European project to promote and share good practices in adult education. This type of training is carriced out on people over 25 years old and deals with many systematized procedures, from regulated degrees (such as a high school diploma) to non-regulated training (such as a small craft course). This is an emerging formation in the developed countries with more and more students, and with high impact in the search for employment and in the consequent processes of social inclusion.
Basic information about the E-I Employment and Inclusion Project
Sharing effective educational practices and systematising a training competences programme for employment and inclusion for adults in situation of vulnerability
REAL AND URGENT needs in our society are central among our priorities. We will be focusing on employment (unemployed or underemployed people) and inclusion (segregated people, immigrants, social radicalisms, and ageing) of the people out of the educational system who are particularly vulnerable.
Actions are aimed at the development of transversal competences and teaching training. For that purpose, we will carry out the design, practice, assessment and systematization of a competence-centered programme about employment and inclusion. The key elements are:
- Advanced strategies for in and out-classroom training (ICTs and e-learning)
- Transversal competence training aiming at finding a job (traditional strategies in finding a job and career improvement)
- Transversal competence training for social inclusion (ICTs use and social networks, specific competences)
- Language training
- Specific competence training in the context of each of the partners (place competences, social typology, space-time circumstances to be considered)
- Opening of the knowledge to the European possibilities, as well as other effective experiences from the point of view of their outcome.
E-I project priorities will therefore comply with the KA2 General Objectives, in some of the Horizontal priorities of the programme, and several specific priorities.
PRIORITY a) To articulate an answer for two of the most relevant challenges in Europe: employment and inclusion. This priority is one of the most worrying concerns for governments, and tends to fuel secondary problems (segregation, disruptive situations, social unrest, etc.).
PRIORITY b) To cater for the students’ specific needs, out of the educational curricula, through an education and training programme for teachers. We understand that in this priority it is necessary that we focus on the response that should be provided for the student’s needs, from an action-based approach.
This is related to the KA2 Horizontal priority, which addresses the command of relevant and high-level competences, be they basic or transversal, from the approach of lifelong learning and adult education, disadvantaged students and from different levels of regulated education, aiming at working inclusion and thus social inclusion. It can also be linked to the KA2 Horizontal priority about teaching, monitoring and mentoring training for professional and social inclusion of the outcast.
This will be carried out according to the specific priorities of the KA Adult sector, described as the offering of high-level learning opportunities adapted to the students’ specific needs and the more needed groups, competence fulfillment in adults, specially the effective use of ITCs (self-learning and training inclusion), job research and improvement and the ITCs as a tool for social inclusion.
PRIORITY c) As a continuation of the previous text, this proposal has a high level of ICT. New ICT will be dealt with both from a methodological component (teaching methodologies) and from specific contexts (technological topics to be known). This is linked to the KA2 Horizontal priority and ITC use as a basic tool for personal progress in working and social environments.
PRIORITY d) To provide an answer to disadvantaged groups (physically, psychically, socially, educationally, geographically and economically). This priority is to be understood as a concretion of the above mentioned, i.e. we will tackle discrimination, training lacks and deficits in the applied learning results, the disparity among geographic areas (north-south or rural vs. urban), paying special attention to the people at risk of poverty.
This priority is closely connected to the KA2 Horizontal priority about the development of competences that may facilitate learning (self-learning and inclusive training systems), job search and improvement (ongoing training, working mobility, experienced recognition and professional aptitude certification, etc.). This is linked to the KA2 Adult sector and the development of basic competences (reading and writing, arithmetic’s and digital competence) in specific groups of adults that are not being correctly looked after nowadays.
PRIORITY e) To open ourselves to the incorporation of good practices and new methods with could prove effective in an ageing population in Europe, with problems of unemployment and the melting pot. To share synergies and solution with similar organizations with our partners, the exchange and knowledge of good practices, to confront ideas, practices and methods, to improve competitiveness and to foster the access to employment both at a local and supranational level within the frame of the European Union.