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 1399026 LISBOA Tel: 21 394 37 00 Fax: 21 394 37 99