¿Lleva asociado el aprendizaje de adultos mayores desigualdades? los coordinadores temáticos de EPALE Andrew McCoshan, David Mallows, Markus Palmen y Simon Broek compartieron sus puntos de vista
With the progress and development of society, the need to help marginalized and vulnerable groups has become one of the priorities of a democratic society in the modern world.
- Vulnerable groups
"Vulnerable groups" is a syntagma that implies different groups of citizens, and certainly includes members of minority ethnic groups, regardless of the basis of that status. There is legislation that protects the rights of vulnerable groups, but promoting equal opportunities for all is the responsibility of society as a whole.
In order to portray a practice of increasing participation of vulnerable groups in adult education in Serbia and enabling their social inclusion – I shall present the findings of my Master dissertation on the effects of lifelong learning on mental well-being of people
Participation of vulnerable groups in education is a vulnerable topic in our society, especially when it comes to the adult population. There are always more educational opportunities for children from vulnerable groups, which is normal because they need to be prepared for life.
Working for eight years in the field support of the Roma population, our organization has coordinated different kinds of training of the young Roma, such as welding, nursing, different kinds of crafts.
The formal education system in Serbia tries in various ways to involve individuals from vulnerable groups at different levels of education. There is talk of inclusion in schools, working on an individual education plans, affirmative measures.
In just over a year, it will be exactly two decades since I started working with adults as a teacher at the Adult Education and Training School "Sveti Sava" in Novi Sad (Serbia).
Primary school “Vera Radosavljevic” has been in the process of adult education since 2011, firstly through the project “Druga sansa” (The “Second Chance“ – Systemic Development of Elementary Practice Based Adult Education in Serbia) and later as a part of the “FOOO” process (Functional Elementary Education of Adults). Our experience in this field is rich and versatile. We are aware of the problems and difficulties that arise though everyday work.
People often say that everyone deserves a second chance. Probably because of the buzz and high degree of receptiveness of this idea, the project of the latest reform of elementary adult education in Serbia was given a poetic title - Second Chance.
In the summer of 2004, we organised courses for the National Employment Service. Each group consisted of seven middle-aged unemployed people with a university degree.
How to increase the participation of vulnerable groups in adult education is a particularly sensitive topic in less developed areas. The provision of education and acquisition of employment skills to such groups is of particular interest in such areas and, ultimately, of national interest.
Wir alle haben Geschichten zu erzählen, aber nicht alle diese Geschichten werden auch gehört. Aleksandra Kozyra vom EAEA hat sich mit zwei Pädagogen unterhalten, die mithilfe audiovisueller Methoden gefährdete Gruppen dazu motivieren, ihre Erfahrungen zu teilen und Gehör zu finden.
Formal adult education covers primary and secondary education and is implemented in verified elementary schools, adult elementary education schools, secondary schools and secondary schools for adult education.
„While we teach,
In maart 2019 trokken 5 collega’s van het centrum voor volwassenenonderwijs Kisp voor enkele dagen naar Italië. Ze volgden er een vorming op maat over omgaan met de diversiteit in klasgroepen: ‘Diverse groups, diverse approaches’.
Gina Ebner reflects on the EPALE online discussion on how adult learning can be used for social inclusion of vulnerable adults.
It cannot be said that life in Serbia is ideal for any of us adults. However, we must admit that, with few exceptions, the lives of women who live in rural areas and belong to the generations who completed secondary education by the end of the 1990s, are significantly difficult.
We are very happy to share with EPALE the final publication of the Erasmus+ project EMPOWERING ADULT TRAINING: A GUIDE FOR EMOTIONAL MANAGEMENT.
A „NEUROANDRAGÓGIA A KIREKESZTÉS ELLEN” című projektet a lengyelországi Społeczna Akademia Nauk (Társadalomtudományi Egyetem, Lodz) koordinálja, Ausztria, Csehország, Görögország, az Egyesült Királyság és Magyarország részvételével. A projekt célja, hogy alkalmazza a neurodidaktika felnőttoktatásra vonatkozó legújabb ismereteit a hátrányos helyzetű csoportok támogatására (ideértve a munkanélkülieket, az 50 év felettieket, a fogyatékosságot, a bevándorlókat, az alacsonyan képzett embereket, a fejletlenebb régiókból származókat, stb), hogy ösztönözzék őket az egész életen át tartó tanulás folyamatában.
During my previous seven years of working in education in South Serbia, both in regular education and in adult education, it became obvious to me that vulnerable groups of people in education are - people of poor social status and Roma people.