Nfhk2011 salovaara kero-parallel24

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PRO-SKILLS 2- Train-the-trainer courses European project “Pro-Skills 2: Train-the-trainer” Nr. 509958-LLP-1-2010-1-DE-Grundtvig-GMP Anne Salovaara-Kero, Free from Drugs, Finland Overview on the project

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European project “Pro-Skills 2: Train-the-trainer”, Nr. 509958-LLP-1-2010-1-DE-Grundtvig-GMP Overview on the project, Presentation in Paraller 24, NFHK2011 Turku, Finland

Transcript of Nfhk2011 salovaara kero-parallel24

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PRO-SKILLS 2- Train-the-trainer courses

European project

“Pro-Skills 2: Train-the-trainer”

Nr. 509958-LLP-1-2010-1-DE-Grundtvig-GMP

Anne Salovaara-Kero, Free from Drugs, Finland

Overview on the project

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PRO-SKILLS 2- Train-the-trainer courses

CONTINUATION of the former PRO-SKILLS PROJECT

Promotion of social and personal skills with socially

unpriviledged persons as basic conditions for

lifelong learning

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THE EUROPEAN PRO-SKILLS TEAM

10 partners from eight European countries:

Irti Huumeista Ry Helsinki (Finland)

Azienda Sanitaria Locale (ASL)Milano (Italy)

Zentrum für empirische pädagogische ForschungLandau (Germany)

Hochschule Fulda, University of Applied Science Fulda (Germany)

Protasi – Movement for another lifestyle Patra (Greece)

Centre de Prévention des ToxicomaniesLuxembourg

Megyei Egészség Kultúrát Koordináló Alapítvány (MEKKA) Nyiregyháza (Hungary)

Institute for Research and Development “Utrip” Grosuplje (Slovenia)

Fédération swisse pour la formation continue (FSEA) Lausanne (Switzerland)

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The European goal for the next decade:

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.” (European Council 2000)

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 and employability but also to social inclusion, active citizenship and personal development."

BUT:

• adult education / lifelong learning is predominantly taken up by individuals who already have a certain amount of training

• socially disadvantaged people are seldom represented or have difficulty in successfully accomplishment

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PRO-SKILLS 2- Train-the-trainer courses

⇒ Building up basic skills with innovative educational methodsfor socially disadvantaged people

based on the competence and experience of an interdisciplinary European team

(education, psychology, health promotion, social work, sport science)

European Pro-Skills Project

Health promotion

Reduction of

social unequality

Lifelong Learning

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Who don‘t participate in Life Long Learning:

• persons with no or low school education

• persons lacking basic qualifications

• persons with low income

• non-skilled workers

• ethnic minorities• ethnic minorities

• older adults

• women with young children

• persons with physical and psychical handicaps

• persons from rural and poor regions

� mostly socially disadvantaged people with deficites in education

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Why do they not participate:

They have…

• negative school socialization (dislike school)

• psychosocial barriers (doubts about personal benefit of education,

anxious of disappointments, low self-confidence etc.)

• low motivation

• lacking general education

• insufficient potential to learn

• lacking appreciation for further education in their social context

• difficult social situation (financial and accommodation problems, loss

of social contacts, health problems, addiction etc.)

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EUROPEAN PRO-SKILLS PROJECT: Background and target

Main target: Promotion of basic skills in offers of adult education⇒ special focus on socially unprivileged persons

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Main target:

Promotion of basic skills(personal and social skills)

in offers of adult educationin offers of adult education

⇒ special focus on socially unprivileged persons

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What do we mean by„basic skills“?

BASIC SKILLS: PERSONAL SKILLS

⇒ ability to reflect on and regulateinternal concepts and processes such as emotions, cognitions and one’s own identity.

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BASIC SKILLS: SOCIAL SKILLS

⇒ abilities and behaviours that help todirect the focus of one’s ownbehaviour away from one’s own selftowards a shared alignment withother individuals

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BASIC SKILLS: SELF-MANAGEMENT SKILLS

⇒ sequence of cognitive and active stepsto successfully plan and implementactivities (more or less consciously)

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SELF-EFFICACY AND MOTIVATION

Self-efficacy:

The belief in ones own competences and resources

that leads to the expectancy that tasks and plans will

be realised successfully

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GENERAL TRAINING TARGETS

Motivation: inspire interest and motivation for lifelong learning in the participant

Human rights: sensitize participants for right to education and equal access to educational offerings

Recognising own opportunities: make aware to opportunities to further their education and change their life

Taking personal responsibility: no longer feeling of guilty and being victims of society

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Recognising own resources and strengths and develop ideas as to enhance them and acquire new ones

Acquiring skills: actively upgrade skills; opportunity to experiment with new skills and behaviours in the protected environment

GENERAL TRAINING TARGETS

Empowerment for self-regulated learning: empowerto plan and implement own individual learning process

Self-worth and self-efficacy: support participants’ sense of self-worth and instil feeling of self-efficacy

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Wilde Bühne, Germany:Theatre project with former drug addicts

PILOT TRAININGS

Mekka, Hungary:Training course with young Roma adults

Protasi, Greece:Empowerment seminar with unemployed young adults

Hochschule Fulda, Germany:Implementation of sporting offers in a seminar for vocational training

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PILOT TRAININGS: Hochschule Fulda

Implementation of sporting offers in a seminar for vocational training

Participants: Three groups of 16 participants with problems integrating them into the labour market (migration background, low education)

Specials:• Group sports offer (e.g. group games, adventure pedagogic) were used to build up social and personal competences

• High acceptance of sports activities

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PILOT TRAININGS: MEKKA

Training course for three days

Participants:Fifteen young Roma adults from a special primary school for Fifteen young Roma adults from a special primary school for adults

Specials:• building up basic skills in the context of Roma culture• experience focused education of the skills• cooperative learning and team building• including drama role play

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PILOT TRAININGS: PROTASI

Empowerment seminar

Participants:Twelve unemployed young adultsTwelve unemployed young adults

Specials:

• focused on self-efficacy and empowerment

• interactive exercises and productive learning techniques

• communication and discussion

• offers for voluntary work

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PILOT TRAININGS: Wilde Bühne

Theatre project

Participants:Nine former drug addictsNine former drug addicts

Specials:

• combining theatre play with basic skills

• reflection of basic skills in the group and on their own (diary)

• Focus on identity, emotions and social behaviour

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Evaluation results: Example of Wilde Bühne

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I'd like to participate in further

trainings concerning basic skills

Evaluation results: Examples of Mekka & Protasi

1 2 3 4 5

I'll improve my knowledge and skills

in an informal way

I plan further training for vocational

purposes

Mekka

Protasi

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• Self-Regulated Learning

• Productive Learning

EDUCATIONAL APPROCHES

• Cooperative Learning

• Experiental Learning

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Basic conditions & framework of the training

Co-operating

organisation /

stakeholder

• cultural sensibility

• experience focused

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Basic idea: develop further the concept of the European workshops

and train multipliers how to train professionals as multipliers,

e.g. students of social work, teachers, trainers of adult education etc.

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New idea:

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Thank you very much for your attandance!

Tack för att Ni lyssnade!

Further information:

• in the workshops

• in the manual

• on the internet: www.pro-skills.eu