international projects for students

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Global Project-Based Learning Opportunities

Global learning opportunities:.

My Experience with Project-Based Learning:

What can we do to support and bring about global competence .

• Connect globally through social media
• Participation in Academic World Quest ( World Affairs Council )
• Participation in Model UN
• Partnerships with state and international organizations 
• Globally-oriented guest speakers/presenters 
• Hold globally focused movie nights/events
• Create an International  Week
• Global Current  E vent  T rivia
• Establish a global  competency committee (PLC)
• Modify the  curriculum, globalize courses
• Establish a global  studies diploma (GSD) program 
• Encourage interdisciplinary courses with global focus
• Encourage independent study for students in global-based issues/subjects/topics
• Develop student exchange  programs
• Create student travel opportunities
• International service trips and  programs
• Participate in local, globally-focused service projects
• Participate in/Attend local cultural activities
• Teacher Exchange/Education programs
• Professional Partnerships with state and international organizations 
• D ecorate globally …maps/flags/posters
• Encourage the establishment of globally-focused extra-curricular activities and clubs i.e. International Club

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ErasmusIntern.org  is a web platform where companies and organisations can offer their internship vacancies to individuals seeking international opportunities. Visit the web platform to access thousands of internships, students and recruiters!

Through the  ErasmusIntern.org  project, the Erasmus Student Network promotes the Erasmus+ Traineeship scholarships that are available to students at European Higher Education Institutions. The project was funded with support from the European Commission.

ESNcard.org

The ESNcard is the membership card of the Erasmus Student Network. Students who own the card can have access to ESN events. Also, the ESNcard is used as a discount card that offers benefits to students, locally, nationally and internationally. The aim of the ESNcard is to support and give opportunities to international students during and after their exchange period.

SocialErasmus is an international project by the Erasmus Student Network (ESN) that promotes a social attitude among young citizens participating in mobility programmes, to facilitate their integration into the local community while gives them the chance to make a long-lasting social change in society through volunteering activities. SocialErasmus activities provide young citizens the opportunity to do more with their period abroad and to live a life-changing experience.

ExchangeAbility and MapAbility

ExchangeAbility is a long-term project of ESN whose main aim is to promote mobility opportunities and accessible Higher Education possibilities for students with disabilities. Additionally, ESN also wants to provide the conditions and opportunities for students with disabilities to actively participate in student life as well as raise awareness of the local communities about the topic.

International Erasmus Games

The International Erasmus Games (IEG) are a pan European health and wellbeing initiative of the Erasmus Student Network. We unite exchange student from all over Europe in an effort to promote sports as a universal language which is understood by everyone. Our efforts break all the barriers which separate the local and international communities of Europe and bring together people from all backgrounds, nationalities and age groups under the motto of healthy competition. Our volunteers organise and take part in sports competitions, running challenges, nutritional workshops and campaigns to promote a healthy lifestyle and the prevention of obesity, alcohol and drug abuse.

Responsible Party is a project is run across Europe with more than 174,000 students participating to date. Using the peer-to-peer approach student ambassadors are organizing activities during parties in a fun and engaging way with the aim to raise awareness about the health effects of alcohol consumption. 

Eduk8 is ESN’s international training project, which aims to empower ESN members to allow them to perform better in their ESN daily tasks. Every day ESN’ers all over Europe, work hard to support and develop our colourful network and while doing so they gain new skills and competences. These skills and competences can be hard to identify and put words to and that is where Eduk8 can make a difference. Eduk8 facilitates activities where underlying soft skills can be identified and where participants can share know-how and learn from one another in a structured, conscious and fun way!

ESNsurvey is the biggest European research project planned and carried out entirely by students for students. It is conducted annually since 2005 and researches different aspects of student mobility. It is disseminated in collaboration with 37 countries and 500 Higher Education Institutions. The findings obtained through the Questionnaire are published in the Report and used as recommendations to all stakeholders involved in student mobility.

Futures of Education  

UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in Education, the Sciences and Culture. UNESCO’s Futures of Education initiative aims to rethink education and shape the future. The initiative is catalysing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity. ESN is currently organising a series of focus group discussions in order to highlight the views and ideas of the “Erasmus Generation”.

Around the network

International Student Projects

It all began 19 years ago with the Insight China project. In the following years three more projects were added: Focus India , connectUS , ExploreASEAN and HOLATAM . FHNW students organise these with annually changing thematic focuses to give participants an insight into the economic and cultural diversity of these countries.

Each project includes:

• Preparatory seminar in Olten (one week in February)
• On-site seminar (about 2 weeks in March/April) and
• Final event in Olten (one evening in May)

About 16-20 students and 3-4 employees of the FHNW can be accepted for each project. The application deadline for staff is in May/June while an information event for students will take place in October.

All HLS BSc students in their 2nd and 3rd year can apply. If the on-site seminar coincides with exams, there is the possibility of postponing the exams in consultation with the Head of Studies. PhD students can apply as staff and invest their vacation days.

Numerous HLS students and staff have already participated and all talk enthusiastically about the unique experience, the professional organization and the intensive and very instructive time spent in the countries. If you too would like to take advantage of this opportunity, please contact us!

Degree Programmes

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FHNW School of Life Sciences

Language camps for students aged 9-17 years

IP International Projects organises all-inclusive language holidays for kids, teenager and young adults in the UK, France and Germany. With more than 37 years’ experience we pay attention to high quality teaching and age-appropriate supervision. Your well-being is our top priority, and our team is available for you and your parents 24/7.

Join one of our programmes in 2024 and improve your language skills whilst making friends from all over the world! Cancel for free according to our terms and conditions.

You’d like to know more about us? 6+1 things to know about International Projects

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Discover  International Welcome Desk

Furthermore, the University has joined the international Housing Anywhere platform, which allows incoming students to find and book a room offered by our students. Our outgoing students will also have the opportunity to rent rooms made available by foreign students enrolled at universities affiliated with the same platform.

