Adult education policies and practices in EU Member States and Turkey – the r...Jaakko Hyytiä
Task 2.1: The state of the art
brings together the available research literature in the field, of national legislation and programmes in the EU, as well as of policy documents and specific programmes related to adult education in the EU 28 and Turkey
provides context/facilitates selection of groups of respondents for WP3 and WP4
Task 2.2 An analysis of accessibility of adult education
Focuses on the availability and accessibility of AE
Aims to attain understanding of the nature of the limitations of AE
The role of Adult Education in social inclusion of young adults: insights fro...Jaakko Hyytiä
Hanna Toiviainen (Tampere University), Paula Kuusipalo (Tampere University), Natasha Kersh (UCL Institute of Education), Pirkko Pitkänen (Tampere University)
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
Adult education policies and practices in EU Member States and Turkey – the r...Jaakko Hyytiä
Task 2.1: The state of the art
brings together the available research literature in the field, of national legislation and programmes in the EU, as well as of policy documents and specific programmes related to adult education in the EU 28 and Turkey
provides context/facilitates selection of groups of respondents for WP3 and WP4
Task 2.2 An analysis of accessibility of adult education
Focuses on the availability and accessibility of AE
Aims to attain understanding of the nature of the limitations of AE
The role of Adult Education in social inclusion of young adults: insights fro...Jaakko Hyytiä
Hanna Toiviainen (Tampere University), Paula Kuusipalo (Tampere University), Natasha Kersh (UCL Institute of Education), Pirkko Pitkänen (Tampere University)
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
“NEETs: an European Picture of the NEET phenomenon”Marius Ulozas
MASSIMILIANO MASCHERINI, research manager in European Foundation for the Improvement of Living and Working Conditions (Eurofound) presented “NEETs: an European Picture of the NEET phenomenon”.
Presentation of the project on privatisation in education and human rightsSylvain Aubry
Presentation of the work done by the Global Initiative for Economic, Social and Cultural Rights and Partners on addressing privatisation in education using human rights tools and mechanisms. More information on http://globalinitiative-escr.org/advocacy/privatization-in-education-research-initiative/.
Presentation of the work on privatisation in education - Education Internatio...Sylvain Aubry
Presentation of the work on privatisation in education of the Global Initiative fro Economic, Social and Cultural Rights, the Right to Education Project and partners at Education International 7th Congress July 2015 Ottawa
Emma Quinn, EMN Ireland and ESRI, presented this research at an event held on 26 June to launch two new reports on migrant integration.
The report is available to download here: https://www.esri.ie/publications/policy-and-practice-targeting-the-labour-market-integration-of-non-eu-nationals-in
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
“NEETs: an European Picture of the NEET phenomenon”Marius Ulozas
MASSIMILIANO MASCHERINI, research manager in European Foundation for the Improvement of Living and Working Conditions (Eurofound) presented “NEETs: an European Picture of the NEET phenomenon”.
Presentation of the project on privatisation in education and human rightsSylvain Aubry
Presentation of the work done by the Global Initiative for Economic, Social and Cultural Rights and Partners on addressing privatisation in education using human rights tools and mechanisms. More information on http://globalinitiative-escr.org/advocacy/privatization-in-education-research-initiative/.
Presentation of the work on privatisation in education - Education Internatio...Sylvain Aubry
Presentation of the work on privatisation in education of the Global Initiative fro Economic, Social and Cultural Rights, the Right to Education Project and partners at Education International 7th Congress July 2015 Ottawa
Emma Quinn, EMN Ireland and ESRI, presented this research at an event held on 26 June to launch two new reports on migrant integration.
The report is available to download here: https://www.esri.ie/publications/policy-and-practice-targeting-the-labour-market-integration-of-non-eu-nationals-in
The ICT4IAL Project, developed by the European Agency for Special Needs and Inclusive Education, is presented, outlining its aims, objectives and development of guidelines to implement e-accessibility in educational institutions.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Adult Education as a Means to Active Participatory Citizenship: A Concept NoteJaakko Hyytiä
The purpose of this paper is to develop a conceptual understanding of the notion of active citizenship (AC), specifically for the use of this concept in the H2020 project Adult Education as a Means to Active Participatory Citizenship (EduMAP). EduMAP seeks to understand and develop the real and potential impact of adult education on learning for active participatory citizenship in Europe. Particular attention is given to the educational policies and practices used within adult education to foster AC among vulnerable young adults aged 16 to 30. The research question that the project seeks to answer is: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe?
Revised, 26/7/2018: Grant number, name of editor added
Accelerating Change for Social Inclusion project. Call for Proven Innovations addressed to Children at Risk of Exclusion. Definition of the key elements of the social problem and the solutions.
