Displaying items by tag: inclusion

Linguistic adaptation is a central theme in the different stages of education, but especially in secondary education and initial vocational training. Improving the linguistic adaptation process of immigrant students can contribute to improving not only academic outcomes but also social inclusion, both within and outside the center. However, it requires the design of suitable environments and teachers prepared to face the challenges of multilingualism, which are summarized in:

The Award will celebrate educational practices from all over Europe that can demonstrate the use of creative and inclusive learning methods with outstanding results and the potential to be replicated and/or of inspiring others. The Award is not limited to a particular sector; lifelong learning covers education and training across all ages and in all areas of life be it formal, non-formal or informal.

The Erasmus+ partnership ON THE MOVE just released a best practice guide on how to reach out to and include persons from vulnerable groups in the world of Lifelong Learning. The publication is based on reviews of more than 100 European projects, providing outreach educational guidance and low-threshold learning opportunities.

A major aim of the project is to make staff in counselling and educational institutions in Europe aware of "alternative approaches (predominantly of the outreach kind) bringing educationally remote and low-qualified people to further education and will implement these in their countries".

The main aim of Bazaar is to promote language learning and at the same time the exchange experiences, knowledge and ideas amongst adult learners with a migrant background. Bazaar stands for ‘Learn and Exchange at the Market Place’ and is co-funded by the Lifelong Learning Programme of the European Commission.

The educational approach is based on the key concepts of learner centricity; informal learning; learning embedded in everyday contexts; social inclusion, community and citizenship. By these means Bazaar tries:

The MMS project is developing tools to assist migrants and minority communities to be part of the society and community in which they are living. Its aim is to provide a practical approach to addressing the reality within migrant and minority communities of being at the margins of society. One of the fundamental principles of Europe is the freedom of movement as exampled in the European Year of Workers Mobility 2006. There are many studies and research papers which demonstrate the economic benefits which derive from mobility.

Life transitions are challenging because they force us to let go of the familiar and face the future with a feeling of vulnerability. Most life transitions begin with a string of losses: The loss of a role; person; place or sense of where you 'fit' in the world. TEAL (Transitions into Enterprise for Adult Learners) responds to these challenges which all partners (UK, Spain, Germany) face by providing adult learners with new pathways to re-engage with learning and improve their knowledge and competences to consider making a transition into enterprise e.g. from unemployment or redundancy.

In many European countries migrant youths or young people from ethnic minorities do not have any role models in future-oriented fields throughout their job careers, neither within their families nor in their social contexts. If at all, they tend to take up traditional job trainings and jobs, as they and their families do not consider other options for various reasons.

Therefore it is considered crucial to offer youngsters mentors from their own ethnic communities who accompany them on their way to a successful VET and job career. Mentors are meant to support these youngsters as a role model in the education and training phase which is vital for their future career. It is considered crucial to offer youngsters mentors from their own ethnic communities who accompany them on their way to a successful VET and job career.

Europe’s ageing population has a wealth of knowledge and experience that should be harnessed to benefit future generations; however this is at risk of being lost as older people face social exclusion. Part of Europe’s 2020 Strategy seeks to address this issue by focusing on the sustainability of knowledge and experience. This strategy is relevant to all sectors of our society.

The project developed a pan-European Internet Radio platform, incorporating Web 2.0 functionality, linked to innovative community based pedagogies – addressing employability, inclusion and active citizenship in an original and exciting way. The Internet Radio provides an innovative way to engage, retain and develop those who are excluded or at risk of exclusion, and its low-cost, extensibility and sustainability, compared with fm radio for example, is a key dimension in ensuring the success of this project.

Main challenges of the ageing knowledge economy are constant upgrading of the skills of the active population and mitigating new and old social risks. In the aging society and the globalised knowledge economy, the people in mid-life are increasingly exposed to social risks of exclusion from the labour market. They are also excluded from formal Lifelong Learning (LLL), specifically Tertiary Lifelong Learning (TLL). The access of mid-life learners to TLL and their retention in the system have an increasing relevance for the socio-economic sustainability of the ageing European knowledge society.