Project “Beekeepers’ Study Trips in Finland and Sweden”

Application No. 2021-1-EE001-KA122-ADU-000020833
Contract No. 2021 - KA122-ADU-04
During the project, 2 activities were planned: a study trip to Finland and a study
trip to Sweden. In fact, we managed it well and as a result, we had 2 study trips to
Finland and 1 study trip to Sweden.
There was no own contribution to the study trip.
Funding 100% Erasmus+
Project summary

The study trips were a conscious goal-oriented activity. The participants actively
learned in group learning and were involved in group work. During the observation
practices, the teaching methodology and the necessary inventory/technical equipment
were observed. During the study trip, the daily experiences gained were analyzed either
in the evenings in smaller working groups or by speaking into the microphone on the
bus, involving the entire study group. At the end of the study trip, all participants
prepared a comprehensive written feedback to the organization, where all activities
were analyzed (including the training process and the technical organization of the
study trip). Discussions also took place on Zoom.
In beekeeping training, it is very important that there is a learning model that links
theory and the acquisition of practical work techniques. Since the participants in our
project are beekeeper trainers, they primarily need versatile combined learning. Our
trainers are practicing beekeepers. Most of them do not have pedagogical education,
therefore it is very necessary that we can also provide them with additional pedagogical
skills.

We have chosen a bus to go on study trips with trainers because there are great
advantages to going with a group like this. We have a comfortable bus at our disposal
and the study trip actually starts immediately upon boarding the bus. There is a
microphone on the bus, everyone gets to speak. An introductory round, regardless of
the fact that we know each other. This way we learn the presentation style and refine
our speaking technique. At the same time, it is possible to share our experiences with
others, which may have been added in the periods between meetings. At the very
beginning, we repeat again what the study tour is aimed at and what learning outcomes
we had set for it ourselves. Then, an overview training is necessary, with the keyword

training of trainers – we remind the trainers of the training theory and the criteria for
choosing a methodology.

We have a “free microphone” on the bus throughout the study trip, which helps
participants to express their concerns to others at any time and get help. And when we
are on the way from one observation practice location to another, there is always a
discussion about what we saw and learned in the previous location. All participants are
always involved. Trainings at an external partner (auditory) give our trainers the
opportunity to get acquainted with their work, get an overview of the organization of
trainings and teaching materials.
Feedback from the evaluators
The final score of the report was 89 (out of 100 points). The report is clear, all questions
have been answered very thoroughly and sometimes the level of detail is even too high.
. All activities carried out were in line with the project objectives, all participants have
submitted a feedback questionnaire, based on the answers, everyone involved in the
project was very satisfied with the content and organisation of the learning mobility. It is
positive that an opportunity was found to support the learning mobility of three more
people in addition to those stipulated in the contract.
All learning mobility used environmentally sustainable travel. None of the learning
mobility took place in the form of embedded learning mobility, good practice sharing has
been proven domestically. The beneficiary has followed the quality standards of learning
mobility, full responsibility for the implementation of the main tasks rested with the
institution receiving the support, the results of the learning mobility are well integrated
into the daily work of the institution; the practical organisation was very good. Proper
insurance cover was ensured, the selection of participants has been explained,
monitoring and mentoring were organised; participants were sufficiently supported
during the learning mobility.

Most of the objectives formulated in the application were achieved, unfortunately, the
project did not succeed in launching e-learning in the beekeeping field, which was one
of the objectives, and the reason behind it has not been explained.
Based on the feedback from the participants, the learning mobility has been
developmental and useful for them. The activities carried out have had a positive impact
on both the institution that received support and the learning mobility participants.
Information about the results of the learning mobility and the knowledge gained has

been shared both within and outside the organization, the wider public has been
informed about participation in the program, and the participants have been aware of
the source of funding for the learning mobility.