An Erasmus+ course dedicated to building better communication and positive climate in your workspace.
My way is the best way There are a lot of different factors to consider when it comes to working and living with other people. But you can presume one thing. Generally speaking, we all want to feel good about ourselves. That said, there are many possible behaviours people choose to achieve this goal. In the jungle of different values and motivations there is no surprise, that sometimes we interact with others who behave completely different from us in their wish of achieving their goal. Their behaviour can be so different from what we consider good and useful, we don’t even recognise it as being done in good faith. That is where conflict can raise. What can be done? Although your values and motives may be hard-wired, your behaviour is not. You choose what you do. This is one of the basic principles of the Relationship Awareness Theory. The theory and its questionnaire SDI provides people an insight into motivational systems, relationship strategies and managing conflicts styles. Once you make an effort to understand others motivation systems and general beliefs, you are able to use our knowledge of that and change your communication with them accordingly. Relationship Awareness Theory is also the core of our Erasmus+ training course on Effective Conflict Management. Attend our course and learn to:
Join our confirmed course on Conflict Management this July and learn to effectively manage conflict yourself. How to manage conflicts? How to increase engagement? How to develop deep thinking? Everyday questions. Not only for teachers but for all people working with other people: leaders, counsellors, entrepreneurs. Our courses help you to add a piece to your skills for working with people.
13 courses and 13 opportunities for learning. Focused on the most important skills for flourishing in a classroom and in life: problem solving skills, effective relationships, well-being, and school capacity building. All courses can be either funded by Erasmus+ programme for participants from European Union either covered by individual or organisational funds. Problem solving skills Teaching Entrepreneurship in Schools: Experiential approach 2017: 19 – 25 Mar, 30 Jul – 05 Aug, 08 – 14 Oct 2018: 28 Jan – 03 Feb, 18 Mar – 24 Mar, 08 – 14 Jul, 04 – 10 Nov 2019: 27 Jan – 02 Feb, 12 – 18 May Venue: Ljubljana, Rome, Berlin Six Thinking Hats in Schools 2018: 06 – 12 May Venue: Ljubljana Teaching Creativity in Schools, Inspired by Edward de Bono 2017: 26 Mar – 01 Apr, 25 Jun – 01 Jul, 15 – 21 Oct 2018: 18 – 24 Mar, 15 – 21 Jul, 04 – 10 Nov 2019: 12 – 18 May, 04 – 10 Aug Venue: Ljubljana Creativity on demand – teach children how to create new ideas intentionally Inspired by de Bono’s CoRT 4 This course is organized only for participants who previously attended the Teaching Creativity in Schools course. It’s continuation of the Teaching Creativity course with de Bono’s CoRT 4 tools for creating new ideas. Please writeus for the detailed programme. 2018: 18 – 24 Feb Venue: Ljubljana Effective relationships Peer Coaching as a Sustainable Source of Professional Development 2017: 02 – 08 Apr, 09 – 15 Jul 2018: 08 – 14 Apr, 25 Nov – 01 Dec 2019: 31 Mar – 06 Apr, 18 – 24 Aug Venue: Ljubljana, Rome Building Efficient Relationships and Effective Conflict Management 2017: 26 Mar – 01 Apr, 09 – 15 Jul, 22 – 28 Oct 2018: 04 – 10 Feb, 08 – 14 Apr, 08 – 14 Jul, 11 – 17 Nov 2019: 03 – 09 Feb, 19 – 25 May Venue: Ljubljana, Rome Developing Effective Communication Skills 2017: 26 Mar – 01 Apr, 09 – 15 Jul, 22 – 28 Oct 2018: 13 – 19 May, 25 Nov – 01 Dec 2019: 19 – 25 May Venue: Ljubljana Students in Action: Building Empowering Learning Communities 2017: 19 – 25 Nov Venue: Ljubljana School capacity building Preventing Early School Leaving 2017: 29 Jan – 04 Feb, 29 Oct – 04 Nov 2018: 05 – 11 Aug 2019: 04 – 10 Aug Venue: Ljubljana Multiculturalism – Teacher’s Role in the Integration Process of Immigrant Children 2017: 06 – 12 Aug 2018: 18 – 24 Feb, 05 – 11 Aug 2019: 18 – 24 Aug Venue: Ljubljana Prevention of Violence and Child Abuse: How can Teachers Help? 2017: 19 – 25 Mar 2018: 04 – 10 Feb Venue: Ljubljana Well-being Teaching Character: Positive Psychology for Every Teacher 2018: 18 – 24 Feb Venue: Ljubljana Stress Management in Schools 2017: 12 – 18 Nov Venue: Ljubljana Tailor-made courses It might happen that you would like to
Success does not just happen. It is planned for. And it is the same with Erasmus+ mobility projects. Preparation of participants is one such key to success. In the application process your task is to convince evaluators that you will take care for your participants and not just leave things to go with the flow. By this post we aim to provide few ideas for a systematic preparation that you can offer to your participants. Preparation covers several areas and is task-related, intercultural, linguistic, and risk-prevention.
