Grundtvig Multilateral: BeE Becoming European

Partner Meeting BeE in Ubrique, Spain

BeE – Becoming European

Ein Projekt im Bereich der Erwachsenenbildung, um das LebensLange Lernen für alle Erwachsenen attraktiv zu machen

Hauptziele des Projektes: Das Projekt BeE entwickelt ein Kurskonzept für erwachsene Lernende, das in ganz Europa verwendet werden kann. Die Kurse bieten Basisbildung für erwachsene Lernende, auch Lesetraining und Rechentraining. Das Kurskonzept soll flexibel gestaltet sein, um den individuellen Bedürfnissen leicht angepasst zu werden, wie z.B. spezielle Zielgruppen, sozial-kulturelle Hintergründe oder Vorbildung.

EuopäerIn zu sein oder zu werden beinhaltet viel Wissen und Lebenserfahrung – und alle Erwachsenen sollten über dieses Wissen und diese Erfahrung verfügen, um ein selbständiges Leben führen zu können.

Basisbildung umfasst in unseren Gesellschaften kulturelles, politisches, wirtschaftliches und technologisches Wissen, erweitert um Fähigkeiten der Alphabetisierung und der Mathematik.

Aktivitäten zur Umsetzung der Ziele: Das Projekt BeE bietet eine Website, auf der alle Informationen rund um das Projekt gesammelt und veröffentlicht werden. Die Kurse werden gemeinsam entwickelt, jeder Projektpartner ist für einen Arbeitsbereich („Workpackage“) hauptverantwortlich.

Die Partner kommen aus Deutschland, Österreich, Belgien, Dänemark, Italien, Malta und Spanien. Der gemeinsame, neue Kurs zur Basisbildung wird in einzelnen Schritten gestaltet und dann in den Partnerinstitutionen angeboten. Die Erfahrungen aus diesen ersten Kursangeboten werden evaluiert und dann für ganz Europa als Element der Erwachsenenbildung angeboten.

Vernetzung und Information der Öffentlichkeit sind weitere wichtige Elemente in diesem Projekt, um möglichst viele Lehrende und Lernende mit einzubeziehen.

Methode: Nachhaltiges Lernen von Erwachsenen muss aktiv, selbstbestimmt, konstruktiv und in die vorhandenen Rahmenbedingungen eingepasst sein. Dazu bedarf es einer Analyse der Lebenssituation und der bisherigen Ausbildung der KursteilnehmerInnen.

Zeitraum: 01. Dezember 2012 – 30. November 2014

Finanzierung: Gefördert aus Mitteln des EU-Programmes GRUNDTVIG Multilateral

Kontakt & Information: Frauenberatungsstelle Oberpullendorf, Doris Horvath AT- 7350 Oberpullendorf, Spitalstrasse 6/3

Partnertreffen in Spanien 2013

Partnertreffen BeE Spanieni 2013

BeE - English Information

Aims and objectives

a) The first main objective is the analysis of the inherent problems of a comprehensive concept of basic education with a differential European perspective. Comprehensive means that it includes e.g. cultural, political, economic and technological dimensions not only in addition to but also as potential fields of application for basic literacy and numeracy skills. This concept relates to the development of ‘civic competence’ as one key competences for lifelong learning which is necessary for „personal fulfilment and development, social inclusion, active citizenship and employment“ (EU 2006). Following the concept of active citizenship, there are earlier approaches to define respective competences including legal/economic, cultural and social dimensions (e.g. Veldhuis 1997; UNESCO 1998), which will be part of the analysis. Challenges for this analysis originate from the fact that the requirements for ‚Be(com)ing a European’ in our complex societies are so high and dynamic and can hardly be classified as ‘basic’ knowledge. This includes not only the cognitive dimension but also the reflexive, the motivational, and the volitional. This results in a set of interrelating questions for which functional answers have to be found: - what does ‘basic’ in the different domains of knowledge mean; what is the function of basic education in different domains? - what is domain-general (in a European community); what is a prerequisite for other domains; which meta-competencies are included? - what is learnable by the target groups; what is teachable in a specific institution?

b) The second main objective is the elaboration of a comprehensive concept of basic education, which will be implemented at the project partners in exemplary contextualisation. Based on the systematic analysis done before, such a concept would thus not only provide a guideline for flexible integration courses for migrants, but also give orientation in a variety of fields and places for basic adult education: consumer education or nutritional education etc.; in community centres or at work. Such a concept would thus also help to avoid educational pitfalls and provide orientation for policy makers: The mismatch between learners and society should rather be solved by changing the conditions instead of further de-motivating adult learners in inadequate educational programmes.

c) The third main objective is the integration of the concept into the work process of the project partners. This also includes a discussion about ways to integrate innovate topics (e.g. cultural, political, economic) or methodologies (arts, sports etc.) – this aspect might particularly refer to the (reflexive, motivational, volitional) meta-competencies inherent in basic education and the way of ‘Being a European’.

d) A general objective of BeE is of course the systematic dissemination and exploitation of its results and thus a contribution to the general (European) literacy discourse.

 

Methodology

Work related literacy has a clear social focus including an overt justification: providing social inclusion by making fit for the labour market. The dependence on work world restricts the emancipatory approach. Other relevant spheres of action which imply justification for learning, particularly learning itself, but also consuming, socio-cultural and political participation are neglected.

The relation to work makes the success of the learning process to large parts dependent on potential employers or transitional systems keeping the learner in a non self-reliant role. The problems of unembedded literacy education have already been mentioned. BeE wants thus to imply more comprehensive and more flexible methodologies.

The development of methods has to be differentiated in accordance to the main objectives (and respective workpackages).  

Conceptual framework: Based on the analysis, methodologies of contextualisation will be identified which take into account the different dimensions: - the learners: their social backgrounds, their aspirations, their existing competences etc. - the specific and relevant societal context: values, resources of social recognition, labour market, education system etc. - the educational institution: its objectives, financing, course structures, teachers etc.

Implementation: The implementation of the comprehensive concept will build on the conditions of the different partners and in general of educational institutions. A main aspect of the concrete implementation is the creation of awareness of competences and achievements among the target groups. Different approaches (e.g. competence portfolios) that already exist will be discussed and tested among the partners.

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