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EPALE

Electronic Platform for Adult Learning in Europe

 
 

Immigrants

Hundreds of trainees have attended Turkish courses for foreigners, who have been opened by Atakum Public Education Center. At the end of these courses which were opened within the scope of Erasmus+Connect with Art to the life project, it was organized a feast of Turkish where the trainees exhibited their skills with great enthusiasm.

“InterCult” is a European cooperation project aimed at improving the intercultural skills of educators for delivering efficient language training to adult migrants. InterCult is developing an Intercultural Trainers Kit which will provide different methodologies and techniques for improving educators’ skills related to mutual understanding, cultural dialogue, tolerance and inclusion, awareness raising on cultural specifics of migrants and utilization of opportunities to use these specifics in a learning environment.

The European Basic Skills Network is happy to welcome you to a new online discussion on EPALE. The theme of this discussion, set up in the framework of the network's Capacity Building Series, is the accreditation of prior learning for adult immigrants to Europe. The discussion is scheduled to start on April 24th, 2019 10:00 (CET) and will be moderated until April 25th, 2019 17:00 (CET). 

The VINCE Validation Prize 2019 is an award given to the most innovative and transferable initiatives in the area of the Validation of Prior Learning (VPL) and/or Validation of Non-formal and Informal Learning (VNIL) in all sectors of education in Europe. The three best cases will win a trip to attend the final event of VINCE in Barcelona in November 2019!

Marjona is only 17 years old. She was born in Kyrgyzstan. Her first education was in Kyrgyzstan. Her mother settled in Turkey she was forced to come in. She never came out of the house the first time she came. Then she met friends who were born in Kyrgyzstan. There is a public education center very soon. Teachers working in the public education center told them that there is a course of learning Turkish for foreigners at the public education center. Thanks to this course, they were introduced to the public education center.

15 May 2019
by Hakan YANDIM
(en)
Some people think that migration is a problem. The Sustainable Development Goals (SDG), derived from the Dakar Millennium goals, deal with issues of education, development, social. Migration is not one of those SDGs. However, poverty, the countries being left behind and the host countries are all elements which intimately link migration and SDGs. Three associations have come together to deconstruct ideas about migration. A meeting was held in Pas de Calais in March and others will take place in 2019.
24 April 2019
by Camille POIRAUD
(fr)
1 Comments



Firenze is one of thé most important historical cities in Europe, with a density of museums and historical landmarks that is paralleled in few other cities around the globe.  What opportunities does this historical setting offer for language learning? 
We tried to find out during a 4 day visit to Firenze, within the theme of ‘Authentic learning in the 21st century). 

This blog post considers Adult ESOL Citizenship Education (AECE) and whether it is effective in building a strong sense of cutltural identity in migrants. Language is often considered the bedrock of integration and willingness to identify oneself with a new country is often measured by language skills. However, author Qasir Shah considers other aspects of integration and whether they are more important than language skills. 

15 April 2019
by Qasir Shah
(en)

Community gardening projects can have a profound positive impact on health, wellbeing and adult learning. Volunteers and workers have the opportunity to build vital skills, including those focused on food safety, the environment and science, as well as communication and teamwork skills that can then be applied to further education and meaningful careers. Everyone involved can benefit from boosting their mental and physical health by getting out in nature and having a positive impact on their local community. 

Wednesday 25 September 2019, Sweden

Konference om voksenlæring og inklusion

Alle er enige: Civilsamfundet er en uvurderlig ressource når det gælder at skabe deltagelse - ikke mindst for flygtninge og nyandkomne. Men for at udnytte civilsamfundets magt kræves et velfungerende samarbejde med offentligheden.

Under konferencen spørger vi, hvordan vi skaber bedre forhold for civilsamfundet. Vi har inviteret forskere, centrale aktører i civilsamfundet og den offentlige sektor i Norden for at diskutere med dig hvordan vi bedst udnytter civilsamfundets viden og magt.

Monday 13 May 2019 to Friday 17 May 2019, Spain

XI Edición "2019 Solidarios" del CEPA Plus Ultra en Logroño

El centro de educación de personas adultas Plus Ultra de Logroño, tiene un sabor, un olor y un color especial en mayo.

Huele a convivencia e integración, destaca el color púrpura de los delantales que reflejan alegría y colaboración y sabe a SOLIDARIDAD.

Todo ello no es fruto de la posición primaveral del Centro respecto al Sol, más bien se debe a la infinita ilusión que, todos los años por estas fechas, ponen alumnos y profesores por una buena causa.

Wednesday 26 June 2019 to Tuesday 16 July 2019, Croatia

Croaticum Summer School of the Croatian Language and Culture

Croaticum Summer School of the Croatian Language and Culture is held over three weeks and consists of 75 lessons about Croatian language and culture (75×45 minutes; 4 language lessons per day, 2 lessons of speech exercises per week and 9 culture lessons during three weeks). Classes are held every working day in the morning and early afternoon.

Croaticum Summer School of the Croatian Language and Culture is accredited as Croatian Language and Culture Course. Successful completion of the programme earns students 4 ECTS credits.

