RE-ENGAGE VULNERABLE ADULTS

WITH EUROPE


Addressing learners diversity and contact the
labour market .

CEPA El Fontn.Oviedo

Oviedo 8,9 April 2014
1. INTRODUCTION
2. RATIONALE
3. OBJECTIVES
4. CONTEXT
5. METHODOLOGY
6. EVALUATION
7. PROJECT IMPLEMENTATION

INDEX
THE TEAM

Fight irregular attendance & dropouts
Links with the
employment service
Flexible
methodology
INTRODUCTION
Dealing with diversity.
A flexible methodology.
Promoting the learners continuity.
Links with the labour market.

INTRODUCTION
This experience is open to:
Adults with an early dropout of
Secondary Education.
Adults with a poor learning experience.
Precarious workers with little training
or at risk of exclusion.
Unemployed or low skilled employees.
INTRODUCTION
These learners meet some or most of the
following criteria:
They have family or work obligations
that make their attendance very
irregular.
They had an inadequate schooling or
had a bad school experience.
They lack specific learning skills.
They look for an easier way to learn.
INTRODUCTION

We follow our colleague at the CEPA El
Fontn Dr. Mara Luz Pontn and her
doctoral thesis:
Adaptive teaching to enhance English
language acquisition in Secondary
Education for Adults.
RATIONALE
We respond to diversity taking into
account that adults learn







RATIONALE
At their own pace
In a different way
Following their own cognitive styles
1. To get a persistent attendance and
prevent dropouts.
2. To address the wide diversity of
learnes by teaching adaptively.
3. To improve academic performance.
4. To pair and to connect the learners
with the labour market.
OVERAL OBJECTIVES
1. To help learners continue and persist in their
training.
2. To facilitate access to e-learning platform.
3. To support learners to develop continuity
strategies.
4. To involve learners in the design and
content of the course.
5. To help them identify their own goals and
make decisions about their learning process.
6. To create links with employment agents in
order to engage low-skilled workers.
SPECIFIC OBJECTIVES
STAFF: 6 teachers
AREAS involved in the Project:

Communication (Spanish and
English)
Science and Technology (Maths and
Computer Skills)
CONTEXT
LEARNERS
Secondary Education/Key Competence
1. Age:18 to 50
2. Employment situation: most are unemployed
3. Country of origin: Ecuador, Venezuela, Peru,
Brazil, Spain, Romania, Senegal, Morocco
4. Languages: Spanish,Portuguese,Romanian,
French,Senegalese,Arabic
5. Training backgrounds:
poor primary/primary/incomplete secondary
CONTEXT
Age range: 18- 50

18-20 21-25 26-30 31-40 41-50 >50
AGE
ESPA 1.2
KEY COMP
Gender
0
5
10
ESPA 1.2 KEY COMP.
SEXO
HOMBRE/MALE
MUJER/FEMALE
Country of origin

47%
17%
4%
4%
4%
8%
8%
4%
4%
Espaa Ecuador Venezuela
Per Paraguay Brasil
Rumana Marruecos Senegal
Languages

76%
8%
4%
8%
4%
Espaol Portugus Senegals Rumano rabe
Employment situation

0
2
4
6
8
10
12
14
ESPA 1.2 KEY COMP.
Employed Unemployed Sporadic job
Stakeholders
We have the cooperation of the Public
Employment Service (professional certificate)

CONTEXT


CONTEXT
Engage learners in cultural events as part of their training.
Resources and support
We have the support of the directive
team that provides:
A schedule for the coordination of
teachers involved in the project.
Availability for carrying out the
activities.
A shared schedule of three teachers.
Trainee teachers who help us carry out
the activities.

CONTEXT
Resources and support
We also have:
A computer room.

The E-learning platforms :
http://aulaelfontan.com/course/view.php?id=2
0
http://campus.educastur.es/course/view.php?i
d=5754
The research made by one of the participants, Dr.
Maria Luz Pontn lvarez for her doctoral thesis.
Previously prepared materials.
CONTEXT
Difficulties
The schedule for coordination and
teamwork is quite short.
Coordination with trainee teachers is
difficult.
Stay at the centre is limited in time.
Reluctant to work with adults.
Timing of the courses.
We would like to have annual term courses.


CONTEXT
1. Teacher role
2. Student autonomy
3. Personal support
4. High expectations for all
learners
5. Relevant learning
6. Avoiding negative feeling


METHODOLOGY
EVALUATION
EVALUATION INDICATORS EVALUATION TOOLS WHEN
Improved continuity Tracking dropouts
(% of dropouts)
Every two
weeks
Improved attendance Tracking attendance
(% of attendance)
Every two
weeks
Use of e-learning platform
Benefits of e- learning platform




Usage tracking
/monitoring
N of activities
Feedback from students
and teachers
Monthly
EVALUATION
EVALUATION INDICATORS EVALUATION TOOLS WHEN
Student involvement in the
design and content of the course
N of sheets of curriculum
development
Feedback from students
and teachers
Every two
weeks
Improvement of student skills Academic outcomes
Feedback from students
and teachers
End of
term
Changes in student attitudes Feedback from students
and teachers
End of
term
EVALUATION
EVALUATION INDICATORS EVALUATION TOOLS WHEN
Benefits of activities with
local stakeholders
Feedback from
students, teachers and
stakeholders
End of
term
Organization and teacher
cooperation
Tracking meetings
N of meetings
Every two
weeks
Resources of time and space Timetable
Use of classrooms
End of
term
Phase 0 - Constitution of the working group.

Phase 0.1 -. Coordinating the project design

Objectives, methodology, evaluation, timing
Contact the local employment agency.
Distribution of tasks and trans-national visits to our partners.

Phase 1 - Attention to diversity

Preparation of materials with different levels of difficulty
Preparation of resources, learning activities and assessment
for the e-learning platform
Preparation of a questionnaire for the self-knowledge of
learners
Preparation of mentoring activities:
Training pathway
Exploring their own expectations and priorities
Introduction into the working world
PROJECT IMPLEMENTATION
Phase 2.-Information and presentation of the work plan to
the learners
Timetable
Procedures
Access to e-learning platform
Curriculum Development Sheets

Phase 2.1-Working with learners in the areas of:
English
Language
Mathematics and computer skills

Phase 2.2-Tutoring job on self-knowledge, priorities and
work culture

Phase2.3- Working in collaboration with the public service of
employment for briefings on the workplace.
PROJECT IMPLEMENTATION
Phase 3.-Work on Continuity:
Tracking attendance:(% attendance
for each subject)
Tracking continuity (beginning
students, students who leave)
Phase 4 - Collection of results.
Analysis and conclusions.
PROJECT IMPLEMENTATION
Phase 5- Sharing and
dissemination of experience and
results.
http://re-engage.weebly.com/
http://fontan.blog.com/
Trans-national Grundtvig meeting
in Oviedo
Presentation of activities and practice
Share experience
PROJECT IMPLEMENTATION
Phase 5- Sharing and
dissemination of experience and
results.
http://re-engage.weebly.com/
http://fontan.blog.com/
Trans-national Grundtvig meeting
in Oviedo
Presentation of activities and practice
Share experience.
Any ?????