Report of the first mobility
(Meeting of the participants)
6th - 9th October 2011
Lisboa
Thursday 6th : On the first day, we had a welcome, informal meeting at the conference hall of the hotel Berna. Partners from seven countries met for the first time in a friendly atmosphere and Mrs. Fatima Matos Almeida, the coordinator of the project made the introductions and announced the final progaramme of the meeting.
Friday 7th : the actual work started on when representatives of the partner countries presented material concerning their countries and their activities in the relevant field.
During the coffee break we shared a great variety of tastes and flavours from the partner countries.Then we discussed general information and directions about the projects well as the lay out of the blog. Mrs. Athina Kallara from the Greek team presented the form of the blog she had created which was open to suggestions. After a long and fruitful discussion, we reached an agreement on the topics, the material, the language and the lay out of the blog as well as the allocation of responsibilities.
After lunch at the Gulbenkian Museum
During the 70s, after a research which lasted three years, inspired scientists created a magnificent garden in the heart of the city incorporating in a perfect way the buildings of the Foundation.
They created green roofs with trees and bushes and gave to the people of Lisboa a wonderful cultural and recreational area. In my opinion it is a unique model of creativity and sustainability, a really innovative project, which enhances the value of Urban Green.
Taking all those beautiful pictures in our minds we visited sights and the old quarter of Lisbon
Saturday 8th During the morning session we discussed the rearrangements of the 2-year programme, the outputs, and the coordination of the members, the dates of the second mobility and the schedule of the activities. We suggested ways to involve as many participants as possible and how to disseminate the outcomes to the local community.
Another topic we discussed was the creation of the first Newsletter and its contents. Mrs. Violeta Burghelea will be responsible of the first issue and we will all contribute with articles and reports.
After lunch Mrs. Manuela Fonseca made her presentation on < Land Art and Natural Toys > as an introduction to the workshop which followed in the Forest Park
We visited the premises of ASPEA and we were informed about the activities they organize – many of them concern the forest- by the president of the organisation Mrs. Fatima Matos Almeida.
In a relaxed atmosphere, inspired by nature, we used the techniques we were taught earlier and created decorations, toys and < jewelry > using natural materials.
In the evening we continued our sightseeing visiting Hieronymus Monastery and the Cultural Center of Belem.
Sunday 9th During the last day our stay we visited the Expo98 with the impressive buildings and the theme parks.
Having wonderful memories from our first meeting in Lisbon
It was a successful and fruitful meeting.
We feel very thankful to the organizer, Mrs. Fatima Matos Almeida who
worked really hard to fulfill all our expectations.
For the Greek team
Mrs. Anthoula Hatzitheodorou
TURKEY (Tarsus) 28/2/2012-2-3-2012
Knowledge and understanding
Skills
Enjoyment, inspiration, creativity
Attitudes and values
Activity, behaviour and progression
TURKEY (Tarsus) 28/2/2012-2-3-2012
Thursday 1 March
1. Attendance
See list of signatories for full attendance list.
Minutes were taken by Nick Owen, Aspire Trust.
2. Presentations
The group was welcomed to Tarsus by the Turkey co-ordinator, Ali Cihan Kurt who introduced us to Mr. Mehmet Fulin, Director of the Forestry of Tarsus who provided a presentation about forests in the Tarsus region.
He welcomed us the whole group and the nationalities present and thanked us for implementing the FFA:AFF project. He described the effects that global warming was having on their region and the steps they were taking to make new forests in Turkey. He described the range of forests across Turkey and the different types of region they were in and provided figures which compared the relative percentages of efficient and barren forest in each of the regions. He also presented figures which described how many hectares were affected by forest fires in the region.
Their first aim was to combat land erosion; they were involved in planting new trees and making some old forests younger by replacing older trees with younger trees. He described how different types of trees provided different products which local villagers could sell, and economically gain from. This was particularly true in the mountainous regions. He pointed out there were strict laws as to how forest products would be used and commercialised.
He went on to describe how growth programmes were developed, different planting regimes, the different trees that were planted and the kind of resources used to grow new forests. A video helped demonstrate how villagers were involved in seeding and planting.
Amongst the dangers to forests include the so-called ‘smokeless fires’ – the insects which could devastate pine forests. He described how they use biological agents such as terminator bugs, Callasoma, to combat those insects. He stressed the sensitivity of the region to forest fires and how they deal with those challenges which are particularly prevalent between May and November. A villager education programme is in place which helps inform local people about the dangers of forest fires and how to prevent them. Local primary schools also participate in drama activities to raise awareness.
He concluded the presentation with information about an ecological corridor which had been built to allow the growth of trees in the region across a particularly busy roadway.
This presentation was followed by a second presentation from the Greek delegates about the herbs and plants common in their forests; and this concluded the first part of the morning.
