STAND UP FOR YOUR CAREER: Educational Toolkit for Teaching EU Topics Through Humor

STAND UP FOR YOUR CAREER

EDUCATIONAL TOOLKIT FOR TEACHING EU TOPICS THROUGH HUMOR

STAND UP FOR YOUR CAREER EDUCATIONAL TOOLKIT FOR TEACHING EU TOPICS THROUGH HUMOR

FACULTY OF SOCIAL SCIENCES FDV

TITLE STAND UP FOR YOUR CAREER Educational Toolkit for Teaching EU Topics Through Humor

AUTHORS Tjaša Učakar Ana Ješe Perković Blaž Vrečko Ilc Marinko Banjac

PUBLISHER Faculty of Social Sciences, Ljubljana

TRANSLATION AND LANGUAGE EDITING Tomaž Pušnik Blaž Vrečko Ilc

WEBPAGE http://www.standup-eu.si

Ljubljana, 2017

CONTENTS GUIDELINES HOW TO USE THE TOOLKIT 1.

THE EU CITIZENSHIP (BORDERS AND THE EUROPEAN SINGLE MARKET)

4 7

CONTENT: The EU Citizenship

THE EXERCISE: »Borders and the European Single Market«

EU CITIZENS’ RIGHTS

CONTENT: EU citizens’ rights

THE EXERCISE: »Mobile EU workers and their rights«

SKILLS AND COMPETENCES FOR A BETTER EMPLOYABILITY

CONTENT: Skills and competences for a better employability

THE EXERCISE: »Create your own EUROPASS CV« 24

MECHANISMS AND TOOLS FOR BETTER EMPLOYABILITY

CONTENT: Mechanisms and tools for better employability

27 28

THE EXERCISE: »Tools for better employability in the EU – EURES employment portal« 30

LET’S FIND A JOB IN ANOTHER EU COUNTRY

CONTENT: Let’s find a job in another EU country

33 34

EXERCISE »I’m going to work in the EU« 36

INSTRUCTIONS HOW TO USE THE TOOLKIT The Educational toolkit was developed as part of the ÂťStand up for your career: Innovative humour-based approach to teaching and learning EU topicsÂŤ project. The overall objective of the project was the development and implementation of an innovative humour-based and skill-oriented approach to teaching and learning specific EU topics, namely employment opportunities in the EU and the EU citizenship and rights. The main purpose of the Educational toolkit is to provide to all those who work in different educational settings, new content and didactic approaches that encourage interest in and affection for Europe. It strives to present the complex topics of the European integration, its central achievements and the opportunities that the EU offers to its citizens. Moreover, it presents these topics in an interesting and enticing way. Finally, the toolkit focuses on developing the skills of those who are studying.

Humorous parts are marked this way. They are intended for better understanding, encouraging readers and recalling new knowledge.

Important content is marked this way. They highlight particular definitions, current data, key information or present complex topics in an understandable way.

Each section of the toolkit is divided into two parts. In the first part we briefly present the content of the topic and is thus intended to both, students and teachers. Second part presents step-by-step didactical exercises, which helps teachers to present the topic to students in an appealing and interesting way. Since the first part is intended for both, teachers and students, we encourage teachers to get additional knowledge on the topic with additional sources of knowledge, which are recommended in the text box. The Educational toolkit consists of five content sections and five didactic exercises that address the elaborated topic in the content section. The topics addressed in the toolkit are the following: the EU Citizenship, the European Single Market and its boundaries, the EU citizensâ&#x20AC;&#x2122; rights, skills and competences of workers, tools for better employability, types of mobile workers and their rights and also practical advices on how to look for work in the EU. The didactic exercises are intended for group work with few individual reflections and presentations. The exercises are developed to enhance different skills such as independent work since students need to find, interpret and use the data on their own. Each didactic exercise is thoroughly explained. The purpose and the learning objectives are clearly stated as well as required teaching aids. The teaching methods are also addressed, while a step-by-step exercise plan is provided. The toolkit will not only provide the teachers with innovative and interesting approaches to teaching selected EU topics, which will potentially made them more interesting for the students but will also encourage the students to actively engage and critically reflect on the mobility of EU workers, their rights and duties as well as other EU topics. The Authors

THE EU CITIZENSHIP (BORDERS AND THE EUROPEAN SINGLE MARKET)

The EU Citizenship (borders and the European Single Market)

CONTENT: THE EU CITIZENSHIP Background The possibility for job seeking and building a career in another EU member state are among the major benefits of the EU citizenship. As citizens of one of the member states we acquire EU citizenship automatically. The EU citizenship namely grants us with additional rights such as free movement across internal EU borders and the right to seek jobs in labour markets of other member states. However, we must not understand the EU Citizenship as solely a legal status. It must also be understood as having an affective dimension (identity) and a practical dimension (citizenship as practice).

Since the Maastricht Treaty – The Treaty on European Union (1993) the EU citizenship became a formal or legal status that is being recognized by the EU and its member states. The adoption of the Treaty resulted in citizens of the member states becoming automatically also EU citizens with specific rights tied to this new form of transnational citizenship.

The history of the EU Citizenship Although the Maastricht Treaty represents a crucial milestone in the history of the EU citizenship, the actual idea of a transnational European citizenship is much older. Its origin can be located in the early years of European integration that began after the Second World War. For example, the citizens of the member states of the European Coal and Steel Community (ECSC), a precursor of the EU, have gained additional rights with the establishment of the Community in 1951. With the establishment of the European Economic Community (EEC) in 1957, another precursor of the EU with the same membership as ECSC, the citizens of the member states gained an additional right, namely the now central right of the EU, the right to free movement across internal borders of the EEC. The beginning of ever-closer political cooperation, also through the recognition of additional citizenship rights, was tightly connected with growing economic cooperation. But »the architects« of ever-closer cooperation and integration of the member states had to initially address the fear of citizens and national political elites regarding the common transnational citizenship. Specifically they had to address the prevalent fear among people and the national elites that the integration process would lead to the loss of national identities and already recognized citizenship rights. The solution to these fears was formulated during the 1980s in the form of a specific framing of the European citizenship. The latter was established as secondary to and inextricably linked with the national citizenships of the member states. The national citizenship was consequently established as a precondition for European citizenship. In this complicated process of establishing some general coordinates for European citizenship an important role was played by a committee lead by the Italian MEP Pietro Adonnino. The member states have ordered this committee headed by Adonnino to prepare recommendations for how to strengthen

