__MAIN_TEXT__
feature-image

Page 1

REINTEGRATION TOOLKIT BRIDGE INTO THE NEW LIFE AT HOMETOWN

IO#2 The 4 Educational programs Disclaimer: The information and views set out in this document are those of the author(s) and do not necessarily reflect the official opinion of the European Union. Neither the European Union institutions and bodies nor any person acting on their behalf may be held responsible for the use which may be made of the information contained therein.


Index IO#2 – Module 1 Psychological help and new human capital .................................................................................................................. 3 Structure of Learning in the Module 1 Unit 1 ....................................................................................................................................................................................... 4 Structure of Learning in the Module 1 Unit 2 .................................................................................................................................................................................... 10 Structure of Learning in the Module 1 Unit 3 .................................................................................................................................................................................... 18 Structure of Learning in the Module 1 Unit 4 .................................................................................................................................................................................... 26 IO#2 – Module 2 General Competencies problematic. Business start-up ......................................................................................... 32 Structure of Learning in the Module 2 Unit 1 .................................................................................................................................................................................... 33 Structure of Learning in the Module 2 Unit 2 .................................................................................................................................................................................... 40 Structure of Learning in the Module 2 Unit 3 .................................................................................................................................................................................... 53 Structure of Learning in the Module 2 Unit 4 .................................................................................................................................................................................... 59 IO#2 – Module 3 Introduction to the labour market and legislation, the taxation system ......................................................... 64 Structure of Learning in the Module 3 Unit 2 .................................................................................................................................................................................... 73 Structure of Learning in the Module 3 Unit 3 .................................................................................................................................................................................... 77 Structure of Learning in the Module 3 Unit 4 .................................................................................................................................................................................... 83 IO#2 – Module 4 Social Integration ................................................................................................................................................................ 90 Structure of Learning in the Module 4 Unit 1 .................................................................................................................................................................................... 91 Structure of Learning in the Module 4 Unit 2 .................................................................................................................................................................................... 96 Structure of Learning in the Module 4 Unit 3 ................................................................................................................................................................................. 102 Structure of Learning in the Module 4 Unit 4 ................................................................................................................................................................................. 108


IO#2 – Module 1 Psychological help and new human capital


Structure of Learning in the Module 1 Unit 1

Unit: 1.1 The Stress of Returning Back – Access to community resources Lesson objectives By the end of the lesson, learners will be able: 1. To know how to use the mental health support for patients and information for health on certain migrant groups. 2. To know how to use the product of City of Sanctuary, a mental health resource pack specifically aimed at supporting refugees and asylum seekers living in the community. 3. To know The Mental Health Foundation has led a programme on improving the mental wellbeing of asylum seekers and refugees. It has produced a toolkit aimed at helping refugee and asylum-seeking women better understand mental health and ways to help themselves and others. 4. To know how Psychological First Aid: Guide for Field Workers (WHO, World Vision and War Trauma Foundation, 2011) – Guide with simple instructions how to provide humane, supportive and practical help to adults and children suffering serious crisis events. A range of translations of this document are available on this website. 5. To know the concept of cultural shock and the main psychological features of this phenomenon in children and adults. 6. To use Psychological First Aid for Children – (Save the Children, 2013) aims at developing skills and competences in staff to help reduce common mental health and psychosocial responses in children who have experienced traumatic events. 7. To use the PHE guide to community centred approaches for health and wellbeing proposes a preventive view through the ‘family of community’- centred approaches, mobilising assets within communities, promoting equity and increasing people’s control over their health and lives.


Timing

Stage/ purpose

1 hr

ICEBREAKERS “Open the door” to discussions about the aims of the module and some activities to break the ice

3 hrs

BUILD ON PRIOR KNOWLEDGE Find out what is already known and what misconceptions may be made thinking about migration in the native country

3 hrs

SHOW AND TELL Aims and Brainstorming List all the possible solutions you may

Learning activity/ task

Give them some papers and cut each paper in half using different cutting techniques (puzzle style). You’ll need one paper for every two people in the group. Randomly distribute the “half” papers. “Look around the room and find your puzzle partner. Introduce yourself to one another and tell one thing you know about migration experience and the psychological main implications. Then speak in a general way about these issues and if someone had any good/ bad experience online/examples or what is the personal knowledge. The plan of the activities in order to answer to the objectives 1) and 2) The aim is to find out about the participants' experiences and the psychological support methods available to returning emigrants. Participants are encouraged to share their experiences of the challenges of immigration and how they have responded to their well-being and the start of a new life in Lithuania. The groups analyze how the first psychological help is provided, where participants know where to go for psychological help. Useful links are used. Discussion of known ways of assistance in Lithuania and countries from which they returned, sharing with other participants. Filling in the test participants' self-esteem and discussing their results.

Methods of checking/ assessment for learning

Material Resources

After everyone has found their “partner” each pair will have a turn to introduce their partner, tell their name and one thing they know about the subject.”

Flipchart Papers Scissors White board Notebooks

“Brainstorming” helps to clarify participants' experiences with the issues raised. Group discussion of known psychological care pathways and psychological care providers and Burns Depression Scale for SelfEsteem

White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

The plan of the activities in order to answer to the objectives 3) and Record of vocabulary and Some laptops or 4)

ideas: definition synonyms.

and tablets or iPads or Smartphones


know. Pre-teach new terms. Use experience and knowledge of learners to support learning.

Theoretical overview of mental health, physical and emotional needs. Psychological states (fear and anxiety, psychological trauma, stress, other psychological states experienced by immigrants, their manifestation and influence on mental and physical health) are discussed. Possibilities of providing psychological help by phone: services for target groups and so on. (www.klausau.lt) WORKSHOP 1: Using a resource, Psychological First Aid: Guide for Field Workers (WHO, World Vision and War Trauma Foundation, 2011) discusses ways to help people in crisis situations answer the following questions: What is first aid? How do I provide help responsibly? How to prepare for first aid ?, How to take care of yourself by providing first aid for other people, etc.)

Preview the vocabulary by listing terms on board. Ask to look for these terms as been read to gain an understanding of their meanings. Lecture, answers to questions World Café method for organizing discussions. Group Poster Presentation.

or iPhones + Internet connections or Wi-Fi

Workshop 2: Learners will watch some Helping videos about migrations and psychological help online, as “Psychology of immigration” https://www.apa.org/Units/immigration/immigration-psychology Using video examples, participants discuss the psychological aspects of immigration and possible ways to help, and consolidate theoretical knowledge. 4 hrs

LOOK WHAT IS ONLINE NOW

The plan of the activities in order to answer to the objectives After learners have had the opportunity to watch Some laptops or 5) and 6) By analyzing the presented material, participants highlight the main features of cultural culture shock and their manifestation in different situations.

the materials, hold a tablets or iPads discussion. or Smartphones or iPhones + Review the vocabulary Internet items to make sure they connections or have learned the Wi-Fi meanings.


3 hrs

THE REALITY OF THE NEW HUMAN CAPITAL TODAY

By analyzing the video examples and links provided on the Internet, participants become acquainted with the signs of cognitive development and impairment in children undergoing stress and the principles of first aid for them. RESOURSES: https://www.youtube.com/watch?v=g-ef-xhC_bU https://www.youtube.com/watch?v=Bzj4U6IDiLk https://resourcecentre.savethechildren.net/library/savechildren-psychological-first-aid-training-manual-childpractitioners Familiar with the material and individually, participants in the groups answer questions and share their insights with other groups. What are the differences between cutaneous shock and psychological crisis? What behavior does the child show that he/she needs help? How do children's anxiety occur, what are the sources of anxiety? How can adults help children overcome anxiety?

As certain and answer any further questions they may have. Be sure to follow up appropriately on any unanswered questions.

The plan of the activities in order to answer to the objective 7).

Lecture, Video review question and answer session. Presentation of group presentations highlighting the advantages and disadvantages of available resources.

Presentation of participants' psychological assistance system in Lithuania and present possibilities. Exploring useful links (eg useful links from Public Health Offices, Pedagogical Psychological Services, Child Support Center, etc.) highlights the potential for individual psychological support and comprehensive family support in communities across cities and districts in Lithuania to support the wellbeing of all community members. Opportunities provided by the EU for the organization of integrated family assistance (eg project “Provision of Integrated Family Services in Vilnius�).

Refer students to further reading or discussions with a professional.

Links to useful pages or videos White board, paper sheets, stickers

Presentations of group discussion results

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


After listening to the information, the participants will share their experiences of their lives in other countries and compare the differences in family support provided in groups. https://www.youtube.com/watch?v=t8AtfFcQisQ 1,5 hrs EXERCISE / WORKOUTS

Compare case stories about cultural shock or cultural differences and in discussions in small groups, the 10 most important things that disturb them most when adjusting to live in Lithuania will be identified. After presenting the results of all groups and making each participant's choice of the 5 most important statements, highlight the 10 most prominent features of the culture shock experienced by immigrants or those returning to Lithuania.

Video views "Brainstorming" in groups Attribute ranking and systematisation

Links to video material White board, paper sheets, stickers.

Papers and stickers, whiteboard, etc Papers and stickers, whiteboard, etc

1 hr

RECAP

Q & A, Review major titles, QuickBooks

Individual and group feedback

2 hr

DISCUSSION AND CHAT

Discussion: What are the main problems faced by people who intend to move to Lithuania? Who and how could help families who come to Lithuania to live? Participants share their insights individually and present a generalized group view to the whole group. The main statements are recorded on the board.

Discuss in groups and summarize thoughts by writing down recurring thoughts on the board.

FEED-BACK

Online feedback using incomplete sentence statements and inviting participants to expand, supplement or refute them. Visual feedbakc made by the teacher/mentor/expert in a

An online tool to quickly gather participants' views and insights that trainers can use in the future.

1,5 hr

Some laptops or tablets or iPads or Smartphones or iPhones + Internet


connections or Wi-Fi

discussion together with the group in order to understand the real benefit for them in participating into the session.

TOTAL TIME USED 20 hrs

Websites and useful links: http://www.gvc.lt/lt/psichologines-konsultacijos/konsultacijos-suaugusiems http://www.klausau.lt/ https://www.renkuosilietuva.lt/lt/nemokama-psichologine-pagalba/ https://www.youtube.com/watch?v=Bzj4U6IDiLk https://www.youtube.com/watch?v=t8AtfFcQisQ Books: David D. Burns M.D Geros nuotaikos vadovas.- Psichologija TAU, 2013

REFERENCES


Structure of Learning in the Module 1 Unit 2

Unit: 1.2 Strenghtening Communities Lesson objectives By the end of the lesson, learners will be able:

1. To know the concept of community and the principles of community (organization and / or groups of people of common interest). 2. To understand the importance of community relationships to increase community resilience and personal social relationships and mental health - resilience to stressful situations and coping with life challenges. 3. To know about community activities in Lithuania and the opportunities they offer to strengthen family and community relationships. 4. To know about school community activities and opportunities for psychological and pedagogical support in schools for children. 5. To know of opportunities for psychological and psychosocial help in communities. 6. To know about community-based psychosocial and socio-cultural activities that help to engage local community members in self-expression and self-actualization (employment, cultural activities, and other opportunities). 7. To experience the power of community (group, team) in problem solving through hands-on experience.

Timi ng 1 hr

Stage/ purpose ICEBREAKERS (“Open the door� to

Learning activity/ task

Methods of checking/ assessment for learning

Two truths, one lie, this is one of our personal favourites in small After everyone has found

Material Resources Flipchart


3 hrs

discussions about the aims of the module and some activities to break the ice

group settings. Standing in a circle, each person lists off two truths about themselves and one lie. The truths and lies can be related with their experience about migration and community life. One after another, the group will decide what the two truths are and which one is a lie. It’s great fun, especially if participants include something funny that has happened to them in the past.

BUILD ON PRIOR KNOWLEDGE

The plan of the activities in order to answer to the objective 1) To know the concept of community and the principles of community (organization and / or groups of people of common interest) Discussion in small groups to help participants answer questions based on their experience: How do participants understand what a community is? What is their previous experience of participating in community life? In groups, participants share their past experiences, highlight some of the most important statements that convey their concept of community and how they operate, and share their insights with other groups. The plan of the activities in order to answer to the objective 2) To understand the importance of community relationships to increase community resilience and personal social relationships and mental health - resilience to stressful situations and coping with life

their “partner” each pair will have a turn to introduce their partner, tell their name and one thing they know about the subject.” Warm up game in a group with the help of participants can get to know each other better and learn about real-life situations and problems when integrating into local communities . Presentation, conversation with participants Group presentations about their experiences in communities Individual self-assessment on sheets of paper. Discussion in couples, capturing experience on posters. Claims are grouped according to positive and negative experiences Video lecture, summarizing the material, highlighting the types of organizations

Papers Scissors White board Notebooks

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi Paper sheets, stickers, 2 color leaflets White board


challenges.

Exercise. Participants recall their experiences of participating in community activities, discussing their positive and / or negative experiences with couples, presenting their views on the reasons why their participation in community activities was successful or not. The types, purposes, and significance of community-based relationships in the development of social relationships and overcoming life difficulties. 3 hrs

The plan of the activities in order to answer to the objective 3) To SHOW AND TELL know about community activities in Lithuania and the opportunities Record of vocabulary and Aims and Brainstorming they offer to strengthen family and community relationships ideas: definition and synonyms. Preview the Introduction: To declare what is the aim of this part of module, vocabulary by listing terms how long and which instruments they will use during that time. on board. Ask to look for To explain what are the resources of the community, what are the these terms as been read to gain an understanding signs of a strong community, family and community ties and of their meanings. principal instruments to use them online in case and what is expected at the end of the module. Lecture, participants' presentations, their Exploring: analysis to their situation; Analyze community action examples in the link and help identify community-building features, special relationships, spaces, Case studies, activities, and then Brainstorm them with terms and definitions, Preparation, discussion and presentation of a then ask to learners to match them all. “mind map�. Link: https://www.lvbos.lt/ The plan of the activities in order to answer to the objective 4) To know about school community activities and opportunities for

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


psychological and pedagogical support in schools for children of immigrants. School community structure, psychological and pedagogical support for the child and the family at school. Providing information on opportunities for parental involvement to strengthen school communities and provide child support. Practical assignment Collection of ideas in small groups analyzing individual cases of immigrant children 's adaptation at school using the theoretical material provided and the experience of the participants. Capture ideas in mind maps. Presentation of group mind maps and supplemental information with questions or thoughts. Keys example: Strenghtening Communities by Welcoming and Integrating Immigrants and Refugees. https://obamawhitehouse.archives.gov/blog/2015/04/15/strengthen ing-communities-welcoming-and-integrating-immigrants-andrefugees 4 hrs

LOOK WHAT IS ONLINE NOW

The plan of the activities in order to answer to the objective 5) To know of opportunities for psychological and psychosocial help in Presentation of group Some laptops or tablets or iPads communities. work results, answers to

Exercise for analyzing community-based options for integrated family support using the links provided and help of an expert. Participants in the analysis of the submitted material highlight 3 top services that should be available to immigrant family members and 2 services that are not provided but desirable. Talk in small groups about your choice. The groups compile lists of the most relevant psychological and psychosocial help for immigrant family members and services that are missing.

or Smartphones questions, refinement of or iPhones + concepts and presentation Internet of insights for the future. connections or Wi-Fi 3 different color sticky sheets of paper and stickers, papers A method of collecting sheets white ideas is called "Balloon". board, etc.


The plan of the activities in order to answer to the objective 6) To know about community-based socio-cultural activities that help to engage local community members in self-expression and selfactualization (employment, cultural activities, and other opportunities).

Participants present their ideas and stick their insights on their expectations, their disruptions, and measures to overcome obstacles in the agreed locations on the air balloon.

Exercise for Independent analysis of the material presented and familiarization with sociocultural activities in communities. Sharing The order of thoughts of experiences among participants on the needs of their socio- the participants is discussed. cultural activities. Participants become familiar with the potential of socio-cultural activities on the Internet and they anticipate the possible realization of one idea through the use of known and newly discovered resources, they identify barriers that may arise and the means that can overcome them. The thoughts of all categories are written on different colored paper sheets. After learners have had the opportunity to watch the materials, hold a discussion. Review the vocabulary items to make sure they have learned the meanings. The professional will be sure to answer any further questions they may have. Be sure to follow up appropriately on any unanswered questions. Refer learners to further reading or discussions with a professional. RESOURCES: https://rsa.tandfonline.com/doi/abs/10.1080/08985626.2012.742 326#.XhJqT64zbIU http://kpsvilnius.lt/paslaugos/?gclid=Cj0KCQiA6IHwBRCJARIsALNjV iUHRYTjj1-1nekqGiq2mG0dxqEBTtsKIanp9Y1txB_V0BXQmyRrAcaAsQHEALw_ wcB https://www.renkuosilietuva.lt/file/repository/psichologine_pagal ba.pdf https://www.lvbos.lt/


3 hrs

THE REALITY OF THE SITUATION TODAY

The plan of the activities in order to answer to the objective 7) To experience the power of community (group, team) in problem An investigation of a community web page. solving through hands-on experience.

Group presentations and discussion of emerging Exercise for Exploring community activities by analyzing a issues, highlighting the community website to discover sociocultural community activities strengths and weaknesses of the options discussed.

in which an immigrant can participate. Identify what or psychological help is available in the community and what activities individual community members can do. After analyzing the site, participants will discuss and present opportunities for psychological, social, and socio-cultural activities for immigrants in communities, in separate groups.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi Papers and stickers, white board, etc

Example: www.balsiai.org. The aim is to answer the following questions: What problems should be addressed when integrating into local communities? What measures / activities would help to become part of the community more quickly? 1,5 hrs

EXERCISE / WORKOUTS

Learners will analyze described situations of returnees in groups Presentation and and they will propose solutions to these problems using discussion of group community (organization and / or groups of people of common proposals,

interest) resources.

