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Discussion Details

Discussion

Integrating Migrant Adults through Language Training

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EBSN CBS Editor

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The European Basic Skills Network is announcing an online discussion on language training programs for adults in the framework of the network's Capacity Building Series. The discussion is scheduled to start on 2 April, 2019 9:00 (CET) and be finalised on 3 April, 2019 17:00 (CET) and its results will contribute to the EBSN's forthcoming open education resource (OER) in the theme of migrant education.

 

During the discussion, participants are encouraged to share their views and experiences by answering the following questions:

  • Does your country have national systems for the language training and certification of immigrants? Are there specific linguistic requirements linked to residence permits and/or acquisition of nationality? How is the training organized? Who are the providers? How is it financed?
  • How is the quality of the training ensured? How is teacher training organized? What is the role of volunteers, if any?
  • Are there general methodological guidelines available to the providers? To what extent are digital tools used in the training provision?
  • Are literacy and linguistic training identified as two separate issues? How is the linguistic training of adults with very low levels of literacy organized?

 

The Capacity Building Series of EBSN provides free open educational resources (OERs) and massive online courses (MOOCs) through EPALE, to help the implementation of the European Commission recommendations on Upskilling pathways in EU Member States. EPALE is funded by the Erasmus+ programme, as part the European Commission’s ongoing commitment to improving the quality of adult learning provision in Europe. The project is implemented with the support of the Education, Audiovisual and Culture Executive Agency (EACEA).
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Profile picture for user ACEFIR.
Rosa M. Falgàs
Do., 25.04.2019 - 16:30

Seguramente ya sabéis que la responsabilidad en Educación, en España, es de cada una de las Comunidades Autónomas.
Aquí se diferencia entre la alfabetización de las personas inmigrantes y el aprendizaje del castellano o catalán como idioma. 
En Catalunya, la alfabetización se lleva a cabo desde el Departamento de Educación, del de Trabajo y Asuntos Sociales y entidades sin ánimo de lucro, muchas veces, sin control de calidad.
El aprendizaje del catalán y castellano como idioma, para personas alfabetizadas, se lleva a cabo desde el Departamento de Educación (Escuelas Oficiales de Idiomas y Centros de Formación de Adultos), desde el Departamento de Cultura hay oferta para el aprendizaje del catalán (Dirección General de Política Lingüística) y en Centros privados (academias) con o sin ánimo de lucro.
Pensamos que un Instituto de Formación Continua o un Consorcio de Educación Continua, ayudaría a optimizar recursos, mejor control de calidad y mayor información y orientación.

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Profile picture for user Graciela Sbertoli EBSN.
Graciela Sbertoli
Mi., 03.04.2019 - 16:48

As previously announced, the moderation of this discussion will come to an end at 5 p.m. CET. A big thank you to all of you who have contributed. And to all of you who have been "lurkers" (reading without making yourselves known): next time we want to hear your voice!

Although the discussion will formally be over in about a quarter of an hour, the comment functionality will remain open. Don't let it bother you if you have come here too late. Your input will be very appreciated. Write and let us know what you think about the issues we have discussed.

See you next time, I hope!
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Linda JUNTUNEN
Mi., 03.04.2019 - 13:54

Dear colleagues, my name is Linda Juntunen and I work at the Finnish NSS for EPALE. Right now I am at a very interesting conference in Espoo, Finland, that is dealing with adult literacy training and education.

Nordic network for adult learning (NVL) and Alfarådet - the Nordic Adult Literacy network are organizing this conference in cooperation with the Finnish National Agency for Education and EPALE Finland. EPALE Finland is streaming some of the presentations, and you can follow them live from Youtube from NVL Nordvux channel. Today at 16:00 Guðlaug Brynjólfsdóttir from Iceland is talking (in English) about Language Learning in the Wild which is a new approach that supports learners to use their own daily life, their interests and experiences for language learning. I highly recommend you to take a lookt :)

Tomorrow Anna Winlund from the University of Gothenburg is talking about emergent literacy instruction: the continua of biliteracy and on Friday Qarin Franker shows how education can stimulate a creative literacy instruction in a second language instruction as well as other school subjects and in various professional courses.

