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ERASMUS+ PREPARATORY VISIT - STATEMENT
Erasmus Preparatory Visit
2024-1-HU01-KA121-SCH-000210738
Sending Institution
Name: Fényi Gyula Jesuit High School, College and Kindergarten
Address of Institution: 3529. MISKOLC, Fényi Gyula tér 2-12. HUNGARY
Representative: P. Holczinger Ferenc SJ
Hosting Institution
Name: St. Aloysius College - Malta
Address of Institution: 70 Triq il-Ferrovija I-Qadima, Birkirkara 1610, MALTA
Representative: Fr Jimmy Bartolo SJ
Date of Preparatory Visit: 2025.04.22. - 2025.04.24.
Names of the participants of the preparatory visit:
Katalin Bodnár
Márta Bodainé Bejuska
Mária Lajterné Kádár
Presentation of the host institution:
"Forming men and women with and for others. This is the mission of our College," the Jesuit rector of St Aloysius College, Fr. Jimmy Bartolo, highlights, "which today welcomes 1524 students and has undergone many important changes in recent years: emphasis on inclusion, the introduction of co-education in the Primary School and eventually in the Secondary school; changes in the assessment policies and refurbishing school buildings and the sports complex. But the aim remains the same. We are focusing on the 4Cs of Jesuit education (competence, compassion, conscience and commitment) as well as implementing the ten indicators that characterize Jesuit education. We can only do this together: Jesuits, members of staff and parents/guardians collaborating in the one mission of the Society."
Throughout the years, several extensions were made to the school: the church was opened in 1914, the theater hall in 1928, the new playing fields in 1954, the sixth form in 1991 and the sports complex in 1997.
Today, the College has a student population of 1524. It comprises three schools: the primary school (473), the secondary school (523) and the sixth form (528). The number of employees at St Aloysius College is currently 353.
The primary school, previously run by the Franciscan Missionaries of Mary, was incorporated into the College in 2008. September 2018 marked the start of coeducation throughout the College with the first intake of girls at primary level.
With sport being an integral part of the education of our students, St Aloysius College has large, state-of-the-art sports fields. The outdoor sports field also houses the sports complex, which was inaugurated in 1997. In April 2022, an agreement was signed with Vassallo Group to develop and manage the entire complex. The pavilion, canteen and fitness center have been refurbished. The new Mediterranean Sports College is under construction, together with a sports science laboratory, a gymnastics area, a car park, a swimming pool and a child-care center.
In 2017, the year of the creation of the Euro-Mediterranean Province, St Aloysius College became part of the Jesuit Education Foundation, the EUM network of Jesuit schools.
Current priorities include the Jesuit presence and the Ignatian Education Programme, education for global citizenship, inclusion, the promotion of a community for parents and the refurbishment of the school buildings.
During the past four years, College has been changing the assessment policy from a heavily summative one to a mix of continuous, formative school-based assessments, and a final examination, so as to ensure more student-centered teaching and learning.
Number of students: 1,524
Introduction:
We held our Erasmus preparatory visit in Malta, with the aim of preparing for the future Erasmus+ group student program with the Maltese partner institution.
Objectives
- strengthening the relationship with the Maltese partner institution, clarifying the framework of cooperation – map, presentation material, tour guide during the visit
- designating contact persons and establishing long-term communication channels for joint educational planning
- assessing logistical conditions, accommodation, transport (left-hand traffic), meals, programme venues, healthcare – making notes
- ensuring real and meaningful participation opportunities for students with fewer opportunities (e.g. disadvantaged social background, special educational needs), including assessing their specific needs and planning tailor-made support
- incorporating green and sustainability aspects into the mobility programme (e.g. green accommodation, reduced carbon footprint)
- creating a supportive environment (mentoring, peer support system, language assistance, accessibility adaptations if needed)
- developing a risk management plan for a smooth implementation, especially in relation to vulnerable student groups
- increasing motivation among teachers and students to actively support the programme
- developing a detailed programme plan (group timetable, individual project tasks, inclusive cultural activities)
- coordinating learning, cultural and professional activities – mapping expected learning outcomes and skills development for all students, with particular attention to equity and inclusion
- strengthening the relationship with the Maltese partner institution, clarifying the framework of cooperation – map, presentation material, tour guide during the visit
- designating contact persons
- assessing logistical conditions, accommodation, transport (left-hand traffic), meals, programme venues, healthcare – making notes
- ensuring real participation opportunities for students with fewer opportunities, planning their programme in order to ensure inclusive participation
- incorporating green and sustainability aspects into the mobility programme (e.g. green accommodation)
- creating a supportive environment (mentoring, language assistance)
- developing a risk management plan for a smooth implementation
- increasing motivation among teachers and students to actively support the programme
- developing a programme plan (timetable, group and individual programmes)
- coordinating learning, cultural and professional activities – what skills and experiences can participants gain
Green, sustainability aspects:
- environmentally friendly aspects when choosing accommodation
- public transport and walking access
- digital administration
- inclusion of green program ideas (eco-trip, eco-fashion)
- use of waste reduction tools (bottle, box, etc.)
Documentation and administration:
- collection of participant data
- checking travel insurance
- recording health data, special needs
- compilation of application documentation
- parental statements
Results
- personal meetings with the management and teachers of the partner institution
- specific mobility dates and outline of the programme plan
- overview of accommodation and meals with accessibility and affordability considerations
- testing of local transport (bus, walking routes), examination of time and cost-effectiveness, especially for students unfamiliar with foreign environments
- collection of sustainability good practices in the partner school
- identification of risks (weather, health, social inclusion) and proposed solutions
- mentoring plan developed for students with fewer opportunities, including assigning student buddies from the host school
- initial planning of common group activities (e.g. cultural visits, reflection sessions, presentations), with differentiated tasks according to students’ interests and abilities
- foundation for a longer-term institutional partnership built on shared values (Jesuit identity, inclusiveness, service)
- personal meetings with the management and teachers of the partner institution
- specific mobility dates and outline of the program plan
- overview of accommodation
- testing of local transport (bus, walking routes), examination of time and cost-effectiveness
- collection of sustainability good practices in the partner school
- identification of risks (weather, health) and proposed solutions
- student-student establishing a mentoring program for students with fewer opportunities
Conclusion
The preparatory visit to Malta successfully laid the foundation for the planned Erasmus mobility programme. Particular attention was paid to identifying and addressing the needs of students with fewer opportunities, ensuring their full inclusion in the programme. In-person meetings and on-site observations enabled the planning of a programme that is pedagogically sound, inclusive, and responsive to diverse student needs. The warm welcome and openness of the partner institution, along with the availability of sustainable and student-friendly infrastructure, greatly contributed to the success of the visit. The visit fostered strong institutional connections and provided a solid framework for a meaningful and well-prepared group mobility project.
The preparatory visit to Malta successfully laid the foundation for the planned Erasmus mobility programme. The on-site experiences helped to plan the programme in a structured and safe manner, especially taking into account the perspectives of students with fewer opportunities. The openness of the partner institution, the local infrastructure and the environmentally friendly opportunities ensure the long-term sustainability of the programme. The visit resulted in a well-prepared, inclusive and conscious Erasmus mobility.