The Department of Humanities and Cultural Heritage organizes free Italian language courses for mobility students. Recently, "specialized" Italian courses have also been activated for foreign students and PhD students enrolled at the Vanvitelli University who have requested them.

The following initiatives have been set up to increase integration between the Italian and foreign students both enrolled in degree and/or in mobility programmes of the Vanvitelli University:

Buddy Project

The call for applications is online for 41 part-time contracts for tutoring lasting 50, 100 or 200 hours for students regularly enrolled in the academic year 18/19 with adequate language skills to create a reception and assistance system for international students who enrol in a Degree Programme or stay for a period of mobility within the University.

All the details on the Call for Applications  - in Italian

Buddy Abroad The project aims to create a network of students at foreign universities interested at being of help for our students who will be able to contact them and receive information on the activities of their university and in particular on programmes, reception, university and extra-university activities. Interested incoming students available to become Buddy Abroad will be selected and a Buddy Abroad certificate will be issued.

A database and a mailing list will also be created to send any notices that may be of interest such as doctorates and scholarships or research grants.

Mobile App The call for applications "App Welcome International Students" is online to involve students in the software development of an app for mobile devices.

Take a look at the call “App Welcome International Students”  - in Italian

First Medical Care This last project consists in the creation of a reception point for the health issues of international students enrolled in university study courses or that are here for mobility periods.

There is a first free clinical examination with the detection of a possible specialised pathway following an agreement with the University Hospital.

The activities will take place in the Sant’Andrea delle Dame complex - Naples - ground floor, with access from Via De Crecchio n.8.

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Partner School Science Program (PSSP)

Teddy Bear Project

#GlobalSpeedChat

A Week in the Life

Global Read Aloud

Finding Solutions to Hunger

Local History Project

#Decarbonize: Decolonize - Art, the UN, Climate Change & Indigenous Peoples

Digiteen and digitween project.

Learning Circles

Blue Planet Writers' Room

Ositos de Peluche

Classroom Conversations with the World

My Identity, Your Identity Culture Project

1-Click Campaigns

ArtLink Program

Talking Kites Around the World

K-12 Global Art Exchange

Journal Swap for Peace

Holiday Card Exchange Project

Online Model United Nations

Amazing Race Project

Flat connections global project.

Solar Explorers

Global Art: A Sense of Caring

Rock Our World

Know Your World Initiative Hot Topic Global Dialogues

Daffodils and Tulips

Climate Action

Global Youth Debates

Global Gratitude Project

Heritage Around the World

One Day in the Life

K-2 building bridges to tomorrow.

Girl Rising - Education for All

Global Encounters

Dear You Art Project

The Center for Global Education is involved in research and resource development efforts which support international education initiatives at the local, state, regional, national, and international level. Following is a list of some of those initiatives with brief descriptions as well as links to the each project's website.

Safety Abroad First – Educational Travel Information (SAFETI) Clearinghouse

Student Study Abroad Safety Handbook

Study Abroad: Now More Than Ever

World Wide Colleges and Universities

Research on Study Abroad

• Resources for Study Abroad

Barriers to Study Abroad in the California Community Colleges

California Community College Student Outcomes Abroad Research (CCC SOAR) Project

Southern California Consortium on International Studies (SOCCIS) Communication

California Study Abroad Council

Project for Learning Abroad, Training, and Outreach

• Visitors Guide to Los Angeles

Funded by the U.S. Department of Education through a grant from FIPSE (the Fund for the Improvement of Postsecondary Education), the SAFETI Clearinghouse is one of the primary resources for U.S. colleges and universities. The unique Clearinghouse provides vital information on health and safety issues to students participating in study abroad programs.

This growing need for health and safety information stemmed from a number of highly publicized cases of accident and injury of students studying abroad; it became particularly important for the quality of student support given by U.S. colleges and universities to be of the highest quality possible.

Therefore, the Clearinghouse collaborates with colleges and universities nationwide as part of The SAFETI Consortium. The Consortium includes over 200 U.S. college and university members, with at least one institution represented from each of the 50 U.S. states and Washington DC. The Consortium regularly provides resources, information, and presentations across the country.

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As a result of globalization and current world affairs, it becomes critical to have a U.S. citizenry capable of working with and understanding people from all over the world. Study abroad remains one of the best ways to integrate international learning into U.S. higher education.

The types of study abroad opportunities offered by U.S. colleges and universities are extremely varied, in terms of types of programs, locations, and support services. The Center for Global Education has developed the Student Study Abroad Safety Handbook to help students and their parents find a quality study abroad program, prepare for realities abroad, have a positive experience, and return home safely.

Resources include comprehensive background information, useful checklists and questions, web resources, a sample emergency card and crisis response tools, and relevant words, phrases, and icons to help with international communication.

The events of September 11, 2001 remind everyone that now more than ever, it’s important to promote and encourage global education through study abroad. The Center believes that personal statements about the importance of study abroad can help explain the tremendous value and benefits of study abroad.

This site reflects a comprehensive collection of statements about the importance of study abroad. The Center’s efforts continue as it strives to collect personal statements from internationally recognized dignitaries, heads of nations, statesmen and women, businessmen and women, professionals, college and university leaders, parents and students.

The Center hopes these statements will help make a difference in encouraging more students to study abroad, and in making others understand why international education is so important.

The World Wide Colleges and Universities Website provides web links to colleges and universities around the world. Along with a link to language-specific home pages, the site also provides direct links to an English Language Home Page and their International Relations Office Website where available. Through connection to resources like the International Association of Universities (IAU)/UNESCO World Academic Database and other websites, World Wide Colleges and Universities also provides a background on the system of higher education for each country around the world.

