnasium of Piraeus, Greece • 1 epal peiraia, Greece • Agrupamento de Escolas de Pombal, Portugal • Dogas schools, Turkey • Learning for Integration ry, Finland

DEMOKLEOS consists of a harmonious set of Universities, schools and associations and is well distributed throughout the E.U,from Finland to Turkey. It is composed of a highly productive combination of schools, universities and a civil society association. From a pedagogical point of view, it is obvious that this project has a great potential, as it covers the whole educational range. The Acronym The Acronym DEMOKLEOS is based on the etymology DEMOS= meaning whole citizen living and Kléos= fame Kléos is a term used in epic Homeric poetry that means immortal fame. An Homeric hero can earn kléos through his courage. A monument can bring kléos, as can reports of one's offspring's virtuous deeds. Achilles himself says it in [Iliad,] Rhapsody 9, Line 413: ‘I’m going to die, but this story will be like a beautiful flower that will never wilt.”. In ancient Polis (the City), Democracy was inextricably linked to kléos, or fame. This innovative form of government offered ordinary citizens the opportunity of writing their name in history through active participation in the Assembly. The citizens of the ancient cities exercised sovereignty in their city.

General objectives The overall objective is related to current challenges to which European school has to adopt a pro-active attitude and handle Democratic Awareness and Collective Responsibility as a s ethic. Achieving this implies the need for a sustained dialogue about a whole school approach. DEMOKLEOS must adapt to the realities of the 21st century which sees the citizens requesting greater participation in public decision-making, an aspiration heightened by the emergence of the new information technologies and the social networks. DEMOKLEOS with a strong commitment to European integration and a special concern for issues and their related areas which have been highlighted by a Survey Needs Analysis addressed to the teachers of the Consortium notably as:

• Political literacy

• History / remembrance and Democracy in Historical Perspective in Europe

• Critical debating about Teaching of controversial issues

• Digital democracy

• School Democratic governance

• Challenges of democratic schools in a globalised and pluralistic world

• Human rights and a sustainable environment

• Teacher professionalism on Democratic Key Competences Conflict and consensus: the project needs to recognize that divergence of opinion may be inherent enhanced school engagement and tools should provide opportunities for negotiation, mediation and consensus building.

Aims

• mapping democratic and antidemocratic attitudes in European school education and providing a picture of the main populist and racist organizations operating in seven European countries;

• analyzing hate speech communication strategies to understand how populist organizations have been appropriating new media, in the last years, to spread their violent messages in young generation;

• deconstructing populist hate speech towards the 'other' and raising young people's and minorities' awareness: through the analysis of media produced by populist organisations, the aim is to deconstruct stereotypes relating to race, gender, disabilities and sexual orientation, and make young people and minorities aware of how new media misrepresent them;

• empowering young people through e-engagement: coherently with media literacy education perspectives, which emphasizes people's empowerment rather than media censorship, the aim is to play on a participatory and active approach to promote children's voice appropriation and political literacy skills;

• providing teachers' training about media literacy and populism/racism to reinforce and amplify the project's impact, and developing an online environment with resources on new media, hate speech towards the 'other' and racism.

To achieve these aims teachers and researchers the partner institutions work together on research, development and implementation of training tools and resources.

DEMOKLEOS focus on the “target groups” in the field of Education – first and foremost young people. The aim is to inspire them to become active contributors to European integration in a context of increasing intercultural and religious diversity. The other major target group are all educators and teachers in their roles as facilitators

Nordic-Baltic Cafe Lingua (2015-2017)

 

Nordic-Baltic Cafe Lingua (NBCL), Project No. NPAD-2015/10276, is a Nordplus Adult project for advancing informal adult language education through language cafes. The project countries are Finland, Iceland, Estonia, Latvia and Lithuania. During the project, a website with downloadable language material in the partner languages and English will be set up, and language cafes launched in the partner countries according to the Finnish model, Cafe Lingua in Helsinki, which has been running many years and is now the largest language meeting for both Finns and foreigners in the Helsinki area, with 80-100 participants each week. 

Language cafes are a perfect way for adults to practice their language skills and to become more confident in using them. The purpose of the project is to support adult learners’ informal practice and learning of the project languages, especially those who need spoken language skills for their work, or who are learning the language to integrate into a new home country.

