Erasmus+ BABBAT 2019-1-IS01-KA204-51131
Output 01: Motivation (Czech Republic)
New learning – the key to a new job
Education seemed to be the attribute only to children and young people. But since 1990s with fast developing
technologies in all societies it is evident that education does not finish in your 30s. For university graduates
with their education, knowledge and skills it is not difficult to find a job in case the previous one is
terminated. Their motivation for further education is
- search for new employment,
- promotion in current working environment,
- making new acquaintances.
Low-skilled workers are often portrayed as unmotivated, having low aspirations, lacking confidence and
self-esteem, being inactive, if not criminal. But is this presumption true? The undeniable reality is that
low-skilled are more at risk in the labour market. The share of the low-skilled increased among the younger
cohort due to larger numbers of drop-outs from education. This has been caused by the introduction of the
unified maturita exams for all upper secondary four-year study programmes (ISCED 354). The unified maturita
tests are more demanding than previous school-designed tests, so a larger number of students fail and
do not accomplish their upper secondary education.
Upskilling may solve their unsafe future but how to make them, how to bring them to upgrading and
requalification? They must accept as the undeniable fact that benefits of learning and self-education are:
- to acquire knowledge and skills relating to an interesting, usually better paid subject
- to increase the probability of finding a job or start a new career, sometimes a new business
- to ensure the stable income
- feeling more in control of life
The list of obstacles they must overcome is unfortunately much longer:
- if low skilled are mothers/fathers on maternity/paternity leave requalifying courses may be out of their financial possibilities
- courses or any form of upskilling are time-demanding
- not enough information about potential upgrading courses
- mistrust in efficiency of self-education (esp. with seniors)
- poor or missing language and IT skills
- lack of motivation which is very close to laziness, as adults´ priorities are family-children-job-relaxation
The Director General of Labour Offices in the Czech Republic Viktor Najmon adds that satisfying
financial support unfortunately enables a relatively good life and the minimal mobility to follow new
labour opportunities.
Educators in the process of upskilling and upgrading are not teachers any more but life-long learning guides
who
- ensure that the educated feel their future skills and knowledge will be useful,
- motivate the educated to self-responsibility in reaching news skills and knowledge.
From the government it is expected:
- to create networks among employers, companies, public authorities and educational institutions
- to support regional and global partnership,
- to focus on development of skills needed for useful, successful and satisfying career in the digital age
- to use technologies for the public self-education (MOOC).
An increase in adult learning is crucial for our economy and society – but it needs to be accessible, affordable and attractive.
Fiona Aldridge, January 6, 2020
https://www.tes.com/news/four-ways-reverse-decline-adult-learning
PhDr. Eva Svobodová EKO Gymnázium a SOŠ Multimediálních studií Poděbrady, Czech Republic
Czech
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Erasmus+ BABBAT 2019-1-IS01-KA204-51131
Output 01: Motivation (Estonia)
Motivations and hindrances for adult educations
Factors mention by adult’s as the main reason & motivation for participation in adult
educations, like:
- opportunity for up-skilling and reskilling
- opportunity to find new job
- opportunity for inclusion (socialisation)
- opportunity to learn something new for self-esteem
Hindrances for why adults do not participate in adult educational program like:
- no time
- no interesting topics/subjects to lean
- no strong teachers/trainers who can teach adults
- no useful certificates/diplomas after learning
The Adult Education Act (2015) is the
central act of the adult education system in Estonia. It stipulates the right of every person to constantly
develop their knowledge and skills, the obligations of the state and local governments in the coordination of
adult training, and the obligation of employers to grant study leave to learners engaged in distance learning,
evening courses, external study or part-time study.
https://www.riigiteataja.ee/en/eli/529062015007/consolide
One of important sector in the area of adult education is learning of Estonian language by
non-Estonians. The Estonian Unemployment Insurance Fund is funding program “Tööta ja õpi“ when unemployed can
learn Estonian language. One of such language centers is Atlasnet Keelekeskus in Tallinn. Its director Sergei
Redki told us that creative testing, methodology of learning and certification are very important in adult
education in Atlasnet languages center. Face-to-face and digital lessons (audio and video) are in learning
program. The main focus is on speaking skills training. Atlasnet created own teaching-learning materials and
methodic.
https://www.atlasnet.ee/courses
Estonian language courses are very popular among non-Estonians and particularly meetings in language clubs which
are free of charge. All places in Tallinn and Narva are taken in few hours after call for learners is open.
Sometimes there is luck of teachers/trainers who know how to work with adult learners. So, preparation of
educators is one of Atlasnet challenges.