Task-related preparation refers to activities of mobilites. Ask your course provider to send you in advance any material related to the course content and any guidelines what the participants need to do in order to follow the course appropriately. Course providers might send you some questionnaires in advance, articles about the topic, have an interview with participants. On your side prepare one or several meetings with the participants in which you present all the activities they will have to do in the project, i.e. Erasmus+ rules, documentation, evaluation, certification etc. Intercultural preparation. Since the in-service trainings are intercultural, the course provider will most likely ask the participants to prepare a presentation about their country, organisation and about their work. Empower your participant to do the presentation in a high-quality manner so that other participants will be able to learn about your organisation and country. Participants may bring to the course some typical food or promotion material to show specifics of your country. Share some relevant information about the culture of your host country. If you send more participants to the same country, you might want to organize cultural workshop with a trainer specialised for intercultural topics. The trainer can offer you an experiential workshop about cultural topics such as national values, typical customs, specific ways of behaviours, and habit. Linguistic preparation. Participants will have to use another language. Ensure that all of them are capable of following. If some of them have only basic skill of communicating in another language, plan the mobilities in such a way that you mix participants with good language skills with others so that they will get a proper support. For additional ideas also read our blog “Does low level of foreign language skills prevent your colleagues from participating in mobility projects? Think again!” Since linguistic preparation is very important, also Erasmus+ offers free language courses. Check Online Linguistic Support platform in which you will find assessment and courses for 12 European languages. Participant can improve their English. However, it never hurts to speak some basics of national language of the host country. The platform is perfect for that. Safety of participants is becoming more and more important. Learning should be assured in a safe environment which respects and protects the rights of all persons. Plan your safety measures in advance. Provide a suitable insurance for participants, i.e. travel and health insurance. If applicable, it is strongly recommended that participants get a European Health Insurance Card. Consider to prepare a short safety handbook for your participants. In the safety handbook you can write all the relevant information about the country, partner, contacts and links in case of emergency, and risk-prevention guidelines. Careful preparation is important for both, already experienced and new participants in mobility projects. It is better to plan in advance than be in panic later when something goes wrong. Wish you many inspiring ideas in writing your KA1 application. I visited a contact seminar in Rome recently in which I spoke with several national agencies about the KA1 application. With no exception, they told me that Impact is usually the weakest point of applications. Even in cases when evaluators recognize good project idea applicants struggle to show the impact with concrete examples. Hence, I decided to write another blog on impact in order to give some tips how can you explicitly show the impact of your mobility project.
The main idea of the impact chapter is to show changes you expect to occur as a result of the project. French national agency suggest to be systematic in showing impact of the project on students, teachers and school. Desired impact for students: self-confidence, knowledge of the European Union, Knowledge of lifestyle and education in partner countries, knowledge of native culture, strong bonds with students from partner schools, digital skills development, foreign language skills development, team work development, social skills development, interest in other countries and their cultures, motivation in all subjects and studies, motivation to study foreign languages, tolerance with regard to different cultures. Desired impact for teachers: experience of different teaching methods, experience of new subjects/knowledge, knowledge of the European Union, knowledge and understanding of partner countries’ educational system (content and assessment), knowledge of own subject field, creation of strong bonds with partner country teachers, project management skills development, digital skills development, English language skills development, language skills development in a language other than English, social skills development, motivation to work in a multi-disciplinary team, motivation for professional training and skills development, motivation for the job. Desired impact for the school: improvement of school climate, development of interdisciplinary approaches, development of openness and cooperation with schools from other countries, development of work placements abroad, stronger relationships between students and teachers, better team work between teaching, administration and management departments, better team work among teachers, financial impact, introduction of new teaching systems, new content, strengthening of the European dimension and its development, increased support and involvement of family members in school life, increased support and involvement of other stakeholders: local and regional authorities, companies, parents’ associations. Don’t be scarce with measurement. Results indicators help recognise to what degree the project objectives have been achieved. Include different concrete indicators of your results such as: Number of information sessions for school staff to learn about skills gained by students during project activities, Number of delivered Europass Mobility, Number of training sessions by peers, Number of students/teachers involved in mobility activities, Number and type of organisations involved in a project other than schools e.g. any local/national businesses involved, Absenteeism rate, Number of new contacts established, Average satisfaction of the participants. “Stress can ruin your heart.” “Stress weakens your immune system.” “5 ways stress can ruin your relationships.” “4 shocking ways stress destroys your love life.”