CV Plus (2015-2017)

Corporate Volunteering as a Tool for Connecting Business and Education Worlds

CV PLUS project seeks to contribute to improve and make sustainable the connection between the education and business world through Corporate Volunteering initiatives, linked to Corporate Social Responsibility strategies. CV PLUS project will develop: 

1. An online platform for open educational resources on Corporate Volunteering (including a database of good practices of CV linking companies and educational centres). 

2. A Methodological Guide for companies: handbook for managers, business representatives and organisations with methods and tools to support them in the design of specific programmes and activities of Corporate Volunteering in cooperation with schools, universities and/or professional training organisations. 

3. A Methodological Guide for schools: handbook for managers, teachers and trainers from schools, universities and professional training providers to support them in the design of specific programmes and activities of Corporate Volunteering in cooperation with companies.

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Project funded by  the Erasmus+ - Cooperation for innovation and the exchange of good practices

2015-1-ES01-KA202-015961

Mobile Tech (2015-2017)
 

Technological Empowerment for VET trainers. An Open Educational Resource (OER) to train VET trainers in the design and use of m-learning methodologies

M-learning is the addition of learning (in any modality), mobile devices (Mobile, tablets, etc.) and wireless network (Pacheco and Robles, 2006). This learning modality has some unique attributes that can enhance education beyond the ‘anywhere, anytime’ learning (Shuler, 2009). Moreover, it allows individual or collaborative learning, trains problem solving skills, allows access to information in the moment of need, etc. Nevertheless most of VET trainers are not aware about the potential of mobile devices as a tool for learning or do not have the necessary competences/knowledge to use mobile devices for learning. The aim of MOBILE-TECH project is to make mobile learning a reality in VET centers by supporting teachers, trainers, educational staff and youth workers in acquiring or improving the use of mobile learning and related digital competences in an Open Collaborative Learning Platform. To achieve these objectives, we will develop three open resources: 

- A Trainers´ guide for mobile resources to be used in the classroom. The guide will include National and European good practices about m-learning; 

- A Trainers´ course: How to develop new training resources and teach mobile learning; 

- An Open Collaborative Learning Platform for trainers´ learning multimedia resources, including a section to enable interaction among users. 

With MOBILE-TECH project we will contribute to the adaptation and empowerment of the VET trainers to the demands and needs of their students by providing them with the necessary competences in mobile learning.

Our staff has been active partners, coordinators, material creators and adminstrators in the following projects:


 

SupEFL (2014-2017)

 

SupEFL - Supplemental Self-Help in English as a Foreign Language for Learners with Specific Learning Differences / Difficulties. This project is directed at learners of English as a Foreign Language (EFL) who are experiencing difficulties with one or more of the four language systems (reading, writing, listening and speaking). Where previous projects were top-down being targeted at teachers, this project is bottom-up focusing on learners. At present, there is no portal available to dyslexic learners of English. Even though various institutions are compiling their own materials and resources to provide help and support to those individuals they consider having SpLDs, there is very little information on the internet presented in a clear and systematic way for adult dyslexic learners. This project will follow the guidelines established for dyslexia-friendly content by several previous projects, and adapt activities that have been developed toward our ends. Links to different resources will also be provided. 

The project is funded by the Erasmus+ KA2

2014-1-DE02-KA200-001093

Facebook: https://www.facebook.com/supefl

RADAR (2014-2016)

Partners: Italy, UK, Poland, the Netherlands, Greece, Finland

 

Regulating AntiDiscrimination and AntiRacism. The overall aim of project Radar is to provide law enforcement officials and legal professionals with the necessary tools, mainly through open training activities, aimed at facilitating the identification of ‘racial’ motivated hate communication. For this purpose, a communication-based training concept is worked out, for professionals and actual or potential hate-crime victims and for trainers. Further learning resources and facilities are provided to offer online learning events. Finally the project aims at producing a publication with concrete tools, recommendations and best practice examples to facilitate anti-discrimination and anti-racist actions and regulations.

