The pedagogical approach implemented in the project is based on ADICE’s good practices on the management of mobility projects for young people with fewer opportunities. During the kick-off meeting in Roubaix, in January 2017, ADICE presented in details to the partners its way of working and shared with them pedagogical and administrative documents to facilitate the management of mobility projects for young people at risks of social exclusion.

These documents include:

  • A logbook for volunteers, which is aimed at the participants to help them manifest their interest for a project and to make sure that they make the necessary research before their departures. It is available on Trello –> WP2. It comprises:
    • An identification form which is a document that the sending organisations fills in with the participant to get all administrative details and to understand the aim of a mobility project in his or her professional and personal project.
    • The volunteer’s objectives: to understand the objectives of the participant, the competencies s/he expects to develop, what they want to bring to the local community and what this experience will bring to them.
    • A cover letter: to be filled in by the volunteers for the host organisation
    • A Europass CV
    • A country and context form to be filled in by the volunteer to make sure that s/he becomes familiar with the local context and encourage him or her to make some research
    • A project form: to determined his or her objectives, which difficulties s/he fears
    • A monthly follow-up, a mid-term performance review and a final performance review: these three questionnaires are sent to the volunteer to follow their volunteering projects and ensure everything is going fine and according to their expectations.
  • To check the quality of the mentoring in the hosting organisations and to assess the quality of the project in general, these questionnaires have been made available online. It will help collect the results from volunteers from France, Belgium and the UK and it will help collect feedbacks and create the recommendations at the end of the project. These questionnaires have been made compulsory for all the 54 volunteers; there are available there:

ADICE has also shared with the partners its pedagogical approach which is aimed at supporting with special attention young people with fewer opportunities:

Module 1: Designing the Project and Preparing the Mobility Passport

This module, which involves an individual interview between a project leader and a participant, is intended to identify the issues involved in a mobility experience given the participant’s personal and vocational background. This involves enabling the participant to visualise himself in a project that is adapted to his background and goals, and enabling him to be an actor in it. For this purpose, he has access to the passport online, where he must fill in some documents (CV, motivation letter, etc.).

  • Module 2: Confirmation of the Mobility Project

This module, which is both individual and collective, sets a staging point for the project, with the participant signing the mobility agreements with ADICE. The participant receives a «mobility portfolio» that includes the online passport files. This is also an administrative step, with the participant receiving administrative information (insurance, health care, etc.). By then the participants have identified the challenges for the next stage of their journey and are able to commit themselves fully to preparing for their mobility.

  • Module 3: Preparing for Mobility

The future volunteer or trainee participates in an initial training session provided by ADICE, M3, with all the other participants to ensure enrichment through diversity.

The goals of this training module are:

  1. To understand their mobility project in the context of European policy
  2. To address adaptive skills and abilities for participating in intercultural contexts
  3. To acquaint participants with advice and methods for managing their mobility project
  4. To prepare for and anticipate their return from the mobility experience.
  • Module 4: Project Finalisation

This more administrative module should enable participants to see more concretely how they can take full advantage of their mobility experience by participating in their project’s implementation and its success. The contracts are signed, and the project leader explains the final logistical details as well as the support participants will receive during their mobility.

  • Module 5: Capitalizing on the Project

When they return from their mobility experience, volunteers and trainees benefit from collective evaluation, feedback and exchanges about their experience. The goals are to promote participants’ involvement in a self-evaluation approach to enable them to be actors in the wake of their mobility experience. Pedagogical tools (discussions, evaluation questionnaires) should enable participants to appreciate the value of their experience, especially in terms of their careers.

Six-month follow up

Six months after their return, participants receive an online questionnaire to fill in, so that ADICE can measure the impact of their international mobility experience in their pathway.


It was also decided that:

  • Participants would not be put into competition. Only one participant would be proposed each project. It would then go through a skype interview with the receiving organisation but neither the language nor the diploma/experience should be taken into account when choosing a volunteer. Only the motivation matters.
  • To ensure the participation of socially excluded people, partners needed to ensure good partnership with local structures in deprived neighbourhoods or work with their usual target group; for this reason, the recruitment campaign was aimed mostly at partners from local structures (missions locales, employment centres, social centres from the three cities rather than to a wider audience as it might have attracted more qualified young people.
  • To ensure the participation of young with difficulties (whether social, educational, financial, geographical), they need to be trained and to get specific support. This includes intercultural training and a specially-created training on the migrant crisis. They also need to have a tutor and a mentor to whom they can refer in case of a problem.
  • To ensure the security of the young people during their project, the hosting structure have filled in a “security management plan” that is then given to the participant: it assesses the risks (health, religion, ethnic groups, traffic, food safety…), details the security rules (in general, for communication, for travelling), explains to act in case of threat and provides a list of medical facilities. An evacuation plan is also provided by the receiving organisation;


The volunteer selection approach

The volunteer selection approach relies on a simple principle: no diploma, no experience is required to participate to KA3 missions. To the contrary, the project has to be enshrined in a professional and personal pathway to employment or social engagement. It has to bring experience, competences and skills to the volunteer.

The other principle is not to put people in competition. Each project is only proposed to one young person, and which is selected only the basis of its motivation.

Finally, the third principle is to provide a comprehensive and targeted support that reassure the candidate to ensure that s/he will not give up either before leaving or during his or her project.

To reach young people from deprived neighbourhoods, ADICE and its partners have worked in two ways:

  • First, by working with their usual target group, which is made of young people with fewer opportunities
  • Secondly, by promoting the project to local partners working with socially excluded young people. ADICE, MEH and Dynamo all work with young people facing difficulties in their daily life, and this on a daily basis.


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