Described situations prepared using material from real imigrants situations. Whiteboard, Papers sheets,


stickers 1 hr

RECAP

Q & A, Review major titles , QuickBooks

2 hr

DISCUSSION AND CHAT

Discussion on Unital issues: The opportunities and challenges presented by communities are key to successful integration of returnees. Participants will discover the most important factors in community activities that are important for the well-being of those involved in adapting to new living conditions.

1,5 hr

FEED-BACK

Self-assessment of participants by sharing experiences and insights, wishes and doubts gained during the workshop. The participants also will express their thoughts on the progress of the seminar, the training materials and the methods used.

TOTAL TIME USED 20 hrs

Papers and stickers, white board, etc Papers and A 'brain drain' approach to highlight opportunities stickers, white and barriers identified by board, etc participants as they integrate into communities.

Individual and group feedback

Reflection method - “Aquarium� Each participant expresses his / her experience. No one can comment or intervene. The participants' speeches help the lecturers to better understand each participant's understanding and needs that can be taken into account during further training.

5 chairs


Websites and useful links: https://www.youtube.com/watch?v=W2gAr1sjs7A https://www.researchgate.net/publication/51523299_How_should_we_define_health https://www.youtube.com/watch?v=W2gAr1sjs7A https://www.lvbos.lt/ https://tevuforumas.lt/2019/09/del-2020-metu-mokyklu-bendruomeniu-metu-veiklu https://www.smm.lt/web/lt/smm-svietimas/griztantiesiems-i-Lietuva http://kpsvilnius.lt/paslaugos/?gclid=Cj0KCQiA6IHwBRCJARIsALNjViUHRYTjj1-1nekqGiq2mG0dxqEBTtsKIanp9Y1txB_V0BXQmyRrAcaAsQHEALw_wcB https://www.renkuosilietuva.lt/file/repository/psichologine_pagalba.pdf https://www.lvbos.lt/ Forum Theatre: Strengthening Community Understanding of Free, Prior and Informed Consent https://www.youtube.com/watch?v=0ol5_F_mt98 Books: Misiukonis T.,Mausevičiūte V., Grajauskas M. Dėmesio, grupė!/praktiniai darbo su grupe b8dai ir technikos. – 2015, Vilnius.

REFERENCES


Structure of Learning in the Module 1 Unit 3

Unit: 1.3 Volunteers and Peers role Lesson objectives By the end of the lesson, learners will be able :

1. To know the potential of volunteering to strengthen the integration of returnees. 2. To know what mentoring is, its potential for learning from each other, the development of generic and professional competences and community adaptation. 3. To know the main principles of organizing and participating in volunteering. To understand the benefits of volunteering for a volunteer. 4. To know the potential of mentoring programs for teens and children to overcome adaptation problems at school or in the community. 5. To know the main motivating factors that encourage people to become volunteers in their communities. 6. To know the opportunities of professional mentoring programs for adults.

7. To identify their competency development needs and share them in pairs with other participants.

8. To understand how to provide feedback in couples and be able to provide feedback in couples applying the knowledge gained.

Timing 1 hr

Stage/ purpose ICEBREAKERS (“Open the door” to

Learning activity/ task Give Out Blind Directions

Methods of Resources checking/ assessment for learning After everyone has Flipchart found their “partner” Papers


3 hrs

discussions about the aims of Pair team members up and have one put on a blindfold— each pair will have a the module and some activities it’s then the other person’s job to direct them in making turn to introduce to break the ice moves as best they can, whether that’s getting them to their partner, tell the other side of the room or having them complete a their name and one thing they know task like moving an object or drawing a picture. There will about the subject.” be individuals who normally don’t work as closely together do this exercise, and it’ll help them to practice communication and build trust. After the exercise, all participants share one of the most important sensations they experienced during the exercise. BUILD ON PRIOR KNOWLEDGE The plan of the activities in order to answer to the objectives 1) To know the potential of volunteering to strengthen the integration of returnees.

Participants' personal experience of participating in volunteering activities / programs is explored discussing A discussion is organized in pairs / in the groups together with a mentor/senior volunteer.

small groups to discuss opportunities What the participants should find out in this lecture is the offered by aims and benefits of volunteering. volunteering and report their The benefits of volunteering from a youth, community, experience if any.

business and employee perspective, and the importance of partnering in enhancing immigrants' relationships with communities are discussed. Sharing participants' experiences of their volunteering

Lecture, presentation

Scissors White board Notebooks Blindfolds

White board Papers and stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


experience by asking for some positive and challenging aspects. The plan of the activities in order to answer to the objectives 2) to know what mentoring is, its potential for learning from each other, the development of generic and professional competences and community adaptation. Participants will share experience of personal and/or professional mentoring like : What is mentoring? How can I learn from another person or professional? Participants will discover with the trainer the essence and potential of mentoring in developing personal competencies, and they will experience the help when adapting to a new life, career or personal development. Learners will experience peer-based interventions for people who have experienced similar life difficulties and can share experiences on reducing barriers to communication, finding effective ways to help, and expanding social relationships (discussion). Individual support is analyzed from peer education, peer mentoring and peer support perspectives. Participants will share pairs of examples from personal experiences as they get help solving problems from friends, colleagues, coworkers, or other people, and selecting the brightest example.

Group discussion, answers to questions Discussion in couples, Brainstorming with group Lecture Answers to participants' questions. Discussion in couples, Presentation of the most striking examples to the group.


3 hrs

SHOW AND TELL Aims and Brainstorming

The plan of the activities in order to answer to the objective 3) To know the main principles of organizing and participating in volunteering. Understand the benefits of volunteering for a volunteer. To have a lesson about the legal framework and opportunities for organizing and participating in volunteering in Lithuania. Introduce the roles of volunteers in achieving a sense of well-being in the community, helping them find the information they need, providing social, career development help, acquiring healthy living skills, or providing other personal support. Present ways of peer-based intervention as peer education, peer mentoring, peer support opportunities and volunteer health roles as walking for health, befrieding in the integration of immigrants' mental and physical health. The plan of the activities in order to answer to the objective 4) To know the potential of mentoring programs for teens and children to overcome adaptation problems at school or in the community. To listen to an expert about mentoring programs in Lithuania that are applicable to children, teens and young people, to highlight links with voluntary activities and to discuss their application to children from returning families. The trainer is to present good examples of schools applying mentoring programs and their results. https://mentor.lt/veiklos/mentorystes-programa/ https://www.ltbigbrother.com/

Presentation, lecture The groups share their summarized insights about mentoring activities / programs in schools. Answering to the questions.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi White board, paper sheet, stickers, colored leaflets


Participants will gather ideas on where their children or families need help in schools and communities to aid them adapt better and faster in Lithuania. 4 hrs

LOOK WHAT IS ONLINE NOW

The plan of the activities in order to answer to the objective 5) To know the main motivating factors that encourage people to become volunteers in their communities.

Video presentations, Some laptops or tablets or iPads or To Analyze video Exercise „8 Reasons to Volunteer“ Smartphones or https://www.youtube.com/watch?v=adgTRvUJ_XI Discussion of couples iPhones + Internet presenting their connections or Wi-Fi In pairs, discuss the presentation and find specific ideas statements that substantiate (complement) the presentation based on their personal or other people's experience. Share the ideas with other participants realising presentations. Participants will find together with the expert examples of good practices on enhancing the integration of Group presentation White board, paper sheet, stickers, returnees. Excerpts from the documentary „Next Stop“ highlighting successful colored leaflets are analyzed, highlighting aspects that have helped adaptation aspects. people to adapt faster and more securely in the

community. https://www.youtube.com/watch?v=2DM_GxXREuY The class is splitted in groups and they are invited to share their insights on the examples they have seen, find examples that are relevant to them, or generate new ideas. 3 hrs

THE REALITY OF THE SITUATION TODAY

The plan of the activities in order to answer to the objective 6) To know the opportunities of professional


mentoring programs for adults. Professionas will explain mentoring opportunities in Lithuania and they will be discussed. Useful links on the internet are provided and analyzed together. Participants will find out how to become a mentor and how to get mentor help after becoming a mentee. The benefits of the mentoring process along the career path are discussed, and what competencies can be improved during this process. Answers to questions from participants https://www.womengotech.lt/ http://www.leonorabeyou.com/mentoryste/ https://pvpa.lt/veikla/mentoryste/ The plan of the activities in order to answer to the objective 7) participants will be able to identify their competency development needs and share them in pairs with other participants.

Lecture using useful links. Answering to the questions Each participant has a list of priority needs and identifies opportunities for meeting them.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi White board, paper sheet, stickers, colored leaflets

Lecture, presentation

Methodical material,

Participants will reflect individually on their personal development needs and they’ll identify which needs they could best meet by analyzing the opportunities offered by mentoring programs. In pairs, they’ll share their aspirations and insights about the opportunities offered by the programs, and they’ll share experiences with all participants about other ways they know. 1,5 hrs EXERCISE / WORKOUTS

The plan of the activities in order to answer to the objective 8) participants will understand how to provide feedback in couples then they will be able to provide feedback as before applying the knowledge gained.


Participants are introduced to the basic principles and of methodical several methods of the learning tool “Providing material Discussion In pairs Feedback”. Based on current knowledge and needs, they will write a 3-5 step personal and professional development plan outlining what kind of skills they would like to develop, how they can do it, what help they need, who can provide support, and so on. They’ll discuss it in pairs with a learning friend in order to discover the strongest and weakest parts of the plan. 1 hr 2 hr

1,5 hr

RECAP DISCUSSION AND CHAT

FEEDBACK

their ideas for personal and professional development applying feedback principles.

Individual and group feedback Brainstorming Group discussion with questions: approach to 1. 1. What are some of the major obstacles that highlight barriers volunteers face when they are returning to LT? identified by Could this help overcome the issue? 2. 2. What types of mentoring are most needed for participants for those returning to those who are returning to Lithuania? volunteering and All participants have the opportunity to discuss the issues possible ways to overcome them. under discussion, propose new ideas, raise questions of concern. Summarizing the material heard during the module, The participants' participants are invited to write a letter answering the speeches help the lecturers to better following questions: understand each participant's 1. What did you understand and remember? understanding and 2. What would you like to apply in your personal or needs that can be professional life? taken into account 3. What skills and assistance do you really need? during further training. TOTAL TIME USED 20 hrs

Q & A, Review major titles, QuickBooks

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

Papers and stickers, white board, etc. Papers and stickers, white board, etc.

Papers and stickers


Websites and useful links: • https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_dat a/file/768979/A_guide_to_communitycentred_approaches_for_health_and_wellbeing__full_report_.pdf • http://www.erasmus-plius.lt/rezultatas/imoniu-savanoryste-teigiamas-poveikis-jaunimuibendruomenei-verslui-ir-darbuotojams443?fbclid=IwAR0_82NSfH55TUVMg5oBBQpBwSz4X6HkmG-79zVPe4SqnMT7Q0rnVthpGdI • http://laboratorija.eu/blog/mentorius • https://www.ltbigbrother.com/ • https://mentor.lt/veiklos/mentorystes-programa/ • https://www.youtube.com/watch?v=adgTRvUJ_XI • https://www.youtube.com/watch?v=2DM_GxXREuY • https://www.womengotech.lt/ • http://www.leonorabeyou.com/mentoryste/ • https://pvpa.lt/veikla/mentoryste/ • Grįžtamojo ryšio vadovas. www.mukis.lt

REFERENCES


Structure of Learning in the Module 1 Unit 4

Unit: 1.4 Collaboration and Partnership Lesson objectives By the end of the lesson, learners will be able:

Timing (approx.) 1 hr

1. To explain what team, collaboration and partnership are all about and the differences between these concepts. 2. To understand the importance of effective teamwork and collaboration for successful returnee adaptation. 3. To analyze and solve problems in a team applying the principles of cooperation and partnership. 4. To know the directions of interinstitutional cooperation in helping children in communities. 5. To know how parents, in partnership with the school, can contribute to the successful adaptation of children at school. Stage/ purpose ICEBREAKERS (“Open the door” to discussions about the aims of the module and some activities to break the ice)

Learning activity/ task

Methods of checking/ assessment for learning

Give them some papers and cut each paper in half using different cutting techniques (puzzle style). You’ll need one paper for every two people in the group. Randomly distribute the “half” papers. “Look around the room and find your puzzle partner. Introduce yourself to one another and tell one thing you know about migration experience and the psychological main implications. Then speak in a general way about these issues and if someone had any good/ bad experience online/examples or what is the personal knowledge. Or: What’s My Name? You must have seen this game before, maybe with a different name. What’s My Name is an interesting team building

After everyone has found their “partner” each pair will have a turn to introduce their partner, tell their name and one thing they know about the subject.” The purpose is to

Resources

Flipchart Papers Scissors White board Notebooks


enlighten team Papers sheet, members of their stickers sometimes stereotypical thinking and narrow viewpoints and understand and treat Then the team members will go around the room asking each other better.

activity where each player is assigned the name of a person (dead or alive). The name is written on a post-it note or a piece of paper and attached on the back of another team member so they can’t see who they are but the rest of the group can.

questions and answering other questions related to their names until the other persons figure out who they are. The questions and answers are often stereotypes related to the name in the tag. After a member knows who they are, the game ends for them. https://blog.bit.ai/team-building-activities/ 3 hrs

BUILD ON PRIOR KNOWLEDGE

The plan of the activities in order to answer to the objective 1) They will be able to explain what team, collaboration and partnership are all about and the differences between these concepts. This lecture discusses what participants should find out during this time: Opportunities for collaboration and partnership between individuals and institutions to help returnees develop their competences and become more successful in community engagement. The lecture will use the warm-up game experience, so participants will be encouraged to share their feelings about how they felt individually and how the group performed the task, what were the reasons for their success / failure. The group shares ideas and experiences about collaboration and partnership. What is a group and team, what is the

Power-Point presentation Reflection on own experience Creating a "mind map" by answering questions. Group presentations and lecturers' comments

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or WiFi White board Papers sheet, stickers


3 hrs

teamwork experience of the participants? How do participants perceive collaboration and partnership? How does collaboration relate to the microclimate of communities and the emotional health of its members? SHOW AND TELL The plan of the activities in order to answer to the objective 2) Aims and Brainstorming They‘ll understand the importance of effective teamwork and collaboration for successful returnee adaptation. After reviewing the video examples, participants will discuss the most important aspects of teamwork. They will discuss the principles and methods of team building, focusing on the aspects of collaboration and partnership: communication and understanding, roles and input, feedback. https://www.youtube.com/watch?v=KT2TQGFWcko https://www.youtube.com/watch?v=NBafrw1_xbw https://www.youtube.com/watch?v=qh4ms4xgHko Participants will become familiar with the key aspects of a collaborative approach to community health and well-being: they will identify needs and will agree about priorities, planning and programming, decision-making, implementation and evaluation. Collaborative partnership models for the wellbeing of community members will be discussed.

Answers to participants' questions. Summarizing the discussion by writing down the most important statements on the board Video review, brainstorming Lecture, Answering participants' questions.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or WiFi Described practical situations Video material White board Papers sheet,stickers

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or WiFi

4 hrs

LOOK WHAT IS ONLINE NOW

The plan of the activities in order to answer to the objective 3) They will be able to analyze and solve problems in a team applying the principles of cooperation and partnership. Learners will watch Video lectures on problem solving in teams, review, discussion highlighting key collaborative and the characteristics of the partnership. https://www.youtube.com/watch?v=NsndhCQ5hRY

Video Preview Group discussion, brainstorming.


3 hrs

THE REALITY OF THE SITUATION TODAY

The groups get to know resources that can be helpful in learning teamwork skills and building partnership networks. They will get familiarity with the principles and tools of team building through collaborative approaches and their benefits to the community. Threy will discuss how new skills can be learned through cooperation, and what support can be gained from other members of the group through planned activities. https://ctb.ku.edu/en http://toastmasters.lt/komandos-formavimas/ https://blog.bit.ai/team-building-activities/ The plan of the activities in order to answer to the objective 4) They will know the directions of interinstitutional cooperation in helping children in communities. Information is provided on inter-institutional cooperation in the provision of integrated assistance to children and the family in communities (schools, municipalities). It explains what kind of help the participants will receive from different institutions and what the difficulties are. Possible solutions are discussed in groups. The plan of the activities in order to answer to the objective 5) They will know how parents, in partnership with the school, can contribute to the successful adaptation of children at school. By watching the video, they will learn about the opportunities for parents to engage in school activities, contributing to the successful adaptation of their children to the new environment.

Pateiktos medžiagos analizė Grupės diskusija ir pristatymas

White board Papers sheet,stickers

Analysis of the material presented Group discussion and presentation Lecture, Answers to participants' questions The brainstorming of the problems proposed Video review, discussion The participants will present their insights after the analysis in groups.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or WiFi White board Papers sheet,stickers


1,5 hrs

EXERCISE / WORKOUTS

https://www.youtube.com/watch?v=ObA57tzfUs0 Participants will analyze described situations in groups and they will promote creative presentation of problem solving using acquired knowledge through acting, creative writing, drawing or similar.

2 hrs

RECAP

Q & A, Review major titles, QuickBooks Individual and group feedback

1,5 hrs

DISCUSSION AND CHAT

Group discussion with question: How can cooperation and partnership help those who return to Lithuania to better adapt to their communities and solve their individual and family problems? Opportunities and obstacles are highlighted.

1,5 hr

FEEDBACK

Individual reflection of the workshop participants by completing a questionnaire about their experience, knowledge and understanding gained during the training. Sharing ideas and group discussion. Each participant is heard, sharing his/her thoughts and insights and/or suggestions. Reflection of training lecturer (s) and completion of training.

