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A BOOK ON INTEGRATION TRAINING FOR IMMIGRANT WOMEN IN ADULT EDUCATION SCHOOLS

MAGDALENA BALLE GARCIA

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein Project number: 2017-1-ES01-KA204-038600


Citizens First

Meeting of leading in the transnation al meetings

INTEGRATION TRAINING FOR IMMIGRANT WOMEN

Meeting with Palma’s major: JosÊ Hila and the Labour Councillor in Palma Joana Adrover as well as the coordinators in every partner institution. (October 2017).

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein Project number: 2017-1-ES01-KA204-038600


in Par

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein Project number: 2017-1-ES01-KA204-038600


Meeting with Palma’s major: José Hila and the Labour Councillor in Palma Joana Adrover as well as the coordinators in every partner institution. (October 2017).

Meeting at Alaro’s townhall with the major of Alaró: Guillem Balboa Buika.

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein Project number: 2017-1-ES01-KA204-038600


TABLE OF

CO N T E N T S PROJECT PARTNERSHIP

10

PROJECT SUMMARY

10 11 12

INTRODUCTION OF THE HANDBOOK INTRUCTIONS FOR USE OF THE HANDBOOK

13

ACTIVITIES & EVALUATION

16

CONCLUSION

16

BIBLIOGRAPHY

HOW TO USE THE HANDBOOK

INGMARIE ROHDIN

GUYLAINE TAHORE

ĂSA KAJSDOTTER

MARIE-JOSÉE CÔME

FLAVIANO ZIZZI VITO PINTO MICAELA PALERM

SOPHIE BENOIST

FOLLOW US

CONTRIBUTORS

6

FACEBOOK TWITTER @CITIZENS_FIRST CITIZENSFIRST.EU


Picture of all the members of the four participant’s institutions in Fasano. Last meeting 2019.

PROJECT PARTNERSHIP

The logo is the result of a contest organized among the students of the Design School of the Balearic Islands.

UoFT - UNIVERSITY OF THE FREE TIME Website: www.utlfasano.it Contact: mariadibello1@gmail.com

The coordinator institution explained the project to the students to inspire them a little bit. The last three logo proposals were voted in all the institutions. The people in charge of explaining the project where the leading women.

'Académie de Créteil Contact: guylaine.traore@forpro-creteil.org

Coordinator: CEPA Son Canals Website: www.cepasoncanals.cat Contact: cepasoncanals@educaib.eu mballe@cepasoncanals.cat

Folkuniversitetet, Stiftelsen vid Lundsuniversitet Website: http://www.folkuniversitetet.se Contact: Ingmarie.rohdin@folkuniversitetet.se asa.kajsdotter@folkuniversit etet.se


CEPA Son Canals CEPA Son Canals is an Adult Education School that provides formal and informal education as well as distance learning for students aged 18+. The school had nearly 1,500 students registered during the 2016-2017 school year. CEPA Son Canals is the oldest adult educational school in the Balearic Islands and one of the oldest in Spain. The school is located in a disadvantaged area that houses many immigrants from North Africa, South America and Eastern Europe. Son Canals organizes informal education courses stressing IT teaching; and English, Spanish and Catalan language courses for immigrants. The regional government’s decision to build an Adult Education School in this area was based on the idea of eradicating illiteracy. In recent years, the school has organized many multicultural activities to promote immigrant integration and to teach the Balearics’ two official languages (Spanish and Catalan): seminars, workshops and festivals, etc. The school’s neighbourhood is considered to be one of Spain’s most at-risk neighbourhoods, as stated in a Ministerio de Fomento (Ministry of Public Works) list. From 2004 to 2012, the neighbourhood’s immigrant population increased from 5,134 to 10,311 people: it has literally doubled. These figures continue to increase despite the current recession. According to the 2012 census, 37% of the neighbourhood’s inhabitants were immigrants and 31.1% were non-European. The immigrant women target groups of the Citizens' First project will be formed mainly by North-African and South-American women. The school staff consists of two teachers and two members of the administrative staff as well as a librarian. Some of the programmes with immigrant women are: the ecological garden run by immigrant women, a school of parents of immigrant children etc. Università del Tempo Libero The Università del Tempo Libero (UTL) cultural association is located in Fasano (Brindisi), Apulia, Italy. It was founded on November 20th, 1998 in order to provide social and cultural activities for the town. Its headquarters, provided by the Municipality of Fasano, are in the heart of the old town, in the Portici delle Teresiane (Teresina Cloister) historical building. Since 1998, the UTL has been registered with the Federuni (Federazione, Università Italiane = Italian Universities Federation) and the Regional Association of Folk and Third Age Universities. The UTL is a non-profit association with social, civic and cultural objectives. It aims to promote participation, solidarity and pluralism; and a continuous cultural offering that favours a more complete development of the individual and of his creative integration into his habitat, thus contributing to improving citizens’ quality of life. In 2014, thanks to the number of members and their many activities, it is the first “University” in the area of Brindisi. From the very beginning, the UTL has supported participation, solidarity and pluralism promoting continuous cultural events. The UTL’s courses, workshops and informative and training activities are aimed at people of all ages and of all social and economic backgrounds. For younger people, classes and workshops on music, games, and arts and crafts are organized. All citizens are guaranteed the right to participate in UTL activities without any form of pre-selection based on social or economic conditions. The UTL is a non-profit association, supported by voluntary work, with many active members.


Over time, the UTL has become a prominent presence in the region. Conferences, conventions and seminars on topics of general interest have been organized -- not only for UTL members but also for the general public, responding to fellow citizens’ requests for informative and collective reflection. The UTL’s activities have dealt with socially relevant themes, e.g. immigration, drug addiction, medicine, marginalization, globalization and religious tolerance. In 2015, a cultural project was organized that focused on new areas of interest: Arab culture; new technologies; and, finances. The UTL participates in different projects in collaboration with the Municipality of Fasano in order to deal with the enormous challenge created by the immigrant situation and to make coexistance and their integration easier. These projects focus attention on human rights (diversity, gender equality, and, international rights). The staff involved in these projects consist of professionals (e.g. doctors, lawyers, gynecologists) that will help the immigrant community with issues beyond their everyday problems and difficulties. The staff also includes artisans, photographers, gardeners, teachers, musicians, and ICT specialists ready to put their knowledge at the immigrants' disposition and organize workshops and courses to teach job skills with a view to ensuring their future autonomy. Last year, the UTL’s main theme was multiculturalism. This choice was born of the necessity to respond to the diverse needs of the migrants who have come to live in the town. As well, this theme addresses the challenges facing the regional population with regards to integrating the foreign newcomers. As part of their mandate as a cultural centre for adults, several years ago the UTL started Italian language and culture courses to help with immigrant integration. In particular, the UTL has started vocational courses that enable young immigrants to learn a profession and set up their own businesses. The 'university' staff consists of 75 professionals and 350 learners. Folkuniversitetet is an adult educational association that offers a wide range of adult education all over Sweden. It is an association of five foundations: the university extensions attached to the Universities of Stockholm, Uppsala, Göteborg, Lund and Umeå. We have a broad, open educational program in a variety of subjects; we also run upper secondary schools; schools in higher vocational education; courses for seniors; and training, labour market education and further education and training for working life. Académie de Créteil The Public Interest Group for Basic Vocational and Further Training (GIP-FCIP: Groupement d'Intéret Public - Formation Continue, Insertion Professionnelle) for the Créteil (France) educational district aims at developing the national vocational policy in its region. The Créteil GIP-FCIP ranks first among France’s regional educational districts in the number of choices its professional network offers for adult lifelong learning: 600 professional development paths in all sectors. Through its six GRETA networks, the Créteil GIP-FCIP coordinates more than 32,000 adult trainees at 180 schools per year. The Créteil GIP-FCIP’s mission is to implement and develop cooperation among the different services offered by the regional educational office in: adult continuing education; professional training/integration through training and pedagogical engineering; accreditation of life experience; services/expertise for secondary schools (formal training); various local programmes designed to help marginalized young people gain access to the labour market (prevention, support, pedagogical assistance, etc.); and implementation of the European employment strategy in various ways (educational activities and involvement). Approximate number of paid staff: 120 people.


Folkuniversitetet Folkuniversitetet is independent of all political, religious and commercial interests. Folkuniversitetet’s central values include cooperation; pedagogical development; democracy; and a focus on the individual. We have made important contributions in the development of Swedish education and training, e.g., evening gymnasiums; language centres; Swedish for immigrants; college and ICT-based education. Visions and ideas for better learning methods are developed and tested in project groups, often involving international cooperation. Coaching, mentorship, validation, entrepreneurship, learning in working life, empowerment and active guidance based on individual needs are examples of areas we are developing and implementing in our own organisation. We have 45 offices in Sweden and welcome over 140,000 students to a variety of lectures, short courses or full-time study programs with a duration ranging from six months to two years. The annual turnover is approximately EUR 120 million. We employ around 400 teachers on a full-time basis and a further 6,000 part-time. An administrative staff of some 500 people takes care of administration and development. In our district – 4 offices – 175 staff + 800 Learners. Quality system – ISO 9000.


PROJECT SUMMARY Citizens First: Integration Training for Immigrant Women is a project partnership between 4 varied learning institutions. These organisations have developed and executed a series of activities to meet the varied needs and expectations of two different groups of women, a group of semi-integrated women and a group of non-integrated women. The aim of this project is to offer immigrant women twofold training: as European citizens; and as members of a community with specifically identified characteristics. For citizenship integration, it is crucial to organize a series of talks explaining what a democratic state offers and requires of its citizens, taking the gender perspective into consideration. It is important for these women to know about European and national legislation, focusing on civic rights and responsibilities. As workers in a host community, they need access to information about labour laws and the job market, and the required training. These immigrant women need to access information about general health and female health matters: contraception, menopause, etc. In order to be protected and to protect their daughters against gender violence, they need to receive information about help centres, domestic abuse, and how to avoid practices like forced marriages, forced school absenteeism, etc. All this information has been provided to these women with the help of numerous stakeholders: local, regional and national-level organizations that work with immigrants. Regarding integration into host communities, the organizations want to offer social activities in addition to training, so that students become familiar with the host community's culture and have a place to meet people. The main product of this project has been to organize training activities mainly for the target group: immigrant women. Therefore, a manual to show the activities is a need as it can be used by policy makers, Adult Education institutions and teacher training organizations. The activities, seminars and workshops displayed on the e-handbook are linked to three important objectives: firstly, to open up our institutions to social associations, NGOs, policy makers etc; secondly, to form and to integrate women by training them; thirdly, to awaken the social awareness of the users and learners in our institutions. Some of these activities have meant a turning point in the ‘savoir fair’ of the institutions. The three types of activities are equally important but the aim of the project Citizens First is to train immigrant women and to foster their integration. The exchange of activities has enriched the project. For this reason, there are bait activities that are compulsory for all the partners' associations like the sewing course or the language course, the core activity of the programme.

INTRODUCTION OF THE HANDBOOK This handbook is the most important product of the project as the most important activities of Citizens First are included here. This tool can be used as a display of activities to be implemented. All these activities have been carried out thanks to the cooperation of more than 28 stakeholders involved, which are key in terms of impact, dissemination and economy of human resources. These numerous stakeholders are key to open up the organizations to the neighbourhood. It is outstanding to mention that the stakeholders are social oriented and are very different. The more different the stakeholders are the more varied the activities may be. The participation of the stakeholders are mentioned in each outline. Co-working is a must in this partnership. Regarding volunteers, in October 2017, there was a call to catch the attention of volunteers, who have been an asset of the 1st Generation, 2nd Chance project. All the institutions co-work with volunteers' associations and are quite familiarized with their job. Some of them, like CEPA Son Canals, UTL and Académie de Créteil have also worked with a parents' association. Apart for working with regional or national education services, depending on the characteristics of each country, other stakeholdelrs which are vital for the implementation of the project are: NGOs, charities, social servicies, townhalls, trade unions as well as all the public bodies of the neighbourhood or town. Some examples of stakeholders are: Public bodies (local/regional or national): health centres in all the participant institutions, libraries, municipal cultural centres etc. Policy makers: the Education Council (regional or national depending on the country) employers, trade unions: local/regional and national enterpreneur and employment agencies.


Stakeholders in Mallorca:

Public bodies (local/regional or national): health centres in all the participant institutions, libraries, municipal cultural centres etc. 1. Casal Petit (Germanes Oblates) – www.casalpetit.org : religious order which works with ill-treated women, prostitutes and immigrant women in general. The headquarters are set in an area at risk of social exclusion in Palma. 2. SURT – www.surt.org/ NGO which works on the personal, communal, economical and socio-political empowerment of women, especially immigrant women. Some activities like the the visit to the museums has been organized by this institution. 3. Fons Mallorquí de Solidaritat, Mallorca Solidarity Funds – www.fonsmallorqui.org. Government Organization which works on foreign cooperation and sensitivity. 4. Family and Gender Equality Council of Palma’s townhall: municipality department committed to the values of gender equality, inclusion, solidarity and social change. 5. Treball Solidari, Solidarity Work– www.treballsolidari.org/ An NGO, specialized on international cooperation and midcroloans to women in the host country. 6. PalmaActiva – web.palmaactiva.com: It is an entrepenurship office depending on Palma’s townhall. It has organized the labour counselling activities. 7. Institut Balear de la Dona, Balearic Institute of Women – ibdona.caib.es/ an office with a point of information of resources for women at risk of social exclusion, a multi-purpose hall for assemblies, seminaries, video forums, theatre, exhibitions, computer with access to internet and a library. 8. Balcat – www.balcat.org/ NGO which helps the Mali community in the Balearic Islands. 9. Escola d’Art i Superior de Disseny de les Illes Balears – www.escoladisseny.com/ Higher state Design School of the Balearic Islands, which have been in charge of organizing a public contest for the logo of the project. 10. Universitat de les Illes Balears – www.uib.es. University of the Balearic Islands. 11. Serveis Socials Llevant-Nord (Ajuntament de Palma) – Social Services Office. 12. CC Sant Francesc s’Assís (Germanes Franciscanes de la Caritat) – sfassis.org/es/hermanas-franciscanas-hijas-de-la-misericordia/ Catholic state school of the neighbourhood. 12. MERAKI (Misol NGO) – www.ongmisol.org/ca/proyecto/meraki/ NGO which works with the immigrant community in working class neighbourhoods in Mallorca. 13. Escola Oficial d’Idiomes de Palma – eoipalma.com/es/ State Official Language School. The film series on immigrant women has been organized in cooperation with this state language school. 14. Dinamo (Servei de Dinamització Jove de Palma – equipdinamo.cat). Social and Cultural invigoration organization which works in the different quarters of Palma. 15. Amaranta –www.fundacionamaranta.org/sedes/sede-palma-de-mallorca/ Association that works to fight for the discrimination and vulnerabily of women. 16. CEIP Son Canals – cpsoncanals.blogspot.com/ State school of CEPA Son Canals neighbourhood. 17. Cine Ciutat – cineciutat.org/es/ Independent cinema that broadcasts social community films. 18. UGT – www.ugtbalears.com/es/Paginas/ugt-balears-inicio.aspx. The oldest trade union in Spain. 19. Cine Ciutat – cineciutat.org/es/ . Independent cinema which broadcasts social oriented films. 20. ACHINIB-http://achinib.com. Chinese Association of the Balearic Islands. 21. Pere Garau Health Centre: the health centre in the neighbourhood. 22. Neighbourhood assembly very active with the minority groups- https://flipauambperegarau.wordpress.com, m.me/flipauperegarau. 23. Argentina, Bolivia, Equador, Colombia and Morocco consulates in the Balearic Islands- cancilleria.gob.ec.


Stakeholders in Fasano: 1. CPA. Adult Education School in Fasano 2. AEA Adult Education authorizes 3. School Pascoli-Bianco and secondary school Jean Monnet 4. Alia Festigia wealth, well-being and nutrition; 5. Gruppo medici del Prof Domenico De Mattia (Doctors group) 6. ANS (Associazione Nuova Sociologia) (New Sociology Association) of Apulia that deals with immigrant integration issues 7. Biologi Senza Frontiere (Biologists without borders) that deals with infectious diseases 8. CIF (Centro Italiano Femminile) (Women Italian Centre), of Fasano that deals with general women conditions 9. CONI of Apulia for sport activities Stakeholders in Folkuniversitetet: 1. Grupp 39 depending on the townhall 2. Hyper Island, an education organisation, migrant association 3. SFI (Swedish for migrants), Navigator centre, guidance centre. Stakeholders in France: 40 Primary and Secondary schools

The activities are divided according to the institutions which have organized them: Mallorca (Spain), Kristianstad (Sweeden), Fasano (Italy) and Paris. The number of activities in each institution may seem unbalanced but the coordinator institution, CEPA Son Canals has more resources and experience to carry out more activities. Moreover, it has a higher number of stakeholders, a lot of immigrant adult students, eager to participate in the programme. The activities shown are just a sample of all the activities carried out in the 4 institutions. They have been chosen because they were ‘bait activities’ appealing activities to all the students; obligatory activities or activities significant to meet the main objectives of the project. The activities are distributed according to alphabetical order. In each outline the type of activities are described and labeled following these criteria: Communal Empowerment Cultural Empowerment Training activity Awareness activity Activity to open up the organization to the neighbourhood Dissemination activity CommunC C Cultural Emporement

Tto to help the to h


Activities, seminars, workshops, lectures (alphabetical order)

1.

Acollida (host language course to enrolle formal education in the host country)

2.

Activities for the Women’s Week- November 2017 (International day against domestic violence)

3.

Participation in the books’ fair of the neighbourhood (Shakespeare’s and Saint George’s day) April 2019

4.

