Foreign Language: Passport to New Opportunities

Design: Project Team Information and Vocational Guidance Directorate-General for

Vocational Training www.dgfv.min-edu.pt September 26, 2004
CONTENTS
I. II. III. IV. V. VI. INTRODUCTION ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .... Pag. LE
SSON PLAN 2 ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... Pg. 4 SHEETS OF WORK ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
. Pag. 11 RESOLVED SHEETS ... ... ... ... ... ... ... ... ... ... ... ... ... ..
. ... ... ... ... ... ... ... ... ... ... .... Pag. 18 SUPPORTING MATERIALS ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... .... Pag. 22 COMMUNITY PROGRAMS ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... .... Pag. 32
1
2
This educational material is called a Foreign Language: Passport to New Opportun
ities and intended to guidance counselors and teachers. It will foster in studen
ts the qualification courses in creating motivation for learning foreign languag
es as a means of ensuring access to greater diversity and depth of knowledge fac
ilitators of inclusion and career development, to promote mobility within Europe
and to capitalize on their advantage and the exercise of citizenship, the oppor
tunities created by the existence of a single area of goods, persons and capital
. This material consists of a Lesson Plan for 90 minutes, which proposes a seque
nce of activities and for which they provide their Worksheet, Chips Resolved and
Support Materials. This working tool also includes information on community pro
grams promoting mobility and language learning, as well as a list of useful cont
acts and publications of the Directorate-General for Vocational Training. The pr
oposed material is a suggestion to work, so professional guidance / teacher shou
ld bring it to the characteristics and interests of students and classes.
NOTE: In this document, which reads the professional guidance / teacher "shall m
ean that it always refers to / for guidance counselors and the teachers.
3
4
Exercise 1 - Identifying the European Union countries / sensitize students to is
sues of mobility and the importance of learning foreign languages Material: Time
: Document support 1 10 minutes
1.1. The professional guide / teacher puts in context / acetate projected a map
of Europe, where it is possible to clearly identify the 25 EU countries (Support
ing Document 1). 1.2. After clarifying what kind of map is being displayed, the
professional guidance / teacher puts the students some questions: • • • • • • Do
you know / have visited / have heard of some (s) of these countries? Under what
circumstances? / Through what? (Musical groups, football clubs, etc.). They hav
e relatives or friends living / study / work in some of the countries of the Eur
opean Union? If yes, where? Are you able to identify the countries mentioned in
the map? You are able to identify which of the countries mentioned are Member St
ates of the European Union? What languages are spoken in countries that have bee
n mentioned? In your opinion, what are the main difficulties that people who are
in these countries may feel? 1.3. From the students' responses to the last ques
tion, the vocational orientation / teacher should take to make a brief reference
to two aspects: the existence of a single market for goods, people and capital
which allows EU citizens to live, work and study in any of its member States, an
d currently this facility is only valid in the fifteen countries that formed unt
il May 2004 the European Union, plus three associated countries: Norway, Iceland
and Liechtenstein, the importance of learning foreign languages as way to ensur
e access to greater diversity and depth of knowledge facilitators initiation and
progression in their careers, to promote mobility within Europe and to capitali
ze on their advantage and European society, the opportunities created by the exi
stence of a single area of goods, persons and capital.
