Ode to Joy

Attunement through the Experience of Joy

Ode to Joy, is named after one of the positive emotions joy, pride, contentment, esteem which are catalysts for increasing people’s satisfaction generally in their personal lives and professionally in their work. Joyful people are more motivated to act and participate, are much less likely to experience burn out, and have a better mental and physical health and are more resilient towards uncomfortable emotions. We want to achieve this through fusing experience-based methods together, such as drama, bodywork, dance, music, symbolwork, storytelling, nature work, validation of competencies, CH-Q procedure, with more formal VPL methods, that help NEETs reconnect with their body and mind, increasing their ability to experience joy and to connect and through this experience develop a greater sense of attunement and joy.

Ode to Joy aims to realize the following objectives:

  • To equip adult educators/ guidance councellors (or people working in similar fields) with tools to support their target group in personal growth through increased awareness, motivation and positive emotions.
  • To foster virtuous connection between NEET young adults (18-29 years old), the employment sector and the formal and informal learning environments.
  • To provide Common Guidelines to implementing the project’s model and approach of focusing on the fostering attunement and connection to one’s emotion through experience-based methods.
  • To provide recommendations for policy makers to embed the model and the process in the active labour market policies and guidelines for career counsellors.

Main results are:

  • Based on outcomes of a cross-national research, a shared model and process for the use of socio-creative instruments in combination with VPL and other recognition of competences and transversal skills and guidelines to implement the model and approach will be developed.
  • Educators’ resources, a Toolbox and a Handbook, and pedagogical guidelines will be created based on methods used by partners. The Toolbox includes a number of methods, games and exercises adult educators can use in their daily work, complimented with the theoretical backgrounds of the methods in the Handbook.
  • The Toolbox will be used to create a training curriculum, tested in an international pilot-training of trainers. Based on this, five organisational curricula will be developed by the partners, in a way that is the most relevant to the local settings partners are working in, to enhance the usability and the impact.
  • Finally, a summary report with the following contents is prepared: Applied methods, the adaptation of the handbook and the tools, based on the evaluation of the training; a policy recommendation paper, including procedures and instruments linked to the informal recognition of competences; guidelines and tips for adult educators, career guides and VPL practitioners and a Position Paper with the summary of our recommendations.

Project duration

November 2021 – May 2024

Web

Coming soon

Project Partners

Erasmus Logo

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

SCVis -Fashion Supply Chain Visibility Project

SCVis – European Fashion Retail Supply Chain Visibility Training

The goal of the SCVis Project was to create knowledge to support a successfully functioning transnational European-based fashion supply chain by improving the visibility amongst supply chain members. The project incorporated how training should be offered to different members of the same international supply chain by consideration of the different cultural and economic contexts across the EU. SCVis aimed to create a high quality vocational education and training (VET) fashion supply chain visibility resource for the benefit of those engaged in the fashion sector in Europe.

SCVis objectives:

  • SCVis dataset
  • a web-based digital tool
  • SCVis training material
  • resources beyond the lifetime of the project that will be translated into English, French, Italian and Greek languages

GESOB conducts an external evaluation of SCVis throughout the duration of the project. The evaluation report is based on personal interviews, questionnaires, an assessment of activities and communication, and participation in a project meeting. The following aspects of the project were evaluated:

  • assessment of the project results and achievement of objectives (indicators).
  • perspective of the project partners on the work process
  • events and public relations
  • strengths and weaknesses of the project work
  • possibilities for improvement

Project duration

November 2017 – Oktober 2019

Web

Homepage: www.scvis.eu
Tool: tech100.markup.gr

Project Partners

University of Gloucestershire (Great Britain)
Technical University Dublin (Ireland)
MIP Politecnico di Milano – Graduate School of Business (Italy)
Alexander Technological Educational Institute of Thessaloniki (Greece)
ESSCA School of Management (France)

Funding

Erasmus Logo

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

MHELM – Moldova Higher Education Leadership and Management Programme

MHELM – Moldova Higher Education Leadership and Management Programme

The MHELM project aims to develop and implement a leadership and management development programme for managers in higher education at Moldovan universities. The project aims to support managers (rectors, deans, administrative heads, academic staff with managerial responsibilities) in the field of science management and to perfect their professional competences with an individually adapted leadership and management development programme.

