[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n
[\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_single_image image=”15106″ img_size=”medium” qode_css_animation=””][vc_empty_space][vc_column_text]Project No.<\/strong> 100860-CP-1-2002-1-CZ-GRUNDTVIG-G1PP<\/p>\n Project duration:<\/strong> 1 October 2002\u201330 September 2004<\/p>\n Project co-funder:<\/strong> European Comission, Socrates Grundtvig programme<\/p>\n Project coordinator: <\/strong>Ostravska universita (Czech Republic)<\/p>\n Project partners:<\/strong><\/p>\n Modern Didactics Centre (Lithuania) Project team<\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n \u0160tai teksto vertimas \u012f angl\u0173 kalb\u0105:<\/p>\n “In recent years, the number of refugees and immigrants has been increasing not only in European Union countries but also in Central and Eastern Europe<\/span><\/span>. <\/span>The issue of social integration of immigrants is becoming relevant for the whole of Europe<\/span><\/span>. <\/span>For both refugees and immigrants, it is important not only to learn the language of the new country but also to develop social abilities, as well as cultural and social skills, in order to become equal European citizens<\/span><\/span>. <\/span>Teachers and trainers play a significant role in the social integration of refugees and immigrants, as they act as intermediaries between ‘old’ and ‘new’ members of society<\/span><\/span>. <\/span>Therefore, they must be able to understand not only the languages of the newcomers but also their culture, customs, and the reasons behind their behavior<\/span><\/span>. <\/span>Teachers have the opportunity to promote mutual understanding between both parts of society, thereby contributing to the prevention of racism and xenophobia<\/span><\/span>.<\/span><\/p>\n Traditional teaching methods are often not adapted for working with audiences from different cultures<\/span><\/span>. <\/span>The project aims to fill this gap by creating specific recommendations and tools to help specialists communicate more effectively with newcomers<\/span><\/span>.<\/span><\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n National project coordinators collected information on immigration policies in their respective countries and analyzed the social situation of immigrants, refugees, and their families<\/span><\/span>. <\/span>In the partner countries, a study of local residents’ opinions, attitudes, and prejudices regarding immigrants was conducted using interviews and questionnaires<\/span><\/span>. <\/span>Teachers of immigrants were also surveyed to identify the difficulties they face when communicating with immigrants and the interaction challenges they observe in the classroom between immigrants and other students<\/span><\/span>. <\/span>Furthermore, the surveys explored whether the available teaching materials for immigrants and refugees were the same as those for other residents and identified specific learning needs of immigrants<\/span><\/span>. <\/span>All of this material was analyzed and utilized in the development of the teaching methodology and guides<\/span><\/span>. <\/span>During the project, best practices from immigrants and refugees were also collected and summarized in a separate publication<\/span><\/span>.<\/span> [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n This pilot research aimed to identify the needs and challenges of professionals (teachers, social workers, and trainers) working in adult education with culturally diverse groups<\/span><\/span>. <\/span>The study explored the participants’ perspectives on European citizenship, national identity, and the specific problems faced by immigrants<\/span><\/span>. <\/span>The survey utilized a combination of standardized and open-ended questionnaires distributed across eight European countries: Belgium, the Czech Republic, Germany, Spain, France, Greece, Lithuania, and Sweden<\/span><\/span>. <\/span>Respondents were selected from various institutions, including schools, adult education institutes, and refugee camps<\/span><\/span>. <\/span>The research highlighted a significant demand for adapted teaching materials and unified methodologies to better serve immigrant needs, a call particularly strong in Lithuania and the Czech Republic<\/span><\/span>. <\/span>Trainers identified language proficiency and cultural orientation as the primary pillars for successful social participation and integration<\/span><\/span>.<\/span>\u00a0The data revealed that national identity remains a stronger influence than European identity among educators<\/span><\/span>. <\/span>Citizenship was often defined through a sense of belonging to a community and, in some regions, strongly associated with patriotism and adherence to the law<\/span><\/span>.<\/span>\u00a0The insights gathered from this analysis served as the foundational framework for developing specialized training modules and methodological guides for the TEC project<\/span><\/span>.<\/span><\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”10708″ img_size=”large” alignment=”right” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n This methodological publication was developed to help education and social sector workers better understand immigration processes and promote the integration of newcomers<\/span><\/span>. <\/span>The book reviews the immigration situation and policy directions of eight European countries: Belgium, the Czech Republic, France, Germany, Greece, Lithuania, Spain, and Sweden<\/span><\/span>. <\/span>The primary focus is on authentic life stories of immigrants, which reveal personal experiences, success factors, and emerging challenges in a foreign culture<\/span><\/span>. <\/span>The publication analyzes objective integration factors, such as the laws of the host country, as well as the subjective characteristics and motivation of the migrants themselves<\/span><\/span>. <\/span>The guide aims to break down cultural barriers and provide practical tools for fostering public openness and preventing xenophobia<\/span><\/span>. <\/span>This publication will be of service to specialists working in the fields of adult education and social assistance<\/span><\/span>.<\/span><\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”15426″ img_size=”large” alignment=”right” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n This methodology is designed for lecturers, social workers, and administrative specialists working with immigrants and refugees in Europe, aiming to facilitate their integration through effective communication<\/span><\/span>. <\/span>The publication analyzes how cultural differences, perceptions of hierarchy, and varying language usage affect the communication process and the learning of a new language<\/span><\/span>. <\/span>The authors provide practical advice and tasks to help develop social empathy, resolve intercultural conflicts, and create a trust-based learning environment<\/span><\/span>. <\/span>The methodology emphasizes that language skills alone are not enough for successful integration \u2013 it is essential to understand and respect the cultural values and behavioral norms of both the host country and the newcomers.<\/span><\/span><\/p>\n
\nATHENA-Association for Education and Development of Women (Czech Republic)
\nGIP FC-IP Clermont-Ferrand (France)
\nDEPENA Pe\u0148afiel (Spain)
\nKarel de Grote-Hogeschool (Belgium)
\nKEK DIMOU Kalamatas (Greece)
\nCLMAL Borl\u00e4nge (Sweden)
\nVeb-das europ\u00e4ische Bildungsinstitut (German)[\/vc_column_text][vc_empty_space][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_single_image image=”15104″ img_size=”large” qode_css_animation=””][vc_column_text]<\/p>\nPROJECT RELEVANCE<\/h6>\n
PROJECT AIMS<\/h6>\n
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PROJECT TARGET GROUPS<\/h6>\n
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PROJECT ACTIVITIES<\/h6>\n
PROJECT INTELLECTUAL OUTPUTS<\/h6>\n
International Survey of Adult Educators on Immigrant Integration, National Identity, and the Need for Methodological Materials in Europe (2003)<\/h6>\n
Life-Stories of Immigrants Guidebook for Trainers, Teachers and Social Workers (2004)<\/h6>\n
Methodology for The Active Communication\u00a0(2004)<\/h6>\n