An innovative project

The main innovative aspect of this project is the strong learner-centred approach. Indeed, there are a lot of training materials and courses about using autobiographical method in adult education – basically all partners were involved at least in one project of this type and their already gained experience is will be the basis of all project activities and intellectual outcomes.

The added value of this project is the particularly focus on delivering high quality learning opportunities tailored to the needs of individual low-skilled/qualified adults, coming from migrants/ethnic minorities group materialized in three main approaches:

1. a “cascade” approach that involves an increasing number of participants with its advancement. Based on this we will develop a “triple testing” of the training materials developed: – at international level – on 20 professionals in adults’ education from 5 countries – who will give first step of feedback – at national level for professional in adults’ education – including 100 persons in (20 in each partner country) – who will give second step of feedback – at national level for low- skilled/qualified migrants/ethnic minorities – including 200 low skilled/qualified adults from 10 different groups 2 from each partner country (20 migrants and 20 ethnic minorities – detailed at E1) – who will give second step of feedback. These groups have in common the main characteristic described at pag. 3 and at chapter C and E1, but also there are a lot of cultural, economic, social, educational particularities highlighting the different approach for 10 different groups. This diversity is like a tree with two trunks (migrants and minorities) each one having 5 branches (for each country) and from this a lot of combinations and possibilities arise.
2. The “cyclic spiral” theory – practice – theory on which we base the process of development the training materials: we start from general theories (including the practical experiences of partners in previous projects based on using autobiography in adults’ education), put it in practice at three different levels, collect feedbacks, improved training materials and developing again a theoretical support that could be adapted for a wide range of categories of low-skilled/qualified adults.
3. The international dimension of the project is an innovative aspect itself – as the partnership involves 5 organizations covering the whole Europe (from North – Sweden – to South – Italy and from West – UK to East – Romania) with different backgrounds, expertise and approaches of adult education issues, particularly of tailoring learning opportunities to the needs of individual low-skilled/low-qualified adults. So both the intellectual outputs and all the activities of the project will combine the skills of experts – trainers, tutors, researchers, technical staff etc. from all partners’ countries, which means that a wide range of tools will be used.

For example (but not resuming on this) Italian partner, besides its strong theoretical background, has a good practical experience in using digital storytelling, Swedish partner experienced autobiographical method in supporting people to develop on-line presentations (using “prezi” software), Bulgarian partner has a good experience in using autobiography together with educational instruments based on drama and theatre, British partner is expert in using autobiography for supporting people in making their stories known on a radio station.

Not at least, the coordinator already gain an important experience in using autobiography at a deeper, psychological level – as some of our volunteers, psychologists, successfully used the method in sessions of group therapy. Each partner will be in charge with the coordination of an intellectual output but also they will bring a proper contribution to all IO such as the whole project will have an important added values not only because partners put in common their experience but also because they will interact and create a dynamic structure, a system that is much more valuable than the sum of its individual components.

Another important innovative aspects is that the project uses complex but clear and measurable and verifiable tools for evaluating the impact of the project on 16 samples of adult learners (6 groups of professionals in adults’ education and 10 groups of low skilled/qualified adults coming from migrants and ethnic minorities groups). We will not only measure very carefully this impact but we also analyse it and insert these analysis in two intellectual outputs – O4 and O5