We decided to undertake this project, because we saw the need to get our European Nations familiar with the refugees and vice versa. European countries have decided to take a large number of refugees in their lives. The goal is to gradually integrate them into our communities. We faced displays of both sympathy and antipathy addressed to the people entering Europe. We dealt with the issue of European community, which, as it seems, is not always ready to accept them, even if it is only for a period of several years (before the conflict in their home country is resolved). It concerns people that have little information about the rules and interpersonal relations in Europe, they are in a bad psychological state so their arrival can result in confusion, conflicts or problems.
We analysed problems associated with refugee’s integration into the European community and discussed and examined proposals and temporary solutions. Our students investigated perspectives and point of view of young people, our pupils, from the background of different countries and approaches and also by interacting with and interviewing young refugees.
We pointed out the differences in the perception of the world, as such, the different ways in which different European countries look at people that enter Europe, how they perceive the cultural differences and whether they are able to cope with their arrival in a human way or not.
The project started with 7 educational organisations.
During the project, the University of Dresden had to withdraw from the project for organisational reasons, but the rest of the partners covered their work on the outputs without any problem. During the project we realized 5 educational activities: April 2017- (Iceland), October 2017 – Lesbos (Greece), April 2018 – Riga (Latvia), October 2018 – Kryoneri (Greece), April 2019 – Prague (Czech Republic).Gymnazium Na Vitezne plani as the coordinator of the project, was responsible for the communication between partners, for meetings’ preparation and for the organisation of the whole project.
The responsibilities of each specific output was entrusted by mutual agreement in the following way:
First aid dictionary: Latvia, Czech Republic, Greece – Lesbos
Website: Iceland
Poems: Italy, Czech Republic
Artwork: Czech Republic, Iceland
Video, Interview: Greece – Kryoneri and Lesbos, Czech Republic
Presentations for dissemination: Greece - Kryoneri and Italy
Statistical data: Greece - Lesbos, Italy
Photo Processing and printing: Czech Republic
Dance Choreography: Latvia
Exhibition: Czech Republic
At the beginning of the project, in 2016, neither the students, nor the teachers had special information about what the refugee wave practically meant. Of course, we had some experience with the migration of people that is very common in Europe, but none of us had ever met the influx of millions in our lives.
Many pupils and students were involved in the project mainly because of their need to learn new information and understand the situation. Teachers wanted the young people to know the truth about why refugees appeared, who they are, where they were going, where they wanted to go. The first project meeting was in Iceland. Icelanders, as the only country in Europe, have expressed an interest in hosting more refugees than their quota would expect them to.
First, we had discussions with the Red Cross, psychologists, doctors, non-profit organisations, but also personal contact with Syrian children from the school. All the new information began to open our eyes. We realised that the majority of Central Europeans are xenophobic, mainly because they have no personal experience with large-scale migration.
During all our meetings, we mainly met people working with refugees; sometimes the information and the stories we witnessed were very shocking for us.
Experts working in these organisations explained that they were trying to protect refugees from dehumanising “tourist visitors”, because they were often perceived by attention seeking people from several countries as “something” to look at, take pictures and leave, as is done when we visiting a ZOO. Some would go as far as publishing pictures of refugees without consent, supplemented by a fictive xenophobic story.
Teens and adults, we slowly began to form a more real picture of the problem. Over the duration of the three years, we had to change our minds on a number of things, and we had to adapt many of our outputs to the real conditions and possibilities. The most significant impact on all involved in the project was 1. Getting to know the real problems of the refugee crisis, 2. Understanding refugees, 3. Getting to know new people, pupils, students, families, 4. The importance of the work of the International Red Cross, non-profit organisations, the Greek Maritime Service, etc., 5. The knowledge of other school systems and the system for including migrant children in the education system; 6. Experience working in an international team and taking responsibility for the thing that we create, 7. Knowledge of other cultures of society, religion, 8. Use of foreign languages.
By working on the project, we have managed to eradicate traces of xenophobia, racism and fear of the unknown within our circle. It was a great pleasure to observe pupils and students slowly changing their minds about refugees and their problems, when they started to investigate the problematic on their own, without the interference of the media. It was also a great pleasure to strengthen the empathy in those students that were positive but needed to be better informed from hands on experience. Thanks to the exhibition at the Dum U Zlateho prstenu, we were able to present this transition and research of different countries and reach thousands of Czech and foreign visitors of the museum.
We are convinced that the experience gained by all participants opened up their horizons and their human arms. The new point of view and the more mature and responsible approach to information, the investigation of objective facts and critical approach after collecting the material, have already positively influenced their character and understanding of the world. Some of our students are considering continuing at university with Global studies, Arabic studies, languages and cultural studies in order to approach different European policies from an objective point of view and maybe become ambassadors of the situation based on facts evaluated by themselves. It will certainly be a great benefit for everyone in their future, when they will have the means to understanding social, economic, cultural and social changes.