3. Introductions
After the break, group introductions were made and Fatima introduced the timetable for the two days and offered an opportunity to change the schedule if partners felt this was important. She also asked whether the learners wanted a separate meeting from the co-ordinators and the group did not feel this was necessary.
Nick introduced the purpose of the evaluation of the project and said that he had now taken on the role of project co-ordinator for Aspire, due to various internal changes in the organisation. He would be presenting the framework of the evaluation on the following day and raised the possibility that Aspire learners might be available to visit partners to carry out evaluations in the host countries, as well as offer partners brief courses in evaluation skills. He would check this with the UK national agency.
4. Further presentations
The Portuguese team provided further details about how the project has developed in their country and described three settings in which the project is being implemented. They have produced an e-booklet on traditional games, traditional herbs and medicinal plants and stories about herbs. They presented us with their plan of activities which included dissemination through an online radio programme, Radio AS. They described the national and regional partnerships which the project connects to: and described the increased national interest in planting urban orchards due to the desire for people to become more self sustaining due to the current economic crisis.
This was then followed by the Greek partners who made a presentation of activities they had achieved to date and the future activities they had planned for the period between March and May 2012. This included a description of the herbs, bushes and trees that were found in Greek forests. A brief discussion was held as to how combine this information with other partners’ research and how we were describe common flora in each of the partners countries.
The mornings session completed at this point and the group were taken on an afternoon study trip to look at the reforestation of Tarsus.
Friday meeting 2 March
1. Presentations
The Polish team presented the update on their programme and described a comprehensive range of activities and outputs that arose from their programmes which were concentrated on 2 municipalities, close to Warsaw. They also discussed their plans for the May visit which partners were asked to comment on and contribute to.
Violetta and the Romanian team then presented their current work on the newsletter and their booklets. They had had a dissemination meeting in their school with teachers and students and for the local community. They have produced a press article and have had a planting campaign between 2 and 6 April as part of the Different Schooling Week. They have also run a photo contest on the beauty of nature; the results of this will be seen in the second newsletter.
Fatima reminded the partners that three booklets were needed to be produced: a booklet on stories ready for second week of March, a booklet on herbs and plants and recipes to be ready in August (organised by the Polish partners) and a booklet on traditional toys based on forest products produced by February 2013.
Ali presented the work of the Turkish partners and highlighted the work of the work they were doing in Primary schools. They want to focus on primary school and the work of villagers through educational programmes about the importance of saving the forests.
2. Evaluation
Nick presented a proposed evaluation framework. This framework arose from the approved application as follows and addressed the key question of what difference the project was making at personal, community and international levels.
The impacts of the partnership are expected at 3 levels:
the participant institution
the learners and trainers
the local community and
an international level.
Trainers and Learners participants:
Increased personal, linguistic, social and intercultural skills
Improved self confidence and self-esteem, self-worth and social value for the volunteers participating to the project
Improved professional skills of the trainers at international actions.
Development of specific task related skills - communication skills, cultural perception organizational skills for hosting foreigners.
At a local level:
Participation in conservation actions for the betterment of the community
Improved motivation for volunteers in participating in local and European projects.
International impact:
Greater awareness of the inter-connectedness of Europe in many and diverse ways in terms of policy toward adult learning and the possibility of working together.
The proposed methodology is as follows:
* Individual and focus group interviews and meetings held by partners
* Quantitative Data collection by partners through observation, interview, questionnaire, attendance at project meetings which will collect data on:
Number of participants attending each session– including a breakdown of Age, Gender and other demographic matters.
* use of arts based processes to elucidate discussion and data generation where practical (Aspire learners to visit partners, subject to confirmation by National Agency
Evaluation content
* Mobility Evaluation forms (MEFs) supplied by Grundtvig to be completed by co-ordinators and learners after Partnership meetings
* Learners questionnaires based on UK models of evaluation from the Museum Libraries and Archive’s Generic Learning Outcomes model, see below.
Next steps
Nick to disseminate questionnaires
Partners to confirm whether or not Aspire learners are able to visit with preferred dates
Partners to complete MEFs and return to Nick
The evaluation model of Generic Learning Outcomes is based on the following structure:
Knowledge and understanding
Do you know something now that you didn’t know before?
Skills
Can you do something now that you couldn’t do before?
Enjoyment, inspiration, creativity
Did you enjoy what we did?
What was the best thing?
Attitudes and values
Was there someone or something that made it better (or worse)?
Activity, behaviour and progression
Will you be doing something new because of what we did today?
We all agreed to adopt the framework as presented and accepted that a common approach was required by the programme. Nick then posted the framework on the blog.
The Blog
Dina described various difficulties with the Blog log on details. She suggested that if partners can’t upload materials, they should send them to Athina and she will upload it. Dina will also ask Athina to set up an evaluation link.
