EDAM
Education Against Marginalisation
Results of the first European research
concerning outcome of adult education
Drs. Maurice de Greef
Maastricht University / Vrije Universiteit Brussel / LVO
([email protected])
For whom?
What do think for your country?
A. Mission impossible:
Being a good qualitative director of
life?

Missing the boat?

Staying in the harbour of Rotterdam?

Moving to the canals of Amsterdam?
B. The study:
Influence of training-design
on increase of social inclusion ?

Training-design  increase social inclusion

Learning-environment 

Learning-environment:
– Courses of basic skills
– Courses digital skills
– Language courses
to gain a better place
in society
Researchmodel
Training-design
1. Learning-contents
and interaction
2. Context:
• Life-circumstances
• Transfer-climate
3. Trainee-charact.:
• Sociodemogr. factors
• Motivation
• Self-directness
4. Support supervisor
Social Inclusion
1. Activation
2. Internalisation
3. Participation
4. Connection
Phase 1:
Phenomenographical study:
meaning of increase of social inclusion

Pilot: Interviews among 32 participants

4 categories of social inclusion:
– Activation:
To manage in and around house
– Participation:
To visit doctor, police, local
community services, bank or to dine out
– Connection:
To meet new people and to improve
existing contacts
– Internalisation: To dare being yourself and to feel well

Remarkable:
Higher increase SI participation unemployed
Model Increase of Social Inclusion
Phase 2:
Quantitative study
Outcomes in terms of Social Inclusion




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8 Countries (NL, BE, IT, AT, RO, EL, DK, DE)
50 Institutions of Adult Education
995 participants
Ca. 15 meetings of
Courses aiming increase of social inclusion a.o.:
– Language courses (Literacy)
– Digital Skills
– Basic Skills

Pre-phase:Testing SIT-instrument among 308
participants (in NL)
European
consor-tium
NL
BE
IT
AT
RO
EL
DK
DE
1.National language
skills
32.4
31.2
52.7
34.1
31.3
25.9
1.2
59.1
42.9
2.Digital skills
3.International
language skills
38.8
34.9
46
30.1
41.2
39.8
50
1.2
29.5
38.1
37.7
44
29.5
42.2
31
3.5
34.1
57.1
4.Assertiveness
5.Labour and
Upbringing skills
37
28.7
35.7
47.3
29.5
49.4
39.7
3.5
70.5
54.5
30.1
36.3
23.5
34.9
24.1
3.5
40.1
47.6
6.Voluntary work and
neighbourhood skills
34.8
35.9
51.6
24.2
44.6
34.5
2.3
50
50
7.Contact skills
8.Financial skills
9.Meeting and
attempting
31.5
20.2
29.7
30.1
40.7
29.5
37.3
43.1
3.5
47.7
45.2
21.4
33
15.2
30.1
15.5
3.5
15.9
21.4
28.5
40.7
29.5
38.6
37.9
0.0
34.1
47.6
10. Meeting intimate
contacts
26.3
27.9
34.1
21.2
27.7
41.4
0.0
36.4
35.7
11.Attempting in
associations
neighbourhood
36.9
39
45.1
31.1
48.2
43.1
0.0
47.7
47.6
12.Being active in
nature and sports
28.5
27.7
47.3
22.7
43.4
29.3
1.2
34.1
35.7
13.Involving into arts
and culture
29
28.3
50.5
23.5
36.1
22.4
1.2
38.6
50
14.Getting a
membership
23.7
30.5
33
12.9
30.1
0.0
0.0
20.5
35.7
15.Preventing loneliness
32.9
35.3
44
21.2
56.6
15.5
3.6
50
38.1
16.Activation &
Internalisation
44.2
40.7
54.9
52.3
43.4
60.3
9.3
68.2
59.5
17.Participation &
Connection
37.4
35.9
48.4
39.4
43.4
53.4
3.5
40.1
59.5
Country →
Variable of
social inclusion ↓
High percentage or not?
Educational evaluation-studies:

EDAM:
– Activation & Internalisation: 44.2%
– Participation & Connection: 37.4%

Training for work:
– 35,4% directly a job
– 29,7% after one and half year a job
(LFL are daily durable skills)

Training in work:
– 10% until 20% of participants applies learning-outcome
Authentical influence?

Both:Transferpossibilities:
– Possibilities to apply learning-outcome in daily life

Activation & Internalisation
– Teacher support

Participation & Connection
– Learning contents & activities
C. Products (direct) of EDAM
WP
1: Desk-research and paper concerning Adult
Education and social inclusion in Europe (RO)
WP
2: FIRST European Database VE  SI (IT)
WP
3: Evaluation-model for organisations of AE (AT)
WP
4: Tool-kit for policy-makers (DE)
WP
5: Train – the – trainers (DK)
C. Products (indirect) of EDAM
WP
6: Dissemination-plan (EL)
WP
7: Communication & Management (NL)
WP
8: Evaluation(plan) in- and external (BE)
WP
9: Exploitation of results (meetings and plan) (NL)
Hopefully influence of EC
And results Memorandum Lissabon!
Continuing story of research
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New partners in Europe

In NL: new learning-environments:
– Welfare,
– Housing,
– Labour market
Dutch database consists
– 5017 learners
– 80 communities
– 63 organisations
of:
Analysis on:
– Kind of target-group
– Effect of learning on social inclusion and development on labour market
– Success-factors of learning
Research-results
can be an input for policy-making
Everybody can reach
optimal state of social inclusion after
courses of a.o. basic skills?

Not always possible!

To need a view behind the scene!
–
–
How am I doing it now?
What do I prefer to do differently?

Organisation of view for vulnerable adults together with
supervision to become their own director!

And that’s how we call...
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In Europe: EDAM: EDucation Against Marginalisation

What do think for your country?