Kind regards,

Linda
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Being an immigrant in a new society is not that easy. Language is an instrument that introduces you into a new culture and by language you get in to that society. I mean the more you know the language better you  you understand the culture. 
I really appreciate Immigrant Integration program in Finland. The immigrant agrees to go on his or her personal integration studies plan which is done by  Public Employment and Business Services of Finland TE- toimisto. This plan varies from 1- 3 years. 
The immigrant has an officer who follows his/her studies. During the plan the immigrant has benefits from  KELA. So the main idea of Finnish government is to integrate and to support  immigrants. Immigrants who have higher education and work experience in their home country may start a job after getting B1 language level. The immigrants who do not have a degree from their home country may start studying at  Vocational Schools or create his/her own business.
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Graciela Sbertoli
Mi., 03.04.2019 - 11:25

I am sure our Dutch colleague will agree that what you describe is a very good model... 
In Norway we are beginning to question, however, the wisdom of waiting until immigrants are at level B1 before they can enter working life. Several very successful pilot projects have been run where immigrants spend some time in class and some time at the work place. They start immediately to create a social network, they can use their pre-acquired skills, and they learn relevant language... I'll see if I can find an English description of the projects.

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An example from the Netherlands:

www.youtube.com/watch?v=JrsnpTy6T6s

Wait until you have level B1 or learn while you are working....

There are so many things to say about this. My opinion: Look at the needs of the person and give him of her education for that moment. Have trust in the person, more than in the system.

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Profile picture for user Graciela Sbertoli EBSN.
Graciela Sbertoli
Mi., 03.04.2019 - 14:14

Yes, you are of course absolutely right that the best systems are those that allow for that kind of flexibility... Unfortunately, policy must normally be created on the base of laws and systems, but the more flexible they can be the better. Your new PIP seems to be a step in that direction? Tell us more about it!
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Graciela Sbertoli
Mi., 03.04.2019 - 08:50

And welcome to our second day of discussions.
We continue with the same questions as yesterday, but I hope that you all can also read the contributions from other participants, reflect on them, and comment and add relevant questions.
Let's learn from each other and have a rich discussion!
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Rolanda Rimkevičienė
Di., 02.04.2019 - 20:34

I am Rolanda from Lithuania. I am an English as a second language teacher and a lecturer. I mainly work with adults. I do not have many immigrants learning English as a foreign language, but this topic and experience of other teachers and educators is very interesting for me. 

I would like to know more about literacy and linguistic training in other countries. Maybe there are some resources or information on psychological aspects of immigrants joining the groups of students or learners who are not immigrants and how to help them feel better in such groups.
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Graciela Sbertoli
Di., 02.04.2019 - 20:41

Just to check if I have got it right: you want to know about eperiences from teaching classes where immigrants and non-immigrants are learning together. Is that right? That is a little bit outside the theme of this discussion, but I hope some of our participants will be able to answer you.

What I think happens in most European countries is that you find many different types of immigrants, at all possible levels of education, and with many types of different needs. Immigrants who have spent several years in their new country, have mastered the new language to a certain degree, and want to continue their education, are likely to be found in mixed classes, yes. And hopefully, they do feel quite a bit integrated in their new country so that this situation does not present a problem... Am I being too naive? Is it a problem? What is your own experience, Rolanda?
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Ina den Hollander
Di., 02.04.2019 - 19:39

In the Netherlands we have since a long time special immigration policy for newly arrived immigrants, funded in the law (WIN, law on civic integration of new arrived immigrants from 1998). 
Since the introduction of this law we have obligations for immigrants to follow language courses, pass tests and acquire knowledge of Dutch society. In immigration policy we distinguish between second language learners who have an obligation to follow language and integration courses (immigrants just arrived in the Netherlands, called ‘newcomers’), and second language learners who arrived already a long time ago and just want to improve their language skills (called ‘old comers’). 