the common European identity and for how to make a Europe without internal borders acceptable to citizens of the member states. The Adonnino Report published in 1985 focused on measures that would strengthen the free movement of goods and people in the Community. Specifically, it also focused on measures that would began to systematically establish a common identity. The report was the first to propose common European symbols that were later adopted and are still used by the EU today. The report namely suggested a European flag (blue with golden stars), a European anthem (Ode to Joy) and European postmark. Furthermore, the report suggested the removal of duties for goods from other member states. Consequently, the Adonnino Report addressed all three central dimensions of citizenship namely as a legal status, as a set of practices (free movement, job seeking in other member states) and as an affective dimension in the form of a common identity, common values, principles, interests and solidarity crucial for internal cohesion. The Maastricht Treaty represents a milestone in the sense that all three of these dimensions began to be systematically developed. Although, these undertakings were met with variable levels of successes (or failure). The Maastricht treaty has granted us as EU citizens the following central rights namely the right to free movement and the right to freely live in other member states as well as the right to vote and stand as a candidate at elections to the European Parliament in the member state were we reside. We have also gained the right to vote and stand as a candidate at municipal elections in the country of residence. Along with the legal status the Maastricht Treaty and the subsequent EU treaties (The Amsterdam Treaty (1997), the Nice Treaty (2001) and the Lisbon Treaty (2009)) have directly addressed the issue of establishing the affective dimension of citizenship namely the European identity. These treaties formalized the common symbols such as the blue European flag with 12 stars, the EU anthem, the Euro as the EU currency and May 9th as the official day of Europe. The EU institutions and member states also adopted the official moto of the EU namely »United in diversity«.

THE EXERCISE: »BORDERS AND THE EUROPEAN SINGLE MARKET« The context – The central topic of the lesson The European Single Market is in regard to the overall volume the largest trade area in the world. It is based on four central fundamental freedoms: the free movement of persons, the free movement of goods, the free movement of services and the free movement of capital. The Single Market encompasses the 28 EU member states along with non-members such as Iceland, Norway and Lichtenstein that are its members via the membership in the European Economic Area. It also includes Switzerland who attained membership via bilateral treaties. Although, the Single Market has been continuously developed it is still not fully complete. While the process is practically finished in regard to the free movement of capital and goods it is still in a state of incompletion in regard to the free movement of services and persons. This incompletion is directly connected with the bigger complexity of integration in the field of the free movement of persons and services. The so called Services Directive is a clear example of the complexity of European integration process in the sense of its nature, goals, mechanisms and procedures for reaching decisions and various problems linked to the further integration of the member states. The Services Directive was namely adopted in 2006 after a long arduous negotiation process that included various compromises. It was adopted in a severely altered state in comparison to the original proposal. Despite the freedom to provide services in other member states being one of the central freedoms, its full realization faced and is facing various obstacles.

The EU Citizenship (borders and the European Single Market)

The purpose and learning outcomes The students gain knowledge on the fundamental freedoms that are the basis for the functioning of the EU institutions. In this context, they identify and reflect upon the EUâ&#x20AC;&#x2122;s influence on their everyday lives in the form of enabling them to freely move to other member state to seek work. Furthermore, the students gain insight into the complexity of the process of concrete implementation of fundamental freedoms. Consequently, they gain knowledge on the Services Directive and on the complex process of its formulation. Specifically, they are acquainted with the Bolkenstein proposal or the initial proposal for the Services Directive. The students acquire knowledge on the complex process of the formulation of European policies and the complexity of the actual realization of fundamental freedoms. Additionally, they are introduced to the direct effects of European policies on their everyday lives as workers and citizens. Moreover, they are acquainted with the four fundamental principles (harmonisation, flexibility, the country of origin principle, the country of destination) that guide the formulation of common European policies in different areas.

Teaching aids Paper, ball pen, whiteboard, access to the World Wide Web.

Type of activity Discussion, individual research/inquiry, teamwork, presentation.

THE LESSON PLAN 1st STEP The teacher presents all four fundamental freedoms of the EU. Additionally, she/he stresses the right of the EU citizens to freely travel to other member states. This right includes the right to seek work in another member state, to work in another member state without requiring a work permit, to reside in this member state and to remain even after the end of employment. It also includes the right to equal treatment in regard to employment opportunities, working conditions, social and tax benefits that are enjoyed by the citizens of the host country.

2nd STEP The teacher tells the students to re-read the 45th article of the Treaty on the Functioning of the EU (http:// eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A12012E%2FTXT). She/he instructs them to divide into pairs and jointly rethink the multidimensional influence that the right to free movement (and accompanying rights) has on their lives or could potentially have in the future if they choose to work in another Member Sate.

3rd STEP The teacher instructs the students to present their reflection on the influence of the freedom of free movement of persons on their lives to the whole class. Simultaneously, every reflection is written on the whiteboard in the form of a mind map.

4th STEP The teacher stresses that the fundamental freedoms, although they are central for the functioning of the EU, are still not fully implemented. She/he specifically stresses the free movement of services. This should precipitate the development of critical reflection among the students concerning the discrepancy between declared freedoms and rights and their full realization. Additionally, she/he instructs the students to reflect upon the fundamental opposites based on the following cases of limitation of the freedom of freely providing services in various member states. Cases of limitations of the free provision of services in specific member states: 1. Industrial cranes that a non-Belgian construction company wishes to use in the construction work in Belgium are required to be technically inspected by Belgian bureaucrats regardless of the fact that these cranes were already technically inspected in the home country. 2. A Slovene elevator repairman has to, in order to repair an elevator in France, announce his service provision eight days earlier at an appropriate French state agency. 3. A German ski instructor can work in Austrian Carinthia only as an employee of a company not as an individual provider of service or private contractor.

5th STEP The teacher instructs the students to divide into four groups. She/he instructs each of the four groups to research one of the four terms (fundamental principles of European policies): the country of origin principles, the country of destination (of provision of service), harmonisation and flexibility.

6th STEP The teacher instructs the four groups to each write their definitions of the terms in one of the squares in which the whiteboard was previously divided. She/he also informs them to leave a large enough space in each of these squares. She/he further instructs them to jointly class each of the articles of the Bolkenstein proposal of the Services Directive (http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:32006L0123) into one of the squares (principles). The teacher then instructs the students to jointly identify the central principle on which the Bolkenstein proposal is based.

