http://www.eaea.org/en/home/in-focus/hundreds-of-adult-educators-participated-in-the-second-edition-of-the-successful-ae-pro-e-training.html
Introduction
http://www.eaea.org/en/home/in-focus/hundreds-of-adult-educators-participated-in-the-second-edition-of-the-successful-ae-pro-e-training.html
The first part of this course focuses on adult education on the European level. These are some of the questions the course will bring elements of answer to:
- 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?
- EAEA Secretary General Gina Ebner and EAEA Policy Officer Tania Berman, also project coordinator of the AE-PRO project and of this online course, will take you through the 2016 course
Introduction Session
This session mostly consists of the introduction webinar. Participants will hear everything about the course during the webinar: what the course is about, how it is structured, etc, as well as what is expected from them in the course and what objectives and outcomes are planned. Time will be dedicated to answer all participant's questions.
The online webinar for this session will be organised as follows:
The online webinar for this session will be organised as follows:
- General introduction to the training:
- Background of the course
- Objectives of the course
- Consortium
- 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
- Certificates
- Q&A
- Presentation of the European Association for the Education of Adults (EAEA)
Reading list
Here is the list of resources that you should read/watch/use for this session.
- 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
Advocacy
In 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.
EAPN owes its acronym to the English European Anti Poverty Network (European Anti-Poverty Network) is a non-profit organization,
See more at: http://eapn.pt/quemsomos.php#sthash.3n8whByT.dpuf
The live webinar will be developed by Sandra Araújo, EAPN Portugal Director Link for the project webpage http://participacao.eapn.pt/apresentacao/ founded in 1990 in Brussels. The organization is represented in 30 countries, including Portugal, through national networks. For over 20 years [17 December 1991] to act in our country, EAPN Portugal is an organization recognized as Social Solidarity Association, nationwide, resulting in 1995, the Organization status Non Governmental Development ( NGO). The action of the EAPN Portugal, based in Oporto, extends to the whole country through 18 District Centres. In 2010 he was awarded by the National Assembly, the Human Rights Prize. The unanimous decision was taken by a jury under the Constitutional Affairs, Rights, Freedoms and Guarantees.
Reading List Breaking Barriers – Driving Change. Small Steps - Big Changes, Building Participation of People Experiencing Poverty. EAPN Portugal, Guia metodológico sobre participação das pessoas em situação de pobreza e exclusão social, Redação 9, Porto, Porto.
Assignment: As you know, this course is based on a portfolio approach, where self-reflection is a key for engaging you in a critical and reflective thinking process of who you are, where you’ve been and where you plan to go in the future. It’s an opportunity to conduct yourself an in-depth self-evaluation and continuous discovery.
Assignment: Please, complete your personal portfolio including on it the following steps:
1. Small group discussions on the forum of this session about the topic of this session;
2. Your personal experience(s) and competences in the field;
The assignement should have a max. of 1 page.
case any doubts come up, please use the session forum
- 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.
Personal opinion:
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.
The importance of achieving / critic the latter dimension has been reinforced greatly by the instrumental desire of states to strengthen their competitiveness in the global economy, which is seen to require a more innovative, independent, creative and reflective workforce in a future which faces no securities jobs. This is the first time that a teacher and a student do not know what and how will be the future in this field. Now everything is uncierty and a new paradigme is coming. For this reason critical professionald must talk about the definition of this new field in this "new world." In this global society there are further demands which have been placed on citizenship curricula (general speaking) around the world by the expectation that they encourage citizens to be “critical” to become democratic society and participe in this being aware. In my opinion citizen, democracy and education is based in the idea of the promotion of forms of critical people which reflects the longstanding attempts by societies to address what is one of the perennial dilemmas of Adult Education and even all schooling during the twentieth and the beginning of this new century in pedagogical context.
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.
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.
The IEA (International Association for the Evaluation of Educational Achievement) Civic Education Study suggests that citizenship (or ‘civics’) education should be: …cross-disciplinary, participative, interactive, related to life, conducted in a non-authoritarian environment, cognizant of the challenges of societal diversity and co-constructed with (everybody) and the community…as well as the (institutions: local and regional) Adaptated from Amadeo, J.-A., J. Schwille and J.V. Torney-Purta. 1999. Civic education across countries : Twenty four national case studies from the idea civic education project. Amsterdam, Netherlands: International Association for the Evaluation of Educational Achievement Amadeo et al. 1999, p. 30). In Adult Education obviouly it takes part in a depth path for everybody who wants to participate in a participative democratic Adult Education.
