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EDAM Education Against Marginalisation

Explore the outcomes of the first European research on adult education and social inclusion, conducted by Drs. Maurice de Greef from Maastricht University and Vrije Universiteit Brussel, in collaboration with LVO. The study delves into the influence of training design on increasing social inclusion, focusing on learning environments and courses in basic skills, digital skills, and language. The research model considers training design, learning contents, context, trainee characteristics, and support. Discover the phases, methods, and results of the research, which involved 995 participants from eight countries and 50 adult education institutions. Learn about the strategies and products developed as a direct and indirect result of the research to enhance social inclusion through adult education. Understand the implications and applications of the findings for policy-making and improving learning outcomes in your country.

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EDAM Education Against Marginalisation

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

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

  3. A. Missionimpossible:Being a goodqualitative director of life? • Missing the boat? • Staying in the harbour of Rotterdam? • Moving to the canals of Amsterdam?

  4. B. The study:Influence of training-designonincrease of socialinclusion ? • Training-design increasesocialinclusion • Learning-environment  to gain a better place in society • Learning-environment: • Courses of basic skills • Courses digital skills • Language courses

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

  6. Phase 1: Phenomenographicalstudy: meaning of increase of socialinclusion • Pilot: Interviews among 32 participants • 4 categories of socialinclusion: • Activation: To manage in and around house • Participation: To visit doctor, police, localcommunity services, bank or to dine out • Connection: To meet newpeople and to improveexistingcontacts • Internalisation: To darebeingyourself and to feelwell • Remarkable: Higherincrease SI participationunemployed

  7. Model Increase of SocialInclusion

  8. Phase 2: QuantitativestudyOutcomes in terms of SocialInclusion • 8 Countries (NL, BE, IT, AT, RO, EL, DK, DE) • 50 Institutions of AdultEducation • 995 participants • Ca. 15 meetings of • Coursesaimingincrease of socialinclusiona.o.: • Languagecourses (Literacy) • Digital Skills • Basic Skills • Pre-phase:TestingSIT-instrumentamong 308 participants (in NL)

  9. High percentage ornot? Educationalevaluation-studies: • EDAM: • Activation & Internalisation: 44.2% • Participation & Connection: 37.4% • Training forwork: • 35,4% directly a job • 29,7% afterone and half year a job (LFL are dailydurableskills) • Training in work: • 10% until 20% of participantsapplieslearning-outcome

  10. Authenticalinfluence? • Both:Transferpossibilities: • Possibilities to applylearning-outcome in dailylife • Activation & Internalisation • Teacher support • Participation & Connection • Learning contents & activities

  11. C. Products (direct) of EDAM • WP 1: Desk-research and paper concerningAdultEducation and socialinclusion in Europe (RO) • WP 2: FIRST European Database VE  SI (IT) • WP 3: Evaluation-modelfororganisations of AE (AT) • WP 4: Tool-kitforpolicy-makers (DE) • WP 5: Train – the – trainers (DK)

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

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

  14. Everybodycanreachoptimal state of socialinclusionafter courses of a.o. basic skills? • Notalwayspossible! • To need a view behind the scene! • Howam I doingitnow? • What do I prefer to do differently? • Organisation of view forvulnerableadultstogetherwithsupervision to becometheirown director! • And that’show we call... • In Europe: EDAM: EDucationAgainstMarginalisation • What do thinkforyour country?

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