Group Dynamics: Participation and Leadership exercise
The Portuguese team then concluded the morning with an exercise into how groups work, how leadership emerges and other group dynamic issues: all through the use of 16 blindfolds, 1 rope, 1 set of instructions and 1 large outdoor open space. After the exercise, she discussed the workshop through a PowerPoint presentation which will be uploaded onto the blog. Participants had a full and frank discussion about the workshop and identified and discussed what they learnt through this process. Learnings included:
This was a useful exercise to awareness in a group..
We think that because we’re part of a group, we expect things to happen without our intervention.
Some people did not understand – I didn’t communicate this clearly
Sometimes I have to be more active
What I know I know, I’m not reminded of anything
To become re-aware of how a group can or cannot work
Language is not the most important thing
I felt frustrated impotent
This was a unique participation – there was participation and learning
The group problem is not just your problem, its our problem
I learnt to discuss with others next time
I learnt to respect the two leaders otherwise there was no end to the task
The group must get well organised beforehand
We need to talk more and listen
We are all leaders in normal life
I have a problem with these games as they're artificial
It's time for play and relaxing
I realise if I’m not under pressure I can think more clearly
I Should have paid more attention to others
Should have talked more
We should have taken time to make a strategy
I tried not to make mistakes
My main obstacle was the language of the workshop
I learnt that the activity had other objectives.
The meeting concluded at this point and the afternoon session involved a study trip and planting of trees in the local forest.
Knowledge and understanding
Skills
Enjoyment, inspiration, creativity
Attitudes and values
Activity, behaviour and progression
Thursday 1 March
1. Attendance
See list of signatories for full attendance list.
Minutes were taken by Nick Owen, Aspire Trust.
2. Presentations
The group was welcomed to Tarsus by the Turkey co-ordinator, Ali Cihan Kurt who introduced us to Mr. Mehmet Fulin, Director of the Forestry of Tarsus who provided a presentation about forests in the Tarsus region.
He welcomed us the whole group and the nationalities present and thanked us for implementing the FFA:AFF project. He described the effects that global warming was having on their region and the steps they were taking to make new forests in Turkey. He described the range of forests across Turkey and the different types of region they were in and provided figures which compared the relative percentages of efficient and barren forest in each of the regions. He also presented figures which described how many hectares were affected by forest fires in the region.
Their first aim was to combat land erosion; they were involved in planting new trees and making some old forests younger by replacing older trees with younger trees. He described how different types of trees provided different products which local villagers could sell, and economically gain from. This was particularly true in the mountainous regions. He pointed out there were strict laws as to how forest products would be used and commercialised.
He went on to describe how growth programmes were developed, different planting regimes, the different trees that were planted and the kind of resources used to grow new forests. A video helped demonstrate how villagers were involved in seeding and planting.
Amongst the dangers to forests include the so-called ‘smokeless fires’ – the insects which could devastate pine forests. He described how they use biological agents such as terminator bugs, Callasoma, to combat those insects. He stressed the sensitivity of the region to forest fires and how they deal with those challenges which are particularly prevalent between May and November. A villager education programme is in place which helps inform local people about the dangers of forest fires and how to prevent them. Local primary schools also participate in drama activities to raise awareness.
He concluded the presentation with information about an ecological corridor which had been built to allow the growth of trees in the region across a particularly busy roadway.
This presentation was followed by a second presentation from the Greek delegates about the herbs and plants common in their forests; and this concluded the first part of the morning.
3. Introductions
After the break, group introductions were made and Fatima introduced the timetable for the two days and offered an opportunity to change the schedule if partners felt this was important. She also asked whether the learners wanted a separate meeting from the co-ordinators and the group did not feel this was necessary.
Nick introduced the purpose of the evaluation of the project and said that he had now taken on the role of project co-ordinator for Aspire, due to various internal changes in the organisation. He would be presenting the framework of the evaluation on the following day and raised the possibility that Aspire learners might be available to visit partners to carry out evaluations in the host countries, as well as offer partners brief courses in evaluation skills. He would check this with the UK national agency.
4. Further presentations
The Portuguese team provided further details about how the project has developed in their country and described three settings in which the project is being implemented. They have produced an e-booklet on traditional games, traditional herbs and medicinal plants and stories about herbs. They presented us with their plan of activities which included dissemination through an online radio programme, Radio AS. They described the national and regional partnerships which the project connects to: and described the increased national interest in planting urban orchards due to the desire for people to become more self sustaining due to the current economic crisis.
This was then followed by the Greek partners who made a presentation of activities they had achieved to date and the future activities they had planned for the period between March and May 2012. This included a description of the herbs, bushes and trees that were found in Greek forests. A brief discussion was held as to how combine this information with other partners’ research and how we were describe common flora in each of the partners countries.
The mornings session completed at this point and the group were taken on an afternoon study trip to look at the reforestation of Tarsus.
