Eureka! Institutional Repository

My wish to carry out this dissertation is related directly to my five-year involvement in European programs of the school, where I serve. It is also related to the views that I have formed by participating in these programs with different roles from different positions (an active member of the pedagogical team as a teacher, but also as headmaster of the school). The aim of the dissertation was to investigate whether the informal learning which is implemented and utilized in Erasmus + programs contribute to students` literacy. For this reason, the bibliographic review was focused on informal learning and its forms, on the Erasmus + European programs and finally on the meaning and types of literacy. Then, a qualitative research was carried out with interview of each contact person of schools that completed/ implemented one Erasmus + program at least. By the experience of these people the ultimate aim was to be demonstrated what kind of non-formal learning is used in European programs, what problems encounter teachers during the use of forms of informal learning, what kind of students` and teachers` reactions do they observe and finally how informal learning affects pupils` literacy. The qualitative research was selected –instead of quantitative researchbecause the aim was not to be extracted and analyzed numerical conclusions, but rather the accumulated experience of “contact persons” to be presented in detail , as they have detailed knowledge of practical and substantive issues of a project to a large extent. In conclusion, according to the estimation of contact persons, which, however, is the result of observation and cooperation with students, it was revealed that formal learning is an effortless way for the many-sided students` literacy . What also emerged from the research was the hesitation and the different aspect that non-participating teachers in European programs had for informal learning. An aspect that may be reinforced by the practical issues arising in the internal functioning of the school, when activities are taking place, but also by the more conservative opinions of these teachers concerning the European dimension of education.