Learning objectives

The effective use of autobiographical path in adults’ education requires the professionals in adults’ education (acting in this case as facilitators), to take on a leadership consistent with the context and, on the other hand, to be aware of their role as a mentor.

So the main learning objectives were:

Improve participants’ knowledge on theoretic issues about autobiographical method, digital story telling and how to use them in supporting social inclusion of low skilled/qualified adults from migrants/minorities
Improve participants’ knowledge related to main characteristics of the target groups they will work with – low skilled/qualified adults – particularly the motivation and symptoms of “minority stress”
Equip participants’ with basic information related to psychological dimension of the future training activities they will organize:
– knowledge of human behaviour and performance, individual differences in attitudes, personality and interests, the mechanisms of motivation and learning processes
– elements that facilitate and impede inter-cultural communication
– basic principles of inter-cultural education and cross- cultural psychology behaviours and group dynamics, social influences on behaviours, relationships between migrant/minority status and personal attitudes
Support participants in acquiring empowerment of adult learners they will work with in the future activities – in this respect the training will focus on developing of the following abilities:
– to identify what and how much in a certain situation can be used as a useful resource;
– to take initiatives, to express his own autonomy of action;
– to self-motivate and persevere to achieve his objectives, with a sufficient dose of resilience and ability to respond to the frustrations and problems arising from social, cultural and economic dynamics
– to engage in social interactions with confidence and esteem of his own potential; – the planning capacity with respect to himself and his own actions;
Improve basic competencies for developing learning programs tailored to particularities of low-skilled/low qualified learners
– Receive/welcome and listen to adult learners
– Negotiate the educational plan with the learner
– Provide, promote and coordinate educational interventions aimed at preventing cultural tensions
– Develop, design and create new applications, ideas, relationships, and new systems and products (including artistic contributions)
– Activate the territorial network for the integration of learners (through involvement of relatives and local communities, through awareness raising projects, campaigns and initiatives)
– Designing learning environments based on real situations, where the problems are contextualised instead of being broken into separate abstract and artificial elements