Motivation to learn and to improve knowledge and skills are very important in adult education. The trust in teachers/trainers, creative methods of teaching and learning and good materials (text-books and digital education resources) are part of efficient education process and results.
Ruta Pels, Eesti People to People
Estonian
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Erasmus+ BABBAT 2019-1-IS01-KA204-51131
Output 01: Motivation (Iceland)
Motivations and hindrances for adult educations
Factors mention by adult’s as the main reason & motivation for participation in adult
educations, like:
- Better paid, wider selection of job and work security
- Better chances of working/staying in better environment
- Respect and more responsibilities
- Stronger self-awareness (Sigríður K. Hrafnkelsdóttir o.fl.,2014)
Hindrances for why adults do not participate in adult educational program like:
- Too expensive
- Validations are not certain
- The methodology and the quality of the educational offer are not designed for adults
- Not sufficient IT skills
Iceland has couple of laws and regulations that are aimed for low skilled adult, where the main focus is to
create opportunities and to motivate this group to take some sort of education or at least to have them to
consider the possibilities to take some training/educations.
To find out what kind of methods or what has proved to be a successful way to reach out to this group, I had
an interview with Gudjonina
Sæmundsdóttir, director of MSS, which is Adult
training center in Reykjanesbær, Iceland. She said that one of the most successful tools in their work
is a project called, Study and Career counseling, a free
advice for adults that might be looking for alternatives to strengthen their work situations. MSS have
directly marketed this offer by:
- Having a close working relationship with the Unemployment Office
- Close working relationship with the Social welfare office – meeting people
- Planning and visiting different companies – discussing needs and diverse offer
- Strong relationships within the working communities and municipalities, ready to response at their needs
with the right educational offer
- Participating in Universal Educational days with a special emphasises of Adult training
- Using Social media, Website, Facebook, Twitter as well a direct marketing in the Newspaper
- Direct mailing list, never to lose contact with those who have one’s made the first step into the “door of
open adult education”
- Offering an open, personal working office and local as a training place with an international culture
and relaxing atmosphere
On top of these activities MSS is strongly aware of who and how is carrying out the
presentations or the introduction meeting, since they know that this might be the first “touch” with the
low skilled adult and first impression is, as always, vital. Therefore, they choose carefully who is
representing MSS and what is presented. This thought is well displayed in all their IT work, with their choice
of text and photos, where they show variety of activities, all ages, culture, and ethnic.
In adult educations & training in the 21st century, we must acknowledge that adult personal skills
and experience are the main keys for successful learning, all training/learning should therefore be centered
around this fact.
“ The main issue with adult training is to have the right people at the right place – saying the right things – people that understand other adults – people who understand the real hindrance among adults – and usually the best way, is the peer to peer talk.“
Gudjonina Sæmundsdóttir, director of MSS, 20.05. 2020
Hansina B. Einarsdóttir, Step by Step Iceland
Icelandic
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Erasmus+ BABBAT 2019-1-IS01-KA204-51131
Output 01: Motivation (Latvia)
How to motivate the adults to get through the door of education
Life-long education is one of the priorities set in European Union focusing on the length of working life,
demographic situation and transformation tempo. Latvia is a small country of two million people facing the
challenge of keeping high performance standards which presumes qualified and efficient workforce. Realising the
issue Latvia has undertaken the number of initiatives to support adult training, including low skilled
workers.
People in Latvia globally seek for the education:
- to adjust for the new market situation, feel stable and safe
- get new knowledge
- get additional income
- get the chance to work flexible time and on distance
What they mention as obstacles:
- lack of money
- unsuitable schedule, as majority of the requalifying programmes are held during the daytime
- impossibility to attend courses as majority of these are organized in Riga and big cities
- lack of skills to undertake the support trainings and services, language, financial literacy, IT, etc.
There are two agencies, The Employment Agency and the SEDA (Employment Agency and State Education Development
Agency) setting the agenda for the adult career and education centres, providing employment and training
opportunities for the employed and unemployed residents. State schools are used for adult education by the
agreement of the school administration and local authorities. In addition, local municipalities, and adult
training centres established by municipalities at regional and local level offer various adult education
programmes. These centres provide courses and career advice to a wide target group (jobseekers, employees
of different institutions, entrepreneurs, youth groups and seniors).