For those doing research on the field of study abroad, this resource provides web-based searchable bibliographies and abstracts related to study abroad. This resource also gives faculty and staff trying to understand and improve the quality of study abroad programs a chance to communicate, as it remains the only resource with a comprehensive set of information about the field.

Resources for Study Abroad provides easy access to a variety of websites with information about programs abroad, travel and tourist information, health and safety tips, and financial tools to assist and encourage students to study abroad.

The Center provides support for research on barriers to study abroad in all of the 108 California Community Colleges as a subcontractor to the Coast Community College District (following an FII Grant from the California Community College Chancellor’s Office). The Center helped create a series of six surveys to help identify barriers that prevent more California community college students from studying abroad.

More than half of all U.S. higher education students attend community colleges, thus this is a population that should no longer be neglected in study abroad research. CCC SOAR will provide comprehensive research on international learning outcomes at California community colleges which represent half of all students who study abroad at the community college level in the U.S. The overall goal of the CCC Soar project is to identify whether students in community colleges who participate in study abroad programs achieve higher learning outcomes than those who do not. The Center will create a Project website with survey information, data analysis and preliminary findings so the project can be replicated in the future and thus have ultimate outreach and impact. CCC SOAR findings will provide answers to the question: “Does study abroad result in international learning and how does that impact community colleges and their students” with findings supported by research. In turn, this will impact all community college stakeholders and their support for study abroad.

SOCCIS brings colleges and universities in Southern California together to collaborate in the area of international education. The Center serves as the communication hub for SOCCIS.

The California Study Abroad Council is a collaborative effort of the University of California system, the California State University system, the California Community College system, and the California Independent Colleges and Universities to support statewide collaboration in study abroad and enhance outreach to high schools, two-year, and four-year institutions. The Center plays an important role as a developer and supporter of the Council and its resources.

The Project for Learning Abroad, Training and Outreach (PLATO) is an integrated study abroad training, certification, and diversity outreach program. To provide comprehensive support resources for study abroad to all US college and university students – with special support for underrepresented students – PLATO will: Be the first national online curriculum to orient, train, and support students before, during, and after they study abroad, highlighting the health and safety concerns of institutions and students; Support a national recruitment program for underrepresented students for education abroad, as well as a clearinghouse of resources and information that promote greater diversity among study abroad participants and mentors, including efforts such as K-12 and Community College outreach; Recognize returning study abroad students who have completed the online curriculum and outreach through an International Honors Certificate Program.

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• → Young (Ex) Offenders
• → Benefits of International Projects

Inclusion & Diversity RC

Benefits of International Projects

And if you wouldn't see the point of international projects for young (ex)offenders, this list of benefits might shed a different light on it. These arguments could help you convince the board of your organisation.

• Social inclusion is about reducing inequalities between the least advantaged groups and communities and the rest of society by closing the opportunity gap and ensuring that support reaches those who need it most.
• If you have more arguments or benefits of international projects , share them at the bottom of the page (log on with your SALTO username or create one)

Our target group is very diverse and different profiles of young people have their own specific types of needs. Therefore the goal they are trying to reach and the process leading to it will take a different shape and a different length of time for each individual. Often a step-by-step approach , starting with small goals and achievements leading to bigger ones, works best. But there is no one way or one specific method of achieving social inclusion.

If a young person cannot recognise how the international experience directly relates to their needs and their situation, then there is a danger that the project will take place in a vacuum with no link to the individual's real life : past, present, or future. To avoid this, the pathway approach helps young people and their organisations implement international projects in such a way as to be able to gain the maximum benefits of the programme. This approach works on the basis of an individual's " personal pathway ".

An international project should not be seen as a goal in itself. The pathway approach takes the international project out of the vacuum and links it directly with a young person's long-term learning objectives . This approach takes into account an individual's past development, assesses their current situation, and then gives the international project a place which relates directly to a young person's future aims and goals.

In this context, it should be stressed that the Youth in Action programme should not be seen as the ultimate goal . It is not easy to make a clear long-term plan with our young people and it is difficult to judge whether an international project is the right option for each individual. However, an international project can be an important stepping stone on the pathway that can lead to all sorts of new future directions.

• For more information on " the pathway approach " check " Use your hands to move ahead " to download from the SALTO website: www.salto-youth.net/UseYourHands/

This booklet doesn't pretend to be a handbook for working with young offenders, ex-offenders and young people at risk of offending. The main aim is to explore how the Youth in Action programme can contribute to this work which exists in all kind of different forms and approaches in Europe. Still in this framework it is worthwhile to see what are the main aims and objectives when working with this target group in order to connect that to the possibilities that the Youth in Action programme offers.

Benefits: in general

• Space to reflect
• Often the young people we are talking about in this booklet lack the space as well as the experience and ability to reflect on their life. They live from one day to another, from event to event. In order to set for themselves new goals in life they should become aware of their situation. To create space and a safe environment out of the daily pressure for survival seems to be an important element in programmes with this target group
• Trustful relationship with youth worker, social worker, ...
• Many of these young people don't have very positive experiences when it comes to relationships with adults. In their experience adults like teachers, social workers, police officers etcetera, did not accept them and showed lack of respect. As a consequence we regularly meet distrust and strong doubts when starting to work with this group. Building a relationship needs a lot of effort. At the same time we know from research and experience that the relation between young people and supervisor is of crucial importance for the success of a programme. Gaining trust, showing acceptance and involvement and offering safety are vital for a good relationship.
• Positive experiences /self-confidence building
• As said before, it's certainly not an enormous amount of positive and successful experiences what keeps our target group going. They are almost used to 'failing'. All their life they've heard that they are 'stupid', 'incapable', 'difficult to deal with'. These experiences determine their approach and attitude towards taking up new tasks and challenges and leads to feelings of inferiority and a negative idea of their own possibilities. The lack of self-confidence makes them avoid experiencing new 'failures'. To rebuild their self-confidence it's important to go through positive experiences and to find out and recognise their own competences and skills.
• Competences and potentials
• During most of their life the emphasis has been on 'what they are not able to'. In school, from their parents, from social workers they've heard what they do wrong, what they should change, what they should do different. They know very well what they cannot do. This focus on the negative side is by the way not only the focal point of the young people. The people who work with the young people are used to directing their attention towards the problems of the young people, not so much on their competences.
• For the young people it's crucial to find out what competences they have and which potential competences they want to develop. In order to do this, it is necessary that they have chance to act and be responsible to get the above mentioned positive experiences and the possibility to reflect on those experiences to identify competences. Therefore it's essential to be assisted and guided by workers who are able to identify and name the competences they see.
• A future perspective
• To get out of the vicious circle which living from day to day brings it's inevitable to develop a long-term future perspective. A difficult task for many young people. They are not used to looking far ahead but seek immediate satisfaction of their needs. For some young people also a strong focus on their past can also block them from looking forward.
• To set a future perspective it's important for the young people to set their own goals which are strongly connected to his/her own wishes and needs and which are achievable. In the beginning these goals should be set short term and in small steps to create the possibility to experience success. Realistic goals, being well phased, stimulate the young people for more and further planning to create a new 'life-perspective'.

