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Catching Confidence
Date du début: 4 août 2014, Date de fin: 3 août 2016 PROJET  TERMINÉ 

Background and main challenges As educators it is important to examine why people from vulnerable social groups are reluctant to access education and how we can engage and motivate these people to participate, make a change to their lives and/or stop them from prematurely 'dropping out' of their courses. We have identified a huge common problem that are addressed within this project: European adult education in general has as vast amount of drop outs, and in Sweden and Denmark as many as 30-40% of the learners do not finish their studies. The situation in other European countries seem to be about the same, conclusions drawn from an earlier Grundtvig-project that Vuxnas lärande participated in. The core questions for the project are, why so many adult learners drop out of school and how we can adjust our ways of work so that this group of learners get the support and motivation needed for carrying them all the way. Partners and professionals The project has been carried out in cooperation with VUC Storstrøm, Falster, Denmark. Both the project goals and the concrete activities has been carried out in close partnership. Cheshire Community Development Trust, Northwich (GB) and TAKK, Tampere (FIN) have not been directly involved in the project, but have as receiving organisations contributed with experiences and good examples beneficiary for the project. School heads, teachers and study counsellors have taken part in the project. From Vuxnas lärandes' (VL) side a total of around 15 persons have been involved in the project, of whom nine were mobilities. Cheshire Community Development Trust and Formacio d'Adults Can Batlló (Barcelona) applied for taking part in the project but their bids did not pass their national offices. This reduced to a certain extent the outcome of the project and the original plans had to be slightly changed. However, the core of the original project plan wear carried out. Main results within the objectives 1. The co-operation between teachers and study counsellors, for making weak learners included in the education system was clarified by a number of good examples both in Finland and Denmark. It has resulted in development in the communication structures between the two pedagogical professions in a number of ways, for example through recurrent follow up-meetings, with the purpose of discover and preventing learners from dropping out by taking the appropriate supportive measures. 2. The benefits of group counselling for weak learners have been noticed in the project (common in both Finland and Denmark), resulting in use of the method with learners with special needs. Group counselling will expand to other groups. 3. Special supportive courses for weak learners have been developed as a result of the project. So called orientation courses in study technique and in maths are now at hand at VL, helping weak learners that study other courses at the same time. 4. Basic computer skills are necessary in modern society, not the least in a learning situation. At the same time, weak learners often lacks these skills. This became obvious in the project, and VL has now, influenced by out project partners, developed courses in basic ICT, starting in spring 2017. 5. Bridges between informal and formal studies have been built between two different departments in Växjö, partly as a result of the project. The insight of the benefits of making special tracks for weak learners have developed staff exchange. 6. The knowledge of the vast challenges at the labour market for the target groups increased after the initial lecture by prof. Forslund, forming a foundation for the coming work, inspiring to further development of supportive activities for the target groups.

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