C&C PROGRAMME: WHO? WHY? IN WHICH DIRECTION?

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ERASMUS + KEY ACTION 1- MOBILITY PROJECT FOR ADULT EDUCATION STAFF

Lifelong learning centered on  key competences  …  change management in personal and professional life

1 September 2014- 30 August 2015

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C&C PROGRAMME:  WHO, WHY, IN WHICH DIRECTION ….

The Learning Organization: Adult Learning and Organizational Transformation

The empowerment process: an integrative model

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PROGRESS REPORT METHODOLOGICAL APPROACH AND ACTIVITIES / PART I

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KEYWORDS

Adulthood, uncertainty, break, change, autonomy, motivation, self regulation, key competencies, cognitive mediation, social mediation, experiential continuity, cultural and affective experiences.

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The Europe 2020 strategy for smart, sustainable and inclusive growth acknowledges lifelong learning and skills development are key elements in response to the current economic crisis, to demographic aging and to the broader economic and social strategy of the European Union . Council resolution on a renewed European agenda for adult learning.  (2011/C 372/01)

C&C (The Challenge of Change) is an acronym that summarizes the visio, the objectives and the articulation of the one year project proposed by Geapolis (September1 2014-  August31 2015) in collaboration with the Studieförbundet Vuxenskolan SV based in Jämtland Ostersund (Sweden).

C&C PROGRAMME is an action-research promoted by Geapolis

• to implement an European network and encourage the testing of innovative practices in training of adults in non-formal and informal settings
• to test and validate a model of organizational development and dynamic autonomizing for adult education, centered on key competencies

Staff mobility …. work in progress ….

Visit at  Studieforbundet  Vuxenskolan SV Jämtland in Östersund  (April 23- May 4 2015)

Through the methodology of action research, the activities and the research areas targeted by the project allow to involve a target differentiated and transversal, which include organisms and actors responsible for cultural animation and training of adults (trainers, animators, educators. …) and territorial resources, especially libraries and cultural centers.

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1. THE CONTEXT: BETWEEN FRAGILITY, DISORIENTATION AND … NEW OPPORTUNITIES

The analysis of needs and the commitment of Geapolis

Geapolis operates in a social and economic in deep transformation…

• THE HEART OF FRAGILITY

We think about Aeneas who escapes from the burning Troy:

He carries his elderly father Anchises on his shoulders and holds by the hand his young son Ascanio.

Enea in the future, however,

will have on his shoulders the weight of four old parents and will not have any son close that will ensure ,

one day, to bring him to safety.” Don Antonio Sciortino

In recent decades the local economy, mainly agricultural, has seen a continuous and inexorable decline; this situation, due to an aging population and declining population, a glimpse of the horizon structural deficits that could significantly impact on essential services to the population (schools, health care, public services, communications) and their quality.

• UNCERTAINTY FOR THE FUTURE

“Much free time can be boring for those who not engages in intelligent activities.

A population that works little, in order to be happy must be more educated. “

Bertrand Russell

There are many people who experience poverty and precariousness of existence and work of real feeling and fear for the future. The project to improve their social and economic position gives way to fear of losing what has been built over a lifetime. The precarious living, the daily insecurity, the difficulty of understanding the social changes and to be understood are the prevailing feelings.

• NEEDS EMERGING                            

 Each must be responsible for themselves, respect for others. When I was in the East they told me:

“If you were born here …”

the problem is not where you were born,

but turn this chance into a destiny, through a reflection continued …

Paul Ricoeur

Responding to the challenge of change, both on the economic and the socio-cultural means for the local population, deal with a society where it is necessary to assimilate and master a lot of knowledge and information in complex constantly changing. From a code of social behavior based on the enunciation of a few simple rules and stable over time, often anchored to the family tradition and in the reference group the focus shifts on the flexibility, adaptability and the ability to make decisions starting from elements and information increasingly numerous and constantly evolving.

2. THE OBJECTIVES

It is therefore essential helping people to become more aware of the challenges that have to face in personal life, professional, social, helping them to develop their full potential…

In this context, culture and lifelong learning can become an important “method of integration and social advancement”, to generate useful skills, personal and professional skills can promote the territory development and quality of life.

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3. QUESTIONS THAT HAVE PUT US IN MOVEMENT ….

• How to encourage locally a permanent process of networking between the organisms involved in formal education, non-formal and informal, to promote continuing education open to everyone and quality?
• How to promote the European dimension of education at the local level?
• How to favor personal development, social inclusion and active citizenship, especially for those who go through periods of unemployment, retraining and professional changes and existential deep?
• How to help all citizens to develop, maintain and continuously expand their basic skills and key competencies for life and learning in the knowledge society and the information?

Answering these questions means for Geapolis to engage in

• strengthen international cooperation in order to grow as an organization in an european dimension and perspective
• acquire the organizational capabilities, resources and skills necessary to promote on the local territory the culture of adult education, in an innovative and effective way

 It is the strategy that will take to

• Respond to the educational challenge of an aging population on the territory
• Provide adults with pathways and stimulants aimed at improving their knowledge and skills.
• Facilitate the development and dissemination of innovative practices in adult education in the local context in synergy with cultural and educational organisms in the area.

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Staff mobility …. work in progress ….

Waiting area Häggenås skola (primary School)

4. THE OBJECTIVES OF THE PROJECT

 The project C&C Programme, aims to design, test and support in non-formal and informal “innovative learning environments and autonomizing” centered on key competencies.