Benefits: in specific

We have been taking a closer look at our target group and we looked at the needs to be addressed when working with this target group. But how does that all relate to the Youth in Action programme? In what way can Youth in Action contribute to and enrich the work with these young people? In this chapter we try to describe some important elements and characteristics of the different possibilities in the Youth in Action programme to see in what way young (ex) offenders and young people at risk can profit from the programme.

• Being 'out of daily life'
• Being in another country during a Youth Exchange or as a volunteer in a European Voluntary Service project, and even in a Youth Initiative in prison, brings opportunities and challenges. It means being out of your daily life. No parents around, not the friends you usually hang out with, not the familiar places you are used to go, not the same cellmates. It's all not there.
• Being freed from all that daily pressure but also being in a situation where the 'normal' solutions don't work anymore. You can and even have to invent yourself again. When getting into a conflict at home you can always run off to a friend or to the pub. But now the pub and the friend are not there. The new and different environment forces you to find new solutions for the challenges you meet. In the beginning maybe a frightening experience. But then you discover that you find those new solutions, you find other ways to deal with what comes on your way...and, what's more important, it works, you can do it!
• Being 'out of daily life' and away from your home also creates a distance which helps you to reflect on your life and to make decisions about how life should go on.
• An intercultural experience
• Being in an other country means to be confronted with an other language, with an other culture, with different customs. You find out that what you always thought was 'normal' is maybe not that normal here. People have different perceptions; look at things in a different way. But there are also a lot of things which seems to be pretty much the same as they are at home. A confusing experience. It makes you feel uncertain and uncomfortable. It makes you question your own values and certainties.
• But then you don't have much choice. To survive you have to reconsider normality, you'll have to ask, to communicate, to open up and to try out. A sometimes difficult but also exciting challenge which forces you to look at yourself and which helps you to broaden your views and perceptions.
• To go through that process and to discover that you manage is a thrilling experience giving a boost to your self-esteem.
• An intensive and different contact with the worker
• The young people and youth worker or social worker being together in a Youth Exchange offers new opportunities. The new environment and situation, for both the young people and the supervisor, will change the relationship.
• For the supervisor there is the chance to see the young people acting in different circumstances, doing different activities, taking up other roles. It opens the possibility to see other and maybe new competences and potentials of the young people. Probably also the young people finds out new competences. It's important for the supervisor to confirm those competences and to stimulate the young people to further develop.
• Also the mentor in a European Voluntary Service project is in the position to observe the young people in a new environment acting out new roles and tasks. Most of the times, being in a different environment, opens up the young people and makes him/her want to talk about all the experiences.
• As said before, being out of daily life allows for reflection. The supervisor has the opportunity to assist the young person in that reflection and to facilitate the process of making new plans for the future. Of course it's important to give a follow-up after the project to assist the young people to make the plans come true.
• Taking responsibility
• The different actions in the Youth in Action programme offer the possibility for young people to be active and take on responsibility. It's not only an opportunity that Youth in Action offers, it's actually one of the main aims and values promoted by the programme.
• Being involved in a Youth Exchange means being co-responsible for the programme, for the activities, for the logistics. A big variety of tasks have to be fulfilled addressing a large variety of skills. As mentioned before, it's important for our target group to carry out projects and tasks in a successful way to increase self-confidence and self-esteem. Preparing a part of the programme, preparing a meal, searching for travel possibilities, managing the bar, setting up a web log.......and so many other tasks to be done which could be an excellent opportunity for young people to take responsibility and to complete a task in a for them satisfying way for them.
• It speaks for itself that the same goes for a Youth Initiative. These projects should be the responsibility of the group of young people and make it necessary for them to divide tasks and responsibilities.
• European Voluntary Service offers the opportunity for the volunteer to take up different tasks and to plan for a longer period. With the help of the mentor an activity plan can be set up where different tasks can be combined. Short-term and long-term tasks, easy and more challenging tasks.
• The main facet is that the young people gets the chance to experience feeling responsible for a certain task or project and has the opportunity to finish that task in a successful way. To have something to be proud of.
• Working together
• In all the different Youth in Action activities young people are confronted with the fact that they have to work together with others and in many cases with people from other countries. For many of our young people the first time that they experience teamwork.
• Being involved in a Youth Initiative really means making decisions together with others, being able to listen to other opinions and to communicate your ideas and to keep up the team spirit . The same goes for the Youth Exchange or the team in an European Voluntary Service project.
• A big challenge but the good thing is that there is a constant opportunity to learn from the difficulties and problems. By evaluating the teamwork on a regular basis, as well in the team but also in individual talks between young people and supervisor, there are great learning opportunities for the young people.
• An intensive experience with long term effects
• There are many elements which makes a Youth in Action project an intensive experience. An experience with big challenges, lots of excitement, many difficult moment and numerous happy experiences.
• Confusion, joy, loneliness, feelings of belonging and friendship are strong emotions that occur during these projects. It makes you feel shaken quite often and this also means that strong guidance is sometimes needed and fundamental to help the young people to make further steps.
• There is a saying stating that change only comes after chaos. Experience shows that the intensive period that young people go through during this kinds of projects often have a long-lasting effect. The sentence 'this project changed my life' sounds quite dramatic but still is used often by young people from this target group who took part in a Youth Exchange or European Voluntary Service project. All the new experiences and all the confusion makes them reconsider the things that are important for them. New windows are opened.
• For the ones who work with these young people it's important to be aware of the strong impact and emotions coming up, to keep those new windows open after the project and to assist the young people to keep the energy and spirit up.
• Although many of the benefits outlined are real for all young people, the advantages are magnified for our target group by the fact that this is sometimes very much a once in their life opportunity rather than an opportunity available amongst a selection of alternatives.
• Young people represented in this target group often come from families in lower socio-economic situations than their 'included' peers. They may never have experienced family holidays or any other form of international travel. They may never have spent time with people from other cultural backgrounds, and may only have stereotypical knowledge of other European countries. Few will have any linguistic skills and for many this experience can be a chance to enjoy a cultural exposure that has never been in their reality.
• Practise social skills
• Originally, the young people's social network (friends, family, gang, etc) often have the expectation that, when returning from prison, the young person will fit in to daily life easy and smoothly. This is often not the case. Their original situation hasn't changed, but the young person has lived in a completely different and isolated world for awhile.
• For example: making your own decisions and choices, structuring your own life, small talk with neighbours, how to cope with technical evolutions in daily life (e.g. so called 'e-administration': all kinds of official forms to download from websites), etc.
• Youth in Action can give these young people a context and environment (e.g. European Voluntary Service or Youth Initiatives) where they can get the opportunity to learn, practice and experiment in a safe environment different and new social skills they will need when returning back home.
• Making a fresh start
• Being abroad as a young person, you don't carry with you a history when arriving on the first day of, for example, a European Voluntary Service project. People don't know you, don't know your past and don't have specific expectations towards you. It offers the possibility to make a fresh start, not hindered by things that happened before.
• Some organisations in the UK send young people on a short term European Voluntary Service experience during their probation time or community sentence. This means that they go directly from prison into an unknown but 'normal' daily life. This gives them the opportunity to be an individual without 'a history' of crime, prison, etc. They can start from 'blank' and this might create new opportunities, experiences and new perspectives. This experience is a strong incentive for in-depth follow-up when returning home after European Voluntary Service.
• Practising Citizenship
• In addition to this, citizenship has not featured in these youth's lives and now engaging in programmes which often have European Citizenship as a core element allow these young people to consider not only their place in their local or national society, but also how they fit into wider Europe. For many living in countries which do not require people to carry ID gaining a passport through the Youth in Action programme is often their first step to feeling included as a citizen of their home country.
• Training for workers
• Also for those people who work with the young people international youth work is a new and challenging activity. Especially the intercultural dimension of the work demands for special competences. The Youth in Action Programme offers a wide range of training courses to support the competence development of those working in the Programme. Next to that a wide variety of brochures, booklets and other material has been produced to support the workers.

