THE MODE TEAM - modeproject.eu · Mª Dolores López Mollo, Adviser, Arion and Centralised Actions Manager Esther Seivane Vázquez, Head of Grundtvig Unit Begoña Moreno Chaves, Adviser,

THE MODE TEAM

About the project: Funded by the European Commission under the Restricted Call forProposals EAC/09/05 “Activities to disseminate Socrates actionsresults and other National Agencies activities” and the SocratesNational Agencies of Denmark, Germany, Latvia, Romania,Slovenia and Spain.

About the participants:

Coordinator: SOCRATES NATIONAL AGENCY - SPAIN

Carmen Moreno Huart, Director of NationalAgency. Project CoordinatorEncarna Cuenca Carrión, Head of Informationand Comunication Department Mª Dolores López Mollo, Adviser, Arion andCentralised Actions Manager Esther Seivane Vázquez, Head of Grundtvig Unit Begoña Moreno Chaves, Adviser, Comenius 22BAction ManagerAránzazu Lazcoz Fontal, Comenius 22C ActionManagerAna Millán, Grundtvig Unit

External experts

Juan Carlos Losada. StatisticsFrancisco Martínez Oses. ICTVictor Rello. ICTPilar Capelástegui. Head of Escuela de Arte 1,Guadalajara

Partners: CIRIUS - DENMARKAnnemarie Holm, International AdviserIngrid Johansen, International Adviser Lise Andersen, International Adviser

External experts

Per Arndal, Head of school , Nexø SkoleEva Kambskard, Pedagogical advisorTine Tolstrup Petersen, Project coordinator

InWent - GERMANYRainer Krippendorff, Head of Unit NationalAgency SocratesClaudia Laubenstein, Grundtvig Manager

Partners: ACADEMIC PROGRAMME AGENCY - LATVIABaiba Sermulina, Comenius UnitAgita Rengarte, Grundtvig Unit

NACPFEVT - ROMANIALaura Popa, Head of the Public Policies,Valorisation and Image Department

External experts:

Laura Miruna Chira, Comenius grantholderRomita Lucu, Arion grantholderDaniel Gabriel Arpinte, Grundtvig grantholder

CEMEPIUS - SLOVENIAKristjan Zemljic, Project AssistantBorut Korada, Project AssistantUrsa Bajzelj, Counsellor

Caminante, no hay camino, se hace camino al andarAntonio Machado

(Spanish poet 1875-1939)

CONTENTS

1. Presentation ............................................................ 9

2. Introduction: Rationale and methodology ............... 13

3. Comparative Analysis of the Impact of IndividualMobility ................................................................... 23

a. Arion study visits .............................................. 26b. Comenius 2.2.C training activities ..................... 37c. Grundtvig 3 training activities ........................... 45

4. Conclusions ............................................................. 57

5. Suggestions to Improve the Impact ofIndividual Mobility Activities ................................... 65

6. Best Practitioners .................................................... 71

a. The ideal profile ................................................ 73b. Impact of their mobility ..................................... 74c. Individual stories .............................................. 77

7. The MODE Assessment Tool (MAT) .......................... 135

8. Statistics ................................................................. 141

9. Annexes .................................................................. 175

a. Criteria to identify best practices(annex I) ............................................................ 177

b. Questionnaire about impact after participation(annex II) ........................................................... 178

c. MODE Assessment Tool (MAT)(annex III) ......................................................... 181

Chapter 1Presentation

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The MODE Project (Mobility and European Dimension) wasthe initiative of several Socrates National Agencies and wasaimed at finding out in some depth exactly what the realimpact was of individual mobility activities within the variousactions of the Programme, specifically the Arion study visits,the in-service teacher training activities Comenius 2.2.C andthe training activities for adult educators Grundtvig 3.

Since its gestation, the lifecycle of this European project hasrun in parallel to the development, at times optimistic, at timesuncertain, of the new Lifelong Learning Programme (LLP): therestructuring of the agencies, the training for change, the debateand without doubt the excess of work which has, on manyoccasions, slowed down the execution of the tasks we hadplanned to carry out. Indeed, this final phase, always sweet andgratifying, dedicated to the presentation and dissemination ofresults, occurs while we still await the definitive adoption of theLLP by the European Parliament and during the full adaptationprocess on the part of National Agencies.

Nevertheless, throughout the last few months MODE hasprogressed steadily, driven on not only by the weight ofresponsibility but also by the complicity and great rapportamong the MODE team members. Moreover, as the data fromparticipants gradually came in, it was gratifying to see from theevidence that, little by little, and thanks to the collaboration ofall those involved, the MODE objectives have been achievedand all the hypotheses prior to the study and the perception ofour action managers regarding the impact of mobility havebeen confirmed.

Hence, together we have reached this point and togetherwe would like to present this study to you for your enjoyment.And I’m referring here not so much to the actual reading of thestudy which may not be so entertaining but more to theconclusions we draw and the instruments we use, which willhelp you to optimize the resources dedicated to individualmobility.

Programme officers can employ the criteria to identify bestpractices not only to select the best candidates and evaluatetheir performance but also to advise future beneficiaries andorganise mobility activities such as study visits or trainingcourses. The questionnaire about impact after participation isdesigned to detect the impact of mobilities on the threedifferent areas we have investigated: personal, individual andin the workplace; and the MODE Assessment Tool (MAT) isintended to evaluate this impact.

Grantholders can also assess their performance using theMAT, and those of you who are about to embark on this

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adventure, remember to take with you from the start the MODEBoarding Pass.

Decision makers and everybody interested in the LLP willfind suggestions for improving the management of activities,the development of the visits, the dissemination andvalorisation of results and above all, material for reflecting onpractice which should enable us to enhance the quality of theprogramme, which is what we all desire.

I would like to take this opportunity to thank all those whohave made MODE possible: nearly 300 beneficiaries- fromDenmark, Germany, Latvia, Rumania, Slovakia and Spain, whohave answered the questionnaire; 21 best practitioners fortheir excellent, model performance, the staff from the NationalAgencies involved and their corresponding external advisorsand also, of course, the European Commission and thenational authorities from the various countries, without whosefinancial contribution and institutional support we would nothave been able to put MODE in movement.

And, finally, in order to stay in touch and keep MODEalive, don’t forget to visit our website www.modeproject.net.We’ll be waiting for you.

The MODE Coordinator

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Chapter 2Introduction:

Rationale and methodology

INTRODUCTION

RATIONALE

During phases I and II of the Socrates Programmethousands of educators and trainers have participated in thedifferent activities of individual mobility carried out within theframework of the different actions of the Programme.

Most National Agencies and other institutions have made agreat effort during this period to improve the selectionprocedures of beneficiaries and the quality of the activities onoffer, in order to achieve mobilities of quality that can reallymake a positive difference to our educational systems.Accordingly, different studies and surveys have been carriedout dealing with motivation, content, dissemination andevaluation of the activities themselves.

However, not much evidence is available regarding the realimpact of the mobilities. MODE has tried to fill this gap with asurvey targeting the quality of the impact in the followingareas:

• Personal development • Professional development• Impact on the workplace and the community

Mobility is also the one activity the new ILLP emphasizesthe most. We therefore need as much accurate information aspossible about its strengths and weaknesses in order toguarantee availability to a greater majority and ensure moreefficient management.

The project deals with the mobility of educators during theEuropean Year of Workers. Mobility with regards to its impacton the European dimension in education, which is the first steptowards promoting active citizenship, one of the aims of the2005 European Year of Citizenship through Education.

MAIN OBJECTIVES

• Establish the relationship between the individual mobilityactivities of teachers and administrators within theSocrates Programme actions: Arion (study visits forEducation administrators, Comenius 2.2.C (in-serviceteacher training activities) and Grundtvig 3 (in-servicetraining activities for adult educators) and thedevelopment of the European dimension in schools andinstitutions

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• Facilitate the means for National Agencies to share theirviews and concerns on mobility that could lead to animprovement of these activities in the new LLP 2007-2013

• Demonstrate how the Socrates individual mobilitiescontribute to the objective for Education and Training 2010set by the European Council of upgrading the initialeducation and in-service training of teachers and trainers,so that their knowledge and skills respond to the changesand expectations in society.

• Disseminate examples of good practice in mobility

and also

• Identify examples of good practice in individualmobility

• Find indicators that help us identify quality in individualmobility

• Establish links between individual mobility actions andactivities such as:

— Organization of Arion visits— Development of new European projects, centralised

and decentralised— Hosting of language assistants— Implication of “new clients” in the Socrates

Programme (institutions and individuals)— Foreign language learning— Teacher and student exchanges— Teacher professional development— Others

For whom

Teachers, headteachers, trainers and administrators ingeneral should benefit from the outcomes of the project.They will be more motivated to participate in individualmobilities when they become aware of the differentpossibilities offered to their schools in the areas of projectdevelopment, foreign language learning, exchanges andteacher training.

We are hoping to reach those very valuable potentialbeneficiaries who, due to lack of information, poor languageknowledge or little international experience are still reluctantto participate in European programmes.

METHODOLOGY

The project has 3 well- differentiated parts:

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Part 1: identification of quality examples and collection of dataPart 2: study and conclusionsPart 3: dissemination of results

Part 1: identifying quality examples and collecting data

A) Developing appropriate tools

Representatives of partner NAs first met in Madrid in orderto develop the necessary tool or tools which could give usevidence of quality in mobility regarding impact. The followingdocuments were drawn up:

a) Criteria to identify examples of good practice intraining activities and study visits abroad (Comenius,Grundtvig or Arion) regarding subsequent impact,(see annex I)

The NAs, sometimes with the help of experts, usedthese criteria to identify at least 5 examples of goodpractice per action selected out of the 2002-2003 calls,so that long term results could be looked at. In the caseof Arion, as some NAs did not have enoughparticipants, it was decided that beneficiaries from the2003-2004 call could also participate.

b) Questionnaire about impact after participation intraining activities and study visits abroad (Comenius,Grundtvig or Arion), (see annex II)

It was developed online and contained 40 questions aimedat gaining evidence of activity related to the mobility from thetime it ended until the present. The questions were grouped in8 sections:

1. Motivation to participate 2. Influence on personal development 3. Influence on professional development 4. Influence on institution/ organization 5. Contribution to innovation and change in institution /

organization 6. Influence on students/learners 7. Influence on colleagues 8. Other remarks

B) Completing the questionnaires

A total of 292 questionnaires were completed by grantholders as recorded below:

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By country

Country Completed

Denmark 25

Germany 45

Latvia 44

Romania 48

Slovenia 35

Spain 95

TOTAL 292

By action

Action Completed

Arion 84

Comenius 135

Grundtvig 73

TOTAL 292

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Denmark Germany Latvia Romania Slovenia Spain0

20

40

60

80

100

Nº

ques

tion

nair

es

Grundtvig25%

Arion29%

Comenius46%

By action / country

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Denmark Germany Latvia Romania Slovenia Spain0%

20%

40%

60%

80%

100%

13,6%

2,0%

50,0%

14,6%

52,9%

28,7%

Arion


20%

40%

60%

80%

100%

1,4%

15,3%

38,6%

11,6%

34,5%

5,4%

Comenius


20%

40%

60%

80%

100%

20,0%

13,5%

44,4%

28,3%

75,0%

11,2%

Grundtvig

By occupation

ARION

COMENIUS

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OCCUPATION COMENIUS

OCCUPATION ARION

GRUNDTVIG

By year / activity

Year Completed

2000 4

2001 15

2002 80

2003 193

TOTAL 292

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OCCUPATION GRUNDTVIG

415

80

193

2000 2001 2002 20030

50

100

150

200

250

Year

Nº

ques

tion

nair

es

Part 2: analysing data and drawing conclusions

Each NA selected 5 examples of good practice per actionfollowing the MODE criteria and presented them inCopenhagen during a MODE workshop that took place in Mayand gathered together all the coordinators from partnercountries plus 3 experts/beneficiaries (one per action):

Participants met in groups per action and applied again theMODE criteria resulting in the final selection of the “21European best examples of good mobility practice”. “Therobot picture of the European best practitioner” was alsooutlined together with a template form to be sent to selectedcandidates to get further information from them. See section6of this report for more information.

The statistical analysis of the questionnaire answerscarried out by external experts were also presented andanalysed during group work. Nevertheless, each NAsubsequently analysed in depth their own results to search foranswers which differed significantly from other countries.These national reports were later used for the comparativestudy that appears in chapter 3 of this study the conclusions inchapter 4, and the suggestions for improvement in chapter 5.

Part 3: disseminating the results

This report together with the “kit MODE” will be widelydistributed to disseminate the MODE conclusions.

Updated information, tools and MODE documentation canbe consulted at www.modeproject.net.

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Chapter 3Comparative Analysis of the

Impact of Individual Mobility

COMPARATIVE ANALYSIS OF THE IMPACT OFINDIVIDUAL MOBILITY

1. Introduction

In the previous section it was stated that the aim of thisstudy is to measure the impact of individual mobilities —Arion,Comenius 2.2.C and Grundtvig 3— by analysing thequestionnaires completed by beneficiaries of these threeactions from the six participating countries in the project:Denmark, Germany, Latvia, Romania, Slovenia and Spain.

In spite of the fact that initially the study planned to includebeneficiaries who carried out the mobility in the school year2002–2003, in some countries, given the small annual numberof beneficiaries, it was also considered necessary to include inthe survey participants from 2 different calls —in the case ofDenmark— and three, in the case of Latvia and Slovenia.Germany, Romania, and Spain included just one call with anumber of beneficiaries which seemed sufficient to carry outthe study.

(1) Total managed by InWEnt (20% of Germany’s total)* Total beneficiaries in one call** Total beneficiaries in two calls*** Total beneficiaries in three calls

COUNTRY ARION COMENIUS GRUNDTVIG

DENMARK 81** 346** 45**

GERMANY 253* 118* (1) 163*

LATVIA 15*** 70*** 18***

ROMANIA 48* 242* 46*

SLOVENIA 17*** 58*** 8***

SPAIN 150* 683* 134*

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COUNTRY ARION COMENIUS GRUNDTVIG

DENMARK 11 5 9

GERMANY 5 18 22

LATVIA 9 27 8

ROMANIA 7 28 13

SLOVENIA 9 20 6

SPAIN 43 37 15

TOTAL NUMBER OF BENEFICIARIES

QUESTIONNAIRES ANSWERED

Participation in the survey varied according to the country andthe actions, as can be observed in the table above. In Germany,which has the highest number of beneficiaries of all partners, theresponse was very low in all the actions, whereas in Latvia andSlovenia 34% and 75% of the beneficiaries responded, dependingon the actions, resulting in significant evidence. The answersobtained in Denmark involved 20% and 13% in Grundtvig and Arionrespectively, however it was less than 2% in Comenius. In Romania,the representation is 14.58%, 11.57%, and 28.2% in Arion,Comenius, and Grundtvig respectively. Finally, in Spain, eventhough the autonomous education authorities had previouslyselected participants for each action, the representation is notsimilar either in the three actions. The Arion survey involved littlemore than 28%, while in the cases of Grundtvig and Comenius only11% and 5.4% of the total participants of one call participated.

The proportion of answers obtained with regards to thetotal number of beneficiaries of the participating countries,despite being different isn’t excessively distorted, except insome exceptional cases. Nevertheless, one should bear it inmind when analysing the deviations from the average of theanswers from several countries.

Participants in the poll were asked to answer a total of 36questions organised in 7 blocks. These questions were aimedat analysing the impact on their personal or professionaldevelopment, and on the institution they were working in atthe moment of the mobility. Each question could be answeredselecting one out of five possible responses: “not at all”, “notrelevant”, “not very much” “quite a lot” and “very much”. Foreach question there was an additional space for theparticipants to give any information they might considerrelevant (see annex II).

On the other hand, even though the questionnaire asksbeneficiaries to answer each question giving as muchinformation as possible, they carried out this task with varyingdegrees of care and dedication and while some sounded outsome of the possible options for each question without makingany comments, others wrote at length, giving not onlyinformation but also opinions and recommendations. Thesecomments have helped, to a certain extent, to make up for thedeficiencies pointed out earlier.

2. ARION

Macities nekad nav par velu — It is never too late to learmLatvian saying

A total of 84 questionnaires were completed by all the

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¯ ¯ ¯

participating countries in the study and as the following graphand table show, the distribution of the participation by thevarious countries was unequal, with Germany at one extremewith 5 participants and Spain at the other with 43 participants.

Country Number of participants

Germany 5

Romania 7

Slovenia 9

Latvia 9

Denmark 11

Spain 43

The following table indicates participation by gender. Themajority of the participants were female in all the countries,with the exception of Germany and Denmark, where there weremore males. The participation of males was practicallysymbolic in Slovenia, Latvia, and Romania.

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3Spain51%

Denmark13%

Slovenia11%

Romania8%

Germany6%

Latvia11%

Questionnaire MODE Arion

Country Females Males

Denmark 5 6

Germany 1 4

Latvia 8 1

Romania 6 1

Slovenia 8 1

Spain 27 19

Total 55 32

% 63,21 36,79

With regards to the professional profile of the participants,the majority are advisers, directors and inspectors. Thepercentage varies depending on the country: about half areschool/institution directors in Denmark, Germany and Latvia,more than half are inspectors in Rumania and advisers inSlovenia, whereas in Spain about a third are advisors,approximately 20% are school directors, and 15% areinspectors.

Regarding the first question in the questionnaire aboutwhere the initiative to participate in the mobility came from,the number of participants who answered that the initiativecame from themselves is very similar to those who answeredthat it was suggested by their superiors or by the educationauthorities, with both standing at approximately 60%.28

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ARION

Myself 51 60,71%

A collegue 5 5,95%

The institution / organizationmanagement 24 28,57%

The education authorities 23 27,38%

Other 4 4,76%

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2.1 ANALYSIS OF THE MOBILITY IMPACT

The study focuses on 3 aspects of the mobility impact: thepersonal, the professional and impact on the workplace, whichcorrespond to the questions in blocks 2 to 7 of thequestionnaire.

2.1.1. PERSONAL IMPACT

The greatest impact on personal development from thepoint of view of the people polled is reflected in theacquisition of new social and intercultural skills, since 86.9%answered quite a lot or very much, with some differencesdepending on the nationality. The remarks are, in that sense,very optimistic:

“I think there are no better ways to acquire new intercultural andsocial competences as such kind of visits” (participant fromLatvia).

“The improvement of my knowledge of a foreign language wasnot the main aim of my participation in the activity, but it hadpositive side effects on my mastery of specific vocabulary in thefield of language teaching” (participant from Germany).

65.5% considered that as a result of the study visit theyimproved their knowledge of foreign languages a lot. The lesspositive answers correspond to the participants whospecialized in languages, and had good knowledge of theforeign language prior to the visit.

“The use of a foreign language during several days improves a lotthe ability of expression and active understanding” (participantfrom Denmark).

The Arion visit implied low motivation to learn a newforeign language, because only an average of 21.4% answeredpositively to that question. However, we should bear in mindthat it is not possible to learn a new foreign language in such ashort study visit especially when this is not one of theobjectives of the action. But in some cases, the Arion visit ledto motivation to start learning a new foreign language. Theremarks show an increased awareness towards learning otherforeign languages:

“I didn’t learn a language, but I loved the sound of Spanish”“Some French and Italian words” (participant from Denmark).

“Even though my French isn’t good, I had the opportunity topractice it with the Belgium and French participants” (participantfrom Spain).

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2.1.2. IMPACT ON PROFESSIONAL DEVELOPMENT

The impact on professional development brings togethertwo fundamental aspects, the actual training and theacknowledgment of the activity by the education authorities.

A) Improvement of the training

The professional aspects where the influence wasmore positive were those refering to knowledge ofother education systems, motivation to participate ininternational mobilities or other activities, and theacquisition of certain management and organizationalabilities. 97.6% considered that the visit had servedvery much or quite a lot to improve their knowledge ofother European education systems and that responseis practically similar in all the countries. This factconfirms that one of the main objectives of Arion isfulfilled.

More surprising is the fact that 78.6% considered thatthe visit also improved their knowledge or perception oftheir own educational system, having had theopportunity to compare and to think together aboutvarious educational aspects in the different countries:

“Cause for reflections on and a more critical attitude towardsmy own —quite academic— system by recognizing itspositive and problematic aspects and comparing it to a morevocationally oriented system” (participant from Germany).

The motivation to participate in other mobility activitiesin Europe, within the Socrates Programme or any other,has also generated a very positive response (89.3%) inall the countries. The deviation that Romania seems toshow does not coincide with some participants’comments about the impact of the Arion visit on futureinternational activities, which are sometimes verypositive, for example:

“The experience I gained and shared with my colleagues hasmade me initiate other projects” (Romanian participant).

An average of 66.7% considered that their ability toorganize activities or manage their work improved afterattending one Arion visit; however the deviation fromaverage is great in the case of the Spanish participants,who responded more positively than the rest. Thecomments regarding this point show, in the case ofsome grantholders, that even though they came backwith a lot of new ideas, the system does not alwaysallow for their implementation.

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Except in the case of Germany where only one out of fiveparticipants shares the idea, more than half of the Arionparticipants, think that they acquired new skills andlearned other ways to carry out their work, thanks to theexperience acquired during the visit. While it is true thatthe acquisition of new skills is not an Arion objective,the participants express that the observation and studyof how to deal with certain aspects in other educationalsystems turned out to be very useful. Other participantsadmit that they have improved their communicationskills a lot or the skills to organize meetings.

“I have improved my communication and presentation skillsand have got a better insight in the active learning of pupils”(participant from Slovenia).

Another general and very positive aspect is theparticipation in meetings in order to disseminate theexperience. In the majority of cases those meetings areof local and regional nature and, in few cases,international. The possibilities and opportunities tohold meetings of this kind are mainly for the advisors ofteachers’ centres and school directors, rather than forteachers or inspectors.

B) Academic recognition and professional improvement

Even though this aspect was considered very important,only 34.5% of the participants responded that the Arionvisits led to new employment prospects. the percentagefell to to 18% in Denmark and 0% in Germany. Only insome isolated cases in Romania and Spain did the visitresult in an important change. Still almost all theparticipants claimed to have changed their attitude orthe way of approaching their work after one Arion visit.The majority (66.7%) did not receive any recognitionfrom their employers or educational authorities; thepercentage reaches 100% in the case of Denmark.“I received credits of training, but the best reward was theopportunity to participate” (participant from Spain).

2.1.3. IMPACT ON THE INSTITUTION OR WORK PLACE

A) Dissemination of the Socrates Programme

In more than 50% of cases, the participants’institutions have initiated new European projects as aconsequence of a single Arion visit. The fact that a largenumber of participants did not respond to the questionor considered it irrelevant can be explained becausenot all the institutions where the polled participantswork are suitable for developing European projects.

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The participants who were more successful at involvingtheir institutions are the teacher trainers and thosewith management responsibilities.

As far as the participation of the institution in local,national, or international activities is concerned, 67.9%responded very positively and with only slightvariations between countries. What they consideredmore important was informing people about theirexperiences in their institutions. However thisdissemination is also a commitment required onreceiving the Arion grant. As for the organization ofactivities, the percentage slightly drops, but remainsabove 50%. The remarks illustrate the type of activitiesperformed: conferences, seminars, and organization ofArion visits. Even when the response was negative,beneficiaries claimed that they wished to organizesome type of activity, but they never had or were nevergiven the opportunity.

Finally, only 33.3%, who responded quite a lot or verymuch, managed to initiate exchanges in foreigncountries for their students, since the majority don’twork directly with students as they are advisors orinspectors.

B) Impact on the development of innovative initiatives

The impact of the Arion visit on the participants’institution, from the point of view of theimplementation of innovative activities, has been verymoderate, with the exception of interculturalawareness, to which 66.7% of responded quite a lot orvery much. This response has a negative deviation ofmore than 20% in Denmark and Germany, but uponanalysing the comments of the participants we foundthat the influence in this respect was not verysignificant because clear intercultural awarenessalready existed in their institutions:

“My organization already had a high level of interculturalawareness before the visit” (participant from Denmark).

Less than half, 47.6%, said that their visit had a positiveinfluence on the development of projects for theirinstitution. The participants from Romania and Sloveniawere the most optimistic in that sense. Denmarkpresented a deviation higher than 20% and, again, thecomments of its participants indicated that theirinstitutions were already participating previously inprojects.

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Regarding the use of ICT, only 42.9% considered thattheir Arion visit had contributed positively to theirdevelopment. The majority of participants showed thatICT already formed part of the scenario of theirinstitution prior to their Arion visit. This percentagedoubles in the case of Romania, for whose beneficiariesthis was an important aspect.

With the exception of the German participants, who allresponded negatively, the Arion visit contributed by32.1% to positively reinforce cross curricular activities.

Only 26.2% considered that their Arion visit hadfavourably influenced their institution with regards tothe introduction to CLIL, a percentage that falls in allthe countries except Spain, whose representativesdisplayed a more positive response (32.5%).

The aspect which is least valued is the one that refers tothe possible influence in obtaining European awards.Only a low percentage (14%) of the Spanishparticipants responded positively. The majority ofparticipants responded that it was irrelevant or hadabsolutely no influence.

C) Impact on the students

The positive answer obtained in the different aspects ofthis section, block 6 of the questionnaire, is about 50%or below. However, we should consider that 36% of thepeople polled did not answer these questions orconsidered them irrelevant due to the fact that they donot work directly with students. On the other hand,when the beneficiaries worked in schools or inteachers’ centres, the impact on the students was verypositive.

The impact on students was high with respect tolearning foreign languages (52.4%) and interest incommunicating with students from other countries(48.8%)

With regards to learning contents through ICT, theinterest was considerably lower in Germany andDenmark, mainly due to the extended use of ICT in theireducation systems.

D) Influence on colleagues

The influence on work colleagues was very positive(71.4%) with regards to promoting their participation in

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similar European activities. The Spanish participantswere more successful in attaining this objective, whileonly 40% of the Germans did. There is no doubt thatEuropean programmes reinforce cooperation and theEuropean dimension as expressed by a participant fromDenmark:

“Every time we tend more to the globalisation with ourprojects, especially in Europe”.

Regarding the support for the implementation ofprojects or activities aimed at reinforcing the Europeandimension, an average of 59.5% of participantsanswered positively. The most enthusiastic are theRomanians (85.7%), whereas only 20% of the Germanbeneficiaries responded positively. In some cases thesupport of colleagues was quite clear:

“Many teachers are willing to participate in these projects,but not all of them in the same way” (participant fromSpain).

Colleagues’ interest in learning and teaching languageswas positive in 52.4%, but 30% considered it irrelevant.The countries that least promoted this interest wereGermany, Slovenia, and Denmark, maybe due to theteachers’ linguistic competence, whereas in Spainseveral participants organized English courses toenable their colleagues to communicate in thislanguage

“Most of my colleagues are improving or refreshing their levelof English through the different courses I have organized forthem” (participant from Spain).

2.2. CONCLUSION

The deviations from the average of the overallparticipants are in some cases important and they explainthe characteristics of the education systems or themanagement of the action in a particular country. Thesecases are reflected in the analysis shown earlier. But otherdeviations are self-explanatory because, with such a verysmall sample, the opinion of a single participantrepresents, by itself, up to 20% of the opinion of a country.For that reason, the greatest deviations from the averageare found in Germany and Romania, more negative orsceptical in Germany and much more optimistic inRomania.