The policy for adult immigrants changed over the years, depending on the policy of the political parties in government, and so did the law on civic integration. Since immigration became a major topic in the public debate we saw more and more a restrictive policy in terms of funding and a change from an obligation to participate in courses to the obligation to pass exams. 
The underlying idea seems to be more and more that the immigrant is not willing to learn the language and to participate and therefore he must be forced to do so. 

This change of concept we see reflected in two changes in government policy. The first great change came in 2007 under a right wing government. From that moment on immigrants had not only the obligation to follow courses, but also to pass a civic integration exam, consisting of a language exam and an exam in knowledge of Dutch society. The exam was since then also required to obtain a residence permit. The immigrant has 3,5 years to follow the program and pass the exams. 
The municipalities were responsible for the implementation of this new policy and as an example of the restrictive character of this new policy we saw the definition of a whole range of sanctions the local municipality could impose on immigrants who did not meet their obligations. The new policy is in 2007 enshrined in the new WI (Wet Inburgering, law on civic integration). 
 Adult immigrants have an obligation to pass the civic integration exam at level A2 or a State Exam on the levels B1 or C1. The State exam provides access to VET courses (B1) and universities and universities of applied sciences (HBO, higher education). Since 2015 immigrants also have to follow a program and pass an examination to obtain labor market skills (ONA). 

In 2013 a new shift in policy occurred. Since that time immigrants have to pay for language courses themselves. This is based on the general policy of the government that we live in a “participation society” in which citizens are more selfresponsible. According to this vision, the immigrant is mainly responsible himself for his or her integration in Dutch society and therefore also for financing, although a loan under favorable conditions was made possible. 
Not only the ideal of the participation society was leading to this policy shift, the Minister of Social Affairs and Employment who is responsible for the integration policy, moreover, also hoped the act of 2013 should lead to a structural saving of €333 million every year. 
Because of this new policy the role of municipalities was restricted in the new law. Before 2007 they contracted providers and where responsible for the implementation of the law and guidance of immigrants during their integration course. Since 2013 they are only responsible for courses for refugees (those granted asylum), at certified providers by providing a loan which doesn’t need to be returned if the recipient passes the exam. 

Another example that more and more the change in the public debate about immigration and refugees is defining policy on language learning for immigrants we saw in 2017: immigrants also have to sign a Participation statement. By signing this Participation statement immigrants declare that they will actively participate in Dutch society and respect what is important in the Netherlands. 

What did all these rapid lawchanges and short implementation periods brought us? Not the most effective and efficiënt integration policy for the immigrant. 
In 2017 the Algemene Rekenkamer ( the Court of Audit, the national court that evaluates government policy) came to negative conclusions concerning the outcomes of the implementation of the law from 2013: 
 - The personal responsibility underlying the integration policy does not work adequately in practice. Most of the people integrating need support at the start of the integration path.
 - Lack of transparency about the courses available on the market prevents participants from selecting the most appropriate integration path. 
-  The quality of the integration courses is not assessed.
-  Under the Civic Integration Act 2013, fewer people pass the integration exam within the statutory term than under the Civic Integration Act 2007. 
-   It is not clear whether or not sanctions are effective. It is almost impossible in practice to enforce the legal sanction of withdrawing the right to residency. 
-  The Civic Integration Act 2013 provides few incentives for dual integration paths and does not provide sufficient encouragement for participants to take exams at the highest feasible level. This may reduce the likelihood of participation in society. 


Result: the Ministry is now designing a new integration system, that will be implemented in 2021. The highlights:
- The minimum level of language examination will be B1, except for people with low learning skills or other obstacles in obtaining the required level. 
- The responsibility for implementation will go back to the municipalities
- A personal integration plan (PIP) will be the basis for more tailored made courses
- More control on quality of provision is needed. 