More training opportunities to find in the European Training Calendar ( www.SALTO-YOUTH.net/Training/ ) and training tools in the SALTO Toolbox for Training ( www.SALTO-YOUTH.net/toolbox/ )

Case Study: Nikolai

Nikolai had been in prison twice - crimes related to anti-social behaviour whilst under the influence of alcohol. Nikolai was very interested in music, when work with him began, his home organisation had just begun a partnership with an organisation in Italy who wanted to receive two volunteers who were interested in music to be involved in a new short-term host project.

Nikolai went to Italy, with another volunteer, in summer 2005 to help a local host organisation with a large annual music festival. He spent his time promoting the festival around the local towns, delivering leaflets to local people and helped with the setting up of the stages, crowd control and clearing up afterwards.

On his return, Nikolai applied to college to study Popular Music. He was accepted and although he had no formal qualifications, he could talk about his experiences in Italy which hopefully aided him in his interview. Although Nikolai successfully completed the first term and started again after Christmas, he had to abandon the course, due to anomalies in the state benefits system which do not allow students over 19 to participate in full time courses and still claim benefits. Nikolai has stayed out of trouble though and is currently on a New Deal (a Government employment access course).

Related Pages

• Inclusion & Diversity

The following downloads are available:

How to organise (international) youth projects with young offenders, ex-offenders and young people at risk of offending or currently in prison - despite some limitations. Based on SALTO TC No Offence 2006.

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The resources to thrive—and the laughs to survive—as an educator..

• Beyond the classroom
• Professional development
• Teaching moments

Classroom innovation

3 Global Collaboration Projects for Your Classroom

by Bethany Petty, Teacher & EdTech Blogger, M.A. Science Education

Global collaboration projects can work in other subjects besides social studies.

It may seem like global collaboration projects are designed for social studies classes—and they are perfect for social studies!—but they can be implemented in other classes, too. In fact, my social studies classes recently collaborated with a math class from the United Kingdom! Instead of having discussion topics focused on either of our specific content areas, we strived for a lesson in cultural empathy. The students discussed American and British stereotypes, leading to continued conversations outside the classroom and the formation of global friendships.

Are you interested in creating global collaboration projects for your students, but not sure how to start making connections? Participate , an organization dedicated to expanding the global learning community, provides teachers with chats organized by topic such as "#globaledchat." You can actively engage with like-minded educators from all over the world. Once you've found your global peer or peers, you can try the following project ideas.