TOTAL TIME USED 20 hrs

“Creative presentations� - simulations, patches, motion improvisations or the like. Individual and group feedback

Brainstorming approach to highlight barriers identified by participants for those returning to volunteering and possible ways to overcome them. Individual reflection on questionnaires. Participants speeches help participants better understand group members needs and build further networks of cooperation and mutual assistance.

Practical situations are described Tools for painting, dancing, theatrical attributes Papers and stickers, white board, etc Papers and stickers, white board, etc

White board, stickers, paper sheets


Websites and useful links: • https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_dat a/file/768979/A_guide_to_communitycentred_approaches_for_health_and_wellbeing__full_report_.pdf • www.esparama.lt › failai › ESFproduktai › 2014_m... • https://www.youtube.com/watch?v=KT2TQGFWcko • https://www.youtube.com/watch?v=NBafrw1_xbw • https://www.youtube.com/watch?v=qh4ms4xgHko • http://www.alytus.lt/vaiko-gerove-ir-tarpinstitucinis-bendradarbiavimas • https://socmin.lrv.lt/lt/veiklos-sritys/seima-ir-vaikai/seimos-politika/kompleksines-paslaugosseimai

REFERENCES


IO#2 – Module 2 General Competencies problematic. Business start-up


Structure of Learning in the Module 2 Unit 1

Unit: 2.1 - GENERAL COMPETENCIES: COMMUNICATION IN THE MOTHER TONGUE, FINANCIAL LITERACY, DIGITAL LITERACY, CITIZENSHIP Lesson objectives By the end of the lesson, learners will be able:

1. To operate the online tool to learn language; 2. To practise mother tongue in distance learning; 3. To understand the importance of creative writing and public speaking, as the participation in cultural events can be also important for developing skills in mother tongue; 4. To know that book reading contributes to the education of mother tongue language; 5. To define user’s rights; 6. To use different types of insurance: life insurance, travel insurance and property insurance; 7. To identify loan, mortgages and credit cards; 8. To identify savings and financial products; 9. To comprehend about investments; 10. To relate digital literacy with possibilities; 11. To identify how to participate safely and responsibly online; 12. To recognize how to develop citizenship; 13. To define why activities within community are important for citizenship. Timing (approx) 1 hr

Stage/ purpose

Learning activity/ task

Methods of checking/ assessment for learning

ICEBREAKERS (“Open the door” to discussions about the aims of the module and some

Example: give them some papers and cut each paper in half using different cutting techniques (puzzle style). You’ll need one paper for every two people in the group. Randomly distribute the “half” papers. 1.“Look around the room and find your puzzle partner. 2. Introduce yourself to one another and tell one thing you know about migration experience and the psychological main

After everyone has found their “partner” each pair will have a turn to introduce their partner, tell their name and one thing they know about the

Resources

Flipchart Papers Scissors White board


activities to break the ice

implications. subject.� Then speak in a general way about these issues and if someone had any good/ bad experience online/examples or what is the personal knowledge.

Notebooks

3 hrs

BUILD ON PRIOR KNOWLEDGE Find out what is already known and what misconception s may be made thinking about migration in the native country

The plan of the activities in order to answer to the objectives 1), 2) Lecture, reading of and 3) educational literature, working with electronic The aim: to represent to the participants about applications, educational resources. online tools and methods available online to returning migrants to learn mother tongue. - Useful links Participants are encouraged: - Discussion - to share their needs; - Tests - challenges of and how they have responded to their every day life and the start of a new life in Lithuania communicating in mother togue. To represent: - How creative writting; - Public speaking; - Cultural events can increase posibilities to get a better job and can build up general competencies of the person and helps to enrich communication skills. http://www.satenai.lt/2010/03/19/gimtosios-kalbos-reiksmeasmenybes-ugdymui/ The groups analize: - how the online tools work, - how to use them in oder to build better knowledge of mother tongue. - Filling in the test participants' self-esteem and discussing their results. https://lingualit.lt/lt/main/kalbos-mokymas/laideles/ https://www.loecsen.com/en/learn-lithuanian

Test and papers for answers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


https://www.surfacelanguages.com/language/Lithuanian.html 4 hrs

SHOW AND TELL Aims and Brainstorming

The The plan of the activities in order to answer to the objectives Record of vocabulary 4),5), 6), 7) and 8) and ideas: definition and synonyms. Preview The aim of financial literacy: the vocabulary by listing - to improve the general public's understanding of ongoing terms on board. Ask to economic processes and help citizens develop skills related to look for these terms as proper risk assessment, financial services and product selection. been read to gain an In addition, understanding economics and finance contributes to understanding of their the stability of the financial system, to more rational consumer meanings. expectations and behavior. Participants are encouraged: - Useful links - To share their needs; - Challenges of and how they have responded to their every day - Discussion life and the start of a new life in Lithuania communicating in mother togue. - Tests To represent: - Defined the user rights; - Different types of insurance: life insurance, travel insurance and property insurance; - Loan, mortgages and credit cards; - Savings and financial products; - Investments, can increase opportunity to get a better job and can build up general competencies of the person and helps. https://www.investopedia.com/terms/f/financial-literacy.asp Brainstorming of financial literacy (1 hour) Units of financial literacy: - What is credit history? - Planning financial future; - Insurance not only for travel.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


Filling in the test participants' self-esteem and discussing their results. https://www.oecd.org/pisa/test/financialliteracytest/ 4 hrs

LOOK WHAT IS The The plan of the activities in order to answer to the objectives 9) Have each group ONLINE NOW and 10) formulate pros and cons on using their The aim of digital literacy: to introduce to the safety risks you can designated type of face while using the internet. threats and share them Participants will learn about online scams and how to avoid them. to the class. Participants will also learn about best practices for sharing information online. In addition, will be introduced to cyberbullying. In this learning path, will be introduced to cloud services like - Useful links OneDrive and how to apply their basic functions. Participants also learn how to collaborate with others on Word documents. In - Discussion addition, participants will learn how to use Microsoft Outlook to manage your tasks, time and contacts. - Tests Participants are encouraged: - To share their needs; - Challenges of and how they have responded to their every day life and the start of a new life in Lithuania communicating in mother togue. To represent: - Introduced to cloud OneDrive service; - Social network tools for collaboration; - Internet security threats can help to build up general competencies and increase opportunity to get a better job. Brainstorming of digital literacy (1 hours) Units of digital literacy: - To collaborate and manage content digitally;

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


- To participate safely and responsibly online; - To show some experiences of others and some instruments used by people today to manage their situation; - To check which instruments learners already know and what is the level of answers they give back. Short discussion after every question. After learners have had the opportunity to watch the materials. To hold a discussion. Review the vocabulary items to make sure they have learned the meanings. As certain and answer any further questions they may have. Be sure to follow up appropriately on any unanswered questions. https://www.microsoft.com/en-us/digitalliteracy/home https://study.com/academy/lesson/cloud-technologies-safetysecurity.html Refer learners to further reading or discussions with a professional. What About “Internet Security Threats?� 4 hrs

THE REALITY OF ACTIVE CITIZENSHIP

The The plan of the activities in order to answer to the objectives 11) and 12) Brainstorming of citizenship (1 hours) - Do you think it is easy to relocate in the country and which problems can be the more frequent?

After learners have had the opportunity to watch the materials, hold a discussion. Review the vocabulary items to make sure they have learned the - Do you think we can find an easy way to ask for a help or to insert meanings. your family in the new community? -Video views The aim of citizenship:

- Useful links

Active citizenship means people getting involved in their local communities and democracy at all levels, from towns to cities to nationwide activity. Active citizenship can be as small as a campaign to clean up your street or as big as educating young people about democratic values, skills and participation. In many

- Discussion - Modeling a leadership situation.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


countries where democratic society and its institutions are facing threats - citizenship education is becoming increasing important. To present: - How citizenship education involves developing the knowledge; - Skills; - Confidence to enable people to make their own decisions and to take responsibility for their own lives in communities; Filling in the test participants' self-esteem and discussing their results: - To open one well-known website to see the structure, instruments, tools and ways to made investments and or to use the normal instruments for the resources made available from the community; - Post guiding questions on board and read them aloud. - Tell that the questions will be read to find the answers and to determine the meanings of the vocabulary items. https://www.youtube.com/watch?v=bSK_PqfRJWM 1 hr

EXERCISE / WORKOUTS

- Compare case stories; - To try to open one account in a specialized website;

Analyzes of exact situations.

- To check all different instruments it is possible to see online, to name them, etc. https://www.london.gov.uk/get-involved

Training materials: Laptops or tablets with Internet + Wi-Fi connection

1 hr

RECAP

Q & A Review major titles QuickBooks

Individual and group feedback

1 hr

DISCUSSION AND CHAT

Discussion “ARE YOU CAREER COMPETENT? “ https://www.naceweb.org/career-readiness/competencies/sampleassessments/

Individual and group feedback

Papers and stickers, whiteboard, etc. White board and markers.


1 hr

FEEDBACK

Give each student a feedback form to complete, write at the moment only which kind of feed-back do you want to realize, examples are: https://www.surveymonkey.com/create/?ut_source=dashboard_quiz

An online tool to quickly gather participants' views and insights that trainers can use in the future.

Training materials: Laptops or tablets with Internet + Wi-Fi connection.

TOTAL TIME USED 20 hrs

Useful websites and links

REFERENCES

• • • • • • • • • • • • •

https://lingualit.lt/lt/main/kalbos-mokymas/laideles/ https://www.loecsen.com/en/learn-lithuanian https://www.surfacelanguages.com/language/Lithuanian.html http://ozogimnazija.lt/nuotolinis-mokymas-vilniaus-ozo-gimnazijoje/apie-mokyma-si/ https://kretingosrsc.lt/index.php?option=com_content&view=article&id=31&Itemid=129 http://oratoriumokykla.lt/oratoriu-mokyklos-mokytojai/ https://retorika.lt/naudinga/lektoriu-video/ https://www.rasytojuakademija.lt/rasymo-seminarai-internetu/ https://www.youtube.com/watch?v=cy6al5dkpa8 https://study.com/academy/lesson/cloud-technologies-safety-security.html https://www.microsoft.com/en-us/digitalliteracy/home https://www.youtube.com/watch?v=fj2FwLBJVik https://www.youtube.com/watch?v=WGmU6EVOu3U


Structure of Learning in the Module 2 Unit 2

Unit: 2.2 ENTREPRENEURSHIP. IDENTIFYING BUSINESS OPPORTUNITIES AND GENERATING OF IDEAS. Lesson objectives By the end of the lesson, learners will be able

1. 2. 3. 4. 5. 6. 7. 8.

To Recognize entrepreneurial qualities what need for business; To describe possibilities of improvement of entrepreneurship; To generate ideas; To explain the concept of business and its content; To find successful position and compete in the global marketplace; To find assess and exploit new business opportunities; To find successful implementation of business idea in private company; To understand personal abilities (with the help of a test) and evaluate them.

Timing (approx) 1 hr

Stage/ purpose

Learning activity/ task

ICEBREAKERS The lecturer introduces the game: (“Open the door� to "Two Truths and One Lie". discussions about the The participants sit in a circle and each person comes aims of the module up with two truths and one lie about themselves. and some activities to Ideas can be places to visit, family members, food to break the ice eat, experiences to have, dreams of the future, etc. Participants will present three 'facts' about themselves to the group one by one. The group decides what they think is a lie. This is a lot of fun, especially if the participants include something funny that happened to them in the past.

Resources

Methods of checking/ assessment for learning

The lecturer encourages all participants to get involved.

Conference board


3 hrs

BUILD ON PRIOR KNOWLEDGE

2 hrs

SHOW AND TELL Aims and Brainstorming

The plan of the activities in order to answer to the objectives 1) and 2) The aim is to represent to the participants about skills of entrepreneurship, leadership and knowledge purposefully use managerial abilities to business performance. The general Units: - Entrepreneurial qualities, needed for business; - Improvement of entrepreneurship; - The concept of business and its content; - Self-assessment (test) before starting a business; - Successful position and competition in the market place; - Successful implementation of business idea in private company; - Business Ideas. The plan of the activities in order to answer to the objectives 3), 4) and 5) Entrepreneurial behavior is assumed to be intentional but is limited by the demands made by society. We emphasize here on the effect of norms, motivation and family-related factors and the interaction between them. Participants will learn how to build confidence, to maintain positivity. Discussion about the main traits: - Confident and optimistic; - Disciplined self-starters; - Open to any new ideas which cross their path (Side note: Rich20Something is a great book about this, it

Lecture, reading of educational literature, working with electronic educational resources. - Useful links - Video - Discussion - Tests

Test and papers for answers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

“Brainstorming� helps to clarify participants' experiences with the issues raised. Modeling of leadership situations Group discussion of known entrepreneurship pathways.

White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


covers the mindset of millennial entrepreneurs). Here are ten traits of the successful entrepreneur. 1. Disciplined. These individuals are focused on making their businesses work and eliminate any hindrances or distractions to their goals. They have overarching strategies and outline the tactics to accomplish them. Successful entrepreneurs are disciplined enough to take steps every day toward the achievement of their objectives. 2. Confidence The entrepreneur does not ask questions about whether they can succeed or whether they are worthy of success. They are confident with the knowledge that they will make their businesses succeed. They exude that confidence in everything they do. 3. Open Minded Entrepreneurs realize that every event and situation is a business opportunity. Ideas are constantly being generated about workflows and efficiency, people skills and potential new businesses. They have the ability to look at everything around them and focus it toward their goals. 4. Self-Starter Entrepreneurs know that if something needs to be done, they should start it themselves. They set the parameters and make sure that projects follow that path. They are proactive, not waiting for someone to give them permission. 5. Competitive Many companies are formed because an


entrepreneur knows that they can do a job better than another. They need to win at the sports they play and need to win at the businesses that they create. An entrepreneur will highlight their own company’s track record of success. 6. Creativity One facet of creativity is being able to make connections between seemingly unrelated events or situations. Entrepreneurs often come up with solutions which are the synthesis of other items. They will repurpose products to market them to new industries. 7. Determination Entrepreneurs are not thwarted by their defeats. They look at defeat as an opportunity for success. They are determined to make all their endeavors succeed, so will try and try again until it does. Successful entrepreneurs do not believe that something cannot be done. 8. Strong people skills The entrepreneur has strong communication skills to sell the product and motivate employees. Most successful entrepreneurs know how to motivate their employees, so the business grows overall. They are very good at highlighting the benefits of any situation and coaching others to their success. 9. Strong work ethic The successful entrepreneur will often be the first person to arrive at the office and the last one to leave. They will come in on their days off to make sure that an outcome meets their expectations. Their mind is constantly on their work, whether they


are in or out of the workplace. 10. Passion Passion is the most important trait of the successful entrepreneur. They genuinely love their work. They are willing to put in those extra hours to make the business succeed because there is a joy their business gives which goes beyond the money. The successful entrepreneur will always be reading and researching ways to make the business better. Successful entrepreneurs want to see what the view is like at the top of the business mountain. Once they see it, they want to go further. They know how to talk to their employees, and their businesses soar as a result. Business Opportunity is an attractive investment idea or proposition that provides the possibility of a return for the investor/risk-taker. Possible business ideas opportunities should be analyzed to enable the venture to determine the interest or otherwise of the ideal opportunity and capability and competence and the financial viability of the project: - technical or production pre-feasibility of the project; - marketing, commercial or economic viability of the project as’ well as .. - social desirability. http://www.humanmetrics.com/entrepreneur/quiz Some of the more useful great ways to generate


business ideas are outlined below: Hobbies/Interests A hobby is a favorite leisure-time activity or occupation. Many people, in pursuit of their hobbies or interests, have founded businesses. If, for example, you enjoy playing with computers, cooking, music, traveling, sport or performing, to name but a few, you may be able to develop it into a business. To illustrate this, if you enjoy traveling, performing and/or hospitality, you may consider going into tourism – which is one of the biggest industries in the world. Personal Skills and Experience Over half of the ideas for successful businesses come from experiences in the workplace, e.g. a mechanic with experience in working for a large garage who eventually sets up his/her own car repair or a used car business. Thus, the background of potential entrepreneurs plays a crucial role in the decision to go into business as well as the type of venture to be created. Your skills and experience are your most important resource, not only in generating ideas but also in capitalizing on them. Franchises A franchise is an arrangement whereby the manufacturer or sole distributor of a trademark, product or service gives exclusive rights for local distribution to independent retailers in return for their payment of royalties and conformity to standardized operating procedures. Franchising may take several forms, but the one of interest is the type that offers a name, image, method


of doing business and operating procedures. In the 1980s and early franchising experienced tremendous growth, becoming a much-used method of going into business for the millions of enterprises that were starting up in the USA and Europe. In the USA alone, there are over 2,000 types of franchise businesses, accounting for over US$300 billion in annual sales revenue and about a third of all retail sales. Apart from buying a franchise, one can also develop and sell a franchise concept. There are many directories and handbooks as well as associations, including the International Franchise Association, which can provide further information. Mass Media The mass media is a great source of information, ideas and often opportunity. Newspapers, magazines, television, and nowadays the Internet are all examples of mass media. Exhibitions Another way to find the ideas for a business is to attend exhibitions and trade fairs. These are usually advertised on the radio or in newspapers; by visiting such events regularly, you will not only discover new products and services, but you will also meet sales representatives, manufacturers, wholesalers, distributors and franchisers. These are often excellent sources of business ideas, information, and help in getting started. Some of them may also be looking for someone just like you. Surveys The focal point for a new business idea should be the customer. The needs and wants of the customer, which provide the rationale for a product or service,


can be ascertained through a survey. Such a survey might be conducted informally or formally by talking to people – usually using a questionnaire or through interviews – and/or through observation. Complaints Complaints and frustrations on the part of customers have led to many a new product or service. Whenever consumers complain bitterly about a product or service, or when you hear someone say ‘I wish there was … “or “If only there were a product/service that could … “, you have the potential for a business idea. The idea could be to set up a rival firm offering a better product or service, or it might be a new product or service which could be sold to the firm in question and/or to others. Recourses: https://www.under30ceo.com/10-qualities-of-asuccessful-entrepreneur/ https://www.powerhomebiz.com/blog/2020/01/quali ties-of-successful-entrepreneurs/


2 hrs

LOOK WHAT IS ONLINE NOW

The plan of the activities in order to answer to the objective 6)

The aim to overview existing bussiness and consider new business opportunities

- Discussion

- Video analysis.

https://www.entrepreneur.com/article/74184

4 hrs

THE REALITY OF THE SITUATION TODAY

Units: 1.Entrepreneurial opportunities are not equally obvious to everyone, but they are equally available to anyone with the experiences and the knowledge of discovering them. Opportunities are themselves unstructured and the advantages and disadvantages of opportunities are largely dependent on the individual differences in personal experience and training. Perhaps we should analyze a little on why people move differently into various activities associated with entrepreneurship. Austrian-economic model states that depending on the unique experience of individuals, some people will be at an advantage of discovering some specific opportunities. This advantage is provided by the prior experiences of these individuals and social networks generated by

- Modeling of leadership situations - Video analysis. - Discussion, - Case studies, - Business Ideas design

White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


these experiences. How individuals choose education and career paths has therefore important effects on whether or not they become entrepreneurs and what kind of opportunities they discover and exploit because differences in training and work experience lead to different idiosyncratic experiences and enable them to identify only certain types of opportunities. For example, a person who has worked all her life as a teacher is more likely to identify an opportunity related to her teaching experience than to identify an opportunity related for example to aeronautics or to computer science. Many other examples abound. Seeing, seeking and acting on opportunities is one of the characteristics of successful entrepreneurs everywhere. It is also the basis for starting and maintaining successful ventures. It involves not only generating ideas and recognizing opportunities but also screening and evaluating them to determine the most viable, attractive propositions to be pursued. 2. Business Idea: Have you ever dreamed of starting your own small or home business, but don’t know what business to start? Here are some business ideas that you can do as a home-based or small business entrepreneur, including business ideas for the work at home moms or freelancers. Find hundreds of full or part time business ideas that you can start today. For a detailed list of businesses you can start from your home, visit our Home Business Ideas. - Business start-up assistance;


- The concept of business and its content; - How to find successful position and compete in the global market place; - Assess and exploit new business opportunities; 3. Business Plan - Presentation of a Profitable Idea: - Who Needs a Business Plan? - What a business plan must be? - Creating a Business Plan (VP)- Five Steps to Plan; - Logical structure of plan.