Facing the challenge in 2016 consists of convincing the citizens that they must sopport and to be responsible of people whom they surround them. The question is if they will do it spontaneously. Because from now the historical right to receive public attention is changing. Adult Education must think about. State services, like education, will be recibed by people only in diferents situations from now. The dismantlement of the Welfare state tries to create a species diferent of " affective citizenship where the volunteers are seen as heroes ". And where to work with people will be the "shot" of dopamine for that the people look to feel happy. This is the new framework for Adult Education.
Some ideas from Johnson, 2010. Critic Pedagogy.
Some ideas from Johnson, 2010. Critic Pedagogy.
This session include two thematic parts:
- The Stories About Life Skills;
- The life skills in global perspective;
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.
This session have leaders from Adult Education Society and Faculty of Philosophy, University of Belgrade Department for Pedagogy and Andragogy.
TOPIC: 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.
At the end of this session, the participants will:
- be able to identify life skills in popular culture and common EU social environment;
- be able to describe the importance of their own life skills;
- understand the importance of life skills for personal well being;
- be able to further explore relevant literature concerning life skills;
- be familiar will different adult education practice for the life skills developme
The life skills in global perspective
The session "The life skills in global perspectives" consist of live webinar and forum discussions. During the live session the participants could be familiar with concept of life skills, practical explanations in the documents, UNESCO's concept of life skills and skill for work. The participants will discussed and reflect on different examples of world initiatives dedicated to the life skills.
At the end of this session, the participants will:
- be able to understand concept of the life skills;
- be able to describe UNESCO's role in promotion the life skills concept;
- understand the place of life skills in world educational policies;
- be familiar will different adult education practice / actions for the life skills development.
2. Life skills for Individuals
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.
Introduction
Life skills for individuals gives opportunity to discuss how and way adult learners feel healthier, lead healthier lifestyles, build new social networks and experience improved well-being. This session will be guided by Adult Education Society from Serbia and International Council for Adult Educationfrom Uruguay.
Adult Education Society (AES) is non-governmental organization founded in 2000 and dedicated to promotion and implementation of the concept of lifelong learning, affirmation, support and improvement of adult education, support to the European integration and regional cooperation of Serbia through adult education, as well as promotion and support of Serbian andragogy.
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.
ICAE is a global network with a specific mandate to advocate for youth and adult learning and education (ALE) as a universal human right.
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 life skills in global perspective;
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.
At the end of this session, the participants will:
- be able to identify life skills in popular culture and common EU social environment;
- be able to describe the importance of their own life skills;
- understand the importance of life skills for personal well being;
- be able to further explore relevant literature concerning life skills;
- be familiar will different adult education practice for the life skills development. Personal Opinion: Regarding to online space as a public and democratic space, I want to ask this sapce for adult late learners too and even for the elderly inside of framework of Lifelong Learning EDUCATION (UNESCO meaning).
Public space - Read "Older Adults in Public Open Space ..." by Sabina Jelenc Appropiate - Something fits in the context and situation even online situation. Right or suitable detectign teh iterest of the group.
Evidence - Something we need to become aware of this society and to prove something in a real and transparency way.
Activities & Activism. John Dewey idea.
Cause - The reason because something existing or causing damage or succeful for people without consideration. It is realted to transparency which is based on quality
Benefit. And advantage
Consequence- The result or effect of the somethign previos event
Decision. An idea, opinion, action or judgement reached before consideration always.
Discrimination- Acting or judgement on the basic differencie related to the race, age, social condiction or health condition, coloru, gender, sexuality, laboral condition, etc
Diversity - Varied of people according before said. Diversity - Being diverse contaning differences enrich the world.
Equal opportunities - Based on the before said which will be the general framework.
3. TOPIC: Social cohesion, equity and equality
Educational levels have a huge impact on people’s opportunities in life. This ranges from the kind of jobs they can attain to life expectancy. The positive effects of education tend to be reproduced by the fact that those with higher educational levels tend to continue to learn and be given more opportunities to continue learning than those with lower levels. Adult education can compensate a lack of education in earlier life and enables social mobility. From basic skills training to second chance schools and language learning for migrants, adult education provides many opportunities to improve individuals lives but also to equalise societies on a larger scale and to create fairer societies as well as more economic growth. Outreach to groups that are not participating in learning is necessary in order to achieve more social inclusion. With the right methodologies, people will be able to participate more: in society, democracy, economy, arts and culture.
