From 2015 to 2018, according to Eurostat, 1.9 million people received international protection
in the EU, either as refugees or as beneficiaries of subsidiary protection, or received a
humanitarian residence permit. More than 80 % were below the age of 34. Many of those
granted asylum are young people. They are likely to stay and settle in the EU. (FRA,2019)
The motivation forthe SeHeMe project derived from the difficulties, which young migrants and
refugees face during their attempt to get integrated into the society of the host country.
It seeks to help this process by providing the target group with a media voice. More
specifically, it will offer language and media literacy training to youth newcomers (refugees,
asylum seekers and migrants) recently settled in host countries. This will be accomplished
through the establishment of an online magazine run entirely by migrants and refugees
supported by language learning and media literacy tools tailored to their educational needs.
The project will focus on the “why’s” (environmental, political, modern-day slavery, social and
economic) and “how’s” (facilitators and traffickers) of the situations they came from. There is
no media source asking why and what are our responsibilities as fellow human beings are
towards immigrants.
The objectives of the SeHeMe project are:
1. To provide language and media literacy education simultaneously to young immigrants and
newly arrived young immigrants in a host country.
2. To ease young immigrants’ integration into their host country by giving them a voice
through which they can express themselves and share their experiences.
Funding
Program Erasmus +
Project Reference
2022-1-PT02-KA220-YOU-000087351
Period
01/11/2022 a 31/10/2024
Duration
24 mouths
Researchers
Ana Cunha (Lead Investigator)
Anabela Mateus
Diana Oliveira
Partners
The Project reunited 6 partners:
Cofac Cooperativa De Formação E Animação Cultural, CR
The technological developments in the 21st century have sparked a great deal of transformation in education. Especially, technologically equipped classrooms with smart boards enable all students to benefit from e-contents much more efficiently and effectively. Students’ devices such as tablets, computers, laptops, smartphones, and e-readers also make them learn and practice the subjects again and again with the help of using them anytime and anywhere. So, the advantages of technological devices make learning more accessible
and practical for students.
The biggest advantage of Blended Learning Approach is that it offers the opportunity to use both digital technologies and face-to-face communication tools in the teaching process
simultaneously. While students and teachers come together physically in traditional education; they can make use of various tests, subject reviews, exercises on the internet, apart
from the classroom environment. Thus, a multi-faceted experience emerges from the combination of these two approaches.
The motivation for the creation of this project was primarily the need for online education tools and applications integrated into English language teaching. In response to this need, it
was decided that “Blended Learning Approach”, which combines face-to-face education with online teaching tools, would be the most useful and most appropriate method for this project. The advantages of the devices with ease of transport and internet connection in reinforcing the subjects make mobile learning and face-to-face training complement each other. Thus, compared to traditional learning approaches, blended learning provides a learning model with superior features.
The objectives of the project:
After the impact of Covid-19, e-learning and technological devices have become more and more important in the education sector. So, today’s newest and most popular approach is to
combine traditional education methods with technology-supported materials or blended learning models. In this context, we want to take advantage of an effective blended learning
model in our partner institutions for the objectives listed below:
to plan blended lessons
to manage distance education environments (Moodle)
to make the lessons interesting and keep students motivated
to monitor and evaluate learning
to increase the knowledge/skills of teachers regarding digital education
to integrate mobile devices into the lesson
to use technology more effectively and safely
to ensure the continuation of learning outside the classroom
to exchange ideas while cooperating with European colleagues
Funding
Erasmus + Program (European Union)
Project Reference
2020-1-IT02-KA226-SCH-095643
Period
2021-06-20 to 2023-06-19
Duration
24 months
Partners
The project has 4 entities from 4 countries of the European Union as follows:
Mayis Anadolu Lisesi – Turkey
Eurospeak Language Schools Ltd – United Kingdom
Institut Francesc Macià – Spain
Universidade Lusófona de Humanidades e Tecnologias (ULHT) – Portugal
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