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Plataforma electrónica dedicada a la enseñanza para adultos en Europa


Inclusión social

F’Awwissu u f’Settembru l-enfasi tematika tagħna hija fuq ir-rwol tat-tagħlim tal-adulti fl-inklużjoni soċjali ta’ gruppi vulnerabbli.

Augustā un septembrī mūsu tematiskajā fokusā ir pieaugušo izglītības loma mazaizsargāto iedzīvotaju grupu sociālajā iekļaušanā

W sierpniu i wrześniu na EPALE skupiamy się na roli edukacji dorosłych w integracji społecznej grup szczególnie wrażliwych. In August and September our thematic focus is on the role of adult learning in the social inclusion of vulnerable groups.

Under augusti och september är vårt tematiska fokus vilken roll vuxnas lärande har när det gäller social inkludering för utsatta grupper.

Elo-syyskuussa EPALEn teemana on aikuisoppimisen rooli haavoittuvaisten ryhmien sosiaalisen osallisuuden edistämisessä.

The key question addressed in this article is social inclusion, as an opposite concept of social exclusion. The author provides a historical of social inclusion/exclusion terminology. Further, some of the principles of social inclusion are presented. A brief review of the literature provides key views and theories of social inclusion. In particular, the author brings to attention that the included/excluded dualism apparent in the writings of social inclusion and exclusion cannot be taken at face value.

New learning spaces and learning formats affected the learning and education of adults. In this respect, digitalisation is believed to reduce social exclusion. Moreover, adult education, social inclusion and social capital are positively related among adults. Therefore, this questionnaire study examines how adults who are engaged in online and blended learning perceived change in social inclusion and social capital. We conceptualised social inclusion as social participation and social connectedness, and social capital as bonding and bridging ties.

In August and September our thematic focus is on the role of adult learning in the social inclusion of vulnerable groups.

Differences in a global world where change is continually experienced; it is becoming an increasingly up-to-date and important topic in both the political, legal and institutional spheres and the education sphere. The concept of difference recognizes that people differ from each other on the basis of a wide variety of factors, some visible and some invisible.

30 Agosto 2019
por Esra Telli

Dr. Paul Downes, a Dublini Városi Egyetem Oktatási Intézete oktatásbeli hátrányokkal foglalkozó központjának vezetője ismerteti, miért van szükségünk több egyablakos oktatási központra, amely kaput nyit a társadalmi-gazdasági kirekesztődés vagy a társadalom peremére szorulás veszélyének kitett közösségek előtt.

29 Agosto 2019
por Györgyi Bajka
2 Comentarios
If you are Interested on the entrepreneurial thinking in Lifelong Learning and want to know what experts think about it, do not miss the opportunity and join us on 14-15 November 2019 in Barcelona (ES) for the Final Symposium of VINCE project and eucen’s Autumn Seminar.
El portal ARASAAC ofrece recursos gráficos y materiales para facilitar la comunicación de aquellas personas con algún tipo de dificultad en este área. Este proyecto es financiado por el Departamento de Educación Cultura y Deporte del Gobierno de Aragón y coordinado por la Dirección General de Innovación, Equidad y Participación de dicho departamento.

This guide book is really needed in order to highlight the problems and situations of those disadvantaged people via forming a caring platform with the help of the project activities in the different partner societies and make them feel that they are not ALONE and LONELY! The project is also a way of cooperation among non-formal and European Commission: Lifelong Learning Programme GRUNDTVIG

U nás se termínu "lidovýchovný" v podstatě vůbec neužívá a případný čtenář může být zmaten ohledně jeho skutečného významu. Původní koncept lidovýchovného vzdělávání je přisuzován Francouzům, ale samotný anglický termín "Popular Education" pochází ze španělského  "educación popular". Tento druh sociálně-kulturního vzdělávání či osvěty v Evropě skutečně nadále existuje, jak ukazuje i taoto publikace.

We are a Belgian adult education provider with a wide experience in KA2 projects over the last years looking to be partner in your project

Who we are

Perspectives ( is active in training of basic skills, mainly in new media and audiovisual medias: webdesign, sound and light techniques, radio techniques and animations & computer maintenance. The association based near Liege (French-speaking part of Belgium) is also active in individual guidance for NEET's and socioprofessional orientation, and with foreigners learning French.

Duration: 2017-09-01- 2019-08-30. The partners in the project have been the R&D centre for social care and social work in Linköping, Sweden, and Creative Ideas in Riga, Latvia. The aim of the project : addressing the challenge posed by the social and economic exclusion of young migrants through the joint development and delivery of a holistic approach. The training programme includes a range of tools and interventions to promote integration and establishment which can be tailored to individual needs.

The HOPE project was created following the dismantling of the ”jungle” in Calais in 2017. It was initiated by Pascale Gérard, Director of the Department of Social Inclusion in AFPA, who leads the program today.  The HOPE project: accommodation and career guidance, combines a first phase of learning French in a professional context with a second phase in the form of a professional training contract.

Often, the concept and activities of Popular Education is considered as "French idea". Nevertheless, some researchers have wrote on it, trying to distinguish what is Non formal education or Adult education in comparison with Popular education.

This dossier shows different experiences from Finland, Italy, UK, Spain, Greece, France,.... The is a concordance of ideas, concepts and activities. Probably, the most important caracteristic is the idea of social transformation.

L'éducation populaire est souvent imaginée comme un concept, une pratique très "Française". Le dossier, en explorant des pratiques de différents pays européens montre au contraire que des traits de similitudes existent dans de nombreux pays : Finlande, Espagne, Italie, Grande Bretagne, Grèce,....

L'idée de transformation sociale est inscrite dans des pratiques de lecture avec les parents, de promotion des femmes gitanes en Espagne ou dans les study circles du nord de l'Europe.

Teniendo en cuenta que la Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa que modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación, establece la equidad como uno de los principios del sistema educativo, garantizando así la igualdad de oportunidades para el pleno desarrollo de la personalidad de los alumnos y las alumnas, la igualdad de derechos y oportunidades y la accesibilidad universal a la educación, y actuando al mismo tiempo como elemento compensador de las desigualdades personales, culturales, económicas y sociales. La citada Ley Orgánica 2/2006, en su artículo 80, indica que, con el fin de hacer efectivo el principio de igualdad en el ejercicio del derecho a la educación, las Administraciones públicas desarrollarán acciones de carácter compensatorio en relación con las personas, grupos y ámbitos territoriales que se encuentren en situaciones desfavorables y proveerán los recursos económicos y los apoyos precisos para ello.
27 Agosto 2019
por Luis Cordero


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