These are just a few titles from magazines. We keep hearing information about the stress all the time and we think we know all about it. But do we really know? Theoretically we heard a lot, but how well do we manage it in our personal life, at work, in a classroom? Although we talk about stress often, it seems that we forget the basics of how to manage it. I like the story about a lecturer and glass of water: When lecturer was explaining stress management to an audience, he raised a glass of water and asked: »How heavy is this glass of water?« Answers called out ranged from 20g to 500g. The lecturer replied, “The absolute weight doesn’t matter. It depends on how long you try to hold it.” “If I hold it for a minute, that’s not a problem. If I hold it for an hour, I will have an ache in my right arm. If I hold it for a day, you will have to call an ambulance. In each case, it’s the same weight, but the longer I hold it, the heavier it becomes.” The same is with stress management- if we carry too much for too long, sooner or later our burdens become too heavy for us. In December we dedicate a whole week to stress management topics. Wonderful participants from Ireland, Spain, Finland and Slovenia spent the week with our caring trainers, each working in different fields and areas of expertise. Firstly, participants explored holistic stress management approach and discovered the important connection between our thoughts, feelings, body and behaviour. We tried to discover »our own patterns« and typical patterns of our pupils in stressful conditions. It is useful to remember that our stress response is not response to the actual situations but usually to the perceived threats and evaluations of actual situations. Since it all starts in mind, we may have idea to control our thoughts. But in reality it is very hard to stop your negative thoughts, but you can control your reaction on thoughts. Through “Mindfulness” we learned how to build a space of awareness so we can respond consciously instead of automated reaction. We also had a study visit to yoga centre which gave us an opportunity to put our theoretical knowledge into practice. One of the trainers also emphasized the importance of using different relaxation techniques (mindful walking, drawing and listening) in classroom. It is very important that teacher knows how to help students to gain insights into »their patterns«, how to calm the body, clear the mind, maintain emotional balance. Last part of the course was very practical. Through different exercises we tried to integrate newly learned skills, prepared our personal action plan and action plan for classroom. We had guest speaker from Slovenian school, who gave us first-hand experience with mindfulness in high school classroom. Our wonderful participants used the opportunity and integrated their knowledge into a beautiful stress management model with different »continents«. One of the participants described their work with these words: “The picture we created represents a world we would like to see. All cultures used their senses to be aware of stressors, and there are tools we can use to manage stressful events in order to live a loving and peaceful life. We can build bridges to assist each other and learn different techniques that suit each individual person and nation. Being realists we concluded that there would possibly be some, who for a variety of reasons were either just lacking in awareness or lacking the appropriate tools to build a bridge themselves. The rest of the world would never give up trying to help them, which represents the inner strength and desire people have to make things better for everyone by educating positively.” As always we haven’t forgotten about more relaxed part of the mobility experience. Together we explored December’s atmosphere in Ljubljana, celebrated St. Nicholas, drove around with KAVALIR – a special mini city Ljubljana’s vehicle, admired beautiful view of the lake from Bled Castle and much more. A very important component in the management of stress is our attitude towards the positive aspects of life. In particular, it is very important that we know how to be grateful for all the small, common moments. Therefore, thank you very much to each one of you. Together we spend so many wonderful moments and conversations that have enriched us all. The best way to sum up is with the words of our amazing participants:
Last week we had a special tailor made course – Preventing Early School Leaving for 17 wonderful participants from Greece.