5
Exercise 2 - Linking to a language (s) country (ies) in which that language is s
poken / Identify the languages most widely spoken European Material: Paper Suppo
rt 2 / Supporting Document 3 Document 4 Support Worksheet 1 / Worksheet 1 - Sett
lement Option: Worksheet 1A / Worksheet 1A - Resolution 20 minutes
Time:
2.1.€The professional guide / teacher divides the class into three or four group
s (depending on the number of students), distribute to each group a set of cards
(Supporting Document 2) with the EU countries and their languages, and calls th
em to do correspond to the country where the language is spoken. 2.2. The profes
sional guide / teacher puts on a card table on which he drew a grid (Supporting
Document 3) and where groups put the cards distributed to them, associating the
correct country / language. The professional guide / teacher should call student
s' attention to the information given cards of countries, including the designat
ion of the country's language of origin and to the capital. 2.3. While making th
e placement of cards on cardboard, students correct the exercise using Worksheet
1, which have since been distributed to them. In this exercise is intended to e
mphasize the language (s) (s) spoken (s) in each country, and the professional g
uidance / teacher to draw students' attention to the fact that there are languag
es that are spoken in more than one country . The inclusion of map and flags of
each country allows the geographical location of constituting such an informatio
n plus the professional guidance / teacher to explore, depending on the time ava
ilable and the interest of the class. 2.4. After filling the form above, the voc
ational orientation / teacher should call students' attention to the diversity o
f languages spoken in Europe, and the languages indicated by shading in the sche
dule are the five most European languages spoken in the world in the order indic
ated follows: - English - 470 million - Castilian (Spanish) - 372 million - Port
uguese - 182 million - French - 124 million - German - 121 million
6
These numbers should be made known to students by placing arrows on the paper (S
upporting Document 4) from the languages marked. Students fill in the space prov
ided in your notes. In this context of linguistic diversity should be referred t
o the need of the existence of working languages and business within the Europea
n Union, where highlights, once again, the English. OPTION: The second exercise
will be conducted by either the Worksheet 1A. Once this form the number of langu
ages is less than the number of countries, the professional guidance / teacher s
hould call students' attention to the fact that there are languages that are spo
ken in more than one country. After resolution of the form should be filled arro
ws, and the numerical data necessary for this purpose (see exercise 2.4) are pro
vided by professional guide / instructor.
7
Exercise 3 - List situations beyond the context of the classroom, where students
use the foreign language / sensitize students to the importance of learning mat
erial: Time: Worksheet 2 20 minutes
3.1. Students are confronted with the question "In what situations have used / u
se the usual
foreign language, beyond the context of the classroom? ", hoping that in this sh
ort dialogue
experiences are reported by them lived. 3.2. Following the previous year, the pr
ofessional guidance / teacher distributes to students and projects in the acetat
e Worksheet 2, asking them that, given the situation (If I know I can speak a fo
reign language ...), are examples related to each of the basic skills identified
in the schedule. The exercise should be solved in groups and situations suggest
ed through their spokesmen, will be recorded on acetate by professional guide /
instructor. Students will complete your file with the other examples given by co
lleagues. 3.3. Based on the answers given by students last year, the professiona
l guidance / teacher will highlight once again the importance of foreign languag
e learning, which includes learning the four basic skills and, when carried out
continuously systematic and allows students to communicate, either in everyday s
ituations, whether in the context of professional status. If the examples presen
ted above do not allow the students to illustrate this difference, the professio
nal guidance / teacher should, in itself, suggest some appropriate examples, inc
luding: • • • • find a song in a foreign language, communicate with an alien in
the Messenger; read and understand the user manuals that come with the machines
of my company, participate in workshops with colleagues from other countries.
8
Exercise 4 - Identify a set offered by the knowledge of English Material: Time:
Type of Work 3 15 minutes
opportunities
of
career
4.1. The professional guide / teacher distributes the students to Worksheet 3, i
nstruct them to be completed in pairs. By introducing this exercise, the profess
ional guidance / teacher that students will seek to focus only in the context of
their future profession and resume previously conveyed the idea of English as t
he working language of business and the European Union, so the its area is an in
strument to facilitate the insertion and career development. In the end, the pro
fessional guidance / teacher register under some of the situations identified by
the students.