Let us hope the focus will now be on the quality of provision, quality of teachers and volunteers and a tailormade learning path for every individual immigrant, instead of more and more bureaucratic rules, sanctions and obligations, based on the negative assumption that immigrants do not wish to integrate but have to be forced!   
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This is really a lot of interesting information you have given us here. Thanks! I will be reading it in detail tomorrow morning and hope to come back with some questions and comments. Will you log in some tine during the day tomorrow to respond? I hope so. Again: many thanks. We really appreciate this Dutch input!
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I must thank you again for taking the time to write this overview about recent immigration policy in the Netherlands. I see the title is very adequate, dos and don'ts, indeed... This is so interesting as case study that I wonder if we can publish it as a blog and use it in the soon-to-be-published Capacity Building unit on Migrant Integration. Would that be ok for you?

From what I know about the Norwegian system, we are going in the opposite direction. The tendency now is to try to involve the immigrant as soon as possible in working life and social activities, long before they master the language. 

The Personal Integration Plan sounds extremely interesting. Is there any web page where we can find more information about it?
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I feel happy that you do  agree with me.Thank you for the link. I will contact the author of the app. for sure. I will share my opinion after I look at the app. I forgot to mention I am now a trainee in National Board of Education of Finland in Helsinki for 2 months. I practice my Finnish language and learn Finnish education system and Finnish work-life.
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I hope to hear more from you today and tomorrow, Mustafa! You are really a valuable asset for our discussion, being as it were on both sides of the table - a professional teacher and an immigrant trainee. Best of lucks in all your endeavours!
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Profile picture for user Eva Baloch-Kaloianov.
Eva Baloch-Kaloianov
Di., 02.04.2019 - 12:34

Hello from EPALE Austria,

happy to join an interesting discussion! 

Concerning the first discussion point: Austria does have a national systems for the language training and certification of immigrants. Recognized refugees, beneficiaries of subsidiary protection and third-country nationals have access to subsidized language courses (literacy level courses, elementary A1 / A2 and advanced courses B1). The Austrian Integration Fund (ÖIF) of the Republic of Austria offers integration services on a national level, including the above mentioned courses and four test formats for official proof of German language skills, needed to fulfil the so called Integration Agreement (a commitment to acquiring sufficient German language skills within two years). 

 The language portal by ÖIF and Österreich Institute offers a wealth of free online material for learners and teachers of German, including preparation material for language tests. The materials can be used by learners as well as volunteers offering courses for people still waiting for their asylum procedure to be completed. 

Another rich repository is provided by the ESF co-funded MIKA-network (2008 to 2018) for the professionalizing basic education professionals (“basic skills teachers”) in the migration society. The website of this network offers a collection of teaching materials for basic skills courses (in German), with materials for download and online use, DIY materials, audio-files, mobile apps and online dictionaries.

For insight into integration initatives in Europe I recommend our Publication "Sustainable Adult Education in Relation to Immigration and Asylum", based on an EPALE Conference held in 2016, Vienna. The publication contains articles on the following topics:  
  • Integration offers and regional integration policy of North-Rhine Westphalia and Baden-Wuerttemberg (DE), the City of Vienna (AT), the Region of Västra Götaland (SE)
  • Connecting languages - language teaching for migrants and refugees, generally and for professional purposes. 
  • Voluntary work, Adult education of solidarity and tolerance

 


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How nice to be able to welcome you to the discussion, Eva! Thank you for a good explanation and for these very interesting links! I am particularly interested in what you mention about the professional development of teachers and trainers. Will have a look immediately and maybe come back with comments and further questions.
Auf wiederlesen :-)
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I'm back after a very quick (and probably too superficial) look at the MIKA portal, Eva. I find the courses for professional development of teachers are meant for teachers of "basic education". Now, basic skills are definitely part of basic education, but the term "basic education" often applies to a much wider and general education - and sometimes what we call "basic skills" are not identified and studied in detail. Do these courses include in the curricula the didactics of initial literacy, for instance?
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Dear Graciela, 

once you dig further into the portal, you can see that the open ressources are for training of 
  • initial literacy (reading, writing)
  • basic maths skills
  • Basic digital skills 
The materials are mostly open source (CC BY 4.0), the reading and writing section is sub-divided the topics structural work / everyday life / health / comp. devel. in learning techniques 

I learned that an expert from this (former) network will join the discussion today or tomorrow, so stay tuned for any further queries! 