Early school leaving is a multi-faceted and complex problem caused by a cumulative process of disengagement. “Dropping out” is linked to the feeling of being powerless, senselessness and to the extreme lack of motivation. Usually it is a result of personal, social, economic, educational or family-related reasons. During the course we were discovering how as teachers we can try to tackle this problem. Our energetic and experienced trainers Janja and Ksenja were engaging participants to actively participate and try to find ideas and suggestions how to address this issue. We have learned that the engine that helps to increase motivation and find the meaning is fuelled by relevant stimuli in a safe and significant relationship. Participants have learned a lot about Relationship Awareness Theory with the help of SDI questionnaire. We were discovering that it is very important from which “coloured glasses” we see the world. And that it is even more important for teachers in schools to be aware of pupils’ interpersonal differences. This was an excellent opportunity for us to learn also about our own motivational value systems, behaviour and conflicts. We have discovered important differences between individual’s motivation and behaviour and we have found out that our behaviour and communication style can change when we come into conflict. Raising awareness about dynamics of relationships and interpersonal conflicts can contribute to better and more efficient work with pupils in schools and improve our and their personal development. We were also practising conflict management and discovering different facilitation tools for students’ engagement: World Cafe, Open Space, The Circle Practice. Our course has also been enriched with two study visits. On Wednesday we have visited Cene Štupar adult vocational school and on Thursday we have visited Šolski center Ljubljana – Vocational centre with the following programmes: wood, mechanics, chemistry. Ksenja has introduced us Robert Reasoner’s preventive programme of self-esteem in schools and stressed five protection factors for authentic self-esteem and preventing school leaving: security, identity, belonging, purpose, and competence. We were also practicing different pedagogical activities to prevent early school leaving. As always we haven’t forgotten to experience Ljubljana and Slovenia in a relaxed and fun atmosphere. Together we were discovering Ljubljana, admiring beautiful view of the lake from Bled Castle, drove around with KAVALIR – a special mini city Ljubljana’s vehicle, took the funicular to the Ljubljana castle, and we were also singing together one special Greek traditional song – ο μήνας έχει εννιά (μια ζωή την έχουμε). This course was special also because of the additional interesting excursion to Piran and Trieste. Together we have spent countless pleasant and enjoyable moments. Course has ended with an excellent dinner in the restaurant at Ljubljana castle. We are very grateful and we are sending a big thank you to all our wonderful participants for their active participation, great atmosphere they have created and new friendships. Thank you, you are amazing! Opa! Fons Trompenaars once said »A fish only discovers its need for water when it is no longer in it. Our own culture is like water for the fish. It sustains us. We live and breathe through it.”
How do you live? How do you see the world? How do you communicate? Are you able to stand back from yourself, your culture and become aware of different cultural values and beliefs? Culture is a part of us. Sometimes we do not even realize that. But importance of cultural differences arise when we have to live, communicate, and interact with people from other cultures. World becomes more and more global, also a lot of people emigrate from one country to another for a variety of complex reasons. Such a move is often necessary and can be quite very challenging, sometimes also traumatic. It is very important that we treat people with such experiences with kindness and respect. Integration is a very important process, especially when we talk about the children and their healthy development. The beginning of November brought us our new Erasmus+ course: Multiculturalism – teacher’s role in the integration process of immigrant children. 21 participants from Sweden, Denmark, Germany, Norway, Spain and Greece spend the week with different trainers, each working in different fields and areas of expertise. Participants exchanged their experiences and opinions and gained new ideas for teaching and integrating immigrant children. Participants discussed the importance of understanding our different cultural backpacks and becoming more aware of different cultural patterns. One of the trainers also emphasized the importance of providing emotional and psychological support to immigrant children in the process of their integration. It is very important that we respond correctly to the needs of immigrant children and provide help and support also to their families. This week we visited one primary and one secondary Slovenian schools that are an example of good practice in the field of integration of immigrant children into Slovenian educational system. Part of the course was devoted also to learning Slovene language and methods for inclusive pedagogy. Participants tried to understand obstacles and benefits of different didactical methods, especially for learning foreign language. As always we haven’t forgotten about more relaxed and fun parts of the mobility experience. Together we explored Ljubljana and visited mysterious Postojna cave and Predjama castle. Participants also had the chance to experience multiculturalism through the culinary world and they haven’t tasted only typical Slovenian dishes. One of the participants described the experience in Slovenia with these words: »Great experience in the Multiculturalism course held in City Hotel in Liublijana. A fantastic opportunity to share our ways of teaching people from different countries and cultures. A challenging way to know how teachers from Sweeden, Norway, Denmark, Greece, Germany and Spain deal with this new situation in schools all over the world nowadays. Learning from one another has been restorative. The organization has been really good. Everything flew as scheduled. Any suggestion or problem we could have with food or whatever was sorted out in a minute. Kindness and respect were the key for success.« At the end we would like to stress out that this was our first session for Multiculturalism course. On one hand we are of course truly happy to receive such positive and encouraging feedback, but on the other hand we would also like to warmly thank participants for their constructive criticism and suggestions how we can improve this course in the future. We look forward to new challenges just as teachers look forward to teaching children how to be more open, tolerant and multicultural. We have firmly stepped into the magic of autumn, and we can recognize the truth in John Donne’s thought: “No spring nor summer beauty hath such grace as I have seen in one autumnal face.”