1 hr

EXERCISE / WORKOUTS

The plan of the activities in order to answer to the objective 8) Case studies and Discussions: So, what turns an idea into a business opportunity? A simplified answer is - when income exceeds costs – profit. In practice, to be comprehensive you need to examine the factors listed and illustrated below.

- Video analysis - Discussion - Case studies

Characteristics of a Good Business Opportunity

Training materials Laptops tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

https://www.entrepreneurshipsecret.com/tag/identif ying-business-opportunities-in-the-environment/ https://www.entrepreneurshipsecret.com/tag/waysof-identifying-business-opportunities/ 1 hr

RECAP

Q & A, Review major titles, QuickBooks

2 hrs

DISCUSSION AND CHAT

Discussion: WHAT ARE THE CHALLENGES FOR GROWING BUSINESS?

- Individual and group feedback - Discussion - Case studies - Discussion - Case studies

Training materials

Laptops tablets or iPads or Smartphones or


1 hr

FEEDBACK

To be good, a business opportunity must fulfill, or be capable of meeting, the following criteria: - Real demand, i.e. responds to unsatisfied needs or requirements of customers who have the ability to purchase and who are willing to exercise that choice. - Return on investment, i.e. provide durable, timely and acceptable returns or rewards for the risk and effort required - Be competitive, i.e. be equal to or better – from the viewpoint of the customer than other available products or services. - Meet objectives, i.e. meet the goals and aspirations of the persons or organization taking the risk. - Availability of resources and skills, i.e. be within the reach of the entrepreneur in terms of resources, competency, legal requirements, etc. Online feedback using incomplete sentence statements and inviting participants to expand, supplement or refute them. Visual feedback made by the teacher/mentor/expert in a discussion together with the group in order to understand the real benefit for them in participating into the session. TOTAL TIME USED 20 hrs

iPhones + Internet connections or Wi-Fi

Individual and group feedback Test / Quiz, Online test; Discussion; Evaluation; Multiple choice simulation.

Laptops tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


REFERENCES

Useful websites and links • “Turtingas tėtis. Vargšas tėtis.” Robert. T. Kiyosaky. https://www.vaga.lt/turtingas-tetis-vargsas-tetis • „Nuo nulio iki vieneto. Startuolio užrašai, arba kaip kuriama ateitis“. A book for Start-ups but worth reading for anyone involved in business creation and development. “From zero to one. The author of Start -Up Inscriptions, or How the Future is created, is well-known and well known in the Start-Up community. Interestingly, he predicted and supported Trump's victory, even though "Silicon Valley" was on the other side of the barricades: https://www.delfi.lt/m360/eksperto-zvilgsnis/k-gecas-verslo-knygos-lietuviskai-kurias-vertaperskaityti.d?id=73754034 Audio books https://arskaitei.lt/produkto-kategorija/top-kategorijos/audio-knygos/


Structure of Learning in the Module 2 Unit 3

Unit: 2.3 BUSINESS MANAGEMENT, PRODUCT LAUNCH, INTERNATIONAL MARKETING, TEAM BUILDING (RECRUITMENT) Lesson objectives By the end of the lesson, learners will be able:

1. To recognize entrepreneurial ways of running a business; 2. To understand the concept of leadership function and know its content; 3. To define the general working principles of a company; 4. To understand the concept of marketing and know its structure; 5. To be able to distinguish key market segments; 6. To understand the concept of marketing and its structure; 7. To understand the concept of the market and know how to identify its main segments; 8. To identify key customer groups; 9. To recognize the main sales channels (ways); 10. To analyze concepts of promotion and sponsorship; 11. To define the presentation of product to the market; 12. To apply the principles of international marketing; 13. To choose support of business (goods) in LT; 14. To construct a marketing plan; 15. To distinguish the domestic and international trade; To know the definition of export; 16. To define the main criteria for choosing partners; 17. To write the basic contract according to the requirements; 18. To identify the concept of joint venture; 19. To analyze the financial data and its contents; 20. To attract and retain human resources. Timing (approx)

Stage/ purpose

Learning activity/ task

Methods of checking/ assessment for learning

Resources


1 hr

ICEBREAKERS “Celebrity Head Mania“

Grab a whole bunch of sticky labels or masking tape and write the names of celebrities on the non-sticky side. Then, without showing them the name, stick a label on the back of each person in your youth group. Get everyone to mingle around and ask other players "yes or no" questions about who they are - so something like celebrity heads. Only 1 question can be asked to another player at a time Once a player thinks they have solved it, they can tell anyone who they think they are and if they are correct they can remove their sticky label and go and relax. First player to guess their person wins!

The lecturer ensures that all participants get involved and follow the rules.

Sticky notes, pens, markers.

4 hrs

BUILD ON PRIOR The plan of the activities in order to answer to the objectives 1), 2), - Discussion, KNOWLEDGE 3) - Video analysis. - Case studies Objective: Acquire business management competence in different business forms, knowledge and practical skills to purposefully use managerial abilities to business performance. The general Units: - Management. Traditional View of Management. Common Terms. Levels and Roles in Management - Leading and Managing? - How to do Traditional Functions in Management: • Planning; • Organizing; • Leading; • Controlling / Coordinating. - How to Manage Yourself, groups and organizations; - Suggested Core Competencies to Manage in any Situation; - Product launch; - International marketing; - Team Building.

Laptops tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


4 hrs

SHOW AND TELL The plan of the activities in order to answer to the objectives 4), 5), “Brainstorming Aims and 6), 7), 8), 9), 10), 11) helps to clarify Brainstorming participants' WORKSHOP 1. experiences with the Product and International marketing issues raised. (Product Presentation Exercises.) • Preparation for presentation Group discussion of • Presentation video analysis. known https://www.youtube.com/watch?v=G1urt8pTzEo entrepreneurship pathways. WORKSHOP 2: Team Building Using a resource of marketing • Learners will watch some Helping videos about concept of marketing. https://youtu.be/73qJtSdXR8Y?t=104 https://youtu.be/lcv4n9qK6ZQ?t=21 Using video examples, participants discuss the international marketing and team building aspects and possible ways to help, and consolidate theoretical knowledge.

White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

2 hrs

LOOK WHAT IS ONLINE NOW

How to Start a Successful Business in 2020: https://youtu.be/oa3BE-S425Y • • • • • • •

What skills do you have? Where does your passion lie? Where is your area of expertise? How much can you afford to spend, knowing that most businesses fail? How much capital do you need? What sort of lifestyle do you want to live? Are you even ready to be an entrepreneur?

- Discussion - Video analysis - Case studies

Laptops tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


After watching video participants should be able to answer questions which presented above.

4 hrs

THE REALITY OF THE SITUATION TODAY

The plan of the activities in order to answer to the objectives 12), - Discussion 13), 14), 15),16). -Video analysis To help you get your preparation right, here are eight factors to consider in advance: - Case studies 1. Goals: - What are you trying to achieve during the negotiation? - And what do you think the other person's goals will be? 2. Trades: - What might you be able to ask for and what would you be prepared to give away? 3. Alternatives: - If you really can't achieve your goals, what would be your "best alternative to a negotiated agreement" (BATNA)? - Your position will be more secure if you have a number of options, so it's worth putting plenty of effort into addressing this point. 4. Relationships: - How have negotiations gone with this person in the past? - Just as importantly, what kind of relationship do you want with them in the future? 5. Expected outcomes: - What precedents have been set? - Based on those, and on any other evidence you have, what seems to be the most likely outcome of this negotiation? 6. Consequences: - Is this a big, one-off deal, or one of many smaller negotiations? - What do you and the other party stand to gain or lose?

Laptops tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


- Power. Who holds the power here? - How might this affect the negotiation process? 7. Solutions: -Taking all of these points into account, what do you now consider to be a fair outcome – one that you can put forward with confidence? 8. Tip: Our Negotiation Preparation Worksheet will help you to explore each of these factors in turn. Use it to collect your thoughts as you start planning your negotiating strategy.

1,5 hr

EXERCISE / WORKOUTS

The plan of the activities in order to answer to the objectives 17), -Analyzes of exact 18,), 19), 20) situations Compare case stories, to try to open one account in a specialized website, to check all different instruments it is possible to see online, to name them, etc.

Training materials Papers and stickers, whiteboard, etc.

https://youtu.be/lcv4n9qK6ZQ?t=21 1 hr 1,5 hr

RECAP

DISCUSSION AND CHAT

Q & A Review major titles QuickBooks Discussion: - What is important for product lunch to the market? - What main priorities of management can we use for team Building?

Individual and group feedback -Analyzes of exact situations

Papers and stickers, whiteboard etc. Papers and stickers, whiteboard, etc.


1 hr

FEEDBACK

Online feedback using incomplete sentence statements and inviting participants to expand, supplement or refute them. Visual feedback made by the teacher/mentor/expert in a discussion together with the group in order to understand the real benefit for them in participating into the session.

Individual and group feedback; Test / Quiz; Online test; Discussion; Multiple choice of simulation.

Laptops tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

TOTAL TIME USED 20 hrs

REFERENCES

Useful websites and links • http://www.marko.lt/wp-content/uploads/2016/09/I_verslo-vadybos-pagrindai.pdf • http://www.kaip-pradeti-versla.info/verslo-vadyba • https://businessjargons.com/international-marketing.html • http://www.marketingteacher.com/what-is-international-marketing/ • https://www.paymoapp.com/blog/team-building-activities/ • https://www.teambonding.com/6-reasons-for-team-building/ • https://www.huddle.com/blog/team-building-activities/ • http://www.lcpc.lt/uzsieniecio-idarbinimaslietuvoje.html?gclid=CjwKCAjw4KD0BRBUEiwA7MFNTWzNy3QJqVye7BnthZm2m6rDMNLQjDQOsUfqHWf0_V5qFGRPi6O3xoCdOMQAvD_BwE • https://www.sodra.lt/lt/situacijos/kaip-idarbinti-asmeni • https://uzt.lt/darbdaviui/uzsienieciu-idarbinimas/ Audio books • https://arskaitei.lt/produkto-kategorija/top-kategorijos/audio-knygos/


Structure of Learning in the Module 2 Unit 4

Unit: 2.4 BUSINESS START-UP and LEGAL SYSTEM IN LITHUANIA, FINANCIAL SOURCES Lesson objectives By the end of the lesson, learners will be able: 1. To define the concept of business and its content; 2. To use the main sources of information; 3. To recognize the main types of companies. Their pros and cons.; 4. To choose the registration procedure of a company (P.Į. and UAB, MB); 5. To develop a model of corporate governance structure; 6. To choose the tax structure of the Republic of Lithuania. Tax rates and tax payment terms; 7. To identify the concept of accounting. The concepts of balance sheet, profit and loss account; 8. To analyze a business plan; 9. To explain the structure of a business plan; 10. To develop a minimal business plan model; 11. To access to financial assistance and eligibility criteria of EU investments; 12. To use possibilities for Investments in Lithuania and international market. Timing (approx.) 1 hr

Stage/ purpose

Learning activity/ task

ICEBREAKERS “Mix & Mingle“

Get the group to stand in the middle of a hall area. The leader of the game will stand at the front of the hall, facing towards the group of people. The game leader will call out a choice to the group, pointing to opposite sides of the room for each option. For example, the first choice could be "inside vs outside". When the game leader says "inside" they would point to the left side of the room, when they say "outside" they would point to the right side of the room. Each of the players then run or walk to the side of the room which they prefer.

Methods of checking/ assessment for learning Decisions, choices, right and wrong. Examples: Mac vs PC Milk Choc vs White Choc vs Dark choc Werewolves vs Vampires Facebook vs Twitter Marvel vs DC Surfing vs Skating Dancing vs Singing

Resources

White board, paper, stickers


3 hrs

BUILD ON PRIOR KNOWLEDGE

For example, if I like "outside" more than "inside" then I would go to the right. The plan of the activities in order to answer to the objectives 1),2), 3) and 4),5)

Objective: To acquire business management competence - Discussion in start - up in different business forms, knowledge and -Video analysis practical skills to purposefully use managerial abilities to business performance. - Case studies

The general Units: - Business Start-up in LT legal conditions; - Business Start -up in LT financial support; - Business Start – up in LT networks and support groups; - Business Start-up in LT taxes and support services; - Legal Business forms; - Registration of legal business in LT; - Opportunities for development of international business in the single market of EU; A person who decides to start his or her own business face a long, winding road that is tumultuous on occasion and blocked by obstacles. While some people may have the motivation and desire for business ownership, they may not have taken the time to properly investigate and research their abilities and their business ideas. As a result, while thousands of new businesses are started each year, much more either fail or discontinue, and others transfer ownership or control. If the business fails – and it could – it may not only wreak havoc with your personal savings and other assets, but it could give your ego a tremendous blow. What does it take to be a successful entrepreneur? This is a question that every business owner wants to know, with

White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


many trying to understand if there’s some magic formula to achieving success. https://www.forbes.com/sites/theyec/2017/04/17/fivemust-follow-rules-to-becoming-a-successfulentrepreneur/#7b7d13e124a9 3 hrs

SHOW AND TELL Aims and Brainstorming

2 hrs

LOOK WHAT IS ONLINE NOW

The plan of the activities in order to answer to the objectives 6), 7) and 8) The aim to simulate the business plan and to clarify the structure of business plan. Workshop No 1. “The structure of a business plan “ https://www.verslilietuva.lt/verslauk/verslo-planas/ Workshop No 2. “The concept of accounting “ https://www.vmi.lt/cms/virtualus-buhalteris-i.aps; Recourses: https://skaiciuokle.verslilietuva.lt/#products How to Start a Successful Business in 2020:

Simulation of business plan using online tool in small groups. Analysis of documents.

White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

- Discussion;

https://youtu.be/oa3BE-S425Y

-Video analysis;

White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

• • • • • • •

What skills do you have? Where does your passion lie? Where is your area of expertise? How much can you afford to spend, knowing that most businesses fail? How much capital do you need? What sort of lifestyle do you want to live? Are you even ready to be an entrepreneur?

- Case studies.


After watching video participants should be able to answer questions which presented above. https://www.bbc.com/news/business-33851439 4 hrs

THE REALITY OF THE SITUATION TODAY

The plan of the activities in order to answer to the - Discussion objectives 7), 8) 9) and 10) - Video analysis 1) The concept of business and its content; 2) The main sources of information. - Case studies 3) The main types of companies; their pros and cons. 4) The registration procedure of a company (P.Į. and UAB, MB). 5) Develop a model of corporate governance structure. 6) The tax structure of the Republic of Lithuania; tax rates and tax payment terms.

White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

7) The concept of accounting; the concepts of balance sheet, profit and loss account. 8) The structure of a business plan. 9) Development of a minimal business plan model. 4 hrs

EXERCISE / WORKOUTS

- Analyzes of exact situations.

The plan of the activities in order to answer to the Learners work in groups each objectives 11) and 12) creating a visual

representation that summarises the key points of a • The access to financial assistance and eligibility criteria Unit that they have just EU investment. completed. This could be in • Possibilities for Investments in Lithuania and the form of a ‘concept-map’ or international market. flow diagram for example. Indeed they could use any combination of the https://www.verslilietuva.lt/verslauk/finansavimoapproaches described under saltiniai/ ‘Seeing and creating visual

Papers and stickers, whiteboard, etc.


