E&I Project is dealt with from the scope of training for one of the greatest needs in our society: employment as a way for social inclusion with people in numerous situations of vulnerability.We esteem that it is necessary to show and improve the task of the teachers in training institutions for adults, as it is in these places where the latter find a way to access a normal life within society. This is why teachers ought to be trained in transversal competences, those that are needed for employment and, particularly, for adults. This proposal is based upon a training that meets these three characteristics:1) It is serious, offered by valid institutions (Universities providing training for teachers UOv and UAb) interested in being settled into the educational systems2) It is faced from an international approach, given the global dimension of this labour problem and natural and forced migrations in Europe3) It meets Europe’s demands and peculiarities, with systems of supportive democracy, but high unemployment rates and an ageing populationThese traits given, we have chosen a very specific consortium: - An expert member in elderly people and ICTs (E-Seniors France)- Two adult schools, the CEPA in Spain and the CPIA in Italy, state-funded, down-to-earth, which work for employment and social inclusion day after day.- Two state universities with programmes for elderly people (PUMUO in the University of Oviedo and Long-life Learning Unit in the UAb). They also carry out a powerful, serious and official training activity with teachers, with effective in-class methodologies and e-learning, command of the current fundamental and transversal competences, ability to plan, implement, evaluate and systematise educational plans.This project has a two-year duration and takes off from a previous task in 2014, with exchanges and fellowships for teachers, other shared projects, etc. making our relationship more stable and amiable, and not simple incidental. Since then a number of preparatory tasks has been carried out:- Acknowledgement of the strengths and weaknesses of each fellow- Role assignment- Finding of common and singular needs- Documentation and project planning, - An initial WEBSITE for internal information http://www.unioviedo.es/fombona/E&I.htmetc.During the development of the project we forecast the need for setting a transnational meeting in each of the countries, these being face-to-face meetings of short duration and intensive activity carried out by 2 representatives from each country member. Among the activities hereby developed we find the preparation of the 4 training actions of the project. These training activities are central to the teaching staff in adult schools. There real working experience will be shared, delving into transversal competences concerning employment, ICTs resources, training in a local and in a foreign language, etc. These training actions are expected to have an indirect multiplying effect over about 19,000 adult students throughout the four fellow countries. These students will actually be the addressee of this project. We consider that such adults at risk of exclusion of diverse typology are:- Economic: without income or this been less than 500 € per month- Social: low qualifications, not speaking the local language, school failure and discrimination- Family-related: relatives dependent on them- Personal: serious illness, dependencies, ageing or lack of adequate documentation- Spatial: the homeless, rural and geographic marginalisation, migrations, confinementWithin the managerial activity we shall highlight the materialisation of the results into 5 tangible products:- Creation of a website as a workplace, as a training platform and as a dissemination area for the results- Creation of a topic-related I&E NETWORK- Design and systematisation of a Structured Training Plan for adult training in transversal competences for employment- Good Practices HANDBOOK- A professional TV programme broadcast in Spain and Portugal (and probably in Italy and France too)Thus, the project had been conceived as a way for expanding its impact through its own product, to the readers of the handbook created on good practices, to the audience of the TV programme broadcast, to the users of the specific networks and to the citizens wishing to use its open and free-access generic ones.In the coordination activity, apart from the logical management of actions and budget control, the University of Oviedo compromises to watch over the positive climate among our fellows, communication fluency, transparency and seriousness in management; in shared tasks such as the continuous assessment of the efficiency in the usage of resources and effectiveness in result achievements; the ongoing dissemination of activities and project outcome to society and the accomplishment of the objectives in order to achieve the challenge of cutting down unemployment and taking away social exclusion.
Context/background Europe has great challenges, and we must solve these troubles from the collaborative actions.The major problems (unemployment and social exclusion) can / should be addressed also from an educational perspective. Training institutions for adults and specifically teachers and trainers that work with adult people and adult learners need to know the methodologies and the educational strategies that can help adults at risk of exclusion (to improve their employability situation and social inclusion) and to access different kind of materials to improve teachers’ work. The Ei project proposed to face these questions from an international approach, given the global dimension of this problem and, on the other hand… Europe receives more and more migrants from the rest of the world. So, it is necessary to continue building a united Europe, with exemplary solutions for the world, where different cultures and languages are not an obstacle to creating the community of European people. Objectives This project intended to identify and to share good experiences/practices concerning adult education, in the resolution of their problems of unemployment and social exclusion. The project was oriented towards teachers who have great action in their students in the medium and long term. Specifically: Several expert members (8) in elderly people and ICTs from E-Senior. 2 adult schools, CEPA 15 teachers, and CPIA with 12, state-funded, which work for employment and social inclusion day after day. 2 state universities with programmes for elderly people, the UOv. (6 lecturers), and Long-life UAb. (5). They also carry out a powerful, serious and official training activity with teachers, with effective in-class methodologies and e-learning, command of the current fundamental and transversal competences, ability to plan, implement, evaluate and designing educational plans. All of these teachers have an annual activity of about 10,000 adult students annually. There was among these participants, several directors and vice-rectors of these educational centers who were also implicated, therefore the impact is greater and more quantitatively. The main activities carried out: This project did not request economic support for intellectual products, however, we can highlight: 4 international training activities of 5 days for teachers (46 directly and 205 related), Mutual knowledge of educational institutions, A repository of Good Practices, documents and materials for adult education,collected in the four countries involved in the project, Several TV programs/WEB, A network, WEB sites, DVD publishing, (2018). Research results on Adult Education. Madrid: Dykinson. ISBN: 978-84-9148-618-3, International Conference, with Proceedings documenting adult education experiences from different countries and in different contexts, Multiple publications and presentations at scientific and cultural events, A Wikipedia entry, with versions in Spanish, English, French, Italian and Portuguese. Results and impact attained: 60 international mobility experiences of adult teachers involved in this project who have shared their successful work with other colleagues. A large number of other teachers and students of education who have also participated in our training actions. These teachers involved in the training activities know different and effective options in the formation of adults, for example, technological, e-learning methodologies, communication in multicultural contexts, idiomatic competences, coaching and leadership competences, teamwork, work options making a video curriculum, etc. Many other teachers and adult trainers without participating in this project have access to several experiences and good practices in adult education schools through the documents produced in the E&I project and that are available in the web site, and where presented in TV programmes, news, etc. Experts and academics know the effective actions of adult education centers through scientific articles, attendance at conferences, and other events. The European and ERASMUS dimension has also been fostered in the solution of European problems. The mindset of many teachers has changed and solutions have been known from an international perspective. So, many of the shared educational strategies have been incorporated into the respective educational programming and will be applied systematically. We can say new methodologies have been implemented in the way of teaching, for example, the activity in inclusive educational centers. The educational administrations are giving more importance to a less valued training context such as adult education. Obviously we have not been able to solve the European problems of inclusion and unemployment, but humbly, we have given visibility to some good practices that can help adult schools to more effectively perform their important daily task.