Chinese New Year February 2018 and 2019

5.

Conference on February 13th 2018. CEPA Son Canals presents the project Citizens First at the ‘jornades d'intervenció comunitària’ community intervention seminar.

6.

Cultural Empowerment: Visit to Sa Bassa Blanca, Museu Krekovic and Es Baluard Contemporary Art Museum

7.

Dancing together (junts per la dansa) June 2019

8.

Meeting of entities, associations, NGOs, institutions May 2018-2019

9.

Meeting with Parents’ associations of CEIP Son Canals primary school, a multicultural school.

10. Film series at the EOI (Official Language school) of Palma March 2018 11. Film series on Indian women organiced by English Teachers’ Association of the Balearic Islands 12. Dancing together (junts per la dansa) June 2019

THE HANDBOOK

INTRUCTIONS FOR USE OF

Mallorca:

13. Meeting of entities, associations, NGOs, institutions May 2018-2019 14. Film series at the EOI (Official Language school) of Palma March 2018 15. Health education: Women and Health May 2018 16. Activity: If we were the world November 2017 17. International Woman’s Day March 2018 18. Information about the labour market February 2018 19. Information about the labour market March 2019 20. Police protocol circuit March 2018 21. Recycling workshop December 2017 22. Recycling sewing contest by Deixalles March 2019 23. Scarfs making and workshop about the labouring inequality December 2018 24. School Open Day April 2018 -May 2019, dissemination day for the project 25. Seminar of exchange of good practices organized by the National Socrates Agency (SEPIE) November 2018. 26. Sewing workshop 27. Soap making December 2017 28. Soap making with kids of the neighbourhood April 2018 29. Social theatre 30. Spanish classes for foreigners 31. ‘Stop racism’ conference organized by Palma Townhall and by this NGO March 2019 32. The two sides of the world April 2018 33. Visit to local museums


34. West meets East: talk of a Hong Konese woman living in Spain

35. Women in Africa: exhibition

Kristianstad: 36. Celebration of International Women’s Day 37. Information about the labour market 38. Language training through language café 39. Memory - Do it yourself – create a memory around a topic 40. Open day at Folkuniversitetet 41. Photo Quest 42. Recycling 43. Seek and find information and make a presentation 44. Social Togetherness 45. This is me! a self presentation

Fasano: 46. Advanced Italian language course 47 Basic Italian language course 48. Dance course 49. Health Education: women and health 50. Open Day 51. Sewing course 52. The labour counselling speech.

Paris: 53. Contemporary dance: from Marius to Pina 54. French course for immigrant parents ‘School of parents’ 55. Prepare a visit to the Louvre


A

s it has been explained above, this handbook is divided into six types of activities, highlighted in different colours, depending on the idiosyncrasy of the activities.

There are activities devoted to awaken the awareness of the users of our institutions in terms of integration and active citizenship and the community in general. The open days are a good example of this, aimed at explaining the products, activities, seminars of the on-going project as well as enrolling new participants. The participation in fairs, markets also meet this goal, Secondly, those activities devoted to open up our organizations to the social institutions and entities, NGOs , the neighbourhood and the community in general, especially to the target group composed of immigrant women who may sometimes find the institution unapproachable. The five types of activities are those considered core activities divided into the ‘bait activities’ (appealing activities) which attract their attention and makes them encourage to join other activities or even to enroll some formal education courses, which is a target in itself. In the handbook you may find all the didactic information to develop similar activities with a similar target group. The aim is to help and to encourage Adult Education organizations to develop similar activities. The outlines are simple and easy to implement. All of them are extremely motivating and are designed thinking about the interests of the women. Some other useful information like the posters, advertising the activities, or some evaluation questionnaires have been added to ‘orientate’ teachers and trainers in general. The six types of activities are related to the main objectives of the project: - The coordinating institution will take on a new community role as a neighbourhood centre. - The staff and students at all partner educational institutions will become more interculturally-sensitive. - Training is the most powerful tool of integration. - To be formed in our institutions is a way to get out of the domestic sphere.


H

ow many people have done the activities and have been evaluated? The number of people participating in the activity depends on the type of activity, the resources, the conditions, the room etc. The number of participants in each case may not be over 20 people as the target group feels more comfortable and feels at ease with a smaller group. In the case of the target group, the immigrant women, they need a more taylored training for personal and cognitive reasons. They do not speak the language and they are adults and do not feel at ease when they speak a foreign language. Some of them belong to very different cultures and have never attended formal education before. It is difficult to have a negative evaluation when the trainers have been chosen for their specific characteristics.The activities, especially the bait activities have been chosen for being motivating and covering their interests.

The number of learners depends on the type o activity. Workshops require between 8 and 10 people. Talks like the labour counselling lecture can be attended by a lot of attendants as it is very theoretical. In this sense, the leading women should help the le ss integrated women in terms of evaluation of the activity. The bait activities, which are compulsory are organized for a smaller group of people. Between 5 and 10 people in the case of the eco clothes closet as the trainer has to keep an eye on the sewing machines. Finally there are between 10 and 15 people in the host language courses.

The host language courses require a lot of attention as the learners have a poor command of the language. Some workshops like the social theatre have been attended just by 5 or 10 people (see the outline). Students need to be monitored in a personal way. If we count on the total number of learners more than 70 people have received formal or informal education directly.

There are about 40 people who have benefited from the activities indirectly. Some women have participated just in lectures, open days, exhibitions inside and outside the institutions. It is important to reach the majority of women in terms of impact of the pro ject. With the exception of the lectures and talks, the recommended number of immigrant learners attending a workshop is between 5 and 10 learners as trainers have to provide a personalized attention.

The methodology of this project consists of working with peer groups ( working with a group of more integrated women who assist the less integrated women who have a poorer command of the language less communication skills and tend to be introverted)

:‫ رقم المشروع هو‬.‫ واللجنة ليست مسؤولة عن أي استخدام للمعلومات الواردة فيه‬،‫ ال يعكس هذا المنشور [البالغ] سوى آراء المؤلف‬.‫تم تمويل هذا المشروع بدعم من المفوضية األوروبية‬ 2017-1-ES01-KA204-038600


‫كتاب عن التأهيل في دمج النساء المهاجرات‬

‫ماغدالينا بايي غارثيا‬

‫‪Citizens First‬‬

‫تم تمويل هذا المشروع بدعم من المفوضية األوروبية‪ .‬ال يعكس هذا المنشور [البالغ] سوى آراء المؤلف‪ ،‬واللجنة ليست مسؤولة عن أي استخدام للمعلومات الواردة فيه‪ .‬رقم المشروع هو‪:‬‬ ‫‪2017-1-ES01-KA204-038600‬‬


‫‪Meeting of‬‬ ‫‪leading in‬‬ ‫‪the‬‬ ‫‪transnation‬‬ ‫‪al meetings‬‬

‫‪ORMACIÓN‬‬ ‫‪INTEGRADOR‬‬ ‫‪A PARA‬‬ ‫‪MUJERES‬‬ ‫‪INMIGRANTES‬‬

‫االجتماع األول للقيادات النسائية في مركز تعليم الكبار سون كنالس‪ ،‬المؤسسة القائمة بالتنسيق‬

‫تم تمويل هذا المشروع بدعم من المفوضية األوروبية‪ .‬ال يعكس هذا المنشور [البالغ] سوى آراء المؤلف‪ ،‬واللجنة ليست مسؤولة عن أي استخدام للمعلومات الواردة فيه‪ .‬رقم المشروع هو‪:‬‬ ‫‪2017-1-ES01-KA204-038600‬‬


‫‪in Par‬‬ ‫تم تمويل هذا المشروع بدعم من المفوضية األوروبية‪ .‬ال يعكس هذا المنشور [البالغ] سوى آراء المؤلف‪ ،‬واللجنة ليست مسؤولة عن أي استخدام للمعلومات الواردة فيه‪ .‬رقم المشروع هو‪:‬‬

‫‪2017-1-ES01-KA204-038600‬‬


‫لقاء مع رئيس بلدية بالما‪ :‬خوسيه إيال وعضو المجلس البلدي لبالما‪ ،‬جوانا أدروفر‪ ،‬باإلضافة إلى منسقي كل مؤسسة شريكة‪.‬‬ ‫(أكتوبر‪/‬تشرين األول ‪.)2017‬‬

‫اجتماع مع رئيس بلدية بالما‪ :‬غييم بالبوا بويكا‪.‬‬

‫تم تمويل هذا المشروع بدعم من المفوضية األوروبية‪ .‬ال يعكس هذا المنشور [البالغ] سوى آراء المؤلف‪ ،‬واللجنة ليست مسؤولة عن أي استخدام للمعلومات الواردة فيه‪ .‬رقم المشروع هو‪:‬‬ ‫‪2017-1-ES01-KA204-038600‬‬


‫مشروع اجتماعي‬

6

‫موجز المشروع‬

10

‫مقدمة الدليل‬

10

‫تعليمات استعمال الدليل‬

11

‫كيفية استعمال الدليل‬

12

‫األنشطة والتقييم‬

13

‫االستنتاج‬

16

‫ببليوغرافيا‬

16

FACEBOOK INGMARIE ROHDIN

GUYLAINE TAHORE

ĂSA KAJSDOTTER

MARIE-JOSÉE CÔME

FLAVIANO ZIZZI

TWITTER @CITIZENS_FIRST CITIZENSFIRST.EU

SOPHIE BENOIST

VITO PINTO MICAELA PALERM

F F


‫صورة لكل أعضاء المؤسسات األربع في فسانو‪ .‬آخر اجتماع ‪.2019‬‬

‫‪ALIANZA DE PROJECTO‬‬ ‫‪ – UoFT‬جامعة وقت الفراغ‬ ‫موقع الويب‪www.utlfasano.it :‬‬ ‫االتصال‪mariadibello1@gmail.com :‬‬

‫إن الشعار هو نتيجة‬ ‫مسابقة نظمت بين طالب مدرسة التصميم في جزر البليار‪.‬‬ ‫شرحت المؤسسة التنسيقية المشروع للطالب إللهامهم قليالً‪ .‬تم التصويت على‬ ‫المقترحات الثالثة األخيرة للشعار في جميع المؤسسات‪ .‬األشخاص المسؤولون‬ ‫عن شرح المشروع هن القائدات من النساء‪.‬‬

‫’أكاديمية كريتييل‬ ‫االتصال‪guylaine.traore@forpro-creteil.org :‬‬

‫‪Folkuniversitetet, Stiftelsen vid Lundsuniversitet‬‬ ‫موقع الويب‪http://www.folkuniversitetet.se :‬‬ ‫االتصال‪:‬‬ ‫‪Ingmarie.rohdin@folkuniversitetet.se asa.k‬‬ ‫‪ajsdotter@folkuniversitetet.se‬‬

‫المنسق‪ :‬مركز تعليم الكبار سون كالس‬ ‫موقع الويب‪www.cepasoncanals.cat :‬‬ ‫االتصال‪cepasoncanals@educaib.eu :‬‬ ‫‪mballe@cepasoncanals.cat‬‬


‫مركز تعليم الكبار سون كنالس ‪Son Canals‬‬ ‫إن مركزتعليم الكبار سون كنالس ‪ CEPA Son Canals‬مدرسة لتعليم الكبار‪،‬‬ ‫تقدم التعليم الرسمي وغير الرسمي‪ ،‬فضالً عن التعليم عن بعد للطالب الذين تزيد‬ ‫أعمارهم عن ‪ 18‬سنة‪ .‬كان لدى المدرسة ما يقرب من ‪ 1500‬طالب مسجالً خالل‬ ‫العام الدراسي ‪ .2017-2016‬مركزتعليم الكبار سون كنالس ‪CEPA Son‬‬ ‫‪ Canals‬هو أقدم مدرسة لتعليم الكبار في جزر البليار وإحدى أقدم المدارس في‬ ‫إسبانيا‪.‬‬ ‫تقع المدرسة في منطقة فقيرة تضم العديد من المهاجرين من شمال إفريقيا وأمريكا‬ ‫الجنوبية وأوروبا الشرقية‪ .‬تنظم ‪ Son Canals‬دورات تعليمية غير رسمية‪ ،‬مع‬ ‫التركيز على تدريس تكنولوجيا المعلومات واالتصاالت؛ ودورات اللغة اإلنجليزية‬ ‫واإلسبانية والكاتالونية للمهاجرين‪ .‬استند قرار الحكومة اإلقليمية لبناء مدرسة لتعليم‬ ‫الكبار في هذا المجال إلى فكرة القضاء على األمية‪ .‬في السنوات األخيرة‪ ،‬نظمت‬ ‫المدرسة العديد من األنشطة متعددة الثقافات لتعزيز اندماج المهاجرين وتعليم‬ ‫اللغتين الرسميتين في جزر البليار (اإلسبانية والكاتالونية) من خالل الندوات‬ ‫وورش العمل وغيرها‪ .‬تعتبر منطقة المدرسة واحدة من أكثر المناطق تدهوراً في‬ ‫إسبانيا‪ ،‬حيث يوجد عدد كبير من السكان في خطر االستبعاد االجتماعي‪ ،‬كما هو‬ ‫موضح في قائمة وزارة التنمية (وزارة األشغال العامة)‪ .‬من سنة ‪ 2004‬إلى‬ ‫‪ 2012‬زاد عدد السكان المهاجرين في الحي من ‪ 5134‬إلى ‪ 10311‬شخص‪ :‬لقد‬ ‫تضاعف حرفيا ً‪ .‬هذه األرقام مستمرة في الزيادة على الرغم من الركود الحالي‪.‬‬ ‫وفقا ً لتعداد سنة‪ ،2012‬كان ‪ %37‬من سكان الحي من المهاجرين ونسبة ‪%31.1‬‬ ‫منهم كانوا من غير األوروبيين‪ .‬ستتألف النساء المهاجرات‪ ،‬وهن الفئة المستهدفة‬ ‫من مشروع "المواطنون أوالً"‪ ،‬من نساء من شمال إفريقيا وأمريكا الجنوبية‪ .‬يتكون‬ ‫طاقم المدرسة من عشرين معلما ً واثنين من الموظفين اإلداريين‪ ،‬فضالً عن أمين‬ ‫مكتبة‪ .‬بعض البرامج التي تشارك فيها النساء المهاجرات هي‪ :‬الحديقة البيئية التي‬ ‫تديرها نساء مهاجرات‪ ،‬ومدرسة ألولياء أمور األطفال المهاجرين‪ ،‬إلخ‪.‬‬ ‫جامعة وقت الفراغ ‪Università del Tempo Libero‬‬ ‫تقع الرابطة الثقافية )‪ Università del Tempo Libero (UTL‬في فاسانو‬ ‫(برينديزي)‪ ،‬بوليا‪ ،‬إيطاليا‪ .‬تأسست في ‪ 20‬نوفمبر‪/‬تشرين الثاني ‪ 1998‬من أجل‬ ‫توفير األنشطة االجتماعية والثقافية للمدينة‪.‬‬ ‫يقع مقرها الرئيسي‪ ،‬المملوك لمجلس مدينة فاسانو‪ ،‬في قلب المدينة القديمة‪ ،‬في‬ ‫مبنى بورتيشي ديلي تيريزيان التاريخي (دير تيريسياناس)‪.‬‬ ‫منذ سنة ‪ ،1998‬تم تسجيل ‪ UTL‬في ‪Federuni (Federazione,‬‬ ‫‪Università Italiane = Federación Italiana de‬‬ ‫‪ ،Universidades‬اتحاد الجامعات اإليطالية) وفي الرابطة اإلقليمية للجامعات‬ ‫الشعبية‪ UTL .‬جمعية ال تهدف إلى تحقيق الربحية ولها أهداف اجتماعية ومدنية‬ ‫وثقافية‪ .‬يتمثل هدفها في تعزيز المشاركة والتضامن والتعددية‪ ،‬وتقدم عرضا ً ثقافيا ً‬ ‫مستمراً يدعم تطوير الفرد بشكل كامل وإدماجه اإلبداعي في بيئته‪ ،‬وبالتالي‬ ‫المساهمة في تحسين نوعية حياة المواطنين‪ .‬في سنة ‪ ،2014‬بفضل عدد األعضاء‬ ‫وأنشطتها العديدة‪ ،‬كانت أول "جامعة" في منطقة برينديزي‪ .‬منذ البداية دعمت‬ ‫‪ UTL‬المشاركة والتضامن والتعددية من خالل الترويج لألحداث الثقافية المستمرة‪.‬‬ ‫تستهدف الدورات وورش العمل واألنشطة اإلعالمية والتثقيفية الخاصة بجامعة‬ ‫وقت الفراغ ‪ UTL‬األشخاص من جميع األعمار ومن جميع البيئات االجتماعية‬ ‫واالقتصادية‪ .‬يتم تنظيم دروس وورش عمل لألصغر سنا ً حول الموسيقى واأللعاب‬ ‫والفنون والحرف اليدوية‪.‬‬


