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The School for Elementary Education of Adults Sombor, Serbia has successfully completed the second mobility within the KA104 project "Soft Skills"

17/11/2018
door Vladimir Popovic
Taal: EN

The second mobility, the Job Shadowing, provided three members of the staff of the School for Elementary Education of Adults in Sombor with a unique opportunity to get some first-hand insight into the daily operation and work of a similar school in Croatia, Pučko Učilište "Andragog" in the City of Osijek.

For both organisations, this was the first Erasmus+ project. The experience of project preparation, preparation and the organization of mobilities was a priceless experience, not just as preparation for the projects to come, but also the experience itself. Dealing with some of the challenges, and overcoming them with the support of the Tempus Foundation team was a wonderful and smooth, seemingly effortless experience.

The mobilities brought all of the expected results, but more than we could ever have hoped for. Reading about the upcoming changes our country is going to go through preparing for EU, and seeing them, first hand, in a school similar to our own cannot be compared. There were so many aspects of the practical implications of the European dimension in the education system, that no document could have prepared us for what we have experienced during our mobilities, especially the Job Shadowing, where the management had the unique opportunity to witness day in day out management of an adult education school and what the EU dimension really means. We were very proud that we had a lasting result in our “Soft Skills” project - the eponymous training program, but what we could not foresee was that the mobilities would provide us with another invaluable result: true experience and real vision of what kind of positive changes the transition will bring.

The experience was an “eye-opener” for us, and we have decided to dedicate more human resources and time to project-based activities, since we have come to realize that, without our own initiative, we cannot expect to be ready in time, and more importantly, to have all those benefits EU framework offers. The system in our country is outdated and entangled in bureaucratic red tape. Instead of being passive and waiting, we have decided to make the most of all the opportunities presented to us by the Tempus foundation, increasing our activities and establishing contacts through EPALE, eTwinning and now, Euroguidance, Eurydice and School Gateway. The main insight from this project was that we cannot wait for the EU, we not only can, but must start cooperating with organizations in EU countries in order to prepare for the ascension and to increase our competences and school visibility in the new era.

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