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Euroopa täiskasvanuhariduse veebikeskkond



EPALE arutelu: Täiskasvanute kirjaoskus – milliseid oskuseid täiskasvanud vajavad ja mis on tõhusa poliitika eelduseks?

looja Anete Rätsep

/et/file/literacy-discussion-epale-ebsnLiteracy Discussion EPALE EBSN

Literacy Discussion EPALE EBSN


Osana EPALE septembrikuu kirjaoskusele suunatud fookusest tahame kutsuda teid osalema meie kirjalikus arutelus selle üle, millist kirjaoskust täiskasvanud vajavad ja millised oleksid tõhusate riiklike poliitikate edufaktorid selles valdkonnas.

Arutelu on kõigile avatud ja ja toimub sellel veebileheküljel 4.-7. septembril 2017. Arutelu juhib EPALE teema koordinaator eluks vajalike oskuste alal David Mallows koostöös meie partneritega Euroopa põhioskuste võrgustikust (EBSN).

Olete oodatud kommenteerima või oma arvamust avaldama järgmistel teemadel:

Mis laadi kirjaoskust vajavad täiskasvanud Euroopas aastal 2017?

  • Mida me täpselt silmas peame, kui räägime ’täiskasvanute kirjaoskusest’? Kuidas on kirjaoskus seotud muude põhioskustega?
  • Milline koht on kirjaoskusel kontekstis ’Upskilling Pathways’ – ’kvalifikatsiooni tõstmise teed’?
  • Mida tuleks parandada või täiustada kirjaoskuse õpetamisel ja õppimisel? 

Mis on edukuse kriteeriumiteks tõhusa riikliku poliitika jaoks selles valdkonnas?

  • Mis on põhilisteks väljakutseteks (meie kontekstis) täiskasvanute kirjaoskuse parandamise toetamisel?
  • Kuidas me saame olla kindlad, et täiskasvanute kirjaoskuse alasesse haridusse on piisavalt investeeritud?

** Arutelu leiab aset sellel leheküljel. Kommentaarium avatakse 4. septembril. Osavõtuks logige sisse oma EPALE kontole või registreeruge tasuta.

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Kasutaja Rumen HALACHEV pilt

Thank you everyone for this incredibly active and fruitful discussion. EPALE's aim is to provide a platform for adult learning professionals to exchange ideas, network and collaborate. If you want to continue this discussion on EPALE, we recommend that you create a community of practice on adult literacy. This is a great opportunity to discuss further topics and establish professional connections.

Learn more about EPALE's Communities of Practice

/it/file/thank-you-0Thank you

Kasutaja Andrea Fenz pilt

Dear Collegues, I am working as a trainer for German as a Foreign/Second language in a region in Austria.

In the Adult Literacy project in 2013 we were coping e.g. with low reading skills in Austria which according to PIAAC study were partly linked also to migration.

Upskilling pathways for asylum seekers often starts with alphabetisation classes. We see differences between learners who just have to learn the German characters and those who were illiterates at home. I did not understand in the first weeks that some could not read the translation that was projected onto the wall until I pressed the loudspeaker symbol or a collegue could read the word in Arabic or Farsi/Persian. Adult literacy is linked to basic education and indirectly also to problem solving competences when it comes to do exercises according to pre-defined schemes.

Online learning with smart phones is encouraging. Easy videos with drawings, selected written words and spoken texts have worked best. There is a clear need for more videos that are suited for alphabetisation and A1 beginners classes. As a trainer we have to support the learners to find the right choice of online resources.

Kasutaja inez camilleri pilt

Hello all.

How encouraging to note all these inetresting and intriguing comments, information, ideas and suggestion. 

I will tackle illiteracy from the perspective that adults per se  are not necessarily illiterate in reading/writing, but from the survival point of view, i.e. that of keeping "our heads above water" in a world that has become increasingly connected to technological advances, but forgetting the basic human needs.

We all know of people who in the past(and even nowadays) weren't fortunate enough to either finish their education for reasons ranging from social,emotional,physical, mental or other similar isssues ; others in some parts of the world didn't/dont have access to education , or their culture(this especially applies to woman)bars them from doing so.

Unless these people have their basic needs satisfied( Maslow's hierarchy of needs),immaterial of race, class,gender,or religion they will remain oblivious to the educational campaigns and services provided to the general public.