Introduction
Social cohesion, equity and equality. Adult education provides many opportunities to equalise societies on a larger scale and to create fairer societies as well as more economic growth. Adult Education Society (AES) from Serbia will lead this session. Adult Education Society (AES) is non-governmental organization founded in 2000 and dedicated to promotion and implementation of the concept of lifelong learning, affirmation, support and improvement of adult education, support to the European integration and regional cooperation of Serbia through adult education, as well as promotion and support of Serbian andragogy.
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.
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;
- be able to shortly describe the educational interventions relevant for reaching social cohesion, equity and equality in specific social environments;
- be able to identify contextual differences regarding social cohesion, equity and equality in specific social and cultural environments;
- be able to further explore relevant literature concerning relation of adult education and social cohesion, equity and equality.
Forum: Explaining why we are lossing jobs
It would interesting to know what the reasons are for the negative trend in so many countries.
What probably explains China's and India's trends is the fact that in those countries post secondary education has been available only for few but now with growing middle class the trend towards tertiary education is very logical.
But what is happening in western countries? In Finland one explanation could be simply the fact that
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.
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.
Of course there are a lot of jobs that don't require 5 years in university and these jobs have just as much value as others but societies do need highly educated people as well. There needs to be balance in this.
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.
Nadja Duhaček has a Masters' degree in Women's and Gender studies from the University in Granada (Spain). Her current research focuses on feminist initiatives in formal education. She became interested in feminist theory through peace activism with Women in Black, and one of her interests over the last 20 years has been to understand the ways in which gender, nationalism and war relate to each other.
In the webinar, Nadja presented a short overview of feminist theory regarding nationalism and citizenship. The second part of the webinar was an interactive exercise which connected these issues to the current European context. The refugee crisis comes to mind, but there are numerous other examples, and the discussion depended on the participants.
Reading list:
Brown, T. (2011). Using film in teaching and learning about changing societies.pdf, International Journal of Lifelong Education, 30:2, 233-247.
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.)
Activity
This is the last activity within topic "Social cohesion, equity and equality". We invite you to form a groups up to four members. The task is divided into following steps.
1. Open the discussion on the main social problems in your countries which could be solved with adult education.
2. Choose the one common problem for the countries where you are living now.
3. Give a short overview of the problem and describe differences between countries.
4. Propose and shortly describe the solution for the problem using adult education and gained knowledge in this part of the course.
The deadline for uploading the assignment is 1st of July. *This activity is mandatory.
Our Work
4. TOPIC: Employment & Digitalisation
Introductions
Description:
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.
This session looks at all of these learning aspects. They are from Learning and Work Institute
5. TOPIC: Migration and demographic changes
Introduction
Description
This topic is covered in two sessions "Teaching the masses - Rising to a challenge"
- Second language acquisition and Intercultural Dialogue: "We Need to talk.
- Integration beyond language skills"
Karsten Schneider is the managing director of Adult Education Association in Saarland. He represents the interests of the members to the federal state government. Furthermore he is responsible for public relations and the joint action of the members in marketing and innovative projects. The member organizations provide the by far largest share of public funded adult education in Saarland, in particular in the fields of language, health, citizenship, cultural, and basic skills education. He will be leading the Webinars.
Celia Sokolowski is Project Manager of ich-will-deutsch-lernen.de (Deutscher Volkshochschul-Verband (DVV).
More speakers to be confirmed
“Teaching the masses - Rising to a challenge” – Second Language Acquisition
Description Everyone has heard the numbers: thousands of migrants and refugees are risking everything to
get to Europe every day. Nearly a million people claimed asylum in the European Union within the last year
alone. But how are countries handling this influx? How do countries greet the immigrants, help them learn a
new language, build a new life? Some countries, like several of those in Central and Eastern Europe, have to
enlarge their whole infrastructure. Other countries like Sweden, Germany and Austria have established systems
in place because they already had significant flows before the most recent refugee crisis. For these countries,
it’s more about how to scale up existing services, or find completely new solutions?
Germany decided to go a step further and is going to have a new approach in their integration system. The
refugee crisis has changed the importance of many tasks that the political and adult education sectors have done for many years.
