Shareit - Handbook on Informal Learning by Max Mayrhofer

Grundtvig Multilateral Project

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills. A Handbook

Translated from German and Polish by Sonja Broockmann (Hamburg), Magdalena Galaj (Lodz) and Thomas Ostendorf (Hamburg)

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Content 1. Introduction

2. Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education

3. Informal Learning and Trainer Exchange: Ten Methods from Five Countries 3.1 Introduction 3.2 Methods and Good Practice in Scotland: Swap Shop 3.3 Methods and Good Practice in Scotland: Portal for Trainers Adult Literacies Online (ALO) 3.4 Methods and Good Practice in Poland: Portal and Handbook for Trainers www.trenerngo.pl 3.5 Methods and Good Practice in Poland: Developing Skills in Training Needs Analysis 3.6 Methods and Good Practice in Austria: Online Portals for Trainers 3.7 Methods and Good Practice in Austria: Team Meetings 3.8 Methods and Good Practice in Switzerland: After Action Review (AAR) 3.9 Methods and Good Practice in Switzerland: Writing Journal 3.10 Methods and Good Practice in Germany: Collegial Case Consultation 3.11 Methods and Good Practice in Germany: Job Shadowing and Peer Review

16 17 19

51 52 53 57 62 66 69 71 75 78 82 87 91 94

Travel Diaries 4.1 Introduction 4.2 Scottish Diary of a Trip to Graz 4.3 Scottish Diary of a Trip to Graz and Klagenfurt 4.4 Scottish Diary of a Trip to Łódź 4.5 Polish Diary of a Trip to Glasgow 4.6 Polish Diary of a Trip to Zurich 4.7 Austrian Diary of a Trip to Glasgow 4.8 Austrian Diary of a Trip to Zurich and Lausanne 4.9 Austrian Diary of a Trip to Hamburg 4.10 Swiss Diary of a Trip to Łódź 4.11 Swiss Diary of a Trip to Hamburg 4.12 German Diary of a Trip to Zurich 4.13 German Diary of a Trip to Glasgow

5. Quality of ShareIT Training and Exchange

23 26 28 31 34 37 40 43 47

6. ShareIT European Network

107

7. Imprint

112

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

1. Introduction

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

1. Introduction By Frank Drecoll, Hamburg

ShareIT is a European project implemented by five project partners and twenty associated Adult Education institutions in Scotland, Poland, Switzerland, Austria and Germany. The project’s objective is the practical execution of informal exchange methods of experiences in the area of Basic Education within European limits. Furthermore, the exchange should lead to an improvement of practical skills of course instructors and trainers in applying innovative methods and tools. The trainers’ needs should be met inasmuch as successful on-the-job-methods are collected, tested, evaluated and adapted for the area of informal and collegial professionalization of course instructors and trainers. Networking and informal exchange were supported by an adequate offer: • European ShareIT-training • Online-platform • Tools and the manual at hand for the promotion of informal and collegial exchange of experiences • European conference

On the contributions in this manual: In an introduction to the manual’s topic “Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education”, Frank Drecoll first takes a look at the starting situation in the countries, namely Germany, which he knows better than the ones in the other partner countries, and asks about needs and requirements of course instructors, who fulfill an extremely challenging task in Adult Education with prevalently precarious employment situations. He cites several surveys in Germany uncovering a clearly articulated demand of course instructors for more opportunities to exchange with peers and learn informally at their workplace. As of yet, there are no studies on informal and non-formal learning habits of course instructors in the realm of practice. This is why Drecoll at first describes this practice, as he knows it, and subsequently formulates ten theses regarding the importance of informal continuous learning in this realm of practice, which is characterized not only by learning success, but also by learning difficulties and stagnation on behalf of the participants. From 25 methods of informal learning and exchange, which had been collected in the five partner countries of ShareIT, ten were selected for Literacy and Basic Education. Chapter 3 contains ten more detailed contributions on these methods. Sallie Condy from Scotland reports on “The Swap Shop”. “Swap Shop” is the name of a very popular children’s program on Scottish TV in the 1970ties with children exchanging their toys. A Swap Shop is equipped with one or two hosts and ten to twelve trainers. It is a place of exchange among colleagues. Experienced trainers present tried and tested methods from their teaching and answer questions from their colleagues. The Glasgow Swap Shop for Basic Education, moderated by the volunteer organization