9
Exercise 5 - Go to work and / or do an internship abroad: be aware of the issues
related to mobility in the European Union Material: Time: Worksheet 4 Worksheet
5 / Worksheet 5 - Resolution 25 minutes
5.1. Students are asked to imagine a situation that will work / live / study tem
porarily in a EU country. To this end they should answer the questions of Worksh
eet 4 in pairs or small groups. After filling the form, the professional guide /
teacher should lead the class in group discussion about feelings, expectations
and concerns identified and related to the situation presented. 5.2. The profess
ional guide / teacher puts the students before a concrete situation: the achieve
ment of a traineeship in a European Union country. Worksheet 5 - a
quiz - refers to practical aspects related to the mobility inherent in the situa
tion,
such as: • • • • • accommodation medical insurance transport language courses
The resolution of the statement should be made in pairs and will be aided by the
presentation of sentences to complete. Correction of the exercise will be condu
cted by the group class orally. 5.3. The professional guidance / teacher present
s the situations posed in previous years as likely to come to fruition by the st
udents under the Community Programmes Socrates and Leonardo da Vinci. In the cha
pter 'Community Programs', the professional guidance / teacher finds systematic
information on the various community programs / measures promoters of mobility a
nd language learning. This information should not, however, replace a thorough c
onsultation of the website of the National Agency for Community Programmes Socra
tes and Leonardo da Vinci, as well as other web pages listed in that chapter.
10
11
STATEMENT OF WORK 1 COUNTRIES AND LANGUAGES OF THE EUROPEAN UNION
Matches to the country where the language is spoken.
Map: www.dre.pt / u / default.html
COUNTRY
Austria Belgium Cyprus Denmark Slovakia Slovenia Spain Estonia Finland France Ge
rmany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta Netherlands
/ Holland Poland Portugal Spain Czech Republic Sweden
LANGUAGE
12
STATEMENT OF WORK 1A COUNTRIES AND LANGUAGES OF THE EUROPEAN UNION
Matches to the country where the language is spoken.
Map: www.dre.pt / u / default.html
COUNTRY
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 2
3. 24. 25. Austria Belgium Cyprus Denmark Slovakia Slovenia Spain Estonia Finlan
d France Germany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta
Netherlands / Holland Poland Portugal Spain Czech Republic Sweden
COUNTRY
TONGUE
LANGUAGE
a. B. Greek Castilian (Spanish) c. Hungarian d. Finnish e. German f. Netherlands
g. Italiano h. Portuguese i. Lithuanian j. Maltese l. Czech m. No English Slova
k Others Polish P. Danish q. Slovenian r. French s. Gaélico t. Latvian u. Swedis
h v. Luxembourg x. Estonian
13
Worksheet 2
Complete the rectangles with possible examples.
READ
WRITE
IF I KNOW I CAN SPEAK A FOREIGN LANGUAGE ...
TALK
LISTEN
14
3 STATEMENT OF WORK
Complete the table with possible examples.
In my future career, if I can speak English, I will have the opportunity to ...
accompany foreign visitors in my company. learn to work more easily with new sof
tware.
15
STATEMENT OF WORK 4
Imagine going to work / live / study temporarily in a EU country. Complete the f
ollowing sentences.
1. I imagine myself to ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... and feel ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ..€... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ...
2. My expectations and interests are ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... .... ... ... ... ... ... ..
. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
. ... ... ... ... ... ... ... ... ... ... ... ...
3. I'm worried ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ...
4. Before leaving I have to deal with ... ... ... ... ... ... ... ... ... ... ..
. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
5. I obtain the information they need consulting ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... .... ... ... ... ... ... ... ... ... ... ... ..
. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... Or goi
ng ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
.. ... ... .... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ...
16
STATEMENT OF WORK 5
Complete the following quiz with the missing words in sentences presented.
1. 2. 3. 4. 5. 6. 7.
The S A N A L A M B D A D S
1. In case of accident, should have the cover of a ... ... ... ... ... ... .. .
2. The financial support that I get to participate in the formation is called ..
. ... ... ... ... ... .. . 3. I'll have to use ... ... ... ... ... ... .. to mov
e me. 4. To be eligible for consultations if you are ill need to ensure ... ...
... ... ... ... .. . 5. After attending a ... ... ... ... ... ... .. I can speak
the language of the host country. 6. Through the Community Programs for ... ...