One of the most important tasks in adult education is language acquisition. The current situation of Germany as
a country challenged to deal with the refugee crisis and political reactions to it, has reached a new dimension
in the adult education sector. Adult education centers are currently trying to give their best to support newcomers. "German as a second language" became a government sponsored program for immigrants ten years ago. Now
refugees as well have the possibility to learn German as a second language in all adult education centers.
A dilemma for all stakeholders in the field of language acquisition is rising to the challenge of teaching these
masses. How can these vast numbers of participants be included in all German language programs? How do we
address the shortage of German as a second language teachers? How do adult education centers address the expectations of refugees especially if they require more than commitment and language learning?
In this context, the German Adult Education Association (DVV) created an e-learning online portal for immigrants “ich-will-deutsch-lernen.de” which provides learners the possibility to learn online in combination with or without a German course. This is an instrument for promoting linguistic, social and professional integration and is subsidized by the Federal Ministry of Education and Research.
Resources
2015 Online ae-learning.eu. Resource content 1 Blended learning
The learning portal introduces each chapter with help of a episode of a web soap. You can
watch the short summary of the web soap by following the link to our YouTube-Channel.
The video is in German, but you will get an idea of the protagonists and the feel. Just take
a look. 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.
https://www.youtube.com/watch?v=2_BuwyN16rY&feature=youtu.be
- Go to link https://aepro.adobeconnect.com/p6p388xrw6t/ and watch the webinar ESOL in
- England.
- Go to link https://aepro.adobeconnect.com/p5hhmihk44v/ and watch the webinar German as a second language.
- Go to link https://aepro.adobeconnect.com/p5hhmihk44v/ and watch the webinar German
- as a second language.
Opinion
This is a opinion Elm magazine. Articles by Annette Sprung “the migration society” and “intercultural pedagogy”
Migration is connected to social change, in many cases also to social inequalities. This makes
it a relevant topic for the sphere of education. At the core, dealing with migration is dealing
with change - a central task of education.
- My research concerns the challenges migration poses for adult education institutions.
For example, how can institutions avoid the exclusion of people with migrant biographies? Or
which new programs and methods have to be developed to address new migrant citizens? Studies
show that in many countries certain groups of immigrants are underrepresented in adult
education, she explains.
education, she explains.
Sprung’s work also deals with the competences of adult educators. She looks into what kind
of skills professional educators need to teach migrants, and how well migrants are represented also in the adult educator profession, as teachers themselves.
Sprung notes that migration research is mostly interdisciplinary, with many insights of other disciplines informing the research. For example theories on postcolonialism, racism and discrimination have inspired many studies in the field, and theories about transnationalism are adopted intensely in current research. Theories about foreign language learning are another example of interdisciplinary perspectives.
Intercultural Dialogue: “We need to talk – Integration beyond language skills”
Description
Every year, for decades, we have read the same thing: Europe is in full integration mode. Its economy, borders, population, social security rights, politics, currency and industries have all been affected by this. But immigrants are often not represented in this process nor are they asked about their needs. They are not asked how they can be
best integrated into Europe. This was the case in Germany after the refugee crisis of last year.
“We need to talk – Integration beyond language skills” emphasizes this issue. It is not just knowledge of the
German language that is needed to ensure immigrants integrate into a new society. Integration requires both
language and intercultural skills to support those from different ethnic backgrounds to live together. The
definition and aspects of intercultural dialogue beyond language skills are the main focus of this session.
“Intercultural dialogue is a process that comprises an open and respectful exchange or interaction between individuals, groups and organizations with different cultural backgrounds or world views. Among its aims are:
to develop a deeper understanding of diverse perspectives and practice; to increase participation and the
freedom and ability to make choices; to foster equality; and to enhance creative processes.”[1]
This means that intercultural dialogue expects a “tolerance of each other”. This can only happen if everyone
is engaged and willing to learn from each other. Integration requires both perspectives and can be considered
as a two-way process.
In this session, we will discuss integration, intercultural dialogue, intercultural competences and how they can
be enhanced by adult education.
The session will take place live from the German Adult Education Conference (Deutscher Volkshochschultag) in
Berlin, 9th of June 2016, 4:15-5:00 pm (CET).