The Latvian Government in cooperation with municipalities, educational institutions, Employment Agency and SEDA
has set the goal to develop people professional competencies to fil the gaps between labour demand and supply
and increase competitiveness and productivity of the employed people. The initiative was launched for the period
2017 – 2022 funded within the EU SF framework. Target groups are employed persons older than 25 years
and young parents on maternity/paternity leave. In case the choice has to be made preferences are for persons
older than 45 with low skills, older than 50 with references from State Employment Agency and migrants
with alternative status. Programmes are varying from short informal programmes (max 159 hours) to
professional life-long learning programmes of 480-1280 hours. Time – evenings or weekends. Study fees are
covered 90/10 percent, that means government pays 90% percent of the tuition fees and person covers 10% only.
Persons with special needs get also service of assistant if needed. As an option, one can get consultancy in
Employment Agency or Career Advisers in municipalities. https://www.macibaspieaugusajiem.lv.
The project has a great success. The number of people participating has been growing enormously. RISEBA is
actively participating, offering, for example, in autumn 2019 twenty three programmes with 1200+
participants that also makes a great network.
Lifelong learning is a very important thing, as people will be working for a long, long time now. As the working environment is changing, there is something new to be learned all the time, followingly one of the opportunities for everyone is to look more towards lifelong learning.
Martins Kazaks, President of Bank of Latvia
Nellija Titova, RISEBA, Riga, Latvia, 2020
Latvian
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Erasmus+ BABBAT 2019-1-IS01-KA204-51131
Output 01: Motivation (Lithuania)
Motivation and hindrances for adult education
Factors mentioned by adults as the main reasons & motivational factors for participation in
adult education/ lifelong learning, are:
- a wish to expand one’s personal horizons
- improving competences in the work field
- better career opportunities
- socialisation (Ugdymo plėtotės centras, 2010)
Hindrances for why adults do not participate in adult educational programs are:
- concrete notion of the opportunities, benefits and added value at personal and professional levels
- wrong expectations about the curriculum, schedule and level of difficultyclass dynamics (the way teacher manages the class)
- personal reasons (family, finances, health issues)
- lack of certain skills (ICT, foreign languages, time management)
The main laws
regulating adult education in Lithuania speak about the creation of learning opportunities in rural areas where
there is a greatest social and economic inequality, to create a possibility to develop general
competences and form positive attitudes towards lifelong learning opportunities. Also, attention should be paid
in aligning the possibilities of LLL and the need of the country’s economy.
Raimonda Monstvilaitė, the Coordinator
of ESF project “I can” implemented by VšĮ
Žmogiškųjų išteklių stebėsenos ir plėtros biuras says that working with low-skilled and low-qualified adults has
been a challenge. The target group in this project also includes people having physical disabilities,
problems with mental health, coming from social risk families – all these factors are additional obstacles to
not seeking or not finding suitable training offer. In order to bring people to the training the effort of the
project team is necessary using different communication channels and your own and your organisation’s
connections, network with other private and public bodies:
- The previously established relations with Unemployment Office and Social Services has helped to spread the
news about the project and direct them to our organisation;
- Good relations with participants in other projects also help to spread the message;
- Course participants when manually trained for upgraded target activities may be parallelly coached in areas
of their interests, e.g. positive parenting,
- Some situations demand individual and group consultations of a psychologist so it is highly
recommended when writing a project for adults, to include available psychological services;
- When people are on-board, we offer the training on sustaining motivation and not dropping out;
- Of course, contemporary social media channels are used to reach people, let them know about available
training offers;
- The team of the project is contacting people trying to motivate, persuade them to come;
“Multiple efforts are necessary to convince people that they need the training. First of all, you need to have a plan in your organization and then a team working systemically towards implementing it and your connections possessed with other organizations is the most powerful tool better than any other.”
R. Monstvilaitė
Gintarė Černikienė, ŽISPB (Lithuania)
Lithuanian
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Erasmus+ BABBAT 2019-1-IS01-KA204-51131
Output 01: Motivation (Greece)
Motivation for adults to develop skills, competencies and knowledge upgrading in Greece:
Up to date skills and capabilities like IT skills, technical knowledge like Crafts and others that will help them
to boost their chances to find a stable job at the labour market.
- Up to date skills and capabilities like IT skills, technical knowledge like Crafts and others that will help them to boost their chances to find a stable job at the labour market.
- Search for a new career in a developing sector
- Improve current salary and working conditions
- Meeting new people that share the same ambitions and will motive each other.
Why do not people attend programmes and courses for adult education in Greece?
- Lack of information for such programmes and initiatives
- Expenses may be too high
- Not sure if it will boost their chances of getting employed
- Lack of confidence in developing new competencies
Ιn Greece there are public and private initiatives to increase participation of adults in activities that
increase their competencies and provide them with skills valuable for career development.