7th STEP On the basis of the classification of each of the articles of the Bolkenstein proposal the teacher instructs the students to evaluate the proposal. She/he tells them to evaluate the proposal according to its general goal in the sense of either establishing a full freedom of providing services in other member states or additionally limiting the free movement of services. The teacher then draws a straight line on the floor whose outer edges represent »freedom« and »regulation«. She/he then instructs the students to position themselves along the continuum framed by »freedom« and »regulation« and explain their evaluation of the Bolkenstein proposal.

8th STEP The teacher informs the students about the crucial change of the Bolkenstein proposal that enabled its adoption in 2006. The principle of the country of origin was namely removed from the adopted Directive. She/he then explains why this principle posed a problem. It posed a problem due to its predicted negative effect on workers' rights, which was also termed »social dumping«. This was seen by some states as

The EU Citizenship (borders and the European Single Market)

being inevitable in the case of a full liberalisation of provision of services based upon the state of origin principle. She/he then briefly explains the final content of the Services Directive and its altered principle namely the principle of the state of provision of services not their origin. She/he then instructs the students to rethink in what way this new principle differs from the state of origin principle. Additionally, the teacher instructs the students to identify whose interests are served with this principle.

EU CITIZENSâ&#x20AC;&#x2122; RIGHTS

EU citizens’ rights

CONTENT: EU CITIZENS’ RIGHTS Background: Since the early years after the Second World War the European states were faced with the issue of how to establish a strong cooperation among each other and how to convince people on the need of ever-growing integration. Although the European integration was from the outset, an economic project it was also based upon the need to transcend divisions and to seek a common goal. For instance, Robert Schuman, one of the »fathers« of European integration, claimed that Europe is and will be a work in progress, and that it will be built upon concrete achievements that would establish an actual solidarity. It took four decades to establish firm coordinates of an EU citizenship in sense of its rights and obligations. Viviane Reding, a former European Commissioner for Justice, has claimed that the Maastricht Treaty represents a milestone in the sense that it is the birth of the EU citizen. With the Maastricht Treaty there was an intensification of the political integration of member states. Due to the knowledge of rights entailed by the EU citizenship being limited among the citizens of the member states, it is more likely that citizens do not enact their rights and do not seize the opportunities offered to them by the EU citizenship. Those who are not informed regarding their rights will not be able to seize all the opportunities that the free movement across internal EU borders offers to them. Neither will they be able to seize the opportunities offered to them by the European labour market. Therefore, it is crucial that we are well acquainted with our rights as EU citizens and that we understand them. Only in this way will we be able to enact them and to seize opportunities and possibilities that the EU offers to us. Our rights as EU citizens can be divided into the following six central groups of rights.

Mobility and travel

Mobility of EU citizens is one of the freedoms that the EU continuously stresses and promotes as the one of the most important result of the European integration and the cooperation of European states in economic and political matters. Consequently, mobility is one of the central benefits enjoyed by member states’ citizens. Therefore, mobility has a substantial effect on our behaviour. The free movement, travel and living in another EU county affects our principles, feelings and meanings that we attach to certain things. It also changes our perception of citizens of other member states and it shakes our stereotypes. However, the right to free movement and living in another EU country is not completely without limitations. As EU citizens we can freely live in another EU country for a period of three months. The only requirement is to have a valid passport or ID. If we want to stay for a longer period, we have to observe conditions set by the host EU country. Additionally, we have to enact specific administrative procedures. As EU citizens we can officially ask for a permanent residency in the host country after a period of five years or more. But this is only if we live in the host country legally for these five years. We also have certain rights as EU citizens in non-EU countries. This is crucial in cases when we find ourselves in a situation in which we require assistance. The Treaty on the functioning of the EU states that each EU citizen has the right to diplomatic and consular assistance in non-EU states even if his home country does not have its diplomatic mission. We have the right to ask for help any other diplomatic and consular mission of an EU member state that are located in this non-EU country. Additionally, we have the right to be treated equally as citizens of this particular EU member state.

Workers' rights and social security

The EU is based upon the idea of a social market economy. This means that EU strives to establish conditions for employment of the largest possible number of citizens, while also securing their social inclusion and welfare. The Treaty on EU has as its major goals the largest possible employment, social progress, solidarity and social cohesion. As EU citizens, we have the right to seek employment in other EU member states and to work in these states without a work permit. Additionally, we have the right to reside in the EU country in which we work. We have also the right to remain there after our employment is concluded. Finally, we have the right to equal treatment in regard to employment opportunities, working conditions and social and tax benefits.

Healthcare and disability

Healthcare is crucial for successful societies. Consequently, the member states retained this policy area in their sole jurisdiction. The organization of healthcare systems and the implementation of healthcare services is under complete control of the member states. Despite not having a jurisdiction over public healthcare the EU strives to supplement the policies of member states in order to secure equal opportunities to all EU citizens. The EU public healthcare policies seek to ensure a high standard of healthcare services and a high quality of public healthcare. These policies are focused on prevention of diseases and promotion of healthy lifestyles and on protection of people against pandemics. Consequently, the EU has ensured its citizens specific rights that guarantees them an easier access to healthcare services. These rights are the following: -

Health insurance covering a temporary stay in another EU country

If the citizens during their temporary stay in another EU country fell ill or injure themselves, they are entitled to emergency medical help. In this case, we have the same rights to healthcare as citizens of this member state. But in order to use these emergency healthcare services we have to poses the European Health Insurance Card. This card serves as proof of our insurance in our home country and it enables an easier refunding of healthcare costs. -

The right to planed treatment abroad

As citizens of an EU member state we have the right to plan a medical treatment in another EU country. We can namely receive a medical treatment under the equal conditions as citizens of home country and we pay the same price for these treatments. But there are certain limitations connected to the specificities or underdevelopment of healthcare systems in specific EU member states. -

Buying prescription drugs in another EU member state

As EU citizens we also have certain benefits in regard to prescription drugs. For instance a prescription written by a doctor in one of the EU states is valid in all other member states. Since 2013 we can also ask for a cross boarder prescription, which is a type of prescription that can be directly used in another EU member state.

