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07 August 2018

3rd coordination meeting - Sweden

The 3rd coordination meeting of the MobileBE project took place in Västeras (Sweden) on 8-9 August…
19 April 2018

2nd Coordination Meeting in Lovech

The second international coordination meeting of the MobileBE project toke place on April 18-19…
19 October 2017

Initial Meeting in Vienna

On Octobre 18-19th 2017 the project partners met in Vienna, Austria, to start the implementation of…
Next events
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,…
Related Projects
 
 
 
 
 
 

SE01 - Online courses based on folkhögskola tradition

MobileBE - Examples of good practice (IO-1) - Example SE01

Online courses in the folk high school tradition of collaborative studies

Rationale/background

Sweden has for decades been known for being a rather homogeneous and equal society. However, in recent years the socio-economic gaps have widened, and more people, especially young people and recent immigrants, do not feel that they can take part in all society has to offer. In spite of the fact that both upper secondary education as well as university studies are free of charge in Sweden, and it gets more and more important to have a good education, some people and groups tend to drop out of school early. This means that they do not get the chance to have a more well paid and interesting job, in line with their interests and true capabilities.

MobileBE GoodPractice SE01 illustrated with a picture that explaines the approach with some text in the picture. In the background one can see a computer keyboard with grass growing through the gaps.Yes, not really helpful. Sorry.

Objectives

The main general goals of Västerås folk high school are to build up formal knowledge equivalent to the upper secondary school, inspire participation in cultural activities, make our students more interested in contributing to society, and enable personal development. In the end, all these are means to strengthen and develop our democracy. However, since Sweden is a vast country with quite a few people settling in rural areas with few possibilities for attending adult education, there is also a need to study at a distance course. Thus, your place of residence, and also for example your family situation or health issues can prevent you from attending our school and our regular classes in Västerås, and some students have a personal preference for distance studies as well.

Description

The possibility for a second chance in the education system is vital, as well as a need for alternatives to the traditional way of studying at upper secondary level in the traditional youth schooling. These alternatives may include other means as well as different working methods and pedagogic views. It is a challenge for the school to combine folk high school courses and distance studies, since the methods developed at folk high schools are based on a high degree of collaboration and discussions, in which the students are supposed to share their previous knowledge in the group and to a great extent learn from each other. Therefore, it is essential to find a good a learning platform and suitable methods, which allows collaboration of various kinds.

Target group, recruitment, motivation

Everyone who is 18 years old and above is welcome for an interview. You can study 1-3 years with us depending on your previous studies at this level, but not less than a year to get an exam. We also prefer students who will put their focus on their studies, and not for example juggle with a full-time job at the same time, even if it should be possible to keep a part-time job as an option or a complement to receive study loans. You need a computer with WiFi and basic ICT experience to manage.

Participants

We register about 90 online students a year. Some of those are young parents with small children at home, some have been unemployed for quite a while and have been recommended the course from the employment agency, and others have a diagnosis with for example attention deficits that makes it hard for them to attend a normal class. In addition, some of them just prefer this kind of course for personal reasons.

Competence assessment

Our assessment is based mainly on previous studies at upper secondary level, and personal references complete the picture, for us to know if our course is suitable for this particular student. Since online courses do demand a certain level of study discipline and organization of one’s own work, it is important to find out if the potential student is aware of the challenges ahead, and is capable and willing to take them on.

Validation of learning outcomes

The students get an exam equivalent to upper secondary school, which make them qualified to apply for university. In addition, they get an assessment of their capability of (further) studies, where we judge their knowledge, level of ambition, organizations skills and social skills, the latter meaning ability to collaborate, share knowledge and support others in their studies. This folk high school assessment means that when applying for university, these students will compete only with other students from folk high schools in a selection group of their own.

Effects – short term/long term

Apart from the formal exam, which enables the student to apply for a better job or a university course in accordance with their interests, we also see great effects on the personal level. After having met and collaborated with so many people from all over the country, with different views and values, students get not only increased knowledge, but also the ability and perhaps most important of all, the courage to make their voice heard and influence and improve their own lives as well as the society around them. They have gained self-confidence and strength, and most often feel more included and better integrated in our society.

Måna Nilsdotter/2017-12-11

DE05 – ABCami – Literacy training in the mosque

MobileBE - Examples of good practice (IO-1) - Example DE05

ABCami Literacy training in the mosque

Rationale / Background

Cami is the Turkish word for mosque. In Germany there are more than 2000 mosques and prayer houses. Here muslims pray, meet, celebrate and learn together. Some of them have difficulties in reading and writing in German. As they do not necessarily know about adult education opportunities, it is a good idea to offer classes of basic education in mosques.

Mosques are a meeting place for muslims. Here they feel at home and at ease and, one can expect to raise interest in basic education. This is an excellent basis to run successful classes.

ABCami started as an initiative of a local NGO in Berlin. Later it was extended, by the help of a federal programme, to other cities. Local partners are associations that run mosques in these cities. In 2018, classes were offered in 25 mosques in eleven cities in Germany.

Objectives

The ABCami project aims at offering basic education opportunities to muslims living in Germany. Many of them, especially those with lower educational achievements, lead lives in relative isolation from overall German society. The idea of ABCami is offering education to them in an environment they know and they trust.

Description / Activities

Every adult is welcome. Twice a week classes of basis education run in mosques for three teaching hours each. The language in class is German. Nevertheless the teachers are bilingual (Turkish/German or Arabic/German) and familiar with both cultures. They use a contrastive teaching method in class to help their learners to understand the difference between their mother tongue and German. They start with what is common in both languages and teach the differences between both languages. So far ABCami has published two textbooks of 300 pages, two teachers’ books of 100 pages and additional teaching material. All in all 1000 pages. This material is an important support of the learning process. The course design is based on a concept called situational approach. Teachers design classes based on the everyday life experience of the course participants. Thus the cultural muslim background is included in the learning process.