‫جامعة وقت الفراغ ‪ UTL‬جمعية التهدف لتحقيق الربحية‪ ،‬يدعمها العمل التطوعي ولها العديد من‬ ‫األعضاء النشطين‪.‬‬ ‫مع مرور الوقت‪ ،‬أصبح لجامعة ‪ UTL‬وجود بارز في المنطقة‪ .‬تم تنظيم مؤتمرات واتفاقيات وندوات‬ ‫حول مواضيع ذات أهمية عامة‪ ،‬ليس فقط ألعضاء ‪ ،UTL‬ولكن لعامة الناس أيضا ً‪ .‬عالجت أنشطة‬ ‫‪ UTL‬القضايا ذات الصلة اجتماعيا ً‪ ،‬مثل الهجرة وإدمان المخدرات والطب والتهميش والعولمة والتسامح‬ ‫الديني‪ .‬في سنة ‪ 2015‬تم تنظيم مشروع ثقافي يركز على مجاالت اهتمام جديدة‪ :‬الثقافة العربية؛‬ ‫والتقنيات الجديدة والتمويل‪ .‬وتشارك ‪ UTL‬في مشاريع مختلفة بالتعاون مع بلدية فاسانو للمساهمة في‬ ‫التحدي الهائل الناشئ عن حالة المهاجرين وتسهيل التعايش والتكامل‪ .‬تركز هذه المشروعات على حقوق‬ ‫اإلنسان (التنوع والمساواة بين الجنسين والحقوق الدولية)‪ ،‬ويتكون العاملون في هذه المشاريع من مهنيين‬ ‫(مثل األطباء والمحامين وأطباء النساء) الذين سيساعدون مجتمع المهاجرين الذين يعانون من مشكالت‬ ‫تتجاوز مشاكلهم اليومية وصعوباتهم‪ .‬يضم فريق العمل أيضا ً حرفيين ومصورين وبستانيين ومعلمين‬ ‫وموسيقيين ومتخصصين في تكنولوجيا المعلومات واالتصاالت على استعداد إلتاحة معارفهم للمهاجرين‬ ‫وتنظيم ورش عمل ودورات لتعليم مهارات العمل من أجل ضمان استقاللهم الذاتي في المستقبل‪.‬‬ ‫في العام الماضي‪ ،‬كان الموضوع الرئيسي لجامعة وقت الفراغ ‪ UTL‬التعددية الثقافية‪ .‬ولد هذا االختيار‬ ‫من الحاجة إلى االستجابة لالحتياجات المتنوعة للمهاجرين الذين جاءوا للعيش في المدينة‪ .‬باإلضافة إلى‬ ‫ذلك ‪ ،‬تتناول هذه القضية التحديات التي تواجه السكان اإلقليميين فيما يتعلق بدمج القادمين الجدد من‬ ‫األجانب‪ .‬كجزء من واليتها كمركز ثقافي للبالغين‪ ،‬قبل عدة سنوات‪ ،‬بدأت جامعة وقت الفراغ ‪UTL‬‬ ‫دورات اللغة والثقافة اإليطالية للمساعدة في دمج المهاجرين‪.‬‬ ‫يتكون طاقم "الجامعة" من ‪ 75‬مهنيا ً و ‪ 350‬طالبا ً‪.‬‬ ‫‪Folkuniversitetet‬‬ ‫‪ Folkuniversitetet‬جمعية تعليمية للبالغين تقدم مجموعة واسعة من أنواع تعليم الكبار في جميع‬ ‫أنحاء السويد‪ .‬وهي رابطة مكونة من خمسة مؤسسات‪ :‬االمتدادات الجامعية الملحقة بجامعات ستوكهولم‬ ‫وأوبساال وغوتنبرغ ولوند وأوميو‪ .‬لهم برنامج تعليمي واسع ومفتوح في مجموعة متنوعة من‬ ‫الموضوعات؛ لديهم أيضا مدارس ثانوية عليا ومدارس للتعليم المهني العالي ودورات لألشخاص الكبار‬ ‫والتدريب والتعليم الموجه إلى سوق العمل والتعليم والتدريب للحياة الوظيفية‪.‬‬ ‫أكاديمية كريتييل ‪Créteil‬‬ ‫تهدف مجموعة المصلحة العامة للتدريب المهني والتدريب األساسي ‪(GIP-FCIP: Groupement‬‬ ‫)‪ d'Intéret Public - Formation Continue, Insertion Professionnelle‬لمقاطعة‬ ‫كريتييل التعليمية (فرنسا) إلى تطوير السياسة المهنية الوطنية في منطقتها‪ .‬تحتل ‪GIP-FCIP de‬‬ ‫‪ Créteil‬المرتبة األولى بين المناطق التعليمية اإلقليمية في فرنسا من حيث عدد الخيارات التي توفرها‬ ‫شبكتها المهنية للتعلم مدى الحياة للبالغين‪ 600 :‬فرصة عمل في جميع القطاعات‪ .‬من خالل شبكات‬ ‫‪ GRETA‬الست الخاصة بها‪ ،‬تقوم ‪ Créteil GIP-FCIP‬بتنسيق أكثر من ‪ 32000‬من المتعلمين‬ ‫البالغين في ‪ 180‬مدرسة سنويا ً‪ ،‬وتتمثل مهمة ‪ Créteil GIP-FCIP‬في تنفيذ وتطوير التعاون بين‬ ‫الخدمات المختلفة التي يقدمها المكتب التعليمي اإلقليمي في‪ :‬التعليم المستمر للبالغين‪ .‬التدريب المهني ‪/‬‬ ‫التكامل من خالل التدريب واعتماد تجربة الحياة و الخدمات ‪ /‬الخبرة للمدارس الثانوية (التدريب الرسمي)‬ ‫ومختلف البرامج المحلية المصممة لمساعدة الشباب المهمشين على الوصول إلى سوق العمل (الوقاية‬ ‫والدعم والمساعدة التربوية ‪ ،‬إلخ) وتنفيذ إستراتيجية التوظيف األوروبية بعدة طرق (األنشطة التعليمية‬ ‫والمشاركة)‪ .‬العدد التقريبي للموظفين العاملين بأجر‪ 120 :‬شخصا ً‪.‬‬


‫تشمل القيم األساسية لـ ‪ Folkuniversitetet‬تشمل التعاون والتنمية التربوية والديمقراطية والتركيز‬ ‫على الفرد‪ .‬لقد قدموا مساهمات مهمة في تطوير التعليم والتدريب السويدي‪ ،‬على سبيل المثال‪ ،‬المعاهد‬ ‫الليلية ومراكز اللغات واللغة السويدية للمهاجرين والتعليم الجامعي القائم على تكنولوجيا المعلومات‬ ‫واالتصاالت‪ .‬يتم تطوير واختبار الرؤى واألفكار لطرق التعلم األفضل في مجموعات من المشاريع‪،‬‬ ‫والتي غالبا ً ما تنطوي على التعاون الدولي‪ .‬إن التدريب والتوجيه والتحقق من الصحة وريادة األعمال‬ ‫والتعليم الموجه إلى الحياة العملية والتمكين والتوجيه الفعال على أساس االحتياجات الفردية‪ ،‬أمثلة على‬ ‫المجاالت التي نقوم بتطويرها وتنفيذها في تنظيمنا‪.‬‬ ‫يوجد لديها ‪ 45‬مكتبًا في السويد‪ ،‬وتستقبل أكثر من ‪ 140,000‬طالب في مجموعة متنوعة من‬ ‫المؤتمرات أو الدورات القصيرة أو البرامج الدراسية بدوام كامل وتتراوح مدتها بين ستة أشهر وبين‬ ‫سنتين‪.‬‬


‫موجز المشروع‬ ‫المواطنون أوالً‪ :‬إن التدريب على دمج النساء المهاجرات مشروع شراكة بين ‪ 4‬مؤسسات تعليمية متنوعة‪ .‬طورت هذه المنظمات ونفذت سلسلة من األنشطة لتلبية االحتياجات والتوقعات المتنوعة‬ ‫لمجموعتين مختلفتين من النساء‪ ،‬وهما مجموعة من النساء شبه المندمجات ومجموعة من النساء غير المندمجات‪ .‬يتمثل الهدف من هذا المشروع في تقديم تدريب مزدوج للنساء المهاجرات‪ :‬كمواطنات‬ ‫أوروبييات وكأعضاء في المجتمع ذي خصائص محددة على وجه التحديد‪.‬‬ ‫من أجل دمج المواطنين‪ ،‬من الضروري تنظيم سلسلة من الحوارات التي تشرح ما تقدمه دولة ديمقراطية وما تطالب مواطنيها به‪ ،‬مع مراعاة المنظور الجنساني‪ .‬من المهم أن تعرف هؤالء النساء‬ ‫التشريعات األوروبية والوطنية ‪ ،‬مع التركيز على الحقوق والمسؤوليات المدنية‪ .‬بوصفهن عمال في مجتمع مضيف‪ ،‬فهن بحاجة إلى الوصول إلى معلومات حول قوانين العمل وسوق العمل والتدريب‬ ‫الالزم‪.‬‬ ‫تحتاج هذه المهاجرات إلى الوصول إلى المعلومات المتعلقة بالصحة العامة وقضايا صحة المرأة‪ :‬وسائل منع الحمل وانقطاع الطمث‪ ،‬إلخ‪ .‬لحماية بناتهن وحمايتهن من العنف القائم على نوع الجنس‪،‬‬ ‫ويتعين عليهن تلقي معلومات حول مراكز المساعدة وحول واإلساءة المنزلية وكيفية تجنب الممارسات مثل الزواج القسري والتغيب عن المدرسة‪ ،‬وما إلى ذلك‪.‬‬ ‫تم تقديم كل هذه المعلومات لهؤالء النساء بمساعدة العديد من األطراف المعنية ‪ :‬المنظمات المحلية واإلقليمية والوطنية التي تعمل مع المهاجرين‪ .‬فيما يتعلق باالندماج في المجتمعات المضيفة وترغب‬ ‫المنظمات في تقديم أنشطة اجتماعية باإلضافة إلى التدريب‪ ،‬حتى يصبح الطالب على دراية بثقافة المجتمع المضيف ولديهم مكان لمعرفة الناس‪.‬‬ ‫كان المنتج الرئيسي لهذا المشروع هو تنظيم أنشطة تدريبية بشكل رئيسي للمجموعة المستهدفة‪ :‬النساء المهاجرات‪ .‬لذلك‪ ،‬هناك حاجة إلى دليل إلظهار األنشطة‪ ،‬حيث يمكن استخدامه من قبل واضعي‬ ‫السياسات ومؤسسات تعليم الكبار ومنظمات تدريب المعلمين‪.‬‬ ‫ترتبط األنشطة والندوات وورش العمل المبينة في الدليل الرقمي بثالثة أهداف مهمة‪ :‬أوالً‪ ،‬فتح مؤسساتنا أمام الجمعيات االجتماعية والمنظمات غير الحكومية وواضعي السياسات‪ ،‬إلخ‪ .‬ثانيا ً‪ ،‬تدريب‬ ‫النساء وإدماجهن من خالل تدريبهن؛ ثالثًا ‪ ،‬إيقاظ الضمير االجتماعي لمستخدمي مؤسساتنا وطالبها‪ .‬بعض هذه النشاطات كانت تعني نقطة تحول في "تجربة العمل" للمؤسسات‪ .‬جميع األنواع الثالثة من‬ ‫األنشطة لها نفس القدر من األهمية‪ ،‬ولكن الهدف من مشروع "المواطنون أوالً ‪ "Citizens First‬هو تدريب النساء المهاجرات وتعزيز إدماجهن‪ .‬لقد أثرى تبادل األنشطة المشروع‪ .‬لهذا السبب ‪ ،‬هناك‬ ‫أنشطة جذب إلزامية لجميع جمعيات األعضاء‪ ،‬مثل دورة الخياطة أو دورة اللغة والنشاط الرئيسي للبرنامج‪.‬‬

‫مقدمة إلى الدليل‬ ‫هذا الدليل هو أهم منتج للمشروع‪ ،‬حيث يتم تضمين أهم أنشطة "المواطنين أوالً ‪ "Citizens First‬هنا‪ .‬يمكن استخدام هذه األداة كعينة من األنشطة التي سيتم تنفيذها‪ .‬تم تنفيذ جميع هذه األنشطة بفضل‬ ‫تعاون أكثر من ‪ 28‬من األطراف المعنية المعنيين‪ ،‬وهي تعد أساسية من حيث األثر والنشر واقتصاد الموارد البشرية‪.‬‬ ‫يتسم األطراف المعنية بأهمية كبيرة لفتح المنظمات على األحياء‪ .‬من الجدير بالذكر أن المؤسسات المحلية لها توجه اجتماعي وتختلف تماما ً‪ .‬كلما كان األطراف المعنية أكثر اختالفًا‪ ،‬زاد تنوع األنشطة‪.‬‬ ‫تم ذكر مشاركة األطراف المعنية في كل مخطط‪ .‬إن العمل المشترك ضروري في هذه الجمعية‪.‬‬ ‫فيما يتعلق بالمتطوعين‪ ،‬في أكتوبر ‪ /‬تشرين األول ‪ ،2017‬كانت هناك دعوة لجذب انتباه المتطوعين وقد أصبحوا مشروعا فيما بعد تمت الموافقة عليه مؤخراً‪ :‬الجيل األول‪ ،‬الفرصة الثانية‪ .‬تتعاون‬ ‫جميع المؤسسات مع الجمعيات التطوعية وهي على دراية كافية بعملها‪.‬‬ ‫البعض منها‪ ،‬مثل مدرسة تعليم الكبار ‪ CEPA Son Canals‬و ‪ UTL‬وأكاديمية كريتييل‪ ،Académie de Créteil‬عملت أيضا ً مع جمعية أولياء األمور‪ .‬باإلضافة إلى العمل مع الخدمات‬ ‫التعليمية اإلقليمية أو الوطنية‪ ،‬تبعا ً ل خصائص كل بلد‪ ،‬فإن الجهات الفاعلة الهامة األخرى التي تعتبر حيوية لتنفيذ المشروع هي‪ :‬المنظمات غير الحكومية والجمعيات الخيرية والخدمات االجتماعية‬ ‫وقاعات البلديات والنقابات وجميع الوكاالت العامة في الحي أو المدينة‪ .‬بعض األمثلة على األطراف المعنية هي‪:‬‬ ‫الهيئات العامة (المحلية ‪ /‬اإلقليمية أو الوطنية)‪ :‬المراكز الصحية في جميع المؤسسات المشاركة‪ ،‬المكتبات‪ ،‬المراكز الثقافية البلدية‪ ،‬إلخ‪.‬‬ ‫المسؤولون عن السياسات‪ :‬مجلس التعليم (اإلقليمي أو الوطني حسب البلد) أرباب العمل والنقابات‪ :‬أصحاب المشاريع ووكاالت التوظيف المحلية ‪ /‬اإلقليمية والوطنية‪.‬‬


‫مجموعات المصلحة في مايوركا‪:‬‬

‫الهيئات العامة (المحلية ‪ /‬اإلقليمية أو الوطنية)‪ :‬المراكز الصحية في جميع المؤسسات المشاركة‪ ،‬المكتبات‪ ،‬المراكز الثقافية البلدية‪ ،‬إلخ‪.‬‬ ‫‪ : www.casalpetit.org - Casal Petit (Germanes Oblates) .1‬جمعية دينية تعمل مع النساء الالئي يتعرضن لسوء المعاملة والعاهرات والنساء المهاجرات بشكل عام‪ .‬يقع المقر‬ ‫الرئيسي في منطقة معرضة لخطر اإلقصاء االجتماعي في بالما‪.‬‬ ‫‪ /www.surt.org - SURT .2‬منظمة غير حكومية تعمل على التمكين الشخصي والمجتمعي واالقتصادي واالجتماعي السياسي للمرأة‪ ،‬وال سيما المهاجرات‪ .‬نظمت هذه المؤسسة بعض األنشطة‬ ‫مثل زيارة المتاحف‪.‬‬ ‫‪ .3‬صناديق مايوركا للتضامن ‪ .www.fonsmallorqui.org - Mallorca Solidarity Funds - Fons Mallorquí de Solidaritat‬منظمة حكومية تعمل في مجال التعاون والتوعية‬ ‫الخارجية‪.‬‬ ‫‪ .4‬مجلس المساواة بين الجنسين واألسرة في بلدية بالما ‪ : Family and Gender Equality Council of Palma’s townhall‬تلتزم اإلدارة البلدية بقيم المساواة بين الجنسين واإلدماج‬ ‫والتضامن والتغيير االجتماعي‪.‬‬ ‫‪ / www.treballsolidari.org - Treball Solidari, Solidarity Work .5‬منظمة غير حكومية متخصصة في التعاون الدولي والقروض الصغيرة للنساء في البلد المضيف‪.‬‬ ‫‪ .6‬بالما الفعالة ‪ - PalmaActiva -‬صفحة الويب ‪ :web.palmaactiva.com‬إنه مكتب ريادي تابع لبلدية بالما‪ .‬قام بتنظيم األنشطة االستشارية العمالية للمشروع‪.‬‬ ‫‪ .7‬معهد جزر البليار للمرأة‪ / ibdona.caib.es - Balearic Institute of Women ،Institut Balear de la Dona ،‬مكتب فيه نقطة معلومات عن الموارد المخصصة للنساء المعرضات‬ ‫لخطر االستبعاد االجتماعي ‪ ،‬وغرفة متعددة األغراض للتجمعات والندوات ومنتديات الفيديو والمسرح والمعارض وكمبيوتر موصول بشبكة اإلنترنت ومكتبة‪.‬‬ ‫‪ / www.balcat.org - Balcat .8‬منظمة غير حكومية تساعد جالية مالي في جزر البليار‪.‬‬ ‫‪ . 9‬المدرسة الفنية العليا للتصميم بجزر البليار‪ / www.escoladisseny.com - Escola d’Art i Superior de Disseny de les Illes Balears ،‬المدرسة العليا للتصميم في إقليم‬ ‫جزر البليار‪ ،‬التي تولت تنظيم مسابقة عامة لشعار المشروع‪.‬‬ ‫‪ .10‬جامعة جزر البليار ‪ .www.uib.es - Universitat de les Illes Balears‬جامعة جزر البليار‬ ‫‪ .11‬الخدمات االجتماعية ‪( Serveis Socials Llevant-Nord‬بلدية بالما) ‪ -‬مكتب الخدمات االجتماعية‪.‬‬ ‫‪ / sfassis.org/es/hermanas-franciscanas-hijas-de-la-misericordia - )Germanes Franciscanes de la Caritat( CC Sant Francesc s’Assís .12‬مدرسة‬ ‫حي كاثوليكية مدعمة‪.‬‬ ‫‪ / www.ongmisol.org/ca/proyecto/meraki - )Misol NGO( MERAKI .12‬منظمة غير حكومية تعمل مع مجتمع المهاجرين في أحياء الطبقة العاملة في مايوركا‪.‬‬ ‫‪ .13‬المدرسة الرسمية للغاب ببالما ‪ / eoipalma.com/es - Escola Oficial d’Idiomes de Palma‬المدرسة الرسمية للغات التابعة للدولة‪ .‬تم تنظيم مجموعة األفالم حول النساء‬ ‫المهاجرات بالتعاون مع مدرسة اللغات التابعة للدولة هذه‪.‬‬ ‫‪ .14‬دينامو ‪( Dinamo‬خدمة إضفاء الطابع الديناميكي للشباب ببالما ‪ .)equipdinamo.cat - Servei de Dinamització Jove de Palma‬منظمة تنشيط اجتماعي وثقافي تعمل في‬ ‫مختلف أحياء بالما‪.‬‬ ‫‪ .15‬أمرانتا ‪ / www.fundacionamaranta.org/sedes/sede-palma-de-mallorca - Amaranta‬جمعية تعمل من أجل مكافحة التمييز وضعف المرأة‪.‬‬ ‫‪ .16‬مدرسة تعليم الكبار سون كنالس ‪ / cpsoncanals.blogspot.com - CEIP Son Canals‬مدرسة تابعة للدولة في الحي مدرسة تعليم الكبار سون كنالس ‪.CEPA Son Canals‬‬ ‫‪ .17‬سينما المدينة ‪ / cineciutat.org/es - Cine Ciutat‬سينما مستقلة تعرض أفالم للجالية االجتماعية‪.‬‬ ‫‪ .18‬نقابة االتحاد العام للعمال ‪ .www.ugtbalears.com/es/Paginas/ugt-balears-inicio.aspx - UGT‬أقدم نقابة عمالية في إسبانيا‪.‬‬ ‫‪ .19‬سينما المدينة ‪ / cineciutat.org/es - Cine Ciutat‬سينما مستقلة تعرض أفالم ذات توجه اجتماعي‪.‬‬ ‫‪ .ACHINIB-http://achinib.com .20‬الجمعية الصينية بجزر البليار‪.‬‬ ‫‪ .21‬المركز الصحي بيري غراو ‪ : Centro de salud Pere Garau‬المركز الصحي للحي‪.‬‬ ‫‪ .22‬جمعية حي نشطة جداً مع مجموعات األقليات ‪.m.me/flipauperegarau ،https://flipauambperegarau.wordpress.com -‬‬ ‫‪ . 23‬قنصليات األرجنتين وبوليفيا واإلكوادور وكولومبيا والمغرب بجزر البليار ‪.cancilleria.gob.ec -‬‬


