EDAMEDAMEducation Against Education Against
MarginalisationMarginalisation
Results of the first European research Results of the first European research concerning outcome of adult educationconcerning outcome of adult education
Drs. Maurice de GreefDrs. Maurice de Greef
Maastricht University / Vrije Universiteit Brussel / LVO Maastricht University / Vrije Universiteit Brussel / LVO
A. Mission impossible:Being a good qualitative director
of life?
Missing the boat?Missing the boat?
Staying in the harbour of Rotterdam?Staying in the harbour of Rotterdam?
Moving to the canals of Amsterdam?Moving to the canals of Amsterdam?
B. The study:Influence of training-design
on increase of social inclusion ?
Training-design Training-design increase social inclusion increase social inclusion
Learning-environment Learning-environment to gain a better to gain a better place place in societyin society
Learning-environment:Learning-environment:– Courses of basic skillsCourses of basic skills– Courses digital skills Courses digital skills – Language coursesLanguage courses
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
Phase 1: Phenomenographical study: meaning of increase of social
inclusion Pilot: Interviews among 32 participantsPilot: Interviews among 32 participants
4 categories of social inclusion:4 categories of social inclusion:– Activation:Activation: To manage in and around houseTo manage in and around house– Participation: Participation: To visit doctor, police, local To visit doctor, police, local
community services, bank or to dine outcommunity services, bank or to dine out– Connection:Connection: To meet new people and to improve To meet new people and to improve
existing contactsexisting contacts– Internalisation:Internalisation: To dare being yourself and to feel wellTo dare being yourself and to feel well
Remarkable: Remarkable:
Higher increase SI participation unemployedHigher increase SI participation unemployed
Phase 2: Quantitative study
Outcomes in terms of Social Inclusion
8 Countries (NL, BE, IT, AT, RO, EL, DK, DE)8 Countries (NL, BE, IT, AT, RO, EL, DK, DE) 50 Institutions of Adult Education50 Institutions of Adult Education 995 participants995 participants Ca. 15 meetings ofCa. 15 meetings of Courses aiming increase of social inclusion a.o.:Courses aiming increase of social inclusion a.o.:
– Language courses (Literacy)Language courses (Literacy)– Digital SkillsDigital Skills– Basic SkillsBasic Skills
Pre-phase:Testing SIT-instrument among 308 Pre-phase:Testing SIT-instrument among 308 participants (in NL)participants (in NL)
Country → European consor-tium
NL BE IT AT RO EL DK DEVariable of social inclusion ↓
1.National language skills
32.4 31.2 52.7 34.1 31.3 25.9 1.2 59.1 42.9
2.Digital skills 38.8 46 30.1 41.2 39.8 50 1.2 29.5 38.1
3.International language skills
34.9 37.7 44 29.5 42.2 31 3.5 34.1 57.1
4.Assertiveness 37 35.7 47.3 29.5 49.4 39.7 3.5 70.5 54.5
5.Labour and Upbringing skills
28.7 30.1 36.3 23.5 34.9 24.1 3.5 40.1 47.6
6.Voluntary work and neighbourhood skills
34.8 35.9 51.6 24.2 44.6 34.5 2.3 50 50
7.Contact skills 31.5 30.1 40.7 29.5 37.3 43.1 3.5 47.7 45.2
8.Financial skills 20.2 21.4 33 15.2 30.1 15.5 3.5 15.9 21.4
9.Meeting and attempting
29.7 28.5 40.7 29.5 38.6 37.9 0.0 34.1 47.6
10. Meeting intimate contacts
26.3 27.9 34.1 21.2 27.7 41.4 0.0 36.4 35.7
11.Attempting in associations neighbourhood
36.9 39 45.1 31.1 48.2 43.1 0.0 47.7 47.6
12.Being active in nature and sports
28.5 27.7 47.3 22.7 43.4 29.3 1.2 34.1 35.7
13.Involving into arts and culture
29 28.3 50.5 23.5 36.1 22.4 1.2 38.6 50
14.Getting a membership
23.7 30.5 33 12.9 30.1 0.0 0.0 20.5 35.7
15.Preventing loneliness
32.9 35.3 44 21.2 56.6 15.5 3.6 50 38.1
16.Activation & Internalisation
44.2 40.7 54.9 52.3 43.4 60.3 9.3 68.2 59.5
17.Participation & Connection
37.4 35.9 48.4 39.4 43.4 53.4 3.5 40.1 59.5
High percentage or not?