... ... ... ... .. I have the opportunity to go to study or work abroad. 7. Dea
ling with ... ... ... ... ... ... .. is essential to not sleep on the street.
17
18
STATEMENT OF WORK 1 - RESOLUTION
Map: www.dre.pt / u / default.html
COUNTRY
Austria Belgium Cyprus Denmark Slovakia Slovenia Spain Estonia Finland France Ge
rmany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta Netherlands
/ Holland Poland Portugal Spain Czech Republic Sweden
LANGUAGE
GERMAN German German, French, Netherlands GREEK DANISH Slovak Slovenian Castilia
n (Spanish) Estonian Finnish French GAÉLICO GREEK HUNGARIAN, ENGLISH Italian Lat
vian Lithuanian Luxembourgish Maltese CZECH POLISH PORTUGUESE ENGLISH SWEDISH
19
Worksheet 1A - RESOLUTION
Map: www.dre.pt / u / default.html
COUNTRY
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 2
3. 24. 25. Austria Belgium Cyprus Denmark Slovakia Slovenia Spain Estonia Finlan
d France Germany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta
Netherlands / Holland Poland Portugal Spain Czech Republic Sweden
COUNTRY 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 2
1. 22. 23. 24. 25.
E. LANGUAGE e. e., r., f. a. p. No q. b. x. d. r. a. c. s., m. g. t. i. v. j. f.
Others h. m. l. u.
LANGUAGE
a. B. Greek Castilian (Spanish) c. Hungarian d. Finnish e. German f. Netherlands
g. Italiano h. Portuguese i. Lithuanian j. Maltese l. Czech m. No English Slova
k Others Polish P. Danish q. Slovenian r. French s. Gaélico t. Latvian u. Swedis
h v. Luxembourg x. Estonian
20
STATEMENT OF WORK 5 - RESOLUTION
1. 2. 3. 4. 5. 6. 7.
SBTACURSSSORIASDNTES Ê Í PNLMOOC OALRINBL
A G E S T I O
G E
U
R
The
It is M D S S M E D N E T O C A R D
J U L
The IA
1. In case of accident, should have the cover of a ... ... ... ... ... ... .. .
2. The financial support that I get to participate in the formation is called ..
. ... ... ... ... ... .. . 3. I'll have to use ... ... ... ... ... ... .. to mov
e me. 4. To be eligible for consultations if you are ill need to ensure ... ...
... ... ... ... .. . 5. After attending one ... ... ... ... ... ... ..€I can spe
ak the language of the host country. 6. Through the Community Programs for ... .
.. ... ... ... ... .. I have the opportunity to go to study or work abroad. 7. D
ealing with ... ... ... ... ... ... .. is essential to not sleep on the street.
21st
22
SUPPORTING DOCUMENT 1 - MAP OF EUROPE
Source: www.terravista.pt/bilene/1574/mg_europa.html
23
SUPPORTING DOCUMENT 2
GERMANY (DEUTSCHLAND)
BERLIN
GERMAN
AUSTRIA (ÖSTERREICH)
VIENNA
GERMAN
BELGIUM (België / Belgique)
BRUSSELS
GERMAN, French, Netherlands
CYPRUS (KYPROS)
NICOSIA
GREEK
DENMARK (DANMARK)
COPENHAGEN
DANISH
24
SUPPORTING DOCUMENT 2
SLOVAKIA (Slovensko)
BRATISLAVA
SLOVAK
SLOVENIA (SLOVENIJA)
LLIUBLIANA
SLOVENIA
SPAIN (ESPAÑA)
MADRID
Castilian (Spanish)
ESTONIA (EESTI)
Tallinn
ESTONIAN
FINLAND (SUOMI)
HELSINKI
FINNISH
25
SUPPORTING DOCUMENT 2
FRANCE (FRANCE)
PARIS
FRENCH
GREECE (ELLADA)
ATHENS
GREEK
Hungary (Magyarország)
BUDAPEST
HUNGARIAN
REPUBLIC OF IRELAND (EIRE)
DUBLIN
GAÉLICO, ENGLISH
ITALY (ITALIA)
ROME
ITALIANO
26
SUPPORTING DOCUMENT 2
Latvia (Latvijas)
RIGA
LATVIAN
LITHUANIA (LIETUVA)
VILNIUS
LITHUANIA
LUXEMBOURG (LUXEMBOURG)
LUXEMBOURG
Luxembourg
MALTA (MALTA)
Valletta
MALTESE
NETHERLANDS / NETHERLANDS (NEDERLAND)
AMSTERDAM
NEERLANDÊS
27
SUPPORTING DOCUMENT 2
POLAND (POLSKA)
WARSAW
POLISH
PORTUGAL (PORTUGAL)
LISBON
PORTUGUESE
UNITED KINGDOM (UNITED KINGDOM)
LONDON
ENGLISH
CZECH REPUBLIC (CESKÁ REPUBLIK)
PRAGUE
CZECH
SWEDEN (SVERIGE)
STOCKHOLM