The project is funded by the Fundamental Rights and Citizenship Programme of the EU

JUST/2013/FRAC/AG/6271

Facebook: https://www.facebook.com/pages/Project-Radar/370112223154383

Info4Migrants

Partners: UK, Spain, Austria, Bulgaria, Finland, Sweden

 

According to the Europe 2020 Strategy, in order to improve the productivity of the EU economy and build a competitive, sustainable society, migrants must be more effectively integrated into receiving societies. The European Agenda for the Integration of Third Country Nationals (European Commission 2011) further recognises that migrants are currently an underutilised resource and a waste of human capital in all Member States. It has been highlighted that EU countries need to make the process of inward migration more attractive and unproblematic for migrants, firstly by improving the information available to them in the receiving society (e.g. job opportunities, culture, rights), avoiding clashes with the native workforce and informing migrants of their obligations. The main aim of the ‘Info for Migrants’ project is to meet this European objective of effective integration by transferring the innovative Careers Europe Eisodus migrant information database to vocational education providers and guidance centres across Europe. At present, this database is available to libraries, colleges, universities and careers guidance centres in the UK, and offers practical information about British culture and work in 23 different languages. The Eisodus database will be used by all the participating partners as a model for compiling all relevant and disparate information that a migrant to their society may need, ensuring that the information and advice is consistent and beneficial to a guidance adviser or tutor.  https://www.facebook.com/info4migrants and http://www.info4migrants.eu


 

TECH4ALL

 

Partners: Finland (coordinator), Belgium, Portugal, Italy

Investigating teachers' practices in using technology for Adult Language Learning (TECH4ALL) aims at meeting one of the main challenges of adult immigrant population in Europe which is to improve their knowledge and competence in linguistic and digital skills. The aim of the project is to support vulnerable social groups and people at risk, especially migrants whose integration in a new social, economical, educational and cultural environment depends highly on their ability to learn the language of the host country.  https://www.facebook.com/TECH4ALLEurope and http://www.galileo.it/tech4all/

 

 

 


 

Fun with Flashcards

“Fun with flashcards” was an e-book project which consisted of writing an e-book with ideas on how to use flashcards in the classroom. The aim of the project was to reach as many Swedish speaking schools and kindergartens as possible. The e-book, containing 300+ pages with ideas and examples, was sent in digital form on a CD together with a pack of flashcards to the Swedish schools and kindergartens in Finland. The book and the flashcards were given out free of charge to schools who so wished and also given out at the Educational fair in Helsinki January 2012.

In the end, the project was a very successful one, as the e-book was uploaded on the Internet and today the Swedish and the English version have been downloaded over 100,000 times from different medias like Scribd, Facebook, SlideShare, TeachersPayTeachers and other sites, as the book in both Swedish and English are available for sharing.

The book can be downloaded in English from our Material Bank and from Scribd. Also available in Swedish.

 

 

 


 

Langlete in ESTFIT

Partners: Estonia, Finland, Italy

"Language learning and teaching in Estonia, Finland and Italy: how to make use of cultural similarities and differences in classroom and in learning through culture"

The aim of the project is to exchange experience with other Finnish and Italian institutions offering language courses for adults. Through the work in meetings, seminars and lessons and the work in virtual classrooms, the partners will work out new methodologies that will develop the learners’ communication skills and business language. https://www.facebook.com/pages/Langlete/271524032966169


 

ECDI

Partners: Spain, France, Romania, Turkey, Estonia, Finland, UK, Bulgaria, Portugal

“ Everybody can do it”. The goal of this Partnership Project is:

  • to promote gender equality in the roles played by men and women in public and private life by emphasizing the importance of autonomy, not being dependable because of the traditional gender division of tasks in private everyday life.
  • to promote social integration and self-esteem by reinforcing learners’ awareness of their own skills and potential to be an active part of society.

The project partners will conduct research on "Women and men–realities of the European present" and the final product will be the booklet "We are equal! Guide of good practices on gender equality". Impact on learners, staff, institutions and local community is expected.  https://www.facebook.com/pages/ECDI/309640579149439?ref=hl


 

The project was funded by LLP - LDV - EUROPEAN GRUNDTVIG LEARNING PARTNERSHIP 2012-2014

Learning through Teaching (LETE)

Partners: Latvia (coordinator), Turkey, Finland, Poland, Italy

"Learning through Teaching" is a GRUNDTVIG Learning Partnership project, running from August 2012 to July 2014.  The project partners come from 5 countries: Education and Information Services of Riga City (Latvia - Coordinator), Yalova Altınova  Distric  Directorate of National Education (Turkey), Learnwell Oy ( Finland), The Polish Economic Company - Plant (Poland), O.S.A - Organizzazione Sviluppo e integrAzione (Italy).