Mr. Thanasis Karalis, Professor of Lifelong Learning and Adult Education at the Department of Education,
the University of Patras published a research about the participation of adults in Greece in
life-long learning activities that started in 2011 and was completed in 2016. This research included a qualitative
and quantitative research methodology and captured the picture of the opportunities that exist for adult
training in Greece and their participation in these initiatives.
The country of Greece adults do not seek their chances to the fullest, as based on the EUROSTAT finding from
2011-2016, adults that got involved in trainings was 4% of the active citizens. What can be described as a positive
picture in this result is that the percentage climbed from 2.8% to 4%. Despite the low number of participation,
the second decade of 2000 has offered opportunities to more individuals during its first half.
The same research has shown also the increase of participation for adults from 2011 to 2016 in the
domains of continuing learning activities, general educational activities (individual workshops, seminars) and
lifelong learning activities in general. The results show an increase in participation in all domains by an
average of 2%.
In the profile of participants is something that underlines the importance of engagement of the most vulnerable
groups like unemployed people.
The participants were asked to declare their intentions to participate in learning activities. Unemployed people
that declared their interest in participating had an increase of 10% from 2011 to 2016, whereas the average
of all working groups of people was approximately 6%.
What does the research show about Adult Education in Greece?
- 3 out of four people want to participate in adult education activities
- In the last 40 years the participation has been 10 times higher
- In the last 30 years it has been 5 times higher
- It has been tripled from 2011 to 2016
- Citizens have a positive tendency to participate in lifelong learning activities
What are the factors that motivated the citizens?
- Subsidy for unemployed people to participate in training activities
- Positive view from the working agencies and employers
- Regarded certification from education providers
From the summer of 2019 until today, the data show a vertical increase in the number of beneficiaries.
INEDIBIM (lifelong learning provider from public) continues the implementation of the program with satisfactory
and steadily increasing rates. Specifically:
As of August 2019, 12 departments were in progress in an equal number of Municipalities of the country,
which were attended by 156 trainees and employed by 10 trainers.
To date, 70 new departments have already been completed in 10 Regions of the country, with 1,287
trainees and 59 trainers. There are also 366 new departments in progress in all the Regions of the
country, with 7,040 trainees and 255 trainers.
Probably the most cultivated groove in adult education research is that of participation.
J. Crowther, 2000
Greek
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Erasmus+ BABBAT 2019-1-IS01-KA204-51131
Output 01: Motivation (Spain)
MOTIVATIONS AND HINDRANCES FOR ADULT EDUCATION
Challenges for Adult learning in the era of Covid19 & next day “The New
Normal”
Allow me to base this report on the new situation we are facing from now on after COVID-19. Adult education has
to be from now a basic tool for the new era. The unemployment rates together with the social and economic
changes that our world is suffering is awakening news paths to go back to the labour market for many citizens in
this world, and education is the only access to it: https://thelifelonglearningblog.uil.unesco.org/2020/04/02/covid-19-the-case-for-prioritizing-adult-education/
Motivations for participation in adult education:
- The comfort zone disappear with the new era, there is a need to seek new professional future.
- The inactivity cause by unemployment gives extra time for education & learning.
- Online/remote options and social distances encourage IT learning skills.
- Education online options are offering now easier access and practical APP to use online learning.
Hindrances for participation in adult education:
- Limited IT skills that require face to face education to increase online learning interest.
- Reduction of practical/training options due to the social distancing limitations.
- Low commitment from governments in invest in adult education.
- Difficulties on work & life balance when education has to be included.
- Social distancing reduce options for networking and motivational events to increase adult education.
SPANISH example before the COVID era:
“PFAE” PROYECTO PARA LA FORMACION Y EMPLEO: Spanish public project for education and
employment: Spanish Government project for unemployed adults without specfic skills with the aim of
widening their options to access back to the labour market successfully.
Characteristic:
- There will be a specific learning aim.
- Free of charge offered to unemployed people of 11 months duration.
- Theoretic and practical learning including a short term job contract in the public services of the
local community.
Benefits:
Accessibility to the labour market and practical learning to gain experience.
Professional certificate of qualification for the participant.
Los Cristianos municipality example with a solar panels installation course:
https://www.youtube.com/watch?v=qUwtD9-noR4
Adeje municipality example:
ttps://www.youtube.com/watch?v=Q4cdMejo8_k&list=PLEF90B472A59A16D8&index=2
Mariví Gracia, Tenerife Job Training, June2020
Spanish
version
Focus group:
PEPA RUIZ
Owner of Tu Hotel Al Dia
https://www.tuhotelaldia.com/
My name is Pepa Ruiz, I’m from Andalucia and I am 48 years old.
