On the participants to the pilot-training/learning activities:

  1. professionals in adults’ education – 120 adult learners (20 taking part to C1 and 100 in local ToT for testing O1, all of them being then active involved in the whole project):

    1. increased level of knowledge in the topic (autobiographical method, digital storytelling and other
    2. increased competence in foreign languages – most visible for the 20 participants in C1 but also at the level of the other 100, as they will work together in an international project for almost two years
    3. increased self-confidence, self-esteem, empathy and communication with vulnerable groups – as a result of practicing autobiographical method on themselves
    4. increased level of digital competence – by helping producing their own digital stories and after help adult learners in producing theirs, also by using on-line resource centre (particularly uploading training materials, participating in discussions on the forum section and social media)
    5. more active participation in society – as they will become active factors in low skilled/qualified adult learners’ social inclusion and able to support, then the social inclusion of other vulnerable groups, by using autobiographical method
    6. an increased level of motivation, interest and responsibility both for their professional qualification (and Long Life Learning in general) and self development; also improved learning to learn, social and civic competencies, cultural awareness and expression – all of them as a result of practicing autobiographical method on themselves (as detailed at C1 description)
    7. increased opportunities for professional development – by increasing expertise in using autobiography – a method becoming more and more popular and used in adults’ education and supporting social inclusion of different vulnerable groups
    8. increased motivation and satisfaction in their daily work
  1. low-skilled/qualified adults – 100 migrants and 100 ethnic minorities
    1. an increased self-esteem, sense of belonging and confidence in their own possibilities – as this is one of the main effects of “autobiographical reconstruction”  that will lead to reconstruction of their trust in public institution and diminish the risks of unsocial behaviour and, on the other hand, an increased availability to enrol in a form of lifelong education and/or VET – a decreased level of “minority stress”
    2. improved key competences as:
      1. communication (verbal and written) – telling and writing their own memories participants will gain rich experiences with words, sounds, intonation and rhythm whilst constructing meaning through the use of language that will contribute to their oracy and literacy development, also to memory development, observation skills, vocabulary development, sequencing, problem solving, engagement in language play and making predictions.
      2. imagination, creativity and learning to learn – telling and listen memories will encourage adults to use and develop their imagination, that will contribute to self-confidence and personal motivation. It also empowers adults to consider new and inventive ideas, developing crucial skills in problem solving and in considering options and consequences
      3. cultural awareness and expression – by autobiography we discover who we are as people, as families, and as subcultures within the larger society – that is more important for minorities who live in a permanent duality them/others. Sharing these life experiences – especially for migrants/minorities, provides them with a sense of history, a sense of community, a sense of generations, a sense of heritage.
      4. social skills – close engagement with others’ stories will help participants with the development of empathy and emotional literacy, by hearing another’s difficulty as described in his/her life story, the listeners will empathize and see the results of the protagonist’s actions. The process enhances self-reflection and self-expression, besides providing potential role models

On the participating staff

        1. a deeper insight into various modern methods used in adult education – an increased experience in social inclusion for vulnerable groups
        2. an increased experience in working in a intercultural environment -more knowledge and improved skills as follows of experiences exchanged with colleagues from partner countries.

On the partner organisations

  1. innovative approaches to addressing their target groups, by providing more attractive adults’ education programs, in line with individuals’ needs&expectations;
  2. greater effectiveness of activities for the benefit of local communities; – new practices to cater for the needs of disadvantaged groups and to deal with social, linguistic and cultural diversity; – increased capacity and professionalism to work at EU/international level

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