Consumer rights

The EU functions as a single market encompassing 28 states, 520 million consumers and 23 million companies. The Single market enable EU citizens many opportunities. We also have an enormous choice of

EU citizensâ&#x20AC;&#x2122; rights

goods and services that are provided to us in form of the cheapest prices possible. Additionally, we do not have to deal with customs, taxes and in the Euro area with currency exchanges. The EU consumers have specific rights in regard to the goods and services that they bought in one of the EU member states. These rights are the following: -

Contract information

The company who sells us a specific good or service has to ensure that the info on these goods and services is clear, understandable and accurate. -

Pricing and payments

The pricing of goods and services has to be clear in the sense of a clear end price. Taxes and other expenses have to be stated clearly. -

VAT â&#x20AC;&#x201C; Value Added Tax

A private individual that shops in the EU must pay the VAT only once namely in the state where the purchase was made. -

Shipping and delivery

We as consumers are entitled to receive a bought good in the period of 30 days. This can only be exceeded if we agree on a longer period. -

Guarantees and returns

If a good that we bought in an EU member state is broken or damaged the seller has to either repair or exchange the good or offer us a refund. All goods purchases in the EU have a minimum two year warranty.

Political rights

The EU institutions nowadays continuously stress that the cooperation of citizens is crucial for the progress of Europe. However, the European integration process were since their beginning in the post-war period focused upon economic integration. The importance of including and involving people into the European project was recognised substantially later. Starting in the late 1970s and 1980s the idea of including citizens into the European project and giving them their say regarding this project began to gain ground. The EU institutions recognized that the involvement of citizens is crucial to secure their legitimacy and the legitimacy of the European project. The EU citizenship can be regarded as one of the central measures of involving people. As the EU citizens gained specific political rights. The political rights of EU citizens were gradually set in various EU treaties beginning with the Maastricht treaty in 1993. As EU citizens we enjoy the following political rights: We have the right to write petitions to the European parliament. The right to petition enables the citizens to encounter a specific EU institution and state our demand or grievance. The petition has to refer to a specific issue that is under the jurisdiction of the EU and directly affects the person who petitions. If these criteria are not met, the petition is declared unacceptable. As EU citizens and persons residing in the EU we have also the right to write a complaint to the European Ombudsman. This institution, established by the Maastricht treaty, is meant to enable a broader control of the work of EU institutions and for correcting mistakes in the functioning of EU institutions.

The Lisbon treaty established another measure of involvement of citizens namely it established the European Citizens’ initiative. The initiative has to be signed by one million EU citizens from several EU countries in order to be accepted into the procedure. The initiative represents a mechanism to demand from the European Commission to adopt a specific measure or prepare a specific policy proposal for a specific issue. This enable the EU citizens to directly influence the preparation of European policies. The last two important political rights are the right to be able to contact any of the EU institutions in any of the official languages. We have also the complementary right to receive the answer in the same language. Under specific conditions we have the possibility to gain access to official documents of the European parliament, the European Commission and The European Council.

Fundamental rights – The EU Charter of Fundamental Rights

The EU regularly represents itself as a space where the protection and respect for human rights is one of the central priorities. One of the central steps in the implementation of these ideas was also the formulation and adoption of the EU Charter of Fundamental Rights. The Charter is divided into seven chapters and six of those define specific sets of rights. - Dignity – This set of rights secures the right to human dignity, life and personal integrity. It also reaffirms the prohibition of torture and slavery. - Freedoms – This set of rights secures the right to freedom, respect for private and family life, the right to form a family and to marry, freedom of thought, consciousness, religion, freedom of speech and gathering. Furthermore, the set secures the right to education, work, property and asylum. - Equality – This set of rights secures the principle of equality and prohibits discrimination. It secures the respect of cultural, religious and linguistic diversity. Special rights of children, older people and disabled persons are also secured by this set of rights. - Solidarity – This set of rights secures the rights of workers, including their right to collective bargaining and also including the right to work under fair and just working conditions. Moreover, it secures the right to social security, to healthcare and enacts the principle of environmental and consumer protection. - Citizens’ rights - The Charter also states the rights of EU citizens such as: the active and passive voting rights for the election for the European Parliament and municipal elections, the right to good governance, the right to petition, the right to access government/EU institutions’ documents the right to diplomatic and consular protection, the right to free movement and living in another EU country. - Justice – This set of rights secures the right to an effective remedy and to a fair trial, the right to the presumption of innocence and the right to defence, the right to enactment of the principles of legality and proportionality of criminal offences and penalties, and the right not to be tried or punished twice in criminal proceedings for the same criminal offence. The last chapter of the Charter explains the scope of the application of the Charter and the principles that should be used in its interpretation. It stresses that many of the rights are not exclusive to EU citizens but are shared with non-EU citizens living in one of the member states. On the other hand, it specifically stresses that certain rights are exclusive to EU citizens. The chapter also stresses that the Charter can be used only in relation to EU institutions when they enact the Union law. Consequently, it sets a division

EU citizens’ rights

between the applicability of the Charter and the national constitutions of the member states. The Charter is binding for the member states only when they implement Union law.

THE EXERCISE: »MOBILE EU WORKERS AND THEIR RIGHTS« The context – The central topic of the lesson The legal framework of the EU clearly establishes the rights of mobile workers concerning their different statuses. The mobile workers that are EU citizens and work in another EU country can namely have different statuses connected to the distance of the work from their home country.

The purpose and learning outcomes The purpose of the lesson is to acquaint the students with different types of mobile EU workers and their rights and duties. The students will gain knowledge on five different types of mobile workers: posted workers, migrant workers, cross border workers, cross border commuters and multinational workers. The students will also gain knowledge on the term country of origin and host country. Additionally, they will acquire knowledge on the different sets of rights that these different types of workers can claim in host country specifically connected to social security and health insurance and paying taxes.

Teaching aids A Ball pen, poster-sized papers, access to the World Wide Web, a Whiteboard, a projector.

Type of activity Work in groups, discussion, and presentation.

The lesson plan 1st STEP To introduce the topic the teacher shows the students a video that was prepared by the Dutch presidency of the Council of the EU in 2016 on the topic of mobile workers (https://english.eu2016.nl/documents/ videos/2016/02/08/facts-and-figures-on-migrant-and-posted-workers ). It specifically focuses on posted workers. The teacher than informs the students that the Union law differentiates among different types of mobile workers that have different rights. The mobile workers are divided into four main categories and one sub-category. The students themselves will through their group work acquire information regarding the characteristics of specific categories of mobile workers.

2nd STEP The teacher instructs the students to divide themselves into five groups. Each of the group receives a task to research one of the categories of mobile workers. The groups have to answer the following questions: 1.

What is the status of this category of the mobile worker?