Featured presentation at the OE Global conference of the Open Education Consortium, TU Delft, Netherlands, 25th April 2018. Focus on open education policies
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
Intelligent Decision Support System (IDSS) (WP5)Jaakko Hyytiä
Is a prototype of a software tool that is designed to help policymakers in their daily work. Main purpose of EduMAP IDSS is to narrow the gap between demand and supply of adult education. Target group of EduMAP IDSS is policymakers who work for young adults in EU area that can be considered vulnerable. Uses data that is collected from individuals
Data is provided by Statistics Finland, Eurostat and EduMAP questionnaires.
Communicative Ecologies in Adult Education: WP4, Task 4.1Jaakko Hyytiä
Implications for POLICY AND PRACTICE
POWER OF INFORMATION
To uplift the capacity of AE to consider and respond to the needs of young people in vulnerable positions, there is a need to cultivate flows of information that are multi-directional, multi-level, and multi-and cross-sectoral, circulating across policy and practice and connecting key stakeholders as asked by contextual conditions
POWER OF NETWORKS:
Consider the value of human capacity for information production, transmission and processing and that of machines as two balancing poles.
Through the opportune creation of networks that harness the intelligence of people and machines we can create the conditions for AE to become and be made constantly relevant for the needs of young people in situations of risk
Lifelong Learning and Vocational Education and Training: towards Understandin...Jaakko Hyytiä
Natasha Kersh and Karen Evans (UCL Institute of Education ) presented on : “Lifelong learning and VET: Towards Understanding the Influence of Societal Eco-Systems on Learning Across the Lifespan”
The presentation has considered a range of complex interdependencies between lifelong learning (LLL) and vocational education and training (VET) and reflected on some emerging findings of the ongoing H2020 project EduMAP.
The presentation has discussed fresh trends in economic and social development and the ways they have contributed to the changes in perception of learning though life, the skills required by contemporary learning spaces and the ways that adults engage with a range of networks, contexts and spaces.
Learning active participatory citizenship in Thessaloniki: implications and i...Jaakko Hyytiä
Dr. George K. Zarifis: Learning active participatory citizenship in Thessaloniki: implications and impact of mainstream and support educational activities for socially vulnerable young adults - a keynote speech
"In association with the Municipality of Pécs, the UNESCO Institute for Lifelong Learning and PASCAL International Observatory, the University of Pécs and its Learning City-Region Forum organise an International Conference for 20th September, 2018. on the theme of:
Learning Cities and Culture Working Together" http://ptf18.ckh.hu/conference-call
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Targeted research on best practices among vulnerable groups (WP3)
1. Work Package 3
Targeted research on best practices among vulnerable groups
The project is funded by the European
Union’s Horizon 2020 Research and
Innovation Programme.
Contract No. 693388
Dr. Beate Schmidt-Behlau
2. Work Package 3
Content of the presentation:
Part I: Methodology and Sampling
Part II: Findings (Selected)
Part III: Ways Forward (Selected)
The project is funded by the European
Union’s Horizon 2020 Research and
Innovation Programme.
Contract No. 693388
3. Work Package 3
Part I: Methodology and Sampling
The project is funded by the European
Union’s Horizon 2020 Research and
Innovation Programme.
Contract No. 693388
4. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Work Package 3 Methodology
The research design for WP 3 consists in three strands:
Strand#1 Context analysis: deep context and validation for the identification of
the educational programmes; exploration of accessibility for research purposes
and negotiation of research access.
Strand#2 Targeted research on selected cases: individual semi-structured
interviews and focus groups among three categories of respondents: policy-
makers; adult education practitioners and adult education participants (age
range 16-30).
5. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Work Package 3 Methodology
The main research question for the field is formulated as:
RQ1: What policies and practices are needed in the field of
adult education to include young adults at risk of social
exclusion in active participatory citizenship in Europe?
6. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Work Package 3 Sampling Overview
40 Cases
20
Countries
(Austria, Cyprus, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy,
Latvia, Malta, the Netherlands, Portugal, Romania, Spain, Sweden, the United Kingdom, and
Turkey)
804 Informants (individual interviews and focus groups)
7. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Work Package 3 Overview Data Collection
329 Policy makers and practitioners
475 Young people
Target numbers in the application
120-150 Policy makers and practitioners
400-500 Young people
8. Work Package 3
Part II: Findings (selected)
The project is funded by the European
Union’s Horizon 2020 Research and
Innovation Programme.
Contract No. 693388
9. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Young people‘s experiences (vulnerabilities)
Young people give accounts of their experiences of specific life conditions which
create a lack of opportunities to secure their human rights. Young adults across the
40 EduMAP cases mention the lack of or having limited access to the following:
• formal qualifications; access to resources such as information, knowledge ,
political power and representation (exclusion); social capital including social
networks and connections.
They also mention
• inadequate beliefs, customs and attitudes in response to risk or disasters; poor
living conditions; frail physical and mental limits.