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Hello !
 I am from Turkey but I completed my bachelor and master degree in Albania. I have worked as an English teacher for 18 years and managed educational institutions for 5 years . Most of my professional career was in Albania . I have been living in Finland for 2 years. I am at the moment studying Finnish language in Helsinki in an Integration program for Immigrants.

I would like to share my professional experiences and discuss about teacher training for immigrants´ language teaching. I also have experience of being an immigrant and how to learn Finnish language.
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Profile picture for user Graciela Sbertoli EBSN.
Graciela Sbertoli
Di., 02.04.2019 - 11:49

You represent indeed a wealth of experience and we will be very eager to read your input. 
May I come with some additional questions for you? 
- How does the training in Finnish language you are now receiving compare to what you have been used to in Albania or Turkey? 
- What do you think are the strengths and challenges of teacher training in Finland?
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Thank you for your reply and assessment.
 My Finnish language training  generally is going  well but I think there is still some to be improved methodologically. Comparing my learning Albanian and English languages , Finnish language learning could be funnier and easier. Because Finnish language has some difficult structures and grammar due to that learners draw back from learning. They may become pessimist during the learning process. I also think that learning Finnish language process there should be cooperated more with society and actual life. So language learning comes faster and naturally and spontaneously.
 Addition to the language learning , actually my school is called ´Immigrants Integration School´so there are some other points that should be dealt for the Integration process too.
In my opinion sharing good practices of teaching a language nationally and internationally is a challenge . Because teaching a foreign language  has always difficulties but if teachers share best practices it comes easier and more interesting. Even Finnish language schools and teachers could cooperate by organizing scheduled  seminars or meetings so that  could bring great results for the language learners.

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Graciela Sbertoli
Di., 02.04.2019 - 13:25

I find it really interesting! You and I are colleagues, as a matter of fact. My university training was in English philology and I started my career as teacher of English. And ever since I got in touch with the second language training sector in Scandinavia, I have wondered about the fact that there is little contact between teachers of other languages and teachers of the national languages. I think I agree with you - teaching could be made more interesting in many cases! I have recently been in touch with a European project that is creating very simple but efficient apps for language learning and I think they have created a Finnish version. I'll find it and post it for you!
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Profile picture for user Cäcilia Märki.
Cäcilia Märki
Di., 02.04.2019 - 11:29

Good morning Graciela
Hello everybody

I am responsible for basic skills at the Swiss Association for adult education.

In Switzerland exists a well established national system for language training and certification of immigrants. 26 Cantons are responsible for the implementation of this system, which is co-financed by the cantonal and national levels. Cantons act on the basis of cantonal programmes, which are based on three pillars: 1) Information and Consultation 2) Education and Employment and 3) understanding and social integration.

Language training is a big part of these programmes. The courses at basic skills level are subsidised by the public.

Concerning methodolgical guidelines: A scenario based approach to language learning was developed called fide (www.fide-info.ch; fide stands for «Français, Italiano, Deutsch in der Schweiz»). Fide provides a conceptional framework for language training based on scenarios of pracitical languabe use taking into account the European Reference Framework for languages GER. fide is a recent development. The approach is not yet very widespread.

The national fide contact point is involved in train the trainers for fide approach as well as recently in certifying language levels of immigrants issuing a "language passport" which is relevant for the acquisition of the Swiss nationality.