Wednesday 24 April 2019 to Tuesday 30 April 2019, Spain

Jornadas multiculturales y solidarias en Cáceres

El Centro de Educación para adultos “Maestro Martín Cisneros” de Cáceres organiza las jornadas multiculturales y solidarias durante la semana del 24 al 30 de abril En estas jornadas se incluyen actividades diversas como presentaciones como De Cáceres por el mundo: tres cacereños nos cuentan su experiencia fuera de nuestro país, Taller de bailes del mundo, rutas senderista, Exposición trajes y abalorios, Mercadillo solidario, etc.

 

This resource was created by the Erasmus+ Strategic Partnership ‘We Are One’ – Altogether Better. It is an e-inventory focusing on the discrimination of minorities in Europe, considering the reasons behind discrimination and what support can be offered to improve the experiences of minority groups. The partner countries include the UK, Spain, Italy and Sweden.

This article examines the adult education and learning that occurs between a Māori business and the workers they employ from the Pacific nation of Tonga through the Recognised Seasonal Employer (RSE) scheme, a seasonal labour strategy allowing for the temporary entry of migrant workers in the horticulture and viticultural industries, with a preference for workers from the Pacific nations.. Māori are indigenous to NZ but their historical ties extend back to Polynesia in the Pacific and therefore common historical narratives exist between Māori and those from Tonga.

Kaikkien Vaalit (Our Election) is Moniheli's democracy education activity. The goal of the #KaikkienVaalit campaign is to promote the participation and influencing of immigrants in the Finnish society. The Helsinki workshops and events are supported by the City of Helsinki's integration grant, but the workshop materials are freely available for all!

EPALE National Support Service issues an electronic magazine each month tied to the thematic focus on EPALE. The magazine contains a selection of most read blogs on the platform translated into Serbian and other articles relevant to adult education in Serbia and Europe.

In accordance with the EPALE monthly focus the magazine in May 2018 dealt with Migrant education.


The project, which is prepared for refugees and carries the same heart, has made it possible for refugee students and their families to socialize with the host students and their families at the same school. The duration of the project is 7 months. Ankara Office of the United Nations High Commissioner for Refugees. The project final report is attached.
 

resources

The aim of LIB(e)RO – Setting up an e-Learning Platform to Promote Public Libraries as Intercultural Learning Environment for Refugees – is to enable minors to have a positive introduction into a new language and culture.

LIB(e)RO project consortium is comprised of six European partners from Austria, Greece and Germany.

Content of the manual:

The idea of this set of Intercultural and Inclusive Key Competences for professionals in science engagement is to provide an overview of relevant and helpful competences and skills for working with marginalised groups of adult migrants and refugees. It is an extensive, but, of course, not complete list of competences and skills, that we as practitioners have found valuable. The compilation of intercultural key competences is one of several resources being elaborated within the PISEA Project.

The idea of this set of Intercultural and Inclusive Key Competences for professionals in science engagement is to provide an overview of relevant and helpful competences and skills for working with marginalised groups of adult migrants and refugees. It is an extensive, but, of course, not complete list of competences and skills, that we as practitioners have found valuable. The compilation of intercultural key competences is one of several resources being elaborated within the PISEA Project.

Zübeyde Ceylan's picture

Halk eğitimleri kurslarının çok kültürlü ve çok dilli bir atmosferde olaması var yerel halk ve mülteci / göçmen topluluğunun entegrasyonunda problemler doğurmaktadır.

Kültürel farklılıklardan çeşitlilik uyumluluk sorunu, iletişim engelleri ve bu engelleri aşma yolları bugün açık alan çok popüler toplumun öncelikli konularından birini arıyorlar.Öğretmenler çok kültürlü sınıf atmosferinde entegrasyon  metot ve tekniklerle problemler yaşıyor bu problemlerin giderilmesinde iyi uygulamalara ihtiyaç duymaktadır.

ELİF YILDIRIM's picture

In Turkey, there is a huge number of immigrants. most of them are children and they have an education right bur they have some problems at schools. We, I and my collegues from school, are working on an ERASMUS K1 project about this topic. 

I'm sure that alot of countries in Europe have immigrant students at various levels and for that reason I want to communicate and get in touch about our project topic. What kind of problems do you have at your schools and what do you try to solve the problems of these children?

Gina Ebner's picture
As part of our May focus, EPALE is organising a written discussion on the role and challenges of migrant education in helping migrants to integrate in their host country, and how adult learning can foster tolerance and cultural understanding. The discussion will take place on this page on 11 June from 10:00 CEST to 16:00 CEST and will be moderated by EPALE Thematic Coordinator and EAEA Secretary-General Gina Ebner. Don’t miss the opportunity to share your views and experiences with the EPALE community!
EPALE Moderator's picture
In this thread we’ll be talking about solutions – what are the best ways to support both newly arrived migrant learners and established communities access and complete education programmes? We want to hear your views on the key factors for success, best practice examples and how to replicate this elsewhere.
EPALE Moderator's picture
In this thread we’ll be talking about barriers. What have you found to be the biggest challenges for adult migrants accessing education, and are they different for newly arrived migrants and established migrant communities? We want to hear about what you think the most significant barriers are, from both a learner and an education provider perspective.
EPALE Moderator's picture
In this thread we’ll be talking about delivery – what are your experiences and what have you found to be effective? We want to hear about your views on different types of learning, what you’ve found to be successful and how you’re working to create successful programmes for both newly arrived learners and established migrant communities.