We decided to undertake this project, because we saw the need to get our European Nations familiar with the refugees and vice versa. European countries have decided to take a large number of refugees in their lives. The goal is to gradually integrate them into our communities. We faced displays of both sympathy and antipathy addressed to the people entering Europe. We dealt with the issue of European community, which, as it seems, is not always ready to accept them, even if it is only for a period of several years (before the conflict in their home country is resolved). It concerns people that have little information about the rules and interpersonal relations in Europe, they are in a bad psychological state so their arrival can result in confusion, conflicts or problems.
We analysed problems associated with refugee’s integration into the European community and discussed and examined proposals and temporary solutions. Our students investigated perspectives and point of view of young people, our pupils, from the background of different countries and approaches and also by interacting with and interviewing young refugees.
We pointed out the differences in the perception of the world, as such, the different ways in which different European countries look at people that enter Europe, how they perceive the cultural differences and whether they are able to cope with their arrival in a human way or not.
The project started with 7 educational organisations.
During the project, the University of Dresden had to withdraw from the project for organisational reasons, but the rest of the partners covered their work on the outputs without any problem. During the project we realized 5 educational activities: April 2017- (Iceland), October 2017 – Lesbos (Greece), April 2018 – Riga (Latvia), October 2018 – Kryoneri (Greece), April 2019 – Prague (Czech Republic).Gymnazium Na Vitezne plani as the coordinator of the project, was responsible for the communication between partners, for meetings’ preparation and for the organisation of the whole project.
The responsibilities of each specific output was entrusted by mutual agreement in the following way:
First aid dictionary: Latvia, Czech Republic, Greece – Lesbos
Website: Iceland
Poems: Italy, Czech Republic
Artwork: Czech Republic, Iceland
Video, Interview: Greece – Kryoneri and Lesbos, Czech Republic
Presentations for dissemination: Greece - Kryoneri and Italy
Statistical data: Greece - Lesbos, Italy
Photo Processing and printing: Czech Republic
Dance Choreography: Latvia
Exhibition: Czech Republic
At the beginning of the project, in 2016, neither the students, nor the teachers had special information about what the refugee wave practically meant. Of course, we had some experience with the migration of people that is very common in Europe, but none of us had ever met the influx of millions in our lives.
Many pupils and students were involved in the project mainly because of their need to learn new information and understand the situation. Teachers wanted the young people to know the truth about why refugees appeared, who they are, where they were going, where they wanted to go. The first project meeting was in Iceland. Icelanders, as the only country in Europe, have expressed an interest in hosting more refugees than their quota would expect them to.
First, we had discussions with the Red Cross, psychologists, doctors, non-profit organisations, but also personal contact with Syrian children from the school. All the new information began to open our eyes. We realised that the majority of Central Europeans are xenophobic, mainly because they have no personal experience with large-scale migration.
During all our meetings, we mainly met people working with refugees; sometimes the information and the stories we witnessed were very shocking for us.
Experts working in these organisations explained that they were trying to protect refugees from dehumanising “tourist visitors”, because they were often perceived by attention seeking people from several countries as “something” to look at, take pictures and leave, as is done when we visiting a ZOO. Some would go as far as publishing pictures of refugees without consent, supplemented by a fictive xenophobic story.
Teens and adults, we slowly began to form a more real picture of the problem. Over the duration of the three years, we had to change our minds on a number of things, and we had to adapt many of our outputs to the real conditions and possibilities. The most significant impact on all involved in the project was 1. Getting to know the real problems of the refugee crisis, 2. Understanding refugees, 3. Getting to know new people, pupils, students, families, 4. The importance of the work of the International Red Cross, non-profit organisations, the Greek Maritime Service, etc., 5. The knowledge of other school systems and the system for including migrant children in the education system; 6. Experience working in an international team and taking responsibility for the thing that we create, 7. Knowledge of other cultures of society, religion, 8. Use of foreign languages.
By working on the project, we have managed to eradicate traces of xenophobia, racism and fear of the unknown within our circle. It was a great pleasure to observe pupils and students slowly changing their minds about refugees and their problems, when they started to investigate the problematic on their own, without the interference of the media. It was also a great pleasure to strengthen the empathy in those students that were positive but needed to be better informed from hands on experience. Thanks to the exhibition at the Dum U Zlateho prstenu, we were able to present this transition and research of different countries and reach thousands of Czech and foreign visitors of the museum.
We are convinced that the experience gained by all participants opened up their horizons and their human arms. The new point of view and the more mature and responsible approach to information, the investigation of objective facts and critical approach after collecting the material, have already positively influenced their character and understanding of the world. Some of our students are considering continuing at university with Global studies, Arabic studies, languages and cultural studies in order to approach different European policies from an objective point of view and maybe become ambassadors of the situation based on facts evaluated by themselves. It will certainly be a great benefit for everyone in their future, when they will have the means to understanding social, economic, cultural and social changes.
