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

(info@arteduc.nl)(info@arteduc.nl)

For whom?

What do think for your country?

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

Model Increase of Social Inclusion

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?