‫المجموعات ذات المصلحة في فسانو‪:‬‬ ‫‪.1‬‬

‫‪ .CPA‬مدرسة تعليم الكبار في فسانو‪.‬‬

‫‪.2‬‬

‫‪ AEA‬تعليم الكبار‪.‬‬

‫‪.3‬‬

‫مدرسة باسكولي – باينكو ‪ Pascoli-Bianco‬والمدرسة الثانوية جان مونيت ‪Jean Monnet‬‬

‫‪.4‬‬

‫أليا فيستيجيا ‪ Alia Festigia‬غنى ورفاهية وتغذية؛‬

‫‪.5‬‬

‫مجموعة مديتشي للبروفيسور دومنيكو دي ماتيا ‪( Domenico De Mattia‬مجموعة أطباء)‬

‫‪.6‬‬

‫‪( ANS‬جمعية علم االجتماع الجديد ‪ )New Sociology Association( )Associazione Nuova Sociologia‬بأبوليا تتولى مسائل دمج المهاجرين‬

‫‪.7‬‬

‫‪( Biologi Senza Frontiere‬بيولوجيون بال حدود ‪ )Biólogos sin fronteras‬تتولى األمراض المعدية‬

‫‪.8‬‬

‫‪( CIF‬المركز اإليطالي لألسرة ‪ ،)Women Italian Center( )Centro Italiano Femminile‬في فسانو تتولى الظروف العامة للمرأة‪.‬‬

‫‪.9‬‬

‫‪ CONI‬بأبوليا لألنشطة الرياضية‪.‬‬

‫األطراف المعنية في ‪:Folkuniversitetet‬‬ ‫‪.1‬‬

‫مجموعة ‪ Grupp 39‬التابعة للبلدية‬

‫‪.2‬‬

‫‪ ،Hyper Island‬منظمة تعليمية‪ ،‬منظمة للمهاجرين‬

‫‪.3‬‬

‫‪( SFI‬السويدية للمهاجرين)‪ ،‬مركز إبحار‪ ،‬مركز إرشاد‪.‬‬

‫المجموعات ذات المصلحة في فرنسا‪:‬‬ ‫‪ 40‬مدرسة ابتدائية وثانوية‬ ‫يتم تقسيم األنشطة وفقا ً للمؤسسات التي تنظمها‪ :‬مايوركا (إسبانيا)‪ ،‬كريستيانستاد (السويد)‪ ،‬فسانو (إيطاليا) وباريس‪ .‬قد يبدو عدد األنشطة في كل مؤسسة غير متوازن‪ ،‬لكن المؤسسة التنسيقية‪ ،‬مدرسة‬ ‫تعليم الكبار سون كنالس ‪ ،CEPA Son Canals‬لديها المزيد من الموارد والخبرة لتنفيذ المزيد من األنشطة‪ .‬باإلضافة إلى ذلك‪ ،‬فلديها عدد أكبر من األطراف المعنية والعديد من الطالب البالغين‬ ‫من المهاجرين وهي حريصة على المشاركة في البرنامج‪.‬‬ ‫األنشطة الموضحة ليست سوى عينة من جميع األنشطة المنفذة في المؤسسات األربع‪ .‬تم اختيارها ألنها كانت أنشطة جذابة لجذب جميع الطالب؛ وهي أنشطة إلزامية أو أنشطة مهمة لتحقيق األهداف‬ ‫الرئيسية للمشروع‪.‬‬ ‫يتم توزيع األنشطة بالترتيب األبجدي‪ .‬في كل مخطط يتم وصف ووضع بطاقة لنوع األنشطة وفقا ً لهذه المعايير‪:‬‬

‫التمكين الثقافي‬ ‫نشاط التسلية‬ ‫نشاط التوعية‬ ‫النشاط من أجل فتح المنظمة على الحي‪.‬‬ ‫نشاط النشر‬ ‫‪CommunC‬‬ ‫‪C‬‬ ‫‪Cultural Emporement‬‬

‫‪Tto to help the to h‬‬


‫أنشطة‪ ،‬ندوات‪ ،‬ورش‪ ،‬مؤتمرات (الترتيب األبجدي)‬ ‫مايوركا‪:‬‬

‫‪ .32‬ألكوديا (دورة اللغة المضيفة من أجل التسجيل في التعليم الرسمي في البلد المضيف)‬

‫‪ .34‬المشاركة في معرض الكتاب بالحي (يوم شكسبير وسانت جوردي) أبريل ‪ /‬نيسان ‪2019‬‬ ‫‪ .35‬السنة الصينية الجديدة فبراير ‪ /‬شباط ‪ 2018‬و ‪.2019‬‬ ‫‪ .36‬التمكين الثقافي‪ :‬زيارة إلى سا باسا بالنكا ومتحف كريكوفيك ومتحف إس بالوارد للفن المعاصر‬ ‫‪ .37‬الرقص معا ً (‪ )junts per la dansa‬يونيو ‪ /‬حزيران ‪2019‬‬ ‫‪ .38‬اجتماع الكيانات والجمعيات والمنظمات غير الحكومية والمؤسسات مايو ‪ /‬أيار ‪2019-2018‬‬ ‫‪ .39‬لقاء مع جمعيات أولياء األمور في مدرسة تعليم الكبار سون كنالس ‪ CEIP Son Canals‬االبتدائية‪ ،‬وهي مدرسة متعددة الثقافات‪.‬‬ ‫‪ .40‬سلسلة أفالم في ‪( EOI‬المدرسة الرسمية للغات) في بالما مارس ‪ /‬آذار ‪2018‬‬ ‫‪ .41‬سلسلة أفالم عن المرأة الهندية نظمتها رابطة معلمي اللغة اإلنجليزية في جزر البليار‬ ‫‪ .42‬اجتماع الكيانات والجمعيات والمنظمات غير الحكومية والمؤسسات مايو ‪ /‬أيار ‪2019-2018‬‬ ‫‪ .43‬التثقيف الصحي‪ :‬المرأة والصحة مايو ‪ /‬أيار ‪2018‬‬ ‫‪ .44‬معلومات عن سوق العمل فبراير ‪ /‬شباط ‪2018‬‬ ‫‪ .45‬معلومات عن سوق العمل مارس ‪ /‬آذار ‪2019‬‬ ‫‪ .46‬دورة حول بروتوكول الشرطة مارس ‪ /‬آذار ‪2018‬‬ ‫‪ .47‬ورشة إعادة التدوير ديسمبر ‪ /‬كانون األول ‪2017‬‬ ‫‪ .48‬مسابقة ودورة إعادة التدوير في مجال الخياطة من تنظيم ‪ Deixalles‬مارس ‪ /‬آذار ‪2019‬‬ ‫‪ .49‬حياكة األوشحة وورشة العمل حول عدم المساواة في العمل ديسمبر ‪ /‬كانون األول ‪2018‬‬ ‫‪ .50‬اليوم المفتوح للمدرسة‪ ،‬من أبريل ‪ /‬نيسان ‪ 2018‬إلى مايو ‪ /‬أيار ‪ ،2019‬يوم نشر المشروع‬ ‫‪ .51‬ندوة حول تبادل الممارسات الجيدة نظمتها الوكالة الوطنية لسقراط (‪ )SEPIE‬في نوفمبر ‪ /‬تشرين الثاني ‪.2018‬‬ ‫‪ .52‬ورشة خياطة‬ ‫‪ .53‬صناعة الصابون في ديسمبر ‪ /‬كانون األول ‪2017‬‬ ‫‪ .54‬صناعة الصابون مع أطفال من الحي أبريل ‪ /‬نيسان ‪2018‬‬ ‫‪ .55‬المسرح االجتماعي‬ ‫‪ .56‬دروس االسبانية لألجانب‬ ‫مؤتمر منظمة "أوقفوا العنصرية ‪ "Stop racism‬نظمته بلدية بالما وهذه المنظمة غير الحكومية مارس ‪ /‬آذار ‪2019‬‬ ‫‪ .57‬الجانبين في العالم أبريل ‪ /‬نيسان ‪2018‬‬ ‫‪ .58‬زيارة إلى المتاحف المحلية‪.‬‬ ‫‪ .59‬الغرب يلتقي بالشرق‪ :‬يتحدث عن امرأة من هونغ كونغ تعيش في إسبانيا‬ ‫‪ .60‬المرأة في أفريقيا‪ :‬معرض‬

‫تعليمات حول استعمال الدليل‬

‫‪ .33‬أنشطة ألسبوع المرأة‪ ،‬نوفمبر‪/‬تشرين الثاني ‪( 2017‬اليوم الدولي لمناهضة العنف المنزلي)‬


‫كريستيانستاد ‪:Kristianstad‬‬ ‫‪ .36‬االحتفال باليوم العالمي للمرأة‬ ‫‪ .37‬معلومات حول سوق العمل‪.‬‬ ‫‪ .38‬التدريب اللغوي من خالل مقهى اللغة‬ ‫‪ .39‬الذاكرة‪ :‬قم بذلك بنفسك‪ :‬أوجد ذكرى حول موضوع ما‬ ‫‪ .40‬يوم مفتوح في ‪Folkuniversitetet‬‬ ‫‪ .41‬تحقيق صور‬ ‫‪ .42‬إعادة التدوير‬ ‫‪ .43‬ابحث واعثر على معلومات وقدم عرضا ً تقديميا ً‬ ‫‪ .44‬التكاتف االجتماعي‬ ‫‪ .45‬هذا أنا! تقديم ذاتي‬

‫فسانو‪:‬‬ ‫‪ .46‬دورة متقدمة في اللغة االيطالية‬ ‫‪ .47‬دورة أساسية في اللغة اإليطالية‬ ‫‪ .48‬دورة في الرقص‬ ‫‪ .49‬التثقيف الصحي‪ :‬المرأة والصحة‬ ‫‪ .50‬يوم مفتوح‬ ‫‪ .51‬دورة الخياطة‬ ‫‪ .52‬ورشة استشارات وظيفية‪.‬‬

‫باريس‪:‬‬ ‫‪ .53‬الرقص المعاصر‪ :‬من ماريوس إلى بينا‬ ‫‪ .54‬دورة اللغة الفرنسية لآلباء المهاجرين "مدرسة اآلباء"‬ ‫‪ .55‬قم بتحضير زيارة إلى متحف اللوفر‬


‫كما‬

‫هو موضح أعاله‪ ،‬ينقسم هذا الدليل إلى ستة أنواع من األنشطة‪ ،‬يتم تمييزها بألوان مختلفة‪ ،‬تبعاً لخصوصية األنشطة‪.‬‬

‫هناك أنشطة مخصصة لزيادة وعي مستخدمي مؤسساتنا من حيث االندماج والمواطنة النشطة والمجتمع بشكل عام‪ .‬تعتبر‬ ‫األيام المفتوحة مثا ً‬ ‫ال جيداً على ذلك‪ ،‬بهدف توضيح المنتجات واألنشطة والندوات الخاصة بالمشروع الحالي‪ ،‬باإلضافة إلى‬ ‫تسجيل المشاركين الجدد‪ .‬إن المشاركة في المعارض واألسواق تحقق هذا الهدف‪ .‬ثانياً‪ ،‬تلك األنشطة المكرسة لفتح منظماتنا‬ ‫أمام المؤسسات والكيانات االجتماعية والمنظمات غير الحكومية والحي والمجتمع بشكل عام‪ ،‬وخاص ًة للمجموعة المستهدفة‬ ‫المكونة من نساء مهاجرات يجدن أحيانًا أنه يتعذر الوصول إلى المؤسسة‪.‬‬ ‫إن أنواع األنشطة الخمسة هي األنشطة التي تعتبر أنشطة مركزية مقسمة إلى "أنشطة تعد بمثابة طعم" (أنشطة جذابة) تجذب‬ ‫انتباههن وتشجعهن على االنضمام إلى أنشطة أخرى أو حتى التسجيل في بعض دورات التعليم الرسمي‪ ،‬وهو هدف في حد‬ ‫ذاته‪.‬‬ ‫في الدليل‪ ،‬يمكنك العثور على جميع المعلومات التعليمية لتطوير أنشطة مماثلة مع مجموعة مستهدفة مماثلة‪ .‬يتمثل الهدف في‬ ‫مساعدة وتشجيع منظمات تعليم الكبار على تطوير أنشطة مماثلة‪ .‬إن الدورات بسيطة وسهلة التنفيذ‪ .‬إنها جميعها محفزة للغاية‬ ‫ومصممة مع مراعاة مصالح النساء‪ .‬تمت إضافة معلومات مفيدة أخرى مثل اإلعالنات أو الدعاية لألنشطة أو بعض‬ ‫استبيانات التقييم إلى "دليل" المعلمين والمدربين بشكل عام‪ .‬ترتبط األنواع الستة لألنشطة باألهداف الرئيسية للمشروع‪ ،‬وهي‪:‬‬ ‫‪-‬‬

‫تتولى المؤسسة التنسيقية دوراً جديداً في المجتمع كمركز حي‪.‬‬

‫‪-‬‬

‫‪-‬سيصبح الموظفون والطالب من جميع المؤسسات التعليمية المرتبطة أكثر حساسية تجاه تعدد الثقافات‪.‬‬

‫‪-‬‬

‫إن التدريب هو أقوى أداة لالندماج‪.‬‬

‫‪-‬‬

‫إن التدريب في مؤسساتنا هو وسيلة للخروج من المجال المحلي‪.‬‬


‫كم‬

‫شخصا ً قاموا بأداء األنشطة وتم تقييمهم؟‬ ‫يعتمد عدد األشخاص المشاركين في النشاط على نوع النشاط والموارد والظروف والمساحة المتاحة‪ ،‬إلخ‪ .‬قد ال يتجاوز عدد المشاركين في كل حالة ‪ 20‬شخصا ً‪،‬‬ ‫ألن المجموعة المستهدفة تشعر براحة أكبر وتشعر براحة أكبر مع مجموعة أصغر‪ .‬في حالة المجموعة المستهدفة‪ ،‬تحتاج النساء المهاجرات إلى تدريب أكثر‬ ‫تكيفا ً ألسباب شخصية وإدراكية‪ .‬إنهن ال يتحدثن اللغة وهن بالغات وال يشعرن بالراحة عندما يتحدثن لغة أجنبية‪ .‬ينتمي بعضهن إلى ثقافات مختلفة تماما ً ولم‬ ‫يسبق لهن االلتحاق بالتعليم الرسمي من قبل‪ .‬من الصعب الحصول على تقييم سلبي عند اختيار المدربين لخصائصهم المحددة‪ .‬تم اختيار األنشطة‪ ،‬وخاصة‬ ‫األنشطة الجذابة التي تعد بمثابة طعم لتحفيز وتغطية اهتماماتهن‪.‬‬

