This document outlines a project to re-engage vulnerable adults in education and link them to the labor market. The project aims to address learner diversity, promote continuity in education, and connect learners to employment opportunities. A team of 6 teachers will implement a flexible methodology focused on adaptive teaching, learner autonomy, and developing skills like language and math. Progress and outcomes will be evaluated based on attendance, dropout rates, skill improvements, and learner/teacher feedback. The project will be implemented in phases that include needs assessment, curriculum development, tutoring, and sharing results to help other educators.

1. RE-ENGAGE VULNERABLE ADULTS
WITH EUROPE
Addressing learners’ diversity and contact the
labour market .
CEPA El Fontán.Oviedo
Oviedo 8,9 April 2014

2. 1. INTRODUCTION
2. RATIONALE
3. OBJECTIVES
4. CONTEXT
5. METHODOLOGY
6. EVALUATION
7. PROJECT IMPLEMENTATION
INDEX

3. THE TEAM

4. Fight irregular attendance & dropouts
Links with the
employment service
Flexible
methodology
INTRODUCTION

5.  Dealing with diversity.
 A flexible methodology.
 Promoting the learners’ continuity.
 Links with the labour market.
Better academic outcomes
INTRODUCTION

6. This experience is open to:
 Adults with an early dropout of
Secondary Education.
 Adults with a poor learning experience.
 Precarious workers with little training
or at risk of exclusion.
 Unemployed or low skilled employees.
INTRODUCTION

7. These learners meet some or most of the
following criteria:
 They have family or work obligations
that make their attendance very
irregular.
 They had an inadequate schooling or
had a bad school experience.
 They lack specific learning skills.
 They look for an easier way to learn.
INTRODUCTION

8. We follow our colleague at the CEPA El
Fontán Dr. María Luz Pontón and her
doctoral thesis:
“Adaptive teaching to enhance English
language acquisition in Secondary
Education for Adults”.
RATIONALE

9. We respond to diversity taking into
account that adults learn…
RATIONALE
At their own pace
In a different way
Following their own cognitive styles

10. 1. To get a persistent attendance and
prevent dropouts.
2. To address the wide diversity of
learnes by teaching adaptively.
3. To improve academic performance.
4. To pair and to connect the learners
with the labour market.
OVERAL OBJECTIVES

11. 1. To help learners continue and persist in their
training.
2. To facilitate access to e-learning platform.
3. To support learners to develop continuity
strategies.
4. To involve learners in the design and content
of the course.
5. To help them identify their own goals and
make decisions about their learning process.
6. To create links with employment agents in
order to engage low-skilled workers.
SPECIFIC OBJECTIVES

12. STAFF: 6 teachers
AREAS involved in the Project:
 Communication (Spanish and
English)
 Science and Technology (Maths and
Computer Skills)
CONTEXT

13. LEARNERS
Secondary Education/Key Competence
1. Age:18 to 50
2. Employment situation: most are unemployed
3. Country of origin: Ecuador, Venezuela, Peru,
Brazil, Spain, Romania, Senegal, Morocco
4. Languages: Spanish,Portuguese,Romanian,
French,Senegalese,Arabic
5. Training backgrounds:
• poor primary/primary/incomplete secondary
CONTEXT

14. Age range: 18- 50
18-20 21-25 26-30 31-40 41-50 >50
AGE
ESPA 1.2
KEY COMP

15. Gender
0
5
10
ESPA 1.2 KEY COMP.
SEXO
HOMBRE/MALE
MUJER/FEMALE

16. Country of origin
47%
17%
4%4%
4%
8%
8%
4% 4%
España Ecuador Venezuela
Perú Paraguay Brasil
Rumanía Marruecos Senegal

17. Languages
76%
8%
4%
8%
4%
Español Portugués Senegalés Rumano Árabe

18. Employment situation
0
2
4
6
8
10
12
14
ESPA 1.2 KEY COMP.
Employed Unemployed Sporadic job

19. Stakeholders
 We have the cooperation of the Public
Employment Service (professional certificate)
CONTEXT

20. CONTEXT
Engage learners in cultural events as part of their training.

21. Resources and support
 We have the support of the directive
team that provides:
 A schedule for the coordination of
teachers involved in the project.
 Availability for carrying out the
activities.
 A shared schedule of three teachers.
 Trainee teachers who help us carry out
the activities.
CONTEXT

