The educator is a pillar of social inclusion in adult education

We are implementing the project in partnership with EDU SMART from Ireland and AESD from Romania.

Our project is inspired by two observations. Firstly, there is a clear need to increase social inclusion in the adult education sector, across Europe; and secondly, it is necessary to further support the professional development of educators who are often on the front line and who are responsible for improving social inclusion in adult education to a large extent.

For this reason, the project aims to improve social inclusion in adult education by increasing educators’ competences in reaching adults, motivating them to start and continue learning, and providing advisory support to put them on the path of lifelong learning.

TASK 1: Description of competences of educators of people with fewer opportunities

It will be prepared based on the market qualifications model in the Polish Qualifications Framework.

Experts will focus on learning outcomes in the area of KNOWLEDGE, SKILLS AND SOCIAL COMPETENCES.

First, an analysis of existing data (national – PL, RO, IE and European) will be carried out. Its aim is to clarify the state of knowledge regarding the importance of the role of the educator in improving social inclusion in adult education. The analysis will also help prepare the discussion for EPALE. The partners also decided to consult the assumptions of the competence description with their clients – people with fewer opportunities.

1. ANALYSIS OF EXISTING DATA The analysis of existing data will be prepared by all partners. It will include: analysis of national documents (PL, RO, IE), good practices from Ireland, experience of institutions such as AONTAS, SOLAS and NALA (agencies dealing with adult education in Ireland), materials available on EPALE, studies by OECD, Eurydice, Cedefop , recommendations of EAEA and LLLPlatform and the working group on adult learning Education and Training 2020, Result Description reports (including: needs analysis, target groups, elements of innovation, expected impact and transferability potential) and the results of the work of expert networks. Each partner will be responsible for collecting and analyzing national data in order to share the results during the workshops. The leader will focus on European materials.
2. 2-day WORKSHOPS Experts with experience in developing competency descriptions will prepare a competency description based on the results of the analysis of existing data. The description of competences will be prepared in English.
3. CONSULTATIONS The description of competences developed during the workshop will be discussed at EPALE (discussion) and also with people with fewer opportunities. Each partner will conduct a discussion at the national EPALE as well as consultations with people with fewer opportunities, in accordance with the methodology defined at the time of the above-mentioned. workshop.
4. PREPARATION OF THE FINAL VERSION OF THE DESCRIPTION OF COMPETENCES (0.5-DAY WORKSHOPS) Partners’ experts will meet again to analyze the comments submitted by the EPALE community and people with fewer opportunities. They will complete this work during a 0.5-day workshop conducted remotely. Additionally, as part of the description of competences, a self-assessment survey for educators will be prepared. Together with the development of the final version of the competency description, the Leader will prepare a report on the description preparation process.

TASK 2: EDUCATIONAL MATERIALS FOR EDUCATORS OF ADULTS WITH FEWER OPPORTUNITIES

The materials will provide significant support in building the competences of educators and the potential of educational institutions in reaching and supporting people with fewer opportunities. They will be prepared in accordance with the best standards, taking into account the specificity of adult learning. Their advantage is the close connection with the description of competences, the creation of a self-assessment survey and modules. This gives educators the opportunity to diagnose what knowledge and skills they have, systematize what they already know and what they still lack when it comes to working with people with fewer opportunities. This will allow you to select only those training modules that are actually needed.

Making the materials available in English on a dedicated website will facilitate access to them for all interested parties. Work on educational materials was divided into:

1. DEVELOPMENT OF MATERIALS The materials will be prepared based on the best standards. I will also take into account the specificity of adult learning and their needs. The topics of the modules are exemplary and result from the partners’ experiences. The final modules will be determined after developing the description of competences, but they will include at least: 1) METHODS OF REACHING ADULTS WITH LOWER OPPORTUNITIES 2) METHODS AND TECHNIQUES OF WORKING WITH ADULTS WITH LOWER OPPORTUNITIES 3) TOOLS TO MOTIVATE PERSONS WITH LOWER OPPORTUNITIES TO LEARN LONG-LONG LIFE

Each MODULE will consist of:

• 3 podcasts – material in the form of introductory lectures to the module (1 podcast as intro to Result Description (including: needs analysis, target groups, elements of innovation, expected impact and transferability potential)
• 1 thematic multimedia presentation
• 20 worksheets/individual cards
• 4 case studies
• 2 infographics
• 2 lesson plans

The result of the intellectual work will include: 1 manual for the trainer, 9 podcasts, 3 multimedia presentations, 60 worksheets, 12 case studies, 6 infographics, 6 lesson plans.

2. TESTING OF EDUCATIONAL MATERIALS Partners will prepare testing training. 10 educators will take part in it (two educators referred by partners and four educators who have not cooperated with partners or participated in Erasmus+ projects so far). The selection of educators will be based solely on substantive criteria, level of motivation and readiness to engage.
3. PREPARATION OF THE FINAL VERSION OF MATERIALS

Individual topics of the blocks will be the result of the experts’ work and may change in relation to the framework design proposal.