‫يعتمد عدد الطالب على نوع النشاط‪ .‬تتطلب ورش العمل ما بين ‪ 8‬و ‪ 10‬أشخاص‪ .‬يستطيع عدد كبير من الحاضرين حضور حوارات مثل مؤتمر االستشارات‬ ‫الوظيفية‪ ،‬نظراً ألنه نظري للغاية‪ .‬في هذا السياق ينبغي على القيادات النسائية أن تساعد النساء األقل اندماجا ً فيما يتعلق بتقييم النشاط‪ .‬يتم تنظيم األنشطة الجذابة‬ ‫التي تعد بمثابة طعم‪ ،‬وهي إلزامية‪ ،‬لمجموعة أصغر من األشخاص‪ .‬ما بين ‪ 5‬و ‪ 10‬أشخاص في حالة "خزانة المالبس البيئية" حيث يجب على المدرب مشاهدة‬ ‫آالت الخياطة‪ .‬أخيراً‪ ،‬هناك ما بين ‪ 10‬أشخاص و ‪ 15‬شخصا ً في دورات اللغة المضيفة‪.‬‬ ‫تتطلب دورات اللغة المضيفة الكثير من االهتمام ألن الطالب لديهم إجادة لغة ضعيفة‪ .‬في بعض ورش العمل مثل المسرح االجتماعي‪ ،‬حضر ‪ 5‬أو ‪ 10‬أشخاص‬ ‫فقط (انظر المخطط)‪ .‬يجب مراقبة الطالب شخصيا ً‪ .‬إذا كان لدينا إجمالي عدد الطالب‪ ،‬فقد تلقى أكثر من ‪ 800‬شخص التعليم الرسمي أو غير الرسمي مباشرةً‪.‬‬ ‫هناك حوالي ‪ 40‬شخصا ً استفادوا مباشرةً من األنشطة‪ .‬شاركت بعض النساء فقط في المؤتمرات واأليام المفتوحة والمعارض داخل المؤسسات وخارجها‪ .‬من‬ ‫المهم الوصول إلى معظم النساء فيما يتعلق بتأثير المشروع‪ .‬فيما عدا المؤتمرات والمحادثات‪ ،‬فإن العدد الموصى به للطالب المهاجرين الذين يحضرون ورشة‬ ‫العمل يتراوح بين ‪ 5‬و ‪ 10‬طالب‪ ،‬حيث يجب على المعلمين توفير اهتمام شخصي‪.‬‬ ‫تتمثل منهجية هذا المشروع في العمل مع مجموعات األقران (العمل مع مجموعة من النساء األكثر اندماجا ً الالئي يساعدن النساء األقل اندماجا ً الالئي لديهن‬ ‫إجادة لغوية أقل ومهارات اتصال أقل ويميلن إلى االنطوائية)‬


MALLORCA Title

‘Acollida’ course ‘host course in Catalan’

Type

Training Activity

Digital skill covered Learning objectives

White board and computer To familiarize students with the contents of the language and to learn the Catalan language so as to continue studying and attending formal education in Catalan. Groups of students: -basic vocabulary, basic sentences to understand and produce. To follow the thread of a class. -to be able to understand the Catalan language and to produce short messages so as to attend ‘formal’ courses. The students speak different languages and have to learn a language to attend classes. This helps them to continue studying so they are really motivated to study it. To help them to integrate in the host place, in our case, Mallorca, Catalan is one of the offical languages. To develop this task we take for granted that diversity has to be based on the respect towards differences, but at the same time to work together so that this part of the population may be a member of the host society with the same opportunities like the other members of the society.

Description

Learning outcomes Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources Remarks

Small groups – 10-15 persons/group Nobody speaks the language of study.

2-3 hours – depending on previous knowledge https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives

Description

Learning outcomes

Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Activities for the Women’s Week- November 2017 (International day against domestic violence) Awareness activity No The objective is to celebrate the Day for the non-violence against women which is on 25th November by doing some activities not only the day itself but also the whole week to make students aware of the importance of doing our bit to fight against this terrible social problem present in countries around the world. Our school displayed a big, purple ribbon on the entrance’s wall for one week in order for the students to watch it and remember that these days people around the world were carrying out different activities such as street parades to reclaim the women’s rights to not being illtreated and killed by men. Students in groups placed themselves in front of that big ribbon and took photos which were then displayed on our Facebook profile and website. The local association called “Institut balear de la dona” Balearic Woman’s Institute, also took part actively by giving out flyers with tips to help people fight against this social scourge as well as distributing badges with slogans written on them such as: Stop violence against women. By the end of this week, participants will be able to reflect on the importance of preventing sexist acts against the women just for the fact that some men feel superior to them and with the right to mistreat them mainly in the domestic sphere. equipment: badges ribbons flyers cameras Students and teachers from our school as well as the immigrant women involved actively in the Citizens project. No previous knowledge and skills required

The whole week of November from the 23rd to 25th https://www.youtube.com/watch?v=AwUVGlVvDWk https://www.youtube.com/watch?v=_J62OpPKhIY https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408


Title Type Learning objectives Description

Learning outcomes

Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Participation in the books’ fair of the neighbourhood (Shakespeare’s and Saint George’s day) April 2019 Activity to open up the organization to the neighbourhood The purpose is to make flowers and write poems This activity addressed to the children mainly is carried out in Pere Garau quarter in April to celebrate Saint George’s Day. The children and some adults are given pieces of coloured paper and cardboard to make fake flowers with them. Once, the flowers were ready, they wrote short poems on them to be planted later in a small garden in our neighbourhood. By the end of the activity, the children and the other adults participating in this open event had learnt how to make fake flowers with coloured papers and cardboard as well as think about a nice poem to be written on them to celebrate the Book’s Day. Likewise, and symbolically, they learnt how to plant these flowers in a small public garden to be aware of the importance of protecting our environment. Coloured papers and cardboard, markers, scissors, a stall, chairs, glue, cello tape 10 to 12 people No previous skills or knowledge required.

3-4 hours https://www.youtube.com/watch?v=AwUVGlVvDWk https://www.youtube.com/watch?v=_J62OpPKhIY https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Learning objectives

Description

Learning outcomes

Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Chinese New Year February 2018 and 2019 Activity to open up the organization to the neighbourhood The purpose is to take part in the celebration of the Chinese New Year in our neighbourhood so as to get to know more about this important and large community as well as letting them know what our school offers to adult people such as Spanish, Catalan and English courses among other interesting workshops all year round. The first year we took part in the celebration of the Chinese New Year, we shared a stall with the local association “Flipau amb Pere Garau” and we gave out flyers explaining them the activities we offer at our adult school Cepa son Canals. Last February 10th 2019, Sunday, the Chinese citizens living in Palma celebrated the entrance of the New year by carrying out a lot of activities in Pere Garau quarter. The organization of such events is in charge of the Chinese association in the Balearic Islands called ACHINIB and Son Canals school participates actively by displaying a mural painted by a member of our school titled: “Let’s paint our neighbourhood” where the facade of our school is shown but without any colours. Next to the mural, several crayons, coloured pencils and markers are set, so that the children can paint the facade with them. The result of such activity is exhibited at our school. The main outcome is to open our school to the Chinese community by giving out leaflets explaining the different courses and workshops that our school offers to immigrant people in our neighbourhood. Likewise, some of these leaflets are written in Chinese for those who still do not know the Spanish language well. Then, our objective is also to make children participate actively by colouring our school on a mural as it has been explained before. Mural, crayons, coloured pencils, markers, leaflets

All people participating in the celebration of the Chinese New Year. No previous knowledge and skills required

Our school participates in the different activities from 10 am to 13 pm. https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title

Type Digital skill covered Learning objectives

Conference on February 13th 2018. CEPA Son Canals presents the project Citizens First at the ‘ jornades d'intervenció comunitària’ community intervention seminar. Dissemination activity Projector and screen The conference is presented in front of 150 social workers and educators who work in Mallorca. One of the participants is the Palma’s Major Antoni Noguera and the Welfare and Social Councilor Mercè Borràs.

Description Learning outcomes Variables to take into account (e.g. materials, equipment)

Different stakeholders related to the field of social services. To present good practices of networking in the field of community intervention. The audience wants to see practical cases of networking. CEPA Son Canals has co-worked with more than 18 NGOs and associations. For example: Casal Petit, SURT, Fons Mallorquí de Solidaritat etc.

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

The good practice is presented in front of more than 150 social workers. No

8-12 hours (morning and afternoon sessions) https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives Description

Cultural Empowerment: Visit to Sa Bassa Blanca, Museu Krekovic and Es Baluard Contemporary Art Museum Cultural Empowerment The media used to explain general information about the museum. The purpose is to visit the museum and to learn to understand and to value contemporary art Participants are divided into small groups and receive the following information: They see some art pieces, observe them and express their opinions, taking into account some information like biographical information provided by the employers of the museum. This activity is a family activity to carry out with kids on Saturday as most of these women have no time to attend museums.

Learning outcomes Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

The aim is to get familiarized with museums, to awaken the interest for art.

Remarks

Some of these students attended the Louvre museum in the mobility in Paris, specifically the Muslim art hall. A large group of less integrated women had never visited a museum in their lifes.

Small groups – 5-6 persons/group There is a high percentage of non integrated women who have never attended a musem. 3-4 hours – depending on the museum https://www.youtube.com/watch?v=AwUVGlVvDWk https://www.youtube.com/watch?v=_J62OpPKhIY https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives Description Learning outcomes Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Dancing together (junts per la dansa) - June 2019 Awareness activity Music (CD and flashdrive connected to a computer) To show different cultural exhibitions through the dance The students organize a dancing performance to show the cultural performances. To share the same space showing different types of dances and mixing the dances to create a ‘common’ coreography. A big space is needed to dance together and to ‘create’ an artistic performance. 10 people To know about the different dancing styles

1 hour https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Learning objectives Description

Meeting of entities, associations, NGOs, institutions May 2018-2019 Activity to open up the organization to the neighbourhood The purpose is to present the social entities and association Participants have small stalls and present different activities for adults and children who live in the neighbourhood.

-

The social entities display their activities and organize more interactive activities. The schools of the neighbourhood organize activities with the children as monitors. There are workshops, seminars and activities. Our school puts up two stalls one where some teddy bears and keyrings made by the Citizens First women are displayed and later raffled among the children there and another stall where some aromatic herbs are also displayed. These aromatic herbs have been previously prepared by the children and have put them into small sacks.

Learning outcomes Variables to take into account (e.g. materials, equipment)

To make institutions and associations open to the neighbourhood. The fair is organized in May and some of the stalls are exposed to the sun. It is a bit hot, especially for kids who attend the fair. It is important to take umbrellas and sunhats.

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Small groups 20 students per workshop No previous knowledge and skills required

30 minutes for workshop,music performance, activities etc. https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title

Type Digital skill covered Learning objectives

Description

Learning outcomes

Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources Remarks

Meeting with a parents' association of CEIP Son Canals: a multicultural primary school December 2018 Before Christmas holiday the association of parents of the school organize an open day. Dissemination activity Screens, projectors, computers. The purpose is to get to know all the parents of a multicultural school. They organize a Christmas festival with activities to show different aspects of the association. Before Christmas holiday, the association of the school parents organize an open day to show what they have done and to foster the socialization among parents and between parents and teachers. - To show the ongoing activities of the association as well as the future activities. -To provide a room for the social entities and organizations to show their activities Instructors: 1 per activity Equipment: Computer of specific material for each activity. Internet Software: - PowerPoint, flyers and leaflets with information of the associations. Activity open to the school community and the neighbourhood. None

3-4 hours http://cpsoncanals.blogspot.com/p/dades-del-centre.html It is a very useful event to get to know a lot of immigrant mothers who may enrolle the program.


Title

Film series at the EOI (Official Language School) of Palma in cooperation with the Italian department. March 2018

Type

Dissemination activity

Learning objectives

Description

AIMS: to reflect on crosscultural schock, ethnic minorities, the role of women in some ethnic minority groups like gypsies. To get to know the situation of immigrant women and women who belong to ethnic minorities. To analize the political situation in Italy. To reflect on troubling phenomena like xenophobia, intolerance etc.

On March 8th, the International Women's day, the CEPA Son Canals in cooperation with the EOI (Official Language School) organizes a film series on women's issues. The topic is the immigrant woman ant her role in society. The activity is organized by the department of Italian language and by the Fons MallorquĂ­ de Solidaritat (Mallorca Solidarity Funds).The film chosen is Un'anima divisa in due by Silvio Soldini. After the film, the department organizes a discussion based on the main character, a gypsy girl who struggles for bridging the crosscultural differences. The language teachers devote a lesson to work on the vocabulary, grammar etc. As it was March 8th, some women' s day traditions like the decoration with mimosa bouquets houses were explained.

Learning outcomes Variables to take into account (e.g. materials, equipment)

Instructor: 1 -video projector

Recommended number of people

A group of about 80 people

Previous knowledge and skills required for participation

Basic language competence in Italian

Recommended duration References and other useful sources

3-4 hours https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources Remarks

Attendance to Film series on Indian women organized by APABAL (Association of English teachers) November 2018 Awareness activity A big screen and a projector The purpose is to attend a speech focused on the analysis of the situation of women in India and to see a film. The students of English classes at CEPA Son Canals attend the Englishlanguage Indian Films with a presentation of the film focusing on the analysis of the role of women in India. The films presented are: The APABAL film Sessions take place on the following dates: Tuesday, November 20th – The Namesake (2006). Tuesday, November 27th – Bride and Prejudice (2004). Tuesday, December 4th – Monsoon Wedding (2001). Tuesday, December 11th – Water (2005). -To become aware of the situation of women in India through a series of films. All the films are in English but the Indian accent in English can make it difficult to understand all the dialogues. It is broadcast in a big cinema with 100 people aprox. Students eager to see a film in English and the analysis of the film.

2 hours and a half (presentation included) http://www.apabal.com/category/film-series-english-language-indian-films/ Some of the films broadcast are a bit ‘bollywood’ style to analyse women from a more holistic way.


Title Type

Learning objectives

Health education: Women and Health May 2018 Training Activity The main objective of this speech was to give immigrant women as much information as possible about the Spanish Health system. As they are newcomers from faraway countries like Senegal or Morocco, they must get a lot of input about how they can be attended in our country when they need medical assistance.

Description

Immigrant women attended a speech at our school in May 2018 to be informed in detail about how the Spanish Health system works in relation to their countries of origin, as obviously there are significant and important changes who they must know well. Several topics connected to health were dealt with such as: how to get the Health card from the administration, which requirements they must fulfill to be able to benefit from it, where to use it and so on. Likewise, another topic they were informed about was the importance of making a difference between a clinic and a hospital because the tendency is to go to a hospital straight away without first having been to a clinic with the consequent saturation of the emergency rooms in the hospitals. In short, the speech was mainly focused on how a clinic works by informing them of all the advantages of going there in case of not suffering from serious illnesses. The speech ended by having some oriental tea and eating some small cakes prepared by the Arab women who attended it.

Learning outcomes

By the end of the session, immigrant women were informed carefully about the Spanish Health System as well as the so-called Education route and the help they can get if they don’t know the languages spoken in our region, Mallorca, by having a cultural mediator who collaborates with the doctors in order to translate them the health problems they want to express.

Variables to take into account (e.g. materials, equipment)

Instructor: 1 -video projector

Recommended number of people

From 15-20 people

Previous knowledge and skills required for participation

No special skills or knowledge required

Recommended duration

1 and a half approximately

References and other useful sources

https://twitter.com/citizens_first1?lang=ca https://citizensfirst.eu/ https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives Description

Activity: If we were the world November 2017 Awareness activity Activity with the computer and filmed with the tablet The purpose is to understand the unfair wealth distribution throughout the world using theatre skills. Participants are divided into small groups representing the different continents in the world. - A video is shown about the demographic weight and the wealth distribution as well as the lack of basic resources in countries of Asia, Africa and South America. The studends sit on different chairs depending on the wealth distribution. Those students who represent a rich country 'occupy' more chairs and sit on them carefully, those who represent developing countries 'occupy' less chairs. Those students representing Africa don't occupy chairs at all and have to stand up all the time, being uncomfortable. Transversely, we have dealt with other important topics like the fair trade, work conditions in the textile factories in Bangladesh, India, China etc. This is shown to see the 'lack of comfort' resulting from the lack of basic resources like water supply, electricity. Another topic which we deal with is migration as a consequence of this unfair wealth distribution. After developing the activity students have to describe how they have felt and have to reflect a little bit on that.

Learning outcomes

By the end of the session the learners will be able to understand: -the unfair wealth distribution -to reflect on the sad consequences of migration -to reflect on the consequences of relocation. -to reflect on the necessity to consume fair trade. -to reflect mainly on inequality

Variables to take into account (e.g. materials, equipment)

instructors: 1 per group equipment:r -1 white screen and a computer Camera/Phone – 1 per person Internet software: a tablet to register the activities

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Small group between 10 and 20 people. All the students are immigrant women so they are very mature and their reflections on this topic are full of wisdom and intelligence. 1 hour https://vimeo.com/user49861295 https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered

International Woman’s Day March 2018 Awareness activity No

Learning objectives

The purpose is to learn to arrange and celebrate events such as the Women’s Day. To learn about the Women’s rights.. Some activities were carried out that day March 8th to celebrate the International Woman’s Day such as colouring a big ribbon on the wall at the backyard of our school with their hands. An instructor from a local association called Palma Dynamo brought pink and purples sprays and they painted the students’ hands- basically their palms- with these two colours. Then, the students put their palms on the wall where a ribbon was drawn previously and coloured it with these two women’s representing colours: pink and purple.