The aim of the project is for the partners to provide good practices, experiences, methods and seminars on adult education for implementing European Key competencies for lifelong learning  and multicultural learning in their organizations and communities (based on the "Key Competencies for Lifelong Learning — A European Reference Framework" of the European Council of March 2000 in Lisbon). The target group of the project are adult learners and trainers for adults of any age. Participants in the project will share their experience and improve their pedagogical skills in organizing learning for adults both through theoretical sessions and practical delivery of their experience to others. One key competence will be discussed during each seminar and during the  workshops organized in each of the partner countries. The result of the project will be an e- book containing a list of recommendations and approaches in adult education on how to teach key competencies for adults in the context of European diversity. Information on the on-going activities of the project and its results will be published on the websites of the partner organizations.

For more information, see our project webiste: (coming soon)


 

The project was funded by LLP - LDV - EUROPEAN GRUNDTVIG LEARNING PARTNERSHIP 2012-2014

Enjoy Language within Tourism: How to Attract Participation and Increase Motivation of Young Male Language Learners Working in the Tourist Sector 

Partners: Sweden (coordinator), Austria, Finland, United Kingdom, Bulgaria, Greece

The overall objective of the project is to enable young males working in the tourist sector with particular “foreign language learning resistance” to establish their “enjoying language” by increasing their interest and uptake of foreign languages and to increase their participation in the lifelong learning society.

The project aims to make a useful addition to the training of tourism workers by adapting, testing, disseminating and mainstreaming language learning materials using informal learning still regarded as innovative or little known in many areas. The content of the languages taught will be related to work in tourism and will be made available in the form of a Handbook and a Toolbox of material for teachers.


 

LLP - LDV - LEONARADO DA VINCI project: Enjoy language within the tourism industry 2011 -2013

Segundas Lenguas y Nuevas Tecnologías

Partners: Finland, Italy, Spain (coordinator), Romania, Latvia

Segundas Lenguas y Nuevas Tecnologías (SLNT) is an international project in the educational sphere involving partners from Spain, Italy, Romania, Latvia and Finland. The project focuses on second language teaching; its main objective is creating an adaptation of the European Language Portfolio to the environment of second language teaching in formal settings.

The project tries to integrate three important concepts in society and current education: New Technologies (Tics), Second Language Learning and Culture. Second Language Learning has seen that the Tics have helped to develop a new communicative methodology in the last years. Our intention is to use, to learn and to take advantage of these modern informatics items for the language teaching‐learning process and to prepare some new material.

The SLNT project addresses intercultural problems and intends to give adult immigrants the full assurance that learning a second language is entirely possible and prevent them from social isolation by creating a virtual learning community, promoting integration, social advancement and employment.


 

LLP - LDV - EUROPEAN GRUNDTVIG LEARNING PARTNERSHIP project 2011 -2013

Vårdsvenska - Swedish for Russian health care personnel

Partners: Finland (coordinator)

For some time now, The Swedish Culture Foundation has studied how they could offer internet-based courses for foreign health care personnel. A possible target group for the development project has turned out to be the Russian-speaking health care personnel who are interested in working in the health care for the elderly in Finland. 

The Vårdsvenska website is free of charge, and contains healthcare-related material that the nurses can use to study Swedish independently. In addition to Swedish courses, the website contains information on how to apply for work in Finland, links to official pages, information about the Finnish-Swedish community and the elderly care services in Finland. 

With the help of a CV-tool, you can send applications directly to hospitals, nursing homes, and other care facilities. Registered users may create an applicant profile through which the employers may contact the individual, and there will be a list of job openings on the website. There is material and language exercises available in Swedish, Russian, Finnish, and in English. 