The most obvious impact was found on a personal level,with the majority of the polled participants demonstrating a

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very positive attitude. This impact led to a change in theirmentality and multicultural awareness, improvement in theknowledge of a foreign language, a greater openness anddeeper insight into the European dimension, as well as to theestablishment of professional links or friendship withcolleagues from other European countries.

Professional impact is very high when referring toknowledge of other education systems and in a clearerperception of their own system. The impact is also significantin the improvement and acquisition of new skills, especiallycommunicative and organizational. Many participants becameorganizers of Arion visits in their own country.

However, having participated in one Arion visit does notimprove job possibilities nor does it generate anyacknowledgment from the educational authorities. Obtainingcredits for having participated in Arion is not general. In spiteof this, the enthusiasm was so great that beneficiariesconsidered themselves rewarded by the visit itself.

The impact on the institution or work place is alsoconsidered important in aspects such as the dissemination ofindividual activities among co-workers, participation inactivities, conferences, seminars, etc. Participation and theorganization of events depend a lot on the occupation of thebeneficiary. It is relatively easy to hold a local or even aregional seminar or course, but not all participants haveaccess to national or international activities.

The impact on the development of European projects isclear in the case of participants that work in schools,especially directors or members of head teams or in teachertraining institutions, but does not include the rest of theparticipants.

The repercussion of the visit on the work place had littleimpact on the development of innovative initiatives, whileintercultural awareness was the most valued aspect. It isnoteworthy that so little relationship was found betweenthe visits and European awards such as the EuropeanLanguage Label or the introduction of CLIL into thecurricula.

The impact on students is significant when the participantswork in schools or institutions, reinforcing the Europeandimension and generating school exchanges, interest inforeign language learning and in communicating with studentsfrom other countries.

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The influence on colleagues is high when promotingmobility activities, but decreases when trying to get theminvolved in European projects, sometimes due to the lack offoreign language skills of some teachers.

3. COMENIUS 2.2.C

Teach everything to everybodyJan Amos Comenius

From all the participating countries in the study, 135questionnaires were completed. As shown in the table andgraph below, participation of the various countries was fairlyunequal, with Denmark at one extreme with 5 participants,and, Spain, at the other, with 37.


Denmark 5

Germany 18

Slovenia 20

Spain 37

Latvia 27

Romania 28

51% of those polled worked in the secondary educationsector, and 15% in primary education. The rest of the polledwere from other educational sectors. This distribution isbalanced bearing in mind that the Comenius 2.2.C action fitsevenly with staff needs, especially in the case of secondaryeducation.

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Germany13%

Denmark4%

Slovenia15%

Spain27%

Latvia20%

Romania21%

Questionnaire MODE Comenius

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80.7% of participants who completed the questionnaire werefemales, whereas 19.3% were males. This imbalancecorresponds with that existing in the professional sector ofeducation, where the percentage of women exceeds that of men.

When asked where their participation in the mobility camefrom, 77.04% of the polled answered that they themselvesdetected their need for training and applied for the grant. Itseems that the institutions they worked for and theeducational authorities have a relative influence on thetraining initiative of teachers. This tendency applies to all thecountries participating in the study.

3.1 ANALYSIS OF THE MOBILITY IMPACT

The impact of the mobility dealt with in the questionnairefocused, once again, on three aspects: Impact on a personallevel, professional level and on the work place, whichcorrespond to the questions in blocks 2 to 7.

3.1.1 PERSONAL IMPACT

The impact on a personal level is guaranteed, even when theactivity contents are not of great quality. The data analysis showthat the teaching staff at a personal level considered these types of

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Denmark 5 0

Germany 15 3

Slovenia 18 2

Latvia 22 5

Romania 24 4

Spain 25 12

TOTAL 109 26

% 80.7% 19.3%

COMENIUS

Myself 104 77,04%

A collegue 15 11,11%

The institution / organizationmanagement 29 21,48%


Other 7 5,19%

activities very positive, especially with regards to the improvementof linguistic competencies and sharing of experience. This fact issupported by 78.5% of the total polled, who answered thequestion “improving my foreign language skills” with quite a lot orvery much. The comments given by the polled stressed the fact thatthe courses involved linguistic immersion that helped them toimprove their oral skills and vocabulary.

The same answer was given by 91.9% to the question“acquiring new intercultural and social competences”, as thecomment of a participant from Latvia illustrates:

“My social and intercultural competences were widened inseveral ways: first, the course was long enough (2weeks) tomake the participants mix in the natural flow of the life andtraditions of the hosting country, the content of the course wasdirected on acquiring new knowledge of all the spheres of thecountry we stayed in, starting with special classes of Irish culture,music, history and nowadays life, up to group and individualprojects we had to do during the course on the same subject.Daily living in a hostel with several other nations allowed to drawparallels and make comparisons of different ways of life andtraditions, starting with such a seemingly trifle things as eatingor dressing habits and ending with the global problem ofeducation systems in different countries and attitude of thegovernment to schooling as such.”

The weakest point in this block of study was found in themotivation to learn a new foreign language, where only 24% ofthe teaching staff answered quite a lot or very much to thequestion “learning a new foreign language.” We shouldremember that learning another foreign language is not one ofthe course objectives, that these activities involve only a shortstay in a different country and consequently very shortlanguage immersion and that the working language of thecourse is usually English. This negative tendency was muchlower in Denmark, which yielded less than 24% regarding thegeneral average.

Nevertheless, the comments made by participants showthat they learn basic phrases and develop a positive attitudetowards other foreign languages.

3.1.2 IMPACT ON PROFESSIONAL DEVELOPMENT

The study of the impact on professional developmentanalyses two aspects:

A) In-service teacher training

In all the countries collaborating in the study, theimpact at a professional level, in terms of training is

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guaranteed. An average of 80% of the total of teacherspolled answered quite a lot or very much to questions3.1, 3.2, 3.5, and 3.6, which measure the aspectsrelated to updating skills, leadership and classmanagement skills. This very positive answer showsthat one of the main objectives of Comenius 2.2.C isfulfilled and that teachers share their experience withcolleagues. A participant from Latvia says:

“I have had a lot of opportunities to disseminate theknowledge and share the experience I gained on the course inthe methodological group of teachers in my school andregional conference of ELT. I work as a teacher trainer so Ishare all the new ideas with my trainees”.

83% of participants in the poll answered that theirknowledge about European education systemsimproved quite a lot or very much, but interestingly, theknowledge of their own education system increased aswell.

In line with this tendency and considering the above-mentioned influence together with personal impact,and with the exchange of experience, almost 90% ofthe polled are very motivated to participate in otheractivities in Europe, as beneficiaries mentioned onseveral occasions:

“Participating in the course enlarged my knowledge aboutother Socrates actions, Youth, Leonardo da Vinci programmes,gave me basic knowledge about European educationprogrammes” (participant from Latvia).


The second area of study with regards to impact onprofessional development is employment prospectsand recognition by the authorities, which was notconsidered significant by the majority of theparticipants in the poll.

45% of the polled did not find the above aspectrelevant. This percentage fell to 23% when referring toobtaining credits. It should be pointed out that thisnegative tendency is common to all the participatingcountries except Germany where the percentage ofdeviation over the general average reaches a positivevalue of 27%.

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The study analyses the impact on the work place fromvarious points of view:


It is considered that Comenius 2.2.C grantholders havesupported the promotion of the Socrates Programme intheir work places, disseminating it in a significant way;55% of the teachers mentioned that their school wouldstart new European projects and 60% demonstratedthat they encouraged their colleagues to contact theSocrates Programme and participate in mobilityactivities.

“I had my first experience of individual mobility in thesummer of 1996, when I was working in a different school. Imoved to another one, and there I informed all teachersabout that kind of Comenius Project and then four teachers ofthe same school (apart from me) participated. Since then it isone of the most appreciated kind of training for teachers”(participants from Spain).

The weakest point in this block of the questionnairewas that of the organization of dissemination activities(work groups, courses, seminars). The other aspect ofdissemination looked at, the impact outside theSocrates Programme, had a very limited response sinceinstitutions have not become involved in otheractivities or participated in other related calls(European Language Label, etc…).


The impact on innovation in the work place is moderate.With regards to intercultural awareness and theorganization of cross curricular activities, 50% of thepolled considered that they experimented change as aresult of their participation in Comenius 2.2.C.

In the words of a beneficiary, the teaching staff tookadvantage of the grantholder’s experience to organizecross curricula activities linked to interculturality:

“We have used these cross–curriculum activities by focusingon other countries’ way of living by eating their food made oforiginal recipes, watching movies from the country, readingtheir papers, dress like students in school uniforms etc”(participants from Romania).

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However, regarding the introduction of CLIL, the impactwas barely appreciable. Just 24% considered that theirparticipation in the mobility activities had helped theintroduction of CLIL, except in the case of Germany,which averaged 14.4%. The ratio falls as low as 12%when measuring participation and obtaining awards inother programs (European Language Label, etc) by theschool or institution.


The teachers considered that the impact on thestudents was significant. The improvement of theteachers’ professional skills, along with theintroduction of European contents in the school, hadpositive consequences on the students, especially inthe building of European awareness and increasingmotivation towards learning other languages. Thistendency is general, since 80% of the polled suggestedthat students benefit a lot from these activities, as theygive them the chance to communicate with studentsfrom other countries and bring the idea of Europecloser to the school. A participant from Denmark says:

“Direct contact with partners from other countries hashighlighted the interest for lives in other countries. Our schoolis located in a rural area where many students never goabroad and the intolerance towards foreign cultures is quitebig. We have overcome this intolerance and they nowcommunicate with students in our Comenius project.”


In many cases individual mobility activities are thevehicle for finding out about the existence of Europeanprogrammes in the workplace, especially amongcolleagues who share the same position. 80% of thosepolled considered that their colleagues interest inparticipating in such activities clearly increased. Thesame could be said of their interest in carrying outactivities and projects with a European dimension. Thisis what one teacher from Romania had to say:

“Since 2003, I have noticed my colleagues’ increased interestin taking part in European projects. First of all, they applied forComenius /Socrates funding in order to attend in servicetraining course. Some of them were successful, while the oneswho weren’t, persevered and applied the next years. Otherteachers initiated Comenius 1 school projects and linguisticproject. Our school is also involved in the project “Spring inEurope”.

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3.2. CONCLUSION

The results of the sampling from the different countries arehomogeneous, in line with the general trends mentionedabove.

It should be noted that Germany presented negativedeviations with respect to the general average in almost allaspects. Deviations reached 20 and 30% with respect to thegeneral average. The only aspects which did not show negativedeviations, were the ones related to class organization andmanagement, obtaining recognition from the authorities, andthe introduction of CLIL, where the deviations were positive.

At the other extreme, the results from Romania stood outas being much more enthusiastic than those from participantsfrom other countries, with only negative deviations in twoitems with respect to the general trend: Initiation of exchangesand the introduction of CLIL.

The results from Latvia, Slovenia, and Spain were verybalanced and similar to the general trend.

Denmark showed irregular results, reaching in somequestions deviations of 20 and 30% with respect to theaverage. For example, Denmark standing at -20% whenmeasuring professional improvements, or at 20% whenanalysing the improvement in class organization, also has adeviation of 42% when asked about exchanges. The lowparticipation of this country, which represents only 3.7% of thetotal polled with 5 questionnaires completed, implies that asingle response represents as much as 20% of the total, whichexplains the frequent deviations from the average.

Overall, it is clear that the repercussion of this type ofmobility is very high regarding personal development,especially with regards to the exchange of experiences, a veryenriching aspect that helps to build awareness of Europeancitizenship. Likewise this mobility has a very positive impact onthe foreign language competence of the participants,improving their vocabulary and conversation skills.

As for professional development, these activities havegreat impact on European in-service teacher training,influencing students and bringing the idea of Europe into theschools. Apart from recycling teachers’ academic andmethodological knowledge,, this mobility has a significantimpact on increasing the knowledge of other Europeaneducation systems. Furthermore, by comparing and analysingother systems, teachers acquire a better perception of theirown.

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The impact is very low when measuring recognition by theeducation authorities or the improvement of professionalopportunities. It is clear that staff do not consider that theseactivities are a way to improve their own work conditions.However, this might be related to the fact that educationauthorities did not encourage their staff to participate in thistype of mobility.

The impact of these activities on the institution or workplace is relevant when the influence on students is measured.That, together with the updating of skills, makes the student adirect beneficiary of mobility. Among students, the interest inlearning foreign languages increases, since these activitiesimplied contacts with other European pupils. They also helpdevelop European citizenship awareness in the classroom.Besides, since the Comenius participant usually shares hisknowledge and materials with colleagues, this teacher trainingactivity has an outstanding multiplier effect.

This mobility also fulfills the important function ofdissemination of the Socrates Programme in schools,especially among the rest of the department, facilitating theirinitiation to the European adventure, either participating inother individual mobilities or in transnational projects.

It is also true that participation in Comenius 2.2.C hasincreased the beneficiaries involvement in local, regional,national or international activities in order to share theirexperiences with the education community.

However, this type of mobility had barely any impact onparticipation in other programmes and we must assume thatparticipating in Comenius 2.2.C does not guarantee that theinstitution will get involved in other Socrates or Europeaneducation programs.

4. GRUNDTVIG 3

In the case of Grundtvig 3, the questionnaire designed tomeasure impact was completed by a total of 73 beneficiariesfrom the 6 countries participating in the project.

As seen in the following table and graph, participation wasunequal among the countries and in some cases very low,which affects the study results.

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Spain 15

Denmark 9

Slovenia 6

Romania 13

Germany 22

Latvia 8

The analysis of professional profiles shows thatparticipants in the survey are mostly teachers or adult trainers,34% of the total, followed by secondary school teachers,13.70%. The rest is shared among other occupations, such asheads of department and trainers, both standing at 6.8%.Spanish secondary teachers’ participation is similar to adulteducation teachers, since many adult teachers in state schoolsare in fact secondary teachers.

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Spain21%

Denmark12%

Slovenia8%

Romania18%

Germany30%

Latvia11%

Questionnaire MODE Grundtvig

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With regards to gender distribution, the percentage ofwomen participants is double that of men. In Denmark andRomania the gender distribution is more equal than in theother countries.

As for the initiative to participate in the mobility, more thanhalf of the answers showed that it was personal initiative. Therest of the participants said that the initiative came from theinstitution or from a work colleague. It should be noted thatonly in Romania and Spain did the education authoritiesencourage the participants to carry out the mobility.

4.1. ANALYSIS OF THE MOBILITY IMPACT

The analysis of the mobility impact follows the scheme ofthe questionnaire completed by the beneficiaries: Impact on apersonal level, on a professional level and in the school orinstitution.

4.1.1. PERSONAL IMPACT

The influence on the personal development of theparticipants, as reflected by the data, was very positive, with

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Denmark 5 4

Slovenia 6 0

Romania 7 6

Spain 11 4

Latvia 8 0

Germany 14 8

Total 51 22

% 69,86% 30,14%

GRUNDTVIG

Myself 48 65,75%

A collegue 11 15,07%

The institution /organization management 12 16,44%


Other 12 16,44%

87.7% acquiring new social and intercultural skills. Someparticipants comment that after this mobility they are moreaware of diversity and more tolerant.

Likewise, 79.5% believe that the mobility served to initiatenew friendships and work relations. Teachers find this type ofrelationship very important, both from a personal andprofessional point of view, as this participant from Denmarksays:

“Networking and finding new partners for projects is importantfor your job”

The impact on knowledge of foreign languages is verysignificant, with 65.8% of the participants answering quite alot or very much. There are major differences, more than 30points, between, on the one hand, Denmark, Slovenia andGermany, whose participants considered that they had alreadymastered the foreign language before attending the course,and, on the other, Spain whose participants considered thattheir skills improved quite a lot or very much.

“Practicing one’s skills in a foreign language is always a good andauthentic experience and I had a unique opportunity in doing soduring the course” (participant from Spain).

On the other hand, as we have already seen in Comeniusand in Arion, results from this section show that this type ofmobility does not serve as motivation for learning a newforeign language, since only 12.3% of the beneficiariesanswered quite a lot or very much to that question. Theoutcome was less positive in the case of Denmark and Latvia,which presented a deviation of -12.3% with respect to theaverage, implying that, in these two countries, no oneconsiders this mobility useful in motivating the learning of anew foreign language. English is the working language onmost courses and there is no time or opportunity to practice asecond foreign language. At the most, they learn a few simplephrases, and only in some cases do they come back motivatedto learn more.

4.1.2. IMPACT ON PROFESSIONAL DEVELOPMENT

The study of the impact on professional developmentanalyses two fundamental aspects:

A) In-service teacher training

It should be noted that beneficiaries give a positiveevaluation with regards to obtaining new skills andgreater motivation to participate in other mobility

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activities in Europe, as a consequence of theirparticipation in a Grundtvig training activity. To the firstquestion, 72.6% answered quite a lot or very much,only a moderate score considering that one of the mainobjectives of this action is precisely the acquisition ofnew skills. Slovenia, with a positive deviation of 27.4%over the average, reached practically 100%, andDenmark, with 90 % positive answers, showed betterresults. Among the skills acquired, participantsmentioned: competences regarding presentations,more ability to discuss education, the use ofaudiovisual equipment, project management andmethodology.

“The course proved to be extremely useful, both in terms ofbrushing up my English and as far as methodology isconcerned. (…) This course provided me with a broad range ofmaterial, especially “authentic” material, in areas such as newphrasal verbs, teenagers’ slang, newspapers jargon, SMSabbreviations …”. (participant from Spain).

As for motivation to participate in other mobilityactivities in Europe, 86.3% responded quite a lot orvery much, registering deviations of up to 13.7% overthe average in the case of Romania, Slovenia, andDenmark. A beneficiary from Denmark commented:

“Once abroad on a mobility, one gets encouraged to continuealong that line”

Grundtvig beneficiaries improved less than the otherparticipants in the survey their knowledge of othereducation systems (64,4%) or the perception of theirown (57,5%). Denmark, where 77,7 % gave positiveanswers, and Germany, with only 50 %, are at theextremes. As in Arion and in Comenius, the answersshow that contact with other education systemsprovides enrichment and changes the perception ofone’s own.

Improvement of leadership and class managementskills are mentioned by 61,6 % of participants,although only one out of three of the Danish polledagreed. This may be because the terms classmanagement or leadership are not so widely used orregarded as key qualities for teachers in adulteducation. These comments from a Spanish participantare relevant:

“The grant provided me with the chance of exchangingteaching experiences with people from countries as remote asIceland, Poland or Sweden. (…) It is always fascinating to

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share teaching tips about methodology, suggestions aboutinteresting web sites for teachers and learners, classroommanagement ideas, handling discipline problems, and thelike”.

Positive answers regarding involvement in experience-sharing events reach 58,9 %, but hide significantdifferences between Slovenia, with 100% of similaranswers, and Germany and Spain, 18 and 10 pointsbelow respectively. Comments show that the majority iswilling to participate in conferences or workshops inorder to share the experience with colleagues, but insome countries teachers do not have the possibility todo so. This participant from Denmark describes theideal situation:

“I have been involved in many international events since thecourse and many were direct result of the course”.


In this aspect of impact on professional development,only 34.2% of participants responded positively whenthey were asked about new employment prospect. Inthe case of Denmark, the figure was very low, with adeviation of -23.1% from the average. The question wasunderstood and answered in a broad sense, and theinformation given related more frequently to personaldevelopment, than to new job assignments, as thisDanish participant comments:

“Well, new perspectives on the job I got, but no new ideas ofcareer”

If we analyse recognition by the authorities, only 43.8%of participants responded quite a lot or very much andthere were differences of more than 20 points betweencountries, with Denmark the highest and Spain thelowest. Some participants considered it enough just tohave the opportunity to take part in the mobility, as thisperson from Latvia comments:

“My employer supported the participation in the project…”

However, the percentage of positive answers was muchlower when asked if the mobility led to obtainingawards or credits (15,1). In Germany and Slovenia, withdeviations of less than 10 and 15%, this aspect is notreally what motivates professionals to participate inthis type of mobility. In Romania and Spain teachers doreceive credits for the training and they answered in amore positive way, as occurred in Arion and Comenius.

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In the study the impact on the work place is analysed fromdifferent aspects:


The impact on the work place with regards to thedissemination of the Socrates Programme was verypositive in encouraging colleagues to participate inindividual mobilities, with 68.5% answering quite a lotor very much..

“I recommend my colleagues and other people in educationsphere participate in theses kind of activities” (participantfrom Latvia).

As for the start of new European projects, the answerwas similar to that given in the other actions, and morethan 60% in every country, except for Germany (18%)and Spain (33%).

“The course was the starting point to find partners for a futureGrundtvig project, and that meant a lot of project meetings indifferent partner countries” (participant from Spain).

“In my institution, several of us have participated in individualmobilities, and we have encouraged the rest to participate inArion, Comenius, etc. In fact, one colleague has applied forArion action this year 2006, and another has applied forComenius course this year” (participant from Spain).

Impact with regards to dissemination of adult studentexchanges in the institutions was quite poor, with only28.8% of participants responding positively. Nevertheless,we need to understand that exchanges among adultlearners are not easy due to their special circumstances.

Getting involved or organising activities received answersof quite a lot or very much by 50 % of the participants inthe survey, but in Denmark and Slovenia disseminationevents were easier to organise than in Germany or Spain,as this participant from Denmark says:

“New impetus to take part in developments locally and withinthe national association of history teachers, sharing myexperiences from the course with colleagues”.


Innovative initiatives in participants’ institutions madesignificant mention of intercultural awareness and the

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development of work projects, with positiveevaluations by an average of 55% of thequestionnaires. This percentage was higher in allcountries apart from Germany and Spain. A commentfrom Latvia:

“Really all changes in my organization are through projectwork – it is way for development of skills and competences.Project work share our experience, makes new contacts, andgives also financial support for our activities”.

The use of ICT and the organization of cross curriculumactivities in the centre also improved after participationin Grundtvig 3, but in a more discrete way and withlarge differences between countries, with Romania(82,3%) the most positive and Germany (9%) and Spain(20%) the least. Certainly, although ITC workshops anddistance courses are more common nowadays, there isstill ground to explore in adult education. Concerningthese aspects a Latvian grantholder commented:

“ICT allows working on international level. We can wish bettertechnical possibilities and it is our hope for futuredevelopment”.

“The course was the starting point to find partners for a futureGrundtvig project, and that meant a lot of project meetings indifferent partner countries”.“Really all changes in my organization are through projectwork – it is way for development of skills and competences.Project work share our experience, makes new contacts, andgives also financial support for our activities”.

A minor impact was noted on the participation incontests and obtaining European awards, an aspectwhere the average of positive responses falls to 9.6%.


The impact of this activity on the students is relativeand the percentage of positive answers oscillatesbetween 50 and 60%. Motivation to learn otherlanguages is valued positively and is clearly on theincrease, with an average of 60.5%. There areoutstanding cases, such as that of Romania, whichregistered a deviation of 24.3% over the average.

As for the development of European citizenshipawareness, the answers were positive; the answersquite a lot or very much reached 57.5%. This is not anexcellent result, but we should bear in mind that this isan action where the students are adults whose

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concepts and identity are less prone to change thanchildren or young people. As in the rest of the items, thetendency shown by Germany is more negative.


The influence on colleagues is reflected above all in theincrease in the interest to participate in similaractivities or European projects. An average of 67.1% ofanswers were positive. The results of Latvia andSlovenia are worth mentioning, with deviations of 20%and 32%, respectively, over the average.

“My experience influenced my colleagues’ participation insimilar EU projects, with my support and advice some of mycolleagues participated in similar activities, as well asSocrates program and other EU project” (a participant fromLatvia).

It is also significant that 56.2% of the participantsanswered quite a lot or very much to the question thatmeasured the influence on colleagues to motivate themto learn foreign languages. In this case, the positivedeviation of Romania must be emphasized, 43.8%higher than the average.

4.2. CONCLUSION

In the first place, the positive trends of the countries whichmost recently joined the Socrates Programme – Romania andSlovenia and, to some degree, Latvia is outstanding whenevaluating participation in this type of individual mobility. Theresults from these countries showed significant deviationsover the average which reached 30, 40, and 50% In thequestion – “increasing the participation in local, national, andinternational events to share my experience”, Sloveniapresents a deviation of 41.1% over 58.9% of the average.

Germany demonstrates, on the other hand, a negativedeviation over the average in almost all the questions, withsome exceptions worth mentioning, such as recognition by theemployer institution for the activity.

We should mention that when analysing the impact of thismobility, in all the countries participating in the project, therepercussions are notably higher on a personal level, than ona professional level. The data indicate that the participantspositively value the majority of questions that measure theimpact on a personal level, especially the acquisition of newintercultural and social abilities. They also value the friendly or

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professional relationships established with other participantson the courses. The impact on the improvement of foreignlanguages skills is very important, but not so high in countriessuch as Denmark, where English is mastered as a secondlanguage.

Impact on professional development was relevant inincreasing interest in participating in other mobilities orinternational activities of the Socrates Programme, and inacquiring new skills. However, one out of 4 participants in thesurvey considered that their knowledge or skills did notimprove from the course. Besides, they did not consider thattheir knowledge of other European education systemsimproved as much as Comenius and Arion participants did.

In reference to academic recognition and professionalimprovement, only 15% of beneficiaries found that the mobilityhad a positive influence, a response quite similar to the onegiven by Arion and Comenius grantholders. Althoughconsidered relevant, participating in mobility does not signifya turning point in a career.

The analysed data also show that the beneficiaries of thisaction were motivated to participate in other mobility activitiesin Europe and succeeded in convincing their colleagues tobecome involved in a similar activity. Denmark and Sloveniaare leaders in the development of new European projects andparticipation in conferences and workshops to disseminatethe experience.

Finally, regarding the innovation initiated in the work placeas a result of a Grundtvig mobility, work projects and use of ICTwere the innovative actions most frequently undertaken.

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Conclusions

I was only looking at my partners, and collecting their work in a new wayEinstein

Participation

Despite the unequal participation of each country, whichmay take away some relevance from the study, especially inrelation to countries whose participation has been low, we stillthink that MODE results could become an invaluable tool forNational Agencies, European and national decision makers ineducation, and above all, future beneficiaries of internationalactivities of individual mobility.

Profile of participants

The profile of participants has been varied andrepresentative of the target population with regards to allactions and can be consulted in chapter II of this study.

Initiative to participate

The initiative to participate came mostly from theindividuals themselves in the case of Grundtvig and Comenius2.2. C In the case of Arion beneficiaries, institutions seem tohave had more influence.

Aspects of impact

As already stated, the main objective of MODE was to studythe impact of individual mobilities with regards to threeaspects: personal development of beneficiaries, theirprofessional development and the influence on their workplaces (schools or education institutions).

Generally, one can say that the impact of these activities ismainly on a personal level, to some extent on a professionallevel and to a lesser degree on an institutional level and on theeducation community.

a) Personal impact

The impact on personal development is common to allcountries and actions and is the main achievement ofmobility.

This is how participation in a European mobility activityinfluences one’s personal development, according toour grantholders:

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— Through the exchange of experience (especiallyamong teachers) which facilitates theimplementation of good practice in other nationalcontexts. This aspect was not equally valued byGrundtvig participants.

— Improving one’s foreign language skills, especiallyconversational and vocabulary skills. This impact isquite general, even among foreign languagespecialists and beneficiaries who had alreadymastered the working language of the visit orcourse and for whom updating their languageknowledge was not an important issue. For some italso meant starting to study, or becomingfamiliarized with, a new foreign language.

