N25.012-EUROPEAN SUPPORT MACHANISM FOR THE ADULT EDUCATION NON-SPECIALISED PRACTITIONERS WORKING WITH MARGINALISED ADULT LEARNERS – esmALLE

Title: N25.012 – EUROPEAN SUPPORT MACHANISM FOR THE ADULT EDUCATION NON-SPECIALISED PRACTITIONERS WORKING WITH MARGINALISED ADULT LEARNERS – esmALLE

Author: ANDRADA SAFTA

Company/Organisation name: CPIP-CENTER FOR PROMOTING LIFELONG LEARNING

Short biography:

Centrul pentru Promovarea Invatarii Permanente – CPIP (The Center for Promoting Lifelong Learning) is a non-governmental, non-profit institution active in the educational and social field from 2005, based in Timisoara, Romania. It promotes the culture of “lifelong learning” through the active involvement of community members in developing a coherent implementation strategy of the concept and practice of lifelong learning. CPIP develops national and international projects on various social and educational topics, working in multicultural contexts with partners from all-over Europe. We support initiatives and run programs and projects that aim at cooperating and innovating for good practices in the field of lifelong learning. This is done by taking part at diverse European initiatives and then mainstreaming in the regional activities the developed products and results.

Short project summary
Our esmALLE proposal is putting the experience and expertise of formalised and highly structured adult education practices, to the service and benefit of non-specialised adult education practitioners, supporting them to bring out from the -grey zone- their highly specialised andragogical competencies, through a pathway of recognition of prior learning and backing that acquisition ow an adapted curricula for marginalised pedagogy.

Main Aim of the proposed project
1. Setting up, co-producing with stakeholders and validating 1 curriculum for practitioners in adult education, supporting their acquisitions from working with marginalised adult learners in non-traditional learning ecosystems. This will be supported by a number of micro-learning experiences that stakeholders will have access to, documenting in this way the possibility of a flexible pathway to professionalisation in adult education.
1.1 Updating and adapting Curriculum GlobALLE through a participatory methodology involving 140 European practitioners in adult education working with marginalised adult learners in non-traditional learning ecosystems
1.2 Building a competency framework of ISCED level 5 and subsequent 5 modules of basic qualification in the area of adult learning and education. They will be reflecting the generic, holisting and cross-cultural spirit of GlobALLE, adding the specific conditions, needs and experiences coming from working with marginalised adult learners in non-traditional learning ecosystems

2. Developing a recognition of prior learning methodology suitable and relevant for adult education practitioners, using a mix of developmental model of RPL and the transformational model, taking into account digital and non-digital instruments, backed on the previously developed framework of competencies

Expected results – output of the proposed project
WP2 CONTEXT & CURRICULUM UPDATE
2.1 Analyze the situations in which the adult learning professionals deliver learning contexts to marginalized learners and how much of those situations are migrating to the digital environment. Also look at how the adult learning professionals -ended-up- delivering learning contexts to specific marginalized groups: are there any professionalization routs, specialized CPD, career support, recognition, how much is ad-hoc? Each partner selects a specific learning ecosystem set up for marginalized adult learners. CPIP will look into adult learners in contact with the law. What about the rest of the partners? Proposed areas: migration, rural / geographically remote, low basic skills, long-term unemployed, ? WP leader puts the information together in a -description of ecosystems-
2.2 Work directly with adult learning professionals (each partner on the selected areas, 20 professionals per partner?) using the DACUM methodology to directly analyze ground level experiences and needs concerning competencies to work with marginalized adults. A particular focus would be the extra layer of challenges brought by digitalization We use the work done in Curriculum globALE, looking at the competencies listed there and how they reflect on what we get from our professionals. All the results are centralized and put together by the WP leader in a -blueprint of competencies-
2.3 P2 runs the blueprint through the SEG in an on-line workshop for an extra layer of input from field practitioners
2.3 Each partner selects a module from the initial Curriculum globALE and updates the content based on 2.1 and 2.2 input
2.4 Once all selected and updated modules are put together in a coherent format by the WP leader, P4 runs a peer review together with the QATF

WP3 MICROLEARNING EXPERIENCES
3.1 Starting from the competencies, the WP leader sets out a collection process at international level, of micro-learning experiences for adult learning professionals that work with marginalized adults. The collected experiences will be indexed and catalogued in an interactive format
3.2 Once all selected and updated micro-learning contents are put together in a coherent format by the WP leader, P4 runs a peer review together with the QATF
3.3 Partners develop together a set of micro-learning content to support adult learning professionals in understanding the digitalization challenges for the marginalized learners, based on the EAEA work and add to the collection developed in 3.1
3.4 The partnership organizes 2 face to face learning experiences for the SEG members, as a professional development in support focused on the andragogy of the marginalized learners and the impact digitalization has on the learning ecosystem
3.5 Based on the experiences and materials developed, WP leader puts together a microlearning methodology for adult learning professionals

WP4 RECOGNITION OF PRIOR LEARNING
4.1 This WP has a double approach: a) instrument learning professionals on what is RPL, how to understand it in local context and how to set-up a potential mechanism in their own local ecosystem; b) run an experimental RPL system for the SEG members taking part in the learning experiences of the project. WP leader sets up a generic RPL structure process
4.2 The partnership co-produce a face to face learning experience for the SEG on the RPL process and how it can be set up to the benefit of disadvantaged learners
4.3 Each partner runs an adapted and appropriate RPL process in own country for the learning professionals actively involved in the project activities

Project field of implementation
Adult Education

Project type
KA2 – Cooperation among organisations and institutions: Capacity Building projects

The end users/beneficiary:
Teachers / Trainers / Educators, Adult learners in prison and their professionals supporting learning

Implementation area:
Education and Competencies Development, Social Inclusion and Equal Opportunities

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Core Partner(s)