10. Young people‘s experiences (barriers)
Young people experience many barriers that prevent them from accessing and participating in
adult education. They mention for example:
• multilayered vulnerabilities ←→ creates low self-esteem and Class B citizen feeling
• discrimination and racism ←→ creates ‘akward’ situations and exclusion
• a lack of some basic goods or services or access to them ←→ creates stress in securing
them
• poor or difficult living conditions ←→ creates worries and inability to focus on learning
11. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Young people‘s experiences (barriers)
• health problems ←→ creates mood swings and inability to follow studies
• lack of supportive environment ←→ creates struggles around motivations to learn
• negative experiences with formal learning ←→ creates the wish to disengage with learning
• Having to follow typical gender roles ←→ creates the pressure to conform or prove benefits
12. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Young people‘s views (active citizenship)
Having an image or role model to follow
Being responsible for one’s own life
Being autonomous and independent
Being supportive and helpful towards others – friends and family
Playing a role in the community or a wider peer group, contributing to change
Being financially independent and working
Having a sense of belonging
Being politically active
Young refugees and migrants are focused on language learning and employment
13. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Policy makers‘ conceptions
Responses from policy makers in EduMAP cases are wide ranging, complex and
multifaceted . An emerging key issue is the difficulty in outlining a definition of
vulnerability that covers ALL specific needs and ALL young people at risk of social
exclusion
Three main challenges are visible:
1. Of only providing a limiting definition that fails to protect and address all young
people’s needs
2. Of stereotyping or ‘labelling’ and creating discrimination against specific groups
3. When there is lack of funding, the most vulnerable have to be identified
14. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Policy makers‘ conceptions
Four main categories emerge from EduMAP field research:
• Vulnerability as state of social emergency ←→ individuals and
organisations without ‘a safety net’ that will essentially protect them in
case of for example social, natural, or war situations.
• Vulnerability as education and basic skills deficit ←→ the deficit is seen
mainly in the lack of access to and deficit in education and basic sills.
• Vulnerability as disempowerment ←→ exclusion of particular groups
from societal and political participation (refugees, migrants).
• Vulnerability as fault ←→ combined with structural racism and
discrimination in societies ‘fault’ is attributed to the individual. If the
individual does not comply, ‘punishment’ follows.
15. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
Programme elements contributing to fostering APC
Several elements emerge across the cases from EduMAP field research which
contribute as drivers for success
• A holistic and integrated social support and pedagogical approach, centred on
the learners and their specific and individual learning and support needs.
• A well trained, multidisciplinary education and support team or mediated
access to supportive services.
16. The project is funded by the European Union’s
Horizon 2020 Research and Innovation Programme.
Contract No. 693388
• Creating a safe space for learning in diverse and multicultural groups and
building a relationship of mutual trust and respect between the learner and the
educator/practitioner/trainer. Building on the potential and aspirations.
• Offering opportunities to practice active citizenship in all its dimensions and
related to young people’s experiences and life situations . Using successful role
models.
• Contextualising APC competences in ways that are relevant to learners’ personal
backgrounds and/or professional aims.
17. Work Package 3
Part III: Ways Forward (selected)
The project is funded by the European
Union’s Horizon 2020 Research and
Innovation Programme.
Contract No. 693388
18. Work Package 3 Ways forward
Learning to live together ↔ secure and ensure strong and coherent policies that
understand social inclusion as a mulitdimensional and complex process that
needs to be supported by strong diversity and antidiscrimination policies.
Especially in the field of employment a diversity oriented labour policy is crucial.
Strengthening drivers for inclusion of APC in AE Systems ↔ secure and ensure
strong and coherent EU policies (European Social Charter, LLL strategies, key
competences etc.) for sustainable funding and directives which can support EU
member states in developing their AE provision to young people in situations of
risk.
The project is funded by the European
Union’s Horizon 2020 Research and
Innovation Programme.
Contract No. 693388
19. Work Package 3 Ways forward
Improve accessibility, inclusivity and participation of young people in situations of risk
↔ create the policies necessary to enable AE programmes to arrange low threshhold
access, be flexible and designed according to individual’s needs. There is no ‘one size
fits all’ programme that works with young people in vulnerable situations.
Ensure coherence and cooperation between the sectors of AE, APC, VET and work
↔ secure and ensure strong policies that enable cross- sectoral collaboration for
example between youth, adult education and active citizenship, integration, health
promotion . Contribute to strenghthening the development of local economies, so
that synergies between the sectors can be exploited. The project is funded by the European
Union’s Horizon 2020 Research and
Innovation Programme.
Contract No. 693388
20. Lifelong Learning is a key instrument for employability but
above all for social inclusion and democratic participation,
personal development and well-being. People need to be given
fair opportunities to discover and nurture their talents.
Ministry for Education and Employment (2014b), Malta National Lifelong Learning Strategy 2020
The project is funded by the European
Union’s Horizon 2020 Research and
Innovation Programme.
Contract No. 693388
Editor's Notes
Result – rich qualitative insights which will be further exploited in working papers
1 European societeis are multicultural, but still some policies and employers attitudes do not foster the idea of having support structures for inclusion in place: ‚ a young person has to be more Irish than the Irissh‘