Educational evaluation-studies:Educational evaluation-studies:
EDAM: EDAM: – Activation & Internalisation: 4Activation & Internalisation: 444.2%.2%– Participation & Connection: 37.Participation & Connection: 37.4%4%
Training for work:Training for work:– 35,4% directly a job35,4% directly a job– 29,7% after one and half year a job 29,7% after one and half year a job
(LFL are daily durable skills)(LFL are daily durable skills)
Training in work:Training in work:– 10% until 20% of participants applies learning-outcome10% until 20% of participants applies learning-outcome
Authentical influence?
Both:Transferpossibilities:Both:Transferpossibilities:– Possibilities to apply learning-outcome in daily lifePossibilities to apply learning-outcome in daily life
Activation & InternalisationActivation & Internalisation– Teacher supportTeacher support
Participation & ConnectionParticipation & Connection– Learning contents & activitiesLearning contents & activities
C. Products (direct) of EDAM
WP 1:WP 1:Desk-research and paper concerning Adult Desk-research and paper concerning Adult Education and social inclusion in Europe (RO)Education and social inclusion in Europe (RO)
WP 2: FIRST European Database VE WP 2: FIRST European Database VE SI (IT) SI (IT)
WP 3:WP 3:Evaluation-model for organisations of AE (AT)Evaluation-model for organisations of AE (AT)
WP 4: Tool-kit for policy-makers (DE)WP 4: Tool-kit for policy-makers (DE)
WP 5: Train – the – trainers (DK)WP 5: Train – the – trainers (DK)
C. Products (indirect) of EDAM
WP 6:WP 6:Dissemination-plan (EL)Dissemination-plan (EL)
WP 7: Communication & Management (NL)WP 7: Communication & Management (NL)
WP 8:WP 8:Evaluation(plan) in- and external (BE)Evaluation(plan) in- and external (BE)
WP 9: Exploitation of results (meetings and plan) (NL)WP 9: Exploitation of results (meetings and plan) (NL)
Hopefully influence of EC Hopefully influence of EC
And results Memorandum Lissabon!And results Memorandum Lissabon!
Continuing story of research New partners in Europe New partners in Europe
In NL: new learning-environments: In NL: new learning-environments: – Welfare, Welfare, – Housing, Housing, – Labour marketLabour market
Dutch database consists of:Dutch database consists of:– 5017 learners5017 learners– 80 communities80 communities– 63 organisations63 organisations
Analysis on:Analysis on:– Kind of target-groupKind of target-group– Effect of learning on social inclusion and development on labour marketEffect of learning on social inclusion and development on labour market– Success-factors of learningSuccess-factors of learning
Research-results can be an input for policy-makingResearch-results can be an input for policy-making
!!
Everybody can reach optimal state of social inclusion after courses of a.o. basic skills?
Not always possible!Not always possible!
To need a view behind the scene!To need a view behind the scene!– How am I doing it now?How am I doing it now?– What do I prefer to do differently?What do I prefer to do differently?
Organisation of view for vulnerable adults together with Organisation of view for vulnerable adults together with supervision to become their own director!supervision to become their own director!
And that’s how we call...And that’s how we call...
In Europe: EDAM: EDucation Against MarginalisationIn Europe: EDAM: EDucation Against Marginalisation
What do think for your country?What do think for your country?