Target group (recruitment, motivation)

ABCami intends to motivate muslims who weren't interested in adult education in the past. Local coordinators represent a key to success. They are the course instructors and obtain additional qualifications throughout the course of the project in teaching German as a second language and in literacy. They have been familiar with the mosques in their towns and the people going there for a long time. As the instructor already knows the people, it is easy for him or her to address potential participants and motivate them to join the class. Every adult is welcome.

Participants

From December 2012 to April 2015 ABCami worked very successfully with this approach in three different mosques in Berlin. Muslims appreciate learning in their familiar surrounding together with partcipants and teachers they already know. Since 2015 ABCami has organised more tham 51 courses. 37 of which are currently being offered.

Competence assessment

The competence assessment is not easy as the participants are not German and need further education in German reading and writing skills. After having tried different methods of assessment, ABCami decided to use an assessment instrument with a clear competence approach. This was developed by VHS Oldenburg/ Germany (so-called "Oldenburger Diagnostikbögen", in English: "Assessment tools from Oldenburg"). By using it educationalists try to find out where the participants' competence is. They use a list of pictures, the reading text "In a hurry" and a dictation. There are evaluation sheets for all tasks.

Validation of learning

ABCami offers further education in mosques. Participants volunteer to join classes, participation is not compulsory. Therefore some people might not participate till the very end. Thus their competence progress cannot be evaluated. Nevertheless ABCami uses the assessment tool from VHS Oldenburg to evaluate the progress of the participants. Furthermore ABCami uses a questionnaire with 10 questions that are translated into Arabic and Turkish to make sure that the participants understand the questions. The questionnaire was developed by a professor of psychology. The questions cover e.g. self-confidence, the courage to speak and read German, etc. The teachers get the questionnaire, too.

The answers are transformed into a graphic.

So far 99 participants have participated in the survey. [As in February 2018]

Effects

This approach represents a vital contribution to the integration of muslims (with difficulties in reading and writing) into the German society. More and more mosques join in. In 2017 ABCami also started working with oriental churches and migrant organisations. Therefore more and more people participate in classes of basic education and improve their German reading and writing skills. If the number of immigrants being aware of the German culture and language increases, their chance of integration into the German society will increase accordingly.

Website

www.abcami.de

DE06 - „GO Niedersachsen“

MobileBE - Examples of good practice (IO-1) - Example DE06

"GO Niedersachsen"

Title translated to English: "Go Lower Saxony". - Lower Saxony is one of 16 German federal provinces.

Rationale / Background

According to experts more than 50 per cent of people with difficulties in reading and writing work. At the same time more and more jobs need digital competence. The project „GO Niedersachen“ represents basic education and training in reading and writing at the workplace.

Objectives

The project „Go Niedersachen“ contacts the target group of people with low reading and writing skills at the workplace where the challenges of reading and writing are identified. Short sequences of about 10-15 training sessions (90 minutes each) help employees to get familiar with essential language and literacy elements at the workplace.

Activities in Detail

The model „GO Niedersachsen“ covers 5 steps:

  • Analysis of job requirement: Key language or terminology is identified and recorded.
  • Description of needs: What specific kinds of reading and writing skills do learners need to develop?
  • Further education: Essential language and literacy elements of the subject or vocational area are taught.
  • Transfer: Gained competence is transferred to new tasks.
  • Evaluation: Measures the success of further education and the transfer.

Target group (recruitment, motivation)

Educationalists go to companies and inform the HR manager about the concept of the training. Then he or she makes it possible to talk to the boss of employees with difficulties in reading and writing. If both are convinced they will motivate their employees to join the training.

Participants

Target group are employees with difficulties in reading and writing.

Competence assessment

Course instructors record the participants‘ expectations at the beginning of the course and talk to them at the end of the course about the increase of competence with the help of interview guides.

Validation of learning outcomes

Interview guides help to evaluate the outcomes.

Effects

Increase of effectiveness of special literacy tuition by providing an authentic context, authentic materials and daily opportunities through the workplace.

The nonthreatening and supportive environment in which the seminar takes place has the effect of increasing the engagement of adult learners and those who have had previous negative experiences of education. It has an positive impact on the workplace and promotes the value of lifelong learning.

Weblinks

http://www.aewb-nds.de/themen/alphabetisierung-grundbildung/go-niedersachsen/

https://alice.ch/de/mehr-zum-thema/go-upskilling-am-arbeitsplatz/go-modell/

 
Pilot projects presented briefly
2931

Piloting in Cherbourg (France)

Sébastien Dubost, INFREP, Cherbourg, France (Institut National de Formation et de Recherche sur…
3011

Piloting in Loveč (Bulgaria)

Svilen Andreev, Združenie “Znanie”, Loveč
2916

Piloting in Vienna (Austria)

Herbert Depner, Die Wiener Volkshochschulen (Austria)
2439

Piloting in Torino (Italy)

Claudia Ducange, Fondacione Casa di Carità, Torino
2988

Piloting in Hannover (Germany)

Christian Geiselmann, Volkshochschule Hannover (Germany)
3012

Piloting in Västerås (Sweden)

Jazmin Petersson, Västerås folkhögskola, Sweden
3025

Piloting in Göttingen (Germany)

Gundula Laudin, Volkshochschule Göttingen Osterode
2991

Piloting in Cariñena (Spain)

Saray Baquedano, Centro Público de Educación de Adultos, Cariñena/Zaragoza

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