— Acquiring new social abilities. — Improving one’s intercultural conscience and

competences.

Also frequently mentioned are awareness raisingregarding European active citizenship and making newfriends abroad with some experiences of personal visitsand holidays together.

b) Professional impact

These are the aspects most consistently mentioned ashaving positively influenced personal development:

— Knowledge of other education systems and, as aresult of having to prepare for the visit and thecommon reflection on education, deeper insightand consideration for the beneficiary’s own nationalsystem. This is especially relevant in the case of theArion study visits.

— Acquisition of new skills not necessarily related tothe topic of the course or visit, but ratherorganizational and communicative.

— Increase of motivation to participate in otherEuropean activities.

— In the case of teachers it is worth mentioning theacquisition of new classroom management andleadership skills.

— Except in a very few cases, the participation in theactivity did not lead to any recognition by theeducation authorities or opportunities for jobupgrading. Nevertheless, that was not the objectiveof the mobility for most beneficiaries. They feltrewarded by the visit itself.

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c) Impact on the work place

The study looked at four different aspects of impact onthe work place: dissemination of the SocratesProgramme, development of innovation, impact onstudents and impact on colleagues

— Dissemination of the Socrates Programme• There is a clear and significant impact regarding

the encouragement in the institution toparticipate in other actions of the SocratesProgramme, such as projects and mobilitiesunder various Socrates actions. Arionbeneficiaries tend to involve their institutions incentralized actions while the tendency amongteachers is to focus on decentralised projects.

• There is little relation between beneficiaries ofthese actions and involvement in otherEuropean dimension activities (national orEuropean) outside the Socrates Programme oreven in student exchanges (usually carried outon the initiative of language teachers)

— Development of innovative activities• The impact here differs somewhat between

newer and older members of the EU. The morerecent members seem to be more enthusiasticin this sense.

• In any case, there is evidence of a relationbetween the mobilities and the development ofan intercultural conscience and an increase ofthe use of ICT in the teaching process.

• Little relation is found though between mobilityand European awards such as the EuropeanLanguage Label or the introduction of CLIL in thecurriculum, which are two language learningrelated activities highly promoted at a nationaland European level.

— Impact on students• In Arion and Grundtvig this impact is moderate

but it is substantial in Comenius, wheregrantholders are all school teachers in directcontact with pupils.

• The impact can be better appreciated in theincreased student motivation for learningforeign languages, involvement in Europeandimension activities and development of activecitizenship awareness.

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— Impact on colleagues• On returning from their European mobilities,

grantholders usually disseminate informationabout their experience among colleagues, whichresults in their involvement in other mobilities.

• The dissemination activities tend to be for theinstitution and local community, with very fewgrantholders participating in larger events atregional, national or European level.

• As a result of the motivation to participate insimilar activities, many colleagues startedbrushing up their foreign language skills. Somegrantholders even organized foreign languagelearning activities for their colleagues.

In Summary

And when looking at the type of mobility we can concludethat:

The benefits for Arion grantholders are mainly personal butthere are also benefits for their institutions.

Through the Arion study visits, European administrators,very much like participants in other actions, have acquired newintercultural and social competences (86.9%), made newfriends and established relationships in a new country(76.2%), improved their knowledge of other educationalsystems (97.6%) and the perception of their own (78.6%).They have also engaged colleagues in European projects andmobility activities (80%).

Since most of them are teachers, the benefits forparticipants in Comenius 2.2.C training activities are mainly forthemselves and their students.

Similarly to participants in the other Socrates actions, thegreat majority has acquired new intercultural and socialcompetences (91.9%), has improved their knowledge of othereducation systems (83%) and their perception of their own(77%).

The motivation to participate in other European activitieshas increased (88.9%) and their organizational, managementand leadership skills have been enhanced (80%).

Regarding their students, they have increased theirEuropean citizenship awareness (73%) as well as their interestin learning foreign languages (80%).

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Grundtvig participants show that the mobility has animpact mainly on a personal level, in a similar way to the otheractions, with less influence on professional and institutionallevels.

The participation in a Grundtvig individual mobility hashelped beneficiaries all over Europe mainly to acquire newintercultural and social competences (87.7%), make friends ina new country (79.5%) and increase their motivation toparticipate in other mobility activities in Europe (86.3%).

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Chapter 5Suggestions to

Improve the Impact ofIndividual Mobility Activities

SUGGESTIONS TO IMPROVE THE IMPACT OF INDIVIDUALMOBILITY ACTIVITIES

All the project partners are convinced of the benefits ofindividual mobility activities for education workers: teachers,trainers and administrators. We carried out this study becausewe believe that these actions are essential in order tointroduce the European dimension into education systems.

The conclusions of the comparative analysis, which appearin the previous chapter, show as much. However, we think thatat the end of phases I and II of the Socrates Programme andthe start of the new LLP we have sufficient accumulatedexperience to make a joint effort aimed at gaining themaximum benefit from these activities.

The quality of an individual mobility activity requires closecollaboration between the European Commission whichdesigns the action, the national Agencies who manage it, theeducation authorities who facilitate the beneficiary’s presence,the organisers of the visits or courses and the beneficiariesthemselves.

Each one has a role to fulfil and all of them should reflecton their performance.

Chapter 6, dedicated to best practice, looks at howbeneficiaries can improve their activity. Several studies haveanalysed the organisation of courses and European visits. Anexample of such a study is SCOPE: Survey of strengths,weaknesses & opportunities of Comenius 2.2.C in-servicetraining programmes in Europe- Sócrates AccompanyingMeasures 2003-0537/001 SO2 81 AWC.

We shall therefore focus now on the role of the EuropeanCommission and the agencies and national authorities whichsubsidize the actions, select the participants and monitor theactivities.

Initiative to participate

Only a few Arion beneficiaries mention in their reports thattheir institutions showed interest in their participation in theseactivities. In the case of Grundtvig and Comenius 2.2.C, theinitiative to participate was self-generated.

National agencies and education authorities shouldendeavour to inform directors of schools and adult educationcentres of the Programme so that they themselves become thepromoters of the activities in their institutions. In this way, we

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would, on the one hand, overcome the problem of lack ofrecognition and credits by the employers, referred to bybeneficiaries and, on the other, increase the impact that theseactivities have on the work place, since the involvement ofdirectors would increase promotion of the Programme and addvalue to mobility results.

Impact of the activity

The impact of these activities, in the case of all actions isreflected fundamentally on a personal level.

On a professional level, beneficiaries highlight theacquaintance with other education systems, the positiveperception of their own system and the acquisition of linguistic,intercultural and organisational competences, more than theacquisition of academic or methodological competences.

Results also show that this only occurs in cases where thecourse or visit is organised by an international team and wherethere is a high number of different nationalities among theparticipants.

In addition, it is mentioned that in many cases it is thesame people who apply for a grant again and again. We are allwell-aware of the addiction which participation in Europeanprogrammes creates.

We should therefore consider exercising greater controlover:

— The quality of the activity, especially with regards toinnovation of the academic content of courses andvisits.

— The European dimension concerning both the contentand the organisation of courses and visits.

— The dissemination among new potential candidateswithin the education sector at which each action isdirected.

— Rejection of grant applications to people who havereceived them in the last 3 years.

With regards to the impact on the work place: thedevelopment of innovative activities or influence on colleaguesand pupils, the impact is no more than moderate in the case ofall the actions.

The influence on colleagues is restricted due to the factthat many members of the teaching profession lack knowledgeof foreign languages.

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Regarding students, there is a clear impact on classroomteachers who are in direct contact with students. However, thistrend is not reflected in the case of administrators, perhapsbecause our beneficiaries are not really in a position to takedecisions which could, albeit indirectly, impact on pupilsthrough the curriculum or on the organisation of the educationsystem.

Dissemination and appraisal is mainly carried out at a locallevel (activities in the beneficiaries’ institution, one-off mediaappearances). However, beneficiaries rarely have the chanceto participate in national or international events.

Likewise, although there is a clear relation betweenmobility activities and the dissemination of the Socratesprogramme in the institution, there is practically no influenceon their involvement in other innovation activities promoted bythe European Commission and national authorities, such asthe European Language Label, CLIL, e-Twining, etc.

In order to increase the impact on the institution thefollowing steps should be taken:

— Include mobility programmes in the improvement plansof the schools and institutions involved; organisecourses, visits and other activities focused on priorityissues in the education system, such as theimplementation of CLIL, etc.

— Promote the learning of foreign languages among theteaching staff, especially in those countries which mostrequire it, in order to enable staff to participate inindividual mobility activities and to encourage schoolsto become involved in European projects.

— Improve the relation between the mobility programmeson offer and the needs and expectations of potentialbeneficiaries by offering different types of mobility andmaking the lengths of the visits more flexible, settingup collaboration projects between agencies in order tocreate “à la carte” programmes.

— Publicise the programmes in order to encouragesynergy between the different programmes and theactions of each one, as well as with other availableEuropean programmes

— Introduce awareness-raising campaigns aimed atdirectors and managers of teaching institutions, whichemphasise the importance of participating in Europeanforeign language learning programmes, the creation ofintercultural awareness and the promotion of activeEuropean citizenship.

— Increase the involvement of schools and institutions toensure they make use of mobility programmes in order

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to enhance performance by sending staff on coursesand visits suited to their needs.

— Improve the procedures employed by NationalAgencies and education authorities for monitoring thedissemination and appraisal activities undertaken bybeneficiaries, so as to identify good practice whichcould be introduced into other educational contextsand to facilitate dissemination in national andinternational forums. This would in turn also lead torecognition and appraisal by the authorities of the workcarried out by the beneficiary.

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Best Practitioners

A. THE IDEAL PROFILE OF THE BEST PRACTITIONER

The best practitioner is usually a woman (80% in Comenius2.2. C) who works as a Secondary school teacher in Comenius, asan Adult Education teacher/trainer in Grundtvig 3, and as aschool headteacher or education advisor in Arion. The bestpractitioner usually takes the initiative themselves to participate,only in Arion the institution seems to influence their decision andis interested in the European dimension and issues.

The best practitioner is someone who

Before the visit

— Studies her own education system and, in some cases,prepares a portfolio about her education backgroundand country to give out to other participants.

— Prepares for the activity searching for information andmaterials about the issues to be dealt with.

— Refreshes her language competence.

During the visit

— Is interested in learning about other European schoolsystems and ways of working.

— Is keen on meeting new people and exchangingexperiences with them.

— Is aware of intercultural communication and developsher social skills.

— Takes the opportunity to improve her knowledge of thelanguage of the visit as well as to become familiar withthe language of the country (if different).

— Reflects on her own education system, evaluates herteaching practice and is interested in improving it withthe implementation of new methods and strategies.

— Establishes personal and professional links for futurecooperation.

After the visit

— Takes the initiative to start European projects ororganize study visits in her institution.

— Encourages students and colleagues to participate inEuropean projects and/or mobilities.

— Disseminates the results through meetings withcolleagues, local seminars and articles in local media.

— Encourages the learning of foreign languages in herinstitution.

— Is able to change her way of teaching/managing.— Values the cooperation with other schools and

institutions.

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— Is open to implement creative activities, many timesbased on the use of ICT.

B. BEST PRACTITIONERS AND THE IMPACT OF THEIRMOBILITY

The mobility impacts their personal development given thatthey

• Become familiar with other cultures and more aware oftheir own.

• Meet colleagues from other countries and exchangeinteresting experiences with them.

• Reflect on their own way of working and become moreself-confident about it.

• Face new situations and resolve them successfullydeveloping their self-esteem.

• Make friends in other countries who become the sourceof other personal trips abroad and of Europeanpartnerships.

• Improve their foreign language competence andbecome motivated to learn another one.

• Become more motivated in their teaching.

Their professional development is affected by the mobilitybecause they

• Improve their knowledge concerning education.• Develop their own methodology, teaching practice and

materials based on input from mobility.• Implement new activities and ideas.• Continue their training after the mobility.• Become committed to developing cooperation projects

with other participants.• Become more self-confident about their way of working

and their own education system.• Become aware of common concerns and goals in the

different European countries.

The best practitioners’ mobility also has an important impacton their school or institution since they

• Disseminate their experience through presentations tocolleagues and encourage them to participate in otherEuropean mobilities.

• Get involved in the organization of teacher trainingactivities.

• Become involved in European projects and encouragecolleagues to join in.

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• Promote the learning of foreign languages amongteachers and students.

• Facilitate contacts with peers from other countries tocooperate in European dimension activities.

• Promote students’ autonomy and involvement in theirlearning process.

• Encourage students to get in touch with peers fromother countries and exchange experiences with them.

• Design new materials and implement innovativeactivities and methodologies.

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Information from21 Best Practitioners

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Bio data

In 1984 I obtained my degree in Psychology in theUniversity of Ljubljana, being my field of research the selfconcept. I have worked as counsellor in different types ofinstitutions —namely prisons, schools and institutions formentally handicapped young people— until 1996. Then, Ifinished my master’s and PhD in Sociology Educationalstudies, with a research on critical reflection on schoolpractice, and started to work in the National EducationalInstitute. Here I work as advisor and researcher.

For many years I have been leading the developmentproject New Culture of Learning, Teaching and Assessing,where a lot of teachers have improved their skills and attitudesin the implementation of active methods. Now I coordinate thedevelopment project Dydactic Reform of Gymnasium, focusedon the improvement of the teaching and learning process. Inthis teamwork, I work especially on lifelong learning and I’mthe responsible for introducing and assuring quality inschools.

I have published two monographies in the field of teachingand assessment, as well as many articles. I also edit thejournal for teachers and headmasters.

Explain your motivation for choosing this kind of mobility andtheme of the visit/course

My motivation for choosing this kind of mobility has beenbased on three aspects:

First, I hardly had experience in study visits abroad and Ithought they would be very interesting and productive.Moreover, as I had participated in an interesting one in theUSA, where I had the opportunity to compare their culture,school system and way of living to ours, I considered that itwould be interesting to know better the European educationalcontext, a referent for our country school system.

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Name: ZORA RUTAR ILCPresent position: Senior advisor and researcher Present institution: National Educational Institute (Zavodza solstvo RS za solstvo). Slovenia

Action: Arion Name of activity: New Culture of teaching and assessing,Dydactic reform of GymnaisumVenue of activity: National Educational Institute inconnection with schools. NorwayLanguage of activity: Slovene, and English, German andCroatian for international connections

Second, Arion study visits facilitate an intensive exchange ofexperiences among the participants, and consequently theknowledge of different European countries systems and profiles.

Finally, I was very interested in the field of study the visitdealt with, especially in the active role of pupils in the learningprocess. The Scandinavian countries approach to this issue iswell-known and valued so it was an opportunity to study it.

How did you prepare for the activity?

I obtained some information about Arion study visitsthough my colleagues. I also tried to get a lot of informationabout Norwegian school system and consulted the informationthe coordinator sent to us about different aspects of thecourse.

What was the impact of this mobility on your personaldevelopment?

The most important impact of this mobility was thereinforcement of my own ideas, knowledge and questions. Itwas also very interesting to find out that the participatingcountries shared all not only similar problems and concerns,but also the same professional competence.

Moreover, I had the opportunity to exchange experiencesand information with all the participants and learn a lot abouttheir education systems, cultures and ways of living. I evenmade some friends. One of them has already visited my country.

What was the impact of this mobility on your professionaldevelopment?

The most important experience was the exchange ofapproaches to educational issues among the members.Through the analysis and reflection on the Norwegian systemwe had the opportunity to discuss a lot of educational issues,sharing different points of view and learning from one another.I also strengthen my values and ideas regarding schooling andthe way we lead projects in our own country.

Describe any follow up activities carried out after thismobility

I carried out different kind of activities: the publication of ashort article on my study visit; the presentation of myconclusions about the Norwegian school system in myinstitution; the preparation of a proposal to organize an Arionstudy visit by my own institution.

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Describe the impact on your institution

It is difficult to sum up the impact of my experience in myinstitution, though it can be appreciated in the activities Iimplement in collaboration with other institutions as part ofmy daily work. I also encouraged my colleagues to participatein Arion study visits.

How did you succeed in encouraging your colleagues toparticipate in other mobility actions or in European projects?

I offered my experience in Norway to my colleagues andfacilitated their participation in the next study visit call forproposals (for ex. Leonardo). We got an important financialsupport and more than 20 colleagues could go abroad.

Explain in what way your participation in this mobility hashad an impact on your students

Bearing in mind my job as counsellor, teachers are mystudents. I have promoted some innovative ideas from mystudy visit in Norway among them and also encouraged theimplementation of some good practices I had experimentedthere sometimes it is easier to start a new project whensomeone has already gone through this.

Highlight the most important features and impressions ofyour mobility

From the professional point of view, the most importantfeature I would highlight is the democratic approach toeducation in Norwegian schools – pupils’ involvement in thedecision-making process, the important stage of their self-regulation and the pupils’ high level of autonomy. From thepersonal point of view, it is worth underlying the Norwegianhospitality. Many stereotypes about their coldness andinaccessibility were absolutely erased.

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Bio data

I have a Master’s degree in History and Politology. I havedeveloped an important part of my professional life working innon-governmental organisations, holding leading positionssince 1986. In 1997 I was appointed director of the NationalDanish Parents Association “Skole og Samfund”, my currentposition.


I have participated in three ARION study visits —in Italy in1999, in Belgium in 2001, and in England in 2005— andcollaborated in the organization of one in Denmark in 2003. Mymotivation for choosing these mobility programmes is basedon the conviction that we can learn a lot visiting andexchanging experiences with other countries. My participationin these visits has strengthened this conviction, since I havebrought with me a lot of good ideas and reinforced my owncriteria. My experience in Maldon, England, was especiallyrelevant. The discussion with educational experts in thiscountry and the study of the different family learning trainingcourses they offered helped me reinforce my idea that anefficient way of improving the academic results of pupils inprimary and secondary schools is to improve the cooperationbetween school and parents.


As I was very interested in the subject, I looked for differentdocuments about it, especially in Internet, and studied them.


The discussion in the Arion groups was very fruitful andreflected the situation in the participating countries. It also

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Name: NIELS-CHRISTIAN ANDERSENPresent position: DirectorPresent institution: Skole og Samfund (National ParentsAssociation). Kobenhavn V. Denmark

Action: ArionName of activity: Family Learning Adult CommunityCollegesVenue of activity: Maldon. EnglandLanguage of activity: English

revealed the most subtle differences among the school systemsof each participating country, such as teachers’ employmentsituation, the arrangement of spaces at schools or pupils’family situation. I had the opportunity to know the educationalreality in some European countries and study in depth thesimilarities and differences among their school systems.


The Arion visit facilitated me a lot of specific ideas on howto initiate family learning programmes in Denmark. I also gotspecific teaching materials from the different institutions wevisited. All this helped me improve my further work on thissubject.


After the visit, I participated in a Grundtvig conference onfamily learning in Oslo in August 2005, where I also receivedsome more ideas and established new personal connections.The result was the preparation of a pre-proposal for aGrundtvig 1 project in September 2005, focused on the designand implementation of a training programme for familylearning instructors. The proposal was finally approved andthe project will start in October 2006.


After my Arion study tour, my institution Skole og Samfundhas decided to implement as many family learning activities aspossible. We have just published seven books for parentsabout children’s learning assistance, inspired by myexperience in England. We also hope to initiate cooperationwith other adult education institutions on this subject.


I have offered my colleagues the opportunity to participatein European projects through the European ParentsAssociation, an umbrella organisation for parents associationsall over Europe. My experiences in both the Arion study visitsand the coordination of a Comenius 1.2 have been very helpfulfor them. Several members of the European ParentsAssociation are now studying the idea of applying for aGrundtvig project in the next call for proposals. My institutionSkole og Samfund is likely to be a partner in this project and Iwill participate in the Grundtvig contact seminar in Belgium inNovember 2006.

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Bio data

I have a degree in Philosophy and competence in Frenchand English. I have worked as a teacher since 1979. During thisperiod I have held some leading posts such as: head of studiesfrom 1989 to 1994, head of the Philosophy Department in myschool for thirteen years and headteacher from 2001 up tonow. I have been very interested in European projects and Ihave participated in several Comenius projects andtransnational meetings.

Explain your motivation for choosing this kind of mobility andtheme of the visit/course.

The reason why I applied for this kind of mobility was myparticipation in a Comenius project in 2001-02.

I was very interested in the theme of the visit for thefollowing reasons:

— I consider that we need to promote Europeancitizenship at schools and make our students sociallyaware as active citizens.

— Teachers and students should travel abroad and knowother realities, so that they can reflect on their ownsystem and know it better.


I searched for information about our educational systemand the way we promote European dimension at SecondaryEducation schools, in collaboration with another Spanishparticipant. We sent this information to other participants andalso received other similar materials.

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Name: Mª PILAR BONET LACADENAPresent position: HeadteacherPresent institution: Secondary Education School DomingoMiral. Jaca. Huesca

Action: ArionName of activity: Strengthening European cooperation.Inclusion of the European dimension in education andtraining.Venue of activity: Esberg, DenmarkLanguage of activity: English


I was encouraged to improve my competence in English. Irealized that my colleagues in Denmark could present theirprojects in English and I considered that I should do the samein our study visit.

I became aware of how different European countries workto reach similar goals and their different educationalapproaches and strategies.

Finally, I had the opportunity to contact with colleaguesfrom other countries and make new friends.


I have participated in the following European projects andexperiences after the study visit:

— Comenius 1.3 The inclusive school (2004-2007) — Comenius 1.1 Enjoy your life. (2005-2008)— Exchange of students with the College “Jean Moulin” in

the school year 2004-5.— Presentation of our school in the Arion study visit

organized by the Teacher Training Center in Sabiñanigoin June 2004.

— Participation in a European encounter of youngsters fromdifferent European countries in Rimini in March 2004.

— Participation in the exhibition “Spain in Europe. Twentyyears” last year.

— Organization of an Arion study visit on personalisededucation, that will take place in May 2007.


Our school has increased the participation in Europeanprojects and activities. These experiences have made teachersnot only update and improve their practice but also encouragethem to learn foreign languages – for instance, at least 10teachers have started to learn English. Teaching and students arenow more interested in teaching and learning foreign languages.


The school has taken part in different European projectsand these experiences have encouraged teachers to learnforeign languages. Moreover, they have been invited toparticipate in these projects through the subjects they teach orimplement other activities they have considered important forour students.

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I presented to my students the Danish approach to thelearning process, bearing in mind the subjects they have incommon. My experience also helped me train them to takeactive part in the European vocational and educational system,since they are all aware that they belong to it.


— The nice friendship or relationship developed betweenthe participants.

— The knowledge of other educational systems. — The approach to new strategies to promote European

dimension at schools that I can implement in myteaching practice.

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Bio data

I have worked as a teacher of English in Primary Educationfor 19 years and I have also been the headteacher of twoPrimary Education schools for six years. I have been alwaysinterested in European cooperation and contacts, participatingin a Comenius school project. After this period, I began to workas school adviser in the Teacher Training Center of Jerez, whereI still work as responsible for European Educational projects.Among other tasks, I encourage teachers’ participation inEuropean projects and activities, helping them prepare theirproposals and implement their innovative ideas at schools. Ialso prepare training activities to disseminate the Europeanprogrammes and their impact in school systems and teachers’and students’ development.


The reason why I applied for this kind of mobility was myformer prositive experience in an Arion study visit that tookplace in Helsiki some years ago. It was focused on bilingualschools and its good organization and programme allowedme to learn a lot from other teachers, participants andexperts.

I was also interested in the implementation of the EuropeanEducational Portfolio at schools, considering this visit a goodopportunity to study how other countries worked on it.


I gathered information about the visit. I prepared apresentation about the Spanish educational system and I alsoread some documents about the subject we were going todiscuss.

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Name: CARMEN SOTELINO POLONIOPresent position: Adviser in an in-service teacher traininginstitutionPresent institution: Centro del Profesorado de Jerez(CEP Jerez). Spain

Action: ArionName of activity: Language PortfolioVenue of activity: Sicily. ItalyLanguage of activity: English


Both study visits allowed me to meet interesting andfriendly people from other countries, who I have been incontact with for a long time. I could also be in contact with twovery different social and cultural realities, namely northern andsouthern European countries, and reflect on the Europeanreality.

Moreover, these transnational experiences also reinforcedmy interest for foreign languages and encouraged me to learnItalian and to improve my language competence in English,participating in Comenius 2.2 C teacher training grants.


First of all, the visits offered me good practices and ideas toorganize transnational meetings or courses.

Second, I updated my knowledge about the issues dealt with– bilingual schools and European Educational Portfolio. I had theopportunity to meet some colleagues from different countriesand exchanged with them points of view and experiences. Thesecontacts helped me know other educational realities and knowbetter my own one, reinforcing the way we work and identifyingthe good practice and those aspects we should improve.

Finally, this mobility has encouraged me to participate in aComenius 2.1 project.


After these activities I kept in touch with some of theparticipants in order to apply for a Comenius 2.1 project. At thismoment, my institution is partner in one of these projects andI ‘m part of the teamwork.


After the visits, I implemented different activities toencourage teachers and school advisers to participate inEuropean projects, giving them some information about themand supporting their proposals.

What I learnt on bilingualism and the European LanguagePortfolio in these visits has become the basis of my research inthese fields of study, facilitating my contribution to the projecton bilingualism the regional Educational Authorities inAndalusia started to implement in schools some years ago.

Moreover, I was also encouraged to organize an Arion studyvisit. The head of my institution supported this idea and weapplied for it some years later. The visit was approved and we

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organized it in April 2006. It was a very interesting andsuccessful experience. We will repeat it next year.


Some of my colleagues decided to participate in Arionvisits, others started to update their language competence inEnglish in order to apply for this kind of mobility in the future.

After the visit we began to participate in a Comenius 2.1,that still goes on. This experience has allowed us to know theeducational realities of other European countries and exchangeapproaches to teacher training with other colleagues.


Any kind of mobility I have participated in has had anextraordinary impact on the schools and teachers I work with.I have been able to offer them information in detail about thewide range of mobility actions they can apply for. Moreover, Ihave helped them fill in their application forms and checkedtheir reports, facilitiating their participation.


• I have met interesting people and experts in education,keeping in touch with some of them for a long time.

• I have explored other educational realities. Thisexperience has made me know better our own one,reinforce our achievements and identify our weakpoints.

• I have learnt different ways to organize a European orinternational activity.

• I have improved my communication and negotiationstrategies.

• I have been encouraged to organize and participate inthe future in this kind of visits.

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Bio data

I have a degree in French and English Languages at theUniversity of Regensburg and further studies at the Universityof Lyon in France. I also have some teacher training studies atthe Christoph-Scheiner Gymnasium.

I have worked as a teacher of French and English from 1978up to now in two Gymnasiums. I have also worked as atemporary lecturer at the Catholic University of Eichstätt-Ingolstadt since 1997 and still do it.

During this period, I have held some management posts: Ihave been head of the English Department from 1991 to 1995,trainer and examiner of future teachers of French since 1995,responsible for some school exchanges with France since1985 and Comenius coordinator since 1998. I currentlycoordinate our 3rd Comenius project. I have published somehandouts about teaching, mainly of contemporary Frenchliterature.


As a language teacher and as a trainer, I am highlyinterested in new approaches to language teaching. Peoplefrom eastern countries have an excellent reputation formastering foreign languages. For this reason, I applied for thiscourse, since I considered it an excellent opportunity to learnnew ways of teaching foreign languages.