1. Competitive Collaboration

This activity, which makes use of digital tools Padlet , Kahoot , and Google Hangouts, is two-fold in that it encourages students to learn about different cultures by interacting with students from around the world, and it encourages students to have some good-natured, competitive fun!

To get started, each student creates an introductory post on their class Padlet wall. They'll include their name, grade level, hobbies, plans for after graduation, questions for the other class, as well as a picture or video. They could even include social media information—as long as it complies with your school's social media policies ! When each class finishes their introductions, teachers exchange Padlet walls. This is where the magic begins. Padlet recently added a feature that allows students to comment on posts on Padlet walls, and it's a game changer. The discussions that started on the Padlet wall and carried over into social media were absolutely awesome to witness.

Now, Google Hangouts comes into play. During the video chat, teachers can encourage their students to ask questions that either build on the Padlet wall posts or start new conversations. It's best to have a plan for these conversations to prevent students from just staring at a computer screen!

Further reading: Exploring Cultures in Your Classroom

After the question-and-answer session, teachers can use this information to create a Kahoot! game for their students. Questions can be relevant to specific content or similar to trivia. The students then sign into Kahoot! using the game PIN and include an identifier with their name to distinguish which country they're from. It becomes a friendly competition and students play this game simultaneously in different parts of the world.

2. Global Presentations

Imagine the possibilities of allowing students to collaborate with their global peers to create a presentation about . . . well, anything! As a history teacher, I often have my students work with students from another country to present information about a cultural or historical event. This allows my class to learn about a certain topic or event from a different point of view.

Your students can collaborate with their global peers on a presentation by using Google Docs and Hangouts. Start by creating Google Doc templates and identifying parameters for the project. You could even grant students the freedom to choose their topic—music, movies, or clothing that are popular in each country would be fascinating to compare and contrast!

Students can then present their project together to their classmates via Google Hangouts. This project would require both teachers to use multiple class periods for collaboration but it's an exciting way to better understand the unique perspectives around the globe.

3. Cultural Conversations through Video

With this project, students from both classrooms would introduce the world to their culture using video. I like using Flipgrid , which is the new kid on the education technology block. It's a fantastic addition to any teacher's toolbox! Teachers can use Flipgrid to create a conversation about anything, and students can add quick videos to their class grid that share specific elements of their lives. For example, what's it like to attend a major league sporting event in your country? What are restaurants like in your country? Students can also comment on videos through Flipgrid.

Further reading: Education Around the World

Teachers can even evaluate and provide feedback without leaving Flipgrid. It allows teachers to place a time limit on the videos students create, as well as easily share information via a link, embed code, QR code, or Google Classroom. After introductions have been made, students can then participate in a Google Hangout and discuss more topics of interest.

These projects provide students and teachers with a great opportunity to learn about the world beyond their classroom. If you're interested in working with teachers around the world, hop on Participate, make some new global teacher friends, and start collaborating!

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{{article.topic}}, {{article.title}}, bethany petty.

Bethany Petty is a Christian, mother, wife, full time high school Social Studies teacher, educational technology enthusiast, reader, runner, blogger, and more! Bethany regularly blogs at Teaching with Technology (http://usingeducationaltechnology.com) where she shares resources, ideas, edtech tools, tips and tricks, as well as reflections from her blended/flipped/gamified high school Social Studies classroom. Bethany's blog was recently listed as one of EdTech Magazine's 50 K-12 IT Blogs to Read. She has published posts on Edutopia, Fractus Learning, Sophia Learning, and Whoo's Reading, and has presented at multiple technology conferences, including METC. Bethany is a Google Certified Teacher, Google Certified Trainer, Apple Teacher, Nearpod PioNear, EDpuzzle Pioneer, Remind Connected Educator, and a Flipped Learning Global Ambassador. Bethany also conducts professional development sessions in her school district.

International education projects

University of Helsinki Faculties, units and degree programmes are encouraged to actively participate in developing teaching and education by taking part in international cooperation projects. University of Helsinki has set internal guidelines for taking part in externally funded education projects. The guidelines are used as the starting point for preparing for new project initiatives or taking part in external project proposals.

Project funding applications need to be well prepared in cooperation with the project participants and enough time has to be reserved for the preparation of the project funding application. University of Helsinki can only take part in projects for which the funding application and budget have been prepared in cooperation.

If a partner wishes to invite us to join a project proposal, all documentation related to the project proposal must be submitted to the University of Helsinki for revision well in advance before the application is submitted to the funder. Project proposals sent close to the application round deadline will be automatically discarded.

Contact for all education project related matters is [email protected]

UnaVEx, Una Europa - Virtual Exchanges for Sustainability, 2023

CLUVEX, Climate University for Virtual Exchanges, 2023

Cooperation partnerships in higher education, since 2021

• Academies4Ukraine, Strengthen Higher Education resilience in Ukraine and European Union 2023
• ED-TED, Equity and Diversity in Teacher Educator Professional Development 2023
• FPD-Include, Faculty Professional Development for inclusion in pharmacy 2023
• e-Teach, Upskilling Digital Pedagogy for Teachers and Future Teachers 2022
• REMODUS, The (Re-)Making of a Discipline: Digital Transformation and Internationalization in and beyond Uralic Studies 2021
• OIG, Outbreak investigation game for veterinary medicine education 2021

Cooperation partnerships in school education, since 2021

• Discovery Trail, Systematic use of digital outdoor learning tool. 2021
• DISC, Co-Creating inclusive school communities 2021

Small-scale partnerships in vocational education and training, since 2021

• Together towards knowledge 2022

Partnerships for Digital Education Readiness, since 2021

• HistoryLab, Historylab for European Civic Engagement: Open E-toolkit to train History Teachers on Digital Teaching and Learning 2021
• diLILAC, Digital transition of Lithuanian language and culture courses 2021
• NAVI-HED, Navigating through Digital Challenges in Home Economics Education 2021
• Veterinary educational online resources 2021
• VIrtual Pathways, Reinforcing School-Museum Cooperation in COVID19 Times 2021

