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<strong>TRAMP</strong> – Transnational Mobility of Older People in Europe<br />
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122 Part II<br />
The role of children or adolescents must be clarified with the relevant<br />
teachers. Another issue that needs to be arranged with teachers is, whether<br />
children or adolescents will act as translators. Teachers should discuss and<br />
plan in detail the tasks and possible roles of the children (e.g. translation<br />
of tool lists).<br />
The minor projects should be adequately calculated leaving sufficient time<br />
to conclude these projects during the given exchange period. This is more<br />
satisfactory for those involved than leaving the beneficial institution with<br />
an unfinished project. It also makes no sense to convert ongoing tasks of<br />
the given institution into subprojects of the exchange.<br />
Detailed project drafts listing the planned products, tools, materials, work<br />
procedures, necessary work clothes and workforce (young and elderly) are<br />
helpful in the planning process. All participants should have access to these<br />
drafts prior to the exchange so they can choose from the list of subprojects.<br />
That way guests are given sufficient time to prepare for their work tasks.<br />
Sponsors of materials for many projects can include local companies, the<br />
facility’s support associations and parents. The choice of sponsors should<br />
be accompanied by corresponding PR work, which mentions the supporters<br />
by name.<br />
The timing of the planning phase of the project should take delayed material<br />
supply, change of cooperation partners and other unforeseeable events<br />
into account. The timeframe for the later implementation of subprojects<br />
should also be discussed in sufficient time, allowing for delays and obstacles.<br />
Make sure that projects can be largely concluded within the exchange<br />
period.<br />
In the run-up to the exchange, all participants should be reminded to<br />
bring appropriate work clothes.<br />
Following the completion of projects, sufficient time should be scheduled<br />
for a presentation of all project results. Other group participants, teachers,<br />
parents, representatives of sponsors, politicians and the press should be<br />
invited to this event.<br />
The issue of certificates confirming the project work particularly motivates<br />
younger participants and might help them in their later search for an apprenticeship<br />
or a job.<br />
Planning the Framework Programme<br />
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Possibilities for the framework programme beyond the practical work in<br />
subprojects are provided in the form of various modules, which need to be<br />
more or less included in the initial planning process:<br />
» Greeting and introductory ro<strong>und</strong>, possibly including a welcome of<br />
guests e.g. by the local mayor<br />
» Project information for all participants (regarding exchange procedure,<br />
cooperation partners etc.)