22. Resources and support
 We also have:
 A computer room.
 The E-learning platforms :
http://aulaelfontan.com/course/view.php?
id=20
 http://campus.educastur.es/course/view.php?
id=5754
 The research made by one of the participants, Dr.
Maria Luz Pontón Álvarez for her doctoral thesis.
 Previously prepared materials.
CONTEXT

23. Difficulties
 The schedule for coordination and
teamwork is quite short.
 Coordination with trainee teachers is
difficult.
 Stay at the centre is limited in time.
 Reluctant to work with adults.
 Timing of the courses.
 We would like to have annual term courses.
CONTEXT

24. 1. Teacher role
2. Student autonomy
3. Personal support
4. High expectations for all
learners
5. Relevant learning
6. Avoiding negative feeling
METHODOLOGY

25. EVALUATION
EVALUATION INDICATORS EVALUATION TOOLS WHEN
Improved continuity Tracking dropouts
(% of dropouts)
Every two
weeks
Improved attendance Tracking attendance
(% of attendance)
Every two
weeks
Use of e-learning platform
Benefits of e- learning platform
Usage tracking
/monitoring
Nº of activities
Feedback from students
and teachers
Monthly

26. EVALUATION
EVALUATION INDICATORS EVALUATION TOOLS WHEN
Student involvement in the
design and content of the course
Nº of sheets of curriculum
development
Feedback from students
and teachers
Every two
weeks
Improvement of student skills Academic outcomes
Feedback from students
and teachers
End of
term
Changes in student attitudes Feedback from students
and teachers
End of
term

27. EVALUATION
EVALUATION INDICATORS EVALUATION TOOLS WHEN
Benefits of activities with
local stakeholders
Feedback from
students, teachers and
stakeholders
End of
term
Organization and teacher
cooperation
Tracking meetings
Nº of meetings
Every two
weeks
Resources of time and space Timetable
Use of classrooms
End of
term

28. Phase 0 - Constitution of the working group.
Phase 0.1 -. Coordinating the project design
 Objectives, methodology, evaluation, timing…
 Contact the local employment agency.
 Distribution of tasks and trans-national visits to our partners.
Phase 1 - Attention to diversity
 Preparation of materials with different levels of difficulty
 Preparation of resources, learning activities and assessment
for the e-learning platform
 Preparation of a questionnaire for the self-knowledge of
learners
 Preparation of mentoring activities:
 Training pathway
 Exploring their own expectations and priorities
 Introduction into the working world
PROJECT IMPLEMENTATION

29. Phase 2.-Information and presentation of the work plan to
the learners
 Timetable
 Procedures
 Access to e-learning platform
 Curriculum Development Sheets
Phase 2.1-Working with learners in the areas of:
 English
 Language
 Mathematics and computer skills
Phase 2.2-Tutoring job on self-knowledge, priorities and
work culture
Phase2.3- Working in collaboration with the public service of
employment for briefings on the workplace.
PROJECT IMPLEMENTATION

30. Phase 3.-Work on Continuity:
 Tracking attendance:(% attendance
for each subject)
 Tracking continuity (beginning
students, students who leave)
Phase 4 - Collection of results.
 Analysis and conclusions.
PROJECT IMPLEMENTATION

31. Phase 5- Sharing and
dissemination of experience and
results.
 http://re-engage.weebly.com/
 http://fontan.blog.com/
 Trans-national Grundtvig meeting
in Oviedo
 Presentation of activities and practice
 Share experience
PROJECT IMPLEMENTATION
Phase 5- Sharing and
dissemination of experience and
results.
 http://re-engage.weebly.com/
 http://fontan.blog.com/
 Trans-national Grundtvig meeting
in Oviedo
 Presentation of activities and practice
 Share experience.

32. Any ?????