We All are Europe - AESAEC
We All are Europe - AESAEC
We All are Europe - AESAEC
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To attain this ability to act, the aforementioned comprehensive and multilayered subsets of skills<br />
must be conveyed or activated. In conclusion the demands of the <strong>AESAEC</strong> course <strong>are</strong> no less than…<br />
to bring the <strong>Europe</strong>an Union, in terms of its relevance to older people, closer to learners,<br />
in which a clearly defined objective is that the learner, at the end of the course, attaches<br />
a higher degree of importance to the EU and has a deeper sense of being a <strong>Europe</strong>an citizen<br />
in comparison to when the course began.<br />
to inform learners about the opportunities offered by EU funding programmes and their<br />
contents with relevance to senior citizens, and together to analyse and assess their advantages<br />
and disadvantages, chances and risks.<br />
to motivate learners to actually apply for and implement an EU project about a topic that<br />
can, to a high degree, be personally identified with.<br />
to support the learners in order to independently design an EU project and, in cooperation<br />
with international project partners, to submit an application.<br />
to offer support to the learners for the successful and sustainable implementation of the<br />
international cooperation project.<br />
to integrate the learners into long-term and sustainable cooperation, networking activities<br />
and <strong>Europe</strong>an processes at the national and international levels.<br />
In order to achieve these multilayered aims, or rather to address and convey the aforementioned<br />
skills, the project group has, in its pedagogical concept, reached agreement on the use of a likewise<br />
multilayered mix of methods and instruments. The central subject of this concept is the learner (or<br />
group of learners), who represents the focal point of the learning process throughout the duration<br />
of the whole course, and who either alone, or together with others, shapes, influence and steers.<br />
The more active this role is applied and taken up the greater the likelihood that this course will<br />
achieve its objectives that have been outlined above. This of course means that each individual<br />
learner likewise carries a sh<strong>are</strong> of the responsibility for the successful outcome of the course, that<br />
should not be underestimated; a fact that should above all be actively and consciously emphasised<br />
to all participants at the beginning of the learning process.<br />
As an example of the <strong>AESAEC</strong> training concept’s innovative character and high degree of relevance<br />
to the target group (which is also confirmed by the Key Factor Collection) the following three<br />
approaches <strong>are</strong> emphasised:<br />
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