SWEDISH
28
SUPPORTING DOCUMENT 3
COUNTRY
LANGUAGE
29
SUPPORTING DOCUMENT 4
470 MILLION
-------------------------------------------------- -----------------------------
--------------------- ----------------------------------------
372 MILLION
-------------------------------------------------- -----------------------------
--------------------- ----------------------------------------
182 MILLION
-------------------------------------------------- -----------------------------
--------------------- --------------------------------------- 30
124 MILLION
-------------------------------------------------- -----------------------------
--------------------- ----------------------------------------
121 MILLION
-------------------------------------------------- -----------------------------
--------------------- ----------------------------------------
31
32
I. PROGRAMME LEONARDO DA VINCI - Action Programme on vocational training www.soc
leo.pt
The Leonardo da Vinci is a program administered by the European Union and aims t
o: • provide young people access to courses and training courses so that through
them, they can increase their skill levels and hence the probability of inserti
on labor market; • improve vocational training for people of all ages, helping t
hem develop skills and acquire new skills throughout life, preparandose thus for
the new job requirements. Under this program will be given community support, a
mong others, the following actions: - Young people attending a vocational traini
ng course • initial stages, in principle, three weeks to nine months in vocation
al training institutions and enterprises, and these internships are an integral
part of the training program. - Student internships • 3-12 months in business. -
Young workers and recent graduates • stages 2-12 months in vocational training
institutions and enterprises. This program provides for the award of a scholarsh
ip to the transnational placement and exchange. Skills taught courses in technic
al or vocational training abroad will be recognized in all EU countries.
II. Socrates - Action Programme of the European Community in Education www.socle
o.pt II. A. SOCRATES / COMENIUS
The Socrates / Comenius aims to: • improve the quality and reinforce the Europea
n dimension in school education; • encourages transnational cooperation between
schools; • promoting knowledge of languages and intercultural awareness. Under t
his program, students, teachers, etc.. may participate in different actions only
by their school.
II. A. 1. Socrates / Comenius 1: School Partnerships Under this action can be de
veloped, including two types of projects: • Comenius School Projects are develop
ed based on a partnership that involves at least three countries and provide the
teachers and students of these countries the opportunity to implement activitie
s that focus on one or more issues of common interest, as part of regular school
activities.€Students have the opportunity to participate in the activities of t
ransnational mobility 'Meeting of Project.
33
•
Comenius Language Projects seek to promote in young people the motivation, skill
s and confidence to communicate in other European languages. A Comenius Language
Project is run by groups of at least 10 young people from 14 years of age from
two schools in the participating countries. It is an integral part of these proj
ects the realization of a reciprocal exchange of students, with a duration of at
least 14 days (including travel) for each group.