The main concerns of the project are:

  • Strengthening organizational structures, strategic planning and management at universities.
  • Supporting steering capacities and management in the field of education
  • Promoting reforms in higher education

MHELM develops and implements the leadership and management development programme, creates the necessary infrastructure to ensure sustainable implementation, and provides ongoing information about the project.

GESOB conducts an external evaluation of MHELM on behalf of the project partner ISOB GmbH over the entire duration of the project. This includes participation in project meetings and evaluation reports on the following points:

  • Perspective of the project partners on the work process
  • Strengths and weaknesses of the project work
  • Best practices and recommendations for improvement
  • Assessment of the project results and the achievement of objectives

Project duration

November 2019 – November 2022

Web

Homepage: mhelm.utm.md
Facebook: www.facebook.com/MHELM.UTM

Project Partners

Funding

Erasmus Logo

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

GITA – Growing Indonesia – a Triangular Approach

GITA – Growing Indonesia – a Triangular Approach

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Project duration

Oktober 2017 – Oktober 2020

Web

Homepage: www.gitaproject.eu
Facebook: www.facebook.com/growingindonesia
Twitter: www.twitter.com/GITAprojectEU

Hashtag: #growingindonesia

Project Partners

Funding

Erasmus Logo

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

PAPPUS – Plants and Play Promoting Universal Skills

PAPPUS – Plants and Play Promoting Universal Skills

Plants and Play Promoting Universal Skills (PAPPUS) is a three-year project within the EU Erasmus+ program. PAPPUS is aimed at young disadvantaged people and provides them with a playful ‘Learning springboards’ using common plants as context, resource and inspiration for learning. The aim is to counteract the decreasing contact of young people with nature and to use the recognized advantages of a playful approach to plants in our natural environment. Immersing oneself in the world of nature is essential for the emotional and mental well-being of children and is also beneficial for their physical health.

Pappus (Greek πάππος pappos) is the modified calyx, the part of an individual floret, that surrounds the base of the corolla tube in flower heads of the plant family Asteraceae.

definition from wikipedia

PAPPUS offers teachers, recreational educators and families starting points for high-quality learning and playing inspired by the local flora.

Following national thematic assessments in the five participating European countries and a joint study excursion to Great Britain, we are developing various educational resources (toolkits) in the project, which are tested extensively. The result is a curriculum for an online train-the-trainer course for teachers and others who work with young people. The online trainings will be held in all partner countries, evaluated and presented and distributed in final national workshops (multiplier events).

PAPPUS aims to support disadvantaged young people in their development opportunities and thus combat social exclusion and, subsequently, identify career opportunities in the field of plants and nature.

Project duration

September 2019 – August 2022

Web

Homepage: www.pappusproject.eu
Facebook: www.facebook.com/PappusErasmus/

Project Partners

Funding

Erasmus Logo

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

CAPS – Children’s Access to Play in Schools

CAPS – Children’s Access to Play in Schools

Children’s Access to Play in Schools (CAPS) is a three-year project within the EU Erasmus+ program.
The aim of the CAPS project is to create time, space and support for free play in schools.
Based on the British PLAYWORK tradition, quality criteria and awards for “Playmaker-friendly schools” are being developed, as well as a training program for all school staff.

Why should schools become ” play-friendly”?
Current research shows that playing has a positive effects on physical and emotional health, well-being, learning behavior and enjoying school. Projects that encourage and support children’s self-chosen play at school bring benefits to children, schools, communities and society as a whole.

As a result of our dissemination activities, we would also like to establish an European network of “playwork professionals” whose mission is to “support all children and young people in creating spaces where they can play” (“Playwork Principles”).

Project duration

September 2017 – August 2020

Web

Homepage: www.playfriendlyschools.eu
Facebook: www.facebook.com/CAPSprojectEU/
Twitter: www.twitter.com/PlayFriendlySch/

Projekt Partners

Funding

Erasmus Logo

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Perspektivenwechsel 2018

Perspektivenwechsel 2018

In the context of the strategy for lifelong learning, the network project “Perspektivenwechsel 2018” aimed at advancing the development of methods for use in basic education in order to increase the scope of action of trainers in basic education.