I studied the material I received from the NationalAgency, though I was familiar with the main issues to bedealt with.

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Name: SCHWEIGER, ADELBERTPresent position: Senior teacher of Secondary EducationPresent institution: Christoph-Scheiner-Gymnasium,Ingolstadt, Germany

Action: Arion Name of activity: Teaching of Foreign Languages inBulgaria Venue of activity: Pazardjik, BulgariaLanguage of activity: French


I achieved a broader openness to European dimension. Igot a deeper insight into a new education and cultural systemthrough the discussions and exchange of experiences withheadmasters, teachers and students. Besides, I could discussabout education with experts in the field of education fromseveral European countries, so that I could compare theirsituation to mine.


I knew other ways of teaching foreign languages, newmethods and different organization systems. Further, I gotdeeper insight into both bilingual and foreign languageteaching. I reflected critically on the teacher’s role andfunction, especially teachers of foreign languages.


During the visit I planned our current COMENIUS projectAdvertising in Europe – a critical analysis of the influence ofadvertising on young people in Europe, in collaboration withthe head of a Bulgarian grammar school. We applied for it afterthe visit though, unfortunately, the project was rejected by theBulgarian National Agency.

I took active part in transnational meetings held in my country,namely in the “Arion-Fachtagung zum Erfahrungsaustausch vonKursorganisatoren“ that took place in Bonn in 2003 and in theseminar „Produkte und Ergebnisse europäischer Projektarbeitunter COMENIUS 21. und LINGUA 2“, in Boppard, in 2004.


As a result of the contacts in the Arion study visit, ourinstitution applied for a new Comenius project with partnersschools from Italy and Sweden.

I presented the new insights about language teaching toother colleagues and implemented them in my daily teachingpractice.


My colleagues were quite interested in mobility activitiesor European projects. I informed them about the differentprojects we could take part in and suggested interestingissues for our education background. As coordinator, I tried to

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distribute the different tasks among the participating teachers,so that they could commit themselves to work in the projectaccording to their needs and personal - professional situation.


On the one hand, it has had direct impact on them, since Ihave introduced new methods in my teaching practice. On theother hand, this experience has made me become a moretolerant person, open to other cultures. I also promote thesevalues among my students.


The most important features have been:

• The visits to several schools, mainly language grammarschools.

• Jobshadowing work, watching some language lessons. • Some students’ performance in French and German. • The discussions with headteachers, teachers and

pupils. • The meeting with some Bulgarian schoolbook editors

and the information they gave us about Bulgarianbooks for French teaching.

• The well-balanced programme, since we had theopportunity to know the country, its history and cultureand to work hard.

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Bio data

In 1976 I finished my studies on Specialization ElectricalMachinery and Apparatus, in the technical college “TraianVuia” in Oradea. I achieved my degree in Physics in theUniversity of “Babe_-Bolyai”, in Cluj-Napoca, in 1981. Later, Iwent on my studies in the Faculty of Economical Sciences inthe University of Oradea, where I had a degree in Finance-Insurance in 2002. I finished my master’s degree inManagement through Projects, in the Faculty ofElectrotechnics and Informatics in the same university in 2003,and carried out my post graduate studies in the University of“Babe_-Bolyai” the following school year.

I have been a teacher of Physics at the Technical College“Mihai Viteazul” since 1981 to 1989. This year I was appointedheadteacher of this college and I have been holding this postup to now. I have been also working as collaborator professorat the University of Oradea since 2003. I am active member ofthe Local Committee of Education, Innovation andDevelopment of Bihor County and of the Consultative Councilof Bihor Inspectorate.


I chose this kind of mobility because as part of the staff ofan educational institution it was an opportunity to contactand exchange experiences with colleagues from otherEuropean countries. I selected the themes of the visitsbearing in mind my school needs, since we offer training in thesimilar fields, namely environmental protection, gastronomyand tourism.

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Name: RUBEN FILIMONPresent position: HeadteacherPresent institution: Technical College “Mihai Viteazul”.Bucharest. Romania

Action: ArionName of activity:(1) “Accompagnement de tous les jeunes dans leur projetde mobilite en Europe”(2) “The protection of the environment”(3) “Gastronomy in the service of knowing the youth fromEurope”Venue of activity: Versailles – France; Oradea – Romania; Torino – ItalyLanguage of activity: French, English


I searched for information in Internet about the educationsystems of the participating countries and studied them. I alsoresearched on the different ways of teaching in each countryand I prepared portfolios about our own school system andorganization.


The impact of this mobility was on two important aspectsof my personal development: on the one hand, the increase ofmy personal relationships through the different contacts withcolleagues from other countries I could make in it. On the otherhand, the improvement of my language competence in Englishand French, the main working languages of the visits.


I improved our school management plan with theimplementation of the new strategies and approaches I hadlearnt in the different visits, such as the promotion ofalternative education, theory-practice / school-economicalagents, ways of financing the practical activities by the localcommunity and the development of communication abilities ofstudents, teachers and parents – among others.


I organised workshops for the teachers and students of myschool in order to present the conclusions and materials ofeach study visit. I reinforced the importance of contacting andcooperating with colleagues and institutions from othercountries to improve our educational task.

I also developed these workshops for headteachers andother decision makers in Bihor county.

I disseminated the conclusions and results of theseactivities in the local media.


After one of the study visits I created the Department ofInternational Relations and Mobility in our school, focusing onEuropean. This Department supplies documentary materialson several issues related to Europe and cooperation withEuropean countries, for instance, information about theEuropean Union, the Socrates or Leonardo programme, etc, toour teachers and students.

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After the study visits, our school has participated in threeEuropean projects - sharing experiences with countries fromopposite parts of Europe such as Belgium, Spain, Germany,Italy, Poland, etc – and some teachers have taken part intraining courses in other European countries, especially in theframework of Comenius 2.2 C grants.

Two important actions have ensured this successfulparticipation in other mobility actions or in European projects: onthe one hand, the organization of workshops and presentation ofthe experiences and materials of each study visit. On the otherhand, the creation of the International Relations Department,since it provides teachers and students with information aboutthe wide range of activities in which they can participate and helpthem fill in the documents they need for it.


In the workshops, my students could communicate withpeers from other countries and exchange ideas and materialswith them. A result of these contacts was their activeparticipation in the “European Week” held by a Belgium partnerschool in March 2004. Our students became motivated tocontact with mates from other European countries, some ofthem even exchanged visits during their summer holidays.These contacts encouraged their learning of foreign languagesand improved their competence in German, English and French.


I have realized that all European countries are concernedwith the improvement and development of the educationsystems, bearing in mind the relation between students’personal and vocational aspirations and the local, regional ornational needs.

Educational authorities from all the European countries worktogether on their school systems in order to achieve a Europeancurriculum that allows the experts’ mobility across Europe.

The teacher-student relationship in the European countriesis based on cooperation rather than subordination, assuringthe open development of students’ personality, capacities andabilities.

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Bio data

I have both a degree in Pre-school and Primary SchoolTeaching and a master’s degree in Education. I have workedas a teacher, adviser and assistant in several kindergartenand schools in Riga. At the same time, I have worked asteacher trainer in the Teacher Training and EducationalManagement Academy in Riga, where I studied. Since 2002 Ihave been working at the Ministry of Education and ScienceRepublic of Latvia, at the Centre for Curriculum Developmentand Examinations. I am very interested in education and Ihave taken part in a lot of teacher training seminars andcourses in my country and abroad. For instance, in 2003 Ispent a study year in Finland and in 2005 I participated in asummer course in the International Summer School at theUniversity of Norway.


During the last decade the Latvian society is going througha period of dynamic changes. Transition to market economy,joining the European Union has affected the Latvian educationsystem in different ways. In the field of adult education we stillhave a lot to do. I was interested in getting an insight into othersystems, so that I could analyze and compare them to mineand implement the most effective approaches.

Besides, I was interested in other teaching and learningtechniques and in knowing other teacher training programmesor networks in order to improve the quality of education inLatvia.

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Name: ZAIGA VELSAPresent position: Project coordinator, education managerPresent institution: Ministry of Education and ScienceRepublic of Latvia. The Centre for Curriculum Developmentand Examinations

Action: ArionName of activity: Adults Education in the education systemVenue of activity: Malaga. SpainLanguage of activity: English


According to the programme, each participant shouldpresent his/her national education system and a briefdescription of the situation at schools.


I could meet other colleagues, exchange with them ourprofessional needs and share our educational problems. Ipersonally considered this visit a training opportunity abroad,which could also let me acquire new intercultural and socialcompetences.


During the visit I have learned a lot and developed someessential theoretical skills, which I can implement in myworking practice. The theoretical and practical parts of ourstudy visit were an invitation for reflection and for theexchange of ideas. My motivation for developing furtheractivities in the field of adult education has increased.


I am particularly interested in communication with otherEuropean educators about the practical daily work in adulteducation. I have created new contacts with some experts,managers and coordinators engaged in activities in teachertraining centers and encouraged to participate in Europeancooperative projects.


My work in the Centre for Curriculum Development andExaminations is focused on the introduction of teaching-learning methods based on the student-centered approach.That is, students should get actively involved in their learningprocess, transfer their social and cultural experience toothers, develop the capacity to express and justify theiropinion and formation of specific knowledge, skills andattitudes. Since November 2005, our institution, though theProject Department, has taken part in various internationalprojects and is still interested in them. These activities haveled to the implementation of innovative methods andresearch on intercultural awareness and cross-curriculumactivities.

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From the Project Department, I have always informed mycolleagues about the activities we have participated in and thenew contacts we have. My experience as organizer andparticipant in European activities can also be motivating, sincemy colleagues can see that this kind of things are reallypossible and effective. However, the competence in Englishlanguage is still a problem.

Explain in what way your participation in this mobility hashad an impact on your students.

I have implemented new approaches and methods inlanguage teaching. My students have also participated in someEuropean activities. I think that they have become more aware oftheir language skills and of the importance of life-long learning


This kind of visit let us become aware of our openness tolearn about and from others and about how we all are part ofEurope. This means that we can study abroad, exchangeexperiences with colleagues from other countries and participatein seminars and courses wherever we consider interesting.Besides, the activity has reinforced the similarities among theEuropean countries, as far as education is concerned.

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Bio data

I have been a teacher of English since 1988 and workedin different kinds of schools, namely Secondary Education,Adult education and language school centres in Madrid,Toledo and other small towns in this part of the country. Ihave a degree in Spanish Language and Linguistics and amaster’s degree in Arts in ESL (University of Illinois atUrbana-Champaigne) and I’m currently developing thepreparatory courses for the PhD. I have always beeninterested in language teaching and learning, having stayedin France and United Kingdom in different periods of my life.I have also taken part in some teacher training seminarsand courses about language teaching or to refresh mylanguage competence since I have been always concernedabout updating and improving my teaching and languageskills.


On the one hand, I chose this kind of mobility since Iwas anxious to participate in a training course abroad inorder to improve my language competence in English andlearn new strategies to encourage European dimension atschool. The Grundtvig course offered exactly what Ineeded.

I had heard about the Socrates Programme and itsimportance in current education, as well as the high quality ofthe teacher training courses it offers through its mobilityactions.

On the other hand, my institution was interested inparticipating in European projects and I was the only one therewith some competence in English, so I considered that thiscourse could help us find partners or learn about Grundtvigprojects and lifelong learning.

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Name: BEATRIZ RODRÍGUEZ-COUREL GINZOPresent position: Teacher of English Present institution: Official Schools of Language. Boadilladel Monte. Madrid

Action: Grundtvig 3Name of activity: Contemporary English for Teachers.Grundtvig Comenius Code UK-151B. Venue of activity: Bell International School at Cambridge.England, UK.Language activity: English

I chose this course since it was based on the use ofcontemporary English in different communicative contexts. Iconsidered that I could offer this use of the language to mystudents in order to motivate them to their learning process, sincemost of them have no interest for learning foreign languages.


I consulted several books about the main theme of thecourse and some informal strategies to teach English throughgames, projects, etc. I also refreshed my vocabulary in English.


First of all, the participation in this mobility was a proof ofmy recovery from the cancer I had been suffering from for someyears. It was my return to my normal professional life.

The course gave me the opportunity to meet colleaguesfrom other countries and exchange experiences, ideas andsome funny chats.

I improved my competence in English and enjoyed thestaying in Cambridge, a place that I turned over into authenticmaterial in my lessons when I came back to school.

Finally, I reflected on my teaching task: my methodology,procedures, goals, the activities I implement, etc, and self-evaluated my own work.


I learned different strategies to improve my teaching task. Ifound out new materials that could be very motivating andhelpful in my lessons and creative activities to implement withmy pupils. Moreover, I became more aware of the importanceof the students’ active role in their learning process and waysto promote their participation and commitment.


The first thing I did when I came back was to review mynotes, the materials I had compiled, the new books, etc. andprepare a report on the experience. This was an exercise toreflect on what I had learned, to sum up the key ideas and toselect what I could introduce in my teaching process.

Later, I had the opportunity to present my experience in theRegional Conference on European Projects, where I tried toencourage other colleagues to take part in this mobility.

I designed and implemented a workshop on oral skills in myinstitution, so that some students could practice their oral skills.

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Describe the impact on the institution

The Oral Skills Workshop became very popular among ourstudents, despite the fact that it was an extra activity. However,most of students were not very active in the lessons, though Ihad introduced new communicative activities.


Most of the teachers of the Language Department are notmembers of the permanent staff, so they usually change everyyear. Therefore, it is difficult to encourage them to participatein European projects, since they do not know if they will beable to be part of it after all. Besides, English is not a prioritysubject in my institution and teachers are reluctant to makeefforts to encourage for innovative ideas that they know that itwill be very difficult to implement.


I have worked in the last years in different schools. In someof them I have managed to implement what I learned in thecourse, the new strategies and activities, and the studentshave been encouraged to participate in the languageclassroom and get involved in their own learning.


The course has increased teacher’s motivation, andconsequently, their students’ towards the teaching-learningprocess. It has been a very interesting and productiveexperience, since teachers have learned new strategies andactivities to implement in their lessons and have learned fromand about other European countries through the exchange ofexperiences among the participants. It has been also aninstrument to self-evaluate our teaching practice and improve it.

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Bio data

I have a master’s degree in Informatics by the University ofGranada and have worked as a teacher in a SecondaryEducation school from 1992 to 2003, holding the post of headof studies for four years. I currently work as school adviser inthe In-Service Teacher training Centre of Almeria and asassociated professor in the University of this town. I haveparticipated in a lot of Conferences on ICT and open educationand published several articles and presentations.


I have worked in the field of immigration and interculture inadult education for many years, both as a teacher and schooladviser, collaborating in and organizing different activities. Asthe Grundtvig course was focused on these issues and itsapproach was very linked to my institution’s, I considered it agood opportunity to improve it.


I studied the documents the organizer sent to all theparticipants, regarding the issues to be dealt with during thecourse, the activities developed by the VOX and the Norwegianeducation system. I also prepared a portfolio about myinstitution and the activities we have implemented in relationto the main theme of the course so that we could design aproposal in common for all the participating countries duringthe course.

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Name: MANUEL JESUS, RUBIA MATEOSPresent position: Teacher trainerPresent institution: In-service Teacher Training Centre ofAlmeria. Spain

Action: Grundtvig 3Name of activity: Course strategies for social andeducational integration of adult immigrants.Venue of activity: VOX (Institute for Adult Education) inOslo – NorwayLanguage of activity: English and Spanish


I had the opportunity to visit another European educationalreality, know its culture, people and organization. I had alsocontact with other colleagues and made good friends I stillkeep in touch with, improving my language competence inEnglish.


As school adviser I organize teaching materials andtraining activities related to immigration and interculture. Thecourse contents have been especially interesting in this sense.This European training activity has also been very importantsince it has facilitated the exchange of experiences andschedules among different countries.


We have organized and coordinated a wide range oftraining activities for teachers of adult education regardingimmigration and intercultural aspects, bearing in mind the newapproaches and ideas discussed in the European experience.For instance, we have implemented some courses andseminars about the use of ICT as support of cultural and socialdiversity or intercultural education.


We have received new ideas and experiences that can beapplied to our in-service teacher training activities andorganization. We also decided to participate in a Minervaproject in which one of the institutions visited in Olso was apartner. The collaboration between both institutions is stillactive.


After my experience in Grundtvig and other colleagues’participation in other actions, the participation in Europeanprojects and mobility has been reinforced in my institution.Two other colleagues will also take part in an Arion study visit.Last year, we organized an Arion study visit, which was focusedmainly on intercultural education, attention to immigrantstudents and the use of ICT in education. My institution hasalso applied for a Minerva project as partner.

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I have introduced the experiences in the training activities Iorganize as school adviser.


The most interesting was the exchange of experiencesbetween participants and organizers. There was a productivediscussion in which all the participants offered their ownpoints of view and suggestions for further collaborationbetween the institutions. The participation in the activity hascontributed to my personal and professional development andhas been very productive for my institution and the trainingactivities we implement.

Bio data

I am a teacher of Italian and Slovene languages and at thismoment I am the director of the education centre Glotta Nova.I have worked in the field of adult education for the last 15years. My students have been mainly employees of differentkinds of companies.

My professional career has always been focused oneducation and councelling. I have been very interested in theresearch of new methods of teaching and learning, that is, inthe implementation of new educational strategies andpractices. I have also taken part in different cooperativeprojects. In fact, now I am working on three new experiencesbased on life long learning.

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Name: JELICA PEGAN STEMBERGERPresent position: HeadteacherPresent institution: Glotta Nova

Action: Gruntvig 3Name of activity: Quality of life -quality of communicationQualità della vita- qualità della communicazione (la qualitàdela vita a scuola atraverso la promozione della salute e laprevenzione)Venue of activity: Montacatini terme. ItalyLanguage of activity: Italian

Explain your motivation for choosing this kind of mobility andtheme of the visit/course/

The course title, “Quality of life - quality of communication”and the description of aims and contents were the mostmotivating factors. I was very interested in this issue and in theapproach this course offered. The working language wasanother important factor. It was Italian and as a teacher of thislanguage I had no problems to participate actively in it.Besides, it could be a good opportunity to update my languagecompetence.


I found out the inter-relationship between goodcommunication and good health, the main strategies thatassure a good communicative process: listening to others,respect, etc., as well as the importance of self-knowledge tocommunicate with others.


My participation in international activities has increased.We started to participate in international projects as partnersor as coordinators. I also developed further research oncommunication and health, so that I could introduce it as partof our education programme.


I presented the issue Communication and Health to othercolleagues in our country in the Lifelong Learning Festival.

The coordinator and organizer of the Grundtvig projectvisited our institution in Ljubljana. They were veryinterested in our Lifelong Learning week and study circles.The Italian coordinator considered these experiencesexamples of good practice and introduced them in theireducational context.


The participation of my institution in international activitieshas improved. After this experience we could employ threeassistants to work on international projects and on Slovenianinternational projects. These employees have facilitated thecommunication of our institution with others from othercountries.

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I don’t think that they needed encouraging. Maybe I helpedthem reflect on the contribution of this kind of activities totheir personal and professional development, or value theirimpact on our institution.


I think my experience has a very positive and motivatingimpact on my students.


One of the most important features was the goodcommunication among the participants, despite the fact thatmost of them did not have a high competence in Italianlanguage. We could exchange a lot of different cultural andeducational experiences. I was also the oldest in the group,but I could get on with all my colleagues.

I could also know better the Italian education system andother ones. I also learnt a lot about European projects.

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Bio data

I have a master’s degree in Teaching English as a ForeignLanguage by the School for International Training Brattleboro,in Vermont, United States. I Have a PhD in American Literature,in AI.I. Cuza University Iasi, in Romania.

I am currently the director of studies of the EuroEdFoundation, in Iasi, Romania and work as associated professorin the Department of English in the AI.I. Cuza University in Iasi,Romania.

I have worked as teacher trainer (tutor or course director)for years, though it is worthy pointing my participation in thecourse From Teacher to Trainer, hold in Hornby RegionalSchool in Thailand in 2001 and in the seminar Human RightsEducation and Language Development, that took place inLahore, Pakistan, in 2004. This seminar was recognized bythe British Council with the ELT Annual Award, in Berlin, in2005.

Author or co-author of different publications, namely AProcess Approach to the Teaching of Literature in an EFLContext, Iasi, 2004, Rights in Deed, a textbook for HumanRights Education, British Council Romania, 2002 (co-author)and Pathway to English series (8 levels), Oxford Univ. Press,1995-2000 (co-author).


As I mainly wished for insight into policies regarding adulteducation developed in Scandinavian countries, during myvisit I attended presentations on creating flexible openlearning environments, democracy in the classroom, theNorwegian Competence Reform, documentation and

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Name: STEFAN COLIBABA Present position: Director of Studies, EuroEd Foundation,Iasi, RomaniaAssoc. Prof., ”Al.I.Cuza ”University, Iasi, RomaniaPresent institution: Regional Centre for Education andCommunication, EuroEd Foundation, Iasi, RomaniaDepartment of English, ”Al.I.Cuza ”University, Iasi, Romania

Action: Grundtvig 3Name of activity: Introduction to the Norwegian adulteducation systemVenue of activity: VOX, Voksenopplaerinnginstituttet, Oslo.NorwayLanguage of activity: English

assessment of non-formal and informal competencies,simulations in foreign language learning, non-native learners,strategies for teaching dyslexics and learners with dyscalculia,IT use in adult education.


I put together an inventory of adult education-relatedquestions, problems and solutions EuroEd and other Romanianproviders of adult education had been faced with, such as legalissues, trainer training, formal vs. informal systems,educational product design or funding, fundraising, etc


I realized the importance of setting up a national system forthe recognition of professional competencies vs. existinginternational certification systems.

I became aware of the imperative need for a coherentnational strategy for adult education.

I came to better appreciate the value of open learningenvironments and the efficiency of e-learning platforms.


Needless to say, the contact persons at VOX showed awelcoming attitude towards my institution’s wish to learn fromthem.

As EuroEd’s strategic planning highlights the developmentof transnational projects, my obvious interest was to draw onthe experience of VOX. For instance, I can say now thatidentifying on a regular basis training opportunities for ourtrainers was surely helped by sharing with VOX the results oftheir project: ETTNA – European Training of Trainers.

I also started coordinating international projects forblended learning and setting-up e-based learning courses.


• EuroEd enrolled in a Leonardo project on distanceeducation techniques which I coordinated.

• A number of EuroEd senior trainers produced distanceeducation training materials.

• I am currently the coordinator of a Lingua 2 projectaiming to develop a blended course for the teaching offive LWULT languages.

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The principal outcomes of my visit were:• Initiating research and innovation in the field of

Romanian adult education• Developing new materials and training modules for

EuroEd trainers• Developing new systems and courses for adults and

trying them out, including IT use and distanceeducation

• Assisting in the strategic planning of our institutionwhich developed a number of transnational projectsand keeps focusing on new partners


Considering the Romanian Agency’s policy to notencourage G3 mobility applications from several members ofthe same institution, I promoted an approach whereby EuroEddepartments of Language Training and Teacher Trainingbecame involved in EU projects. The main incentives for mycolleagues were exposure to innovation and transnationalcollaboration.


I have started using with my students both open learningenvironments and IT-based systems of communication. Mystudents are particularly keen on IT-based projects.

I have learned to place a stronger emphasis on developingstudents’ professional competencies and attitudes.


In addition to the impact on my personal and professionallife, the mobility made me more actively involved in the activityof institutions with a key role in adult education strategies,among them: QUEST (Romanian Association for QualityLanguage Teaching), FocusEd (International Association forInnovation, Diversity and Tolerance in Education), and ELAN(International Association for the support of LWULT languagesin Europe).

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Bio data

Since I was a child I have been used to changing. Myfamily and I moved five times to different regions in Germanyuntil I finished my training as a teacher of German Literatureand Geography in 1984. In 1985 I started to work as a teacherof Geography in A-level in Zimbabwe, where I stayed until1987. Later, I went back to Germany and started to teach inAdult Education. I used to teach both German and English asforeign languages, as well as Geography, in the VHSVolkshochschule Schopfheim. In 1991 I was appointed viceprincipal of the VHS and head of the Language Department,posts I still hold.

In 1994 I had to concentrate on the management of thelanguage, creativity and nutrition departments, as theyhad grown considerably. I still work as an examiner forGerman as a Foreign Language. I am the head of 25 – 30language teachers, about 20 teachers for arts anddancing and 10 teachers for nutrition. They all work asfreelance.

I have also participated in several in-service teachertraining courses for language teachers. Since 2003 Europeanprojects have become an important part of my job. In 2005 theVHS Schopfheim took part as partner in the Grundtvig 2project RAOUL - “Raising Awareness of the Use of Languages”.After having worked on the local development of our school foryears I enjoyed the exchange of experiences between differentcountries, widening our own perspectives and improving ourquality standards.


Bearing in mind the importance of the French language inour school system, I was interested in developing atransnational project with France. I had some information

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Name: BRIGITTE FLECKPresent position: Vice Principal of VHS Schopfheim, headof Language DepartmentPresent institution: Volkshochschule Schopfheim(Institution for Adult Education / Folk Highschool).Germany

Action: Grundtvig 3Name of activity: Practical StageVenue of activity: Université Populaire du Rhin /Mulhouse. France Language of activity: French

about Grundtvig 2 projects and I thought that this coursecould be a good context to find partners for a project. Theplace where the course was held was also very interestingfor a further exchange. Personally, the course offered me agood opportunity to improve my language competence inFrench.


I refreshed my French and I arranged my work so that thisexperience did not interfere in my daily working life at school.


I met new people colleagues and exchanged a lot ofdifferent cultural and education experience. Moreover, I had toface new unexpected situations and adapt my needs to theothers’. This experience has helped me reinforce my ownidentity and improve my self-confidence.


After the course, I organized different kinds of mobilityactivities: trips to the Alsace, exchange visits in languagecourses, etc. They have contributed to the improvement of ourspecial and qualified profile. Moreover, this mobility helpedme develop new ideas about the European and regionaldevelopment, that facilitated my participation in a Grundtvig 2project.


In September 2003, 2004 and 2005 : participation in thenational exhibition Nature at Chalampé, in which institutionsfrom France, Switzerland and Germany presented their worksin three languages .

In October 2003, active participation in the Conference ofthe Association of Adult Education in France.

In November 2004 participation in the InternationalColloquy at Metz.

In January 2005 participation in a Grundtvig contactseminar in Stratford. Participation in the Grundtvig 2 projectRAOUL.

August 2006 participation in the Hornby Summer Schoolseminar “Positive influencing in education management”, runby the British Council Berlin.

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My experience has had an important impact on thedevelopment of school exchanges. The participation in theGrundtvig project has also increased the awareness of the useof languages in Europe. The European mobility and projectshave valorized the school activity in the local and regionalcontext.


I tried to disseminate the positive impact of the mobilityamong my colleagues.


I think I have become a good referent for them, since I havevisited another country without a high competence in thelanguage and contacted a lot of people. I have also offeredthem the opportunity to learn in an authentic environmentthough the participation in school exchanges. Our students aremore interested in language learning.


What I learnt about the history of Alsace and its specialmixture of cultures.

The way how our French colleagues hold the informal partof a meeting. They combine hard work in conferences withinformal moments (meals, breaks, etc), where the participantshad the opportunity to exchange experiences and chat.

