- What are the policies the European Union has for adult education?
- How can we learn about best practises from other European countries?
- What are the tools available on the European level to create a European adult education community?
The online webinar for this session will be organised as follows:
- General introduction to the training:
- Background of the course
- Objectives of the course
- General coordination of the course
- Organisation of the course
- Presentation of the manifesto "Adult Learning for the 21st century"
- What is the difference between the whole course and single sessions?
- Certificate and open badges
- Presentation of the assignments
- Portfolio AE PRO PORTFOLIO
- Adult education in my country
- Presentation of the European Association for the Education of Adults (EAEA)
- Policy/Advocacy section on the EAEA website
- Martina Ni Chellaigh from the European Commission presents European priorities in the field of adult education
- The portfolio
AdvocacyIn this session, participants will read several publications and resources on how to do advocacy and awareness raising for adult education on different levels: local, regional, national and European level.
This session will present answers to the following questions:
- Why do we need advocacy for adult education?
- How can we advocate for adult education?
- What are the arguments for advocacy for adult education and lifelong learning?
- What are examples for advocacy actions for adult education?
1. Citizenship, democracy and participation These sessions will be developed by Kerigma & EAPN- European Anti Poverty Network Portugal, as a result from an invitation done by Kerigma, the AE-PRO project partner. For EAPN Portugal, the participation of people experiencing poverty and social exclusion is at the root of thought and organization performance philosophy ("Give voice to people who normally do not have it in almost any circumstances"). Participate supposes, on the one hand, the active involvement of the people in building their own reality and, on the other, a dynamic exchange that generates mutual transformation between the people and the "object" in which they participate. This implies being "part" of something and take a role in various areas of participation (social, cultural, political, economic, etc.). In turn, participate not only be informed and give their opinion about something, but implies also become a reality and above all become as an individual. Manifesto for Adult Learning for 21st Century.
- Adult education can provide a number of skills and learning experiences that have a number of benefits and purposes: from basic skills to language learning, from leisure courses to vocational training, from family learning to health provision, adult education can provide a number of ways that will support individuals throughout their careers and lives. But it is not only the direct learning outcomes that are important for people: research shows that participating in non-formal adult education has a number of benefits. Adult education can transform lives and provides new opportunities. It can offer new job opportunities, open the pathway to formal learning, help school dropouts return to education, help parents in their tasks, activate people’s artistic and cultural passions and lead to healthier lifestyles. Manifesto for Adult Learning for 21st Century.
AES (Adult Education Society) act both as a kind of “think tank” organization and as implementing organization for different projects, through cooperation with large numbers of national, regional and international partner organizations. The main international partners are DVV International (Institute for International Cooperation of the German Adult Education Association), EAEA (European Association for Adult Education), UIL (UNESCO’s Institute for Lifelong Learning), SVEB (Swiss Federation for Adult Learning) and many other European adult learning national organizations. Since 2002. AES is a member of EAEA, and represents interests of non-EU countries in the EAEA Steering Committee since 2008.
Citizen, Democracy and Education: diferent ways to think about Adult Education in this age and day.
Lifelong learning is an educational approach conceived by UNESCO during early 1970s, Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), which have been associated with the establishment of lifelong learning as a global educational paradigm and implemented by the OECD (OECD, 1996) and European Unión European Commission, 2000) after 1990s as a strategy to enhance economic growth of their member countries. Until now lifelong learning had not been proposed as a global goal for education. This is a turning point in the history of international education because in the past it was diferent because socity was different.
A crucial point to note here is that education in ‘lifelong learning for all’ appears as a new promise but what it really offers to the most marginalised adult population to who we have to empower for being citizens in a democratic society. We ahve to think about it.
Some ideas from Johnson, 2010. Critic Pedagogy.
This session include two thematic parts:
AES act both as a kind of “think tank” organization and as implementing organization for different projects, through cooperation with large numbers of national, regional and international partner organizations. The main international partners are DVV International (Institute for International Cooperation of the German Adult Education Association), EAEA (European Association for Adult Education), UIL (UNESCO’s Institute for Lifelong Learning), SVEB (Swiss Federation for Adult Learning) and many other European adult learning national organizations. Since 2002. AES is a member of EAEA, and represents interests of non-EU countries in the EAEA Steering Committee since 2008.
It was created in 1973 and has 7 regional bodies (Africa, Arab Region, Asia, Caribbean, Europe, Latin America and North America) representing more than 800 NGOs - regional, national and sectoral networks - in more than 75 countries.
ICAE is an organization in associate relations with UNESCO, with consultative status to the United Nations Economic and Social Council (ECOSOC) and observer status with the United Nations Framework Convention on Climate Change (UNFCCC) and the United Nations Environmental Programme (UNEP).