GeSoB focused on workshops for the professionalization of trainers and the development of methods and materials for use in basic education. Symbol work is an effective method for basic education to support people in finding their goals, to strengthen motivation and to discover skills and resources. Symbol work seeks and finds solutions when the language is not available. Own learning goals are found and described, the way to achieve them is planned together. This strengthens the learners’ autonomy.

Within the project, which had already proven its success in previous years, two further Train-the-Trainer workshops were again held in Tyrol and Lower Austria in the autumn of 2018, which enabled practitioners to become acquainted with new methods and to reflect and exchange ideas.

The workshops were aimed at trainers in basic education who wanted to improve their skills and met the requirements of the “Adult Education Initiative” and were therefore creditable as advanced training.

The workshops were coordinated with the partner ZeMiT, jointly advertised and conducted by Margot Cammerlander and Paul Schober.

Project duration

February till December 2018

Project Partners

BFI Tirol
Centre for Migrants in Tirol (ZeMiT)
BFI Oberösterreich
Gesellschaft für Sozialforschung und Bildung (GeSoB)

Funding

The project Perspektivenwechsel 2017 was funded by the Federal Ministry of Education, Science and Research (BMB).

Perspektivenwechsel 2017

Perspektivenwechsel 2017 – Symbol work in basic education

The development of Symbol work for basic education continues the experiences of the previous projects “Perspektiven Bildung Österreich” and “Perspektivenwechsel: Perspektivenbildung 2016”, in which learning scenarios on “social learning” and “achieving goals” were developed for young people. and were used for the first time in the field of basic education.

In continuation of 2017, previous results were evaluated and participants of the past years were interviewed in a written survey about the experiences and application of Symbol work in basic education. This comprehensive analysis of the already developed framework and tools were the starting point for a revision of the basic concept and for addditional offers. This enabled more precise and improved learning goals of the train-the-trainer courses and the respective learning scenarios.

This was followed by a development meeting and development workshops with the project partners and a piloting of the training through two Train the Trainer workshops in Vorarlberg and Tyrol. The workshops were coordinated with the partner ZeMiT, jointly advertised and conducted by Margot Cammerlander and Paul Schober.

The primary target group were trainers of basic training courses who wanted to improve their skills. The secondary target group and the actual beneficiaries were the participants in basic education programs.

Project duration

March till December 2017

Project Partners

BFI Tirol
Centre for Migrants in Tirol (ZeMiT)
BFI Oberösterreich
Gesellschaft für Sozialforschung und Bildung (GeSoB)

Funding

The project Perspektivenwechsel 2017 was funded by the Federal Ministry of Education (BMB).

Perspektivenbildung : Perspektivenwechsel (2016)

Change of perspectives (2016)

In 2016, the project Perspektivenbildung:Perspektivenwechsel (Change of perspectives) continued the successful work of the predecessor project PerspektivenBildung:Österreich (2012-2017). In the current project GeSoB, together with its partners BFI Oberösterreich, BFI Tirol and ZeMiT (Centre for Migrants in Tirol), opens up new perspectives, approaches and methods for the trainer’s everyday work in the basic education sector with practice-proven approaches.

While the partners from Upper Austria and Tyrol deal with theatre-pedagogy and transcultural reflection and guidance and develop and test workshop concepts and teaching materials, GeSoB is dedicated to the application of a low-threshold learning and counselling approach for basic education using symbols.

“What is the problem? What should be different? How should it be? How do I get there?” Symbol work seeks and finds solutions when the language for this is not available. The aim of the symbol work method is to give people a language through symbols when words are missing. Symbols can be used as interpreters in the basic education.

As GeSoB experts trained in symbol work, Margot Cammerlander and Paul Schober have developed workshop concepts, a curriculum and corresponding teaching material and tested them in 2-day workshops in Tyrol and Upper Austria. The implementation was prepared by a development workshop in Linz in order to incorporate the experiences of the target group and of trainers of basic education.

The offer was addressed to trainers of basic education who use low-threshold methods of goal clarification, resource work and reflection on existing competences.

Project duration

March till December 2016

Project Partners

BFI Tirol
Centre for Migrants in Tirol (ZeMiT)
BFI Oberösterreich
Gesellschaft für Sozialforschung und Bildung (GeSoB)

Funding

The project PerspektivenBildung: PerspektivenWechsel was funded by the Federal Ministry of Education and Women (BMBF).