Contact: Aleksandra Marcinkowska firstname.lastname@example.org
Educator – a pillar of social inclusion in adult education
Programme is funded by European Union 🇪🇺
Partners: Poland, Romania, Ireland
Reference number: 2021-1-PL01-KA220-ADU-000035239
Sector : Adult Education
Action 2. Cooperation for innovation and good practice
Project Nr : 2021-1-PL01-KA220-ADU-000035239
Period: 01.02.2022 – 31.01.2024
About the Project
We are pleased to announce that EDU SMART TC has started a project with FERI Foundation based in Cracow, Poland and AESD Romania, as part of an international project “Educator – a pillar of social inclusion in adult education” funded by Erasmus+ Programme.
This time we will be focusing on adult education. The project will produce educational materials that will provide support in building skills for educators who work / could work with disadvantaged adults in the process of social inclusion.
The materials will be preceded by a self-assessment questionnaire, which will give educators the opportunity to diagnose what knowledge and skills they have and what else they need. The questionnaire will also allow you to select only those training modules that are really needed.
The materials will be prepared based on the best standards, will have a modular structure and will take into account the specifics of adult learners and their needs.
The materials will be tested during a training session. The selection of educators will be based exclusively on substantive criteria, the level of motivation and the desire to get involved.
If you would like to get involved, email us on email@example.com
We would like to invite to to read our “Map of competences” document developed as part of the project “Educator – a pillar of social inclusion in adult education”
We encourage you to follow the information about the project.
Our design is inspired by two observations. First, there is a clear need to increase social inclusion in adult education across Europe; and secondly, further support should be given to the professional development of educators, who are often at the forefront and largely dependent on improving social inclusion in adult education.
As a result, the project aims to improve social inclusion in adult education by increasing educators’ competences in reaching adults, motivating them to start and continue learning, offer career advice and support to put them on a lifelong learning path.
TASK 1: Description of competences of educators of disadvantaged adults
This description will be prepared based on the model of market qualifications in the Polish Qualifications Framework.
Experts will focus on learning outcomes in the area of KNOWLEDGE, SKILLS AND SOCIAL COMPETENCES.
First, an analysis of the existing data (national – PL, RO, IE and European) will be carried out. Its purpose is to clarify the state of knowledge about the importance of the role of the educator in improving social inclusion in adult education. The analysis will also help prepare the EPALE discussion. The partners also decided to consult the assumptions of the description of competencies with their clients – adults from disadvantaged backgrounds.
1. BACKGROUND DATA ANALYSIS – The secondary data analysis will be prepared by all partners. It will include: analysis of national documents (PL, RO, IE), good practices from Ireland, experiences of such institutions as AONTAS, SOLAS or NALA (adult education agencies in Ireland), materials available on EPALE, OECD, Eurydice, Cedefop , EAEA and LLLPlatform recommendations and the adult learning working group in terms of Education and Training 2020, result description reports (including: needs analysis, target groups, elements of innovation, expected impact and transferability potential) and the results of the work of expert networks. Each partner will be responsible for collecting and analysing national data in order to share the results during the workshop. The leader will focus on European materials.
2. 2-day WORKSHOP – Experts with experience in the development of competency descriptions will prepare a competency description based on the results of the analysis of existing data. The description of the competencies will be prepared in English.
3. CONSULTATION – The description of the competences developed during the workshop will be discussed at EPALE (discussion) and with adults from disadvantaged groups. Each partner will conduct a national EPALE discussion as well as consultations with people from disadvantaged groups, in accordance with the methodology set out during the above-mentioned workshop.
4. PREPARATION OF COMPETENCE DESCRIPTION FINAL (0.5-DAY WORKSHOP) – Partner experts will reconvene to analyse comments from the EPALE community and those who come from disadvantaged backgrounds. They will do this work during a 0.5-day workshop conducted remotely. In addition, a self-assessment questionnaire for educators will be prepared as part of the description of competences. Along with the development of the final version of the competency description, the Leader will prepare a report on the process of preparing the description.
TASK 2: EDUCATIONAL MATERIALS FOR EDUCATORS OF DISADVANTAGED ADULTS
The materials will provide significant support in building the competences of educators and the potential of educational institutions to reach and support adults who come from disadvantaged backgrounds. They will be prepared in accordance with the best standards, considering the specificity of adult learning. Their advantage is the close connection with the description of competencies, the creation of a self-assessment questionnaire and modules. This gives educators the opportunity to diagnose what knowledge and skills they have, systematise what they already know and what they still lack when it comes to working with disadvantaged adults. This will allow the educator to select only those training modules that are actually needed.
Making the materials available in English on a dedicated website will make it easier for all interested parties to access them. Work on educational materials was divided into:
1. DEVELOPMENT OF MATERIALS – Materials will be prepared based to the best standards. We will also take into account the specificity of adult learning and their needs. The subject matter of the modules is exemplary and results from the partners’ experience. The final modules will be determined after the description of competencies is developed, but they will include at least: 1) WAYS TO REACH DISADVANTAGED ADULTS 2) METHODS AND TECHNIQUES OF WORKING WITH DISADVANTAGED ADULTS 3) TOOLS MOTIVATING DISADVANTAGED ADULTS FOR LIFETIME LEARNING
Each MODULE will consist of:
• 3 podcasts – material in the form of introductory lectures to the module (1 podcast as an intro to Result Description (including: needs analysis, target groups, elements of innovation, expected impact and transferability potential)
• 1 themed multimedia presentation
• 20 work/individual cards
• 4 case studies
• 2 infographics
• 2 scenarios
The result of the intellectual work will cover as a whole: 1 guide for the trainer, 9 podcasts 3 multimedia presentations 60 worksheets 12 case studies 6 infographics 6 lesson plans
2. TESTING OF EDUCATIONAL MATERIALS – The partners will prepare a test training. 10 educators will take part in it (two educators referred by partners and four educators who have not cooperated with partners and have not participated in Erasmus+ projects so far). The selection of educators will be based solely on substantive criteria, level of motivation and readiness to engage.