 Starting from the andragogical paradigm, based on the personalized study path, C & C Programme takes account of a holistic approach of the personal and professional development and offers a real contribution to the call from the agenda for European adult learning.

 The researches and the activities have as a framework learning emancipatory and transformative theories that consider human and professional developmentas a dynamic process.

 The research has as its main objective to try to understand the interactions between the individual and social variables that come into play in the learning process …

 The activities proposed under the project and the period of job shadowing have as main objective to imagine, to design and to experience learning environments that are capable of enhancing the potential and skills of the learner as an individual and as a person in interaction with a group enrolled in a community with defined socio-cultural features.

Staff mobility …. work in progress ….

Visit at  Studieforbundet  Vuxenskolan SV Jämtland in Östersund

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C&C PROGRAMME proposes a plan of work and experimentation centered on three areas of interest and action.

1. Adults learners
2. The pedagogy and learning
3. The organization and functioning of the organization that offers training

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Staff mobility …. work in progress ….

Visit at  Studieforbundet  Vuxenskolan SV Jämtland in Östersund

 Promote a dynamic and autonomizing learning environment means working with defined equal attention on three levels:

1. Level of learning: including key variables such as the competences of the adult learner (capacity for self-direction, kit of learning abilities, expertise in customization, ability to self-learning, previous learning experiences, previous experience in personalized learning) their potential areas for improvement;
2. Level of course: including as key variables including the skills of adult trainers (andragogical skills, expertise in customization, ability to apply to themselves the learning strategies for adults who make them permanent learners completely autonomous );
3. Organizational level: including as key variables the organizational aspects (agenda, course schedules, duration of courses, recruitment of teachers trainers, etc.);

5. THE VISION OF THE PROJECT

KNOWING EACH OTHER AND GROWING TOGETHER IN AN EUROPEAN PERSPECTIVE

BOARD WORK SHARED BETWEEN GEAPOLIS Vuxenskolan SV JÄMTLAND

Staff mobility …. work in progress ….

Visit at  Studieforbundet  Vuxenskolan SV Jämtland in Östersund

 C&C PROGRAMME MODEL:

What are the characteristics of a dynamic and constantly evolving learning environment?

C&C PROGRAMME aims to design and test a learning environment that

• make the organizations involved in adult education training centers innovative, credible and quality

• promotes the autonomy of adults by strengthening and upgrading their personal, social and professional competences

C&C PROGRAMME imagines an organizational model and a learning environment that

• It privileges the competences compared to knowledge
• It is proposed to develop skills through experiential learning, closer to adults personal, social, professional situation
• Designs training courses where the acquisition of knowledge and know-how are functional “to being” and “being able to be in action,” in a sense of perspective …
• Promotes training activities where knowledge and skills are an effective tool to deal with everyday life and situations faced by people.
• Usees an integrated approach of training based on the experience where it encourages reflection on action, the appropriation of knowledge and know-how.

The training environment innovative that C&C PROGRAMME intends to design and experiment is orientated

• To propose a learning situation (role play, case study..)
• To promote research of information and content
• To develop the curiosity and develop open-mindness
• To promote cooperative learning
• Organise open times and spaces , adaptable to learning and trainees
• Promoting the combination of strategies and training activities useful to motivate and promote the hiring responsible training of the commitment by the learners. 

INDICATORS FOR EVALUATION OF STRENGTHS AND CRITICALITIES OF OUR ORGANIZATION FOR … (link)

 The scheme proposed allows to introduce our organizations and those of the stakeholders, describing what are the strengths and weaknesses to work on to promote learning environments and dynamic autonomizing centered on key competencies.

The scheme proposes a reflection on the elements that promote and obstruct the realization of a dynamic and autonomizing learning environment and with particular reference to two areas of interest and action.

1. The organization and functioning of the organization that offers training

• mission

• the organization of the spaces and the time of traini

2. The pedagogy and the learning

• Educational methods

• The personalization of learning (the role of trainers)

6. IMPLEMENTATION OF THE PROJECT TO NOW …

 The project C&C PROGRAMME is allowing Geapolis to consolidate significantly cooperation with Swedish partners, with the prospect of new shared projects, especially in e-learning and testing of “a cultural environment and integrated training” which take account of the interaction between cultural organisms (in particular, libraries and small museums territorial) and the world of education, intended, and declined in the three perspectives of formal, non-formal and informal …

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6.1 OBSERVATIONS AND STRENGTHS

 The website Geapolis turned out immediately as the most effective tool

• to start and stick to the timetable established through the steps of shared work with Vuxenskolan SV Jämtland based in Ostersund (Sweden)
• to create conditions in the territory (and not only), to communicate, motivate, encourage and make growover time models, and cultural environments, and integrated training more open, flexible, and participatory

In order to reach these objectives, the working team is committed to

• create on the website of Geapolis specific links dedicated to the project (even in Swedish) which have been published and will continue to be published in the reports of the activities until the end of the project, expected on August 30, in addition to the dissemination and implementation

• using the blog “The world Geapolis”, to post monthly input reflection of cultural, psychosocial, artistic, literary motivation to encourage and promote an authentic and conscious process of promoting , and developing a culture of lifelong learning, as a privileged way to personal well-being the development and social inclusion.

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