1 hr

RECAP

1 hr

DISCUSSION AND CHAT

1 hr

FEEDBACK

Q & A Review major titles QuickBooks What challenges awaits starting a business? https://www.entrepreneur.com/article/254721 Online feedback using incomplete sentence statements and inviting participants to expand, supplement or refute them. Visual feedback made by the teacher/mentor/expert in a discussion together with the group in order to understand the real benefit for them in participating into the session. https://kahoot.com/business/ TOTAL TIME USED 20 hrs

representations’ above on a flipchart. Individual and group feedback

Papers and stickers, whiteboard, etc.

Brain storm

Papers and stickers, whiteboard, etc.

Individual and group feedback; Test / Quiz; Online test; Discussion; Evaluation; Multiple choice simulation.

Papers and stickers, whiteboard, etc.

Useful websites and links

• • • REFERENCES • • • •

https://www.verslilietuva.lt/verslauk/idejos-paieskos/ https://www.esinvesticijos.lt/lt/finansavimas/aktuali-informacija-verslui https://www.nma.lt/index.php/parama/lietuvos-kaimo-pletros-20142020-m-programa/priemoniusarasas/parama-ekonomines-veiklos-pradziai-kaimo-vietovese-tinkamu-finansuoti-islaidukompensavimas-2018-m/15509?tab=1 https://www.finita.lt/2015/naujienos/5-svarbiausios-verslo-finansavimo-galimybes/ https://www.idus.lt/ http://lvpa.lt/lt/teikiantiems-paraiskas https://invega.lt/lt/paskolos/verslumo-skatinimas-2014-2020/


IO#2 – Module 3 Introduction to the labour market and legislation, the taxation system


Structure of Learning in the Module 3 Unit 1

Unit: 3.1 Job search for those who have returned or are returning to Lithuania. Lesson objectives By the end of the module learners will be able: 1. To be familiar with work ethics in the workplace. 2. To know how and where to search for jobs to suit your qualification and knowledge. 3. To know how to organise and use internet banking. 4. To know how to use the electronic job centre and agencies to look for jobs to suit current needs and standards. 5. To know how to write their CV to suit current needs and standards. 6. To know how to write a letter of application to suit current needs and standards. 7. To be familiar with job interview ethics. 8. To know your rights for social security guarantees while searching for a job.

Timing

Stage/ purpose

Learning activity/ task

1 hr

ICEBREAKERS “Open the door” to discussions about the aims of the module and some activities to break the ice

The leader introduces the 8 aims of this module to the group. You’ll need one piece of paper for every two people in the group. The leader cuts each paper in half using different cutting techniques (puzzle style). Randomly distribute the “half” papers. Participants need to look around the room and find their puzzle partner. Introduce themselves to their partner and include some personal information. They can tell their partner where they have lived and something about why they chose to move back home to Lithuania.

Methods of checking/ assessment for learning After everyone has found their “partner” each pair will have a turn to introduce their partner and tell the group what they look forward to learning about on this course.

Material Resources Flipchart Papers Scissors White board Notebooks


2 hr

To be familiar with work ethics in the workplace in Lithuania and to be aware that there may be differences from the countries participants emigrated from and from Lithuania some years ago.

3 hr

To know how and where to search for jobs to suit your qualification and knowledge.

Participants are encouraged to share their experiences, to feel comfortable and raise questions about comparisons in different countries. They can also tell their partner what they wish to learn about on this course. Open discussion about each person’s experiences in the workplace with reference to hierarchy. How did the participants find work ethics in the country they emigrated from? Have they had any experiences in Lithuania in the past and / or in the present. Participants are encouraged to share their experiences, to feel comfortable and raise questions about comparisons in different countries. The leader notes ideas and examples onto the whiteboard for reference during this session The leader adds real life examples from the Lithuanian workplace for comparison including relationships, hierarchy, how to address your boss, the other workers, potential customers/ clients and other people you may meet through your work. Exploring the idea of unions and support groups for workers. Verification of qualifications gained abroad or some years ago in Lithuania The leader analyses how the group responds The leader uses this session to summarises differences and similarities experienced. http://www.nyinorge.no/lt/Ny-i-Norge-velg-sprak/NaujokasNorvegijoje/Darbas/Darbo-santykiai/ https://confidence.law/darbo-santykiai/ Through watching short videos and general discussion about how to look for a job participants can compare thoughts before and after the videos. The leader shares tips and criteria for successful job searching. Two short films to watch: (in Lithuanian) 1. 'Job searching: How to be noticed' (Darbo paieškos: kaip būti pastebėtam?)

Discussion will allow the group to further get to know each other and to find out about the participants' experiences from the country they emigrated from. Open discussion helps to clarify participants' experiences with the issues raised. Open discussion helps the leader to understand participants' experiences with the issues raised and know how to lead this session and the sessions that follow.

White board, paper, stickers Papers sheets, stickers

The short films can help participants understand and realise some main job searching opportunities and to underline the important moments and chances to

Links to video material Some laptops or tablets or iPads or Smartphones or iPhones +


3 hr

To know how to organise and use internet banking and other functions Internet banking is an important tool in our modern society and it is important to be able to use it for any function.

https://www.youtube.com/watch?v=dU0N3D-y2PQ Discuss the ideas raised and find points specific for participants present. 2. Job search (Darbo paieška) http://www.euroguidance.lt/karjeros-planavimas/renkuosi-karjeroskelia/video/darbo-paieska Discuss how this may relate to the parcipipants and what they can take from this when looking for a job. Study the document: (in Lithuanian) https://lietuviairogalande.files.wordpress.com/2019/05/isvykstantisnorvegijos.p df Discuss the points in this document and explore the links given for specific legal and other registration and information for those emigrating from Norway. Two short films to watch: (in Lithuanian) Videos for watching: Electronic banking (Elektroninė bankininkystė) https://www.youtube.com/watch?v=hRJLzopqH8s SMART-ID - The next generation connection method without a code card or code generator (SMART-ID – naujos kartos prisijungimo būdas be kodų kortelės ar kodų generatoriaus) https://www.youtube.com/watch?v=HO6UTzhzJkc Participants try to log in with help from the video information and the leader present. Perhaps participants can also help each other. NB: log in information needs to be private and remembered by each individual. Study the document: (in Lithuanian) Be safe in cyberspace! (būk saugus elektroninėje erdvėje!) https://www.esaugumas.lt/lt/e.-bankininkyste/patarimai-kaip-saugiainaudotis/288

be successful with searching for a job. The documentation will enable easy access to tax and legal support available for those who have emigrated from Norway.

Internet connections or Wi-Fi

After the lesson check through observation that participants are able to use all the banking and other functions safely

Links to video material Laptop, Smart device, Wall projector, Internet connection for all, Personal codes for login. Every participant should have private computer or smart device


3 hr

To know how to use the electronic job centre and agencies to look for jobs to suit current needs and standards. Participants practice looking for a variety of jobs and thereby understand the marketplace in a general way as well as specifically for their own purposes.

The leader shares links to the electronic job centre and agencies in the area. http://www.ldb.lt/Informacija/Puslapiai/default.aspx https://www.afr.lt/lt https://www.biuro.lt/ http://www.manpower.lt/ http://s3i.strategicstaff.com/ https://www.headex.eu/ https://www.advantus.lt/ The leader hands out one piece of paper to each participant. Each piece of paper has a different professions written on it. Participants are paired up randomly. In twos the participants find relevant jobs in accordance with the profession written on their two pieces of paper. If no specific job opportunities are found, try to find anything remotely related. Everyone is to find something as close as possible to the profession on their paper. The leader circulates to help along the way. Participants share their findings for job opportunities in their field, with the group. Further exploration and discussion can then be executed with specific relevance to an area of work they would actually be looking into in reality. Those who wish to do so can share their findings with the group and ask for feedback/ further ideas from the group.

3 hr

To know how to write your CV to suit current needs and standards. 1 of 2

During the lesson check through observation and discussion that participants are able to find job opportunities in a variety of fields.

Pieces of paper with random professions written on them. links to agencies and the job centre Laptop, Smart device, Wall projector, Internet connection for all, Personal codes for login. Every participant should have private computer or smart device

The leader presents some examples of current Cvs. Some examples are good and The leader discusses with Laptops or some are not so good. Discussion and comparison of the examples takes place to individuals as they tablets/iPads give a better understanding of how to do this well. circulate and help. /Smartphones+ Internet http://manokarjera.cv.lt/files/Cv.lt_Kaip_rasyti_CV.pdf connections or https://www.cvmarket.lt/karjeros-centras/karjeros-pradzia/cv-gyvenimoWi-Fi aprasymas/cv-pavyzdys-it-specialistas https://rekvizitai.vz.lt/dokumentu-pavyzdziai/cv-gyvenimo-aprasymas/


The leader can explain current changes in this field, and answer questions during discussion and exploration of CV examples on the screen. 3 hr

To know how to write your CV to suit current needs and standards. 2 of 2

http://manokarjera.cv.lt/files/Cv.lt_Kaip_rasyti_CV.pdf https://www.cvmarket.lt/karjeros-centras/karjeros-pradzia/cv-gyvenimoaprasymas/cv-pavyzdys-it-specialistas https://rekvizitai.vz.lt/dokumentu-pavyzdziai/cv-gyvenimo-aprasymas/ Participants can use this link as a skeleton for their own modern CV to suit current market needs in their specific field. Participants use time in the lesson to fill out their own Cvs. The leader circulates to help individuals along the way.

The leader discusses with Laptops or individuals as they tablets/iPads circulate and help. /Smartphones+ Internet connections or Wi-Fi

Those who wish to do so can share their CV with others. Here feedback including positive comments and questions of clarification can be shared. 3 hr

To know how to write a letter of application to suit current needs and standards. 1 of 2

Re-watch one short film: (in Lithuanian) 'Job searching: How to be noticed' (Darbo paieškos: kaip būti pastebėtam?) https://www.youtube.com/watch?v=dU0N3D-y2PQ Discuss the ideas raised specifically about letters of application. The leader presents some examples of current letters of application. Some examples are good and some are not so good. Discussion and comparison of the examples takes place to give a better understanding of how to do this well.

Through discussion the leader assesses if the group are following though what is discussed, asked and shared.

Laptops or tablets/iPads /Smartphones+ Internet connections or Wi-Fi Internet search field


3 hr

To know how to write a letter of application to suit current needs and standards. 2 of 2

Each participant writes an example letter for a job they are likely to apply for. Through observation and The leader supports this activity. Individual feedback is given by the leader along helping during the the way. practical the activity, the leader assesses if the Those who wish to do so can share their letter of application with others. Here group understand. feedback including positive comments and questions of clarification can be Understanding of the shared. task by participants will also be apparent from General feedback given, by the leader, to the whole group after summarising the finished letters the general points observed in the group this lesson. they write.

Laptops or tablets/iPads /Smartphones+ Internet connections or Wi-Fi Internet search field

Give time for participants to make any desired amendments and finish their letter of application using ideas shared in this session. 3 hr

To be familiar with Discussion to explore what makes good practice for interviews. job interview The leaders makes notes on the whiteboard for reference ethics. − How to meet and greet. − How to talk and find options to raise your positive traits relevant to the job in question − How to ask questions about the job including what pay to expect − Body language − What to wear − How to say goodbye while including a positive message about hoping to hear from each other soon. The leader hands out one piece of paper to each participant. Each piece of paper has a different professions written on it. Participants are paired up randomly and given 3 minutes for a role play to explore a variety of job interviews. Participants play both the interviewer and the interviewee. Swap partners and try again. Re-visit the whiteboard and add any relevant comments following the role play and expectations for interviews in the light of the activities undertaken in the session.

After short discussion and leader tips, participants will be able to participate in the role play.

whiteboard Pieces of paper with random professions written on them.


2 hr

To know your rights for social security guarantees while searching for a job.

1 hr

Re-cap and feedback

The leader presents some links and explains the content through reading with participants and through questions and answer and discussion during this session. Official government sites include: www.uzt.lt, e-Government gateway www.epaslaugos.lt , The Constitution of Lithuanian Republic www.rls.lt Participants revisit the aims of the module and raise any comments as required. Activities and be revisited by request from participants. A short paper questionnaire can be prepared with reference to the lessons in this module. Online feedback can also be undertaken inviting participants to expand on or question areas visited for this module. The leader gives to all participants a paper questionnaire. In this way everybody can actually see what they have learned An online tool to quickly gather participants' views and insights that trainers can use in the future. TOTAL TIME USED 30 hrs

Discussion, and answers

questions White board, wall projector, access to the internet sites, questionnaires

Assessment of participants learning can be observed by the answers on the questionnaire and through discussion of how much they remember and how relevant they feel the module was for their situation.

Whiteboard Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


Useful websites and links • http://www.nyinorge.no/lt/Ny-i-Norge-velg-sprak/Naujokas-Norvegijoje/Darbas/Darbo-santykiai/ • https://confidence.law/darbo-santykiai/ • https://www.youtube.com/watch?v=dU0N3D-y2PQ • http://www.euroguidance.lt/karjeros-planavimas/renkuosi-karjeros-kelia/video/darbo-paieska • https://lietuviairogalande.files.wordpress.com/2019/05/isvykstantisnorvegijos.pdf • https://www.youtube.com/watch?v=hRJLzopqH8s • https://www.youtube.com/watch?v=HO6UTzhzJkc • https://www.esaugumas.lt/lt/e.-bankininkyste/patarimai-kaip-saugiai-naudotis/288 • http://www.ldb.lt/Informacija/Puslapiai/default.aspx • https://www.afr.lt/lt • https://www.biuro.lt/ • http://www.manpower.lt/ • http://s3i.strategicstaff.com/ • https://www.headex.eu/ • https://www.advantus.lt/ • http://manokarjera.cv.lt/files/Cv.lt_Kaip_rasyti_CV.pdf • https://www.cvmarket.lt/karjeros-centras/karjeros-pradzia/cv-gyvenimo-aprasymas/cv-pavyzdys-itspecialistas • https://rekvizitai.vz.lt/dokumentu-pavyzdziai/cv-gyvenimo-aprasymas/ • https://www.cvmarket.lt/karjeros-centras/karjeros-pradzia/cv-gyvenimo-aprasymas/cv-pavyzdys-itspecialistas • www.uzt.lt, • www.epaslaugos.lt • www.rls.lt

REFERENCES


Structure of Learning in the Module 3 Unit 2

Unit: 3.2 The taxation system Lesson objectives By the end of the module learners will be able to: objectives and links for resources 1. 2. 3.

To know how to contact the tax office of the country you are leaving or have left To know how to contact the tax office of Lithuania To understand what financial support you are entitled to (PSD tax in Lithuania)

4.

To understand some taxation rules and regulations specific to the participant's needs

Timing

Stage/ purpose

Learning activity/ task

1 hr

ICEBREAKERS “Open the door” to discussions about the aims of the module and some activities to break the ice

Leader introduces the game 'Two truths and one lie.' The participants sit in a circle and each person thinks of two truths and one lie about themselves. Ideas can include places visited, family members, food eaten, experiences had, dreams for the future and much more. One at a time the participants present their three 'facts' about themselves to the group. The group decide which they believe and which they think is the lie. It’s great fun, especially if participants include something funny that has happened to them in the past.

Methods of checking/ assessment for learning

Material Resources

The leader checks that everyone is involved to some level.

White board

The leader observes the group and can assess who finds the website on line. The leader assesses, through discussion who is following the points raised.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet

The leader presents the three Units for the module on the whiteboard and informs the participants on how long it will take and which instruments will be used. 3 hrs

To know how to contact the tax office of the country you are leaving or have left

The leader presents a short film of the tax office of Norway. 1 TAX SYSTEM - Skatteataten for departures from Norway


(1 MOKESČIŲ SISTEMA – Skatteataten išvykstantiems iš Norvegijos)

connections or Wi-Fi White board

The leader observes the group and can assess who finds the website on line. The leader assesses, through discussion who is following the points raised.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi White board

https://youtu.be/2U7vxrmLGdE The leader stops and starts the film as required to claify points along the way. Participants have time to log on to their own devises and explore the links given in the video. Chances for group questions and discussion can be avaiable throughout the session. The leader presents the document below, ERASMUS + Program KA2 (ERASMUS + Programa KA2) and explains the content through reading aloud, opening discussion and allowing questions and answers from the group. lietuviairogalande.files.wordpress.com/ 2019/05/isvykstantisnorvegijos.pdf The leader allows time for group discussion and the possibility for individuals who wish to, to share some experiences. 3 hrs

To know how to contact the tax office of Lithuania

The leader presents three articles for explanation and discussion with the group. 1. Tax on the website (Mokesčiai at renkuosilietuva) https://www.renkuosilietuva.lt/lt/mokesciai/ 2. An article about taxes (Perspėjimas iš emigracijos grįžtantiems lietuviams: prarandate jums priklausančius pinigus) http://tiesa.com/naujienos-ir-zinios/anglija-irgyvenimas-joje/pasalpos-ir-mokesciai/perspejimas-isemigracijos-griztantiems-lietuviams-prarandate-jumspriklausancius-pinigus-34853


3. Lithuanian government website article about taxes for those who are returning home (Informacija grÄŻĹžtantiems migrantams) https://socmin.lrv.lt/lt/veiklos-sritys/socialineintegracija/informacija-griztantiems-migrantams The leader allows time for group discussion and the possibility for individuals who wish to, to share some experiences. 3 hrs

2 hr

To understand some taxation rules and regulations specific to the participant's needs

The leader allows time for individual consultation to discuss and give support for participant's own specific needs. Financial matters are generally private affairs and the group can be split to allow for confidentiality.

Recap and summing up

The leader refers the group to the four points explored in this module. The leader asks the participants how many of the websites, video links and document they remember and what/ where they would refer themselves to for specific issues.