3. PREPARATION OF THE FINAL VERSION OF THE MATERIALS
The individual topics of the blocks will be the result of experts’ work and may be subject to change in relation to the framework design proposal.
Let’s get to work!
# November 2022
We present to you a report developed by an international consortium as part of the project “Educator as a pillar of social inclusion in adult education” (Erasmus+ Programme)
# December 2022
As a result of the Partners’ meetings, the final shape of task 2 resulting from the work carried out in the partner countries and international meetings, the following arrangement was adopted:
MATERIALS FOR EDUCATORS, in particular DISADVANTAGED PEOPLE
1. DEVELOPMENT OF MATERIALS
The materials will be prepared based on the best industry standards. We will also take into account the specificity of adult learning and their needs.
Each module will include 3 elements:
1) WAYS TO REACH DISADVANTAGED ADULTS
2) METHODS AND TECHNIQUES FOR WORKING WITH DISADVANTAGED ADULTS
3) TOOLS TO MOTIVATE DISADVANTAGED ADULTSFOR LIFELONG LEARNING
THEMES OF MODULES DEVELOPED BY PARTNERS:
ADULT CONCENTRATION – consciously building concentration. We are more and more affected by the dispersion of thoughts, information overload, information chaos in the world. This makes it harder for us to focus our attention, the more we absorb and assimilate new information.
Concentration is the ability to focus and maintain attention on specific tasks. It is necessary during all kinds of conscious actions. Thanks to it, we are able to direct our attention, notice and do what is important to us at a given moment. It is essential in professional as well as personal life. When performing professional activities and tasks, building new goals, as well as in ordinary activities. With concentration, you can also touch the areas of mindfulness, focus on priorities, logical thinking, analysis, analytical thinking, information seeking and information selection. As important competence areas of adults.
THE ABILITY OF DEVELOPING A TRAINING BY THE TRAINER WITH THE USE OF AVAILABLE APPS AND ONLINE TOOLS
Each of the trainers willing to conduct training and be an active trainer should keep up with new trends, as well as be “close” and respond to the needs of the group and target users of the training. The aim of the module is to prepare tools, tips from various types of apps, online programs that are used by the trainer to plan and design a training/workshop/course for adults, including those who come from disadvantaged backgrounds. So that the trainer can plan the training from A to Z on their own in any situation / place and carry it out without the technical and logistic support of training companies. Apps, examples used in the module should include e.g., tools for:
a) Recruitment of participants
b) Informing/contacting participants
c) Preparation of presentations, training materials
d) Training evaluation
e) Preparation of training certificates
f) Assigning tasks during or after the training
NEW COLLABORATION – a model of group dynamics
As with concentration for trainers, it is extremely important to be able to involve training participants in the group process, so that the participants get the best results. For this purpose, techniques and tools should be indicated, as well as exemplary programs / exercises to focus attention on the training, build the involvement of training participants during and, if possible, also after. In addition, the group process itself and understanding the various stages of training and changing the needs of the group. The cooperation of the group can be of different nature, but it is important that the exercises and skills of the trainer affect the involvement of the group, focus of attention, synergies and a nice atmosphere. This is an extremely important aspect in groups of people with fewer opportunities, where the trainer often encounters an entry barrier, fears of the group, complexes and distrust.
Each MODULE will consist of:
Three podcasts – material in the form of an introductory lecture to the module, i.e. an intro to the topic of the module, a mini-lecture to record an introduction to the topic, and a third thematic podcast related to a given area.
min. 1 themed multimedia presentation
20 work/individual cards – 10 cards for each scenario
4 case studies – 2 case studies for each scenario
2 infographics – one infographic for each scenario
Pre and post tests for each module
In addition, the Partners agreed that an additional multimedia game will be developed, which will include the thematic area of all 3 modules as a form of summary.
From all the developed solutions, a Handbook for the Trainer with educational materials will be created.
This is our challenge for 2023!
# December 2022
Unfortunately, for reasons beyond the control of the Consortium… we regret to inform you that the Romanian Partner had to end its participation in the project. Life turns out to be very short and unexpected. It was a good cooperation, and we will always have fond memories of our time together.
Therefore, the Partners invited SAMERIMPEX IMPULSiDOO from Macedonia to join the Consortium.
# February 2023
We would like to inform you that SAMERIMPEX IMPULSiDOO is the partner of the project from January 2023.
A few words about our new Partner from the city of Skopje (Republic of Macedonia). The company was founded in 1992. It specialises in providing integrated solutions in the field of human capital and supporting the development of organisations. The company works in the field of adult education, having experience in implementing activities with educators and for educators. At Samerimpex Impulsi, the primary role is to help the client in terms of management, human resources and training to improve productivity, efficiency, processes, communication and engagement. The activities of the organisation also focus on people from disadvantaged backgrounds (a broader description of the potential in Appendix 2). Samerimpeks Impulsi DOO and its experts have relevant experience in implementing similar projects. The Macedonian partner also has experience in:
• Over 20 years of organisation development, business planning, action planning
• Over 20 years of human resource management and human resource development consultancy
• Work analysis, descriptions of job profiles
• Development and implementation of the Performance Management System
• Assessment of training needs
• Development of managerial curricula and professional coaching
We are looking forward to our cooperation! See you soon on Teams😊
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