It is a strategic network that promotes adult learning and education as a tool for active citizenship and informed participation of people. About this session:
This session include two thematic parts:
- The Stories About Life Skills;
The interactive methodology will be used for delivering the content. The guest lecturers will provide detailed understanding of the topics and will contribute to discussions.
About the session leaders:
The session will be facilitated by member of Adult Education Society
The Stories About Life Skills
The session "The stories about life skills" follow all activities during the two weeks module "Life skills for individuals". The session divided into three sections: introduction, individual assignments and sharing circle. The participants will be leaded through session with blended learning approach. The on-line and off-line tasks will gave you opportunity to learn more about learning paths from different cultural environments and reflect on personal experiences. The sessions facilitators will support the group with guided forum discussions.
3. TOPIC: Social cohesion, equity and equality
How to use adult education for social cohesion, equity and equality
The session "How to use AE for social cohesion, equity and equality" includes four sections: introduction, individual assignment, group assignment, peer to peer assessment. The participants will be leaded through session with blended learning approach. The on-line and off-line tasks will give you opportunity to learn more about problems in your local communities and discussed the possible solutions with peers. The session facilitators will give you support within forum discussions and encourage you to open the relevant issues. At the end of this session, the participants will:
- be able to recognize problems in the communities concerning social cohesion, equity and equality related to adult population;
Forum: Explaining why we are lossing jobs
many highly educated people are without jobs. Even universities make the big mistakes of hiring
people who don't even have the required degree because the motives to hire lack ethic and moral
principals. Societies need to appreciate knowledge and studies also in practice not just in words so
that people want to educate themselves in the best possible way.
Gender, nationalism and adult education: feminist perspective
The session "Gender, nationalism and adult education: feminist perspective" include: live webinar, reading tasks and discourse analysis of newspaper articles. The participants will learn how to critically read everyday texts from Europe in print or on-line media.
Helguera, P. (2011). Education for Socially Engaged Art.pdf . New York: Jorge Pinto Books.
Evans, R., Kurantowicz, E., and Lucio-Villegas, E. (Eds.) (2016). Researching and transforming adult learning and communities.pdf. Rotterdam: Sense Publishers.
Private worlds.pdf Gender and Informal Learning of Adults by Joanna Ostrouch-Kamin´ska and Cristina C. Vieira (Eds.)
4. TOPIC: Employment & Digitalisation
There are many reasons to get involved with adult learning. There are social benefits, health benefits and the benefit of simply learning more things.
However, the focus of funders and those needing to make an economic case for learning is often on the pivotal role learning plays in preparing people for work.
Today’s employees need basic skills (maths and language literacy) but they also need skills around technologies. In addition to all this they need skills to prepare them for the workplace- whether its seeking or keeping work.
In terms of the latter, learners often want to improve their skills when at work and employers recognise that learning is an important part of boosting productivity. For that reason many workplaces now include learning or attract employees via vocational adult learning.
5. TOPIC: Migration and demographic changes
“Teaching the masses - Rising to a challenge” – Second Language Acquisition
Publicado el 24 may. 2016 Short presentation of the Web Soap "Schnitzel & Dolmades". The web soap is a
recurrent theme in the learning portal www.iwdl.de . Stories from the everyday lives of the Tsantidis family,
kiosk owner Emre, Danish student
Inga and their friends and neighbours provide the linguistic material for working with ich-will-deutsch-lernen.de
and cover a wide variety of everydays situations.
- Go to link https://aepro.adobeconnect.com/p5hhmihk44v/ and watch the webinar German
- as a second language.
This is a opinion Elm magazine. Articles by Annette Sprung “the migration society” and “intercultural pedagogy”
Intercultural Dialogue: “We need to talk – Integration beyond language skills”
Intercultural dialogue is a process that comprises an open and respectful exchange or interaction
between individuals, groups and organisations with different cultural backgrounds or world views.
Among its aims are: to develop a deeper understanding of diverse perspectives and practices; to increase participation and the freedom and ability to make choices; to foster equality; and to enhance creative
In this session we can´t discuss anything about "intercultural dialogue."
People who talked were: Doris Pack, president of this assocation.
Truda Aunm Smith, director of VHS Frankfurt am Mari
Thoralf Schwanith, Google Germany, Project Reconnect.
My questions: What kind of profile do the refugees have in Germany? How long are they attended to public organizations? Are the whole family or individuals attended to public organization? How?
6. TOPIC: Sustainability
+ To be announced: Member/staff of ICAE - the International Council for Adult Education
1) The Sustainable Development Goals and adult education for sustainable development
"If we want peace and a good quality of life for everyone, we should focus on education"
Whats at stake? What is the state of the planet that we need to maintain to support humanity?
Suggested reading: The section "Promoting lifelong learning" (page 11) and "Target 4.7" (page 20)
See also the Roadmap for Implementing the Global Action Programme on ESD (pdf) →