ADREP (Aix-en-Provence, France)  Type:
- Cooperative (profit organisation)- Adult and vocational training institute in about 10 towns of South-East of France:Continuing education, vocational training, counselling and guidance, insertions towards the employment market. Size: 100 fte; 3800 learners 

Expertise: Specific expertise in the field of citizenship actions, expertise and experience in the field of training for and with immigrants. Coordinating partner in the Grundtvig-1 project “ Citizenship actions: a step towards sustainable equal opportunities”. An experience as coordinator or as partner in European projects under Grundtvig, Leonardo da Vinci, EQUAL. 

Specific tasks:Contribute to database of best practice models.Organise a transnational meeting (in co-operation with E2C Marseilles) 

Personnel:Staff involved in project:+ pedag-didactical experts in the staff+ 1,5 fte

Atrium Research & Innovatie b.v. (Sittard-Geleen, Netherlands) (Atrium Research & Innovation Ltd) 

Type:
Atrium Research & Innovatie BV (in English: Atrium Research & Innovation Ltd, is a private company)From 1993 on ATRIUM Research and Innovation and its predecessor FASTT have accumulated experience and expertise in using advanced telematics applications in work and training environments. This includes procedures and technologies for learning and working on distance. In this way the activities contribute to create additional means of employment for people with special needs. ATRIUM Research and Innovation provides adapted, individualised training programmes to unemployed disadvantaged people, including disabled, to help them become experienced users of telematics in business administration, general office work and commercial environments. 

Size:
8 staff, 4,5 fte 

Expertise:

ATRIUM (FASTT) originated from a European international exchange and development programme for disabled trainees and tutors, funded by PETRA (PE31/32) and in later years by Leonardo: FLAIR-Placements (NL97/1/44075/E/I.1.2.a). Form 1993 on Atrium (FASTT), developed and implemented specific training programmes for people with special needs. This resulted among others in the creation of a powerful business simulation concept: the REALISE-project. This project was subsequently funded by different European Commission Programmes: Euroform 91802NL8/53; Horizon NL97/H/007; ESF, objective 2 (97 18 2802). Over the years the technological research and development has focused more and more on user oriented applications of information and communication technology, including technically advanced concepts as digital enterprising and co-operative work in a virtual office. A fine example of the results obtained is the Periphera-project and a very specific initiative coming forth from Periphera: the Information Society (dis)Ability Challenge, the ISdAC-project, involving among others ATRIUM/FASTT, that won the European Telework Award 1997. This line of R&D has been funded by the ERDF (EFRO 93304) and the Fourth Framework Technology-programme: TURA (UR1022).  Over the years Atrium (FASTT) has participated in and initiated various educational research and development projects which received financial support from the Education and Culture Directorate of the European Commission (formerly DG 22, including Leonardo da Vinci, Socrates and Connect): FLAIR (as project promoter/coordinator); DELFOS; MESTRE, ACTIVE, TELNET, SNOW (as a sub­contractor to CESO-Maastricht), Digital Literacy.  In 2005 Atrium is again involved in a number of European projects, financed by the EAC Directorate of the EC: ·         PACE (Leonardo da Vinci), promoted by Atrium; ·         PELLEA (Socrates Grundtvig), designed by Atrium, promoted by Odense Tekniske Skole); ·         CORA (Socrates Grundtvig) promoted by Stockport College; ·         EDYCATE (Leonardo da Vinci, as subcontractor to CESO); ·         ONLINE (Leonardo da Vinci), ·         SOCIAL RETURN (Leonardo da Vinci), designed by Atrium, promoted by Social Service of Husavik (IS),·         PRO-ACT (Joint Actions), promoted by Stockport College (UK), ·         FACE VALUE (Joint Actions, promoted by Transit Projectes (ES).·         STARS (Socrates Accompanying Measure, promoted by CSCS Montesca (IT) 

Specific tasks:

Contribute to database of best practice + support organising a transnational meeting.

Lecture on e-portfolio. 

Personnel:

pedagogical staff, 1,5 fte  

This whitebook has nothing to do with the popular ballgame that men like to play and to (even more) watch on TV, big screens in pubs or live at a stadion.This whitebook has everything to do with C I T I Z E N S H I P …It concerns you, you citizen!

So you better give your opinion here to share it with the world.  Thousends of others citizens like to hear your opinion …You better do it now, no time to waste. It can safe you some doctors visit.No more hussling around with spray cans: easier, cheaper and safer. Go for it!

