Finska Folkhögskolan (Sweden)

Salviagatan 54

SE Sweden




Adult education provider



The Finnish Folk High School (Finska folkhögskolan ) is a part of the Swedish folkbildning system together with 150 other Folk High Schools in Sweden. The Finnish Folk High School Foundation established the Folk High School in the beginning of 1990. The foundation consists of seven representatives of the founding Finnish associations as well as personal and student members. A Principal assisted by three study councils runs the school. The staff consists of over 20 teachers and teachers’ assistants in addition to administrative and service personal.

In the beginning the school’s target group was the Finnish immigrants in Gothenburg. By 1996 other immigrant groups such as Somali-, Arabic- and Kurdish speaking were also interested in the school and thus the school became a multicultural Folk High School. Today the school has a staff of 35 persons speaking 19 different mother tongues and about 365 students belonging to more than 24 different ethnic groups.

Right now the school has 120 students in 6 general folk high school courses and 245 student of sfi “Swedish for immigrant” participating in a number of day and evening study groups. The school has since 2002 a vocational training course to train 40 students as social care workers with multicultural profile. In addition, the school has short courses in painting and ceramics, glass jewellery.

The school has been participating in projects for and involving immigrants in Sweden and Gothenburg. These projects aim to elevate the group integration into the Swedish society and to improve the immigrants chance to enter the Swedish labour market and to promote public health and social economy. The majority of our students are young immigrant parents who has more than three children. That is why we started 2010 a Montessori preschool to address the student’s needs to leave their children in daytime. There are about 35 children, ages 1-5.

Our school is located in disadvantaged area with many immigrants, in a suburb outside Gothenburg.

As partners in this project we want to widen our students experience and competence to make them adaptable to nowadays labour market. As teachers we want to enhance innovation at all levels, promote effective continuous professional development by creating new forms and methods of teaching.

Sociedad Canaria Elio Antonio de Nebrija (Spain)

Our Institution is called “Sociedad Canaria Elio Antonio de Nebrija”. It is a non governmental association. It is legally established. We have the following structure: President, Vice-president, secretary, treasurer and 5 members from different areas (education, publications, institutional relations, projects and use of information and communication). We have 450 teachers. Our main objective is the permanent teacher training.

 We have the following activities: training courses, conferences, congresses, symposiums, seminars y participation in projects.

 We cover the following areas: specially language and media. Improving the process teaching-learning, expression and understanding (written and orally), working on the correct use of language in different circumstances (administrative language, economic language, business language, etc.) working on interdisciplinary (relating all areas through communication), working on multicultural, relating different languages, applying informatics to the teaching-learning process.

 We train teachers that work, in order to improve their knowledge and also just graduated teachers that acquire professional practice,

 The association is experienced in organizing big events. Since its creation, it organizes every year a congress with an average attendance of 300 people. There were various topics: work with immigrants students to different service which will enable them to develop their capabilities and skills; to become a major factor ensuring equal and full-fledged social involvement in the life of the society and represent the interests and protect the basic rights of those individuals.

 The organization provide:

  • to establish social agreement and collaboration across the territory;
  • to provide to young and adult people at risk of social exclusion access to culture and education;
  • to provide social, cultural and leisure activities encouraging coexistence and tolerance;
  • to foster economic development, employment and training;
  • to promote activities which are a social service to the community and immigrant integration;
  • to promote activities among the youth, women and the elderly.

KU LEUVEN (Belgium)

KU Leuven was founded in 1425. It is the oldest and largest university of the Low Countries, with c.56,773 students and more than 11,500 staff (including c.1,600 professors, c.6,500 researchers and/or junior lecturers, and c.3,600 administrative staff; not including c.10,000 staff in the university hospitals). More than 9,500 or 16% of its students are international students, evenly split among EEA and non-EEA students, and representing 147 different citizenships.

The university offers 53 undergraduate programmes and 218 graduate programmes in practically every academic discipline. Four of the undergraduate and 80 of the graduate programmes are taught in English, with another three graduate programmes taught in French or in Spanish. Doctoral studies can be undertaken in every discipline taught. The university is involved with 7 Erasmus Mundus Master Courses and a similar number of EMA2 projects. Study programmes are research-based and organised within an innovative interdisciplinary framework. The programmes are flexible and use state-of-the-art ICT tools. The ECTS quality label guarantees that all credits obtained are transparent and fully transferable.

KU Leuven was one of the founding members of LERU (League of European Research Universities) and is the 5th most successful university in the FP7 programme in terms of approved projects.

ICE - Instituto das Comunidades Educativas - (Portugal)

ICE is an association of national scope, of non-profit public utility, with the status of NGDOs and head office in Setúbal. Established as an association on July 15, 1992, it is the result of the confluence of education and development projects, in articulation with other associations, municipalities, higher education institutions, research centers, training centers and other entities and personalities linked to education and Training, culture, environment, citizenship and local and community-based socio-economic development. Much of their work is provided on a voluntary basis.