Cfr. in What is "Intercultural Dialogue"?, http://www.interculturaldialogue.eu/web/intercultural-dialogue.php
http://www.ae-learning.eu/pluginfile.php/2809/mod_resource/content/1/Intercultural%20Dialogue%20.pdfIntercultural 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
processes.
ACTIVITY.
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?
I would like to know further questions after the webinar.
For example, what do you think will be the formation of the staff in adult education for refugees or economical migrants? I think adult education institutions have a big challenge with this issue.
What kind of professional skills we will need? I work with refugees and I didn´t
have any special formation, at least in Spain, to teach these groups of people. I
had to do it by myself. I ask myself, can I do anything to avoid the exclusion of people in my county? What kind of methods, syllabus, programmes obviously integral programmes, communal programmes, etc. we can work to integrate family members and individuals for all over the world?
I think teaching/learning a language must have a multicultural and multidisciplinary perpective and I think I look into Yohn Dewey´s theories, Freire´s theories, etc who gives me the theorical framework to do it with the subjects with multidisciplinary perspective and the constructivism like their ground.
I have many questions, sorry! I will look at ahead and I think if you had this, we´d have more possibilities for a real integration, intercultural dialogo and intercultural competences.
6. TOPIC: Sustainability
From environmentally friendly consumption and transport to energy efficiency, European citizens need a lot of information and innovative spaces to develop new lifestyles, new
projects, new approaches. Adult education can help provide the information, the debate
spaces and the creativity.
In this theme we look at the state of the planet, discover the newly adopted Sustainability Development Goals and reflect on tools and practices to use as pedagogues.
August Nilsson, pedagogue at Glokala Folk high school in Malmö - Sweden.
Mats Ehn, secretary of FOLAC - the international unit for the 150 Swedish Folk High Schools.
+ To be announced: Member/staff of ICAE - the International Council for Adult Education
+ To be announced: Member/staff of ICAE - the International Council for Adult Education
1) The Sustainable Development Goals and adult education for sustainable development
with perspectives on the right to education and lifelong learning. What is the role of
adult education in education for sustainable development? How can the dimensions of sustainability be understood, and how do they inter-relate?
The meeting at United Nations Headquarters in New York from 25 to 27 September 2015
as the Organization celebrates its seventieth anniversary, have decided today on new global Sustainable Development Goals.
On September 25th 2015, countries adopted a set of goals to end poverty, protect the planet, and ensure prosperity for all as part of a new sustainable development agenda. Each goal has
specific targets to be achieved over the next 15 years.
"The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on
the Millennium Development Goals and complete what they did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental. The Goals and targets will stimulate action over the next 15 years in areas of critical importance for humanity and the planet.
People
Planet
Prosperity
Peace
Partnership"
Platform https://sustainabledevelopment.un.org/sdgs
In Spanish: Transforming the world
"Preamble: This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, acting in collaborative partnership, will implement this plan. We are resolved to free the human race from the tyranny of poverty and want and to heal and secure our planet. We are determined to take the bold and transformative steps which are urgently needed to shift the world onto a sustainable and resilient path. As we embark on this collective journey, we pledge that no one will be left behind. The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. ..."
GOAL 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
https://sustainabledevelopment.un.org/sdg4
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.5
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous people and children in vulnerable situations
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.7 Out of the targets specified for Goal 4, target 4.7 is one of the ambitious and relevant ones for adult education:
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development,
including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and
of culture’s contribution to sustainable development
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.b
By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
As Raffaela Kihrer of EAEA discusses, the targets are generally more ambitious than current EU policies.
Article: http://www.eaea.org/en/home/news/if-we-want-peace-and-a-good-quality-of-life-for-everyone-we-should-focus-on-education.html
"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?
In the following 5 minute video, Johan Rockström (Professor in Environmental Science) presents perspectives on the current state of the planet and the concept of "Planetary boundaries":
Video - Johan Rockström presents the narrative of the Anthropocene:
More info about "Planetary boundaries" is available online at Stockholm Resilience Center
UNESCO's Framework for Action on the Education 2030 agenda (pdf)
The Education 2030 Framework for Action was developed based on SDG4 and it targets and further develops a vision and strategies to meet the goal and targets.
Suggested reading: The section "Promoting lifelong learning" (page 11) and "Target 4.7" (page 20)
Suggested reading: The section "Promoting lifelong learning" (page 11) and "Target 4.7" (page 20)
Quoting page 21, on target 4.7: "The knowledge, skills, values and attitudes required by citizens to lead productive lives, make informed decisions and assume active roles locally and globally in facing and resolving global challenges can be acquired through education for sustainable development (ESD) and global citizenship education (GCED), which includes peace and human rights education as well as intercultural education and education for international understanding."