Strategic Partnerships for higher education, funding granted in 2014-2020

• AGS, AGreen'Smart - Make agriculture sustainable through smart farming. 2020
• EMERALD, Developing an Erasmus Mundus Joint Master's Degree on Sustainable Natural Resource Management and Long-run Economic Development 2020
• INORP, Innovation through reflexivity and participation: Strengthening the education and professionalization of social work in professional interfaces 2020
• VetRepos, A shared item repository for progress testing in European veterinary schools 2020
• ASSET-H, Humanities students and the job market: bridging the gap 2020
• ReLiveD, Reflective Practice through Lived Diversity in Cultural Environments: Mobility and Knowledge Production in Early Years Teacher Training 2020
• RuralCOM, Joint Master's Curriculum in Rural Community Development 2020
• HUNTOUR, Development of education in relation to the influence of ongoing climate change to hunting tourism 2020
• RURuP, Innovative education for sustainable development in peripheral rural areas 2020
• ConnEcTEd, Coherence in European Teacher Education: Creating transnational communities of practice through virtual scenarios 2020
• EVALUATE, Developing a Framework for Evaluation of International University Partnerships 2019
• MiLLaT, Mediation in language learning and teaching 2019
• SkillMill, Helping Students in Higher Education Identify, Refine and Communicate Soft Skills gained during Studies Abroad 2019
• ENACT, Communities, Languages, and Activities App 2019
• LEGO, LEarning Genomics for food safety 2018  
• RomStudUni, Romani studies at Universities in Europe: Networking and Development 2018
• COPIUS, Community of practice in Uralic (Finno-Ugric) studies 2018
• IMAGE, Improving Employability of Autistic Graduates in Europe 2018
• HEDU_LEARN_IT, Harmonized European Dermato-Venereology Undergraduate blended LEARNing Implementation and Training 2018  
• OAIPT, Online Adaptive International Progress Test 2018
• INTRINSIC, Innovative education for sustainable entrepreneurship in life sciences 2018  
• ABC to VLE: beyond curriculum design 2018
• Grad-SPIRIT, Graduate school program for international researchers and interdisciplinary training 2017
• IlluminatED Illuminating effective teaching strategies with the science of learning. A project to empower teachers with cognitive neuroscience informed educational practices 2017
• Smart farming 2017
• EDIC+, Education for Democratic Intercultural Citizenship+ 2016
• INFUSE, Integrating Finno-Ugric Studies in Europe: Innovative resource pooling for a low-volume discipline 2015
• EUROPE ENGAGE, Developing a culture of civic engagement through service-learning within higher education in Europe 2014
• EPOS, Innovative Education towards the Needs of the Organic Sector 2014
• MASTERMIND EUROPE, Master's admission for a diverse international classroom 2014

Strategic Partnerships for school education, funding granted in 2014-2020

• DECoSTE, Designing and Enacting Coherent Science Teacher Education 2020
• CheSSE, Online resources for Chemical Safety in Science Education 2020
• DETECT, Developing Teachers’ Critical Digital Literacies 2019
• DEPTER, Strategic partnership for developing primary teacher education through school-based research 2019
• TEDS, Schools educating for sustainability: proposals for and from in in-service teacher education 2019
• PbC, Playing beyond CLIL 2018
• Spotlighters, Illuminating paths to resilience with the science of stress 2018
• LEAD, Learning and digitalisation in home economics education 2018
• OO, Online Observatory 2018
• PiCoSTE, Promoting Instructional Coherence in Science through Teacher Education 2017
• EL-STEM, Enlivened Laboratories within STEM Education, Motivating EU students to Choosing STEM studies and careers and improving their performance in courses related to STEM education 2017
• 3T, Time, talent and technology - Across 3 countries and philosophies - shaping the future 2016  
• CROSSCUT, Cross-curricular teaching 2016
• I SEE, Inclusive STEM education to enhance the capacity to aspire and imagine future careers 2016
• LINKS, Learning from innovation and networking in STEM - science, technology, engineering and mathematics 2016
• PLATON, Promoting innovative learning approaches for the teaching of natural sciences 2016
• EDINA, Education of international newly arrived migrant pupils at primary and secondary school level 2015
• SMILE, Coming to school with a smile: Reducing dropout in school 2015
• NEPL, Narrative environments for play and learning 2015
• ONTP, The outstanding new teacher programme 2014
• ROMTELS, Interactive deal language immersive learning space 2014

Strategic Partnerships for vocational education and training, funding granted in 2014-2020

• DESIGNSTEM, Integrated design + STEM education 2016

Strategic Partnerships for youth, funding granted in 2014-2020

• Media Civic Engagers: Enhancing young people’s media literacy for civic engagement 2021

Strategic Partnerships for adult education, funding granted in 2014-2020

• ViSEnet, Village Social Enterprise learning material, guidance and networking 2018
• EHLSSA, European Elderly Home Learning Service 2014  
• Gamification for hard-to-reach adults new horizons for re-engaging and re-mobilizing hard-to-reach adults in long-term unemployment situations 2014
• HANDWELL, Handmade Wellbeing - Collaborative learning in craft and welfare interfaces 2015

Strategic Partnerships addressing more than one field, funding granted in 2014-2020

• EPOQUE, Environmental portfolio for quality in university education 2014
• Break down or Break Out! 2014
• SFS, Space for Science: Implementing Innovations in Science Education 2014