II. B. SOCRATES / ERASMUS www.socleo.pt
This program aims to: • promote the quality and reinforce the European dimension
in higher education; • encourage transnational cooperation between universities
, • promote the European mobility in higher education sector, • to improve trans
parency and academic recognition of studies and qualifications throughout the Un
ion • This program is intended, therefore, the young people who wish to study at
an institution of higher education in the 31 countries participating in the pro
gram. The program allows: • the opportunity to study at a partner institution in
a European country for 3-12 months; • full academic recognition of the period o
f study abroad as part of the initial course, • the possibility of receiving a s
mall grant from the Union European cover extra costs. The preparatory language c
ourses, offered by the host universities, contribute to the improvement of langu
age skills of young people.
II. C. Socrates / Grundtvig www.socleo.pt
This action is intended to improve quality and encourage the European dimension
in adult education, helping to provide more learning opportunities throughout li
fe for all citizens. Under this action, it is understood by any adult person ove
r 25 years, or any person aged between 16 and 24 years who do not frequent the h
igh school level of formal education. The concept of 'adult education and' learn
ing 'covers all forms of learning, whether included in formal and non-formal adu
lt education, whether even a more informal. The Grundtvig Action is intended to
people who are interested in: • increase their capacity to intervene actively in
society and their knowledge of other cultures; • enhance their professional opp
ortunities by acquiring or updating their own skills, • increase its ability to
enter or return to formal education.
34
III. EURES - the European Job Mobility Portal www.europa.eu.int / eures
The easiest way to find work in another European country is to visit the EURES p
ortal. EURES (European Employment Services) aims at informing, advising and assi
sting European citizens wishing to work in another country, and employers wishin
g to recruit workers abroad. This network brings together the European Commissio
n and the public employment services in Europe as well as unions, employers' org
anizations and local and regional authorities. EURES advisers are more than 500
across Europe. They have a database with information on living and working in ea
ch country, the labor market, housing, education, cost of living, health, social
legislation, taxation, training opportunities, the possibility of comparing qua
lifications, etc.. Databases of job vacancies and Curriculum Vitae (CV) This net
work has developed a database that gathers the vacancies available across Europe
. Employers can use it to advertise their vacancies in 17 countries. All job see
kers can search for it on any of these countries. There is also a database to se
arch for CV. All job seekers can use this base to spread their CV to a wide rang
e of employers, which may directly contact the candidates they deem appropriate.
IV. PLOTEUS - Portal on Learning Opportunities Throughout the European Space / P
ortal on Learning Opportunities throughout the European Space www.ploteus.net
Portal designed by the European Union to guide citizens to sources of detailed i
nformation on education and training in 30 European countries. Possible connecti
ons: • Learning Opportunities: links to national databases and regional and webs
ites of educational or training institutions in 30 European countries • Educatio
n Systems: clear and concise descriptions of national systems of education and t
raining,€including information on qualifications, scholarships and tuition • exc
hanges: information on all types of exchange programs at all levels of education
and training • Contact: information and matters of professional orientation - i
ncludes data on national centers of vocational guidance in 30 countries • Change
country: useful information on practical issues relating to living and learning
abroad, such as accommodation, living costs, taxes and social security.
35
ESTIA www.estia.educ.goteborg.se
The ESTIA project began as a pilot project under the Leonardo da Vinci and is in
tended primarily for guidance counselors. The purpose of Project Estia, through
its website, is to provide the user with useful information about education, occ
upations and labor market in different European countries. This website has link
s to national pages of each participating country, which follow a similar struct
ure in configuration and content.
36
The CONSULT-SITES www.dgfv.min edu.pt www.dgidc.min-edu.pt www.rede-nonio.min-ed
u.pt/1cic/agrup_ovar/europa.htm www.iefp.pt www.socleo.pt www.europa.eu.int www.
ploteus.net www.estia.educ.goteborg.se www.languages-on-the-web.com www.eurydice
.org www.euroguidance.org.uk
PUBLICATIONS DGFV I chose ... A bet in qualification training for young ... I le
arn a lifelong commitment to training for adults A bet in qualification of young
/ A bet in qualification of adults
CONTACTS: General Directorate of Vocational Education Av July 24, n. º 138 1399-
026 LISBOA Tel: 21 394 37 00 Fax: 21 394 37 99