Through individual consultation the leader can assess each participant's understanding of the tax issues raised.

The leader explores these links once again to reminds the group of points raised. The leader allows time for group to share some experiences as well as further questions or comments about this module.

The leader can assess the participants through the discussion. How much can they remember, can they find the website and links, and how much do they seem to understand?

Skype and other social media communication apps with the possibility of tax specialist support (if the leader has appropriate contacts). Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi White board Papers and stickers, white board, etc Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


The leader can refer learners to further reading or discussions with appropriate professionals.

TOTAL TIME USED 12 hrs

REFERENCES

Useful websites and links • https://youtu.be/2U7vxrmLGdE • lietuviairogalande.files.wordpress.com/2019/05/isvykstantisnorvegijos.pdf • https://www.renkuosilietuva.lt/lt/mokesciai/ • http://tiesa.com/naujienos-ir-zinios/anglija-ir-gyvenimas-joje/pasalpos-ir-mokesciai/perspejimas-is-emigracijosgriztantiems-lietuviams-prarandate-jums-priklausancius-pinigus-34853 • https://socmin.lrv.lt/lt/veiklos-sritys/socialine-integracija/informacija-griztantiems-migrantams


Structure of Learning in the Module 3 Unit 3

Unit: 3.3 Labour legislation and documentation Lesson objectives

By the end of the module learners will be able to:

1. have some understanding of where to find information regarding labour laws concerning International law, Lithuanian law and European Union law and to be able to draw comparisons between them; 2. have a better understanding of labour law that relates to the participants directly; 3. settle the benefits available from the NAV (Employment Services) if migration from Norway; 4. deal with business in Norway and understand how this might be moved to a new market; 5. arrange for your retirement including documentation required; 6. find out how to handle Internet banking in Norway correctly. Timing

Stage/ purpose

1 hr

ICEBREAKERS “Open the door” to discussions about the aims of the module and some activities to break the ice

3 hrs

have some understanding of where to find information

Learning activity/ task The leader hands out A3 sheets and asks each participant to draw a big clock with the hours from 1 to 12. Each member of the group has to find another member of the group whom he or she will "meet" at each hour. When all participants have found a free partner for each hour, the leader announces the game will begin. Participants are given of 1 minute and the Unit of the conversation for each hour eg. at one o'clock the theme is "family". After that minutes, it is a new time and a new Unit is announced by the leader eg "work". Notes can be taken if desired. When everyone has met and talked on the various Units invented by the leader for each of the 12 hours the next stage is explained. Each participant has now to introduce their fellow participants for each of the twelve hours. The leader introduces this theme with reference to https://lt.wikipedia.org/wiki/Darbo_teis%C4%97 With the help of the article the group explores what ‘labour law’

Methods of checking/ assessment for learning The supervisor checks that everyone is involved in the activity.

Material Resources A3 paper, pens

Points raised by the groups will Some laptops allow the leader to assess tablets/ understanding of the Unit. Smartphones Internet


regarding labour laws concerning International law, Lithuanian law and European Union law and to be able to draw comparisons between them. 2 hrs

3 hrs

have a better understanding of labour law that relates to the participants directly.

settle the benefits available from the NAV (Employment Services) if migration from

means and how Lithuanian labour law compares to European labour law. The leader initiates a discussion in groups and asks the participants to comment on the work experience they, or people they know, have had in the country them emigrated from. They can they compare these experiences to any work they may have had in Lithuania in the past and/ or now. The groups feedback to each other while the leader notes onto the whiteboard for analysis and comparison of Lithuania in the past, Lithuania today and other European work experiences. Find both similarities and differences. . The leader introduces a link with an article explaining labour law An open discussion helps the https://www.infolex.lt/ta/368200 facilitator to understand the participants' experiences of the and clarifies, with the help of this article, a couple of the points eg. issues raised and to know how to the laws about health in the workplace, accountability and so on. conduct this session and the Here is a complex explanation of many laws. sessions that follow. The participants are then put into pairs to work. Each pair is given a specific section to read and comprehend. Perhaps they have a real life example of this law in practice. Perhaps they can create a lifelike situation to illustrate the possible use of this law. The pairs feedback to the whole group. Sources: Constitution of the Republic of Lithuania European Union labor law International Public Employment Law The leader introduces the short film to the participants ‘NAV (Norwegian labour and welfare administration) benefits for job-seekers leaving Norway’ https://www.youtube.com/watch?time_continue=2&v=W7Ix797-

connections or WiFi Paper sheets, pens, whiteboard

Some laptops tablets/ Smartphones Internet connections or WiFi Paper sheets, pens, whiteboard

Open discussion helps to clarify Some laptops participants' experiences and tablets/ understanding of the issues raised. Smartphones Internet connections or Wi-


Norway.

rUQ&feature=emb_logo

Fi Paper sheets, pens, whiteboard

The leader can stop the film along the way, if needed to make it clear to everyone. Here is more detail about the same theme: https://lietuviairogalande.files.wordpress.com/2019/05/isvykstantis norvegijos.pdf

2 hrs

deal with business in Norway and understand how this might be moved to a new market.

After the film, the leader initiates an open discussion about each person's personal experience when emigrating to Lithuania or getting ready to celebrate Specific information about NAV is published here for those emigrating from Norway: http://www.nyinorge.no/lt/Ny-i-Norge-velg-sprak/NaujokasNorvegijoje/Naudinga-inoti/Oficialios-institucijos/Darbo-ir-socialinsrpybos-tarnyba-NAV/ The leader introduces the film to the participants: https://www.youtube.com/watch?v=renLT9WHH38&feature=emb_ logo - business in Norway. The film explores some of the issues with moving a business from Norway to Lithuania. The leader compares business opportunities in Lithuania and Norway and asks the participants about any personal experiences with possible business they have run, been involved in, hired for or thought about. The leader assesses how important this theme is to all participants. Smaller group discussions may be more appropriate here. Here are sources for further exploration of this theme: http://norvegija.org/verslas https://www.kaip-uzsidirbti.lt/verslo-idejos-kur-investuoti-pinigus/ http://www.verslas.in/

Some laptops tablets/ Smartphones Internet connections or WiFi Paper sheets, pens, whiteboard


2 hrs

arrange for your retirement including documentation required. .

The guide introduces the film to the audience: https://www.youtube.com/watch?v=imfMib7gwqU&feature=emb_l ogo Pension plans for those departing Norway are explained here.

An open discussion helps the facilitator to understand the participants' experience of the issues raised and to know how to conduct this activity.

Some laptops tablets/ Smartphones Internet connections or WiFi Paper sheets, pens, whiteboard

The leader checks that each participant can log into internet banking, or if not, knows where to go to open an account or make their existing account internet compatible.

Some laptops tablets/ Smartphones Internet connections or WiFi Paper sheets, pens, whiteboard

The leader asks some question about the film watched. The participants re-watch the film to answer. The leader shows the link to Sodra (NAV) Old Age Pension Calculator and asks each participant to calculate their retirement age using this site. https://www.sodra.lt/lt/skaiciuokles/senatves_pensijos_amziaus_sk aiciuokle The following two articlea have information about moveing your pension from a country to Lithuania. The participants are paired up with another who has emigrated from a different country. The pairs read these articles and explain to each other what they need to do. https://www.renkuosilietuva.lt/lt/senatves-pensijos/ http://kurklt.lt/wp-content/uploads/2018/04/I%C5%A1vykimo-iratvykimo-proces%C5%B3-bei-duomen%C5%B3-analiz%C4%971.pdf

2 hrs

find out how to handle Internet banking in Norway correctly.

The guide introduces the film to the audience: https://www.youtube.com/watch?time_continue=13&v=tfBM84eir nU&feature=emb_logo Norwegian bank account information. The leader asks who has already established internet banking and who has not. Discussion about props and cons of internet banking can be raised. Some banks may be more user-friendly/ accessible than others.


In small groups the participants can explore different banks and the services they offer specifically related to internet banking. Information os shared as to how anyone can establish an internet banking account and what can be gained from doing so. Those who feel happy to do so can share personal examples and help clarify issues that arise. 3hrs

Individual financial consultation with specialists

After all these sessions including videos watched and discussion, groupo work executed, time is given for individual financial consultation. If possible this would be with a specialist on personal financial advisor. If no specialist is available, the leader and group share as much as they can and further exploration of the internet can be done.

1hr

Recap and summing up

After an important Unit it is important to summarize well and make sure that the participants understood all the material. The leader briefly describes the goals set at the beginning of the module, how they were achieved, and the films watched, article read and discussions that have taken place A review can be made of the basic vocabulary of labor law, norms, whether participants understand the terms used. Any remaining questions can be raised with possible referring to more specialist consultation.

Do the participants have any questions and how do the group solve and find out solutions.

A financial specialist. Some laptops tablets/ Smartphones Internet connections or WiFi Paper sheets, pens, whiteboard The leader assesses the Some laptops understanding of the participants tablets/ throughout this recap and summing Smartphones up session. Internet connections or Wi Fi Paper sheets, pens, whiteboard

TOTAL TIME USED 19 hrs


Useful websites and links • • • • • • • •

REFERENCES

• • • • • •

https://lt.wikipedia.org/wiki/Darbo_teis%C4%97 https://www.infolex.lt/ta/368200 https://www.youtube.com/watch?time_continue=2&v=W7Ix797-rUQ&feature=emb_logo https://lietuviairogalande.files.wordpress.com/2019/05/isvykstantisnorvegijos.pdf http://www.nyinorge.no/lt/Ny-i-Norge-velg-sprak/Naujokas-Norvegijoje/Naudinga-inoti/Oficialiosinstitucijos/Darbo-ir-socialins-rpybos-tarnyba-NAV/ https://www.youtube.com/watch?v=renLT9WHH38&feature=emb_logo http://norvegija.org/verslas https://www.kaip-uzsidirbti.lt/verslo-idejos-kur-investuoti-pinigus/ http://www.verslas.in/ https://www.youtube.com/watch?v=imfMib7gwqU&feature=emb_logo https://www.sodra.lt/lt/skaiciuokles/senatves_pensijos_amziaus_skaiciuokle https://www.renkuosilietuva.lt/lt/senatves-pensijos/ http://kurklt.lt/wp-content/uploads/2018/04/I%C5%A1vykimo-ir-atvykimo-proces%C5%B3-beiduomen%C5%B3-analiz%C4%971.pdf https://www.youtube.com/watch?time_continue=13&v=tfBM84eirnU&feature=emb_logo


Structure of Learning in the Module 3 Unit 4

Unit: 3.4 Creating communities of Lithuanian people Lesson objectives By the end of the module learners will be able to: 1. Understand how sharing of good practice from groups in Norway can enable the creation of communities in Lithuania 2. Understand what a community can mean and what it can mean to be a member of a community. 3. Children are the youngest part of the community. Understand their integration and the need to cultivate the spirit of their country. 4. To be able to understand the importance of the formation of identity for returning adolescents. 5. To develop an integral need for culture in one's country. 6. Understand what a community means when you are an active member. 7. Understand the day-to-day life of young hearted seniors and how to expand their involvement in activities. 8. Understand the further benefits and opportunities of communication and meetings. Timing

Stage/ purpose

Learning activity/ task

1 hr

ICEBREAKERS Presentation of the Unit and general questions. Understand and apprehend what a community is,

The leader welcomes the participants and introduces the theme of Module 4 and explains the expectations of the group members on the Unit. The leader provides brief information about the community and its forms: https://www.mruni.eu/upload/iblock/d87/7_Leliqxgiene_Sadauskas.pdf http://www.momenton.lt/kodel-svarbu-kurti-bendruomene-2 The leader draws a table in three columns on the board. The first column is life situations, the second is "I am alone", the third is "I'm a member of a

Methods of checking/ assessment for learning The leader checks that everyone is involved in the activity.

Material Resources Some laptops tablets/ Smartphones Internet connections or Wi-Fi White board


2 hrs

what it means to be a member

community". The left side of the table lists some life situations eg childbirth, illness, birthday. The leader initiates discussions and completes sections 2 and 3 of the tables for each life situation as decided by the participants.

Understand what a community can mean and what it can mean to be a member of a community.

Show the film from RLB about the variety of communities and good practice building communities illustrated here. https://www.youtube.com/watch?time_continue=2&v=s5fbJEGKGrs&featur e=emb_logo Lithuanian community in Norway website: https://lietuviairogalande.no/ Discuss the content with reference to good practices for building a community that are evident here. The leader suggests watching the movie "EglÄ— - the Serpent Queen" by Rogaland Lithuanian Community. https://www.youtube.com/watch?v=07WETkbId7s Questions and comments can be raised during the movie viewing. After both video links, the leader initiates further discussion in which the participants identify the need for and strengths of communities in this style. The group can also discuss what are signs of a strong community, of family and community ties. Further exploration of this theme can continue with an analyse of community action examples in the link below, to help identify communitybuilding features, special relationships, spaces and activities. Link: https://www.lvbos.lt/

During discussions, the leader evaluates whether the group follows what is discussed, asked, and shared.

Some laptops tablets/ Smartphones Internet connections or Wi-Fi Paper sheets, pens, whiteboard

In groups participants share their ideas of different communities in the context of the countries they have emigrated from and Lithuania. As a class share group ideas of definition and experiences of different communities 3 hrs

Children are the

The leader provides links and analysis by use of the web pages together with Discussions

and Some laptops tablets/


2 hrs

youngest part of the community. Understand their integration and the need to cultivate the spirit of their country.

the group. Brainstorm and discuss and write down key points of children and brainstorming of the communities on the whiteboard. ideas will show how well https://www.renkuosilietuva.lt/lt/mokyklos-priimancios-griztancius-vaikus/ the goals were achieved. https://www.smm.lt/mobile/web/lt/pranesimai_spaudai/naujienos_1/minis terija-parenge-rekomendacijas-mokykloms-del-grizusiu-emigrantu-vaikugeresnes-integracijos- Q&A explores participant’s personal experiences and discuss ways to resolve and expand issues and ideas.

Smartphones Internet connections or Wi-Fi Paper sheets, pens, whiteboard

To be able to understand the importance of identity formation for returning adolescents.

The leader explains the importance of the Unit to the group. Adolescence is Discussions and different to childhood and adulthood. brainstorming of the ideas will show how well The leader provides guidance and analyses of the material with the the goals were achieved. participants in the workshop.

Some laptops tablets/ Smartphones Internet connections or Wi-Fi Paper sheets, pens, whiteboard

https://sm-hs.eu/lt/paaugliu-mokyklinio-nerimo-ypatumai-priklausomainuo-lyties/ https://www.lrt.lt/naujienos/lietuvoje/2/887603/del-brexito-griztanciuemigrantu-vaikams-mokyti-gali-reiketi-papildomu-lesu https://www.moteris.lt/lt/psichologija/g-31522-7-dalykai-kaip-tevai-turetuelgtis-sunkiu-ju-vaikams-laikotarpiu Discusiion with the participants about any personal experiences with adolecence can lead to ideas and sharing of good practice for this age group. The leader can add to this discussion with reference to other links already explored eg. https://www.youtube.com/watch?time_continue=2&v=s5fbJEGKGrs&featur e=emb_logo


2 hrs

To develop an integral need for culture in one's country.

The leader presents examples of good practice using this link for examples: http://pasauliolietuvis.lt/bendruomenes-pagrindas-kalba-ir-kultura1/ http://pasauliolietuvis.lt/stipresnis-lietuviu-bendruomeniu-dialogas-suvietine-kultura-didesne-nauda-lietuvai/ The leader prepares a pile of papers with different cultural activities written on them. Eg. music, dance, drama, story writing, poetry. There are two of each type of cultural activity. These are dealt out randomly. The group are then instructed to find their partner who had the same cultural activity on their piece of paper. They are then asked to create an activity that can be executed in the room they are now in, within their specific cultural area. They also explore opportunities to take part in such activities in their local communities. Each pair share their ideas with the whole group. The group are encouraged to share information they have concerning groups/ clubs/ communities in the local area where such activities already take place.

The leader discusses, advises and assists the participants and thereby assesses each participant's understanding along the way.

Some laptops tablets/ Smartphones Internet connections or Wi-Fi Paper sheets, pens, whiteboard

2 hrs

Understand and understand what a community can mean when you are a member (dance team, school friends, basketball community,

As the leader of the lesson conducts a discussion, all participants actively discuss the potential role of the community for different groups of people and different individuals. This discussion can also include a recap on a definition of what a community could be. Either as one large group or in smaller groups, use the internet to find out and explore the resources and driving forces needed for a community, the features of a strong community, the connections between the family and the community and the principles that connect these concepts.

Introducing the Unit and having discussions, sharing experiences and insights, and accessing digital tools will help the leader assess the participants.

Some laptops tablets/ Smartphones Internet connections or Wi-Fi Paper sheets, pens, whiteboard


3 hr

neighbors, people from other cities, people with similar interests)

The group can analyse community activity and events, using previously seen videos and information already explored in previous sessions. During brainstorming and discussion, write down the keywords and try to identify key points with the participants.

Understand the day-to-day life of young hearted seniors and how to expand their involvement in activities.

The leader presents the three links below. http://www.mctau.lt/318-tau-ikurejo-medardo-coboto-atminimui-19282009

An open discussion helps the leader understand the participants' experience of the issues raised and to know how to conduct this activity.

2. Best practices in Alytus district:

1. Medard Chobot Third Age University:

Some laptops tablets/ Smartphones Internet connections or Wi-Fi Paper sheets, pens, whiteboard

https://www.biciulyste.lt/lt/tolerancijos-link/1477-senjoru-darzelis-vietakur-sumenksta-ligos 3. Information for seniors returning to Lithuania: http://www.alytusredcross.lt/veikla/senjoru-klubas/ https://www.renkuosilietuva.lt/lt/informacija-griztantiems-senjorams/ The leader sets up discussions about older people’s active involvement in communities. Note down, during discussion, on a whiteboard, the pros and cons, the variety of possible activities and groups/ communities already know to the group for this age group in the local area.