Quoting page 22, on strategies for target 4a: “Make learning spaces and environments for non-formal and adult learning and education widely available, including networks of community learning centres and spaces and provision for access to ICT resources as essential elements of lifelong learning.”
Global Action Programme on Education for Sustainable Development (ESD) - UNESCO
The Global Action Programme challenges us to take action in developing Education for Sustainable Development. One example is Priority Action Area 2: Transforming learning and training environments. "ESD is about much more than preaching and teaching on sustainable development. It is also about practicing sustainable development. ..."
See also the Roadmap for Implementing the Global Action Programme on ESD (pdf) →
See also the Roadmap for Implementing the Global Action Programme on ESD (pdf) →
Video - Michael Green: How we can make the world a better place by 2030 (TED Talk, September 2015)
2) Tools and practice – adult education for sustainability
http://www.unrisd.org/unrisd/website/newsview.nsf/(httpNews)/3556A9A685F11591C1257F3F005B26AB?OpenDocument
An important backdrop to Davos this year was the formal start of Agenda 2030, ¿to set the world more sustainable?.
How were they looking at the 2030 Agenda and its Sustainable Development Goals? How will be the role of the business in this issue? I am sure they will be a key role in making sure these goals are met.
Nobody has a crystal ball to see it but we can think about it and triumphs and tragedies of this rapid technological change will be. Easier said than done.
I suggest three simple ideas:
1. Mind the technological gaps. From a human perspective it can help to the humanity. It can expand the capacities and oportunities for people.
2. It is the world needs transparency, pay for taxes. It is easy to control, isn't it?
3. Care and support decent job. It is not only one of the best ways to give dignity to workers and also people with that can participate in another aspect of the life such as the economy, education, etc
My idea
“Enough, For All, Forever” – African Elder
“The lack of judgement is properly what one calls stupidity, and for this vice there is no remedy”
I. Kant, Critique of pure reason, 1781.
July, 2016
Introduction
Living together on a limited planet will necessarily involve sharing common resources with associated potentials for conflicts. Social systems have their own limited resources often formulated in terms of time to spend or attend to.
The premise of the project will be that every human being has the right to live a decent life (WCED, 1987, p. 41), and that this right should be granted also to coming generations. Further elaboration is necessary on topics such as what a “decent life” means, the scope of justice, e.g. who should benefit, what type of political justice use, and which benefits and burdens that are included (Voget-Kleshin, 2009). This is not simply a question of economic equity, e.g. leveling the standard of living, even if this is one unquestionable component.
Starting a project with a new “knowledge” in mind is quite an undertaking. Hence a structured approach is needed. A first attempt to such a development process is following this model: starting: observation/pre-knowledge, analysis, design, implementation and test in a democratic framework.
‘Five World Days’ will try to be a period of adults-led awareness raising, education and action that takes place throughout Cantabria, North of Spain, annually. The theme for the week will be chosen by organizations and “lifelong learners” in partnership with development agencies, NGOs, university, counselor of education (regional level), the media, etc. The Open source community illustrates and proves the potential.
Title: We Share the Earth… For Now and the Future…
General name: Environmental Trends & Impacts
General Aims:
1. Our actions affect the future of the next generation. Their actions are learned from us. What are they learning? An education for sustainable futures involves all of us learning and working together to live a sustainable life now for the sake of the next generation.
2. We envision a reorienting of our heads, hearts and hands to engage our students, our co-workers and our communities as citizens with sustainable futures.
3. Proposes a general framework for design of sustainability consisting of the principle of justice, circumstances for sustainability design, criteria for sustainability and an
application layer. The broad areas we have selected are: limited shared resources, socio-technical components and structures, technology development, vision and reflection, cognitive and behavioural support, joint ventures and political action.
Where: Adult Education Centre
How. Linked to formal curriculum.
For and with whom? (target group/actors to involve): adult population
How?: before-during-after
Pre-working sessions: observation / pre-knowledge.