I improved my language competence in French and learnt alot about our regional dialect.

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Bio data

I have worked in formal Adult Education at VUCVestsjælland for the past 25 years and simultaneously in theperiod 1989-2005 as a part-time consultant to the Ministry ofEducation in the Department for Adult Education. Thisconsultancy involved the development of the nationalcurriculum for formal adult education, advice to colleagues inDenmark, the working out of national examination papers andquality control of language learning within adult education.

VUC Vestsjælland Syd has been involved in a number ofNordic and EU projects. VUC has coordinated several of themand been a partner in others. At this point of writing oneGrundtvig 1 project is almost coming to its end, and we areready to coordinate a Grundtvig 2 project.

All projects have to some extend dealt with internet-basedcollaborative learning.


The IATEFL annual conference is the "marketplace" for thelatest development of the teaching of English as a foreignlanguage. I was especially interested in learning more abouttask based learning and the development of test materials.


I studied the very extensive programme to found theworkshops that I would be most interested in joining, againbased on my preferences.

I prepared myself for giving a talk on how to usesimulations in language learning.


Making a presentation in an international forum is quite achallenge. Although I was used to addressing an audience in

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Name: AASE STEINMETZPresent position: project coordinatorPresent institution: VUC Vestsjælland Syd. Denmark

Action: Grundtvig 3Name of activity: IATFL (International Association ofTeachers of English as a Foreign Language)Venue of activity: Liverpool. EnglandLanguage of activity: English

my job, I felt that addressing an international forum of EFLteachers was quite a challenge and a different experience. Iprepared thoroughly for the occasion and it was like passing athreshold.


After having made the presentation I was asked to write anarticle in the journal published after the conference, which Ihave actually done twice now and also written articles forother magazines. I have created a network to draw on whenneeded.


The presentation I gave has led to other presentationsmostly in connection with EU-projects.


Colleagues find the international work interesting, but it isstill difficult to attract and to recruit colleagues.


In my job for the Ministry of Education I was in contact withmost teachers of English and I spread the happy message. I feltlike a walking billboard. I don't know if anybody did anythingabout it!


Task Based Learning has become part of my teaching.


Creation of networksBuilding of self confidenceInternationalization

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Bio data

In 1995 I had my degree in the Faculty of Agriculture at theUniversity of Latvia. In 1996 I started my master studies inpedagogy at the same university and started to work as atrainer in the Latvia Rural Advisory and Training Centre. In 2003I finished my PhD. My field of research was further educationfor acquiring the competence of agricultural adviser. I lead theMaster’s examination commission of the Institute of Educationand Home Economy at the University of Latvia. I currently takepart in a Grundtvig 2 project, which is focused on the field ofconsumer education.


I was very interested in the adult education history anddevelopment and the programme of the course was verymotivating. I intended to broaden my approach to adulteducation and get new materials about its history in Europe,since I had to prepare lecturing materials for universitystudents and did not have a deep experience in this field ofwork. Besides, as a representative from Latvian Rural Advisoryand Training Centre, I wanted to find similar institutions forfurther cooperation.


I prepared an article about Latvian agricultural advisers’adult learning. I prepared a presentation and a CD about mycountry.


Through the exchange of experiences and discussion withcolleagues from other countries, I improved my managementand language skills, as well as my intercultural communicative

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Name: MAIJA SIRVIDEPresent position: Adult Education Teacher and trainerPresent institution/s: Latvian Rural Advisory and TrainingCentre, Latvia University of Agriculture and Children andYouth Centre “Junda”

Action: Grundtvig 3Name of activity: Adult Education Hisotory in EuropeVenue of activity: Larnaka, CyprusLanguage of activity: English

competence. I developed my knowledge about Cyprus, itseducation, history, economy and society.


I met a lot of people close to education and made goodcontacts for further projects.

I improved my knowledge about Scandinavian adulteducation systems, as there were a lot of representatives fromFinland, Sweden and Norway.

I reflected on my working situation, especially regardingthe organization and participation in European projects.

I presented my experience, contacts and results to mycolleagues.


I encouraged my colleagues and other responsible foreducation to take part in APA and Grundtvig activities.

I organized an International Conference in Latvia, 2005.


I got new contacts with people from other countries linkedto adult education.

After the activity I wrote a report about my experience. Thiswas an exercise of reflection and I found some suggestions toimplement in my organization. I did it in the organization of theinternational conference in Latvia with successful results.


I participated in the Annual Teachers Meeting, where Ipresented my experience in the mobility.


I informed them about adult education system in Europe. Irecommended to search for further information in APA websiteand encouraged them to participate in training activities.

Highlight the most important features and impressions ofyour mobility?

The improvement of my self-confidence, since I had toprepare presentation, travel abroad, etc.

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The important opportunity to improve my languagecompetence.

The development of both my communication andorganization skills through the exchange of experiences withother colleagues.

The improvement of my knowledge about history and othercultural issues.

Contacts for the organization of further European projects.

Bio data


I was looking for a course centred on the languagelearner. I think that learners should be encouraged to getmore involved in their learning process and take active partin it. I was unsatisfied with the formal teaching methods andwanted to learn more about other European school ways ofworking. This course “Task-Based Approach in LanguageLearning” took place a year ago and it was exactly what Ineeded.


We had a course book but we also had to prepare someteaching materials. For instance, each participant shouldprepare a lesson in order to present his/her teaching methodto the other colleagues. I also read some documents about thislanguage teaching method.

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Name: CELIA DE PAULA SOUZA-DIERLPresent position: Language Teacher/PortuguesePresent institution: VolkshochschuleOlching/Karlsfeld/München LK-Nord

Action: Comenius 2.2. CName of activity: TABASCO-Task-Based Approach inLanguage LearningVenue of activity: Language of activity: English


Working together with partners from several Europeancountries was an experience that has made me become moreaware of new cultures or even get rid of some prejudices. Italso helped me to be more flexible about introducing new toolsin classroom. Besides, I developed new strategies to introducenew teaching activities implemented in Germany andoverseas.


I feel more self-confident about my way of working andhave improved my professional competence. I have also beenasked to take part in two Grundtvig 2 projects, based on waysof Internet teaching and future creative workshops.

Describe any follow up activities carried out after thismobility.

After the course, I prepared a brief report about it, bearingin mind my personal impressions and evaluating the coursecontents, methodology, tutors guidance, etc. Later, I preparedanother report on the way I had implemented thismethodology in my lessons and on my students’ reactions.

I also contacted with my course colleagues after the activityin order to exchange views and examples of good practice.

I participated actively in the forum of the course website, inorder to ask for help or send information about good experiences.


The coordinator of my institution was very impressed bythe good results of my participation in this course. He requiredall the available material on the course and decided to presentthis experience in the Annual Teachers’ Meeting.


During our Annual meeting, I presented my experience inthe framework of Comenius. In other meetings I informed mycolleagues about the impact on the students of the task-basedmethodology, their expectations and results. Later, somecolleagues got involved in a Grundtvig project.

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My students were really impressed by the new approach tothe teaching-learning process. They considered important towork in different ways and were very motivated to languagelearning through the life-centred way. It was funnier for thethem and had more control of their learning.


During the course we could implement this methodology ina real context, in lessons of Italian as a foreign language. Ourtutor recorded the lessons and we all analysed themafterwards. It was a very productive and interesting experience.

The contacts with other colleagues and the exchange ofexperiences with them was also very positive and enriching.

Bio data

I have a degree in French and Romanian Philology by theUniversity of Bucharest and a master’s in Public Politics andPublic Administration by the same University. I have workedas a teacher of French as a foreign language for some years inthe Central School, where I still work as a teacher ofRomanian. I have also been the educational principal andmember of the administration board of the Technical College“Transilvania” and in Cartus Corporation, Global PerformanceSolutions.

I have been always interested in improving my teachertraining and practice. For this reason, I have alwaysparticipated in a lot of training courses on a wide range ofeducational issues such as health, drugs prevention,communication or management. I been also concerned about

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Action: Comenius 2.2. CName of activity: Improving Skills of Teachers of French asa Foreign Language,Venue of activity: Cavilam centre, Vichy. FranceLanguage of activity: French

my language competence in French, participating in severallanguage training courses and seminars in France


I was interested both in reviewing my own languageknowledge and methodology and in exchanging experienceswith experts in French language teaching from other Europeancountries. Besides, I considered very motivating visitingFrance, a francophone country.


I identified both my personal and professional needs andreflected on the learning process, so that I could detect thoseaspects my students were more interested in and needed toimprove. I also prepared the journey carefully in collaborationwith my National Agency.


The activity has contributed to my personal development.This mobility allowed me to get immersed in a French languagecontext and experience another cultural reality and civilisation.I could also meet a lot of teachers of French from differentcountries. We exchanged experiences, professional trainingand some chat. I received new ideas, strategies and activitiesthat I could implement in my own teaching activity.


I presented my experience to my students and introducednew teaching methods in my lessons. I have learnt a lotthrough the collaboration with teachers and students fromother countries.

What was the impact of this mobility on your institution?

In my institution I tried to improve the European dimensionand presented all the information I had compiled during thevisit. I also offered my colleagues the international contacts Ihave made there and encouraged them to participate in thesame type of mobility.

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Bio data

I have a degree in History and Sociology and I currentlyteach History and Civic Education. I have been always anactive person interested in education. I have participated ina lot of different activities throughout my professionalcareer, though I’d like to point out some of the mostimportant ones:

I have been member of the national team for thedevelopment of the curricular plan for Civic Education. I haveorganized some teacher training activities on Civic Educationin Gorenjsko region for some years. I participated in a threeyear project on new assessments methods, which developeda good product that was published to provide teachers withexercises for checking and assessing students’ knowledge. Atthis moment, I am the coordinator of a Comenius schoolproject and the co-organizer of the Annual Conference EuroClio that will take place In Slovenia in 2007. I participate in theorganization of a summer camp in Poland for teachingEnglish.

I have published several articles. I also collaborated inthe publication of the manual for teachers “How to Teachabout Human Rights”, with the development of onechapter about societies in Sencur before the Second WorldWar.


Education is a long life process. For this reason, I appliedfor this course. I think that it is necessary to update ourknowledge and teaching competence, find new ideas andimprove our methodology and assessment techniques.Moreover, exchanging experiences and approaches withcolleagues from other countries is also very interesting, as wellas knowing and learning about new educational and culturalcontexts.

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Name: VILMA NECIMERPresent position: TeacherPresent institution: Osnovna sola Sencur. Sencur. Slovenia

Action: Comenius 2.2.CName of activity: Crossing BordersVenue of activity: Maastricht, The NetherlandsLanguage of activity: English


I prepared a portfolio with some teaching materials abouthuman rights I had already implemented in my lessons and abrief presentation on the key issues in the seminar.


During the course I had the opportunity to explore newideas to start a new European project. I could finally transformthese ideas into a Comenius 1 project.


I learned a lot of new ideas to implement in my dailyteaching. I contacted with colleagues from other countries withdifferent approaches to education and finally decided toorganize a Comenius 1 project in order to create a teaching–learning proposal in common for all the participating countries.


I organized the Comenius 1 project Building Bridges, ActiveCitizenship in Europe (I am the coordinator at this moment).

As a result of this partnership, we organized a summercamp for teaching English in Poland.


As our institution started to participate in a Comenius 1project, teachers were encouraged to get actively involved in it.


After my experience in Grundtvig and other colleagues’participation in other actions, the participation inEuropean projects and mobility has been reinforced in myinstitution. Two other colleagues will also take part in anArion study visit. Last year, we organized an Arion studyvisit, which was focused mainly on intercultural education,attention to immigrant students and the use of ICT ineducation. My institution has also applied for a Minervaproject as partner.

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The school project has had an important impact on ourstudents, since they have contacted with peers from othercountries and participated in a lot of activities far from thetraditional ones. Besides, those who have participated in thesummer camp are really excited with the experience and leanta lot from other mates. We all have improved our social andpersonal competence.

Bio data

I had been a teacher of Primary Education for 23 years.From 1999 to 2001 I took a re-qualification course andbecame a teacher of English as well. Now I am a teacher ofEnglish in a rural school. I am very interested in anyinternational project, especially on those focused on usingICT in teaching.


When I chose the course I had two main aims: on the onehand, I had never been abroad and visiting United Kingdomto improve my English and get immersed in the culturalcontext was like a dream. On the other hand, I tried to findpartners to develop a European project and this course couldbe a good context to meet some colleagues from differentcountries.

Moreover, the course programme offered both the work onthe English language and an interesting cultural study throughvisits to important traditional places in United Kingdom(Oxford, Stratford, Cotswold) and to some schools.

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Name: VIOLETA MUKANEPresent position: teacher Present institution: Kalupe Basic School, Latvia

Action: Comenius 2.2. CName of activity: English Language Course for Teachersfrom AbroadVenue of activity: International Education Office,Gloucester. UKLanguage of activity: English


We prepared some examples of our project work. Forinstance, I presented my students’ participation in the GlobalTeenager project (www.globalteenager.org). I also offeredsome information about my country and brought somebooklets about it to hand out. I searched for and read someinformation about the places I was going to visit.


My life has changed. I became more self-confident,improved my language and social skills. I found many friendsabroad, started to use the Internet for communication. I reallyopened myself to the world and invited my pupils to do thesame.


I reached my two goals for the course: first, I improved mylanguage competence, teaching skills and learned about theuse of ICT in education. Second, I learned about Europeanprojects and made contacts.

During the course we visited some local schools and got aninsight into the education system in the UK. Regardingteaching skills, we participated in some interestingworkshops, for instance, on numeracy strategies anddramatising in teaching. Each participant presented his/herown country and a lesson activity. These experiences andlearning were very helpful for my teaching practice. I still usesome of the proposals I found out there.

About the use of ICT in education, I had the opportunityto participate in a video conference, what I have never donebefore. I got to know good examples of using ICT inteaching.

We had a special workshop about Comenius projects. Oneof the school I visited was interested in cooperating with us inComenius 1.1 as partner. I was helped to find other partners forour international projects.

Therefore, I came back very motivated to take newinitiatives.


I run a workshop about the Comenius course I hadparticipated in for teachers of English from our region in an ICTSummer School in the Gymnasium Kraslava.

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I helped my colleagues find a course within the actionComenius 2. Two of them decided to apply for this type ofcourses.

I kept in touch with a new friend of mine from France anddeveloped some teaching material together. Our studentsexchanged letters, drawings and other materials betweenthem.

I applied for a Comenius 1 project with partners in UK,Poland and Italy.


After the course we started cooperation with schools fromthe UK, Poland and Italy. In 2004 we began our ComeniusSchool Project “A journey from ourselves to become citizensof our communities, Europe and the wider world around us”.This experience that is now on its third year has been veryimportant for our institution, since it is situated in a socio-economic disadvantaged area, rather far from any othertown.

In this project, teachers and students have openedthemselves to learn about other countries and to know othercultures in comparison to theirs. It has also facilitated thecontact with peers from other European countries and promotedthe improvement of our students’ communicative competence.Teachers have got insight into other teaching methods andmaterials and implemented them into their lessons.


All my colleagues are very excited with the project work.Most of them have decided to improve their languagecompetence participating in language courses to becomeactive part in it. Some of them have managed to participate inComenius 2 teacher training courses. Others have decided toapply for new Comenius projects.


We facilitated the contact between our students and peersfrom other European countries. So, our students could put intopractice what they were learning in the project aboutcommunication and the elimination of language barriers. Theyshowed a positive attitude about learning about other culturesand countries.

These contacts helped our students use English in realcontexts so that they felt more motivated towards the learningprocess. Some students prepared their presentations for theComenius Day in English.

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Finally, these contacts were through Internet so ourstudents improved their skills to use ICT and felt self-confidentto prepare CDs or exchange video material.


The most important features of the mobility are the friendlyand warm atmosphere in which we worked and the excitedtutors that run it, who transmitted us their motivation toteaching. The exchange of ideas with teachers from othercountries and the cooperative work developed after the coursehave been very important for my teaching practice.

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Bio data

Graduated from teacher training college in1971Employed as a teacher for 18 years.Deputy head for 4 yearsHead since 1994. First a school with 7 forms – since 2001 at

Stouby Skole. Stouby Skole has 260 pupils from pre-schoolclass to 9th form.

I took part in a Comenius development course for headswith participants from Wales, Toscany and Vejle county –DK.


— The world is getting smaller and smaller and it hasbecome easier and faster to go from one country toanother. In Denmark one day, and in India the next day.Many jobs demand mobility and flexibility as forinstance in the ICT and cell-phone branches – you areexpected to travel a lot – Denmark one day, Germanythe next 2 weeks, then France etc.

— Many young students have trainee periods abroad. Agreat deal of students study one or more semestersabroad.

— In my school, we wish to give our pupils as good astarting point for education and job as possible.

— Therefore it is important to give them possibilities forcontacts abroad. It’s important that they experience theculture, food, art, traditions, smells and sounds. Theteenage years are good for exchanges.


We got the contacts of Comenius school project via theRegional Centre for Educational Services in Vejle County.

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Name: EBBA JAKOBSENPresent position: HeadteacherPresent institution: Stouby skole, 7140 Stouby. Denmark

Action: Comenius 2.2.CName of activity: Life in our regionVenue of activity: Stouby, Wales, Toscana and PolandLanguage of activity: English


It is personally interesting to experience other schoolsystems. It gives you a new perspective and it is often thedirect occasion to think and reflect.

Often you are inclined to think that teaching the way youpractice at home is the only way.


I have taken more international initiatives for my school.


— In 2002, Stouby Skole received the ”EuropeanLanguage Label” – a great acknowledgement of theschool and the staff.

— Since then, I have taken part in internationaldevelopment activities for school heads – also via theRegional Centre for Educational Services in VejleCounty.

— Furthermore I have urged our pupils to exchange withpupils in other European countries. It is succeeding butstill in the beginner-phase. It’s more difficult than youwould think to co-operate across boarders, but it’s sucha great joy and a great experience for the pupils when itworks!!

— Stouby Skole has availed itself of having languageassistants 3 times.

— In October 2006, 2 of my teachers and myself will go toBudapest in order to plan a school project for”beginner-English” together with teachers from Wales,Germany and Hungary.


— The international dimension has been integrated intothe daily life of the school. I quote the aims of theschool: Through working with the internationaldimension the pupils are prepared to be able tomanage well in the international society.

— Our pupils are used to expressing themselves in English,as the language assistants did not speak Danish. Thepupils are also trained in expressing themselves inwritten English via their cooperation with pupils abroad.

— The school board and the parents are expressing greatsatisfaction with the school’s work and is keen onsupporting exchanges.

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— It is difficult, because you are either enthusiastic or youthink it’s a lot of trouble to have to cooperate in anotherlanguage than your mother tongue. Also many teachersprefer to sleep in their own bed.

— I’m delighted to tell about the experiences andpossibilities the international cooperation give ourpupils. When employing new staff, we underline ourengagement in international cooperation, so the newteachers know what we expect from them.


Several of my pupils have still contact with their hostfamilies. And it is very exciting for them to have thisinternational connection.

As mentioned before, I have urged our pupils to exchangewith pupils in other European countries.

The students greatly benefit from the fact that we havemanaged to get availed ourselves of language assistants threetimes.


The establishment of international relations andexchanges.

Language assistants at our school.

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Bio data

I have been a teacher of English in Secondary Educationschools since 1987. At this moment, I work as a teacher in theschool IES César Rodríguez and collaborate as teachertrainer with the Teacher Training Center of Oviedo. In myschool, I have been the head of studies from 1999 to 2001and the head of the English Language Department from 1994to 1999.

I have participated in a wide range of training courses ondifferent issues such as methodology and English languageteaching, tutorial action or ICT in education.

I have participated in several European projectsthroughout my career: in 1995 I took part in the Lingua 1project in Scotland, from 1996 to 1998 I coordinated aLingua E exchange of students, from 2002 to 2005 Icoordinated the Comenius 1.3 project on citizenshipeducation, the result of the cooperation between differentcountries in the contact seminar that took place in 2001.Last year I coordinated the Comenius 1.2 “Learning from theother”.


After a contact seminar, I started to coordinate aComenius 1.3 project on Education on Active Citizenship. Iconsidered that I needed some training in order to widen myknowledge about this issue and learn new strategies oractivities to promote it at schools. I was sure that theexchange of experiences or ways of working with colleaguesfrom other countries could be very interesting. Moreover, thecourse was an opportunity to update my languagecompetence.

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Name: Mª EUGENIA CAÑEDO ESTRADAPresent position: Teacher of EnglishPresent institution: IES César Rodríguez. Grado (Asturias)

Action: Comenius 2.2.CName of activity: Futures - Future Methods ThroughTeaching Future StudiesVenue of activity: University of Greenwich, School ofEducation. UKLanguage of activity: English


The organizer sent us some materials about the core issue inthe course, so that all the participants had a tool in common tobegin to work. Each participant prepared a portfolio with his/herstudents’ works (posters, questionnaires, booklets, etc).


After being part of the school management board for someyears and I needed a new approach to my education task. Thiscourse was an important and motivating impulse to start newprojects and activities at school.


This course has contributed to my professionaldevelopment since it has helped me find out new education andteaching approaches and methods. I think that I have improvedmy teaching competence, implementing more innovativeactivities in my lessons, far from the traditional ones.


I participated in a Comenius 1.3, school developmentproject.

I also facilitated the contact among my colleagues fromdifferent countries in order to organize a European project.

What was the impact of this mobility on your institution?

My institution got involved in a Comenius 1.3 I coordinated.This project encouraged other teachers to participate activelyin it. However, promoting European projects in schools is notan easy task, a lot of teachers are reluctant to join newexperiences. We created a teamwork at school. We exploreddifferent education systems and methods, comparing all ofthem to ours. We all improved our language competence.


After presenting the project some colleagues decided tojoin in and take active part in the teamwork. Some teachersparticipated actively in most of the activities we implementedand others decided to collaborate in some of them. Thisflexibility in the level of participation guaranteed that moreteachers were more interested in the experience.

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The activity has had an important impact on my students:they have become more interested in ICT and improved theirsocial competence and relationships

Bio data

I have worked as a teacher of Primary Education for 27years. I have worked in several schools and in urban and ruralareas. I have taught in different school levels, though in thelast period I have taught English to children between 11 and 14years. I have held some managing posts, namely member ofthe administrative board for two years, head of studies for 5years and headteacher for 6 years.

In-service teacher training has been always one of the maingoals in my professional development. I have participated in awide range of courses for teaching and learning English in mycountry and United Kingdom. Besides, I have been concernedabout pedagogical issues, taking part in different mobilityactivities and national courses focused on school management,school failure, networks in Europe, etc. This training has notonly improved my knowledge, but it has also helped me keep intouch with colleagues from other countries and develop furthercooperation projects in the framework of the SocratesProgramme.


The course was focused on those teaching issues I aminterested in, such as multicultural awareness and educationfor European active citizenship. It could also help me reach mymain in-service training goals: to improve my language

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Name: Mª CASILDA GARCÍA JUEZ Present position: HeadteacherPresent institution: C.P. Sardinero. Cantabria

Action: Comenius 2.2. CName of activity: “Scientific and multicultural education forthe development of the responsible European citizen”Venue of activity: Athens 8-12 July 2002, GreeceLanguage of activity: English

competence in English, to contact with other colleagues forfurther collaboration, to know other education systems inEurope and to develop my teaching knowledge .


I read some documents about the main issues to be dealtwith. I participated in a language course in Spain ir order torefresh my language competente in English and searched forsome information about Athens and the Greek culture.


During the course, we worked in groups so that I couldmake good contacts with other teachers and with theorganizers. I had the opportunity to get insight into othercultures, especially into the Greek one. I became more awareof environment issues and discussed key education issuessuch as evaluation and innovation.


This activity has been another step forward in my in-serviceteacher training. On the one hand, I have increased myopenness to learn about and from other education and culturalrealities. On the other hand, I have developed my democraticawareness and value of working in cooperation with otherschools.


One of the participants invited my institution to participatein the Sports International Encounter “Play Graz”, that tookplace in Metz in the same school year. 24 students from ourschool, good at four different kinds of sports, could take activepart in it. Later, this colleague visited our school and helped usfind a partner for our Comenius 1.1 project Europe, thecommon heritage.

Our institution was invited by our regional authorities toparticipate in a language immersion course aboutenvironment.


I have informed my colleagues about European projectsand encouraged them to join in. I have also applied for severalcourses and projects, which have contributed to our schooland students’ development.

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The improvement of my language competence through thismobility activities has had direct impact on my students’motivation. Their participation in European projects has alsoallowed them to know other peers and cultures and they havelearnt to value and respect them. Our students have becomemore aware of the European citizenship. They have alsoimproved their ICT skills and learnt to work in cooperation withothers.

Highlight the most important features and impressions ofyour mobility.

The way the different issues were presented in the courseencouraged the participants to reflect on them and developtheir creativity.

The relationship with the participants and organizersbecame very close.

The balanced programme allowed the participants tocombine hard work with cultural visits.

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Chapter 7The Mode Assessment Tool

(MAT)

MODE ASSESSMENT TOOL

A car, in the desert, moves through the dunes. “Where are wegoing?” the passenger asks the driver. “I have no idea”, answers the

driver, “but the fuel consumption is very good”.“Sahara” directed by Breck Eisner, 2005

A few words about it…

Evaluation tool

This is not a magic wand which, when used, will show usvery precisely what a participant has achieved duringhis/her mobility and what has happened after. But this tool,beside its main utility, could be part of our effort tosystemize and improve both evaluation and self-evaluation.Also, it should not be perceived as a control tool nor shouldit be limited to the mobility period. The preparation periodand the way participants have used the results andknowledge acquired during their mobility should also be theobject of evaluation.

The tool is organized according to three main evaluationcriteria (impact, sustainability, transferability) and on threelevels (individuals, students, organization). By crossing criteriaand levels we have designed the evaluation questions, eachwith a different weighting in the calculation.

Evaluation criteria

Impact

Analyzing impact seems very challenging and attractive.One should however be aware that ‘impact’ addresseschanges at the level of the participant, students, andorganization, that go beyond the participant objectives (e.g. toimprove teaching skills or knowledge in some area). Mostoften, impact will only show after continuous efforts over arelatively long period of time. As such, the actual period of themobility seems too short to really expect an impact at thoselevels. But, if the objectives of the mobility are aimed atpersonal development and actual organizational trainingneeds, then the achieved results might trigger an impact onbroader levels than just the personal one. For instance, theevaluation tool itself could have: a) a direct result – number ofparticipants using it for evaluation according to standardprocedure, b) impact – through increasing awareness of theimportance of evaluation, used then for making betterdecisions in the future.

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Sustainability

It seems appropriate to try to assess the sustainability ofthe mobility at various levels. In this regard, it should be notedthat, if the tool is used just before participation in the mobility,assessing sustainability implies formulating a judgment withregard to a future situation. This is obviously a complicatedmatter. Defined in a simple way, sustainability is the extent towhich benefits are likely to continue after the end of themobility.

Transferability

Of course, the most important way to reach a wideaudience, as a first step to transferability, is to become anexample of “good practice” and to share the experience of themobility, achieved results and activities carried out before andafter participation.

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HOW THE MAT (MODE Assessment Tool )WORKS

MAT is an online tool that automatically measures differentaspects of the impact of activities of individual mobility.

It can be used by programme managers to evaluate impactof grantholders’ mobilities or by grantholders themselves toevaluate their own performance.