3 hrs

Understand the further benefits and opportunities of communication and meetings

Short video preview, link: https://www.youtube.com/watch?v=OtWvmDoROX0&feature=emb_logo To achieve the goal of the activity, a workshop is offered where participants can work in groups to try to build a community. The leader presents ideas and suggestions that participants can follow, but independent ideas are also welcome. The participants make us of all ideas

The workshop will demonstrate challenges and participants will be able to see for themselves how the community might works. Practical work will bring

Some laptops tablets/ Smartphones Internet connections or Wi-Fi Paper sheets, pens, whiteboard.


raised during this module and by sharing ideas and tips with each other. new challenges and Groups can be made by finding others with the same or similar interests for skills. a type of activity. Examples of communities to build can be taken from previous session s in this module and can be from a wide spectrum of interest from a weekend help group or a knitting circle to a sports team. The main purpose of the session is to further participants aware of the importance and benefits of a community. Groups can share their ideas with each other to sum up the session. 1 hr

Recap and summing up

The lesson guide briefly describes the goals set at the beginning of the lesson, how they were achieved, and the discussions that have taken place. Review the basic vocabulary of labour laws, norms, whether participants understand the terms used and answer any remaining questions. Perhaps some more specialist consultation is required to help direct participants in the right direction. TOTAL TIME USED 19 hrs

After an important Unit it is important to summarize well and make sure that the participants understood all the material.

Some laptops tablets/ Smartphones Internet connections or Wi-Fi Paper sheets, pens, whiteboard


Useful websites and links • • • • • • • • • •

REFERENCES

• • • • • • • • •

https://www.mruni.eu/upload/iblock/d87/7_Leliqxgiene_Sadauskas.pdf http://www.momenton.lt/kodel-svarbu-kurti-bendruomene-2 https://www.youtube.com/watch?time_continue=2&v=s5fbJEGKGrs&feature=emb_logo https://lietuviairogalande.no/ https://www.youtube.com/watch?v=07WETkbId7s https://www.lvbos.lt/ https://www.renkuosilietuva.lt/lt/mokyklos-priimancios-griztancius-vaikus/ https://www.smm.lt/mobile/web/lt/pranesimai_spaudai/naujienos_1/ministerija-parenge-rekomendacijasmokykloms-del-grizusiu-emigrantu-vaiku-geresnes-integracijos- https://sm-hs.eu/lt/paaugliu-mokyklinio-nerimo-ypatumai-priklausomai-nuo-lyties/ https://www.lrt.lt/naujienos/lietuvoje/2/887603/del-brexito-griztanciu-emigrantu-vaikams-mokyti-gali-reiketipapildomu-lesu https://www.moteris.lt/lt/psichologija/g-31522-7-dalykai-kaip-tevai-turetu-elgtis-sunkiu-ju-vaikams-laikotarpiu https://www.youtube.com/watch?time_continue=2&v=s5fbJEGKGrs&feature=emb_logo http://pasauliolietuvis.lt/bendruomenes-pagrindas-kalba-ir-kultura1/ http://pasauliolietuvis.lt/stipresnis-lietuviu-bendruomeniu-dialogas-su-vietine-kultura-didesne-nauda-lietuvai/ http://www.mctau.lt/318-tau-ikurejo-medardo-coboto-atminimui-1928-2009 https://www.biciulyste.lt/lt/tolerancijos-link/1477-senjoru-darzelis-vieta-kur-sumenksta-ligos http://www.alytusredcross.lt/veikla/senjoru-klubas/ https://www.renkuosilietuva.lt/lt/informacija-griztantiems-senjorams/ https://www.youtube.com/watch?v=OtWvmDoROX0&feature=emb_logo


IO#2 – Module 4 Social Integration


Structure of Learning in the Module 4 Unit 1

Unit: 4.1. The acquisition of housing Lesson objectives By the end of the lesson, learners will be able:

1. 2. 3. 4. 5.

To know what steps must be carried out in order to find a home To estimate their financial capabilities with regard to buying or renting a home To identify the most important criteria for when buying an apartment, house or build a house To know what conditions can receive state support for purchasing / renting a home To discover about State support for young families in purchasing housing across Lithuania and regions

Timing

Stage/ purpose

1 hr

ICEBREAKERS “Open the door” to discussions about the aims of the module and some activities to break the ice

3 hrs

BUILD ON PRIOR KNOWLEDGE Find out what is already known and what misconceptions may be made thinking about migration in the native country

Learning activity/ task Give them some papers and cut each paper in half using different cutting techniques (puzzle style). You’ll need one paper for every two people in the group. Randomly distribute the “half” papers. “Look around the room and find your puzzle partner. Introduce yourself to one another and tell one thing you know about returning to Lithuania experience. Then speak in a general way about these issues and if someone had any good/ bad experience online/examples or what is the personal knowledge. The plan of the activities in order to answer to the objectives 1) To know what steps must be carried out in order to find a home. The aim is to find out about the participants' experiences about their information or experience about finding a place to live when returning to Lithuania. Useful links to find information on first steps for those returning to Lithuania: declaring a home in a rented accommodation, in a private, non-residential area, or in a garden shed. Learners discusses their experience about the conditions under which Lithuania returning from abroad can get a bank loan to purchase

Methods of checking/ assessment for learning After everyone has found their “partner” each pair will have a turn to introduce their partner, tell their name and one thing they know about the subject.” “Brainstorming” helps to clarify participants' experiences with the issues raised. Group discussion of experience in finding housing in Lithuania, wellknown resources

Material Resources Flipchart Papers Scissors White board Notebooks

White board, paper, stickers Papers sheets, stickers Some laptops or tablets or iPads or Smartphones or iPhones + Internet


housing. Links to real estate portals featuring information on homes for sale or Presentation rent are under consideration. 3 hrs

SHOW AND TELL Aims and Brainstorming List all the possible solutions you may know. Pre-teach new terms. Use experience and knowledge of learners to support learning.

The plan of the activities in order to answer to the objectives 2) To assimilate their financial capabilities with regard to buying or renting a home. Theoretical overview of home loan financing options. Mortgage credit institutions, their conditions. The composition of interest on loans and the conditions of their change. Long-term Borrowing: Changes in a person's long-term financial ability, increase or decrease in family, career changes, etc. Pros and cons of bank loans. Home loan agreement terms. Conduct of a home purchase transaction with a loan. WORKSHOP 1: Participants will familiarize themselves with multibank loan spreadsheets online and try to make a preliminary assessment of the financial availability of the loan. Workshop 2: Learners in small groups will use real estate portals www.aruodas.lt and http://www.ntportalas.lt/ search capabilities to find real estate sales or rentals based on the perceived financial opportunities of group members in major cities and regions

4 hrs

Learners will determine what assets they can buy or rent using their financial resources and / or home loan options. LOOK WHAT IS ONLINE The plan of the activities in order to answer to the objectives 3) To NOW identify the most important criteria for when buying an apartment, house or build a house Listening to real estate developers and experts, the video lecture participants will find answers to the following questions: In what case is it better to live in a house, and in apartment?

Record of vocabulary and ideas: definition and synonyms. Lecture, answers to questions World CafĂŠ method for organizing discussions. Group Poster Presentation.

After learners have had the opportunity to watch the materials, hold a discussion.

connections or Wi-Fi

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

Some laptops or tablets or iPads or Smartphones or iPhones + Review the vocabulary Internet items to make sure they connections or have learned the Wi-Fi


What are the pros and cons of building a house, and what are the benefits of buying a house? What size and construction of housing is comfortable and profitable in Lithuania? RESOURSES: https://www.youtube.com/watch?v=QmA_OyK8LuA After listening to the video, participants in the group find answers to the questions and share their observations and insights with the whole group.

3 hrs

THE REALITY OF THE NEW HUMAN CAPITAL TODAY

meanings. As certain and answer any further questions they may have. Be sure to follow up appropriately on any unanswered questions. Refer students to further reading or discussions with a professional. Presentations of group discussion results

The plan of the activities in order to answer to the objective 4) To know what conditions can receive state support for Lecture, Video review purchasing/renting a home. Opportunities to receive state support in purchasing / renting housing are presented in consideration of the provisions of the Republic of Lithuania Law on Support for Purchase or Lease of Housing (12 February 2019 No. XIII-1959): 1) conditions for the provision of grants to individuals and families for the payment of a portion of the state's partially reimbursed home loan; 2) the right to housing assistance or rent; 3) the annual amounts of income and wealth assessed by individuals and families for entitlement to housing assistance or rent; 4) the procedures and possibilities for granting compensation for renting or leasing housing; 5) the procedure for granting partially reimbursed housing loans and the amounts of such loans; 6) credit institutions capable of providing State-supported

Links to useful pages or videos White board, paper sheets, stickers

question and answer session. Presentation of group presentations highlighting the advantages and disadvantages of available resources.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


credit; 7) conditions for granting social housing (rent or lease). The plan of the activities in order to answer to the objective 5) To discover about State support for young families in purchasing housing across Lithuania and regions Presentation of Lithuanian regional policy and home loan opportunities for young families across Lithuania and regions. After listening to the lecture, the learners highlight the advantages and disadvantages of housing loans or government loans / leases during group discussions. Using the Internet, assess the potential of the case described by the person described to receive government support for purchasing or renting a home. 1,5 hrs EXERCISE / WORKOUTS

"Debate" in groups Attribute ranking and After presenting the results of all groups and making each systematisation

Using their knowledge, learners participate in a debate where they find arguments proving the advantages and disadvantages of settling in major cities and regions of Lithuania for their compatriots or immigrants returning to Lithuania.

Links to video material White board, paper sheets, stickers.

participant's choice of the 5 most important statements, highlight the 10 most prominent features of the culture shock experienced by immigrants or those returning to Lithuania. 1 hr

RECAP

Q & A, Review major titles, QuickBooks

Individual and group feedback

2 hr

DISCUSSION AND CHAT

Discussion: What are the biggest problems in finding housing for expatriates returning to Lithuania? What public authorities and non-governmental organizations can provide the necessary information and assistance to returnees in finding housing?

Discuss in groups and summarize thoughts by writing down recurring thoughts on the board.

Papers and stickers, whiteboard, etc Papers and stickers, whiteboard, etc


1,5 hr

FEED-BACK

Online feedback using incomplete sentence statements and inviting participants to expand, supplement or refute them. Visual feedbakc made by the teacher/mentor/expert in a discussion together with the group in order to understand the real benefit for them in participating into the session.

An online tool to quickly gather participants' views and insights that trainers can use in the future.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi

TOTAL TIME USED 20 hrs

REFERENCES

Useful websites and links • http://www.ieskaunt.lt/naudinga-informacija/busto-isigijimo-zingsniai/ • https://www.renkuosilietuva.lt/lt/gyvenamosios-vietos-deklaravimas/ • https://blog.swedbank.lt/ekspertiniai-komentarai-namai/busto-isigijimas-su-paskola-5zingsniai-kuriuos-reikia-atlikti • https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/673dbcc230f911e9a505bd13c24940c9 • https://www.renkuosilietuva.lt/lt/parama-bustui-isigyti/ • https://www.renkuosilietuva.lt/lt/parama-bustui-issinuomoti-/ • https://www.renkuosilietuva.lt/lt/paskolos/ • https://www.renkuosilietuva.lt/lt/regionai/ • https://www.youtube.com/watch?v=QmA_OyK8LuA • https://www.vilniaus-turtas.lt/kas-geriau-namas-ar-butas/


Structure of Learning in the Module 4 Unit 2

Unit: 4.2. Investments Lesson objectives By the end of the lesson, learners will be able :

1. 2. 3. 4. 5.

To evaluate their financial ability to invest in Lithuania. To identify and to use the financial instruments to which investments can be directed. To explane how choose an investment instrument safely. To know what are the investor‘s rights. To recognize illegal investment offers.

Timi ng

Stage/ purpose

1 hr

ICEBREAKERS (“Open the door” to discussions about the aims of the module and some activities to break the ice

3 hrs

BUILD ON PRIOR KNOWLEDGE

Learning activity/ task

Methods of checking/ assessment for learning

After everyone has found their “partner” each pair will have a turn to introduce their partner, tell their name and one thing they know about the subject.” Warm up game in a group with the help of participants can get to know each other better and learn about real- situations and problems with saving or investing. The plan of the activities in order to answer to the objective 1 Individual self-assessment Introduction: To declare what is the aim of this part of module, on sheets of paper.

Two truths, one lie, this is one of our personal favorites in small group settings. Standing in a circle, each person lists off two truths about themselves and one lie. The truths and lies can be related with their experience in saving or investing. One after another, the group will decide what the two truths are and which one is a lie. It’s great fun, especially if participants include something funny that has happened to them in the past.

Material Resources Flipchart Papers Scissors White board Notebooks

Some laptops or tablets or iPads


Discussion in couples, capturing experience on posters. Individual self-assessment of savings experience by answering the following questions: Claims are grouped according to positive and Am I ready to invest? How do I plan my income and expenses? Do I negative experiences have a financial reserve for unexpected life events? Am I insured

how long and which instruments they will use during that time.

for the health and life of my family members? Do I raise funds for long-term goals: retirement, children's education and so on. Exercise. Participants recall their positive or negative experiences in saving or investing, share their experiences on the best ways to save, and try to find reasons for unsuccessful savings. .

or Smartphones or iPhones + Internet connections or Wi-Fi Paper sheets, stickers, 2 color leaflets White board

3 hrs

SHOW AND TELL The plan of the activities in order to answer to the objective 2) Aims and Brainstorming Group discussion: Why investing money is important? What

Record of vocabulary and ideas: definition and synonyms. Preview the amount can be invested? When do you need to invest? What are vocabulary by listing terms the potential investment risks? on board. Ask to look for these terms as been read Overview of Investment opportunities. Investment opportunities in to gain an understanding various financial instruments: stocks, bonds, mutual fund units, of their meanings. financial instruments related to currencies and precious metals. Lecture, participants' Investing in Assets: Real estate, collectibles, precious metals, lend presentations, their on crowdfunding or mutual lending platforms. Discussion of analysis to their situation; investment risks, calculation of profit and possible charges.Exploring: Case studies, Preparation, discussion Learners in groups discuss their personal options and investment and presentation of a readiness, arguments for investing in financial instruments and “mind map�. assets. Doubts or anxieties are mentioned.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi


4 hrs

LOOK WHAT IS ONLINE NOW

The plan of the activities in order to answer to the objective 3) To Presentation of group work results, answers to explane how choose an investment instrument safely. questions, refinement of concepts and presentation Exercise Groups review video tutorials on investing and identify of insights for the future.

key risks and their causes when choosing investment instruments.Resourses: https://www.youtube.com/watch?v=covxjhXsCi8 https://www.youtube.com/watch?v=99__5AaNyDk https://www.youtube.com/watch?v=v6_HEnLThXk Talk in small groups about your thoughts and choices. The groups compile lists of the most relevant investment instruments or instruments, the risks associated with them, and possible ways to avoid them.

A method of collecting ideas is called "Balloon". Participants present their ideas and stick their insights on their expectations, their disruptions, and measures to overcome obstacles in the agreed locations on the air balloon. The order of thoughts of is

Exercise for useful links with information about legal investment the participants methods in Lithuania, legal investment investment platforms, discussed. consulting companies. https://www.lb.lt/lt/investavimas-nuo-ko-pradeti#ex-1-3 https://www.lb.lt/lt/finansu-rinku-dalyviai Comparison of several investment vehicles in groups according to the following criteria: 1) commissions and custody fees; 2) the variety of products and markets on offer; 3) Look into the company's own credibility, look for recommendations and feedback in the public space; Prepare presentations to discuss the results of the study with the

Poster presentations

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi 3 different color sticky sheets of paper and stickers, papers sheets white board, etc.


whole group.

3 hrs

THE REALITY OF THE SITUATION TODAY

The plan of the activities in order to answer to the objective 4) To Lecture, answers to know what are the investor‘s rights. questions Investor Guide Overview. Professional and non-professional investor. The rights of the investor to prepare and to start the investment process are presented: information on what services may be provided, information that must be provided before the investment process begins. Information after the first order and investment process. Reports to be provided by investment firms to the investor. Other general requirements apply to all investment firms. Business reliability.

An investigation of a useful web pages. Group presentations and discussion.

The plan of the activities in order to answer to the objective 5) To recognize illegal investment offers. Practical assignment in small groups. How learners can Identify illicit investment proposals? Using available information and useful links, compile a list of steps they should take to check the credibility of the investment firm and its offer. He shares his insights and suggestions with the whole group. 1,5 hrs

EXERCISE / WORKOUTS

Learners in a small group will analyze described situations about Presentation and individual cases and they will propose solutions to the best discussion of group investment plan, assess the risk, and suggest the company that proposals, best meets the individual's needs and capabilities.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi Papers and stickers, white board, etc

Described situations prepared using material from real imigrants situations. Whiteboard, Papers sheets, stickers


1 hr

RECAP

2 hr

DISCUSSION AND CHAT

Papers and stickers, white board, etc Papers and A 'brain drain' approach Discussion on Unital issues: to highlight opportunities stickers, white What are the key indicators that are important to an investor when and barriers identified by board, etc participants about choosing an investment method or company? investment opportunities and threats. Participants will discover the most important factors in reaching

Q & A, Review major titles , QuickBooks

Individual and group feedback

people of all ages, financial opportunities and needs to successfully and safely invest in order to increase their savings. 1,5 hr

FEED-BACK

Self-assessment of participants by sharing experiences and insights, wishes and doubts gained during the workshop. The participants also will express their thoughts on the progress of the seminar, the training materials and the methods used.