We could start from the philosophical writings of Arne Naeess on Deep ecology (Naess, 1990). This is a normative approach where all living things should be respected and have rights to live and flourish. Human beings are not special in this view, only yet another living species. A third example is to build a framework that attempts to answer the following four basic questions (Dobson, 1996):
1. What to sustain?
2. Why should it be sustained?
3. Who is concerned?
4. In what respect is substitutability allowed, e.g. can we extinguish a number of species of fish if we by that can substantially increase the yield for some important crop.
Personal answer to:
How do we live?
How could we live?
How should we live?
How do we think we should live?
Working sessions.
First session: One hour and a half. Choosing a issue
Why?. From ideas to initiative:
Analysis phase that attempts to identify exactly what is to be developed. At this stage scenarios, talks, simulations, etc can be used.
Name of initiative: Introduction to Sustainable Development, ‘An Introduction to Sustainable Development’ is run by UNESCO.
Description: Participants develop an understanding of Sustainable
Good practice element: 1. Approach is learner-centred and project-oriented to encourage the application of the acquired knowledge and skill for everyday.
2. Multiplier effect with facilitation skills also covered for group and community work.
3. Experiential learning.
4. Raising awareness in a wide target group.
5. Links global to local.
Etc
Issue chosen democratically: organization, divided roles, etc A list of community partners, both locally and globally (on the internet), will be identified, contacted, and invited to become part of the days community of formal and informal educators and facilitators.
After design, the next step downstream is democratic implementation where the project is constructed, the actual code written, or the hardware is built. Depending on the facilities at our disposal.
Chosen issue: Mitigation of Congestion in my city
Second day: One hour and a half. A talk.
Issue: Situation of workers in our city from University, department of traffic. Open session to whole community.
Who to: Open session to whole community.
Where: Large room at Adult School.
Timetable: from 18p.m. to 19:30p.m.
The commuting mileage grows faster than the total travel mileage. For example, in Cantabria between 1985 and 2010, the annual travels including international ones have grown from 120 to 170 km per person, but the share of commuting has grown from 21 to 34 %, mostly by car. The average commuting distance has increased from 12 to 18 km one way. By personal car, it was on average 22 km in 180 days a year in 2010.
Commuting causes high social costs. A commuter’s direct user cost is the transport cost, which is mainly car use. When the car depreciation, gasoline, insurance, maintenance and taxes are included, the annual commuting transport costs by car are typically about €5150 per person although the depreciation and maintenance cost cannot be attributed solely to commuting. The indirect user costs are the travel costs, which cover infrastructure and travel time.
The costs of constructing an extra motorway lane are €4–6.5 million per kilometre, and if they are capitalised including maintenance, these annual costs are about €0.5–0.8 million a year. It is equivalent of 0.6–1.4 eurocent (0.8–1.8 dollar cent) per kilometre per traveller in the heavy traffic areas
The cost of road use per person is a minimum of €70 a year usually paid through taxes. The travel time is typically 50 min one way excluding incidental traffic jams, repairs and suchlike during 180 days a year. The commuting time is an opportunity cost. If to assume 50 % average wage, which is about €16 per
hour as being the opportunity cost, the travel costs are €4800 a year. In addition, there are non-user costs. These costs are not covered from the private expenditures but paid through collective arrangements for accidents, noise, waste, breakthrough in communities and so on and to be paid in future for climate change, air pollution , fragmented landscape and others. The social costs of the collective
arrangements are estimated to be a minimum of €470 per person a year in Europe. The bequest and existence costs of the transport systems are not found though these can be high because transport can undermine social inclusion of communities, amenities of the city life and threaten biodiversity. The total social costs of a typical car commuter is €10,490 a year, which is about 22 % of the average salaries.
Third day: One hour and a half. A talk.
Issue: Situation of scholars in our city. Educational Ministry.
Who to: Open session to whole community.
Where: Large room at Adult School.
Timetable: from 18p.m. to 19p.m.
Many scholars advocate improvements of mobility. The demand-side policies can put tax on fuel and traffic, foster selective car use and pooling, restrict parking, regulate speed and flow, and inform people and so on. The supply-side policies can enlarge infrastructure, improve public transport, limit traffic in areas, discourage car ownership and improve traffic management, such as peak sharing. Technology policies can foster fuel saving cars, telematics for routing and new logistic systems.
…
More ideas, information, etc
Fourth day: coordinate class sessions. Formal curriculum: Math’s, Geography, Computer and Social Sciences, Spanish for foreigners, etc.