A free mobile application; Health Lingo, (for iPhone, iPad and Android) was also created within the project. The quiz application contains Health Care vocabulary in 4 languages: http://health-lingo.vardsvenska.fi/healthlingo/healthlingo?cmd=home

 

The project started during the early fall of 2009 and the website was launched in the beginning of 2012: www.vardsvenska.fi and https://www.facebook.com/vardsvenska?ref=hl


 

SWEDISH CULTURAL FOUNDATION IN FINLAND project:
Vårdsvenska 2009-2011

Business_Mail

Partners: Finland, Italy, Germany, Bulgaria

The project business_mail addresses the needs of marketing/sales personnel of small enterprises (SE) having or wishing to establish business contacts with foreign partners. Staff in charge of business communication in SEs do not usually have adequate skills in terms of practical knowledge of a foreign language or intercultural competence needed to establish and maintain business contacts. Very few of these firms can afford to employ professional import/export staff, in most cases these tasks are taken by personnel not properly trained. Language schools offer mostly general foreign language courses; tailor-made courses for businesses are few, expensive and usually inaccessible to personnel of SEs: the courses organised at work place are usually run for larger enterprises. A busy schedule of work in SEs usually excludes their staff from participation in on-site courses at language schools, which require regular attendance over a long period of time. 

The final product of the project will be a validated on-line course in English business correspondence covering the actual communication problems encountered in import/ export practice of SEs.


 

CIMO – LEONARDO DA VINCI project, business_mail, 2010-2012

Nordic Network For Empowerment Of Immigrant Women Without Prior Education Experience

Partners: Lithuania, Sweden (coordinator), Norway, Finland

The overall objective of the project is to form a Nordic network consisting of VET organisations, Adult Education organisations, NGOs working with integration and gender equality, Social Welfare Offices and Public Employment Centres for pooling experience and knowledge in order to elaborate a strategy for assistance of immigrant women without prior education into the vocation/professional education system in the participating countries. Members of the above-mentioned network will produce a report on strategy based on methodology of Liberal Adult Education as the most flexible form of education for “smooth” start taking into consideration needs of the target group.


 

NORDPLUS project, Nordic Network For Empowerment Of Immigrant Women Without Prior Education Experience, 2010-2011

Language On The Move

Partners: Lithuania, Denmark, Sweden, Estonia

The main purpose of the project was to reach people who use public transport (PT) to travel to Baltic and Nordic countries to work, to study or for other purposes and help them to realise the importance of learning the language of a destination country and to accept the polite etiquette and behaviour they should follow while in a country. 

The final product was DVD -survival phrases in a role play in Lithuanian, Swedish, Estonian, Finnish and Danish and a phrasebook disseminated among travel agencies and adult education centres for self-learning.

The project was selected as a good practice example and presented during Baltic EXPRO 2010: http://www.nordplusonline.org/eng/nordplus/project_examples/language_on_the_move


 

NORDPLUS/HORIZONTAL project, Language On The Move 2008-2010

Negative

Partners: Learning for Integration ry - Finland, Rogaland Skole og bedriftsutvikling (RSBDF) - Norway, INBAK Berlin Institute for Sustainability in Education -Germany, Development of technical/vocational education and training (detvet) association - Turkey, Tradium -Denmark, Centre for lifelong learning Keflavik (MSS) -Iceland

Negative is an EU GRUNDTVIG Learning Partnership project on the psychological health of young people with particular emphasis on negative body image, running from September 2013 to December 2015.

The mental health of young people is a major cause of concern in Europe (OEDC 2010). The NEGATIVE partnership intends to explore the relationship between psychological problems & negative body image and completion rates in adolescents education. The concrete objectives of this project are:

1. To connect the world leading researchers in the field of negative body image/psychological problems of adolescents directly with the European adult education institutions who deal with the students on a day to day basis to enhance their competence and share good practice.

2. To enhance school leader's competence of how to deal with these adults and how to plan for integrating these successfully into ordinary classes and avoid drop out

3. To develop a common strategy on how to enhance completion rates in our regions, by being more capable of understanding adults with psychological problems and negative body image and how to meet them and facilitate their education.

Is there a relationship between health and dropout rates that could create future policies and institutional focus, addressing education completion rates in partner areas?

If you would like to contribute to the project, you can contact us at: info@lfi.fi 

For more information on the project, partners and material, see the project website at www.negative.yhdistysavain.fi