The Center for Teachers for Development and Training of ICE develops training predominantly in training-action-research modalities, with strong links with work contexts and articulating their plans and training actions with ICE's education and development projects ongoing.

ICE has developed several projects as a promoter, and as a participant, with European (ERASMUS +, GRUNDVIG, SOCRATES, EQUAL, POEFDS) and national funding (Calouste Gulbenkian Foundation, Ministry of Education, Fighting Poverty Programs, Being a Child, SIQE). As well as other funding from foundations like Aga Khan and Bernard van Leer. Examples are: "Before It's Late - Early Intervention"; "ECO - School and Community"; "Rural Schools" - promoting rural communities through schools and children; "Do Far Away Near" - intercommunication between educational communities; "Laço Project", promotion and family formation of communities "; "Youth and Rural Education"; "Villa of education and environment"; "Ketanipen - learning in family" and "Nomad - gypsy community"; "Health Promotion" with young people from urban peripheries and other projects developed in various regions of the country, with the involvement of local partners, especially with populations and in vulnerable contexts.

ICE has also received support from the Social Security, the Institute of Drug Addiction, the ICNB - Institute for Nature Conservation, several municipalities and still with its self-financing. At the international level, ICE participated in the AMIE project, an exchange between rural dynamics and stimulated the "Conversations in (Large) Wheel" project, which aimed to foster the exchange and interaction between projects and associations of Portuguese Speaking Countries . In São Tomé and Princípe, he promoted a local development project, emphasizing the exchange with Portuguese rural regions. The most recent project in which ICE participates as a partner and coordinator in Portugal is TRODEU - Training to Open Doors to EUrope (Erasmus +, Key Action 2, strategic partnerships, 2015-2017), in the field of education and Training.

ICE has a wide editorial experience, counting on 10 issues of "ICE Notebooks", from the 1990s to the present, including works by Portuguese and foreign authors, most of which are actively linked to ICE and its projects:

- "Isolated Schools in Motion", org. By Rui D'Espiney, executive director of ICE.

- "Rural School in Europe", org. By Rui Canário, University of Lisbon.

- "The Children's Knowledge", organized by Raul Iturra, ISCTE.

- "Childhood Education and Community Intervention", org. By Mirna Montenegro, ICE.

- "Gypsies and Education", org. By Mirna Montenegro, ICE.

- "Education, Innovation and Local", org. By Rui Canário, Irene Santos, University of Lisbon and ICE.

- "Innovation, Citizenship and Local Development", org. By José Alberto Correia and Rui D'Espiney, University of Porto and ICE.

- Spaces and Subjects of Citizenship ", org. By Rui D'Espiney, ICE.

- "Gypsies and Citizens", org. By Mirna Montenegro, ICE.

- Education, Development and Community Local Action, org. By Fernando Ilídio Ferreira, German Vargas Callejas and Orlando Freitas, University of Minho, ICE and University of Santiago de Compostela.

In addition to the ICE Notebooks, the following works are also edited:

- Canário, Rui & D'Espiney, Rui (org), A School in Change with the Community.

- Friend, Abilio, Living the Formation / Building the Change.

- Canário, Rui, Adult Education.

- Montenegro, Mirna, Learning with Gypsies: Eco-Processes.

- Pereira, Isabel; Ribeiro, Paulo, Quinta's Tips "Children's words for adults take very seriously"

- Ferreira, Fernando Ilídio (Coord.), "To the Discovery of the Rural World - Guide to Good Practices".

The most recent editions of ICE are: "Discovering the Rural World - A Guide to Good Practices" (2013) and "Education, Development and Community Local Action" (2015), both coordinated by Fernando Ilídio Ferreira, professor and researcher at University of Minho and member of the team of the present project. It also publishes, on a bi-monthly basis, a newsletter of the ICE network - notICEas - which is made available online for professionals, volunteers and the general public. ICE's main purpose is to develop and support local, regional and local intervention, research, training and development projects in formal and non-formal education, especially in socially and territorially vulnerable areas (eg rural areas and urban peripheries). It encourages several partnership networks, at local, national and international levels, choosing local communities as a privileged intervention for their affirmation and development.

Structure of civil society, ICE defines as the main objective and rationale of the fight against social exclusion, integrated and participatory development, the promotion of a citizen association - these principles are associated with solidarity and cooperation with Portuguese Speaking Countries And with fragile countries and / or in emergency situations. In this sense, it also promotes the exchange and articulation with projects and institutions of local development and education in Europe, with a view to building European citizenship.

The experience capital accumulated by ICE over more than 20 years will be put at the service of this Project.