Where: classroom
How:
A. For students: Forming groups
Studying data peer per peer, per group.
Summarizing ideas, diagrams, clarifying everything, etc. to be shown
Taking a talk in class
B. For teachers: classes
Coordination of these activities in their classes and school.
Fifth day: Students have organized a talk for the general public
Issue: Our situation in my city.
Who to: Open session to whole community.
Where: Large room at Adult School.
Timetable: from 18p.m. to 19p.m.
Methology.
Students: You will be the creator of your own experience! This days training will be about learning new skills, and you can set your own limits regarding how far you want to go. The main training method used is experiential learning, i.e. learning by doing. This means that there will be short lectures followed by practicing either in groups or individually.
Participation design will favoure the ideals of:
· Quality of work and products
· Democracy at work
· Education for local development
With alternatively, Formal and no formal methology.
Innovative – using peer education methods, knowing real data, etc.
Materials / Situations: Good practice elements: Provides facilities.
Comprehensive range of up to date materials free to the general public and everybody.
Engages with NGOs and organizations and administration and citizens related to sustainability.
There will be indoor and outdoor training sessions. Some of the exercises are accompanied by music, game and play.
Educators: Being an educator working on personal development is interlinked on your own competences development, it is a parallel process. Your personal concepts about non-formal education are influencing the working methods that you use as leader, for instance.
It is going to try to empower you to challenge your own resourcefulness and ability to create desired results, and thus have a positive impact on your self-confidence. It will help you stand up for yourself with integrity in a social context and increase your ability to deal with demanding situations.
These activities are a dynamic personal development training that equips you with tools and techniques that increase your abilities to achieve personal and professional success while enjoying life. Moreover, it will empower you to master the events that are occurring in your life, to enhance your competences – you will be able to choose how to react to what happens to you and navigate change to your benefit.
It is going to try to empower you to challenge your own resourcefulness and ability to create desired results, and thus have a positive impact on your self-confidence. It will help you stand up for yourself with integrity in a social context and increase your ability to deal with demanding situations.
These activities are a dynamic personal development training that equips you with tools and techniques that increase your abilities to achieve personal and professional success while enjoying life. Moreover, it will empower you to master the events that are occurring in your life, to enhance your competences – you will be able to choose how to react to what happens to you and navigate change to your benefit.
Good practice elements:
Reflection and critical thinking are not only necessary for creating a vision, but also for
dismantling them. Visions are perishable since their context change, for this reason:
Basic questions will be answer before the act is starting, for example, and it will act as a pre-assessment or pre-knowledge.
How do we live?
How could we live?
How should we live?
How do we think we should live?
And it will be based on:
1. Assignment and project of their choice (individual or team)
2. Addresses local issues and links them to global issues
3. Experiential learning.
Evaluation.
Evaluation is very important and this will be stressed many times in the book. It should provide feedback and verification at every stage of the process. Thus we can restate the design process.
Self-assessment
Working in the classroom
Evaluation of the learning outcomes carried out at the end of the session at classroom. It will be with a survey made by the big group, centre.
Group survey. Ideas for community.
Test follows implementation and verifies that the design and the implementation are adequate.
Some values in this project that we immediately should deemphasize are: growth, individualism, independence, anthropomorphism, rationality, science, specialization, uniformity, capitalism and also discipline, respect, obedience, work morale, competence, strength, honour, innocence, acceptance, hospitality, charity, shyness, forgiveness, balance, tolerance, etc. A number of the values in the list might be surprising, even chocking, and we admit there is a tint of provocation here, but the idea is that too much individuality or collectively along with doing what others tell you to do, or doing what has always been done
Bibliography
World Commission On Environment And Development, (WCED) “Our Common Future”, Oxford Paperbacks, 1987.
L. Voget-Kleschin, “Using the capability approach to
conceptualize sustainable development”, Greifswald enviromental ethics papers, no 4,
2013, retrieved 2013-08-20 at
http://www.botanik.unigreifswald.
de/fileadmin/umweltethik/Greifswald_Environmental_Ethics_Paper_No__4__2_.
A. Dobson, “Environmental Sustainabilities: an analysis and a typology”, Environmental Politics 5(3), 1996, pp. 401-428
‘An Introduction to Sustainable Development’. UNESCO. http://www.eolss.net/sample-chapters/c13/e1-45.pdf
No hay comentarios:
Publicar un comentario