During half of my life I enjoyed Tenerife, where I live nowadays and where I arrived after finishing my studies searching for a better professional future in the Tourism world.
I could say that I started working in hotels since that moment, but I would be lying. The hotel industry it’s in my DNA ever since, because for family reasons I grew up in hotels since I was 8 years old.
The hotel lingo, the customers, the service, the reception and the buffet… they were part of my natural environment in which I always felt like a fish in the water. My professional destiny, therefore, was clear to me since I was a child, because at that time I was already playing “at reception” with my sisters.
Time passed quickly. And the moment arrived.
This 17 years of experience in hotels in Tenerife in the accommodation area, improved my professional experience, including also the year in Switzerland where I worked to improve my german. During those years I have grown personally and professionally and also learned and worked a lot. As this it’s a profession that requires much dedication and effort. You work for others to enjoy, and this brings you satisfaction and great experiences.
My best friends, who are now my family, I met them on the island. None of them it’s from Tenerife, we came here with the illusion of youth, the will to learn, work and live in this ideal surrounding, in which it's easy to feel lucky.
After the stage in hotels, and almost accidentally stumbled upon the Revenue Management Area, I decided to change my professional life, creating my own activity as a freelance in this area that I have been for 7 years.
I collaborate with hotels and tourist accommodation to optimize their online sales. It is an enriching work. Besides working for me, it is very satisfying to see the results of your contribution.
This experience has enriched me professionally, passing from going from the hectic rhythm, hierarchical at times, with endless and marked schedules, to work in a freer, independent way, which allows me to flex my time and energy, while remaining close to the hospitality world, without being physically present. The level of responsibility and dedication is perhaps higher, but with more freedom and satisfying.
I hope to continue in this line, although without great plans for the future, especially in these times! And always open to continue enjoying my work and above all, my life.
PEPA RUIZ
Directora de Tu Hotel Al Dia
https://www.tuhotelaldia.com/
Mi nombre es Pepa Ruiz, andaluza de 48 años.
La mitad de mi vida la he disfrutado en Tenerife, donde resido y donde llegué tras finalizar mis estudios en busca de un futuro profesional en el mundo del Turismo.
Podría decir que empecé trabajando en hoteles desde entonces, pero mentiría. La hostelería la llevo en el ADN ya que, por motivos familiares, crecí en hoteles desde los 8 años.
La jerga hotelera, los clientes, el servicio, la recepción y el buffet… formaban parte de mi entorno natural en el que siempre me sentí como pez en el agua. Mi destino profesional por lo tanto, lo tuve claro desde niña, cuando ya jugaba a “la recepción” con mis hermanas.
Y el tiempo pasó rápido. Y el momento llegó.
17 años de experiencia en Hoteles de Tenerife, en el Área de Alojamiento, forjaron mi experiencia profesional, además del año en Suiza donde trabajé para mejorar mi alemán. En esos años, he crecido personal y profesionalmente, he aprendido y trabajado mucho! Ya que es una profesión que requiere mucha dedicación y esfuerzo. Trabajas cuando los demás disfrutan pero también para que los demás disfruten por lo que aporta satisfacción y grandes experiencias.
Mis mejores amigos, mi familia ya, nos conocimos en la isla, todos de fuera, con la ilusión de la juventud, con ganas de aprender, de trabajar y de vivir en este entorno ideal, en el que es muy fácil sentirse afortunados.
Tras la etapa en hoteles, y tropezarme casi sin querer con el Área del Revenue Management, decidí dar un cambio a mi vida profesional, creando mi propia actividad como Freelance en esta área, en el que llevo ya 7 años.
Colaboro con hoteles y alojamientos turísticos en la optimización de sus ventas online. Es un trabajo enriquecedor. Además de trabajar para mí, es muy satisfactorio comprobar los resultados de tu aportación.
Esta experiencia me ha enriquecido profesionalmente, pasando del ritmo frenético, jerarquizado en ocasiones, con horarios interminables y marcados, a trabajar de una forma más libre, independiente, que me permite flexibilizar mi tiempo y mi energía, a la vez que continúo cerca del mundo hotelero, sin estar físicamente presente. El nivel de responsabilidad y dedicación es quizás más alto, pero más libre y satisfactorio.
Espero continuar en esta línea, aunque sin grandes planes de futuro, sobre todo en estos tiempos! Y siempre abierta a seguir disfrutando de mi trabajo y sobre todo, de mi vida.
BEST PRACTICE EXAMPLE
FOCUS GROUP
Output 3 - Virtual Brochure
