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EDAM Education Against Marginalisation Results of the first European research concerning outcome of adult EDAM Education Against Marginalisation Results of the first European research concerning outcome of adult education Drs. Maurice de Greef Maastricht University / Vrije Universiteit Brussel / LVO (info@arteduc. nl)

For whom? What do think for your country? For whom? What do think for your country?

A. Mission impossible: Being a good qualitative director of life? n Missing the boat? A. Mission impossible: Being a good qualitative director of life? n Missing the boat? n Staying in the harbour of Rotterdam? n Moving to the canals of Amsterdam?

B. The study: Influence of training-design on increase of social inclusion ? n Training-design B. The study: Influence of training-design on increase of social inclusion ? n Training-design increase social inclusion n Learning-environment: – Courses of basic skills – Courses digital skills – Language courses to gain a better place in society

Researchmodel Training-design 1. Learning-contents and interaction 2. Context: • Life-circumstances • Transfer-climate 3. Trainee-charact. Researchmodel Training-design 1. Learning-contents and interaction 2. Context: • Life-circumstances • Transfer-climate 3. Trainee-charact. : • Sociodemogr. factors • Motivation • Self-directness 4. Support supervisor Social Inclusion 1. Activation 2. Internalisation 3. Participation 4. Connection

Phase 1: Phenomenographical study: meaning of increase of social inclusion n Pilot: Interviews among Phase 1: Phenomenographical study: meaning of increase of social inclusion n Pilot: Interviews among 32 participants n 4 categories of social inclusion: – Activation: To manage in and around house – Participation: To visit doctor, police, local community services, bank or to dine out – Connection: To meet new people and to improve existing contacts – Internalisation: To dare being yourself and to feel well n Remarkable: Higher increase SI participation unemployed

Model Increase of Social Inclusion Model Increase of Social Inclusion

Phase 2: Quantitative study Outcomes in terms of Social Inclusion n n 8 Countries Phase 2: Quantitative study Outcomes in terms of Social Inclusion n n 8 Countries (NL, BE, IT, AT, RO, EL, DK, DE) 50 Institutions of Adult Education 995 participants Ca. 15 meetings of Courses aiming increase of social inclusion a. o. : – Language courses (Literacy) – Digital Skills – Basic Skills n Pre-phase: Testing SIT-instrument among 308 participants (in NL)

Country → Variable of social inclusion ↓ 1. National language skills European consor-tium NL Country → Variable of social inclusion ↓ 1. National language skills European consor-tium NL BE IT AT RO EL DK DE 32. 4 31. 2 52. 7 34. 1 31. 3 25. 9 1. 2 59. 1 42. 9 46 30. 1 41. 2 39. 8 50 1. 2 29. 5 38. 1 37. 7 44 29. 5 42. 2 31 3. 5 34. 1 57. 1 2. Digital skills 38. 8 3. International language 34. 9 skills 4. Assertiveness 5. Labour and Upbringing skills 37 28. 7 35. 7 47. 3 29. 5 49. 4 39. 7 3. 5 70. 5 54. 5 30. 1 36. 3 23. 5 34. 9 24. 1 3. 5 40. 1 47. 6 6. Voluntary work and neighbourhood skills 34. 8 35. 9 51. 6 24. 2 44. 6 34. 5 2. 3 50 50 7. Contact skills 8. Financial skills 9. Meeting and attempting 31. 5 20. 2 29. 7 30. 1 40. 7 29. 5 37. 3 43. 1 3. 5 47. 7 45. 2 21. 4 33 15. 2 30. 1 15. 5 3. 5 15. 9 21. 4 28. 5 40. 7 29. 5 38. 6 37. 9 0. 0 34. 1 47. 6 10. Meeting intimate contacts 26. 3 27. 9 34. 1 21. 2 27. 7 41. 4 0. 0 36. 4 35. 7 11. Attempting in associations neighbourhood 36. 9 39 45. 1 31. 1 48. 2 43. 1 0. 0 47. 7 47. 6 12. Being active in nature and sports 28. 5 27. 7 47. 3 22. 7 43. 4 29. 3 1. 2 34. 1 35. 7 13. Involving into arts and culture 29 28. 3 50. 5 23. 5 36. 1 22. 4 1. 2 38. 6 50 14. Getting a membership 23. 7 30. 5 33 12. 9 30. 1 0. 0 20. 5 35. 7 15. Preventing loneliness 32. 9 35. 3 44 21. 2 56. 6 15. 5 3. 6 50 38. 1 16. Activation & Internalisation 44. 2 40. 7 54. 9 52. 3 43. 4 60. 3 9. 3 68. 2 59. 5 17. Participation & Connection 37. 4 35. 9 48. 4 39. 4 43. 4 53. 4 3. 5 40. 1 59. 5

High percentage or not? Educational evaluation-studies: n EDAM: – Activation & Internalisation: 44. 2% High percentage or not? Educational evaluation-studies: n EDAM: – Activation & Internalisation: 44. 2% – Participation & Connection: 37. 4% n Training for work: – 35, 4% directly a job – 29, 7% after one and half year a job (LFL are daily durable skills) n Training in work: – 10% until 20% of participants applies learning-outcome

Authentical influence? n Both: Transferpossibilities: – Possibilities to apply learning-outcome in daily life n Authentical influence? n Both: Transferpossibilities: – Possibilities to apply learning-outcome in daily life n Activation & Internalisation – Teacher support n Participation & Connection – Learning contents & activities

C. Products (direct) of EDAM n. WP 1: Desk-research and paper concerning Adult Education C. Products (direct) of EDAM n. WP 1: Desk-research and paper concerning Adult Education and social inclusion in Europe (RO) n. WP 2: FIRST European Database VE SI (IT) n. WP 3: Evaluation-model for organisations of AE (AT) n. WP 4: Tool-kit for policy-makers (DE) n. WP 5: Train – the – trainers (DK)

C. Products (indirect) of EDAM n. WP 6: Dissemination-plan (EL) n. WP 7: Communication C. Products (indirect) of EDAM n. WP 6: Dissemination-plan (EL) n. WP 7: Communication & Management (NL) n. WP 8: Evaluation(plan) in- and external (BE) n. WP 9: Exploitation of results (meetings and plan) (NL) Hopefully influence of EC And results Memorandum Lissabon!

Continuing story of research n New partners in Europe n In NL: new learning-environments: Continuing story of research n New partners in Europe n In NL: new learning-environments: – Welfare, – Housing, – Labour market n. Dutch database consists – 5017 learners – 80 communities – 63 organisations of: n. Analysis on: – Kind of target-group – Effect of learning on social inclusion and development on labour market – Success-factors of learning n. Research-results can be an input for policy-making

Everybody can reach optimal state of social inclusion after courses of a. o. basic Everybody can reach optimal state of social inclusion after courses of a. o. basic skills? n Not always possible! n To need a view behind the scene! – How am I doing it now? – What do I prefer to do differently? n Organisation of view for vulnerable adults together with supervision to become their own director! n And that’s how we call. . . n In Europe: EDAM: EDucation Against Marginalisation n What do think for your country?