Friday meeting 2 March
1. Presentations
The Polish team presented the update on their programme and described a comprehensive range of activities and outputs that arose from their programmes which were concentrated on 2 municipalities, close to Warsaw. They also discussed their plans for the May visit which partners were asked to comment on and contribute to.
Violetta and the Romanian team then presented their current work on the newsletter and their booklets. They had had a dissemination meeting in their school with teachers and students and for the local community. They have produced a press article and have had a planting campaign between 2 and 6 April as part of the Different Schooling Week. They have also run a photo contest on the beauty of nature; the results of this will be seen in the second newsletter.
Fatima reminded the partners that three booklets were needed to be produced: a booklet on stories ready for second week of March, a booklet on herbs and plants and recipes to be ready in August (organised by the Polish partners) and a booklet on traditional toys based on forest products produced by February 2013.
Ali presented the work of the Turkish partners and highlighted the work of the work they were doing in Primary schools. They want to focus on primary school and the work of villagers through educational programmes about the importance of saving the forests.
2. Evaluation
Nick presented a proposed evaluation framework. This framework arose from the approved application as follows and addressed the key question of what difference the project was making at personal, community and international levels.
The impacts of the partnership are expected at 3 levels:
the participant institution
the learners and trainers
the local community and
an international level.
Trainers and Learners participants:
Increased personal, linguistic, social and intercultural skills
Improved self confidence and self-esteem, self-worth and social value for the volunteers participating to the project
Improved professional skills of the trainers at international actions.
Development of specific task related skills - communication skills, cultural perception organizational skills for hosting foreigners.
At a local level:
Participation in conservation actions for the betterment of the community
Improved motivation for volunteers in participating in local and European projects.
International impact:
Greater awareness of the inter-connectedness of Europe in many and diverse ways in terms of policy toward adult learning and the possibility of working together.
The proposed methodology is as follows:
* Individual and focus group interviews and meetings held by partners
* Quantitative Data collection by partners through observation, interview, questionnaire, attendance at project meetings which will collect data on:
Number of participants attending each session– including a breakdown of Age, Gender and other demographic matters.
* use of arts based processes to elucidate discussion and data generation where practical (Aspire learners to visit partners, subject to confirmation by National Agency
Evaluation content
* Mobility Evaluation forms (MEFs) supplied by Grundtvig to be completed by co-ordinators and learners after Partnership meetings
* Learners questionnaires based on UK models of evaluation from the Museum Libraries and Archive’s Generic Learning Outcomes model, see below.
Next steps
Nick to disseminate questionnaires
Partners to confirm whether or not Aspire learners are able to visit with preferred dates
Partners to complete MEFs and return to Nick
The evaluation model of Generic Learning Outcomes is based on the following structure:
Knowledge and understanding
Do you know something now that you didn’t know before?
Skills
Can you do something now that you couldn’t do before?
Enjoyment, inspiration, creativity
Did you enjoy what we did?
What was the best thing?
Attitudes and values
Was there someone or something that made it better (or worse)?
Activity, behaviour and progression
Will you be doing something new because of what we did today?
We all agreed to adopt the framework as presented and accepted that a common approach was required by the programme. Nick then posted the framework on the blog.
The Blog
Dina described various difficulties with the Blog log on details. She suggested that if partners can’t upload materials, they should send them to Anthoula and she will upload it. Dina will also ask Anthoula to set up an evaluation link.
Group Dynamics: Participation and Leadership exercise
The Portuguese team then concluded the morning with an exercise into how groups work, how leadership emerges and other group dynamic issues: all through the use of 16 blindfolds, 1 rope, 1 set of instructions and 1 large outdoor open space. After the exercise, she discussed the workshop through a PowerPoint presentation which will be uploaded onto the blog. Participants had a full and frank discussion about the workshop and identified and discussed what they learnt through this process. Learnings included:
This was a useful exercise to awareness in a group..
We think that because we’re part of a group, we expect things to happen without our intervention.
Some people did not understand – I didn’t communicate this clearly
Sometimes I have to be more active
What I know I know, I’m not reminded of anything
To become re-aware of how a group can or cannot work
Language is not the most important thing
I felt frustrated impotent
This was a unique participation – there was participation and learning
The group problem is not just your problem, its our problem
I learnt to discuss with others next time
I learnt to respect the two leaders otherwise there was no end to the task
The group must get well organised beforehand
We need to talk more and listen
We are all leaders in normal life
I have a problem with these games as they're artificial
It's time for play and relaxing
I realise if I’m not under pressure I can think more clearly
I Should have paid more attention to others
Should have talked more
We should have taken time to make a strategy
I tried not to make mistakes
My main obstacle was the language of the workshop
I learnt that the activity had other objectives.
The meeting concluded at this point and the afternoon session involved a study trip and planting of trees in the local forest.