An e-portfolio is: “a personal collection of information describing and documenting a person’s achievements and learning. Portfolios are used for many different purposes such as: accreditation of prior experience, job search, continuing professional development, certification of competences.” (1)

“ Students can create portfolios i.e. for academic, career, or personal uses; maintain their plan of study; and share their work, goals and achievements with advisors, career counselors, and employers.” (2)

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Discussions on E-portfolio in SOCCER

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Presentation of the SOCCER E-portfolio (ppt)

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[1] Pellea – A survey Report. Research and Inventory of present Portfolio use in Education especially in the IT sector. CSCS Publishing. 2004. p. 32

[2] http://www.eportfolio.org/ on-line 14-12-2006

In SOCCER we undertook a lot of testing and piloting of good practice - curricula, didactic materials, methods, tools and games. The 12 partners within SOCCER invite you to browse through their collection and experience it yourself.

Enjoy!

Download here : Soccer booklet 2 _Good Practice

This booklet is intended to act as an introduction to the concept of evidencing, measuring and recognising social competence and citizenship skills and is not intended to be a fully comprehensive guide. Each project will develop its own method of assessing the “distance travelled” of its participants and will develop its own set of indicators, according to the needs of the target group. In identifying a range of best practices it is hoped that the booklet will promote discussion and support organisations in developing their own systems. 

In our research we discovered a variety of methods used to assess progress, including paper-based methods, ICT based tools, games and 3D media. Paper –based assessment tools such as questionnaires may be difficult for those with literacy problems, whereas ICT based systems have the advantage of enabling participants to learn and develop their ICT skills at the same time.Games may not be as intimidating as written assessments.Organisations need to select the appropriate method for their target group. 

It is recognised that measuring “Soft skills” is more difficult than the traditional method of recognising progress through measuring knowledge. Although an “absolute” measurement cannot be taken, organisations can record that an improvement has been made. It is therefore important that a measurement takes place at the beginning and end of the project. Additionally by taking a 360-degree approach to measuring progress through self-assessment, teacher observations and peer assessment a more objective view of achievement will be made.

Soccer Citizenship: what does it mean ?  We give you an answer in our publication. 

Download here Soccer booklet 1_Citizenship

Besides citizenship education and its related issues being thought about in all SOCCER countries, they are addressed differently in the formal curriculum across them all. On the other hand we can notice a broad range of terms used to describe this area.We detected the existence of three main curriculum approaches to citizenship education, namely separate, integrated and cross-curricular. In the separate approach, citizenship education or civics is a specific subject or aspect. In the integrated approach, it is part of a broader course, often social sciences or social studies, and linked to other subjects and curricular areas. In the cross-curricular approach, citizenship education is neither a separate topic, nor is it part of an integrated course, but instead it permeates the entire curriculum and is infused into subjects. Some countries adopt a mixed approach to citizenship education, with a broad integrated approach more prevalent in the primary school, giving way to more specialised citizenship education or civics courses in the secondary school curriculum.

While a number of countries are still dependent on a passive, didactic, transmission approach as the dominant teaching methodology, there are others who encourage a more interactive, participative approach with space for classroom discussion and debate, supported by project and inquiry work, visits and extra-curricular learning. There are many opportunities for learning through extra-curricular activities and through service learning programmes. Some countries have developed specific curriculum programmes which encourage a mixture of approaches to ensure the goals of ‘education FOR citizenship’ are achieved. Even in countries with curriculum projects and effective practice, it is accepted that there is still tremendous variety in approach from school to school and classroom to classroom.

Some countries are recognising the need for increased encouragement of active and participatory learning in citizenship education through formal structures and policies. For example, in the Netherlands, there are some changes in upper secondary schools where students are encouraged to move away from traditional teaching methods and organise other forms of working. Some other examples of good practices we should refer to relates to the using of democratic working methods with teachers and students deciding in advance the learning goals in each subject (E2C). The current reform of the lycée in France aims to give students more say in how their education is conducted. There is also an opportunity in Spain for students to learn about democracy through active participation in school life. In Spain there are school councils comprising teacher representatives, parents and students that decide, among other things, on curriculum plans, finances and student behaviour. There is a distinct lack of such developments in Hungary, while in others, notably Italy,; their existence does not mean they function satisfactory. It is important to note that such opportunities are often open to only a small percentage of students in a school.Concerning measuring and recognition citizenship, except in the UK and  The Netherlands, every partner noticed that there isn’t a national effort to develop new tools for measuring and recognition of citizenship skills. Normally the assessment of citizenship knowledge and competences is made through exams and assignments, with tools created by each trainer in isolation. Every partner expresses the need to develop innovative, creative and inviting tools and instruments to assess the development of competences during adult education sessions. This concern was more evident between partners who work with deprived target-groups. This population used to be much more resistant to seeing criticism as a challenge for improvement, and to have a negative attitude concerning evaluation. Partners need instruments that help students to be aware of their citizenship behaviour and to improve confidence and social participation. Every partner also finds it important to develop new (informal) ways of recognition of citizenship skills, in order to improve self-esteem on disaffected groups and make possible labour market and social integration.

