The philosophy behind the project
about-page
About

Social and economic disparities between urban and rural, smaller or more developed areas have a direct impact on the educational opportunities for adults. In less developed areas, especially rural areas, beyond schools there is little opportunity for further training, vocational training or lifelong learning in general. In addition to that, the formal education system is often falling large sections of the population and takes learning and development opportunities out to socioeconomically disadvantaged individuals and poorer areas. Therefore, providing access to lifelong learning opportunities for adults in disadvantaged areas remains a challenge for most European countries. Building the adequate lifelong learning infrastructure involves using wisely the available resources at local level, building coherence across local actors and bringing learning as closer to the learner as possible. Community learning is definitely a solution to even the access across various socio-economic groups and to encourage wide and inclusive participation, which are key to the success of upskilling measures.

OBJECTIVES

The REDEAL project is about enhance lifelong learning opportunities for adults in disadvantaged areas by developing the adult learning infrastructure and services at community level. The project purpose will be realized through the following objectives:

Contribute

to the professionalisation of the local adult learning staff by developing a competence profile for community learning facilitators and the subsequent professionalisation pathways 

ENHANCE

the quality and coherence of adult learning provision and services at local level by designing a community learning curriculum

PROVIDE

evidence and good practice example for the decision-making process at regional/national level by piloting the project methodology (competence profile and curriculum) in 5 disadvantaged rural communities

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DISADVANTEGED
ADULT LEARNERS
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ADULT LEARNING
PROFESSIONALS
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DECISION MAKERS
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REPRESENTATIVES
OF KEY ACTORS
TO WHOM WE ARE ADDRESSING

At the local/regional/national level

  • Disadvantaged adult learners
  • Adult learning professionals
  • Decision makers
  • Representatives of key actors in the field, Adult education centres, providers of social services, local stakeholders, practitioners, experts, NGO's, libraries and any other institutions with educational role
TO WHOM WE ARE ADDRESSING

At the EU level

  • EU public and private actors who are engaged in supporting access of disadvantaged adults to learning opportunities
  • The general pool of adult education experts and practitioners who are committed to working with the target group and can support the implementation of similar initiatives in their countries.
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EU PUBLIC AND PRIVATE
ACTORS
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ADULT EDUCATIONS
EXPERTS
RESULTS EXPECTED DURING THE PROJECT IMPLEMENTATION
RESULTS

In line with the objectives, the following results are expected during the project implementation:

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Professionalisation

Professionalisation of the local adult learning workforce by training five (5) community learning facilitators in rural areas from each of the four partner countries. In total, 25 facilitators will benefit from either one or both professionalisation pathways developed within the project (training programme and/or validation of competences)

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PILOT TESTING

Five (5) disadvantaged rural communities from each of the partner countries will be involved in the pilot testing of the project outcomes, both addressed to the professionals and adult learners, creating thus increased capacity in those communities to deliver tailor made adult learning services and activities

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LEARNING OPPORTUNITIES

Enhanced access to learning opportunities to disadvantaged adults by not only designing a curriculum for community learning, but also involving at least 25 participants in each partner country (125 in total) in a pilot programme that comes to meet their needs in terms of social inclusion, access to the labour market, development of basic skills (I.e literacy or numeracy), entrepreneurship etc.

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PARTNERSHIPS

Increased cooperation and development of partnerships at local level across key actors such as local authorities, schools, NGO's, providers of social and educational services etc. Who will be involved throughout the whole implementation of pilot activities in the four selected communities – analysis of adult learning infrastructure, practices and implementation; selection and training of the community learning facilitators; delivery of the curriculum to the adult learners

IMPACT
1
Community learning facilitators: at least 25 professional from the selected local communities will benefit from training and be professionalised in what the project foresees to be a key educational profession for the future of rural communities.
2-2
At least 125 disadvantaged adults from the rural communities will receive customised training in basic skills, entrepreneurship, job search and other relevant areas for their development