We All are Europe - AESAEC

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