Una.Futura 2022

Una Europa 2019

TEFF, Teacher Education for a Future in Flux 2023

CLIMADEMY, CLIMAte change teachers' acaDEMY 2022

• ASC, Advanced Spectroscopy in Chemistry Master's Course 2019  ongoing, co-funded by the EU since 2003, information about previous ASC projects here
• EmPlant, Erasmus Mundus Master Program in Plant Breeding 2017
• IMESS, International Masters in Economy, State, and Society 
• BRAVE, Plant virology in the new era - Breeding for resistance (EU-ASIA), 2013
• EMFOL, Food of Life, 2010
• ACN, Erasmus Mundus - Auditory Cognitive Neuroscience, 2010

Alliances for Innovation

Care4Skills, Long-Term Care Sectoral Cooperation on Skills 2023

Knowledge Alliances

NEMHESYS, Establishment in Multidisciplinary Healthcare Education System 2019

MINNAGAN Enhancing skills and competences of local actors to promote sustainable development of plant-based remedies and phytomedicines in Benin 2023  

MIMIN, Good Hygiene - Improving Skills and Hospital Practices of Healthcare Professionals to Prevent Maternal and Neonatal Infections in Benin 2022

PRESS, Promoting Relevant Education in Science for Sustainability 2022

FORSU, Higher Education Cooperation for Forest Landscape Restoration and Sustainable Livelihoods in Bangladesh and Vietnam 2022

SEBA, Strengthening expertise and bioinformatics to control antimicrobial resistance in West Africa 2020

FRAME, Forests, climate change mitigation and adaptation: Higher Education Cooperation in Mekong region 2020

CLIMED, Multilevel Local, Nation- and Region-wide Education and Training in Climate Services, Climate Change Adaptation and Mitigation 2020

CBHE-STEM, Integrated Approach to STEM Teacher Training 2019

Modernization of Doctoral Education in Science and Improvement of Teaching Methodologies 2018  

FORHEAL, Forestry Higher Education Advancement in Laos 2017

PISAI, Participatory and integrative support for agricultural initiative 2017  

ECOIMPACT, Adaptive learning environment for competence in economic and societal impacts of local weather, air quality and climate 2015  

Augmented Assessment: a bridge to migrants’ knowledge 2020

CALOHEE2, Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe - Phase 2 2019

LEARNING2BE, Learning to be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills Within Education Systems 2017

Jean Monnet Chair

• RESPONSES, EU and the Eastern European Responses: Spatiality, Security and the Rule of Law 2023

Jean Monnet Module

• The East Within Europe: An Eastern Angle to European Studies 2015

Jean Monnet Thematic Networks in Higher Education

• European Media and Platform Policy (EuromediApp) 2020
• Debating Europe 2020
• Citizenship Education in the Context of European Values - The Educational Aspect 2020
• Post-Truth Politics, Nationalism and the (De)Legitimation of European Integration 2019
• European Network on Soft Law Research 2016
• Children's identities and citizenship - Best practice guides 2014

Intensive courses for state-of-art atmospheric measurement and analysis in India 2023

Inclusive education in co-teaching teams: collaborative teaching practicum by Finnish and Southeast Asian teacher education students 2023

Museums, morphology, and molecules: new ways of evolution education 2023

Digital learning in STEAM pedagogy for the Equity of Education 2023

Oral and maxillofacial surgery training - experts of medicine in combining virtual 3D design and facial reconstruction 2023

Combating Antimicrobial Resistance: Finland-Brazil Partnership for Education and Awareness 2023

From Toxity to Safety 2023

NDDS, New Directions in Development Studies, and Sustainability: Reconsidering global challenges and local realities 2022

A Finnish-Mozambican collaboration to build capacity in higher education in food and nutrition sciences 2022

Indigenous Studies on languages, traditional knowledge and the environment within Amazonian-Finnish collaboration 2022

Indigenous Cultures in Evolution: Governing Rights and Responsibilities through Sustainable Law and Ethics 2022

Finland-China collaborative course on Global Food Safety: An approach to enhance global sustainability 2022

​​​​​​Cultivating pharmaceutical expertise within Taiwanese –Finnish cooperation 2021

Approaches to Digital Language Typology 2021

​​​​​​Microbiology from the One Health perspective 2021

Finnish-Russian Network on Area studies and Methodologies 2021

Pan-Eurasian EXperiment –Finnish-Russian Earth System Research Network 2021

HEP-TED: Higher Education Pedagogies for Teacher 2024

FoodLeader: Empowering Tomorrow's Food Security Leaders: Strengthening Higher Education Capacity for Sustainable Food Systems in Kenya and Mozambique 2024

TOTEMK Training Trainers for Teacher Education and Management in Kenya 2020

OLIVE Teacher Education without Walls –  New models for STEM and Teacher Education in the Digital age 2020

CLIDEV Strengthening Climate Change Education for Sustainable Development in Myanmar and Vietnam 2020

TAITAGIS Improving Capacity, Quality and Access of Geoinformatics Teaching, Research and Daily Application in Taita Taveta County, Kenya 2017

KENFIN-EDURA Building Higher Education and Research Capacity to Address The Physical Activity and Nutrition Transition in Kenya: The Kenya-Finland Education and Research Alliance 2017

PARFORM Partnership for Forestry Higher Education Cooperation in Mekong Region 2017

HEFSESE Higher Education for Food Security and Environmental Sustainability in Eritrea 2015

GIERI Strengthening Geoinformatics Teaching and Research Capacity in Eritrea Higher Education Institutions, HEI ICI Eritrea project 2015

Digital Library Services - HEI ICI Eritrea project 2015

The Higher Education Institutions' Institutional Cooperation Instrument (HEI ICI) supports cooperation projects between higher education institutions in Finland and the developing world that are designed to enhance higher education provision in these countries. The projects support the higher education institutions in developing their subject-specific, methodological, educational and administrative capacities.

Finland’s Ministry for Foreign Affairs provides funding for the programme through its development cooperation funds and the Finnish National Agency for Education (EDUFI) administrates the programme.

University of Helsinki has been actively participating to the HEI ICI programme for several years.