2. How can she/he make arrangements for her/his temporary residence and when can she/he ask for a permanent residence? 3. How can she/he make arrangements for his health and social security and what healthcare and social rights does she/he possess? 4.

In which country does she/he pays her/his taxes and his/her contributions?

5. What rights do her/his family members have that are tied to her/his specific status of a mobile worker? The students can find the above information on the following web sites: .

Your Europe: http://europa.eu/youreurope/citizens/work/finding-job-ab¬road/index_sl.htm

EURES: https://ec.europa.eu/eures/public/homepage

WORKING GROUPS: 1st Group – CROSS BORDER COMMUTER Petra, a Slovenian national, is employed as a sales person in a store of a Swedish furniture chain that is located in Graz, Austria. She drives daily to work from Maribor, Slovenia, where she lives with her family. 2nd Group – MULTINATIONAL WORKER Mateja who is a flight attendant is employed by an airlines that has its headquarters in Ireland. As a flight attendant she works on the regular connection Trieste (Italy) – London (UK) and she returns home to Nova Gorica (Slovenia), where she lives with her family, multiple times a week. 3rd Group – MIGRANT WORKER Martin a Slovenian industrial designer who has finished his studies in Germany. Presently a German car manufacturer employs him as a car designer. He lives in Germany and he married a German citizen. 4th Group – POSTED WORKER Jasmina, a Slovenian national, works in marketing and is an employee of a Slovenian pharmaceutical company who sends her to work in their offices in Bratislava, Slovakia. Her husband will accompany her. He will namely try to find work either in Vienna or Bratislava. 5th Group – CROSS BORDER WORKER Auto mechanic Denis, a Slovenian national, has found employment in an auto repair shop in Milano, Italy. He does not have a family and he returns home only twice a month. Each group should write their insights regarding their assigned category of mobile worker on a sheet of paper.

3rd STEP The teacher instructs each group of students to present their findings in front of the whole class. Following the presentations, a class discussion is held on the differences among the categories of mobile workers concerning their rights, duties, procedures etc.

SKILLS AND COMPETENCES FOR A BETTER EMPLOYABILITY

Skills and competences for a better employability

CONTENT: SKILLS AND COMPETENCES FOR A BETTER EMPLOYABILITY Skills represent the ability to use knowledge to carry out a specific task or solve the problem, both in professional and personal life. Developing the necessary skills ensures greater employability in the long run, leads to better employment opportunities and even an increase in personal income. At the same time managing the necessary skills contributes significantly to job satisfaction and to the quality of work. Competences is a broader concept, which in addition to knowledge and skills, includes personality traits, values, motivation, self-esteem, emotions, thinking patterns, and the like. Competences means having the necessary knowledge, abilities and skills to carry out certain tasks, while also being motivated to actually perform the task. Employability refers to the ability of a person to obtain employment. On the one hand, employability depends on the knowledge, skills and competences that a person has. On the other hand the labour market situation and other social factors have sometimes an even bigger impact on a person’s ability to obtain employment. Employability is therefore a combination of factors which enable individuals to find and keep employment and make progress in their careers.

»Why did you lose your job?« »The company has moved and I didn’t get the new address.«

Career planning In order to obtain employment, it is important to know your interests, knowledge and skills on the one side and career opportunities and labour market prospects on the other. This allows you to identify your employment goals, find appropriate employers, prepare a relevant CV and get ready for the job interview where you will be able to confidently present yourself. If you find that you don’t have enough knowledge, competences or skills that are required for the job that you desire then you have to make a plan on how you will obtain them.

MOST IMPORTANT SKILLS AND COMPETENCES FOR YOUR PERSONAL DEVELOPMENT AND CAREER SUCCESS: Communicating in the mother tongue Communicating in the mother tongue includes reading and writing in the broadest sense. When it comes to reading this mean the ability to understand written information and know how to interpret and apply them in specific situations (e.g. at home, in school, at the workplace). Writing competence represents the ability to record key information, thoughts and ideas in an understandable and grammatically correct way understandable to others.

Numerical literacy Some occupations require more in-depth knowledge of mathematics, geometry, statistics and more complex computing operations, but the general understanding of the figures and ability to interpret and use them represents numerical literacy. More specifically this means that we understand the content of the figures, we can interpret tables, charts, we can use statistics to support their ideas etc.

Communicating in a foreign language This competence involves understanding and usage of a foreign language in oral and written communication, as well as openness and respect for others and different cultures. The ability to communicate in a foreign language commonly includes listening comprehension, oral expression, reading comprehension and written expression.

Computer literacy Computer literacy covers basic skills in the use of information and communication technology (ICT), such as the ability to us computers and printers, as well as basic computer programs such as web browsers, e-mail programs, writing tools. It is important to know how to use technology confidently and critically. Practically all professions and jobs today require at least basic computer literacy, while a lot of jobs already require specific and more specialized computer knowledge.

Public speaking Although at some workplaces employees donâ&#x20AC;&#x2122;t need to present ideas and results in front of a wider audience it is utmost important that we are able to present our achievements and visions to our co-workers. More broadly public speaking covers the ability for clear and confident presentation in front of a wider audience, whether a board of directors, a committee meeting with co-workers or a job interview. Public speaking includes the ability to prepare the speech plan, present core ideas and facts in an interesting and inclusive manner and also coping with stress that may appear when in this situation.

Problem solving This competence includes the timely recognition of the problem, collecting relevant information about the problem and finding possible solutions. When finding relevant solutions, we need to compare them, choose the most appropriate and make the strategy on how to achieve it. At the end we need to evaluate how effective this solution was.

Critical thinking Critical thinking represents the ability to find quality information, understand different perspectives, distinguish between facts and opinions, understand the causes and consequences of various actions, find alternative solutions and formulate our own conclusions.

Learning to learn and personal development This competence includes the ability to organize our own learning processes, apply it according to our needs and desires according to available opportunities. It includes lifelong acquisition of new skills and competences, as well as professional development and application of new knowledge in our working processes.

Skills and competences for a better employability

Teamwork and cooperation Teamwork means that we are open and prepared to actively participate in the group, contribute to the achievement of common goals, establish and maintain appropriate communication between team members, listen and respect different opinions, argument our own point of view, constructively seek a common position and constructively resolve any disputes.

Creativity Creativity means that we are able to find novel ideas and implement them in reality. Competence of creativity reflects our perception of the world in new way and our ability to find hidden patterns, connect at the first glance irreconcilable concepts and create new solutions.