Latvia Culture College, one of the most experienced and rich in traditions colleges in Latvia, offers modern cultural education according to the demands of labor market. Currently LCC provides first level professional higher education programs in arts, media and culture management.
College offers further education programs as well as distance learning courses in culture management and performing arts subjects.
LCC is an active member of Latvian college’s association academic quality committee and contributes to the analyzing our best practices and suggesting innovations according to LLP national strategy in Latvia and Europe. Recently LCC has introduced new instrument - a European Marketing Innovation Centre, which is a joint activity with similar centers in Portugal, Estonia, Spain, Italy and Turkey, where the main aim is university-business co-operation and implementation of academic field innovations in business.
LCC has serious international projects experience from year 1999, where the main project topics includes development of new programs, alumni services and quality management. Special attention is being paid to the role of new information technologies in the training process as well as to placements.
Creative specializations e.g. theatre studies, event production etc. study courses , besides culture management study units, include such study subjects as theory and practice of arts forms and genres, history of costumes, theatre direction and production, visual processing of event, stage speech and movement, presentation skills etc.
Dance specializations includes study subjects as visual communication , dance history, improvisation, dance composition, music production , jazz dance, contemporary fashion dance, historical dance, contemporary show dance etc.
Latvia Culture College has expertise in educational and cultural processes in Latvia and Baltic region, as well as appropriate manager and researcher/lecturer staff enabling active participation in and coordinator of many transnational projects. Among partners of LCC are more than 30 partners in 21 countries.
LCC has strong expertise in following areas:
-Development and implementation of innovations in culture management sector
- Consultancies and research activities in creative industries area
- Students enterprise for implementation of creative projects and co-operation with industry
-Creative solutions for bringing education to remote areas
-Co-operation with labor market and line authorities
South Iceland College is one of the largest colleges of further education in the country, outside the capital. It serves the whole of the southern part of the country with a population of approximately 19,000. The college is situated in Selfoss, in the municipality of Árborg, with a population of just over 7,000. There are approximately 900 students and 120 members of staff. Most of the students are aged between 16 and 20, although there are also many older students who attend daytime classes.
South Iceland College has chosen the motto Diversity – Creation – Enlightenment. One of its main objectives is to provide diversity in courses on offer, and thus it is possible to choose from 20 different vocational and academic programs of study. Most of the students are enrolled in the academic programs, i.e. Natural Sciences, Social Studies, Languages or Business Studies. Examples of vocational programs are Carpentry, Metalwork, Nursing Assistantship, Art and Electricianship.
In partnership with various sporting associations, the college runs five academies: basketball, handball, football (soccer), athletics and gymnastics. Students in the academies are chosen by the partners. In addition, courses dealing with the Icelandic horse and horsemanship have been added and a special program involving horsemanship developed.
A number of students attend the special education department. Courses there are intended for students with learning disabilities and sometimes with additional physical disabilities.
A number of exchange students also attend the college each year. Classes in Icelandic as a foreign language are part of the curriculum, and support is available for students of foreign origin as well as for Icelandic students who have spent a considerable length of time abroad.
Teachers from the college are responsible for teaching inmates at Litla Hraun, the main prison in Iceland, as well as in the smaller one at Sogn in Ölfus.
The institute G. Caboto Gaeta has always been a school of great importance since the first year of its life (1854) because it is the only nautical school existing between Rome and Naples, and it is for this reason that its catchment area is distributed over a wide geographical area that stretches from Rome to Caserta, through Latina and Frosinone and also including the Pontine Islands.
Besides the fact that it is now one of the few, perhaps the only schools to ensure concrete job opportunities after graduation, so many families and so many guys have always relied on it.
Its population is predominantly male, although the number of women has grown over the years and continues to grow, just as the institution which since has annexed a second address: the Professional and Commercial Services " which is in addition to the other already present: "Transport and Logistics „for a total of 934 students divided into 51 classes.
The institute currently consists of three addresses:
1.Istituto Tecnico Settore Tecnologico Indirizzo “TRASPORTI e LOGISTICA
2.Istituto Professionale per i SERVIZI COMMERCIALI
3.Istituto Tecnico Settore Economico
Indirizzi “AMMINISTRAZIONE, FINANZA E MARKETING” e “TURISMO
Located in Piazza Trieste, attended by 562 pupils divided into 29 classes, has a term of five years and includes the following branches:
- Construction of the means which, as the name implies , involves the construction and maintenance of air, sea and land means of transport, and the acquisition of certificates of suitability for use of the same means;
- Driving the vehicle, this concerns the study of issues relating to transport by air, sea and land;
- Logistics, which deals instead of deepening the problems related to the management, control of the organizational aspects of aviation, maritime and land, in order to enhance the acquisition of appropriate skills in the interrelation between the different components.
The Professional Services for Business is divided into 5 classes (one for each year); it has duration of 5 years and is divided into 2 sectors: Services - Industry and Crafts