Description

Learning outcomes

Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Learn about the purpose of the Woman’s day Once the ribbon on the wall was coloured with many students’ and teachers’ hands, it was displayed for some more days so that a lot of more people could watch it and think about the need to achieve the equality between men and women in all aspects and in all around the world. To learn to know the importance of celebrating a specific day for the women (March 8th) to reclaim their rights and equalities in our societies.

Camera/Phone – software: - for photo editing – Windows own program - PowerPoint recycling shoes to be coloured in purple posters to reclaim the women’s rights All people involved in the activity of colouring the big ribbon either students or teachers.

The mural (see below) is still on the wall of the backyard of the CEPA. https://www.youtube.com/watch?v=AwUVGlVvDWk https://www.youtube.com/watch?v=_J62OpPKhIY https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Skill covered

Information about the labour market February 2018 Training Activity Knowledge about the labour market. Knowledge about how to apply for a job. Knowledge about different job search sites. Knowledge about how to write a CV.

Learning objectives

The purpose is to learn about the labour market and how to find and apply for a job. Participants will get information about the labour market. Different job search sites will be presented and handed out to the participants. Examples of different CVs will be presented and explained and handed out.

Description

Learning outcomes Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration

References and other useful sources

Remarks

By the end of the session the learners will be able to seek for a job on the Internet and how to apply for a job. Moderator Equipment: Computer -1 per person Internet Printer Small groups – 10-15 persons/group Basic computer skills and how to use internet. Language skills. 3-4 hours for information 3-5 hours to discover the job search sites 3-4 hours for writing a CV Job search sites in one place http://www.jobb.tips/ Hints for writing a CV https://www.cv-guiden.se/cv-tips/ https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/ Depending on the previous knowledge and the language skills the process can be longer.


Title Type Skill covered

Information about the labour market March 2019 Training Activity Knowledge about the labour market. Knowledge about how to apply for a job. Knowledge about different job search sites. Knowledge about how to write a CV.

Learning objectives

The purpose is to learn about the labour market and how to find and apply for a job. Participants get information about the labour market. Different job search sites are presented and handed out to the participants. Examples of different CVs are presented and explained and handed out.

Description

Learning outcomes Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration

References and other useful sources

Remarks

By the end of the session the learners will be able to seek for a job on the Internet and how to apply for a job. Moderator Equipment: Computer -1 per person Internet Printer Small groups – 10-15 persons/group Basic computer skills and how to use internet. Language skills. 3-4 hours for information 3-5 hours to discover the job search sites 3-4 hours for writing a CV Job search sites in one place http://www.jobb.tips/ Hint for writing a CV https://www.cv-guiden.se/cv-tips/ https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/ Depending on the previous knowledge and the language skills the process can be longer.


Title Type Digital skill covered

Police protocol circuit. March 2018 Awareness activity A projector and a screen to see a video with basic knowledge explained by the police.

Learning objectives

To get to know the track followed by the police with domestic violence cases. From the point of view of the person who reports and the abusers. The steps followed by every part, the interventions, the parts involved, measures. The aim is to prevent the abusers and awareness of women to report these situations. It was addressed to the students of ESPA (Secondary Education for Adults) who are between 18 and 25 years as well as immigrant women like two target groups vulnerable to suffer from domestic violence.

Description

Participants are divided into two smaller groups and follow two tracks: Some of them follow the protocole of the victim (the report, the health checkout) Others follow the protocole of the abusers and the victimizers. Once they have finished one of the part the police staff starts the explanation with the others.

Learning outcomes Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

To become aware of the importance to struggle against this bad habit. The police premises (offices, cells etc.)

Small groups – 8-10 persons/group yo move at ease in the police headquarters.

2-3 hours https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives Description

Learning outcomes

Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Recycling workshop December 2017 Training Activity Awareness activity Activity with the computer The purpose is to learn how to recycle properly in Palma and to become aware of the importance of recycling for the environment. Participants attend a lecture from Emaya (the townhall’s recycling office) on recycling. In the practical part, participants are asked to divide different items into their respective recycling bins. By the end of the session the learners are able to separate the rubbish for recycling correctly and they are also more conscious about the environmental problems we already suffer in our planet. instructors: 2 equipment: recycling coloured bags. Computer to display the recycling process gradually. from 20-35 people No special skills or knowledge required

one hour approximately Pictures taken during the sessions posted on the Citizens first page on facebook https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment)

Recycling sewing contest by Deixalles. March 2019. Awareness activity The purpose is to be able to make an item of clothing from 9.30 am to 6.00 pm during the so-called “Creative Clothing Recycling marathon”. Participants are divided into small groups of two or three people and received the following instruction: -First, they have to decide which item or items of clothing they want to make during the marathon. - Next, they need to choose from the different second-hand clothes available for them in the place where they have met to do this activity. These secondhand clothes are mainly home clothes like bed sheets, blankets, etc… - Finally, in small groups they start preparing all the material needed to design and sew the item of clothing chosen. By the end of the long session, participants are asked to put their item of clothing in a clothing model and it must be ready to wear. Instructors: A popular designer from Majorca in the morning gave them some tips about sewing and encourages them to make clothes in the future, too. Two instructors from “Deixalles” give general instructions to the participants about what the contest consists of in terms of timing and the prizes awarded to the winners in the following days. Equipment: -All types of second-hand clothes provided by the Mallorcan institution called “Deixalles”. -Material needed to make and sew their items of clothing such as: buttons, needles, threads, scissors, and other types of material from the haberdashery. It is worth mentioning that this creative clothing recycling marathon was shown in the media, especially in a local newspaper, which explained in detail and through colored pictures how this marathon had been a success again as it has been held for seven years now.

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

30 participants divided into small groups with 2 or 3 people each. The participants must have a basic sewing training and some of them are even dressmakers who give sewing lessons at places like adult schools especially for women who want to learn this handicraft in their free time. from 9.30 am to 6.00 pm. The duration then is approximately 9 hours. https://www.youtube.com/watch?v=AwUVGlVvDWk https://www.youtube.com/watch?v=_J62OpPKhIY https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives

Description

Learning outcomes

Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Scarfs making and workshop about the labouring inequality December 2018 Training Activity Awareness activity The group of immigrant women carry out some activities during their visit to Cepa Son Canals that day such as the making of coloured scarves with knots, which the instructor has previously shown them how to do them. In the second place, they attend a lecture about the inequalities between the men’s wages and women's wages in our society. Participants start their activities by learning how to colour or dye scarves with knots with the help of one of the teachers who take part in the project and after having coloured them, they leave them in a room in order to be dried and some days later, they come back to collect them. After this first activity, immigrant women attend a lecture about inequalities at work carried out by members of a trade union called UGT. The women are shown pictures of men carrying out different jobs and these pictures are displayed on the blackboard so that everybody can see them clearly. The women are asked about how much they think these men earn in their jobs: footballers, pilots, designers and so on and after discussing about this topic of money, they are told that clearly there are important inequalities about the salary earned by a man or a salary earned by a woman both doing the same kind of job. They are explained that unfortunately men still earn more money than women in our society and that they, as people working for trade unions are fighting against this unevenness and they hope that one day both men and women will get the same salary and this unfair situation will be reversed. Finally, the participants are also shown pictures of important women from all over the world and the instructors ask them if they know where they are from and why they are famous. Some immigrant women from Morocco identify a famous Moroccan singer and they also talk about how the women fight for their rights in societies where they are considered inferior in relation to men. By the end of the session, the learners will be able to make a coloured scarf with knots and consequently, they will also be able to make more at home for their children or friends. Likewise, thanks to the participation of the trade union which gives them a lecture about inequality at job, they will also think about the situation of women in our world, especially on the topic of salaries being lower than men although carrying out the same job. They will reflect on this unfair situation and of course, with the help of the different governmental institutions like the “Conselleria d’Igualtat” and trade unions around the world, one day, not in a distant future, this situation will change for good and there won’t be any more salary gaps between men and women. Instructors: 1 per group Equipment: pictures, photos, fake banknotes, blackboard Smartphones. Small groups – 5-6 persons/group No skills required for participation

2-2.30 for making the coloured scarf and attending the lecture by the trade union https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered

Learning objectives

School Open Day April 2018 -May 2019, dissemination day for the project. Dissemination activity Head projectors and computers or laptops Power Point Presentations. Transfer photos from camera/smartphone. The purpose is to open our school to the neighbourhood in order for the visitors to get to know all the courses we can offer apart from celebrating Saint George’s Day. The project: Citizen’s First is presented.

Description During the afternoon/evening, visitors are able to walk around different stalls displayed around the entrance and hall such as: a second-hand books stall, a stall to buy roses. Different stalls to give information about the stakeholders involved in the project: Citizens First. Then, they can watch a video showing the experiences of some former students at our school, as well as another video showing images of a popular Catalan writer, Joan Brossa to commemorate his 100th anniversary. Apart from these stalls, there are other ones by different associations which want to take part in our celebrations such as the Chinese association and Palma Dinamo association which shows the children how to play different games or draw cartoons etc. The children are from different NGOs and associations from our neighbourhood. Finally, before tasting some typical dishes from Majorca cooked by our own students, visitors and staff can watch some students showing their talent with music and drawings. One of the drama students is dressed up as Malala, as the emblem of the open day. She is interviewed in public. She is a good example to represent empowered women. Last year, the empowered woman was Frida Kahlo.

Learning outcomes

Variables to take into account (e.g. materials, equipment)

By the end of the celebration, visitors, students and teachers have all enjoyed a relaxing and beautiful evening together, participating in the different activities proposed by that day and interacting with each other in a nice atmosphere. Of course, our main objective of opening our school to our neighbourhood has been achieved successfully. Monitors to organize and carry out the activities addressed to the children. They have used different types of material such as: coloured paper and cardboard, colouring paints, markers, scissors etc. Head projectors to display the videos recorded for that day Sound systems for the different live music performances carried out by the students and some teachers.

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

No exact number of people assigned. No basic skills and previous knowledge required

From 5.30 pm to 9.30pm https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Seminar of exchange of good practices organized by the National Socrates Agency (SEPIE) on November 14th 2018. Dissemination activity Projector and PC -To present the project Citizens First in front of teachers of Primary, Secondary and Adult Education of the Balearic Islands. Participants attend a lecture at the beginning of the seminar in which general information about the Erasmus+ 2019/2020 call is given, especially about Key 1 and Key 2. In the afternoon, practical seminars are organized in the afternoon, the project Citizens First is presented in front of 80 teachers.

By the end of the session the teachers will know the most important changes of the Erasmus+ 2019-2020 call. The audience was formed by Primary, Secondary and Adult education teachers. 80-90 people Nothing

8 hours distributed between two parts (morning and afternoon session) https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title

Sewing course

Type

Training Activity

Learning objectives

Description

Learning outcomes

It's a creative sewing course in which you work with recycled fabrics, you experiment with the most diverse materials and while sewing in company, participants socialize and have fun at the same time. The course is aimed at those who want to learn the basics of the art of sewing and learn about the fabrics. The models will be made on paper and then cut on the fabric. Both clothes and accessories will be made. Objectives: to socialize and create together; to understand the technical terms in the Spanish language; to be able to make garments even at home. At the first meeting the students sit on a circle and tell their expectations and their hesitations about the sewing course. The motivation ranges from the ones who want to integrate in a group as they have come to live here now and the ones whose main goal is to learn how to sew and be able to create new clothes and accessories on their own. The classes are formed by immigrant women from different countries like Senegal and Morocco as well as local women who want to also improve their knowledge about the sewing world. The instructors are both immigrant leaders and local women who are volunteers to teach the women how to sew. Apart from working at our school, some of our students also worked with the students from the Arts and Design School to help them to make their Final Project’s clothes. They designed the clothes and the women made them. Likewise, one of our leaders and instructor had a close collaboration for the new clothes collection by a local fashion designer named Ela Fidalgo. She was one of the finalists as a novel designer at Madrid Mercedes Benz Fashion Week 2017. In this course you will not only learn to become seamstresses, but you will also learn to share your knowledge. Attending a workshop makes it possible to create strong bonds and friendships between participants. And this is a real challenge. It also stimulates the imagination in the reuse of waste materials (such as old clothes for example) that are recycled and reused to create new clothes.

Variables to take into account (e.g. materials, equipment)

Instructor: 1 -Sewing machine -Fashion magazines

Recommended number of people

From 15-20 people

Previous knowledge and skills required for participation

No special skills or knowledge required

Recommended duration

a two-year long course

References and other useful sources

Pictures taken during the sessions posted on the Citizens first page on facebook https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives Description

Soap making December 2017 Training Activity Awareness activity Activity filmed with a tablet The purpose is to learn how to make homemade soap Participants are divided into fifteen groups of two-three people. Each group is given two bowls, one with 750g of recycled olive oil and the other one with 102 g of sodium hidroxide. This sodium must be dissolved into water. First of all, participants have to mix up the sodium with the water carefully. The solution must be slow so as not to produce vapour. Then, after letting the solution rest for some minutes, which is called caustic soda, this mix is added to the recycled oil stirring quickly, but pouring the soda very slowly. At that moment, the mixture turns into soap. This reaction, although it is practically instant, won’t be completed until the components have been mixed up very well. Once this is achieved, the resulting modelling clay is placed in moulds and wait for a month to be used as the solidification is a very slow process. To give scent, some essences and food flavourings were added.

Learning outcomes

By the end of the session the learners will be able to understand: -The process of soap making -To do it themselves -To learn how to recycle cooking oil instructors: 2 teachers equipment: recycled oil, bowls, caustic soda, salt, essences.

Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

35 people in small groups – 2-3 people Most of the participants are immigrant women so they are curious about homemade products. 2 hours approximately https://www.youtube.com/watch?v=scILcFUWVjI https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title

Soap making with kids of the neighbourhood April 2018

Type

Activity to open up the organization to the neighbourhood Dissemination activity Chemistry products, reused oil, molds etc. The purpose is to make soap with recycled and reused oil and to raise awareness of the need to reuse it. The kids of the state school in the neighborhood made soap with the chemistry teacher and used molds to make soap. -To understand the chemistry process of the soap. There are students of different ages and they need a lot of space to make the soap.

Digital skill covered Learning objectives Description Learning outcomes Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

40-60 people Nothing

3-4 hours Twitter/ facebook https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources Remarks

Social theatre. Socializing Activity Communal Empowerment Projector and computer The purpose is to learn to reinforce the social-esteem the self-image, the language skills, to start to speak in public. Participants are divided into small groups and received the following instruction: To unite the group and to foster the sense of group. To diminish the scenic fear. To foster that students feel more secure within the group. To make them feel as part of the same group. To work on the sense of ridicolous -To work on dishinibition By the end of the session the learners will be able to perform a small play and be able to improvise a little bit. A room with a lot of space to do warm up activities before the play.

Small groups – 5-8 persons/group Most of the immigrant women learners have never participated in a similar workshop 2 hours

This activity has had a poor attendance as immigrant learners demand more practical activities. This fact has been positive as with a small group they have the possibility to have a more personalized attendance.


Title Type Learning objectives

Spanish for foreigners Training Activity -To improve the communication skills to carry out a normal life in the receiving country. -To develop initiatives in the host community to develop an active life so as to foster integration. -To understand the sense of basic oral and written messages. -To use correctly the verb ‘ser’ (stative sense) and estar (dynamic sense). -To express oneself orally answering questions in a context of social interaction. -To write basic sentences expressing their needs. -To fill in different basic real forms.

Description After a pre-test the students are divided into two levels: Level1 – It is addressed to the students who have recently arrived in our country. Most of them are newcomers and do not know the Spanish language . Level 2 - Addressed to the students who have basic knowledge of the language to follow a lecture. When the students improve their level and are ready to attend another course they will change the class. In the same way, the first level can be offered to the students who are not able to write and to read and are unable to attend a lecture. Learning outcomes

Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

To participate in communication related to daily life, respecting the rules that are common in the exchange of these situations. To understand the sense of the basic messages. To replace oral simple texts using the pronunciation, rhythm and intonation adapted to the text. To produce basic oral messages. To understand the global sense of written texts. Teacher : the same person for the two groups. Equipment: Computer -1 per classroom Internet Software: courses of languages on line

10 o 15 persons per group No

3 hours per week in two sessions https://www.youtube.com/watch?v=AwUVGlVvDWk https://www.youtube.com/watch?v=_J62OpPKhIY https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title

Conference: ‘Stop racism’ organized by Palma Townhall and by this NGO on the international day for the Elimination of Racial Discrimination, 21 March 2019

Type Digital skill covered Learning objectives Description

Dissemination activity Powerpoint and screen -to present the project: Citizens First and to participate in a discussion board. CEPA Son Canals, as coordinator of the project Citizens First, participates in this discussion board. The other participants are: ACHINIB (Chinese citizens association in the Balearics), The social inclusion programme JOVENT from the Townhall of Palma, which train Arabic women to help them to find a job. The programme ‘Pa i Mel’ which organizes activities to favour integration in different neighbourhoods and schools. The conference is inagurated by the Welfare and Social Rights councillor of Palma Mercè Borràs, who conducts the discussion forum.

Learning outcomes

-To raise awareness of the importance of integration policies in a multicultural society. To present original and innovative policies and to discuss on specific topics concerning policies against racism. The conference is adressed to specific stakeholders. Most of the participants are social workers and social educators.

Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

More than 100 people enrolle the conference

The conference lasted 1 day with lectures, a round table and a workshop in the morning and in the afternoon. https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives

Description

The two sides of the world April 2018 Awareness activity A computer and a screen To understand the inequality between rich and poor countries, the injustice concerning the distribution of wealth, the injustice regarding the explotation of poor countries. The two sides of the world: It is a reflexion about the richness of the natural resources worldwide. It helps to get to understand the processes of production and the trade exchanges between industrial countries and the developing countries. -To implement the activity different groups are made up. Every team is a continent and has to respect and accept different situations (number of natural resources, materials, variety of resources etc.) A simulative game is organized to favor fictional trade. This way they can see how rich countries take advantage of poor countries. It is an awareness activity adressed to immigrant women and students of Spanish as a foreign country.

Learning outcomes Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

To raise awareness of the injustice of the uneven distribution Instructors: 1 per group Equipment: a computer and a screen Small groups – 5-6 persons/group No

2-3 hours – depending on previous knowledge https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


Title Type Digital skill covered Learning objectives

Description

Learning outcomes

Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources Remarks

A Hong Konger woman talks about her life experience in Spain November 2018 organized by APABAL Awareness activity Projector, screen and computer The purpose is to know about the cross-cultural shock explained by a Hong konese woman living in Spain. She talks about her challenges, her dreams and expectations in Europe. Participants attend and informal talk. She presents a powerpoint with information about her country, the British footprint, the current relationships with China, the challenges and opportunities a Hong konese woman may meet in a Southern European country like Spain. She emphasizes on how to bridge cross cultural differences. She makes the presentation from the point of view of a foreign woman. Moreover, as she is married to an Italian man from Lazio, the cultural differences East vs West become more evident.

By the end of the session the learners will be able: - To understand the challenges and difficulties of paving the way in a foreign country. - To be able to understand a talk in Hong konese English, a different English dialect with its particular traits, very different to British English. instructors: 1 lecturer equipment: Computer Internet software: - PowerPoint 25 English sudents of the CEPA attend the lecture. There are other people attending the talk. The students attending the talk have a good command of the language. They have to be able to train their ears to a new accent. 2 hours (talk and quizz) http://www.apabal.com/ Students have discovered a funny blend of British humour and Chinese accent: a symbol of how Hong konese people are.


Title Type Digital skill covered Learning objectives

Description

Learning outcomes

Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Exhibition ‘Dona a Africa’. The woman in Africa October 2017 Awareness activity No The purpose is to raise awareness about the harsh conditions of women in Africa. Being a women in Africa and in the underdeveloped countries is really difficult. The exhibition is located in the middle of the hall and it consists of different parts. Every poster represents a challenge African women have to face. Ranging from labour explotation, genital mutilation, gender violence… By the end of the exhibition, which will last 15 days, the audience (learners from Son Canals school) will read the posters and some of the classes (language courses) will participate in a gym-khana. The language courses will organize a lot of activities to make learners read the texts and reflect on the contents. The posters are located in the middle of the hall with an oval shape

Small groups – 5-6 persons/group to read the posters inside the oval shape Knowledge about Africa: geography, economy, politics etc.

30-45 minutes to read the posters– depending on previous knowledge https://citizensfirst.eu/ https://twitter.com/citizens_first1?lang=ca https://www.facebook.com/Citizens-First-1515310408550223/


KRISTIANSTAD Title Type Digital skill covered

Learning objectives

Description

Learning outcomes:

Variables to take into account (e.g. materials, equipment)

Social togetherness Activity to open up the organization to the neighbourhood Training Activity Communication through Facebook Create a Facebook account Basic knowledge of Internet The purpose is to learn to create a Facebook account and learn to communicate through this social media. Another purpose is to be a member of a Facebook group with culture topic, to get information about different culture events. Create a Facebook account Step 1- Open the Facebook homepage. It required an email address to create a Facebook account and you can only create one Facebook account per email address. Step 2 - Enter in your information such as first name, last name, email address, password, birthday, and gender. Step 3- Click the "Sign Up" button. If all of your information is correct, you will be sent a verification email to the address you provided. Add friends Search for your friend’s profile (timeline) using the search bar at the top of any Facebook page. Find the person you know and click on the “Add as Friend” button to the right of their name. A friend request will be sent to that person. Once they confirm that they actually are friends with you, they will show up on your list of Facebook friends. Upload photos Facebook allows you to share much more than just status updates. For example, you can share photos: Step 1-Click Add Photos/Video in the Publisher. Step 2- Upload a photo from your computer, or upload lots of pictures at once to create a photo album. Search for and become a member of a Facebook group with culture topic Your friends can invite you to join a group at any time. However, you can also request to join an existing group. 1. From the homepage, locate and select the Groups section. 2. The Groups page will appear. From here, you can browse suggested groups, see what groups your friends belong to, and more. Simply click Join Group to join an existing group. There are three types of groups on Facebook, depending on the group's privacy settings: • Open: Anyone can view the group, its members, and their posts. • Closed: Anyone can view the group and its members, but only members can see group posts. • Secret: Only members can see the group or any of its information. People who are not members won't even be able to see that the group exists. By the end of the session the learners will be able to: • create a Facebook account • upload/change profile photo • find, invite and add friends • post status updates to keep in touch with friends • share different types of content such as photos and links • like/unlike • send messages The learner will have knowledge: about how to be in touch with friends by social media and to join different groups. of how to take photos, transfer them to a computer and use Facebook Instructors: 1-2 depending on the size of the group Equipment: Computer -1 per person Camera/Phone – 1 per person


Internet software: for photo editing – Windows own program Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources Remarks

A group of 6-8 persons Basic computer skills and skills to take photos with the phone

3-4 hours – depending on previous knowledge Silver sidekick project – Booklet http://silver.fundacionctic.org/pluginfile.php/249/mod_resource/content/1/Modul e%205.1%20Facebook.pdf Use youtube clips to show the different tasks. https://www.youtube.com/watch?v=WdsKgEUtP8o&t=93s


Title Type Digital skill covered

Photo Quest Training Activity Taking photos Create a PowerPoint from the photos Present the results

Learning objectives

The purpose of this activity is to learn how to take photos and transfer them to a power point presentation Can be used for example in a study circle were you want to present a special topic such as different handicraft (Handicraft study circle ) Participants are divided into groups of and received the following instruction: You have a mission: to find and take pictures of handicraft or another chosen topic. You will have 1 hour and 30 min. to collect enough photos. Then you will have 2 hours to select suitable images and prepare a creative PowerPoint presentation. After the presentations we will have a group discussion where to share experiences and reflections on the performance of each participant.

Description

Learning outcomes:

Know how to take photos and transfer them to a computer and a PowerPoint Presentation. Learn how to arrange and edit photos Know how to work with PowerPoint Know about of how to do a PowerPoint Presentation

Variables to take into account (e.g. materials, equipment) Recommended duration

Camera/Phone, computer, PowerPoint

Assessment/ Evaluation References and other useful sources

4 hours and 30 min in total 1 hour and 30 minutes allocation for taking photos 2 hours to prepare a presentation 30 minutes for presentation 30 minutes for group discussion and questions Discussion about what they learned, what was difficult and if they want to have more learning time for some of the tasks.


Title Type Learning objectives Description

Memory - Do it yourself – create a memory around a topic Training Activity Learning new words in a fun way Work in groups – getting to know each other Work in groups, 2-4 persons. Choose a topic to start with. Topics can be chosen in many different ways. You as a teacher/trainer can decide the topic. You can let the participants choose topic. You can use this to introduce a new subject in school or i.e. before a visit at the dentist. … Topics can be fruits, professions, animals, in the kitchen, at the dentist… Participants can find pictures around in their neighborhood i.e. professions. The memory can then be digital created. Create a memory around a topic: For each new word, you need to create 3 cards. 1 with only a picture/drawing, 1 with the same picture/drawing and written what it is in the picture, 1 with only the word written. Do as many sets of cards as you want. To make the cards harder you can laminate them. Now you are ready to play! Place the cards face down on a table in front of you. Then decide who will go first. The first player flips over a card and then flips another card, in search of a match. If she finds a match, she keeps the set, and then gets another turn. However, if she does not find a match, it is the next player’s chance. Play continue until all the cards meet their mates. Next level; use the picture/drawing and the card with the word written. Extension: Write new words learnt on post-it stickers notes and mark objects around them or at home.

Learning outcomes

Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration

By the end of the session the learners will be able to find information on the Internet and create a simple power point presentation with pictures and some text. They have also learned about some culture topic. instructors: 1 per group equipment: Computer -1 per person Camera/Phone – 1 per person Internet software: - for photo editing – Windows own program - PowerPoint Small groups – 2-4 persons/group None

60-90 minutes


Title Type Skill covered Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Recycling Training Activity Awareness activity Knowledge about how to recycling clothes and yarn. Social skills such as communication. The purpose is to learn to sew and increase the language skills and the social skills. Participants will do following tasks Planning how to do the recycling Produce new clothes through recycling Marketing the activity Selling the products The participants have increased their planning,preparing skills. Communication and social skills will be developed and also sewing skills. Clothes Sewing machine Yarn and equipment Sewing descriptions Small groups – 5-6 persons/group Basic sewing skills and basic language skills

Ongoing activity


Title Type Digital skill covered

Seek and find information and make a presentation Training Activity Knowledge about how to search and find information on internet. Basic knowledge of Power Point Presentations.

Learning objectives Description

Learning outcomes

Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Transfer photos from camera/smartphone. The purpose is to learn to seek information about a culture topic on the Internet and present the information in a Power Point Presentation. Participants are divided into small groups and received the following instruction: Decide a topic and find pictures and facts about it on the Internet. It can be culture event, art,handicraft… You can also take pictures of something you are interested in. Pictures taken need to be transfered from camera / smartphone. Do the ppt: - Find a template - Insert pictures - Insert text - Try a few diffent ways if slide transitions By the end of the session the learners will be able to find information on the Internet and create a simple power point presentation with pictures and some text. They have also learned about some culture topic. instructors: 1 per group equipment: Computer -1 per person Camera/Phone – 1 per person Internet software: - For photo editing – Windows own program - PowerPoint Small groups – 5-6 persons/group Basic computer skills and how to use the camera on the phone.

3-4 hours – depending on previous knowledge https://www.youtube.com/watch?v=AwUVGlVvDWk https://www.youtube.com/watch?v=_J62OpPKhIY


Title Type Learning objectives

This is me! - A self presentation Training Activity Getting to know yourself and other gruop members.

Description

Let each participant get a paper with a frame. Do you own painting (presentation), as a guidance for the participants. Show them what you want them to do. The participants make a painting to show who they are and what is important for them. They can cut pictures from a magazine, paint or do a mix. Put the pictures on a wall and try to guess which picture represents whom. Extension: Write appropriate words on small post-it stickers and put them on the painting. Let participants do this together. Talk about how they felt when doing the painting. Ask them about what is in their painting.

Learning outcomes

Variables to take into account (e.g. materials, equipment)

Recommended number of people

Getting some knowledge about yourself Finding an alternative way to present and describe yourself to others Getting knowledge about group members Papers with frame Scissors Colored pencils Magazines Glue Small post-it stickers First part participants work alone doing the painting representing them. Talk about their paintings in groups.

Previous knowledge and skills required for participation Recommended duration

References and other useful sources

Talk about how they felt when doing the painting. Ask them about there is in their painting. None

15-20 minutes for doing the paintings 30-60 minutes to discuss and learn about other group members


Title Type Skill covered

Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration

References and other useful sources

Remarks

Information about the labour market Training Activity Knowledge about the labour market. Knowledge about how to apply for a job. Knowledge about diffrent job search sites. Knowledge about how to write a CV. The purpose is to learn about the labour market and how to find and apply for a job. Participants will get information about the labour market. Diffrent job search sites will be presented and handed out to the participants. Examples of diffrent CVs will be presented and explained and handed out. By the end of the session the learners will be able to seek for a job on the Internet and how to apply for a job. Moderator Equipment: Computer -1 per person Internet Printer Small groups – 10-15 persons/group Basic computer skills and how to use internet. Language skills. 3-4 hours for information 3-5 hours to discover the job serach sites. 3-4 hours for writing a CV Job search sites in one place http://www.jobb.tips/ Hint for writing a CV https://www.cv-guiden.se/cv-tips/ Depending on the previous knowledge and the language skills the process can be longer.


Title Type Skill covered Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources Remarks

Language training through Language cafÊ Training Activity Basic language skills and social skills The purpose is to learn to communicate in the new host language and also develop social skills. Participants are divided into small groups and together with the moderator they decide the topic of the day. For exemple Play a language game Watch a movie and have a discussion about it Work with Flaschcards Discussion concerning culture diffrences Discussions concerning the labour market The participants will learn basic language skills, culture differences and increase the social skills. Moderator 1 per group Material: Flashcards Movies Language games Discussions cards Small groups – 5-6 persons/group Basic language skills.

2-3 hours Useful material http://www.livebinders.com/play/play/2107989


Title Type Skill covered

Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration

Open day at Folkuniversitetet Dissemination activity Knowledge about how to plan and preperare an event. Basic knowledge of Power Point Presentations. Basic knowledge of devloping posters and information documents in different languages. Social skills such as communication. The purpose is to learn to plan, prepare and increase the social skills. Participants are divided into small groups and divide the following tasks. Produce information documents in different languages. Print posters and information documents. Develop Power Point Presentations. Purchase snacks and drinks. Decorate and prepare the event room. Other tasks – depends on the event. The participants have increased their planning,preparing skills. Communication and social skills will be developed and also computer skills. Computer for development of PPT Projector Printer Paper Suitable room for hosting the event Small groups – 5-6 persons/group Basic computer skills and basic language skills

1-2 days – Planning and preperations 3-4 hours – The event 1-2 hour – Discussions and evaluation


Title Type Skill covered Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Celebration of Women’s day 8 May 2018 Dissemination activity Awareness activity Social skills , planning skills , language skills The purpose is to learn to arrange and celebrate events such as Women’s day. To learn about Women’s rights. Participants do the planning and preperations for the celebration of Women’s day. It’s a good idea to look at the videos about Women’s day and discuss the purpose of the Women’s day. Learn about the purpose of the Women’s day. Learn to do planning and preperations. Computer and projector for showing the videos. Material for doing posters etc. Small groups –7-8 persons/group for the planning and preperations. Basic language skills

3-4 hours – depending on the event https://www.youtube.com/watch?v=WeGfEzJHu54 https://www.youtube.com/watch?v=Ho5roGC_p5c Videos about womens day


FASANO Title

Advanced Italian language course

Type

Training Activity

Learning objectives

The main educational objectives are: - development of general skills: use of language to gain new experiences, get to know new people and different cultural systems. - development of linguistic-communication skills (linguistic, sociolinguistic, metalinguistic and pragmatic ones) useful for introducing oneself, talking about one's age and one's origin; expressing likes and emotions; describing one's physical appearance; establishing, keeping and finishing an interaction; describing things, objects and actions in general; reflecting on the language studied; carrying out tasks relating to certain primary needs concerning the individual sphere, the relationship with the territory, work and purchases.

Description

The course is divided into 30 didactic units, including studies on phonetics, vocabulary, morpho-syntactic structures and revision exercises. The contents of the units are presented through communicative situations, structured according to a precise scale of difficulty, from contexts close to family life and daily life to those related to professional environments.

Learning outcomes

To improve the use of the four basic language skills: understanding, speaking, reading and writing. The training intervention aims to acquire essential tools not only to communicate, but also to live actively in the receiving society.

Variables to take into account (e.g. materials, equipment)

- Teacher: 1 -Book of grammar and syntax - Magazines and newspapers -In each unit texts, images, photographs, authentic documents and audiovisual aids are used

Recommended number of people

From 15-20 people

Previous knowledge and skills required for participation

No special skills or knowledge required

Recommended duration

30 hours approximately

References and other useful sources

Pictures taken during the sessions posted on the Citizens first page on facebook


Title

Basic Italian language course

Type

Training Activity

Learning objectives

The basic Italian language course aims to lay the language-communication foundations, crucial to the learner for self-promotion (improving cognitive and learning skills useful for self-fulfilment in the socio-cultural context in which one finds oneself acting), for socialization (using the language as the main instrument of interaction) and for learning from the receiving culture (describing models and values of the country of origin with a view to compare with those of the receiving community).

Description

The student understands names, verbs and very simple sentences. He/she can read short, simplified stories and answer simple questions on very familiar topics. He/she can use simple phrases and sentences to describe the place where he lives in and the people he knows. He/she can fill in forms with personal data, e.g. name, nationality and address on the registration form.

Learning outcomes

-To acquire the four basic language skills: understanding, speaking, reading and writing

Variables to take into account (e.g. materials, equipment)

Instructor: 1 -Book of grammar and syntax -Magazines and newspapers -Computer

Recommended number of people

From 15-20 people

Previous knowledge and skills required for participation

No special skills or knowledge required

Recommended duration

30 hours approximately

References and other useful sources

Pictures taken during the sessions posted on the Citizens first page on facebook


Title

Sewing course

Type

Training Activity

Learning objectives

Description

Learning outcomes

It's a creative sewing course in which you work with recycled fabrics, you experiment with the most diverse materials you sew in company while having fun. The course is aimed at those who want to learn the basics of the art of sewing and learn about the fabrics. The models will be made on paper and then cut on the fabric. Clothes and accessories will be made. Objectives: to socialize and create together; to understand the technical terms in the Italian language; to be able to make garments even at home. At the first meeting the students sit on a circle and tell their expectations and their hesitations about the sewing machine. There are two types of learners: young learners who are determined to learn to sew and they want to design special and modern clothes and the senior learners who are reluctant to learn new aspects of the modern sewing machines; The motivation ranges from the ones who enrolled because they wanted to stay with her friends and the ones who wanted to enroll because they want to design their own clothes, they want to change the way they sew from a more rigid style to a more casual one. The classes are formed by Albanese students and by local Italian students (most of them retired volunteers). In this course you will not only learn to become seamstresses, but you will also learn to share your knowledge. Attending a workshop makes it possible to create strong bonds and friendships between participants. And this is a real challenge. It also stimulates the imagination in the reuse of waste materials (such as old clothes for example) that are recycled and reused to create new clothes.