In March 2019 a "integration agenda" came into force. Considerable amounts of funding are adressing issues to better integrate refugees into the swiss society focusing on language skills, qualification and integration into the labour market as well as social integration. This is a new strand of promoting integration of refugees into the Swiss society.

Literacy and language training are - unfortunately - still regarded as two separate issues. In the light of the relatively recent further education law there is a rising awareness that language learning is best organised in an integrated perspective not separating the different basic skills such as language, literacy, numeracy and ICT but integrating them based on situations or scenarios of everyday use of language.

Digital tools are not yet systematically included. Their implementation depends highly on the abilities of the trainer. Further developments with respect training the trainers in this respect are being taken into consideration and first pilots are on the way....

Best wishes from Zurich!

Cäcilia

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Thank you indeed for a very interesting input. There is a lot here that we can explore and discuss, and we may be doing this during the rest of the discussion. 

I am curious, however, about your comment about literacy and language being "unfortunately" considered two separate issues. Don't you think they actually are? It is obvious that they often need to be taught jointly, but I find that mixing the two issues often leads to great confusion. Even if you teach language and literacy together you need to be aware of the fact that they have to do with different cognitive processes. I once was introduced to a project for "people who were analphabet in German". In my opinion there is no such person. You have a level of literacy in your mother tongue, and then you have to apply your literacy to learn a new language. 

What do you think?
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Dear Graciela

Thanks for your comment. I try to be more clear about the point I made about separation of literacy and language.
Language learing and literacy are not the same, but as you said, they may be needed to be taught jointly and trainers need to be able to deal with literacy in language courses.

My main message is, that learning a language needs to enable people to be able use the language in their everyday lives. These lives consist of situations that need to be dealt with such as having encounters at the childrens schools, a visit at the doctors, traveling from A to B and downloading and filling in a form online. These scenarios involve different basic skills that need to be dealt with simultaneously in language courses. Language trainers in Switzerland do integrate numeracy and to some extent ICT in their language classes because that is what participants need to   to be able to get along.

Actually, courses do exist for "Analphabets in German" (primary analphabets learning a second writing) who learn letters in the first year, syllables in the second year and words in the third year of their course. And then they may join a language class. This is a questionable approach in my view. I think talking and listening are first important steps. Not to write in class but support oral expression first and then establish a visual vocabulary may allow people to get by in everyday life as a first step. This is a big step for many trainers working with Analphabets.

Looking forward to your reply
Cäcilia

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Thank you for the explanation, Cäcilia. Yes, I agree with you after having read this explanation. But still I cannot accept the "analphabet in German" notion... I can see the difficulty of learning a different alphabet, and indeed if one has learnt to read and write in a language that doesn't use written vowels in the same way as the Latin one, the difficulties are higher. But I insist (although it is a question of definition and may be called "splitting of hairs") that a person who has learnt to write, in whatever alphabet, is no longer an analphabet. 
I also agree with you wholeheartedly in thinking that what you describe - teaching first literacy in German and then later the language - is quite questionable. I know that in Norway they run Norwegian classes for people with no literacy (in any language) and they do it only orally. After the person has acquired a certain level of language they start with the writing. 

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Good Morning Graciela
I personally agree with you on the notion Analphabet not applying to people who read and write in a different alphabet!
What is your opinion on the notion of functional analphabetism? Many cultural assumptions about "them" are included in attributions. The term "illettrisme" is one of them, which is difficult to get rid of. What I notice is, that the pejorative notions are used to address decision makers to describe groups worthy of public support. Really difficult to change!
Have a nice day on epale!
Cäcilia
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Profile picture for user Graciela Sbertoli EBSN.
Graciela Sbertoli
Mi., 03.04.2019 - 09:00