Organization and management This competence includes the ability to set clear and realistic goals, create a plan to achieve the goals and to determine resources, tasks, priorities and a timeline for a successful implementation.

Social and civic competences Social and civic competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that enable us to effectively and constructively participate in social and professional life. They are linked to the personal and social well-being, but the key is to understand the codes of conduct and customs in the different environments in which we are living and working.

Employee: »I am very proud that I have completed the project on time and within the proposed budget«. Boss: »Excellent! Next time I will give you less time and money«.

THE EXERCISE: »CREATE YOUR OWN EUROPASS CV« The context – Topic of the lesson The European Union has adopted a standardized Curriculum Vitae – EUROPASS, which is appropriate for job seekers across the EU. The EUROPASS CV has a unified structure and is available in all official EU languages, thus giving a clear and transparent platform for presenting your educational qualifications, work experiences and skills and competences.

The purpose and learning objectives The lesson is designed to teach the students about the process of preparing a standardized Curriculum Vitae – EUROPASS. Students will be acquainted with the information about the structure of the CV, necessary information for and methods on how to prepare their EUROPASS.

Particular emphasis is given to the chapter on skills and competences where students will use the acquired knowledge from the content above and connect it with their life experiences. They will record their own skills and competences and identify which competences they must obtain in the future to be suitable candidates for their career choice.

Teaching aids Access to the World Wide Web, a projector, a whiteboard, EUROPASS templates and instructions, a pen,

Teaching methods Discussion, individual work.

Exercise plan 1st STEP Write the joke on the whiteboard: »What if instead of a CV I would print my horoscope for the past year? It says that I really am someone special and that will achieve great things in my life« Teacher opens up the discussion about the joke. In the conversation with students she/he stresses the importance of a good career planning and the importance of a quality CV which is usually our first connection with the potential employer.

2nd STEP The teacher distributes blank EUROPASS templates and projects the online template on the whiteboard. The teacher presents the main aim, purpose and structure of the EUROPASS CV, shows the online form and reads and explains the instructions. For each section of the EUROPASS CV the teacher explains the purpose and gives some examples.

3rd STEP Under the teacher’s guidance students begin to create their own CV’s. The teacher guides the process through the filling out of the online EUROPASS template, which is projected on the whiteboard. Illustrative examples that are listed on the side of each chapter of the online form can help the teacher to make concrete examples for students. Students create step-by-step their own CV and thus through learning by doing process test if they understand the meaning of all chapters. Chapters on personal data, work experience and education can be processed faster but it is important to remind students that those data are mandatory. Students can have a talk with their neighbour and get some additional ideas and check if they forgot any important information (e.g. work experiences, volunteering, additional trainings etc.). Key chapters are chapters where students need to present their competences. With the fulfilment of this chapter they can help with the educational toolkit »Your Career in the EU«. The first chapter requires the competences in communication in the mother tongue and a foreign language, followed by chapters on organizational and managerial competences, professional competences (e.g. problem solving, teamwork, creativity, critical thinking) and digital literacy. In a discussion with the teacher the students identify what skills and competences are appropriate under the specific chapter and through the creation of

Skills and competences for a better employability

their own EUROPASS CV identify which competences and skills they have and which they need or wish to acquire and develop. The teacher then presents additional possibilities (e.g. to add other skills, driving licence) and how to personalize the EUROPASS CV (e.g. by attaching photos, adding additional information about personal interests).

4th STEP The teacher leads the discussion about the created CV. Students can present their opinion and address potential confusions about specific chapters or about defining specific skills or competences.

MECHANISMS AND TOOLS FOR BETTER EMPLOYABILITY

Mechanisms and tools for better employability

CONTENT: MECHANISMS AND TOOLS FOR BETTER EMPLOYABILITY The mobility of EU citizens is always emphasized and highlighted as one of the greatest achievements of political and economic cooperation between the European countries and is regarded as one of the basic freedoms of EU citizens. The mobility of workers is the predecessor of citizensâ&#x20AC;&#x2122; mobility in the EU because it is presupposed that the increased labour mobility between jobs (occupational mobility) and between countries (geographical mobility) contributes to economic and social progress, a higher level of employment and to sustainable development. Competences for mobility includes preparedness and the ability to change the job, to leave the home environment, to plan and carry out moving to another country and to integrate into professional and social life in the case of geographical mobility. At the EU level you have many mechanisms and tools that can provide you with information and advice as well as help you to find a job and therefore enable you to benefit from the principle of the free movement of persons in the EU.

There is an estimation that in the EU there are around 2-3 million vacancies, while the unemployment rate is approximately 10 percent (25 percent among young people). Competences for mobility are therefore extremely useful for seeking employment on the common EU labour market. Around two thirds of unemployed that move to another county find a job within a year, comparing to one third of those who remain in their home countries.

EU mechanisms and tools that can help you find a job EURES (The European jobs network) EURES is a European network of public and private employment services designed to facilitate the free movement of workers within the EU. Trade unions, employersâ&#x20AC;&#x2122; organisations and other relevant actors in the labour market are also partners of EURES. Its main goal is to provide information, placement and recruitment services to employers and jobseekers within the European Economic Area (EEA) (28 EU member states, Norway, Liechtenstein, Iceland and Switzerland). In practice EURES provides its services, through European and National Coordination Offices, EURES web-portal and through a human network of around 1000 EURES advisers that are in daily contact with jobseekers and employers across Europe. EURES is a useful service for both jobseekers, searching for vacancies in another European country and intending to move to another country and employers wishing to recruit workers from abroad. Vacancies on the EURES web-portal cover a wide range of occupations and include permanent and seasonal employment. Each vacancy has information on how to apply and whom to contact. The contact person can be a EURES adviser or an employer directly.

Announcements for vacancies on the EURES web-portal are sent by the members and partners of the EURES, especially European public employment services. The latter use EURES to advertise those vacancies where employers particularly seek workers from other European countries. Those jobs are marked by the blue »EURES flag«, which means that an employer is particularly interested in recruiting workers from other European countries. The EURES network promotes employability also through other programs and actions - below we present three:

European Job Days European Job Days are dynamic events that bring together jobseekers and employers. Job seekers can find job opportunities or get practical information from EURES advisers and other employment professionals. While employers can gain free and direct access to a large number of motivated mobile workers. Every year there is more than one hundred different events within the framework of the European employment days where participants can also get practical advice about living and working abroad. European Job Days are also livestreamed so you can »attend« an event, have a chat with EURES adviser or even conduct a job interview online.