Variables to take into account (e.g. materials, equipment)

Instructor: 1 -Sewing machine -Fashion magazines

Recommended number of people

From 15-20 people

Previous knowledge and skills required for participation

No special skills or knowledge required

Recommended duration

30 ore our approximately

References and other useful sources

Pictures taken during the sessions posted on the Citizens first page on facebook


Title

Dance course

Type

Training Activity

Learning objectives

The project is aimed at those who want to dance and learn new steps. Dancing is an activity that can be started at any age. Everyone can find the form of expression that best suits their personality. Striving to remember a sequence of steps, combining the movement of the legs with those of the arms is a strong stimulus for memory, that is to say, to think of several things at once. Through the practice of dance, the following goal is pursued above all: To promote socialization with the aim of reducing loneliness and isolation of people. Dancing, in particular group dancing, favours the free movement of emotions, facilitating interpersonal relationships.

Description

Encouraging moments of growth built around music that is an effective tool for the formation of the group and can help, through an appropriate choice of music tracks, to improve the mood. Promoting healthy physical activity and, at the same time, promoting the ability to perceive pleasant sensations that arise from the body in a rhythmic and coordinated movement. To free the emotions, that is to say, to be able to express oneself through the movement of the dance, learning to recognize both one's own emotions and those of others.

Learning outcomes

Being able to develop moments of integration in a context of leisure.

Variables to take into account (e.g. materials, equipment)

- Ballroom - Folk Music - Traditional and modern dances

Recommended number of people

From 15-20 people

Previous knowledge and skills required for participation

No special skills or knowledge requiered

Recommended duration

20 hours approximately

References and other useful sources

Pictures taken during the sessions posted on the Citizens first page on facebook


Title

Health education: Women and Health

Type

Training Activity

Learning objectives

The fact of being woman and migrant is a bit complex. They have a personality made up of, emotions, affections, and frequently frustrations, humiliation and sometimes violence. Some immigrant women do not know where to go when they need to visit the doctor, or they are not aware that their rights of immigrant women with the Italian citizenship are the same as those of local women. And still nowadays for Italian women the situation is difficult, for immigrant women as the scenario is still more difficult, for the language barrier, in the health field. Therefore, the main objectives are -To know the Health System in Italy -to have the perception of their own health condition

Description

The main objective of every speech on Health Education is to foster the users to participate and get a background to adopt behaviours that contribute to improve their own health, or at least to get information. So that these types of interventions can be successful, it is important to know the instruments that offer the health system. The conditions of health of immigrant are always those of the women of the receiving country, for risk factors that are related to migration, the prevention, the bevaviours orientated to health, the gender violence. The conditions lived during the migration process, the low socio-economic level can have an impact on the health.

Learning outcomes

The education route, structured and systematic, must acquire useful and helathy life habits and to combat eventual illnesses.

Variables to take into account (e.g. materials, equipment)

Instructor: 1 -video projector

Recommended number of people

From 15-20 people

Previous knowledge and skills required for participation

No special skills or knowledge requiered

Recommended duration

2 hours approximately

References and other useful sources

Pictures taken during the sessions posted on the Citizens first page on facebook


Title

The labour counselling speech

Type

Training Activity

Learning objectives

To take advantage of the topic labour world and all the rules and labours rights – the rights and duties of the labour market with the permission of residence; - The rights and duties of employers; - The collective and individual dismissals; - The retirement; - The social safety nets and the home integration; - The unemployment right; -Other topics of the labour world.

Description

The labour expert, in this case a trade unionist will explain everything related to the labour world. The Italian rules that regulate all the contracts and labour relationships (full time and part time contracts, season contracts, apprenticeships, etc‌) It is very complicated. To get orientated in this difficult legislation it is not easy. For this reason an expert is required and an expert that can provide the main information on the labour rights: to analyse the key terms, to show a general framework of the legal system and to illustrate the employment relationships, the social security system and the main rights and duties of the employee and the employer.

Learning outcomes

The knowledge of immigrant women of the rights of the Labour world will help to understand their work conditions in our territory.

Variables to take into account (e.g. materials, equipment)

Instructor: 1 Computer Videoprojector

Recommended number of people

From 15-20 people

Previous knowledge and skills required for participation

No special skills or knowledge requiered

Recommended duration

2 hours approximately

References and other useful sources

Pictures taken during the sessions posted on the Citizens first page on facebook


Title

Open Day

Type

Dissemination activity

Learning objectives

The aim is to disseminate all the activities of the Università del Tempo Libero, especially those related to the challenges of immigrant women. The organization chart of the institution is presented as well as the presentation of the members of the staff and their tasks: teachers, ICT technicians and other members.

Description

Presentation of the Education offer, with the support of the technology. - identity of the school, characteristics of the “Università del Tempo Tibero”, Project Erasmus+ “Citizens First”, other projects, other services, programmes organized with the townhall. The activities of the project, apart from the UTL, are also organized by other institutions such as the CPIA (Adult Education School) and EDA (Adult Education Authorities)

Learning outcomes

To make know the participants which are the services at UTL in Fasano especially regarding immigrant policies.

Variables to take into account (e.g. materials, equipment)

Flyers Local newspapers Projector

Recommended number of people

All

Recommended duration

4-5 hours approxiamtely

References and other useful sources

Pictures taken during the sessions posted on the Citizens first page on social ( facebook, twitter etc.)


PARIS Title Type Skill covered Learning objectives Description

Learning outcomes Variables to take into account (e.g. materials, equipment)

Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Prepare a visit to the Louvre Training Activity Become independent in a cultural place Get acquainted with the vocabulary of the museum, appropriate the social codes, find one's way around the museum space Work in 3 steps 1- A map of the museum and a subway map to locate the museum in the city, and identify the different spaces of the museum 2- Pictograms to discover and name the rules in force in the museum 3- Photos of works to work on the vocabulary of works, materials, colors The participants acquire a certain language competence to develop their autonomy.

Material: Pictograms Photos Plans Group of 15 people No previous knowledge

2 hours http://www.louvre.fr


Title Type Skill covered Learning objectives

Description

Contemporary dance: from Marius to Pina Training Activity Artistic / cultural -use dance as a language and as an art of movement, in order to change representations without referring women to a single aesthetic of movement. -experience a creative process. - design and carry out artistic, aesthetic or expressive actions. - build sensations and experience specific motor skills to understand what is fundamental to open up. Work in 3 steps 1- approach to contemporary dance and classical ballet and intervention of a choreographer 2- warm-up / body language and dance workshops with exchange of dance "practices" 3- take part in a choregraphy

Learning outcomes

Be part of a group Be actor of a creative process Feel valued Improve the image of oneself in one's eyes and inthe eyes of all

Variables to take into account (e.g. materials, equipment) Recommended number of people Previous knowledge and skills required for participation Recommended duration References and other useful sources

Video material Soundtrack

From 10 to several hundreds none

15 2-hour workshops https://vimeo.com/276232371


SIGNIFICANT ACTIVITIES

EVALUATION OF SOME

Dissemination fair in CEPA Son Canals neighbourhood, a stall with information of the eco-clothes closet. The Social Affairs Councilor and some of the members of the staff of Palma’s Townhall visited the stall.

E

valuation is an important part in an exchange of practices. We have used very basic questionnaires for a simple reason: some of our learners are illiterate and need someone to help understand the questionnaires.

There are several factors we have to take into consideration: most of the learners (especially the semi-imtegrated women) do not speak the language properly. some of them do not use ICT properly. Therefore, the evaluation instruments have to be very straightforward, asking information up to the point, simple and using little vocabulary. Moreover the questions have to be easy to transfer into data and graphics to be analysed. The evaluation sheets are passed after each training session: workshops, seminars, courses. Moreover the participant institutions have done a post evaluation consisting of two telephone interviews: the first one after the end of the project, by June and July and the other one 5 months later. The telephone interview has to be very short and, if it is necessary, should be translated into French, English or Arabic, the languages of most of the immigrant women. This way all the precise information is collected. In some cases (on very few occassions) the interview has to be face to face. This is the case of women who have a very poor command of the host language. The face to face interview is an extremely useful tool but it requires more time and more human resources to interview the less integrated women. The face to face evaluation is a more time consuming activity but it guarantees a more personalized evaluation. In all the cases the role of the trainer, who assists, translates and monitors all the process is necessary. The tools have been created by all the participant partners in all the institutions. All the learners have made their contributions to create the evaluation tools using Google drive. The nationality of the women and the host language vary in each institution. The leading women, the most integrated women of each partner institution, provide a good source of information as they behave as mediators of the whole group. They are peers and more sympathetic so their participation is crucial. On some occasions, the leading learners have also participated in the telephone and face-to-face interviews. Apart from these tools, there are other practical and logical tools like observation and note taking.


SAMPLE OF EVALUATION SHEET


This evaluation sheet is very easy to fill in. As it is written in the host language and it is very practical and easy to read. The more integrated women have to attend and keep an eye on the evaluation sheets of the less integrated learners. It is very easy to transfer all this information on data and statistics.


CONCLUSION

Taking stock of the Erasmus project: Citizens First, Integration training for immigrant women by Isabel Peñarrubia Marquès Who benefits? Learners of the institutions For the students in the participating institutions activities such as the exhibition: Women in Africa have helped us to understant the increasing phenomenon of immigration in Europe coming from developing countries. Also the activities which arise out of the International Day for the Elimination of Violence against Women in 3 of the institutions on November the 25th has made the group of immigrant women as well as other learners of the 4 institutions see that this is unfortunately a common problem in all the countries regardless of the age,social status etc. - The unfair inequality in terms of social welfare and trade was reflected on the performance “If we were the world” and on the activity “The two sides of the world” which helped the immigrant women (the target group) to analize and communicate the others the reasons to have left their countries. - One of the main axes that show the integration of the newcomers is the love and the environmental conservation and the landscape of the host country. This is an issue all the institutions have dealt with the maistream learners. Thus, they have experience on this field. Some good examples of this type of activities are: soap making with recycled oil, creating garments with recycled clothes. All these activities are extremely practical and help to save money and fosters creativity as it helps to create a handmade product which they can sell. The fact of selling their products involves taking responsabilities and developing new skills. - With the host language courses, the intercultural feast in the Adult Education Schools, the participation in the Chinese Community celebration of the New Year, the end of Ramadhan celebration, the dancing together activity, fosters a process of opening up the institutions to the immigrant community. Moreover, the immersion of immigrants in the host culture has been fostered with autoctonous food tasting, literature, traditional feasts etc. It is also outstanding the knowledge of other foreign cultures among other learners in the neighbourhods and the community in general.

Biodata Isabel Peñarrubia Marquès Isabel Peñarrubia i Marquès is currently a teacher of the subject: History of the Women in the Balearic Islands at CEPA Son Canals and has a Phd d in Contemporary History at the Universitat de Barcelona (1990). She has studied the History of Women, the nationalist movement in Mallorca,the despotism in polítics and the relationships between literature and social history. She is the author of many books. Those related to gender and women studies are: “Entre la ploma i la tribuna: Els orígens del primer feminisme a Mallorca’ ( Between the pen and the courts: the origins of feminism), 1869-1890” (Barcelona 2006). “Feminist movement and sufragism in Mallorca ( XX century)” (Palma 2008).“Maria Agnès Ribera Garau (Palma 1790-1861). La rebel·lió contra la família i el claustre” ‘The Rebelion against the family and the cloister’ (Tarragona 2012). She is coauthor besides Magdalena Alomar of the book: “De mi no en fan cas…” Vindication of the Mallorcan poets (1856-1936)” (Barcelona 2010), etc. In the collection edited by the townhall of Palma “Women of Palma. The unknown ones” she is the author of the three first volumes, edited in 2006 and 2007. She is the coauthor of other books like “El moviment sufragista a Espanya i a les Balears” The sufragist movement in the Balearics and in Spain. Dona i lluita democràtica al Segle XX. Women and democratic struggle in the 20th century (Palma 2012), she has published articles in different Spanish and foreign magazines. She has participated with the Institut Balear de la Dona during the different legislatures from 2002 to 2008 so as to remember the memorial of different Balearic women. She has contributed with some biographies in the “Diccionari Biogràfic de Dones” ‘Biographic dictionary of women’ edited digitally by the Xarxa Vives d’Universitats, 2010. She was coordinator and coauthor of the catalogue for the exhibition “Dones. Reconstruïm la història. Les Illes ‘Women, we are building the history’ The Balearic Islands 1880-1936 in Palma, Maó, Eivissa and Formentera, sponsored by the l’Institut Balear de la Dona. From 2015-2019 has worked with the Direcció Insular d’Igualtat of the Consell de Mallorca in the programme “Mallorca te nom de Dona, ‘Mallorca is a female name’. Discovering the history of women of seven villages of Mallorca.


BIBLIOGRAPHY

Interculturality Lahire, B. (1993), Culture écrite et inégalités scolaires: sociologiede l’échec scolaire à l’école primaire. Lyon, Preses Universitaires. Marchesi, Á. (2000), Controversias en la educación española. Madrid, Alianza. Oakes, J. (1985), Keeping Track. How Schools Structure Inequality. New Haven, Yale University Press. Pérez-Díaz, V. Rodríguez, J. y Sánchez Ferre, L. (2001), La familia ante la educación de sus hijos. Barcelona, La Caixa. Rose, R., Mcallister, I. (1990), The Loyalties of the Voters. A lifetime learning model. Londres, Sage. Willis, P. (1988), Aprendiendo a trabajar. Madrid, Akal. Wright, E. (1987), Londres, Verso. AA.VV. (2001), Estrategias organizativas de aula. Barcelona, Graó. Ainscow, M. (2001), Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid, Narcea. Aldámiz-Echevarría, M. (2000), Com ens ho fem? Propostes per educar en la diversitat. Barcelona, Graó. Alzina, P. (2001), Treballar amb la diversitat. Nous enfocaments curriculars I metodlògics. Ajuntament d’Alaior, Institut Menorquí d’Estudis I Universitat de les Illes Balears. Stainback, S y W. (2001), Aulas Inclusivas. Un Nuevo modelo de enfocar y vivir el currículo. Madrid, Narcea.


Aguado, T. (2011), Pedagogía Intercultural, Madrid, MCGraw Hill. Del Olmo, M. (2013), Educación Intercultural: Perspectivas y Propuestas Madrid, Editorial Universitaria Ramon Aceres. García Fernández, J. A. y Goenechea, C. ( 2018), Educación Intercultural. Análisis de la situación y propuestas de mejora, Walters Kluwwer Educación. Willis, P. (1999), Aprendiendo a trabajar. Madrid, Akal. Wright, E.O (1987), Classes. Londres, Verso. Lahore, B. (1993), Culture écrite at inégalités scolaires: sociologiede: l'échec scolaire à l'école primària. Lyon, Presses Universitaires. Marchesi, À. (2000), Controversies en la educación española. Madrid, Alianza. Oakes, J. (1985), Keeping Track. How Schools Structure inequality. New Haven. Yale, Universiy Press. Rose, R. McAllister, I. (1990), The Loyalties of the Voters. A lifetime learning Model. Londres, Sage.

School Context:

March i Cerdà, M. X. (2019), Anuari de l'educació de les Illes Balears 2018. Palma, Fundació Guillem Cifre de Colonya. March i Cerdà, M. X. (2018), Anuari de l'educació de les Illes Balears 2017. Palma, Fundació Guillem Cifre de Colonya.

Fimography: Movies about immigrant women Sweden: Vi ses snart. Välj yrke efter intresse och inte efter omgivningens press. Cykelskola för invandrare Att vara en invandrare i Sverige. Analfabeter-de hade gått i burka i hela sitt liv Ny i Sverige - Välkommen till Norduppland Fann vän för livet efter flykten från kriget Nyhetsmorgon (TV4) Landgång besöker Rosengård. Kryddor från Rosengård Fatma Kryddor från Rosengård - Zereshk Polo Landgång besöker Rosengård Italy: Un’anima divisa in due by Silvio Soldini Vesna va veloce by Carlo Mazzacurati Marnero by Federico Bondi Io sono Li by Andrea Segre Strane Straniere by Elisa Amoruso

France: Fatima by Philippe Faucon Élise ou la vraie vie Abderrahmane by Sissako Pierre et Jemila by Gerard Blain Romuald et Juliette by Coline Serreau


Samia by Philippe Faucon Baran by Majid Majice La Promesse by Terry George L'esquive by Abdellatif Kechiche La grain et le mulet by Abdellatif Kechiche Cheb Rachid by Bouchareb Spain: Flores de otro mundo by Iciar Bollaín Los Baules del retorno by Maria Miró Cosas que dejé en la Habana by Manuel Gutiérrez Aragón Lalia by Silvia Munt Italoamerican film directors Since Otar Left by Bernardo Bertolucci Besieged by Julie Bertucelli Other interesting films for the topic: The Albanian by Johannes Naber


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Citizens First: a book to train immigrant women in an Adult Education institution.  

In this handbook you will find activities with their didactic hints to be implemented in Adult Education schools or other similar institutio...

Citizens First: a book to train immigrant women in an Adult Education institution.  

In this handbook you will find activities with their didactic hints to be implemented in Adult Education schools or other similar institutio...

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