TRAINING ACTIVITIES
The learning, teaching and training activities are essential to the realization of some project objectives, particularly as regards development of civic, cultural and interpersonal competences of students. They allowed for the exchange of ideas, methods and good practices in a meaningful way, and give the opportunity for participants to see Rights in Action in each school they visit. The Rights are common to all, but staff and students gained a much better understanding of them when seen in context in a variety of cultural and international settings.
These activities also provided the motivation necessary to learn about new ICT tools for use in presentations, and for teaching and learning, Teachers and students were inspired by the presentations of others, and, unlike what usually happens (ie we say ‘That looks good’ but we don’t learn from it) we learned together about how they were put together, which ICT tools were involved, and had the opportunity to try things out for ourselves, making mistakes and getting help as we went along.
Friendships and social currency between the countries were strengthened, raising awareness about culture, religion and everyday life in partnering countries and emphasizing particular strengths around Rights and Responsibilities in those countries. All the activities brought long-term benefits as the students (and staff) acquired self-confidence, wider knowledge and develop as individuals. Networks were developed and reinforced through the daily face to face contact, and the process of organizing international student mobilities rendered them more capable of operating at a transnational level generally.
The mobilities also offered a unique opportunity for all concerned to develop their language skills in a real-life context. All needed to prepare presentations in English before the event, and then carry out the presentation in front of an audience, as well as using English in every day contexts to converse with students and staff from other countries. English participants were inspired by the competency of their counterparts to take learning a second language more seriously themselves.
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