Autumn has already well colored foliage on the trees and our activities were also very rich and colorful. The second half of October was very active with a variety of interesting experiences and two Erasmus+ courses. Our first course was Teaching creativity in schools, inspired by Edward de Bono. The main objective of the course was to prepare participants to professionally lead creative and constructive thinking sessions in schools or their organisations. Our energetic trainer Nastja was engaging participants from different parts of Europe to actively participate and think in a creative and fun way. Participants realized a need for teaching creative and constructive thinking in schools, learned about principles of parallel and perceptual thinking, considered all factors involved in the matter of our thinking, looked at other people’s viewpoints, and discovered principles of Lateral Thinking. They learned that to use an idea creatively means to use it with a goal to develop other new or interesting ideas. By the end of the course participants had a very clear understanding of creative and constructive thinking framework and models – following dr. Edward de Bono’s methodology. Participants learned the theory through practical examples, group work and concrete ideas for their own school projects. But the week in Ljubljana was not dedicated only to learning. Our guests also experienced Slovenia, especially Ljubljana. Together we explored the city centre through a fun game, visited Ljubljana Castle, and tasted the typical Slovenian and African food in socially responsible restaurant. We have also visited lake Bled where we admired the view of the Bled Castle, visited the island in the middle of the lake, and enjoyed the taste of Bled cream cake. Even though Teaching creativity course has been implemented several times so far, each group of participants is a new and much appreciated experience for Primera team. We truly enjoy every minute with every participant and we are grateful that also in October we have met wonderful people with great stories. Our caring and experienced trainers Blanka and Andrej ware engaging participants to think about their relationships and coaching principles. The main purpose of this course was to prepare the participants to professionally lead a coaching session and provide support to the colleagues in the process of peer coaching. Firstly, participants learned about the importance of being aware of interpersonal differences. With the help of relationship awareness theory they got familiarized with different conflict styles, sequences and triggers and learned how to change existing and inappropriate communication patterns by using the principles of mindfulness. Second part of the course was devoted to basic coaching skills including active listening, empathy, summarising, reflecting and raising awareness. Participants practiced GROW coaching model, became fluent in asking powerful questions, and learned how to design a coaching session with different coaching tools. Very positive atmosphere and connectedness were essential part of the course right from the beginning. We learned about Slovenia and the Slovenian language together and admired magnificent colours of autumn in Vintgar gorge and lake Bled. We have also visited the yoga centre where we explored the role of mindfulness for teacher’s professional growth. Study visit to Secondary school Škofja Loka offered us insights into firsthand experiences with peer coaching process in school environment. We would like to sum up with the words of our amazing participants: »My participation in the Peer Coaching course in Ljubljana was a great experience! The content of the course was very well organized and met our needs for advanced professional input. The concept of peer coaching was something new to me and I was guided to find very interesting ways of applying it in my school situation to improve staff collaboration. I liked the balance of theory and practice, and the fact that we had many chances of interacting with other participants. The organization was excellent, since everything was arranged in time and we didn’t have to worry about the details of our trip and stay. What’s more important, the positive atmosphere during the course helped us create strong bonds of friendship with the participants and the organizers and made our time in Ljubljana an unforgettable experience!« (K. T.) »As the world spins faster and faster and technology continues to grow and pull us into its web, mindfulness, resilience and being a focused learner will be crucial skills for all children« Jayneen Sanders
We all know the saying »Just hold on a little more«, but when is just too much for us? Often we compare ourselves with others and in some way looking for confirmation that we are okay. But is it really so? Today, life is much more difficult and stressful. So why do we rush? We want to cram in as much as we can and be productive, but at what cost? Rushing everyday implies a feeling of lack. A lack of time, a lack of permission, a lack of space in the present moment and even a lack of space within ourselves. Everyday we wake up, make breakfast, go to school or work, do some errands and then go to sleep. And this is repeated from day to day. But are we really here? Where is the time for us, for our stream of thoughts? Often people expect from us we will be perfect and we will be good, no mater what we do. We often tell ourselves that we do not want make mistakes, because this is not good. We have to be perfect everyday in every way. And we ask ourselves »What will others think about me, if I make mistake?