Thank you for coming back to us, Cäcilia! It is nice to be able to have a real exchange of ideas about these contributions to the discussion.
I think the term analphabetism can be useful because it describes the concrete situation of a person who never has "broken the code", has not gone through the cognitive process of linking written sumbols to speech. It is a binary term - yes or no. Literacy, on the other hand, is a continuum. Functional literacy is contextual, it depends on the country you live in, on your job, etc. And the threshold for what is "functional" keeps rising. 
Based on this, I don't accept the term "functional analphabet". We should talk about persons with low levels of literacy, or persons that have not attained the level which is functional in their context. And I don't like the term "illetrisme" either. To me it seems to imply that the person has no literacy level whatsoever.
Yes, I agree with you, that sometimes those terms are use to maximize the effect of lobbying towards public decision makers... I don't support that approach, personally. I think what we need to do, and it is urgent, is to inform all decision makers about all the aspects of the basic skills issue. If they reall understand, public funding can be used efficiently and sustainably to solve an issue that has impact in so many public areas (health, inclusion, employment, etc.)
That is why (as you very well know :-) ) the EBSN has created the Capacity Building Series!
Have a nice day you too, Cäcilia!
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Thank you that I can participate to this discussion!

I work as the career coach and teacher in the integration training for migrants. I comment to the question of "How is the quality of the training ensured?" My approach is that before the person has capability to learn, he/she needs basic functional ability.

I have noticed that some of students have disabilities in physical, psychological, social or cognitive skills. Ability to work and function are vital for a person’s physical, psychological, social and cognitive well-being. Sufficient functional ability helps people feel well, integrate into the society, cope in working life, and manage daily life. Good functional ability also prevents social exclusion.

The Abilitator (Kykyviisari) provides an indicative evaluation of the respondent’s perceived work ability and functioning, social inclusion and well-being. The method has been developed in culturally sensitive way. The Abilitator (Kykyviisari) is available in Finnish, Swedish, English, Somali, Arabic, and Sorani. The aim is to recognize the service needs of immigrant people better and support their integration. 

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Knowing as much as possible about the capabilities of the adult learner is indeed an important factor in ensuring the quality of the provision. I am sure all discussion participants will be very interested in browsing the link you have sent us. Wonderful that the tool exists in so many different languages!

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Kirsi, I have just started trying the test in its English form, and I am curious: do you find all your respondents are able to understand the questions? They are pretty clear, but they do demand quite a high level of abstraction. What are your results? Are respondents happy with the test? 
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Graciela, it's really great to get feedback on questionnaire! It has been developed by the Finnish Institute of Occupational Health since 2014 and the improvement continues. So method is quite new. The cultural sensitive approach has been produced by the mobiTARMO project of the National Institute for Health and Welfare. 


We have got same kind of feedback earlier, as you wrote, and that is really important to us. Respondents give good advices to us to develope the Abilitator more preferable. The problem of abstraction is less problematic when answerer get help from coach or teacher. In that situation the Abilitator can be an instrumet of coaching.

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Profile picture for user Graciela Sbertoli EBSN.
Graciela Sbertoli
Di., 02.04.2019 - 08:34

Good morning and welcome to this online discussion! 
Our theme today is one that should interest many EPALE users. Make sure you both write comments and tell your colleagues that they should join us! Hoping for a very rich discussion today and tomorrow!

Could you please all start by introducing yourselves, saying where you work and what your approach to this theme is? Thank you! 

And then, choose one or several of the questions in the introduction - and tell us what your answer is.
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Profile picture for user Graciela Sbertoli EBSN.
Graciela Sbertoli
Di., 02.04.2019 - 11:53

Dear discussion participants, 
Have you noticed a button called "Enable auto refresh", at the top of the page?
Please do not use it. I did - and the page refreshed itself while I was in the midst of writing a longish message...
I have warned the technical support service of the issue. For the moment, it is best to refresh from time to time manually, using the other button ("refresh comments").
Thank you for your patience!
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EPALE - Elektronische Plattform für Erwachsenenbildung in Europa

EPALE ist eine europäische, mehrsprachige, offene Community für Fachkräfte aus dem Bereich der Erwachsenenbildung.

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