Drop’pin Drop’pin is a EURES web platform, run by the European Commission in cooperation with business, with the aim to facilitate effective transition of young people to the labour market. The main purpose is to help companies and organisations reach motivated, multilingual, mobile young people from their own country and from across Europe on the one hand, and to provide the opportunity for young EU citizens wishing to enhance their knowledge, skill and competences within organizations that offer such opportunities. The Drop’pin web platform offers a wide range of possibilities for work placements, internships, mentoring and online trainings.

Your first EURES job Your first EURES job is a European Union job mobility scheme to help young EU citizens to find a job, traineeship or apprenticeship opportunity in another EU country. This scheme is intended for young Europeans between 18 and 35 years which are more likely to be mobile then older generations. Through the scheme Your first EURES job you can receive information, job search, matching and recruitment assistance as well as financial support to attend an interview abroad or to cover costs such as language training, recognition of qualifications or relocation to the destination country.

We are looking for a talented and dedicated person, with the wisdom of a 50 years-old, experience of a 40 years-old, willingness to work of a 30 years-old and the salary of the 20 years-old.

Mechanisms and tools for better employability

THE EXERCISE: TOOLS FOR BETTER EMPLOYABILITY IN THE EU – EURES EMPLOYMENT PORTAL The context - the content of the lesson EURES is a network of European employment services, designed to facilitate the free movement of workers within the European Economic Area (EEA) (28 EU member states, Norway, Liechtenstein, Iceland and Switzerland). The EURES web-portal offers one-stop-shop for vacancies that are sent primarily by the European public employment services. EURES provides information particularly on vacancies where employers seek workers from other European countries. Vacancies on the EURES web-portal cover a wide range of occupations and include permanent and seasonal employment. Each vacancy has an information on how to apply and whom to contact. EURES web-portal is available at: https://ec.europa.eu/eures/public/language-selection

The purpose and learning objectives The lesson is designed to learn about the job opportunities in other EU countries, particularly through the network of European employment services (EURES). Students will be acquainted with the information about the opportunities that the EURES web-portal can offer, how to contact EURES advisers, how to find appropriate job for their career profile and how to apply for a job through the EURES. Students will thus simulate their entry to the labour market in the EU and become aware about their opportunities and rights they have when seeking for and getting a job in another European country.

Teaching aids Access to the World Wide Web, projector, whiteboard, white poster, and pen; (in the case that students don’t have access to the World Wide Web, teacher can print relevant parts of the EURES web-portal for a group work).

Teaching methods Discussion, group work, presentation.

The exercise plan 1st STEP The teacher shows the promotional EURES video for young jobseekers https://www.youtube.com/ watch?v=cxO0naaMXgU Based on the promotional video teacher leads a discussion with students about labour mobility and opportunities offered by the EU – living abroad, employment in another country, apprenticeship etc.

2nd STEP The teacher shows the EURES web-portal on the white board and briefly presents the opportunities that the EURES web-portal offers. Then the teacher divides the students into 5 groups and distributes the

working papers. The groups are divided as follows: Group 1: searching jobs on the EURES web-portal Group 2: services offered by the EURES Group 3: data on individual countries - Chapter Living & Working on the EURES web-portal Group 4: European Job Days - the partner program of the EURES Group 5: Drop'pin - the partner web-platform of the EURES

3rd STEP Each group gets a specific task: • Group 1: explore the category »Jobseekers« and find the job vacancies engine on the EURES web-portal, get to know the searching filters and try to find a concrete job through the usage of searching filters and key words in the search engine. They choose three interesting jobs and explore them in more detail – in which country is this job offered, what are the work tasks, how to apply for the job, who is the contact person, which documents are required. Afterwards the students have an internal group discussion about the best strategy to find a job in other EU countries. • Group 2: explore the category »EURES Services« and find out who the EURES advisers in their home country are, how they can contact them and what services they offer. Afterwards the student have an internal group discussion on how to approach the EURES advisers, what information they need to have before they contact them and how can they present themselves to EURES advisers to have the most effective conversation. • Group 3: explore the category »Living & Working« on the EURES portal. The group chooses three countries and searches for all available information about these countries. For each country they present some interesting information or data that is different than in their home country. • Group 4: explore EURES’ partnership program European Job Days, the main aim of the portal and opportunities it offers. The group chooses three events and identifies what activities were offered and what jobs were presented. • Group 5: explore the EURES’ partner web-platform Drop'pin, the main aim of the platform and opportunities it offers. Who is the main target group of the Drop’pin, what kind of activities it offers, which partners are working together, how can we be involved in the Drop’pin online community and how can we get an advice on the employment opportunities.

The groups write their finding on the white poster, which will be presented to other groups in the next step.

4th STEP Each group presents their poster to the whole class. Followed by the discussion about the job opportunities in the EU with specific focus on mechanisms and tools that are available in the EU to facilitate a more informed labour mobility.

LETâ&#x20AC;&#x2122;S FIND A JOB IN ANOTHER EU COUNTRY

Let’s find a job in another EU country

CONTENT: LET’S FIND A JOB IN ANOTHER EU COUNTRY Introduction: In order to be able to make informed decisions about mobility and to get a job in another EU country you have to prepare yourself and find a wide range of practical, legal and administrative information. Do you prefer an EU country where you would like to work? Do you know the language and local culture of the country where you are looking for a job? Try to make a scenario on what kind of an impact will this decision have on your career and life. After you have answered these questions and made a scenario you have to obtain concrete details about the labour market situation in the country you are planning to work, legal regulations and workers’ rights and try to find information (most effectively on the web) about economic, political and cultural characteristics of the desired country. Then consider whether you know anyone in this country and use those contacts to obtain more information. Bellow we will present some important aspects that you need to address before moving to another country:

STEP 1: FINDING A JOB Explore all sources where you can find details of all vacancies currently available in the European Union. European employers use various services and platforms to publish vacancies: -

If you need advice, go to a local or regional Public Employment Service. They may have a EURES adviser that can provide you with first-hand information;

EURES advisers can offer you detailed information about employment opportunities on the common EU labour market and provide you with contacts with potential employers;

On the EURES web-portal you can find additional information about living and working conditions in other European Economic Area (EEA) countries;

The EURES web-portal announces vacancies from 31 European countries. Those vacancies where employers particularly seek workers from other European countries are marked by the blue »EURES flag«;

In many EU member states, there are also private employment agencies that can offer you a lot of useful information. They can guide you through the application process, clarify legal requirements and advise you with required documentation. Before you use their services, make sure they are properly registered and check the costs of the service fee. Check also what type of employment contract they offer. If you are interested to work in a specific international organization or work for a particular company, you can go directly to their website where they publish vacancies. For the vast majority of vacancies in public administration you will need to perform specific examination to become a candidate. Internships or work placements in another EU country can be an ideal opportunity to get to know a new country and find a job on the spot. Many companies offer internships or work placements, therefore you can go directly to their website and check the opportunities.