« All these thoughts keep on rolling in our head. And these negative thoughts lead to stress. But as soon as we are aware of that causal connection, we have capacity to change something. That’s the first step in stress management. To understand more, lets illustrate this with a small ball. We keep this ball in our hand on a stretched out arm. At first by keeping it for 10 seconds, then for a minute and then for 10 minutes. Most probably this actions doesn’t seem very special. But the longer we keep the ball in our hand, the heavier is the load. This can be easily transferred to our daily life. At the beginning all our pressures seem easy but if we don’t reset they become harder, because our body simply can not handle them anymore. Then occurs the stress and our poor will, which is only due to all the pressures and requirements from the environment. In our Stress management programme, you will get the opportunity to gain insight into individual patterns of stress response. You will learn about the positive aspects of stress as a source of progress, mastery and growth and you will also gain knowledge and skills for successful stress management. We’ll show you how you can foster better coping mechanisms from young age. Special focus will be given to the mindfulness practice which is getting more and more recognition in Europe. You are probably wondering if this is for you. All our work places are full of challenges. And especially teachers which work in dynamic environment of students, parents and colleagues face many different situations. In some of them they need better stress coping mechanisms for themselves and sometimes they need to foster stress coping mechanisms of others, especially children. Teachers can and should play a central role in creating a classroom climate that fosters student learning and social–emotional well being. At the end we could all learn a lot from crayons. Some are sharp, some are pretty and some are dull. Some have weird names, some have weird colours, but they all have to live in the same box. You can start making a progress and this progress will fundamentally change the box and all its crayons. Written by Amadea Gomboc This July has again been exciting and full of little pleasures. Primera devoted first two weeks of July to Erasmus+ courses. It was a great start of a summer time in Slovenia.
Building Efficient Relationships and Effective Conflict Management was the first course to make us happy. Our caring and energetic trainer Janja was engaging 9 wonderful women from Lithuania, Ireland, Spain and Slovenia to actively participate in the course. This was an excellent opportunity for participants to learn about motivational value systems, behaviour and conflicts in more details. Ladies discovered important differences between individual’s motivation and behaviour. What is more, our behaviour and communication style in conflict can be different from how we behave when everything is all right. Participants learned a lot, not only with the help of learning materials and Janja’s presentation of the topic, but mostly by getting know themselves better. However, the week in Ljubljana was not dedicated to learning only: our guests were also able to experience Slovenia. They got the chance to taste typical food of Slovenia and Zimbabwe in 2 socially responsible restaurants. They visited City Museum where they learned how to use Relationship Awareness Theory in practice and where they also enjoyed the exhibition Genesis by Sebastião Salgado. One day they had an outdoor learning experience in beautiful camp Ukanc, surrounded by Slovenian Alps. They got the chance to swim in Bohinj lake, enjoy the view from Vogel mountain and admire the Savica waterfall. We think it is best to sum up the first week with words of our amazing participants:
The second week of July brought us Teaching Creativity in Schools, inspired by Edward de Bono course and new adventures – this time with bigger group of 17 teachers, principals and social educators from Italy, Spain, Ireland, Turkey, Poland, Finland and Slovenia. Our trainer Nastja was the one who encouraged participants to learn and use new thinking techniques and creativity tools. Throughout all week participants worked in groups, on their own ideas for school projects. With Nastja and her 3-minute sand clock they learned how to empower their students to find new, interesting and diverse ideas. Highly positive atmosphere was part of the course right from the beginning. Multiculturalism and new friendships were truly an added value to this course. Participants connected among themselves and spend much of their free time together: they enjoyed drinks next to Ljubljanica river, visited the Postojna cave and sang a lot of songs representing their countries. Discovering Ljubljana in an interactive way and the excursion to Bled and Bohinj lake were for this reason even more pleasurable. Participants also got the chance to enjoy Slovenian food at Ljubljana castle and in Vila Podvin – former residence of Yugoslav president Tito. And again we think that participants’ words can better capture the spirit of the week:
First half of July was a truly inspiring and satisfying period for Primera team and we can only look forward to new courses with excitement. And to conclude the July experience we would like to borrow the words of our participants: “Thank you for your good companionship and sharing this experience with us.” We are truly grateful that we can work hand in hand with such wonderful people from so many different countries! |
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Pan-European Conference on Digital Education Facebook Community. Primera's FB page. Work with us on Erasmus+ KA2 projects: STEP Institute. |