The tool has three possible readings: horizontal, verticaland global.

In all questions, marks are given on a scale of 1-5, being 1the lowest and 5 the highest, and then are weighted accordingto a percentage signifying the weight/importance of therespective criteria. When one aspect has more than onequestion, the average score is calculated.

Horizontal reading: the 3 different rows measuremagnitude of impact, sustainability and transferability on 3levels: individual, students and organization. Total score perrow is also calculated on a scale of 1-5.

Vertical reading: the 3 different columns measure theimpact of the activity on individual, students and institutionsin regards to three aspects: magnitude of impact,sustainability and transferability. Total scores per column arecalculated on different scales:

Individual: 1- 6Students: 1- 4.5Institutions: 1- 4.5

Global reading: the tool also provides for a final globalscore which is the result of adding up all row and column totalsand divide it by 6 (number of totals)

This final score is also calculated on a scale of 1-5 meaning:

1-2: poor performance3: average4: good5: excellent

Go to www.modeproject.net and try it, believe it or not it’seasy!!

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ARION COM. GRUN. TOTAL

Myself 60,71 77,04 65,75 69,52

A collegue 5,95 11,11 15,07 10,62

The institution / organization management 28,57 21,48 16,44 22,26

The education authorities 27,38 10,37 9,59 15,07

Other 4,76 5,19 16,44 7,88

Reading of tables

• all results are expressed in porcentages (%)• Results in first column mean:

0 / Select --1/ Not selected2 / Not relevant3 / Not very much4 / Quite a lot5 / Very much

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2. My participation in the activity influenced my personal development by:

* DK DE LV RO SI ES Total

2.1. Improving 0 0,0 4,4 2,3 2,1 0,0 1,1 1,7my foreign 1 4,0 11,1 2,3 0,0 2,9 4,2 4,1language 2 16,0 15,6 4,5 4,2 5,7 5,3 7,5skills 3 20,0 11,1 11,4 12,5 34,3 10,5 14,7

4 40,0 24,4 43,2 33,3 40,0 44,2 38,4

5 20,0 33,3 36,4 43,8 17,1 34,7 32,9

Deviation -11,2 -13,5 8,3 5,9 -14,1 7,7 71,2

0 0,0 4,4 2,3 8,3 2,9 4,2 4,1

2.2. Learning 1 56,0 24,4 25,0 16,7 51,4 31,6 31,5a new foreign 2 28,0 55,6 22,7 12,5 14,3 20,0 24,7languaje 3 12,0 4,4 31,8 27,1 20,0 15,8 18,5

4 4,0 4,4 9,1 8,3 8,6 14,7 9,6

5 0,0 6,7 9,1 22,9 2,9 13,7 11,0

Deviation -16,5 -9,4 -2,4 10,7 -9,1 7,9 20,5

0 0,0 2,2 0,0 2,1 0,0 2,1 1,4

2.3. Increasing 1 12,0 6,7 11,4 8,3 5,7 5,3 7,5my personal 2 8,0 20,0 4,5 4,2 8,6 9,5 9,2visits to other 3 20,0 20,0 29,5 8,3 14,3 18,9 18,5countries 4 44,0 26,7 20,5 35,4 37,1 27,4 30,1

5 16,0 24,4 34,1 37,5 34,3 36,8 32,5

Deviation -2,7 -11,6 -8,1 10,2 8,8 1,5 62,7

0 4,0 2,2 0,0 6,3 2,9 1,1 2,4

2.4. Acquiring 1 4,0 2,2 0,0 0,0 2,9 0,0 1,0new intercultural 2 0,0 6,7 2,3 0,0 0,0 1,1 1,7and social 3 8,0 11,1 0,0 6,3 0,0 5,3 5,1competences

4 56,0 33,3 52,3 20,8 40,0 37,9 38,4

5 28,0 44,4 45,5 62,5 54,3 54,7 50,7

Deviation -5,0 -11,3 8,7 -5,7 5,2 3,6 89,0

0 4,0 6,7 0,0 8,3 0,0 1,1 2,7

2.5. Making 1 4,0 4,4 2,3 0,0 2,9 3,2 2,7new friends / 2 0,0 2,2 0,0 2,1 0,0 7,4 3,1relationsh 3 8,0 20,0 18,2 8,3 17,1 10,5 14,0ips in a new

4 56,0 33,3 38,6 31,3 40,0 41,1 38,0country5 28,0 33,3 40,9 45,8 40,0 36,8 38,7

Deviation 7,3 -10,0 2,8 0,4 3,3 1,2 76,7

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3. My participation in the activity influenced my professional development by:

* DK DE LV RO SI ES Total3.1. Improving 0 0,0 2,2 2,3 2,1 0,0 1,1 1,4

my knowledge 1 4,0 0,0 2,3 0,0 5,7 1,1 1,4

of other 2 0,0 15,6 2,3 2,1 2,9 2,1 4,1educational 3 16,0 15,6 9,1 6,3 0,0 12,6 9,9systems

4 44,0 31,1 43,2 27,1 51,4 26,3 32,9

5 36,0 35,6 40,9 58,3 40,0 56,8 49,7

Deviation -2,5 -15,9 1,6 2,9 8,9 0,6 82,5

0 0,0 2,2 4,5 2,1 0,0 1,1 1,7

3.2. Improving 1 0,0 0,0 6,8 2,1 5,7 3,2 3,1my perception 2 4,0 13,3 4,5 6,3 2,9 3,2 5,5of my own 3 20,0 17,8 15,9 10,4 17,1 16,8 16,1educational

4 56,0 42,2 47,7 25,0 48,6 31,6 38,7system5 20,0 24,4 20,5 50,0 25,7 44,2 34,2

Deviation 3,1 -6,3 -4,8 2,1 1,3 2,8 72,9

0 4,0 6,7 2,3 2,1 2,9 2,1 3,1

3.3. Initiation 1 24,0 4,4 22,7 14,6 31,4 25,3 20,5new job 2 16,0 28,9 13,6 14,6 11,4 16,8 17,1perspectives 3 28,0 22,2 25,0 16,7 22,9 15,8 20,2

4 28,0 15,6 22,7 33,3 28,6 16,8 22,6

5 0,0 22,2 13,6 14,6 2,9 23,2 15,8

Deviation -10,4 -0,6 -2,0 9,6 -6,9 1,6 38,4

0 0,0 4,4 2,3 6,3 0,0 2,1 2,7

1 0,0 2,2 2,3 0,0 0,0 1,1 1,0

2 4,0 8,9 0,0 0,0 0,0 2,1 2,4

3 0,0 8,9 9,1 0,0 14,3 1,1 4,8

4 36,0 24,4 34,1 18,8 31,4 29,5 28,4

5 60,0 51,1 52,3 70,8 54,3 64,2 59,9

Deviation 7,6 -12,8 -2,0 1,2 -2,6 5,3 88,4

0 0,0 4,4 2,3 8,3 2,9 1,1 3,1

1 8,0 2,2 4,5 0,0 5,7 4,2 3,8

2 8,0 11,1 0,0 2,1 5,7 6,3 5,5

3 32,0 15,6 18,2 8,3 14,3 12,6 15,1

4 36,0 26,7 45,5 33,3 54,3 35,8 37,7

5 16,0 40,0 29,5 43,8 17,1 40,0 34,2

Deviation -19,9 -5,3 3,1 5,2 -0,5 3,9 71,9

3.4. Increasing mymotivation toparticipate inother mobilityactivities inEurope (Socratesor any other inter-national activities)

3.5. Enhancing myorganization/management/leadership skills(classroommanagement,organization ofactivities, etc.)

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* DK DE LV RO SI ES Total0 0,0 2,2 2,3 2,1 0,0 1,1 1,4

0 0,0 4,4 2,3 6,3 0,0 3,2 3,13.6. Acquiring 1 4,0 2,2 2,3 0,0 0,0 0,0 1,0new skills 2 0,0 15,6 2,3 2,1 0,0 9,5 6,2

3 24,0 17,8 18,2 12,5 11,4 16,8 16,4

4 44,0 37,8 47,7 33,3 65,7 35,8 41,8

5 28,0 22,2 27,3 41,7 22,9 34,7 30,8

Deviation -0,6 -12,6 2,4 2,4 16,0 -2,1 72,6

0 0,0 4,4 2,3 6,3 2,9 1,1 2,7

1 8,0 13,3 2,3 2,1 11,4 17,9 10,6

2 4,0 11,1 4,5 2,1 0,0 9,5 6,2

3 28,0 22,2 22,7 6,3 17,1 14,7 17,1

4 24,0 33,3 52,3 43,8 48,6 30,5 38,0

5 36,0 15,6 15,9 35,4 20,0 26,3 24,7

Deviation -2,7 -13,8 5,5 16,5 5,9 -5,8 62,7

0 0,0 2,2 9,1 10,4 2,9 4,2 5,1

1 16,0 4,4 6,8 6,3 14,3 20,0 12,3

2 8,0 20,0 6,8 6,3 5,7 25,3 14,7

3 52,0 13,3 25,0 16,7 40,0 16,8 23,3

4 12,0 40,0 34,1 20,8 34,3 17,9 25,7

5 12,0 20,0 18,2 35,4 2,9 15,8 18,2

Deviation -19,8 16,2 8,4 12,4 -6,7 -10,2 43,8

0 0,0 4,4 9,1 10,4 2,9 4,2 5,5

1 52,0 28,9 27,3 18,8 37,1 26,3 29,1

2 28,0 37,8 27,3 4,2 14,3 23,2 22,3

3 16,0 15,6 20,5 22,9 42,9 23,2 23,3

4 4,0 4,4 9,1 22,9 2,9 17,9 12,3

5 0,0 8,9 6,8 16,7 0,0 5,3 6,8

Deviation -15,2 -5,8 -3,3 20,4 -16,3 4,0 19,2

3.7. Increasing myparticipation inlocal / national/internationalevents to sharemy experience

3.8. Beingacknowledgedby myemployer/authorities

3.9. Gettingawards orcredits

4. My participation in the activity influenced my instituition/organization by:


0 0,0 4,4 2,3 4,2 2,9 2,1 2,7

1 4,0 11,1 4,5 0,0 2,9 4,2 4,5

2 8,0 11,1 2,3 0,0 0,0 5,3 4,5

3 24,0 17,8 22,7 8,3 22,9 16,8 17,8

4 32,0 22,2 40,9 33,3 40,0 35,8 34,2

5 32,0 33,3 27,3 52,1 31,4 35,8 36,0

Deviation -6,2 -14,6 -2,0 15,2 1,2 1,4 70,2

0 0,0 4,4 2,3 4,2 2,9 9,5 5,1

1 12,0 20,0 13,6 14,6 22,9 15,8 16,4

2 32,0 33,3 29,5 27,1 34,3 25,3 29,1

3 24,0 22,2 13,6 12,5 11,4 10,5 14,4

4 20,0 8,9 25,0 16,7 17,1 22,1 18,8

5 12,0 11,1 15,9 22,9 11,4 16,8 15,8

Deviation -2,6 -14,6 6,3 5,0 -6,0 4,4 34,6

0 0,0 4,4 0,0 6,3 0,0 3,2 2,7

1 24,0 20,0 15,9 8,3 20,0 17,9 17,1

2 4,0 42,2 9,1 4,2 8,6 10,5 13,4

3 4,0 11,1 18,2 6,3 22,9 12,6 12,7

4 32,0 11,1 20,5 22,9 31,4 21,1 21,9

5 36,0 11,1 36,4 50,0 17,1 34,7 31,8

Deviation 14,2 -31,5 3,1 19,1 -5,2 2,0 53,8

0 4,0 2,2 0,0 6,3 2,9 5,3 3,8

1 12,0 15,6 13,6 2,1 8,6 16,8 12,3

2 4,0 15,6 2,3 0,0 5,7 5,3 5,5

3 8,0 24,4 25,0 16,7 22,9 14,7 18,5

4 40,0 26,7 36,4 35,4 37,1 32,6 33,9

5 32,0 15,6 22,7 37,5 22,9 25,3 25,7

Deviation 12,4 -17,4 -0,5 13,3 0,4 -1,7 59,6

0 4,0 6,7 2,3 8,3 5,7 4,2 5,1

1 16,0 22,2 18,2 8,3 22,9 32,6 22,3

2 0,0 17,8 6,8 10,4 2,9 10,5 9,2

3 20,0 20,0 20,5 20,8 22,9 12,6 18,2

4 32,0 15,6 38,6 29,2 31,4 20,0 26,0

5 28,0 17,8 13,6 20,8 14,3 20,0 18,8

Deviation 15,1 -11,5 7,4 5,1 0,9 -4,9 44,9

4.1.Encouragingmy colleaguesto participatein individualmobilities

4.2. Initiatingnew student /learnersexchangesabroad (ifapplicable)

4.3. Initiatingnew Europeanprojects

4.4. Gettinginvolved in local,national orinternationalactivities(workshops,conferences, courses, seminars)

4.5. Organizinglocal, nationalor internationalactivities workshops,conferences,courses,seminars)

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5. My participation in the activity contributed to an innovation and change in myinstituition / organization in regards to:


0 0,0 2,2 2,3 8,3 0,0 4,2 3,4

1 0,0 8,9 6,8 6,3 0,0 7,4 5,8

2 0,0 20,0 9,1 0,0 11,4 4,2 7,2

3 32,0 33,3 18,2 4,2 20,0 18,9 19,9

4 44,0 20,0 40,9 41,7 37,1 35,8 36,0

5 24,0 15,6 20,5 33,3 31,4 29,5 26,4

Deviation 5,7 -26,8 -1,0 12,7 6,2 2,9 62,3

0 0,0 2,2 2,3 6,3 0,0 5,3 3,4

1 8,0 13,3 6,8 4,2 11,4 13,7 10,3

2 16,0 37,8 9,1 0,0 11,4 12,6 14,0

3 28,0 13,3 13,6 6,3 22,9 18,9 16,4

4 40,0 26,7 29,5 31,3 31,4 27,4 29,8

5 8,0 6,7 36,4 45,8 22,9 22,1 24,7

Deviation -6,5 -21,1 11,5 22,6 -0,2 -5,0 54,5

0 0,0 4,4 2,3 2,1 2,9 8,4 4,5

1 8,0 13,3 4,5 8,3 20,0 13,7 11,6

2 24,0 46,7 18,2 10,4 22,9 14,7 21,2

3 36,0 20,0 29,5 18,8 17,1 15,8 20,9

4 28,0 11,1 34,1 18,8 31,4 26,3 24,7

5 4,0 4,4 9,1 35,4 5,7 21,1 15,8

Deviation -8,4 -24,9 2,8 13,8 -3,3 7,0 40,4

0 0,0 8,9 4,5 4,2 0,0 7,4 5,1

1 8,0 11,1 13,6 4,2 14,3 11,6 11,0

2 24,0 44,4 15,9 8,3 20,0 17,9 21,6

3 36,0 15,6 11,4 6,3 20,0 17,9 15,4

4 28,0 13,3 40,9 16,7 28,6 22,1 23,3

5 4,0 6,7 11,4 54,2 17,1 23,2 22,3

Deviation -13,5 -25,5 6,7 25,3 0,2 -0,3 45,5

0 0,0 6,7 2,3 14,6 2,9 9,5 7,2

1 12,0 11,1 15,9 18,8 14,3 23,2 18,5

2 32,0 48,9 25,0 29,2 37,1 24,2 31,5

3 24,0 8,9 29,5 10,4 22,9 15,8 17,1

4 20,0 13,3 18,2 12,5 17,1 9,5 13,4

5 12,0 11,1 6,8 8,3 5,7 17,9 11,0

Deviation 7,7 0,1 0,7 -3,5 -1,5 3,1 24,3

5.1.Interculturalawareness

5.5. Introductionof Content &LanguageIntegratedLearning(CLIL)approach

5.4.Use of ICT

5.3.Cross-curriculumactivities

5.2.Project work

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5. My participation in the activity contributed to an innovation and change in myinstituition / organization in regards to:


0 0,0 6,7 4,5 6,3 5,7 9,5 6,5

1 36,0 22,2 29,5 29,2 34,3 43,2 33,9

2 52,0 57,8 34,1 29,2 42,9 27,4 37,3

3 4,0 6,7 18,2 10,4 8,6 9,5 9,9

4 0,0 2,2 4,5 8,3 8,6 6,3 5,5

5 8,0 4,4 6,8 10,4 0,0 4,2 5,5

Deviation -3,0 -4,3 0,4 7,8 -2,4 -0,4 11,0

0 36,0 22,2 40,9 35,4 28,6 49,5 38,0

1 8,0 8,9 22,7 8,3 17,1 11,6 12,7

2 44,0 55,6 22,7 27,1 31,4 24,2 31,8

3 12,0 4,4 4,5 6,3 8,6 5,3 6,2

4 0,0 0,0 2,3 10,4 8,6 3,2 4,1

5 0,0 8,9 4,5 6,3 5,7 6,3 5,8

Deviation -9,9 -1,0 -3,1 6,7 4,4 -0,5 9,9

5.6. Awards:EuropeanLanguageLabel, E-Quality, etc…

5.7. Other

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6. My participation in the activity influenced my students / learners (if applicable)increasing their:


0 0,0 4,4 2,3 2,1 0,0 9,5 4,5

1 4,0 8,9 4,5 4,2 5,7 4,2 5,1

2 24,0 28,9 9,1 6,3 22,9 15,8 16,8

3 12,0 17,8 15,9 6,3 8,6 8,4 11,0

4 48,0 26,7 47,7 27,1 48,6 31,6 36,0

5 12,0 13,3 18,2 52,1 14,3 30,5 26,0

Deviation -2,0 -22,0 3,9 17,2 0,9 0,1 62,0

0 0,0 8,9 0,0 2,1 0,0 10,5 5,1

1 12,0 4,4 4,5 2,1 2,9 3,2 4,1

2 32,0 17,8 4,5 6,3 17,1 12,6 13,4

3 8,0 11,1 11,4 2,1 14,3 10,5 9,6

4 28,0 24,4 40,9 27,1 48,6 21,1 29,5

5 20,0 33,3 36,4 58,3 17,1 42,1 37,7

Deviation -19,1 -9,3 10,1 18,3 -1,4 -4,0 67,1

0 0,0 6,7 0,0 4,2 0,0 10,5 5,1

1 0,0 4,4 6,8 2,1 5,7 6,3 4,8

2 32,0 31,1 11,4 8,3 17,1 14,7 17,5

3 16,0 15,6 20,5 10,4 22,9 15,8 16,4

4 28,0 22,2 38,6 29,2 28,6 17,9 25,7

5 24,0 20,0 20,5 43,8 25,7 34,7 29,8

Deviation -3,5 -13,3 3,6 17,4 -1,2 -2,8 55,5

0 4,0 15,6 2,3 8,3 0,0 11,6 8,2

1 0,0 6,7 9,1 4,2 11,4 8,4 7,2

2 40,0 46,7 11,4 10,4 22,9 18,9 22,9

3 16,0 8,9 25,0 8,3 17,1 13,7 14,4

4 24,0 15,6 31,8 18,8 31,4 25,3 24,3

5 16,0 6,7 18,2 47,9 17,1 22,1 22,3

Deviation -6,6 -24,4 3,4 20,1 2,0 0,8 46,6

6.1.Europeancitizenshipawareness

6.3.Interestin communicatingwith their peers inother countries

6.2. Interestin foreignlanguagelearning

6.4. Interestin learningsubjectthrough ICT

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7. My participation in the activity influenced my colleagues and / or managementincreasing their:


0 0,0 4,4 2,3 6,3 0,0 7,4 4,5

1 4,0 17,8 6,8 2,1 8,6 7,4 7,9

2 4,0 33,3 9,1 10,4 14,3 12,6 14,4

3 44,0 28,9 27,3 6,3 37,1 17,9 23,6

4 40,0 13,3 40,9 22,9 25,7 31,6 28,8

5 8,0 2,2 11,4 50,0 14,3 23,2 20,2

Deviation -1,0 -33,4 3,3 23,9 -9,0 5,8 49,0

0 0,0 4,4 2,3 4,2 0,0 4,2 3,1

1 0,0 0,0 4,5 0,0 2,9 3,2 2,1

2 8,0 13,3 2,3 4,2 2,9 4,2 5,5

3 24,0 24,4 6,8 0,0 22,9 13,7 14,0

4 44,0 22,2 52,3 27,1 54,3 37,9 38,4

5 24,0 35,6 29,5 62,5 17,1 36,8 36,3

Deviation -6,7 -16,9 7,2 14,9 -3,2 0,1 74,7

0 0,0 8,9 6,8 8,3 2,9 7,4 6,5

1 4,0 13,3 11,4 4,2 5,7 7,4 7,9

2 8,0 24,4 4,5 4,2 8,6 5,3 8,6

3 40,0 17,8 18,2 4,2 28,6 15,8 18,2

4 36,0 22,2 38,6 35,4 31,4 29,5 31,5

5 12,0 13,3 18,2 41,7 22,9 34,7 26,7

Deviation -10,2 -22,7 -1,4 18,9 -3,9 6,0 58,2

0 0,0 6,7 2,3 6,3 0,0 5,3 4,1

1 0,0 4,4 6,8 2,1 8,6 4,2 4,5

2 24,0 22,2 9,1 8,3 17,1 14,7 15,1

3 32,0 6,7 27,3 8,3 37,1 14,7 18,5

4 32,0 31,1 31,8 27,1 25,7 32,6 30,5

5 12,0 28,9 20,5 45,8 11,4 28,4 26,7

Deviation -13,2 2,8 -4,9 15,7 -20,0 3,9 57,2

7.1. Europeanawareness

7.2. Interestin participa-ting in similarEuropeanactivities /projects

7.4. Interestin foreign lan-guage tea-ching andlearning

7.3. Supportof EuropeanDimensionprojects /activities

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2.1. Improving my foreign language skills


0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

1 0,0 20,0 11,1 0,0 11,1 4,7 6,0

Arion 2 9,1 20,0 11,1 0,0 0,0 9,3 8,3

3 27,3 0,0 11,1 14,3 22,2 23,3 20,2

4 45,5 60,0 22,2 14,3 66,7 37,2 39,3

5 18,2 0,0 44,4 71,4 0,0 25,6 26,2

Deviation -1,8 -5,5 1,2 20,2 1,2 -2,7 65,5

0 0,0 11,1 3,7 3,6 0,0 0,0 3,0

1 0,0 5,6 0,0 0,0 0,0 5,4 2,2

Comenius 2 20,0 16,7 0,0 7,1 10,0 0,0 5,9

3 20,0 5,6 11,1 0,0 35,0 0,0 8,9

4 20,0 16,7 44,4 42,9 30,0 54,1 40,0

5 40,0 44,4 40,7 39,3 25,0 40,5 38,5

Deviation -18,5 -17,4 6,7 3,6 -23,5 16,1 78,5

0 0,0 0,0 0,0 0,0 0,0 6,7 1,4

1 11,1 13,6 0,0 0,0 0,0 0,0 5,5

Grundtvig 2 22,2 13,6 12,5 0,0 0,0 6,7 9,6

3 11,1 18,2 12,5 30,8 50,0 0,0 17,8

4 44,4 22,7 62,5 23,1 33,3 40,0 34,2

5 11,1 31,8 12,5 46,2 16,7 46,7 31,5

Deviation -10,2 -11,2 9,2 3,5 -15,8 20,9 65,8

2.2. Learning a new foreign language

0 0,0 0,0 0,0 0,0 11,1 4,7 3,6

1 63,6 20,0 33,3 0,0 55,6 32,6 35,7

Arion 2 18,2 80,0 22,2 14,3 11,1 18,6 21,4

3 9,1 0,0 22,2 28,6 22,2 18,6 17,9

4 9,1 0,0 11,1 14,3 0,0 20,9 14,3

5 0,0 0,0 11,1 42,9 0,0 4,7 7,1

Deviation -12,3 -21,4 0,8 35,7 -21,4 4,2 21,4

0 0,0 11,1 0,0 10,7 0,0 0,0 3,7

1 40,0 16,7 18,5 17,9 50,0 32,4 27,4

Comenius 2 20,0 55,6 25,9 17,9 15,0 24,3 25,9

3 40,0 5,6 33,3 14,3 20,0 8,1 17,0

4 0,0 5,6 11,1 10,7 10,0 13,5 10,4

5 0,0 5,6 11,1 21,4 5,0 21,6 14,1

Deviation -24,4 -13,3 -2,2 7,7 -9,4 10,7 24,4

QUESTIONS FOR ACTIONS

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2.2. Learning a new foreign language


0 0,0 0,0 12,5 7,7 0,0 13,3 5,5

1 55,6 31,8 37,5 23,1 50,0 26,7 34,2

Grundtvig 2 44,4 50,0 12,5 7,7 16,7 13,3 27,4

3 0,0 4,5 37,5 46,2 16,7 26,7 20,5

4 0,0 4,5 0,0 0,0 16,7 0,0 2,7

5 0,0 9,1 0,0 15,4 0,0 20,0 9,6

Deviation -12,3 1,3 -12,3 3,1 4,3 7,7 12,3

2.3. Increasing my personal visits to other countries

0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

1 18,2 20,0 0,0 14,3 0,0 4,7 7,1

Arion 2 9,1 20,0 0,0 0,0 11,1 16,3 11,9

3 27,3 0,0 44,4 0,0 22,2 27,9 25,0

4 27,3 0,0 0,0 28,6 22,2 18,6 17,9

5 18,2 60,0 55,6 57,1 44,4 32,6 38,1

Deviation -10,5 4,0 -0,4 29,8 10,7 -4,8 56,0

0 0,0 5,6 0,0 3,6 0,0 0,0 1,5

1 0,0 0,0 14,8 7,1 5,0 5,4 6,7

Comenius 2 20,0 22,2 3,7 3,6 5,0 5,4 7,4

3 20,0 22,2 33,3 7,1 15,0 10,8 17,0

4 40,0 27,8 14,8 32,1 40,0 37,8 31,1

5 20,0 22,2 33,3 39,3 35,0 40,5 34,8

Deviation -5,9 -15,9 -17,8 5,5 9,1 12,5 65,9

0 0,0 0,0 0,0 0,0 0,0 13,3 2,7

1 11,1 9,1 12,5 7,7 16,7 6,7 9,6

Grundtvig 2 0,0 18,2 12,5 7,7 16,7 0,0 9,6

3 11,1 22,7 0,0 15,4 0,0 13,3 13,7

4 66,7 31,8 62,5 46,2 50,0 26,7 42,5

5 11,1 18,2 12,5 23,1 16,7 40,0 21,9

Deviation 13,4 -14,4 10,6 4,8 2,3 2,3 64,4

2.4. Acquiring new intercultural and social competences

0 0,0 0,0 0,0 14,3 11,1 2,3 3,6

1 0,0 0,0 0,0 0,0 0,0 0,0 0,0

Arion 2 0,0 0,0 11,1 0,0 0,0 2,3 2,4

3 18,2 20,0 0,0 0,0 0,0 7,0 7,1

4 54,5 40,0 66,7 42,9 66,7 34,9 45,2

5 27,3 40,0 22,2 42,9 22,2 53,5 41,7

Deviation -5,1 -6,9 2,0 -1,2 2,0 1,5 86,9

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2.4. Acquiring new intercultural and social competences