STEP 2: RECOGNITION OF ACADEMIC AND PROFESSIONAL QUALIFICATIONS One of the most important things in the process of looking for a job in another EU county is to learn

about the process of recognition of academic and professional qualification and whether your profession is regulated or non-regulated. What is the difference between regulated and non-regulated professions? Regulated professions Regulated professions are those professions that require possession of a specific appropriate qualification (e.g. lawyers, accountants, teachers, engineers, medical personnel, doctors, dentists, veterinary surgeons, pharmacists and architects). For some of these professions there is a list of recognized and equivalent qualifications. Non-regulated professions In some other professions employers on their own decide whether an individual is able to perform the work or not. Qualification is thus assessed for each individual case, taking into consideration the content and duration of the study. In this case, you can start working immediately when you get a job, but you must consider all necessary procedures required for specific profession in the host country â&#x20AC;&#x201C; which may be different from those in your home country. There is another important competence that you have to have in mind: communication in a foreign language, usually the language of the country where you want to work. When looking for a job in another EU country, fluent knowledge of hosting countryâ&#x20AC;&#x2122;s official language is clearly an advantage (and perhaps necessary). Basic knowledge of English is often very useful. However, language requirements may vary from country to country, so there is no general rule. In any case, consider a language course to improve your language skills.

STEP 3: JOB APPLICATION CV Did you find a job that you want? Prepare your CV for this specific job and get some information on which form of the CV is the most appropriate in the country or for this specific job profile. In most EU countries the EUROPASS CV is widely used and accepted. Job interview Preparation for a job interview is important. You have to be careful about cultural specificity, therefore you can look for country specific examples and suggestions on the web. Find as much information about the company and be prepared not only to answer but also to ask questions about the work and future strategies of the company. Compare equivalent qualification in the employer's country with your qualifications. Be prepared to answer questions about your skills and competences in the fields of decision-making/management/problem solving and how you fit to the job profile.

STEP 4: MOVING ABROAD Before you pack your bags, consider the following things: 1. Make sure that you have signed an employment contract (or a duly signed letter of commitment) and a confirmation of the salary. Bring copies of all documentation and agreements on employment. 2.

Enrol in a language course, if possible the language of your future host country or a language that

Let’s find a job in another EU country

you will most often use at your job and in everyday activities. 3. Contact the responsible authorities in your home country for an advice concerning the tax agreement between host country and the country where you are tax-resident. 4. As a mobile worker, you and your family have the same rights as the nationals. Family members can accompany you and have the right to work or attend school in a new country of residence. EURES can help you to look for a job for the spouse or partner. For more information contact the EURES adviser. 5. Make sure that you inform the Tax Administration and the Center for Social Work in your home country that you are moving to another country.

Employment applications always ask who is to be called in case of an emergency. I think you should write »An ambulance«.

THE EXERCISE »I’M GOING TO WORK IN THE EU« The context - the topic of the lesson Moving to another EU country for work requires that we are well prepared. It is crucial that we obtain a wide range of practical, legal and administrative information, as well as to know our rights and obligations. It is necessary to obtain concrete information about the labour market and to consider how the migration will affect our lives. Therefore, it is important to explore economic, political and cultural characteristics of the desired country.

The purpose and learning objectives Students have to search for relevant information for mobile workers in the EU and for specifically for selected/desired country. Knowledge of the various categories of mobile workers, which they gained in the previous lesson will be tested and completed for each country and specific profession. Students will learn about important steps that need to be taken into account before going to work abroad. Tools and mechanisms for mobility of EU workers will help students to obtain concrete information about the work in another EU states.

Teaching aids Access to the World Wide Web, a projector, a whiteboard, a pen.

Teaching methods Individual work, discussion.

The exercise plan 1st STEP At the outset, the teacher briefly present to the students the steps, which must be considered before going to work in another EU country.

2nd STEP SELECTING A COUNTRY Students select the country where they would like to work and they present reasons for their choice (e.g. knowing the language and culture, family and friends already living in this country, geographical proximity etc.). The teacher encourage the students to choose as many different EU countries in order to make the debate at the end of the exercise more interesting and diverse. SELECTING A PROFESSION The students find a vacancy on the EURES portal in the selected country, which corresponds to their qualification (if there are no adequate vacancies, they choose the one they find most interesting). The teacher helps them with finding a vacancy and projects the EURES web-portal on the white board. Based on the vacancy data the students individually make a step-by-step scenario on what they need to consider before moving to another country and also when they are already there. On the web (EURES and Your Europe web-portals) they find useful information on the selected country and the job sector:

Your Europe: http://europa.eu/youreurope/citizens/work/finding-job-abroad/index_en.htm

EURES: https://ec.europa.eu/eures/public/homepage

At the end students have to search for general economic (e.g. import-export economic factors, which economic sectors are the strongest, (un)employment rate and inflation), political (political system, current political situation, potential for conflicts etc.) and cultural characteristic of the selected country (how open is the country for foreigners, does the local population speak any foreign languages, can you obtain a job even if you donâ&#x20AC;&#x2122;t speak the language of the selected country, how good are the living and working conditions etc.).

3rd STEP Students should answer the following questions: 1. What documents do we need to obtain before going abroad for work? 2. How do we register a temporary residence? 3. How to register with the social security and health insurance? 4. What is the process for opening a bank account in another country? 5. What are your rights if you become unemployed in the host country? 6. Where can we obtain other useful information? What are the economic, political and cultural characteristics of the countries where we are going?

Letâ&#x20AC;&#x2122;s find a job in another EU country

4th STEP At the end the teacher leads a group discussion about the importance of good preparation before going to work in another EU country, where to find information, what kind of problems we may face and how to solve them.

Co-funded by the Erasmus+ Programme of the European Union. Faculty of Social Sciences, FDV, Kardeljeva ploščad 5, Ljubljana