MobileBE Project
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Latest events
19 October 2017

Initial Meeting in Vienna

On Octobre 18-19th 2017 the project partners met in Vienna, Austria, to start the implementation of…
19 April 2018

2nd Coordination Meeting in Lovech

The second international coordination meeting of the MobileBE project toke place on April 18-19…
Next events
07 August 2018

3rd coordination meeting - Sweden

The 3rd coordination meeting of the MobileBE project will take place in Västeras (Sweden) on 8-9…
13 March 2019

4th coordination meeting - Spain

The 4th coordination meeting of the MobileBE project will take place in Cariñena (Zaragoza) in…
26 June 2019

5th coordination meeting - France

The 6th coordination meeting of the MobileBE project is planned for 25-28 June 2019 in Cherbourg,…
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Introduction to the Project

MobileBE is a three years Strategic partnership project co-founded through the Erasmus+ programme of the European Union. MobileBE aims at extending basic skill education to low skilled adults who, due to specific circumstances of life, are not able to attend traditional or existing learning offers. For example, such adults may be single parents, shift workers, nursing relatives, people with health issues, people living in remote or rural areas, prisoners in home detention and many others.

Background to the project

In most European countries, financing (non-formal) adult education remains problematic. In contrast to the formal system, the sources of financing are fragmented. On the side of public authorities, there is a distribution across different ministries, regional and local authorities and communes. Employers obviously play an important role as do public employment services. In many countries, the learners themselves contribute through fees. There are a number of different mechanisms and tools, which can be targeted at learners directly or at providers.

Publikationen

Buchveröffentlichung der KVHS Gifhorn:




Ulf Neumann / Erik Weckel (Hg.)
Entschieden! - Zivilcourage jetzt

Eine MultiplikatorInnen-Fortbildung
Mit einem Vorwort von

Bundestagsvizepräsident Dr. Wolfgang Thierse
208 S., Pb.

viele Abb. und Fotos

ISBN 978-389472-236-4

€ 16,90

erscheint im April 2013

 

 

 

Der Sammelband „Entschieden! – Zivilcourage jetzt“ dokumentiert eine einjährige berufsbegleitende Fortbildung, die das Landes Niedersachsen im Rahmen des Programms „Kriminalprävention durch Stärkung von Zivilcourage“ förderte.

Er umfasst Beiträge der Referentinnen und Referenten und von Teilnehmenden, die ihre Praxisprojekte vorstellen. Der Titel pointiert potentielle Handlungsfähigkeiten, die auf der Grundlage theoretischer Modelle für die Bildungspraxis nutzbar gemacht werden.

„Entschieden“ weist auf die aktive eigene Entscheidung hin, die Menschen täglich bereits im Vorfeld zivilcouragierter Herausforderungen treffen und die trainierbar ist. Vorbereitet handeln wir schneller und sicherer und nehmen damit potentiellen Täterinnen und Tätern den Handlungs- und Erfolgsraum. Entscheidungskompetenz und Sicherheits-Risiko-Kompetenz sind als zentrale Fähigkeiten identifiziert, die zivilcouragiertes Handeln fördern.

Vorgestellt sind Projekte aus dem Primarbereich bis hin zur Erwachsenenbildung. Gearbeitet wurde in Theorie und Praxis mit vielen Übungen, Theaterpädagogik und Selbstbehauptung und Selbstverteidigung.

What do we do?

Description of the Project

In most European countries, financing (non-formal) adult education remains problematic. In contrast to the formal system, the sources of financing are fragmented. On the side of public authorities, there is a distribution across different ministries, regional and local authorities and communes. Employers obviously play an important role as do public employment services. In many countries, the learners themselves contribute through fees. There are a number of different mechanisms and tools, which can be targeted at learners directly or at providers.

Whilst the cost of many learning offers remain an obstacle for many Europeans (especially younger or older people or persons with a low educational attainments as highlighted by the Adult Education Survey), funding for adult education has been under increased pressure due to the financial crisis, and even a country like Finland is cutting funds for education. This is in contrast with the clear need to increase participation in lifelong learning. The PIAAC results have shown that at least 20% of Europeans lack basic skills, and the benchmark for participation has decreased in the last few years rather than made progress.

There is an urgent need - and recent survey among EAEA members confirms the importance of this - to find answers for questions such as: why do we need to invest in adult education? What are the indicators for funding? Where is investment needed? Which instruments work? Which funding mechanisms can engage (more) new learners?

The European Commission targeted (some of) these questions in its thematic working group (TWG) on financing adult education (it ended in 2014). It produced a study, country fiches and a final report. EAEA and its members think that the results are helpful but only paint a very partial picture – the TWG was driven by ministries (although EAEA and other stakeholders did participate). The consortium thinks that there is a need to revisit the results and offer a providers’ and civil society’s analysis of the question, update what has been achieved and make proposals for policy and financing practice that focuses on the providers and learners.

The objective of the project is to provide a set of analyses and policy recommendations targeted at policy-makers of all levels (European, national, regional, local, communal) and at providers to be used as advocacy tools. The partnership would like to monitor and analyse adult education policies and funding instruments and make proposals on how to improve them. This knowledge also benefits providers and adult education organisations as they will be able to use the analyses and recommendations in their own work.

The project needs to be transnational as the partnership wants to compare different strategies, good and bad practices and make recommendations that are valid for all European countries. The partnership believes that this peer learning aspect across Europe will contribute to finding the best solutions for adult education in Europe.

Innovation


This is a very innovative project that has never been done in the current form. It is a reaction and follow-up to the European Commission’s TWG on financing. It will be the first provider / civil society project on financing.
We believe that there is an urgent need across Europe to
  • improve funding of adult education
  • improve efficiency of policies and public expenditure to reconcile the need for sound public finance and funding growth-friendly investments from providers and learners points of views
  • propose innovative solutions that can help to improve efficiency and the quality of public spending in education and training
  • improve the knowledge about funding instruments and how they work and for whom
  • to increase our knowledge of why and where to invest and then implement the funding instruments
  • continue the debate across Europe about participation in lifelong learning and especially of groups that currently do not participate and how to finance this participation

The project will bring together adult education stakeholders and policy-makers at different levels (already innovative as such) and thereby aim at

  •  creating more equitable, cohesive and sustainable provision
  •  drawing on European best practices to establish key indicators for monitoring and evaluating use of resources

The VET sector already developed a project specifically focused on financing (Project on financing VET aimed to monitor Member States’ strategies and mechanisms for financing vocational education and training (VET) and to investigate their effectiveness and efficiency), so FinALE will take these results into consideration (especially the financing adult learning database) but add to is by collecting experiences, expertise and feedback from the non-formal adult education providers. By doing so, the project will also contribute to create closer links between the different educational sectors.

 

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