0 0,0 5,6 0,0 3,6 0,0 0,0 1,5

1 20,0 0,0 0,0 0,0 0,0 0,0 0,7

Comenius 2 0,0 0,0 0,0 0,0 0,0 0,0 0,0

3 0,0 11,1 0,0 3,6 0,0 5,4 3,7

4 0,0 38,9 48,1 10,7 30,0 37,8 31,9

5 80,0 44,4 51,9 71,4 70,0 56,8 60,0

Deviation -11,9 -8,5 8,1 -9,7 8,1 2,7 91,9

0 11,1 0,0 0,0 0,0 0,0 0,0 1,4

1 0,0 4,5 0,0 0,0 16,7 0,0 2,7

Grundtvig 2 0,0 13,6 0,0 0,0 0,0 0,0 4,1

3 0,0 9,1 0,0 7,7 0,0 0,0 4,1

4 88,9 27,3 50,0 38,5 33,3 46,7 43,8

5 0,0 45,5 50,0 53,8 50,0 53,3 43,8

Deviation 1,2 -14,9 12,3 4,6 -4,3 12,3 87,7

2.5. Making new friends/relationships in a new country

0 0,0 20,0 0,0 0,0 0,0 0,0 1,2

1 9,1 0,0 0,0 0,0 0,0 4,7 3,6

Arion 2 0,0 0,0 0,0 0,0 0,0 14,0 7,1

3 27,3 40,0 22,2 0,0 22,2 2,3 11,9

4 36,4 20,0 33,3 57,1 44,4 37,2 38,1

5 27,3 20,0 44,4 42,9 33,3 41,9 38,1

Deviation -12,6 -36,2 1,6 23,8 1,6 2,9 76,2

0 0,0 11,1 0,0 14,3 0,0 0,0 4,4

1 0,0 0,0 3,7 0,0 0,0 2,7 1,5

Comenius 2 0,0 0,0 0,0 3,6 0,0 2,7 1,5

3 0,0 22,2 11,1 10,7 20,0 18,9 15,6

4 40,0 33,3 48,1 21,4 40,0 43,2 37,8

5 60,0 33,3 37,0 42,9 40,0 32,4 37,8

Deviation 24,4 -8,9 9,6 -11,3 4,4 0,1 75,6

0 0,0 0,0 0,0 0,0 0,0 6,7 1,4

1 0,0 9,1 0,0 0,0 16,7 0,0 4,1

Grundtvig 2 0,0 4,5 0,0 0,0 0,0 0,0 1,4

3 11,1 13,6 37,5 7,7 0,0 13,3 13,7

4 33,3 36,4 12,5 38,5 13,3 46,7 35,6

5 55,6 36,4 50,0 53,8 20,0 33,3 43,8

Deviation 9,4 -6,7 -17,0 12,9 -46,1 0,5 79,5

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3.1. Improving my knowledge of other educational systems


0 0,0 0,0 0,0 14,3 0,0 0,0 1,2

Arion 1 0,0 0,0 0,0 0,0 0,0 0,0 0,0

2 0,0 0,0 0,0 0,0 0,0 0,0 0,0

3 0,0 0,0 0,0 0,0 0,0 2,3 1,2

4 18,2 40,0 77,8 42,9 44,4 20,9 32,1

5 81,8 60,0 22,2 42,9 55,6 76,7 65,5

Deviation 2,4 2,4 2,4 -11,9 2,4 0,1 97,6

0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

1 0,0 0,0 3,7 0,0 0,0 2,7 1,5

Comenius 2 0,0 5,6 3,7 0,0 5,0 2,7 3,0

3 20,0 16,7 11,1 3,6 0,0 18,9 11,1

4 20,0 44,4 37,0 32,1 60,0 32,4 38,5

5 60,0 33,3 44,4 57,1 35,0 43,2 44,4

Deviation -3,0 -5,2 -1,5 6,3 12,0 -7,3 83,0

0 0,0 4,5 12,5 0,0 0,0 6,7 4,1

1 0,0 0,0 0,0 0,0 33,3 0,0 2,7

Grundtvig 2 0,0 27,3 0,0 7,7 0,0 6,7 11,0

3 22,2 18,2 12,5 15,4 0,0 26,7 17,8

4 44,4 18,2 25,0 7,7 33,3 26,7 23,3

5 33,3 31,8 50,0 69,2 33,3 33,3 41,1

Deviation 13,4 -14,4 10,6 12,5 2,3 -4,4 64,4

3.2. Improving my perception of my own educational system

0 0,0 0,0 0,0 14,3 0,0 0,0 1,2

1 0,0 0,0 22,2 0,0 11,1 2,3 4,8

Arion 2 9,1 0,0 0,0 14,3 22,2 4,7 7,1

3 9,1 0,0 22,2 14,3 0,0 7,0 8,3

4 63,6 60,0 33,3 14,3 55,6 25,6 35,7

5 18,2 40,0 22,2 42,9 11,1 60,5 42,9

Deviation 3,2 21,4 -23,0 -21,4 -11,9 7,5 78,6

0 0,0 0,0 3,7 0,0 0,0 0,0 0,7

1 0,0 0,0 3,7 0,0 0,0 5,4 2,2

Comenius 2 0,0 11,1 0,0 3,6 5,0 2,7 3,7

3 20,0 11,1 14,8 7,1 15,0 21,6 14,8

4 40,0 61,1 51,9 28,6 45,0 35,1 42,2

5 40,0 16,7 25,9 53,6 35,0 35,1 34,8

Deviation 3,0 0,7 0,7 5,1 3,0 -6,8 77,0

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3.2. Improving my perception of my own educational system


0 0,0 4,5 12,5 0,0 0,0 6,7 4,1

1 0,0 0,0 0,0 7,7 16,7 0,0 2,7

Grundtvig 2 0,0 18,2 25,0 15,4 0,0 0,0 11,0

3 33,3 27,3 12,5 15,4 16,7 33,3 24,7

4 55,6 22,7 50,0 15,4 50,0 40,0 34,2

5 11,1 27,3 0,0 46,2 16,7 20,0 23,3

Deviation 9,1 -7,5 -7,5 4,0 9,1 2,5 57,5

3.3. Initiating new job perspectives

0 0,0 20,0 0,0 14,3 11,1 2,3 4,8

1 27,3 0,0 33,3 0,0 66,7 25,6 27,4

Arion 2 18,2 40,0 0,0 14,3 0,0 18,6 15,5

3 36,4 40,0 22,2 0,0 11,1 14,0 17,9

4 18,2 0,0 22,2 42,9 11,1 16,3 17,9

5 0,0 0,0 22,2 28,6 0,0 23,3 16,7

Deviation -16,3 -34,5 9,9 36,9 -23,4 5,0 34,5

0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

1 40,0 5,6 22,2 14,3 25,0 27,0 20,7

Comenius 2 0,0 27,8 14,8 17,9 15,0 13,5 16,3

3 40,0 16,7 29,6 17,9 25,0 16,2 21,5

4 20,0 16,7 22,2 32,1 30,0 21,6 24,4

5 0,0 33,3 11,1 10,7 5,0 21,6 15,6

Deviation -20,0 10,0 -6,7 2,9 -5,0 3,2 40,0

0 11,1 9,1 12,5 0,0 0,0 6,7 6,8

1 11,1 4,5 12,5 23,1 0,0 20,0 12,3

Grundtvig 2 22,2 27,3 25,0 15,4 16,7 20,0 21,9

3 44,4 22,7 12,5 23,1 33,3 20,0 24,7

4 11,1 18,2 25,0 23,1 50,0 6,7 19,2

5 0,0 18,2 12,5 15,4 0,0 26,7 15,1

Deviation -23,1 2,1 3,3 4,2 15,8 -0,9 34,2

3.4. Increasing my motivation to participate in other mobility activities in Europe(Socrates or any other international activities)

0 0,0 20,0 0,0 28,6 0,0 2,3 4,8

1 0,0 0,0 11,1 0,0 0,0 2,3 2,4

Arion 2 9,1 0,0 0,0 0,0 0,0 0,0 1,2

3 0,0 0,0 11,1 0,0 11,1 0,0 2,4

4 45,5 20,0 11,1 14,3 33,3 39,5 33,3

5 45,5 60,0 66,7 57,1 55,6 55,8 56,0

Deviation 1,6 -9,3 -11,5 -17,9 -0,4 6,1 89,3

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3.4. Increasing my motivation to participate in other mobility activities in Europe(Socrates or any other international activities)


0 0,0 0,0 0,0 3,6 0,0 0,0 0,7

1 0,0 5,6 0,0 0,0 0,0 0,0 0,7

Comenius 2 0,0 0,0 0,0 0,0 0,0 2,7 0,7

3 0,0 16,7 11,1 0,0 20,0 0,0 7,4

4 20,0 16,7 33,3 21,4 40,0 18,9 25,2

5 80,0 61,1 55,6 67,9 40,0 78,4 63,7

Deviation 11,1 -11,1 0,0 0,4 -8,9 8,4 88,9

0 0,0 4,5 12,5 0,0 0,0 6,7 4,1

1 0,0 0,0 0,0 0,0 0,0 0,0 0,0

Grundtvig 2 0,0 18,2 0,0 0,0 0,0 6,7 6,8

3 0,0 4,5 0,0 0,0 0,0 6,7 2,7

4 33,3 31,8 62,5 15,4 0,0 26,7 28,8

5 66,7 40,9 25,0 84,6 100,0 53,3 57,5

Deviation 13,7 -13,6 1,2 13,7 13,7 -6,3 86,3

3.5. Enhancing my organization/management/leadership skills (classroom management,organization of activities, etc..)

0 0,0 20,0 0,0 28,6 11,1 0,0 4,8

1 18,2 0,0 11,1 0,0 11,1 2,3 6,0

Arion 2 0,0 20,0 0,0 0,0 11,1 9,3 7,1

3 36,4 20,0 0,0 28,6 11,1 11,6 15,5

4 45,5 20,0 55,6 0,0 55,6 39,5 39,3

5 0,0 20,0 33,3 42,9 0,0 37,2 27,4

Deviation -21,2 -26,7 22,2 -23,8 -11,1 10,1 66,7

0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

1 0,0 0,0 3,7 0,0 0,0 5,4 2,2

Comenius 2 0,0 5,6 0,0 3,6 5,0 5,4 3,7

3 0,0 5,6 18,5 7,1 20,0 13,5 12,6

4 40,0 38,9 44,4 39,3 50,0 29,7 39,3

5 60,0 50,0 33,3 42,9 25,0 45,9 40,7

Deviation 20,0 8,9 -2,2 2,1 -5,0 -4,3 80,0

0 0,0 4,5 12,5 15,4 0,0 6,7 6,8

1 0,0 4,5 0,0 0,0 16,7 6,7 4,1

Grundtvig 2 22,2 13,6 0,0 0,0 0,0 0,0 6,8

3 44,4 22,7 37,5 7,7 0,0 13,3 20,5

4 22,2 18,2 37,5 30,8 66,7 40,0 31,5

5 11,1 36,4 12,5 46,2 16,7 33,3 30,1

Deviation -28,3 -7,1 -11,6 15,3 21,7 11,7 61,6

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3.6. Acquiring new skills


0 0,0 20,0 0,0 42,9 0,0 4,7 7,1

1 9,1 0,0 11,1 0,0 0,0 0,0 2,4

Arion 2 0,0 40,0 11,1 0,0 0,0 16,3 11,9

3 36,4 20,0 22,2 0,0 33,3 23,3 23,8

4 45,5 0,0 22,2 28,6 66,7 20,9 28,6

5 9,1 20,0 33,3 28,6 0,0 34,9 26,2

Deviation -0,2 -34,8 0,8 2,4 11,9 1,1 54,8

0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

1 0,0 5,6 0,0 0,0 0,0 0,0 0,7

Comenius 2 0,0 11,1 0,0 3,6 0,0 0,0 2,2

3 20,0 16,7 14,8 3,6 5,0 13,5 11,1

4 40,0 33,3 51,9 32,1 60,0 43,2 43,7

5 40,0 33,3 33,3 53,6 35,0 43,2 40,7

Deviation -4,4 -17,8 0,7 1,3 10,6 2,0 84,4

0 0,0 4,5 12,5 0,0 0,0 6,7 4,1

1 0,0 0,0 0,0 0,0 0,0 0,0 0,0

Grundtvig 2 0,0 13,6 0,0 0,0 0,0 13,3 6,8

3 11,1 18,2 25,0 30,8 0,0 6,7 16,4

4 44,4 50,0 62,5 46,2 83,3 60,0 54,8

5 44,4 13,6 0,0 23,1 16,7 13,3 17,8

Deviation 16,3 -9,0 -10,1 -3,4 27,4 0,7 72,6

3.7. Increasing my participation in local / national/international events to share myexperience

0 0,0 20,0 0,0 28,6 11,1 0,0 4,8

1 9,1 20,0 0,0 0,0 33,3 11,6 11,9

Arion 2 0,0 0,0 11,1 14,3 0,0 11,6 8,3

3 36,4 0,0 11,1 0,0 11,1 14,0 14,3

4 27,3 40,0 66,7 14,3 33,3 34,9 35,7

5 27,3 20,0 11,1 42,9 11,1 27,9 25,0

Deviation -6,2 -0,7 17,1 -3,6 -16,3 2,1 60,7

0 0,0 0,0 0,0 3,6 0,0 0,0 0,7

1 0,0 0,0 3,7 0,0 5,0 18,9 6,7

Comenius 2 0,0 16,7 0,0 0,0 0,0 10,8 5,2

3 40,0 27,8 29,6 7,1 25,0 16,2 20,7

4 20,0 38,9 48,1 50,0 50,0 27,0 40,7

5 40,0 16,7 18,5 32,1 20,0 27,0 24,4

Deviation -5,2 -9,6 1,5 17,0 4,8 -11,1 65,2

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3.7. Increasing my participation in local / national/international events to share myexperience


0 0,0 4,5 12,5 0,0 0,0 6,7 4,1

1 11,1 22,7 0,0 7,7 0,0 33,3 16,4

Grundtvig 2 11,1 9,1 12,5 7,7 0,0 0,0 6,8

3 11,1 22,7 12,5 7,7 0,0 13,3 13,7

4 22,2 27,3 50,0 38,5 66,7 26,7 34,2

5 44,4 13,6 12,5 38,5 33,3 20,0 24,7

Deviation 7,8 -18,0 3,6 18,0 41,1 -12,2 58,9

3.8.Being acknowledged by my employer/authorities

0 0,0 0,0 11,1 28,6 0,0 0,0 3,6

1 27,3 20,0 11,1 0,0 22,2 14,0 15,5

Arion 2 0,0 40,0 0,0 14,3 0,0 23,3 15,5

3 72,7 20,0 44,4 0,0 44,4 23,3 32,1

4 0,0 20,0 11,1 42,9 33,3 18,6 19,0

5 0,0 0,0 22,2 14,3 0,0 20,9 14,3

Deviation -33,3 -13,3 0,0 23,8 0,0 6,2 33,3

0 0,0 0,0 3,7 10,7 0,0 8,1 5,2

1 20,0 0,0 7,4 3,6 10,0 24,3 11,1

Comenius 2 0,0 16,7 7,4 7,1 5,0 21,6 11,9

3 60,0 5,6 14,8 10,7 50,0 16,2 20,0

4 0,0 50,0 44,4 21,4 30,0 18,9 29,6

5 20,0 27,8 22,2 39,3 5,0 10,8 20,7

Deviation -30,4 27,4 16,3 10,3 -15,4 -20,6 50,4

0 0,0 4,5 25,0 0,0 16,7 6,7 6,8

1 0,0 4,5 0,0 15,4 16,7 26,7 11,0

Grundtvig 2 22,2 18,2 12,5 7,7 16,7 40,0 20,5

3 22,2 18,2 37,5 30,8 0,0 0,0 17,8

4 33,3 36,4 25,0 7,7 50,0 13,3 26,0

5 22,2 18,2 0,0 38,5 0,0 13,3 17,8

Deviation 11,7 10,7 -18,8 2,3 6,2 -17,2 43,8

3.9. Getting awards or credits

0 0,0 0,0 11,1 28,6 11,1 4,7 7,1

1 54,5 0,0 11,1 0,0 55,6 30,2 29,8

Arion 2 18,2 80,0 33,3 0,0 0,0 23,3 22,6

3 27,3 20,0 22,2 28,6 33,3 20,9 23,8

4 0,0 0,0 11,1 14,3 0,0 16,3 10,7

5 0,0 0,0 11,1 28,6 0,0 4,7 6,0

Deviation -16,7 -16,7 5,6 26,2 -16,7 4,3 16,7

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3.9. Getting awards or credits


0 0,0 0,0 3,7 10,7 0,0 2,7 3,7

1 60,0 16,7 37,0 17,9 25,0 24,3 25,9

Comenius 2 20,0 33,3 22,2 7,1 15,0 18,9 18,5

3 20,0 22,2 22,2 14,3 55,0 29,7 27,4

4 0,0 11,1 7,4 28,6 5,0 16,2 14,1

5 0,0 16,7 7,4 14,3 0,0 8,1 8,9

Deviation -23,0 4,8 -8,1 19,9 -18,0 1,4 23,0

0 0,0 9,1 25,0 0,0 0,0 6,7 6,8

1 44,4 45,5 12,5 30,8 50,0 20,0 34,2

Grundtvig 2 44,4 31,8 37,5 0,0 33,3 33,3 28,8

3 0,0 9,1 12,5 38,5 16,7 13,3 15,1

4 11,1 0,0 12,5 15,4 0,0 26,7 11,0

5 0,0 4,5 0,0 15,4 0,0 0,0 4,1

Deviation -4,0 -10,5 -2,6 15,7 -15,1 11,6 15,1

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4. My participation in the activity influenced my institution/organization by:

4.1. Encouraging my colleagues to participate in individual mobilities


0 0,0 0,0 0,0 14,3 0,0 0,0 1,2

1 0,0 40,0 0,0 0,0 11,1 0,0 3,6

Arion 2 18,2 0,0 0,0 0,0 0,0 4,7 4,8

3 36,4 20,0 22,2 0,0 0,0 16,3 16,7

4 36,4 40,0 66,7 14,3 22,2 34,9 35,7

5 9,1 0,0 11,1 71,4 66,7 44,2 38,1

Deviation -28,4 -33,8 4,0 11,9 15,1 5,3 73,8

0 0,0 5,6 3,7 3,6 0,0 2,7 3,0

1 0,0 5,6 3,7 0,0 0,0 5,4 3,0

Comenius 2 0,0 11,1 3,7 0,0 0,0 8,1 4,4

3 20,0 22,2 22,2 7,1 35,0 18,9 20,0

4 20,0 11,1 33,3 32,1 50,0 37,8 33,3

5 60,0 44,4 33,3 53,6 15,0 27,0 35,6

Deviation 11,1 -13,3 -2,2 16,8 -3,9 -4,0 68,9

0 0,0 4,5 0,0 0,0 16,7 6,7 4,1

1 11,1 9,1 12,5 0,0 16,7 13,3 9,6

Grundtvig 2 11,1 13,6 0,0 0,0 0,0 0,0 5,5

3 0,0 13,6 25,0 15,4 0,0 13,3 12,3

4 33,3 27,3 37,5 46,2 33,3 33,3 34,2

5 44,4 31,8 25,0 38,5 33,3 33,3 34,2

Deviation 9,3 -9,4 -6,0 16,1 -1,8 -1,8 68,5

4.2. Initiating new student / learners exchanges abroad (if applicable)

0 0,0 0,0 0,0 28,6 0,0 9,3 7,1

1 18,2 40,0 0,0 0,0 33,3 14,0 15,5

Arion 2 27,3 20,0 44,4 28,6 33,3 23,3 27,4

3 36,4 40,0 11,1 0,0 11,1 14,0 16,7

4 18,2 0,0 33,3 0,0 11,1 23,3 19,0

5 0,0 0,0 11,1 42,9 11,1 16,3 14,3

Deviation -15,2 -33,3 11,1 9,5 -11,1 6,2 33,3

0 0,0 5,6 0,0 0,0 5,0 10,8 4,4

1 0,0 5,6 18,5 10,7 20,0 16,2 14,1

Comenius 2 20,0 38,9 29,6 35,7 30,0 21,6 29,6

3 0,0 27,8 11,1 14,3 15,0 8,1 13,3

4 60,0 5,6 22,2 10,7 15,0 24,3 18,5

5 20,0 16,7 18,5 25,0 15,0 18,9 19,3

Deviation 42,2 -15,6 3,0 -2,1 -7,8 5,5 37,8

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4.2. Initiating new student / learners exchanges abroad (if applicable)


0 0,0 4,5 12,5 0,0 0,0 6,7 4,1

1 11,1 27,3 12,5 30,8 16,7 20,0 21,9

Grundtvig 2 44,4 31,8 12,5 15,4 50,0 40,0 31,5

3 22,2 13,6 25,0 15,4 0,0 6,7 13,7

4 0,0 13,6 25,0 30,8 33,3 13,3 17,8

5 22,2 9,1 12,5 7,7 0,0 13,3 11,0

Deviation -6,5 -6,0 8,7 9,7 4,6 -2,1 28,8

4.3. Initiating new European projects

0 0,0 0,0 0,0 14,3 0,0 2,3 2,4

1 36,4 20,0 44,4 0,0 44,4 18,6 25,0

Arion 2 9,1 20,0 0,0 14,3 11,1 11,6 10,7

3 9,1 0,0 0,0 0,0 11,1 7,0 6,0

4 9,1 40,0 33,3 42,9 22,2 20,9 23,8

5 36,4 20,0 22,2 28,6 11,1 39,5 32,1

Deviation -10,5 4,0 -0,4 15,5 -22,6 4,5 56,0

0 0,0 5,6 0,0 7,1 0,0 2,7 3,0

1 0,0 16,7 11,1 10,7 10,0 10,8 11,1

Comenius 2 0,0 44,4 14,8 3,6 5,0 13,5 14,1

3 0,0 16,7 18,5 7,1 35,0 13,5 16,3

4 80,0 11,1 7,4 17,9 40,0 24,3 22,2

5 20,0 5,6 48,1 50,0 10,0 35,1 32,6

Deviation 45,2 -38,1 0,7 13,0 -4,8 4,6 54,8

0 0,0 4,5 0,0 0,0 0,0 6,7 2,7

1 22,2 22,7 0,0 7,7 16,7 33,3 19,2

Grundtvig 2 0,0 45,5 0,0 0,0 16,7 0,0 15,1

3 0,0 9,1 37,5 7,7 0,0 26,7 13,7

4 33,3 4,5 50,0 23,1 16,7 13,3 19,2

5 44,4 13,6 12,5 61,5 50,0 20,0 30,1

Deviation 28,5 -31,1 13,2 35,3 17,4 -16,0 49,3

4.4. Getting involved in local, national or international activities (workshops, conferences,courses, seminars)

0 9,1 0,0 0,0 28,6 0,0 4,7 6,0

1 9,1 0,0 11,1 0,0 11,1 14,0 10,7

Arion 2 9,1 20,0 0,0 0,0 0,0 4,7 4,8

3 9,1 20,0 11,1 0,0 11,1 11,6 10,7

4 27,3 40,0 44,4 28,6 66,7 30,2 35,7

5 36,4 20,0 33,3 42,9 11,1 34,9 32,1

Deviation -4,2 -7,9 9,9 3,6 9,9 -2,7 67,9

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4.4. Getting involved in local, national or international activities (workshops, conferences,courses, seminars)


0 0,0 0,0 0,0 0,0 5,0 5,4 2,2

1 20,0 11,1 18,5 0,0 10,0 13,5 11,1

Comenius 2 0,0 11,1 3,7 0,0 10,0 8,1 5,9

3 20,0 22,2 25,9 17,9 30,0 16,2 21,5

4 20,0 27,8 33,3 42,9 20,0 40,5 34,1

5 40,0 27,8 18,5 35,7 25,0 16,2 24,4

Deviation 1,5 -3,0 -6,7 20,1 -13,5 -1,8 58,5

0 0,0 4,5 0,0 7,7 0,0 6,7 4,1

1 11,1 22,7 0,0 7,7 0,0 33,3 16,4

Grundtvig 2 0,0 18,2 0,0 0,0 0,0 0,0 5,5

3 0,0 27,3 37,5 15,4 16,7 20,0 20,5

4 66,7 22,7 37,5 23,1 50,0 20,0 31,5

5 22,2 4,5 25,0 46,2 33,3 20,0 21,9

Deviation 35,5 -26,2 9,1 15,8 29,9 -13,4 53,4

4.5. Organizing local, national or international activities (workshops, conferences,courses, seminars)

0 9,1 0,0 11,1 28,6 0,0 2,3 6,0

1 18,2 20,0 11,1 0,0 11,1 18,6 15,5

Arion 2 0,0 20,0 0,0 14,3 0,0 7,0 6,0

3 18,2 20,0 11,1 14,3 22,2 9,3 13,1

4 18,2 0,0 44,4 28,6 55,6 27,9 29,8

5 36,4 40,0 22,2 14,3 11,1 34,9 29,8

Deviation -5,0 -19,5 7,1 -16,7 7,1 3,3 59,5

0 0,0 5,6 0,0 3,6 0,0 2,7 2,2

1 40,0 5,6 22,2 10,7 35,0 43,2 25,9

Comenius 2 0,0 16,7 11,1 14,3 5,0 16,2 12,6

3 40,0 27,8 22,2 25,0 30,0 16,2 23,7

4 0,0 16,7 37,0 21,4 20,0 10,8 20,0

5 20,0 27,8 7,4 21,4 10,0 10,8 14,8

Deviation -14,8 9,6 9,6 8,0 -4,8 -13,2 34,8

Grundtvig 0 0,0 9,1 0,0 7,7 33,3 13,3 9,6

1 0,0 36,4 12,5 7,7 0,0 46,7 23,3

2 0,0 18,2 0,0 0,0 0,0 6,7 6,8

3 11,1 13,6 25,0 15,4 0,0 13,3 13,7

4 66,7 18,2 37,5 46,2 33,3 20,0 32,9

5 22,2 4,5 25,0 23,1 33,3 0,0 13,7

Deviation 42,3 -23,8 15,9 22,7 20,1 -26,6 46,6

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5. My participation in the activity contributed to an innovation and change in myinstitution /organization in regards to:

5.1. Intercultural awareness


0 0,0 0,0 0,0 14,3 0,0 4,7 3,6

1 0,0 20,0 22,2 0,0 0,0 7,0 7,1

Arion 2 0,0 20,0 11,1 0,0 0,0 4,7 4,8

3 54,5 20,0 0,0 0,0 22,2 11,6 16,7

4 27,3 0,0 33,3 71,4 44,4 37,2 36,9

5 18,2 40,0 22,2 14,3 33,3 34,9 29,8

Deviation -21,2 -26,7 -11,1 19,0 11,1 5,4 66,7

0 0,0 0,0 0,0 10,7 0,0 2,7 3,0

1 0,0 5,6 3,7 3,6 0,0 8,1 4,4

Comenius 2 0,0 5,6 11,1 0,0 10,0 2,7 5,2

3 0,0 55,6 18,5 3,6 25,0 21,6 21,5

4 80,0 22,2 48,1 35,7 30,0 35,1 37,0

5 20,0 11,1 18,5 35,7 35,0 29,7 26,7

Deviation 36,3 -30,4 3,0 7,7 1,3 1,2 63,7

0 0,0 4,5 12,5 0,0 0,0 6,7 4,1

1 0,0 9,1 0,0 15,4 0,0 6,7 6,8

Grundtvig 2 0,0 31,8 0,0 0,0 33,3 6,7 13,7

3 22,2 18,2 37,5 7,7 0,0 33,3 20,5

4 44,4 22,7 25,0 38,5 50,0 33,3 32,9

5 33,3 13,6 25,0 38,5 16,7 13,3 21,9

Deviation 23,0 -18,4 -4,8 22,1 11,9 -8,1 54,8

5.2. Project work

0 0,0 0,0 0,0 14,3 0,0 7,0 4,8

1 9,1 20,0 22,2 0,0 22,2 14,0 14,3

Arion 2 9,1 40,0 11,1 0,0 0,0 14,0 11,9

3 54,5 0,0 11,1 0,0 22,2 18,6 20,2

4 18,2 40,0 0,0 14,3 44,4 25,6 23,8

5 9,1 0,0 44,4 71,4 11,1 20,9 23,8

Deviation -20,3 -7,6 -3,2 38,1 7,9 -1,1 47,6

0 0,0 0,0 0,0 3,6 0,0 2,7 1,5

1 0,0 5,6 3,7 7,1 10,0 13,5 8,1

Comenius 2 20,0 38,9 11,1 0,0 15,0 10,8 13,3

3 20,0 16,7 18,5 10,7 30,0 13,5 17,0

4 60,0 27,8 33,3 32,1 25,0 32,4 31,9

5 0,0 11,1 33,3 35,7 20,0 27,0 25,9

Deviation 2,2 -18,9 8,9 10,1 -12,8 1,7 57,8

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5.2. Project work


0 0,0 4,5 12,5 7,7 0,0 6,7 5,5

1 11,1 18,2 0,0 0,0 0,0 13,3 9,6

Grundtvig 2 22,2 36,4 0,0 0,0 16,7 13,3 17,8

3 0,0 13,6 0,0 0,0 0,0 33,3 11,0

4 55,6 22,7 50,0 30,8 33,3 20,0 31,5

5 11,1 4,5 37,5 61,5 50,0 13,3 24,7

Deviation 10,5 -28,9 31,3 36,1 27,2 -22,8 56,2

5.3.Cross-curriculum activities

0 0,0 0,0 0,0 14,3 0,0 9,3 6,0

1 9,1 20,0 11,1 14,3 44,4 14,0 16,7

Arion 2 18,2 80,0 11,1 14,3 22,2 16,3 20,2

3 45,5 0,0 44,4 28,6 11,1 18,6 23,8

4 27,3 0,0 11,1 0,0 22,2 18,6 16,7

5 0,0 0,0 11,1 28,6 0,0 23,3 15,5

Deviation -4,9 -32,1 -9,9 -3,6 -9,9 9,7 32,1

0 0,0 0,0 0,0 0,0 5,0 8,1 3,0

1 0,0 11,1 3,7 7,1 10,0 10,8 8,1

Comenius 2 0,0 44,4 22,2 3,6 10,0 13,5 16,3

3 40,0 22,2 25,9 14,3 25,0 13,5 20,0

4 40,0 11,1 40,7 25,0 40,0 35,1 31,9

5 20,0 11,1 7,4 39,3 10,0 18,9 18,5

Deviation 9,6 -28,1 -2,2 13,9 -0,4 3,7 50,4

0 0,0 9,1 12,5 0,0 0,0 6,7 5,5

1 11,1 13,6 0,0 7,7 16,7 20,0 12,3

Grundtvig 2 44,4 40,9 12,5 30,8 66,7 13,3 32,9

3 22,2 22,7 25,0 23,1 0,0 13,3 19,2

4 22,2 13,6 37,5 7,7 16,7 26,7 19,2

5 0,0 0,0 12,5 30,8 0,0 20,0 11,0

Deviation -7,9 -16,5 19,9 8,3 -13,5 16,5 30,1

5.4. Use of ICT

0 0,0 0,0 0,0 14,3 0,0 9,3 6,0

1 27,3 0,0 33,3 0,0 0,0 14,0 14,3

Arion 2 27,3 40,0 11,1 0,0 44,4 14,0 19,0

3 27,3 0,0 0,0 0,0 33,3 18,6 16,7

4 18,2 20,0 11,1 14,3 11,1 18,6 16,7

5 0,0 40,0 33,3 71,4 11,1 25,6 26,2

Deviation -24,7 17,1 1,6 42,9 -20,6 1,3 42,9

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5.4. Use of ICT


0 0,0 11,1 3,7 3,6 0,0 2,7 3,7

1 0,0 11,1 11,1 3,6 20,0 5,4 8,9

Comenius 2 20,0 38,9 14,8 14,3 15,0 18,9 19,3

3 20,0 16,7 14,8 10,7 15,0 16,2 14,8

4 40,0 22,2 48,1 14,3 35,0 32,4 31,1

5 20,0 0,0 7,4 42,9 15,0 24,3 20,0

Deviation 8,9 -28,9 4,4 6,0 -1,1 5,6 51,1

0 0,0 9,1 12,5 0,0 0,0 13,3 6,8

1 0,0 13,6 0,0 7,7 16,7 20,0 11,0

Grundtvig 2 44,4 50,0 25,0 0,0 16,7 26,7 30,1

3 22,2 18,2 12,5 0,0 0,0 20,0 13,7

4 11,1 4,5 50,0 23,1 33,3 6,7 16,4

5 22,2 4,5 0,0 69,2 33,3 13,3 21,9

Deviation -5,0 -29,3 11,6 54,0 28,3 -18,4 38,4

5.5. Introduction of Content & Language Integrated Learning (CLIL) approach

0 0,0 20,0 0,0 57,1 0,0 9,3 10,7

1 27,3 0,0 11,1 0,0 0,0 23,3 16,7

Arion 2 45,5 60,0 33,3 28,6 55,6 18,6 31,0

3 9,1 0,0 22,2 0,0 22,2 16,3 14,3

4 18,2 0,0 11,1 14,3 22,2 2,3 8,3

5 0,0 20,0 11,1 0,0 0,0 30,2 17,9

Deviation -8,0 -6,2 -4,0 -11,9 -4,0 6,4 26,2

0 0,0 5,6 0,0 10,7 5,0 5,4 5,2

1 20,0 5,6 18,5 17,9 20,0 24,3 18,5

Comenius 2 20,0 33,3 18,5 32,1 25,0 35,1 28,9

3 40,0 16,7 33,3 10,7 25,0 16,2 20,7

4 20,0 22,2 22,2 3,6 15,0 10,8 14,1

5 0,0 16,7 7,4 14,3 10,0 8,1 10,4

Deviation -4,4 14,4 5,2 -6,6 0,6 -5,5 24,4

0 0,0 4,5 12,5 0,0 0,0 20,0 6,8

1 22,2 18,2 12,5 30,8 16,7 20,0 20,5

Grundtvig 2 33,3 59,1 37,5 30,8 50,0 13,3 38,4

3 22,2 4,5 25,0 15,4 16,7 13,3 13,7

4 11,1 9,1 12,5 23,1 16,7 26,7 16,4

5 11,1 4,5 0,0 0,0 0,0 6,7 4,1

Deviation 1,7 -6,9 -8,0 2,5 -3,9 12,8 20,5

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5.6. Awards: European Language Label, E-Quality, etc…


0 0,0 20,0 0,0 42,9 11,1 11,6 11,9

1 45,5 0,0 22,2 14,3 33,3 41,9 34,5

Arion 2 54,5 80,0 44,4 28,6 55,6 20,9 35,7

3 0,0 0,0 0,0 14,3 0,0 11,6 7,1

4 0,0 0,0 0,0 0,0 0,0 7,0 3,6

5 0,0 0,0 22,2 0,0 0,0 7,0 6,0

Deviation -9,5 -9,5 12,7 -9,5 -9,5 4,4 9,5

0 0,0 5,6 0,0 0,0 0,0 8,1 3,0

1 20,0 16,7 40,7 28,6 40,0 48,6 36,3

Comenius 2 60,0 50,0 29,6 35,7 35,0 27,0 34,8

3 0,0 11,1 18,5 7,1 15,0 8,1 11,1

4 0,0 5,6 7,4 10,7 10,0 5,4 7,4

5 20,0 11,1 3,7 7,1 0,0 2,7 5,2

Deviation 7,4 4,1 -1,5 5,3 -2,6 -4,5 12,6

0 0,0 4,5 25,0 0,0 16,7 6,7 6,8

1 33,3 31,8 0,0 38,5 16,7 33,3 28,8

Grundtvig 2 44,4 59,1 37,5 23,1 50,0 46,7 45,2

3 11,1 4,5 37,5 7,7 0,0 6,7 9,6

4 0,0 0,0 0,0 7,7 16,7 6,7 4,1

5 11,1 0,0 0,0 23,1 0,0 0,0 5,5

Deviation 1,5 -9,6 -9,6 21,2 7,1 -2,9 9,6

5.7. Other

0 36,4 20,0 44,4 42,9 11,1 41,9 36,9

1 9,1 0,0 22,2 0,0 22,2 4,7 8,3

Arion 2 45,5 80,0 11,1 28,6 33,3 27,9 32,1

3 9,1 0,0 0,0 0,0 0,0 11,6 7,1

4 0,0 0,0 0,0 14,3 22,2 7,0 7,1

5 0,0 0,0 11,1 14,3 11,1 7,0 7,1

Deviation -14,3 -14,3 -3,2 14,3 19,0 -0,3 14,3

0 40,0 22,2 37,0 28,6 30,0 54,1 37,0

1 0,0 5,6 25,9 10,7 15,0 18,9 15,6

Comenius 2 60,0 50,0 22,2 28,6 35,0 21,6 30,4

3 0,0 5,6 7,4 7,1 15,0 0,0 5,9

4 0,0 0,0 3,7 7,1 5,0 0,0 3,0

5 0,0 16,7 3,7 7,1 0,0 5,4 5,9

Deviation -8,9 7,8 -1,5 5,4 -3,9 -3,5 8,9

0 33,3 22,7 50,0 38,5 50,0 60,0 39,7

1 11,1 13,6 12,5 7,7 16,7 13,3 12,3

Grundtvig 2 33,3 54,5 37,5 30,8 16,7 20,0 35,6

3 22,2 4,5 0,0 7,7 0,0 0,0 5,5

4 0,0 0,0 0,0 15,4 0,0 0,0 2,7

5 0,0 4,5 0,0 0,0 16,7 6,7 4,1

Deviation -6,8 -2,3 -6,8 8,5 9,8 -0,2 6,8

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6. My participation in the activity influenced my students /learners (if applicable)increasing their:

6.1. European citizenship awareness


0 0,0 0,0 0,0 14,3 0,0 11,6 7,1

1 0,0 0,0 11,1 0,0 11,1 7,0 6,0

Arion 2 54,5 20,0 22,2 14,3 44,4 25,6 29,8

3 9,1 20,0 11,1 0,0 0,0 9,3 8,3

4 36,4 60,0 33,3 42,9 44,4 16,3 28,6

5 0,0 0,0 11,1 28,6 0,0 30,2 19,0

Deviation -11,3 12,4 -3,2 23,8 -3,2 -1,1 47,6

0 0,0 5,6 0,0 0,0 0,0 8,1 3,0

1 0,0 5,6 0,0 3,6 0,0 2,7 2,2

2 0,0 27,8 7,4 3,6 10,0 5,4 8,9

Comenius 3 0,0 22,2 18,5 7,1 15,0 5,4 11,9

4 80,0 16,7 51,9 25,0 55,0 43,2 40,7

5 20,0 22,2 22,2 57,1 20,0 35,1 32,6

Deviation 26,7 -34,4 0,7 8,8 1,7 5,0 73,3

0 0,0 4,5 12,5 0,0 0,0 6,7 4,1

1 11,1 13,6 12,5 7,7 16,7 0,0 9,6

Grundtvig 2 0,0 31,8 0,0 7,7 33,3 13,3 16,4

3 22,2 13,6 12,5 7,7 0,0 13,3 12,3

4 44,4 27,3 50,0 23,1 33,3 46,7 35,6

5 22,2 9,1 12,5 53,8 16,7 20,0 21,9

Deviation 9,1 -21,2 5,0 19,4 -7,5 9,1 57,5

6.2. Interest in foreign language learning

0 0,0 20,0 0,0 14,3 0,0 14,0 9,5

1 0,0 0,0 11,1 0,0 0,0 7,0 4,8

Arion 2 63,6 20,0 11,1 14,3 22,2 20,9 25,0

3 0,0 0,0 0,0 0,0 22,2 9,3 7,1

4 36,4 40,0 44,4 14,3 33,3 14,0 23,8

5 0,0 20,0 22,2 57,1 22,2 34,9 28,6

Deviation -16,0 7,6 14,3 19,0 3,2 -3,5 52,4

0 0,0 5,6 0,0 0,0 0,0 5,4 2,2

1 20,0 5,6 3,7 0,0 0,0 0,0 2,2

Comenius 2 0,0 11,1 3,7 3,6 10,0 5,4 5,9

3 0,0 11,1 7,4 3,6 15,0 10,8 8,9

4 20,0 27,8 44,4 21,4 55,0 24,3 32,6

5 60,0 38,9 40,7 67,9 20,0 54,1 47,4

Deviation 0,0 -13,3 5,2 9,3 -5,0 -1,6 80,0

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6.2. Interest in foreign language learning


0 0,0 9,1 0,0 0,0 0,0 13,3 5,5

1 22,2 4,5 0,0 7,7 16,7 0,0 6,8

Grundtvig 2 11,1 22,7 0,0 7,7 33,3 6,7 13,7

3 22,2 13,6 37,5 0,0 0,0 13,3 13,7

4 22,2 18,2 25,0 46,2 50,0 33,3 30,1

5 22,2 31,8 37,5 38,5 0,0 33,3 30,1

Deviation -15,8 -10,3 2,2 24,3 -10,3 6,4 60,3

6.3. Interest in communicating with their peers in other countries

0 0,0 20,0 0,0 14,3 0,0 16,3 10,7

1 0,0 0,0 11,1 0,0 0,0 7,0 4,8

Arion 2 63,6 20,0 11,1 14,3 22,2 20,9 25,0

3 9,1 0,0 0,0 14,3 11,1 11,6 9,5

4 18,2 40,0 44,4 14,3 44,4 14,0 22,6

5 9,1 20,0 22,2 42,9 22,2 30,2 26,2

Deviation -21,5 11,2 17,9 8,3 17,9 -4,6 48,8

0 0,0 5,6 0,0 3,6 0,0 5,4 3,0

1 0,0 0,0 7,4 3,6 5,0 5,4 4,4

Comenius 2 0,0 33,3 11,1 3,6 10,0 8,1 11,1

3 20,0 11,1 25,9 10,7 35,0 18,9 20,0

4 20,0 22,2 33,3 25,0 25,0 18,9 24,4

5 60,0 27,8 22,2 50,0 25,0 43,2 36,3

Deviation 19,3 -10,7 -5,2 14,3 -10,7 1,4 60,7

0 0,0 4,5 0,0 0,0 0,0 6,7 2,7

1 0,0 9,1 0,0 0,0 16,7 6,7 5,5

Grundtvig 2 11,1 31,8 12,5 15,4 33,3 13,3 20,5

3 22,2 22,7 25,0 15,4 0,0 20,0 19,2

4 44,4 18,2 50,0 38,5 16,7 26,7 30,1

5 22,2 13,6 12,5 30,8 33,3 26,7 21,9

Deviation 14,6 -20,2 10,4 17,2 -2,1 1,3 52,1

6.4. Interest in learning subject through ICT

0 9,1 20,0 0,0 28,6 0,0 14,0 11,9

1 0,0 0,0 11,1 0,0 0,0 11,6 7,1

Arion 2 54,5 60,0 11,1 14,3 44,4 20,9 28,6

3 9,1 0,0 22,2 0,0 22,2 4,7 8,3

4 18,2 0,0 11,1 14,3 11,1 27,9 20,2

5 9,1 20,0 33,3 42,9 22,2 20,9 22,6

Deviation -15,6 -22,9 1,6 14,3 -9,5 6,0 42,9

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6.4. Interest in learning subject through ICT


0 0,0 16,7 3,7 7,1 0,0 8,1 6,7

1 0,0 0,0 11,1 3,6 15,0 8,1 7,4

Comenius 2 0,0 50,0 11,1 7,1 15,0 10,8 15,6

3 20,0 5,6 18,5 7,1 20,0 18,9 14,8

4 20,0 22,2 37,0 28,6 30,0 27,0 28,9

5 60,0 5,6 18,5 42,9 20,0 27,0 25,9

Deviation 25,2 -27,0 0,7 16,6 -4,8 -0,8 54,8

0 0,0 13,6 0,0 0,0 0,0 13,3 6,8

1 0,0 13,6 0,0 7,7 16,7 0,0 6,8

Grundtvig 2 44,4 40,9 12,5 15,4 16,7 33,3 30,1

3 22,2 13,6 50,0 15,4 0,0 26,7 20,5

4 33,3 13,6 37,5 7,7 66,7 13,3 21,9

5 0,0 4,5 0,0 53,8 0,0 13,3 13,7

Deviation -2,3 -17,4 1,9 25,9 31,1 -8,9 35,6

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7. My participation in the activity influenced my colleagues and/or managementincreasing their:

7.1. European awareness


0 0,0 0,0 0,0 14,3 0,0 4,7 3,6

1 9,1 40,0 11,1 0,0 0,0 4,7 7,1

Arion 2 9,1 0,0 11,1 14,3 22,2 16,3 14,3

3 54,5 60,0 11,1 0,0 55,6 18,6 27,4

4 18,2 0,0 44,4 28,6 11,1 23,3 22,6

5 9,1 0,0 11,1 42,9 11,1 32,6 23,8

Deviation -19,2 -46,4 9,1 25,0 -24,2 9,4 46,4

0 0,0 0,0 0,0 3,6 0,0 10,8 3,7

1 0,0 5,6 3,7 0,0 10,0 10,8 5,9

Comenius 2 0,0 44,4 11,1 10,7 0,0 8,1 12,6

3 40,0 27,8 22,2 7,1 40,0 13,5 20,7

4 40,0 16,7 51,9 28,6 35,0 43,2 37,0

5 20,0 5,6 11,1 46,4 15,0 13,5 19,3

Deviation 3,7 -34,1 6,7 18,7 -6,3 0,5 56,3

0 0,0 9,1 12,5 7,7 0,0 6,7 6,8

1 0,0 22,7 12,5 7,7 16,7 6,7 12,3

Grundtvig 2 0,0 31,8 0,0 15,4 50,0 13,3 19,2

3 33,3 22,7 62,5 7,7 0,0 26,7 24,7

4 66,7 13,6 0,0 7,7 16,7 26,7 20,5

5 0,0 0,0 12,5 53,8 16,7 20,0 16,4

Deviation 29,7 -23,3 -24,5 24,6 -3,7 9,7 37,0

7.2. Interest in participating in similar European activities / projects

0 0,0 0,0 0,0 14,3 0,0 4,7 3,6

1 0,0 0,0 11,1 0,0 0,0 2,3 2,4

Arion 2 18,2 0,0 0,0 14,3 11,1 2,3 6,0

3 18,2 60,0 11,1 0,0 33,3 9,3 15,5

4 45,5 0,0 44,4 28,6 44,4 30,2 33,3

5 18,2 40,0 22,2 42,9 11,1 51,2 38,1

Deviation -7,8 -31,4 -4,8 0,0 -15,9 10,0 71,4

0 0,0 0,0 3,7 3,6 0,0 2,7 2,2

1 0,0 0,0 3,7 0,0 5,0 2,7 2,2

Comenius 2 0,0 11,1 3,7 0,0 0,0 5,4 3,7

3 20,0 16,7 3,7 0,0 25,0 13,5 11,1

4 40,0 16,7 51,9 32,1 60,0 54,1 44,4

5 40,0 55,6 33,3 60,7 10,0 21,6 35,6

Deviation 0,0 -7,8 5,2 12,9 -10,0 -4,3 80,0

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7.2. Interest in participating in similar European activities / projects


0 0,0 9,1 0,0 0,0 0,0 6,7 4,1

1 0,0 0,0 0,0 0,0 0,0 6,7 1,4

Grundtvig 2 0,0 18,2 0,0 15,4 0,0 6,7 9,6

3 33,3 22,7 12,5 0,0 0,0 26,7 17,8

4 44,4 31,8 62,5 15,4 50,0 20,0 32,9

5 22,2 18,2 25,0 69,2 50,0 33,3 34,2

Deviation -0,5 -17,1 20,4 17,5 32,9 -13,8 67,1

7.3. Support of European Dimension projects / activities

0 0,0 20,0 11,1 14,3 11,1 7,0 8,3

1 0,0 0,0 22,2 0,0 0,0 9,3 7,1

Arion 2 9,1 0,0 0,0 0,0 11,1 0,0 2,4

3 45,5 60,0 0,0 0,0 33,3 16,3 21,4

4 36,4 20,0 33,3 28,6 33,3 20,9 26,2

5 9,1 0,0 22,2 57,1 11,1 46,5 33,3

Deviation -14,1 -39,5 -4,0 26,2 -15,1 7,9 59,5

0 0,0 5,6 7,4 10,7 0,0 5,4 5,9

1 0,0 5,6 11,1 7,1 10,0 5,4 7,4

Comenius 2 0,0 27,8 7,4 7,1 5,0 5,4 8,9

3 20,0 5,6 25,9 3,6 35,0 18,9 17,8

4 40,0 27,8 29,6 35,7 35,0 43,2 35,6

5 40,0 27,8 18,5 32,1 15,0 21,6 23,7

Deviation 20,7 -3,7 -11,1 8,6 -9,3 5,6 59,3

0 0,0 9,1 0,0 0,0 0,0 13,3 5,5

1 11,1 22,7 0,0 0,0 0,0 6,7 9,6

Grundtvig 2 11,1 27,3 0,0 0,0 16,7 20,0 15,1

3 44,4 18,2 12,5 7,7 0,0 6,7 15,1

4 33,3 18,2 75,0 38,5 66,7 20,0 34,2

5 0,0 4,5 12,5 53,8 16,7 33,3 20,5

Deviation -21,5 -32,1 32,7 37,5 28,5 -1,5 54,8

7.4. Interest in foreign language teaching and learning

0 0,0 20,0 0,0 28,6 0,0 4,7 6,0

1 0,0 20,0 11,1 0,0 0,0 4,7 4,8

Arion 2 36,4 40,0 11,1 14,3 22,2 16,3 20,2

3 27,3 0,0 11,1 14,3 44,4 9,3 15,5

4 36,4 0,0 22,2 14,3 22,2 32,6 27,4

5 0,0 20,0 33,3 28,6 11,1 32,6 25,0

Deviation -16,0 -32,4 3,2 -9,5 -19,0 12,7 52,4

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7.4. Interest in foreign language teaching and learning


0 0,0 0,0 3,7 3,6 0,0 5,4 3,0

1 0,0 0,0 3,7 0,0 10,0 5,4 3,7

Comenius 2 20,0 16,7 11,1 7,1 10,0 10,8 11,1

3 20,0 11,1 29,6 3,6 45,0 21,6 21,5

4 20,0 33,3 33,3 28,6 20,0 37,8 31,1

5 40,0 38,9 18,5 53,6 15,0 18,9 28,9

Deviation 0,0 12,2 -8,1 22,1 -25,0 -3,2 60,0

0 0,0 9,1 0,0 0,0 0,0 6,7 4,1

1 0,0 4,5 12,5 12,5 16,7 0,0 5,5

Grundtvig 2 11,1 22,7 0,0 25,0 33,3 20,0 17,8

3 44,4 4,5 37,5 25,0 0,0 13,3 16,4

4 33,3 36,4 37,5 37,5 50,0 20,0 31,5

5 11,1 22,7 12,5 62,5 0,0 40,0 24,7

Deviation -11,7 2,9 -6,2 43,8 -6,2 3,8 56,2

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Annexes

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YES

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by

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ANN

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PACT

178

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Name of participant:

Current address(street, city and country):

Telephone:

E-mail:

Arion

Socrates action: Comenius

Grundtvig

Course

Study Visit

Type of mobility: Conference

Placement

Other, describe:

Title / theme o activity:

Date of activity (month and year):

Current position:

Current institution / organisation:

Current address(steet, city and country)

Telephone:

Position and name of institutionat the time of mobility if differentfrom current

PLEASE ANSWER THE FOLLOWING QUESTIONS IN RELATION TO THEGRANT YOU RECEIVED WITH AS MUCH INFORMATION AS POSSIBLE.

If the question is not relevant, please state not relevant

Myself

A collegue

1. My participation in the The institution / organizationactivities abroad came from management

The education authorities

Other, describe:

ANNEX II

QUESTIONNAIRE ABOUT IMPACT AFTER PARTICIPATION INTRAINING ACTIVITIES AND STUDY VISITS ABROAD

(COMENIUS, GRUNDTVIG OR ARION)

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2. My participation in the activity influenced my personaldevelopment by:

— Improving my foreing language skills Not selected

— Learning a new foreing languge Not selected

— Increasing my personal visits to other countries Not selected

— Acquiring new intercultural and social competences Not selected

— Making new friends / relationshin a new country Not selected

3. My participation in the activity influenced my professionaldevelopment by:

— Improving my knowledge of other educational systems Not selected

— Improving my perception of my own educational system Not selected

— Initiating new job perspectives Not selected

— Increasing my motivation to participate in other mobilityactivities in Europe (Socrates or any other internationalactivities Not selected

— Enhancing my organization / management / leadershipskills (classroom management, organization ofactivities, etc…) Not selected

— Acquiring new skills Not selected

— Increasing my participation in local / national /international events to share my experience Not selected

— Being acknowledged by my employer / authorities Not selected

— Getting awards or credits Not selected

4. My participation in the activity influenced my institution / organization by:

— Encouraging my colleagues to participate in individualmobilities Not selected

— Initiating new student / learners exchanges abroad(if applicable) Not selected

— Initiating new European projects

— Getting involved in local, national or internationalactivities (worshops, conferences, courses, seminars) Not selected

— Organizing local, national or international activities(worshops, conferences, courses, seminars) Not selected

5. My participation in the activity contributed to an innovation and change in myinstitution / organization in regards to:

— Intecultural awareness Not selected

— Project work Not selected

— Cross-curriculum activities Not selected

— Use of ICT Not selected

— Introduction fo Content & Language Integrated Learning(CLIL) approach Not selected

— Awards: European Language Label, E-Quality, etc… Not selected

— Other Not selected

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6. My participation in the activity influenced my students / learners(if applicable) increasing their

— European citizenship awareness Not selected

— Interest in foreign language learning Not selected

— Interest in communicating with their peers in othercountries Not selected

— Interest inlearning subject through ICT Not selected

7. My participation in the activity influenced my colleagues and / ormanagement increasing their:

— European awareness Not selected

— Interest in participating in similar European activities /projects Not selected

— Support of European Dimension projects / activities Not selected

— Interest in foreign language teaching and learning Not selected

8. Other remarks

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ANNEX III

MODE ASSESSMENT TOOL (M.A.T.)MOBILITY AND EUROPEAN DIMENSION

Documents

THE MODE TEAM - modeproject.eu · Mª Dolores López Mollo, Adviser, Arion and Centralised Actions Manager Esther Seivane Vázquez, Head of Grundtvig Unit Begoña Moreno Chaves, Adviser,