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Förderung der gesellschaftlichen Teilhabe durch Bildung und Unterstützung der Willkommenskultur in der Erwachsenenbildung (We-Mobil 2)
Start date: Jun 1, 2015, End date: May 31, 2017 PROJECT  FINISHED 

Adult education colleges (vhs) provide a wide range of education for all people regardless of gender, nationality, age, social class, or religion. They are nondenominational and neutral. They are competent partners for other educational partners as well as for actors in the economic, educational and political sectors. One of the most important requirements for educational institutions to offer a fair, continual and thus sustainable access to education is to be actively open for all social groups. This openness is understood in the project as “inclusive education”. As institutions both close to citizens and municipalities vhs often are the only training providers in rural areas. Thus, vhs have a specific role in the establishment of inclusive education. However, regular evaluations illustrate that current adult provision does not reach all social groups sufficiently, e.g. there is limited long-term involvement of migrants, elderly and educationally disadvantaged groups. For that reason it is essential to develop competences in adult education staff – independent of their employment status – in creating customized solutions and strategies to access those target groups. In addition, teaching staff needs to develop knowledge in innovative teaching methodology. Altogether the project proposed the widening of adult education with regard to target group access with vhs as institution group at focus. For that adult education staff shall be sensitized and trained on the one hand and the quality of provision shall be evaluated and improved. With this in mind, three groups of staff are addressed: 1. Permanent employed pedagogical staff of vhs who are responsible for planning provision, strategic development of the institution and to work with teachers. 2. Administration staff who are quite often the very first contact for potential participants in the institution. 3. Freelancers who carry out courses and teaching. The project gives all three groups the opportunity to develop their professional competencies and to learn about the different education systems in the different European countries. Further to learn about motivation of learners, educational biographies of different groups of learners and to widen their repertoire of methods and strategies. Above all they would develop their social competencies with regard to reflection, empathy and conflict solving strategies. It is planned to carry out 100 mobilities. These would take place in form of trainings as well as job shadowing for a more intensive immersion into the topics and to learn about innovative examples of good practice. A combination of both is also encouraged. The project also pursues longer lasting objectives. The project contributes to the cross-sectoral embedding of inclusive education in all processes of quality management of adult education institutions which will have an effect well beyond the life time of the project. In the long run this would lead to an improved and more attractive provision. So the project contributes to the European objective of raising the participation in further education to at least 15% of the adult population. The project allows for professional exchange of experience between the participating European institutions which also contributes to the internationalization of adult education. The project offers great chances for transfer of learning experiences on all levels of the partners’ networks. That includes all levels of society of which adult education colleges are a renowned part.
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