Targeted to Intermediate English (B1+) speakers.Read more
This is the standard requirement for most courses. Participants at this level can participate actively in discussions and manage everyday and professional situations. If they are unsure about their English level, they can test it here or explore our courses facilitated in Basic English.
Project Managers, Social Workers.Read more
The listed audiences are those for whom the course is especially recommended, but courses are not exclusive to them and are open to everyone. In fact, most of our workshops are built around the collective sharing of participants’ experiences and having a variety of profiles enriches the learning process and is highly encouraged!
Description
One of the key priorities of the Erasmus+ programme is inclusive participation. However, many individuals still continue to face barriers that limit their access to learning opportunities.
For this exact reason, it is important to identify the barriers related to social, economic, cultural, educational, or health circumstances, which can prevent people with fewer opportunities from fully participating in international mobility or learning projects.
Based on these foundations, this course intends to support educators, project coordinators, and youth workers in developing accessible Erasmus+ projects that can ensure the participation of diverse groups of learners.
The audience with fewer opportunities may include young people from disadvantaged backgrounds, those with disabilities, migrants or refugees, or those with limited formal education, as well as people who are unable to find employment or who are of retirement or pre-retirement age and face barriers to employment.
Through interactive sessions, case studies, and collaborative activities, participants will have the chance to analyze real examples of inclusive Erasmus+ initiatives and to examine practical strategies to better understand how to identify the challenges faced by people with fewer opportunities, and how to develop effective strategies to help them overcome them.
Given the audience’s delicate situation, particular attention will be given to mentoring, facilitation, and support structures capable of promoting confidence, participation, and personal development.
Participants will be invited to reflect on their own professional contexts and to work together to develop a practical solution to realistically strengthen inclusion.
They will be guided in exploring tools to identify specific needs, to adapt learning activities to their different targets, and to design a learning environment that fully respects diversity and equity.
By the end of the course, participants will be able to design more inclusive Erasmus+ projects for different target audiences, remove barriers to participation, and create learning experiences that support empowerment, intercultural dialogie and social inclusion.
What is included
Learning outcomes
The course will help participants to:
- Identify the different barriers that may prevent people with fewer opportunities from participating in Erasmus+ projects;
- Analyze how social, economic, educational, and cultural factors influence access to international learning opportunities;
- Apply inclusive project design strategies that support inclusive participation;
- Identify best practices used in successful inclusive Erasmus+ projects;
- Use needs assessment tools to better understand participants’ backgrounds and support requirements;
- Adapt communication and learning activities to ensure accessibility for diverse participants;
- Analyze examples of successful inclusive Erasmus+ projects and identify transferable practices;
- Promote personal growth, intercultural learning, and social inclusion.
Tentative schedule
Day 1 – Introduction to the course
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools.
Introduction to Inclusion in Erasmus+
- Understanding inclusion within the Erasmus+ programme;
- Benefits of inclusive participation in mobility projects.
Day 2 – Understanding inclusion and fewer opportunities
- Definitions (Erasmus+, Council of Europe, lived experience);
- Defining “fewer opportunities” in the Erasmus+ framework;
- Group work: who is included/excluded in our societies? (exploring personal and societal perspectives);
- Mapping different target groups (young people from disadvantaged backgrounds, people with disabilities, migrants and refugees, unemployed, retired, pre-retirement age, etc.) and their needs;
- European policy frameworks on inclusion and diversity.
Day 3 – Identifying barriers and needs
- Understanding individual and systemic barriers;
- Needs assessment tools and methods;
- Intersectionality and hidden barriers;
- Ethics and safeguarding in inclusive projects;
- Case studies from Erasmus+ projects;
- Local Context – Latvia and Europe;
- Barriers specific to Riga, Latvia, and regional contexts;
- Sharing participants’ national realities.
Day 4 – Inclusive practices and tools
- Inclusive Programme Design (Universal Design for Learning, accessible communication, adaptation of activities).
- Supporting participants with fewer opportunities (mentoring and coaching, emotional safety and trauma-informed practice, motivational strategies for unemployed or older learners);
- Best practice exchange (participants share tools and/or methods from their work);
- Group task: create an inclusive learning activity or project.
Day 5 – Project development lab
- Participants refine inclusive project ideas focused on real target groups;
- Personal and organizational action plans: what will I change in my work? Short-term and long-term goals;
- Learning outcomes review.
Day 6 – Course closure and cultural activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.
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