SOCCER is also a partnership of 12 organisations / institutions in 8 European countries: Belgium, France, Hungary, Italy, Netherlands, Poland, Rumania and Spain. Besides the 12 official partnerorganisations, there are also some researchers and evaluators involved from 3 different countries: France, Portugal and United Kingdom. 

Allthough the partners have a different background, a different institutional structure and different ways … they have several things is common: they’re all responsible and active partners. 

What we mean by that, you’ll find out by browsing through this SOCCER-website.   

The SOCCER-partners are: 

ADREP (Aix-en-Provence, France)  

ANUP - Association of Romanian Popular Universities (Bucarest, Roumania) 

ARCUS College - Regional Educational Centre (Heerlen, Netherlands)   

ART 27 vzw – art(education) as a basic human right  (Hasselt, Belgium) 

Association de Gestion de l’Ecole de la Deuxième Chance (Marseille, France) 

Atrium Research & Innovation b.v.  (Sittard-Geleen, Netherlands) 

BBJ - Consult AG – Italian branch (Italy) 

CESO – Centre of European Studies and Training (Maastricht, Netherlands)

CKU - Centre of Continuing Education (Sopot, Poland)  

Confederation Générale des SCOP (Paris, France)   

ITD - Innovacion, Transferencia y Desarrolo S.L. (Barcelona, Spain)  

OKI - The National Institute of Public Education  (Budapest, Hungary)   

Tuesday 2007.09.11

The day that will open your eyes once again to citizenship recognition during the public presentations of SOCCER.

Invitation & programme (Click for the leaflet)

Leaflet programme  (Click for the leaflet)

Knowledge on democracy has to be taught again and again. But democracy is more than knowledge. It is also about attitudes and skills. Knowledge, attitudes and skills have to be taught and learned a life long, generation after generation. Democracy is not an eternal acquisition. 

The Grundtvig project SOCCER (12 partners from 10 EU countries) was about democratic citizenship teaching and learning. For all people living in a democratic society. In SOCCER we put the accent on teaching and learning for and with so-called deprived groups. Because of the extra difficulty: most of those marginalized people see themselves as opposed to society. And they dislike the words teaching and learning. Teachers, tutors, coaches, social workers need to be extremely creative to “touch” these youngsters and adults.  

In SOCCER we did a lot of try-outs of good curricula, good methods, good tools, good games, …The 12 partners within SOCCER invite you to the final conference where we  will show some of the main results, some of the proven good practice.  

The programme as a static table, looks like this :

10.00    Welcome – Coffee

10.15    Opening

10.30    Key-note speaker

11.00    Coffee Break

11.15    1^st round parcours / carrousel

12.00    Lunch ( + exposition)

13.00    2^nd round Parcours / carrousel 

14.00    Key-note speaker

15.00   Conclusion

16.00   A final drink

The programme for you as an active citizen:

§         take part in some presentations of SOCCER outcomes

§         take part in some “measuring” proposals

§         play some games on citizenship

§         a lively tour through the whitebook - what youngsters (at heart) think of citizenship(education)

§         make your own citizenship e-portfolio

§         exhibition on citizenship and good practices in soccer

§         live chats with the partners   

Soccer is about SOcial and Citizenship Competence Recognition.On this site you’ll find the outcomes of the SOCCER-project, financed as a Grundtvig 1 project by the European Commission.

So sorry to all the Soccerfans who expected another kind of site. This site has nothing to do with the famous ballgame, although you never know. Find out yourself!

You can read the results of the SOCCER project in this pdf-file.

Soccer booklet 1  

Soccer booklet 2 _Good Practice

Read more about the final SOCCER meeting in Alden Biesen: click here