TOTAL TIME USED 20 hrs

Reflection method - “Aquarium� Each participant expresses his / her experience. No one can comment or intervene. The participants' speeches help the lecturers to better understand each participant's understanding and needs that can be taken into account during further training.

5 chairs


Useful websites and links • • •

REFERENCES

• • •

https://www.lb.lt/lt/investavimas-nuo-ko-pradeti https://admiralmarkets.lt/education/articles/trading-instruments/investavimo-pradziamokslis https://www.finblog.lt/2020/01/10/15-knygu-apie-investavima-kurias-verta-perskaityti-2020m/?gclid=Cj0KCQiA1-3yBRCmARIsAN7B4H0BzJVoep55oVlmDBl5lSLobSgzbza7ZuHe0XvILW8EBdQ3JSq3PQaAk1UEALw_wcB https://www.youtube.com/watch?v=covxjhXsCi8 https://www.esma.europa.eu/sites/default/files/library/2015/11/08_003_uu_lithuanian.pdf https://www.lb.lt/illegalwww


Structure of Learning in the Module 4 Unit 3

Unit: 4.3. Insurance issues Lesson objectives By the end of the lesson, learners will be able:

1. 2. 3. 4. 5. 6.

Will get acquainted with the types of social insurance valid in the Republic of Lithuania; To know the conditions of obtaining social insurance and the guarantees provided. Will know the terms of compulsory health insurance and services provided by Compulsory Health Insurance; To compare social insurance obligations and guarantees for employed and unemployed; To know the additional options for retirement savings and other types of compulsory insurance. To be able to compare insurance offers from different insurance companies.

Timin g

Stage/ purpose

1 hr

ICEBREAKERS (“Open the door” to discussions about the aims of the module and some activities to break the ice

Learning activity/ task

Give Out Blind Directions Pair team members up and have one put on a blindfold—it’s then the other person’s job to direct them in making moves as best they can, whether that’s getting them to the other side of the room or having them complete a task like moving an object or drawing a picture. There will be individuals who normally don’t work as closely together do this exercise, and it’ll help them to practice communication and build trust.

Methods of checking/ assessment for learning After everyone has found their “partner” each pair will have a turn to introduce their partner, tell their name and one thing they know about the subject.” After the exercise, all participants share one of the most

Resources

Flipchart Papers Scissors White board Notebooks Blindfolds


3 hrs

BUILD ON PRIOR KNOWLEDGE

The plan of the activities in order to answer to the objectives 1) Will get acquainted with the types of social insurance valid in the Republic of Lithuania Learners' personal knowledge and experience of the social security system in Lithuania. What are the different types of social security? What do participants know about pensions, sickness, maternity, unemployment, accidents at work and occupational diseases, compulsory health insurance and the conditions under which they are acquired.

important sensations they experienced during the exercise. A discussion is organized in pairs / small groups to discuss their experience with social security opportunities and obligations

Participants in the groups share their experience and knowledge of the social security system in Lithuania and the guarantees they provide. Lecture, Learners become familiar with the applicable laws governing social security and presentation institutions that carry out the implementation of these laws.

3 hrs

SHOW AND TELL Aims and Brainstormin g

Group discussion, answers to questions Presentation of the most striking examples to the group. The plan of the activities in order to answer to the objective 2) To know the conditions of Presentation, obtaining social insurance and the guarantees provided. lecture To have a lesson about all the existing types of social insurance features of their Answers to the acquisition conditions and guarantees provided: questions 1) Social insurance for persons who have an employment relationship or Lecture using employment relationship of the same nature;

White board Papers and stickers Some laptops or tablets or iPads or Smartphone s or iPhones + Internet connections or Wi-Fi

Some laptops or tablets or iPads or Smartphone s or iPhones


usefull links. Answer to the questions The groups share their summarized The amount of social insurance contributions payable by employers, employees, self- insights about employed persons is analyzed. Contributors (employers or self-employed), periodicity of compulsory insurance contributions are discussed. system in Lithuania.

2) Social insurance for self-employed persons; 3) Persons covered by social insurance because of the characteristics of their social status; 4) Who can take out voluntary sickness insurance for sickness benefits and maternity insurance for maternity benefits?

4 hrs

LOOK WHAT IS ONLINE NOW

The plan of the activities in order to answer to the objective 3) .Will know the terms of compulsory health insurance and services provided by Compulsory Health Insurance. To listen to experts about compulsory health insurance, the obligation to pay premiums and the health insurance coverage that this insurance provides. The rates of employers 'and self-employed persons' health insurance contributions and their periodicity of payment are discussed. https://www.youtube.com/watch?v=7dcqlFInCNw https://www.youtube.com/results?search_query=privalomasis+sveikatos+draudimas+202 0 After reviewing the information, the participants share their thoughts on compulsory health insurance in Lithuania, ask questions and use the provided supplementary material to find the answer to the question- when does a person become subject to compulsory health insurance? The plan of the activities in order to answer to the objective 4) To compare social insurance obligations and guarantees for employed and unemployed. Participants exploring useful links www.sodra.lt, https://www.ldb.lt/LDBPortal/Authentication/Logon.aspx?branch=js https://www.youtube.com/watch?v=lwysGB6ovSI and searching the internet for keywords like "social security", "employment" and so on, discovers the main differences between the social security of the employed and the unemployed and how they are guaranteed and discusses them in pairs.

+ Internet connections or Wi-Fi White board, paper sheet, stickers,

Video Some presentations, laptops or using useful tablets or links. iPads or Smartphone s or iPhones Discussion of + Internet


3 hrs

THE REALITY OF THE SITUATION TODAY

Sharing ideas in groups and presenting Social Security Guarantees and their coverage to people in all forms of work and to people who are unemployed or incapacitated for work (retirees, people on maternity / paternity leave, people with disabilities and part-time employment). to enter the labor market. Share the ideas with other participants realising presentations: the class is splitted in groups and they are invited to share their insights on the examples they have seen, find examples that are relevant to them, or generate new ideas.

couples presenting their ideas

The plan of the activities in order to answer to the objective 5) To know the additional options for retirement savings and other types of compulsory insurance. Specialists present the latest changes in the pension system and opportunities to accumulate pensions with additional state support and guarantees. Participants will be introduced to the opportunities offered by the first, second and third pension schemes and the conditions of participation. The state contribution and guarantees for second and third pillar pension insurance are discussed, as are the conditions for repayment of income tax for those who accumulate in the third pillar. Answers to questions from participants. https://www.youtube.com/watch?v=0nEfsyL5y2A https://www.invl.com/pensija/iii-pakopos-pensija/iii-pakopos-pensijufondai/?gclid=EAIaIQobChMIuM_Vn76_6AIVkIGyCh2bVgqvEAAYASAAEgLGjfD_BwE

Lecture using useful links. Answering to the questions. Group discussion, brainstorming.

Group presentation highlighting successful adaptation aspects.

Within the group, participants share their experience of the forms of civil liability insurance they have used and share their insights with the group as a whole.

connections or Wi-Fi White board, paper sheet, stickers, colored leaflets Some laptops or tablets or iPads or Smartphone s or iPhones + Internet connections or Wi-Fi White board, paper sheet, stickers

Participants will be introduced to the list of compulsory third party liability insurance in the Republic of Lithuania for vehicles and professions whose representatives are obliged to insure this insurance. 1,5 hrs EXERCISE / WORKOUTS

Lecture, presentation of type of The learners discuss what other types of insurance exist and what personal experience supplementary

The plan of the activities in order to answer to the objective 6) To be able to compare insurance offers from different insurance companies.

Methodical material, Some


they have. Here is a list of insurance providers and the platforms where you can get the insurance services and best insurance deals. list of

In the platform www.draudimas.lt students in small groups will complete a series of tasks insurance that will compare the insurance coverage offered by insurance companies for auto liability providers insurance or accident insurance, and select the most beneficial and best offer. Practical

1 hr

RECAP

2 hr

DISCUSSION AND CHAT

1,5 hr

FEEDBACK

Papers and stickers, white board, etc. Brainstorming Papers and Group discussion with questions: stickers, approach to 1. Which aspects of social insurance and compulsory health insurance are most this reinforces white board, relevant to those returning to Lithuania? etc. learners' 2. Why should I use / do not use additional pension options? 3. What other types of compulsory and non-compulsory insurance are important for understandin g of different participants in training? insurance All participants have the opportunity to discuss the issues under discussion, propose new options. ideas, raise questions of concern. Summarizing the material heard during the module, participants are invited to write a The participants' Papers and speeches help stickers letter answering the following questions:

Q & A, Review major titles, QuickBooks

1. What did you understand and remember? 2. What would you like to apply in your personal or professional life? 3. What skills and assistance do you really need?

exercise in analyzing insurance companies offers. Individual and group feedback

laptops or tablets or iPads or Smartphone s or iPhones + Internet connections or Wi-Fi Usefull links.

TOTAL TIME USED 20 hrs

the lecturers to better understand each participant's understanding that can be taken into account during further training.


Useful websites and links • http://www.infolex.lt/ta/54250:str3 • https://www.lb.lt/lt/privalomuju-draudimu-sarasas • https://www.renkuosilietuva.lt/lt/privalomasis-sveikatos-draudimas-psd-/ • https://socmin.lrv.lt/lt/veiklos-sritys/socialinis-draudimas/socialinio-draudimo-imokos • https://www.draudimas.lt/ • https://www.youtube.com/watch?v=OXLwy6yQK64 • https://www.youtube.com/watch?v=7dcqlFInCNw • https://www.youtube.com/results?search_query=privalomasis+sveikatos+draudimas+2020 • https://www.youtube.com/watch?v=0nEfsyL5y2A • https://www.invl.com/pensija/iii-pakopos-pensija/iii-pakopos-pensijufondai/?gclid=EAIaIQobChMIuM_Vn76_6AIVkIGyCh2bVgqvEAAYASAAEgLGjfD_BwE

REFERENCES


Structure of Learning in the Module 4 Unit 4

Unit: 4.4. Recognition of qualifications Lesson objectives By the end of the lesson, learners will be able:

1. To understand the concepts of qualification and skills/competences and to be able to auto assess their own skills / competences? 2. To be familiar with the Lithuanian system of recognition of qualifications and legal basis 3. To know which are the regulated professions and what are the recognition procedures. 4. To be acquainted with the organization of non-formal adult education. 5. To know the procedures for the recognition of competences acquired through non-formal and informal learning. Timing (approx.) 1 hr

Stage/ purpose ICEBREAKERS (“Open the door” to discussions about the aims of the module and some activities to break the ice)

Learning activity/ task

What’s My Name? You must have seen this game before, maybe with a different name. What’s My Name is an interesting team building activity where each player is assigned the name of a person (dead or alive). The name is written on a post-it note or a piece of paper and attached on the back of another team member so they can’t see who they are but the rest of the group can.

Methods of checking/ assessment for learning The purpose is to enlighten team members of their sometimes stereotypical thinking and narrow viewpoints and understand and treat each other better.

Then the team members will go around the room asking questions and answering other questions related to their names until the other persons figure out who they are. The questions and answers are often stereotypes related to the name in the tag. After a member knows who they are, the game ends for them.

Resources

Flipchart Papers Scissors White board Notebooks Papers sheet, stickers


https://blog.bit.ai/team-building-activities/ 3 hrs

BUILD ON PRIOR KNOWLEDGE

3 hrs

SHOW AND TELL Aims and Brainstorming

The plan of the activities in order to answer to the objective 1) To understand the concepts of qualification and skills/competences and to be able to auto assess their own skills / competences? Participants will be introduced to the concept of qualifications and competences, safe adult education and vocational training documents, and adult education and qualifications institutions. Indicators are provided to enable learners to describe their education, qualifications and competences. When discussing in the group, participants share their experience of their qualifications gained in Lithuania or other countries, additional skills, hobbies that demonstrate their competence in one or another area. Participants are encouraged to share some of the most interesting examples with the whole group through a presentation of the most interesting case, "What would I like to do while living in Lithuania?"

Power-Point presentation Answers to participants' questions. Reflection on own experience Group presentations and lecturers' comments

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi White board Papers sheet, stickers

The plan of the activities in order to answer to the objective 2) To be familiar with the Lithuanian system of recognition of qualifications and legal basis Leraners are introduced to the system of recognition of qualifications and competences acquired in other countries in Lithuania and the responsabilities of institutions implementing them. Higher education, the recognition of qualifications acquired, the recognition of informal and non-formal competences are discussed, and the institutions implementing the procedures for recognizing these competences are presented. The system of accreditation of acquired professional qualifications and the list of accreditation bodies

Lecture, Answering participants' questions.

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi Described practical situations Video material White board Papers sheet,stickers


4 hrs

3 hrs

LOOK WHAT IS ONLINE NOW

THE REALITY OF THE SITUATION TODAY

are introduced. After reviewing the information in the video, pairs of learners will share ideas on how to use their existing qualifications and competences or the need to update them when entering the Lithuanian labor market. Share ideas with the group. https://www.youtube.com/watch?v=axliWEp_vdQ https://www.youtube.com/watch?v=46OMJ6VJKB0 The plan of the activities in order to answer to the objective 3) To know which are the regulated professions and what are the recognition procedures. Learners will watch Video lectures and look at helpful references on regulating and recognizing professional qualifications. https://www.youtube.com/watch?v=46OMJ6VJKB0 https://www.verslilietuva.lt/verslauk/reglamentuojamosprofesijos/profesines-patirties-pripazinimas/ https://www.kpmpc.lt/kpmpc/suaugusiuju-svietimas-3/ The groups prepare a presentation on the recognition path of the chosen profession in Lithuania using the available material. He shares his insights with other participants in the training.. The plan of the activities in order to answer to the objective 4) To be acquainted with the organization of non-formal adult education The essence of non-formal adult education, laws, forms and opportunities of adult education. https://www.youtube.com/channel/UC6LZCnrkeh92e2wkyAQ -tnw Using video and audio examples provided, participants discuss

Discussion in pairs, group brainstorming.

Video Preview Analysis of the material presented Group discussion, brainstorming. Group discussion and presentation.

Lecture, Answers to participants' questions The brainstorming of the problems proposed Video review,

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi White board Papers sheet, stickers

Some laptops or tablets or iPads or Smartphones or iPhones + Internet connections or Wi-Fi White board Papers sheet,stickers


the opportunities for non-formal education, the forms and activities they would like to try. Prepare a mind map, present it to the whole group. The plan of the activities in order to answer to the objective 5) To know the procedures for the recognition of competences acquired through non-formal and informal learning. Procedures for the recognition of competences acquired informally are presented. References to documents, peculiarities of filling in document forms, conclusion of contract, choice of institution assessing competences are discussed. Provides useful references on institutions providing recognition of competences acquired through non-formal and informal learning. Answers to questions from participants.

discussion The participants will present their insights after the analysis in groups.

1,5 hrs

2 hrs

EXERCISE / WORKOUTS

Participants will use the available information to analyze in Group debates groups one case - the x competences folder, where they will review the information they have, discuss their qualifications and informally acquired competences, and give their views on the possibility of recognizing acquired competences.

RECAP

Q & A, Review major titles, QuickBooks Individual and group feedback Group discussion with questions: What are the biggest opportunities and barriers that can arise from recognizing returnees' qualifications and skills / competences? What advice would you give to those returning to Lithuania who wish to find a job faster by profession? Opportunities and obstacles are highlighted. Individual reflection of the workshop participants by

1,5 hrs

DISCUSSION AND CHAT

1,5 hr

FEEDBACK

Individual and group feedback

Practical situations are described Tools for organizing debates: 2 microphones, 2 tables, paper and stickers. Papers and stickers, white board, etc

Brainstorming approach to highlight barriers identified by participants for those returning to recognizing skils/competences and possible ways to overcome them.

Papers and stickers, white board, etc

Individual reflection


completing a questionnaire about their experience, knowledge and understanding gained during the training. Sharing ideas and group discussion. Each participant is heard, sharing his/her thoughts and insights and/or suggestions. Reflection of training lecturer (s) and completion of training.

TOTAL TIME USED 20 hrs

on questionnaires. Participants speeches help participants better understand group members needs and build further networks of cooperation and mutual assistance.

White board, stickers, paper sheets

Useful websites and links • • • • •

REFERENCES

• • • • •

https://www.e-tar.lt/portal/lt/legalAct/TAR.CE3B174CA7E6/asr https://www.skvc.lt/default/lt/teisine-informacija/teises_aktai/kvalifikaciju-pripazinimas- https://www.verslilietuva.lt/verslauk/reglamentuojamos-profesijos/reglamentuojamos-profesijos/ https://www.e-tar.lt/portal/lt/legalAct/TAR.CE3B174CA7E6/asr https://www.smm.lt/uploads/documents/tyrimai_ir_analizes/Savi%C5%A1vietos%20pripa%C5%BEinima s_GALUTINIS.pdf https://www.youtube.com/watch?v=axliWEp_vdQ https://www.youtube.com/watch?v=CG35FgILA8s https://www.youtube.com/watch?v=46OMJ6VJKB0 https://www.kpmpc.lt/kpmpc/profesinis-mokymas-3/kompetenciju-vertinimo-institucijuakreditavimas/akredituotu-instituciju-pagal-vertinamas-kvalifikacijas-sarasas/ https://uzt.lt/prof_mokymas/neformaliojo-svietimo-ir-savisvietos-budu-igytu-kompetencijupripazinimas/ https://www.kpmpc.lt/kpmpc/suaugusiuju-svietimas-3/

Profile for Carlo Smaldone

IO#2 Reintegration Toolkit a Bridge into the new life at hometown, 4 modules x 80 hrs  

Second half of file with description of the single modules

IO#2 Reintegration Toolkit a Bridge into the new life at hometown, 4 modules x 80 hrs  

Second half of file with description of the single modules

Advertisement