PRO-SKILLS
Support of basic skills in socially disadvantaged adults as a basis for Lifelong Learning
Background
The European Community is to “[…] become the most competitive and dynamic knowledge-based economy in the world, capable of sustained economic growth with more and better jobs and greater social cohesion.”
Lifelong learning is seen as one of the fundamental strategies for achieving this goal,”[…] central not only to competitiveness and employability but also to social inclusion, active citizenship and personal development.“
(European Council 2000)
Background
• Increasing number of people from a difficult social background without training or with difficulty to find a job in first profession
• Adult education intends to provide further education and improvement of qualifications for this target group BUT…
• LLL offerings predominantly taken up by individuals who already have a certain amount of training
• socially disadvantaged person seldom represented among trainees
Background
A lack of personal, social and self-management skills can be barrier:
Professionalskills
Key skills
Basic skills
(Self-manangement skills,personal & social skills)
specific jobor task
technical basis forjob or further education
general basis forlearning at all
Background
personal skills
personal skills
socialskillssocialskills
self-management
skills
self-management
skills
self-efficacy
self-efficacy
motivation &
volition
motivation &
volition
LifelongLearningLifelongLearning
Background
These skills rarely part of adult education curricula, few offers.Pro-Skills fills this gap by giving adults the opportunity to practise basic skills within a protected environment
Health-promotionReduction of
social unequality
LifelongLearning
Background
Focus on resources & empowerment
Which skills and competences does the individual already have and how can they be invested in an innovative way?
Which resources can bemobilised (also social resources!)?
Empowerment by strengthening of self-efficacy
Background
Safe environment
Where do adults get the opportunity to train new behaviour without risk in a safe environment?
High demand to the trainer concerning
• group atmosphere & trust• handling of feedback
Background
Active & experience-based training approach
Children try out behaviour hands-on in role-playing – where get adults the chance to try out new behaviour?
Active training approach:
• self-regulated learning• experienced-based
learning
• cooperative learning
• productive learning
Structure of project
Project 1: Elaboration of training concept for final target group of socially unprivileged persons
October 2006 - September 2008 (24 months)
Project 2: Elaboration of train-the-trainer concept
December 2010 – May 2013
Material in internet
• Background philosophy• Manual of basic training concept• Train-the-trainer concept• “Toolbox” • Sensitisation brochure
www.pro-skills.eu
Pro-Skills Partners
Nine partners from eight European countries:
Irti Huumeista Ry Helsinki (Finland)
Zentrum für empirische pädagogische Forschung, Landau (Germany)
Azienda Sanitaria Locale (ASL)Milano (Italy)
Centre de Prévention des Toxicomanies(Luxembourg)
Hochschule Fulda, University of Applied Science (Germany)
Megyei Egészség Kultúrát Koordináló Alapítvány (MEKKA), Nyiregyháza (Hungary)
Protasi – Movement for another lifestyle , Patra (Greece)
Institute for Research and Development “Utrip”, Grosuplje (Slovenia)
Fédération Swisse pour la Formation Continue (FSEA) Nyon (Switzerland)
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