Context, objectives, target groups

The project context is best described in a recent document of European Association for the Education of Adults – the current crisis in Europe extended in many different areas, five of them having the biggest influence on adults’ education: the economic crisis, the social crisis, the crisis of European cohesion and identity, the ethical crisis and the personal crisis – particularly due to the status on labour market.

On this general European background, as all partners have a strong expertise in adults’ education they developed SWOT analysis as base for their short, medium and long term strategic documents, having a few common points as follows:

  • Common strengths:
    • good experience in previous LLL and Erasmus+ projects and in adults’ education – both in formal and non-formal ways;
    • a particularly focus on improving and extending the supply of high quality learning opportunities tailored to the needs of individuals-especially from different marginalized groups;
    • also a complementary expertise in different topics related to the project (autobiographical method, educational research, ITC and others)
  • Common weaknesses:
    • not enough resources (human, financial, logistic) to better reach out adult learners from different marginalized groups they are working with, particularly low-skilled/low-qualified ones – as migrants/refugees and ethnic minorities; all partners currently work with one or both these categories. From this issue appears a continuous need to have experienced and well informed people working with them and support their integration, to improve the qualification and expertise of their adult educators (trainers, tutors, facilitators, lecturers etc.).
  • Common opportunities:
    • starting from their main focus on adults’ education issues, their previous experience in multinational partnership and their complementary expertise in different adults’ education fields partners share a common agreement on the importance of transnational project for improving the quality of their services – in this respect each partner explicitly mentioned in their development strategies, as a main and transversal development priority, an increased participation to transnational projects
  • Common threats:
    • losing the contact with their most vulnerable target groups. Even partners have different backgrounds and areas of activities all of them have an important mission to contribute to social inclusion of vulnerable groups. Thus, in the absence of adequate instruments and proper resources they can’t focus enough on this. So they need to develop sustainable educational approach, tailored to the needs of these vulnerable groups that could be inserted in their current activities and services

Autobiographical method could create a comprehensive solution for supporting low-skilled/low-qualified adult learners. By sharing the story of our lives at any age and in any context, we may strengthen a process of self-knowledge, self-awareness, self-education. The more important is this method for people with a “double identity” as migrants and ethnic minorities – who are in a permanent inner fight between two social and cultural identities: one of the majority they live in and one of the minority they come from (even is about a country they just migrate from or their ancestors came many years ago or the ethnos they belong to).

In this context the main goal of the project is to contribute to facilitate a bigger participation of low skilled adults coming from migrants and ethnic minorities groups in education/training programmes that will increase their chances on inclusion in society and on the labour market – as a main pillar for their social inclusion

Specific objectives:

  1. enhancing the professional development of 120 adult educators working with low skilled/qualified migrants and minorities from the 5 partner countries – by equipping them with important knowledge, improved abilities and offering them a complex and flexible training kit for using autobiography in adults’ education (tested on 10 different groups of low low-skilled/qualified adults from migrants/minorities groups)
  2. developing and testing (on 10 different groups of low/skilled/qualified adults from migrants and ethnic minorities groups – 2 from each country involved) new, innovative and flexible (easy to adapt) training materials based on autobiographical method.
  3. fostering international dimension of low-skilled/qualified adults’ education by developing training materials that use the expertise of 5 countries and an on-line Resource Center – continuously updatable with training materials and other useful information from all Europe

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