These e-tools include online learning platforms, web conferences, blogs etc
2009 – PARTNERSHIP COMPENDIUM – Grundtvig partnerships Name – Abbreviation: Cathedral Library Gozo-Malta Address: Triq Qasam San Gorg MT-Malta, VCT 1907, Rabat-Gozo Telephone: +356 2155 8833
Antoine FR-France, 75011, Paris Telephone: + 33 (0) 1 43 45 21 73
PROJECT TITLE: Mentor Development Programmes: Transforming learners into educators supported by e-communication tools Project description Six European organisations cooperate in the Learning Partnership “”Mentor Development Programmes: Transforming learners into educators supported supported by e-communication tools”. The partners already – on a small scale – use mentor development and mentoring programmes as a tool to increase learners? participation and sustainability of adult education. During the learning partnership they exchange best practices, identify successful core elements and learn about e-tools to support mentor development and mentoring programmes and make them more accessible to learners with special needs. The partner organisations take turns in hosting meetings and present best practices of mentoring programmes they (or cooperation partners in the country) are experienced with. The identified transferable elements of successful programmes will subsequently be shared with co-staffers and learners in each partner organisation and implemented. Special attention will be paid to e-tools allowing inclusion of learner communities with special needs, i.e. in rural areas, with mobility problems, with a migrant background, and/or in need of more flexible learning schedules.The work progress is accompanied by the compilation of “mentor development success stories” with the title “How I became a mentor”. The success stories are developed in cooperation with learners, who are in the process to become a mentor within a partner organisation. The project also reaches out to wider learners? audiences by involving the success story protagonists as multiplicators who disseminate the results using their own communication channels. The overall goals of the learning partnership are:a)development of innovative practices and services in adult learningb)more sustainability of educational services of the participating organisationsc)long-lasting participation opportunities for the learners of the participating organisationsd)better services and easier access for learners with special needs The chosen approach to reach these goals is: Transforming learners into educators through mentor development programmes The concrete steps to reach the goals are:Step 1: Identify successful mentoring and mentor development programmes Step 2: Identify successful e-tools supporting these programmes Step 3: Identify transferable core elements for successStep 4: Implement these elements in the partner organizations in cooperation with learners who are in the process to become a mentor within a partner organisation ?Step 5: Enable these future mentors to become protagonists of a “success story”Step 6: Disseminate the “success stories” to learners? communities and other educational organisations.
Name – Abbreviation: Cercle Passeport Telecoms Address: 141 avenue de Clichy FR-France, 75017, Paris Telephone: +33 1 71 19 45 21
The success stories will be published online and in the partners? newsletters, as well as edited as pdf-booklet which is send to cooperation partners interested in mentoring programmes
2009 – PARTNERSHIP COMPENDIUM – Grundtvig partnerships Name – Abbreviation: Foundation Critical Mass Address: Molenwerfhof 46 NL-Netherlands, 3514 BR, Utrecht Telephone: +31 30 2714956
PROJECT TITLE: Intercultural Media Literacy Project description The partnership will focus on methods of training for intercultural media literacy and the role it plays in existing and new formal and non-formal learning environments. It aims at the evaluation, test, and implementation of learning methods and material in the context of media organizations and adult education providers.These training concepts and tools encourage migrants, ethnic and cultural minorities to participate in media and social communication. They also encourage media practitioners in community and in mainstream media to develop intercultural competences and to implement intercultural aspects and tools into their media practice. One of the most important points in this context is to create and establish a series of train-the-trainer-measures with focus on the empowerment and motivation of practitioners from different communities to qualify and get active in the field of intercultural media training. The partnership will also develop strategies to integrate actual experiences for intercultural media training in the national and European framework for lifelong learning.