These people need constant support to make them believe in themselves and that they count , a voice to represent them, physical and psychological help, monitoring and encouragement to say the least. Only when holistic support is offered, can they begin to move forward.

Vulnerable people who fall into this category are migrants, single parents and women who are financially dependent on their male partners.Research shows that financial abuse is a tactic used by abusers to gain power and control.

This vicious circle can only be broken thorough literacy, leading to gainful work , independence and personal growth.

In Malta, thousands of Euros are dedicated every year towards Adult Literacy; progress has been noted, yet  the desired percentage has not yet been reached and the imbalance still persists.

With regards to methodology and how teachers engage their adult learners,we need to be aware that there isn't a one size fits all learning style.Learners are individuals who range from kinestethic,visual, auditory or  conventional. It is not an easy task, but  by setting attainable SMART(  Specific,Measurable,Attainable,Relevant,Time-bound) goals, we can help make learning an adventure instead of a chore, building on and exploiting their skills and hidden talents.

I conclude by posting a facebook link about the schooling system in Finland.

Where To Invade Next (Finland Schools)

Griffith University - Celebrate the Remarkable
Comments and suggestions are greatly appreciated.
Kasutaja Ingrid Gran pilt

Dear all, so many interesting comments and discussions! Being a former teacher in languages, this is great! Due to certain facts I could not continue my points of view, which I started earlier but I will just briefly explain what I meant by the example from Botkyrka Library south of Stockholm, Sweden. This was in 2014 and it was a Grundvig project. What was interesting here (the project was also highlighted as one of the best practices that year) was that so many people were involved and the inhabitants of this municipality were involved to a very high level. This from specific citizens, women in different ages to families with children and older people. Here some links to this event and to the project:

Here some more info and a link to a project. I also consider you to go to the page for the European Language Label, where you can find many interesting projects on this theme!

Kasutaja Graciela Sbertoli pilt

Dear all,

Thank you very much for your very active participation. 

The discussion will not be moderated beyond 20:00 CET today, but it will stay open and you can add your comments tonight or tomorrow. 

David Mallows and I will attempt to set up a sort of summary of all the many themes that we have dealt with. 

Stay connected!


Kasutaja Gátas-Aubelj Katalin Andrea pilt

Dear Participants,

I’m so glad to be part of this conversation and experience other points of views and opinions. My research topic is dyslexic adults in the higher education. With a growing number of dyslexic students in Hungary I think it is important to mention dyslexia in the connection with literacy.

A skill profiles of the dyslexic students  and the teaching methods strongly influence their educational career and as a result of this success in their life.  I would like to mention hereby the relevant definiton of Carlos ("capacity to use information for daily life" ), because in my opinion it’s really matter how adults with special learning needs can use their literacy skills  in the everyday life. The professionals working with these people have a responsibility to maximize their success through their skills.

My comment maybe reveal a different point of view, but I think we can discuss about literacy in other aspects as well. It is important for me to represent the interests of socially and culturally disadvantaged adults.

Thank you for the interesting conversation and I hope we will follow up each other in the future. :) 

Katalin Gatas-Aubelj from Budapest, Hungary

Kasutaja Graciela Sbertoli pilt

Kedves Katalin, thank you so much for your contribution. I couldn't agree more. Dyslectic adults may only be a small part of the target group we are talking about, but their needs must be considered and adequate programs must be created. These learners will also very often need a very different type of training. Digital tools can be a big help!

i hope other participants in this discussion can put you in touch with other dyslexia experts in other countries. It is indeed an issue that deserves attention!

Kasutaja Anne Rosenberg pilt

I`m learning designer and I work every day with different texts on a computer, with young people and older adults…

Today's literacy requires skill to navigate and click on the right place, more simple texts, excitement and attractiveness. Technology has changed life. It may be important to develop digital literacy and, with this, we can develop traditional literacy skills. Resources have changed.

There is no time to think and understand, it is necessary to act all the time. :)

Kasutaja Graciela Sbertoli pilt

Thank you for your input, Anne. I agree with you: digital tools can and should revolutionize the way we look at literacy training for adults. One of the ways in which it can do that, is through specific training apps. Now - there are many good apps for initial literacy for school kids. Those that are really designed for adults are very few. Any thoughts about this?