Introduction

GCVS, takes place every quarter, whereby the meeting is “handed down” from one institution to the next and is open to course instructors of all of Glasgow’s institutions. Lesley Martin presents the Scottish Trainer-Portal Adult Literacies Online (ALO) to us. Statefunded and established in 2001, the portal addresses itself to trainers as well as participants of Basic Education with the aim of providing them with pivotal orientation in all didactic and methodological issues of teaching, diagnosis and learning. Course instructors are enabled to targetedly train themselves employing E-learning tutorials. ALO is the central Scottish instrument for professional training of trainers in Literacy and Basic Education. The first Polish contribution’s author is Grzegorz Grodek. He reports on the very successful traineronline-portal www.trenerngo.pl, which, aside from videos on good teaching, learning programs and a discussion platform, offers a trainer manual which can be downloaded. Target groups of this portal, among others, are staff of socalled NGOs (non-government organizations dedicated to sociopolitical and environmental issues). NGO staff lacking basic teacher training are given the opportunity to brace themselves for tasks in Adult Education. In his second contribution, Skills Development With Needs Assessment for Courses, Grzegorz Grodek outlines a procedure employed specifically in company training in Poland. Company training requirements are analyzed by use of qualitative and quantitative survey methods (group panel, questionnaire-based face-to-face interviews and observation). On the one hand with regard to the workplace of the employees, on the other hand in consideration of their individual learning needs and levels of knowledge. The data collected form the basis of tailored course concepts. When trainers are included in the needs assessment, they learn to plan courses in an informal, almost casual manner. Alfred Berndl elaborates on the good old-fashioned Staff Meeting being the key place for informal learning of course instructors in Basic Education in Austria, a periodical date for course instructors offered by their institution. Such a team meeting oftentimes is moderated by permanently employed educational staff. In comparison with other areas of Adult Education, the significance of a meeting here is comparatively high, because teaching and learning materials are still self-produced, made-to-measure. Additionally, the necessity exists to sensitize citizens and concerned persons in a community for the issue of Literacy by way of public relations work and thus acquiring new course participants. Motivated course instructors contribute to this. Alfred Berndl’s second contribution from Austria delineates two Online Portals for Course Instructors in Basic Education. The trainer portal www.basisbildung-alphabetisierung.at constitutes a hub for course search, communication and pedagogical factual information. It was es-tablished by the project In.Bewegung-Netzwerk Basisbildung und Alphabetisierung (in motion-network for Basic Education and Literacy) in 2005. In 2010, partner organizations of In.Bewegung installed a blog (www.praxis-basisbildung.at) for trainers to put up teaching methods for discussion among colleagues. Acceptance of the portal is still reluctant. The first good-practice-contribution from Switzerland by Martina Fleischli presents a method of informal learning in projects: After Action Research (AAR). The method serves the purpose of a systematic

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Introduction

review, in order to learn from projects. The first question is, what is the goal of our project? The second is, what has actually happened? The third question focuses on the difference between goal and actual progress. The answer leads to the fourth and final question: what have we learned from our project? In her second contribution for Switzerland, Martina Fleischli deals with Diary-Keeping for Course Instructors as an archiving method for experiences and good ideas in courses as well as a reflection procedure when testing and refining new teaching methods. Keeping a diary is not only a means to reflect on one’s life. It can also be used by course instructors to mold pedagogical ob-servations and impressions into experiences. Collegial Consultation has been developed for the professional training of teachers at public schools in Germany as early as the 1970s. Adult education has adopted this very effective method, which Dr. Sabine Jokisch describes in an article for Adult Education, a few years ago. A colleague presents a “case” from his own course practice to other colleagues. As a rule, it is about a disturbed relationship. In a ten-step procedure in dialogue form between case presenter and collegial case consultants the case – be it in attendance or online – is solved step by step. Colleagues consult each other. In her second contribution for Germany, Sabine Jokisch introduces the Collegial Course Shadowing with Subsequent Peer Review (Kollegiale Hospitation mit anschließendem Kollegialen Feedback). Teachers open their classes to colleagues. The procedure is based on reciprocity, because whoever does the Course Shadowing and subsequent criticism of the person teaching, has to be aware that as a person offering the possibility of being shadowed, he or she has to face criticism by colleagues him- or herself. A circumstance leading to cautious criticism and fairness. Some of the methods presented here enable exchange among colleagues and mutual learning. Others support individual, self-directed learning. In applying these, use of the internet becomes more and more popular. If one follows the authors, all ten methods function well in Adult Education, too. In the spring and fall of 2015 course participants, course instructors an planners in Adult and Basic Education in Scotland, Poland, Austria, Switzerland and Germany traveled to the ShareIT-partner countries, became acquainted with Basic Education institutions and innovative projects and did Course Shadowing. Highly subjective contributions in Chapter 4. Travel Journals offer insights into the reflections of the travelers. Thirteen authors have recorded their observations, experiences and reflections in travel journals on visits to Lodz, Glasgow, Graz, Vienna, St. Pölten, Salzburg, Klagenfurt, Zurich and Hamburg: Sallie Condy (Glasgow), Amanda Clark (Glasgow), Mary Rock (Glasgow), Igor Razbornik (Lodz), Sylvia Bikiewicz (Lodz), Matthias Steffel (Salzburg), Christa Sieder (Graz), Andrea Heiglauer (Kärnten), Barbara Vollenweider, Eliane Welti & Martina Würmli (Region Zürich), Elisabeth Gees (Aargau), Roxana Novac-Bax (Hamburg), Regina Bakar (Hamburg). Getting to know teaching methods in classes or innovative projects on the occasion of a journey can give an impetus to test the things seen at home oneself. Thereby pedagogical methods and procedures are not being implemented on a 1:1 scale, but transferred creatively on neighboring areas of activity.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Introduction

Other authors report on the “hart-warming effects” of the journey, where one had the opportunity to take off time from one’s own course work and let oneself be reflected in the commitment of the hosting colleagues. In his contribution 5. On the Quality of Training in ShareIT Max Mayrhofer evaluates the experiences with the preparation and execution of the transnational training weeks in the spring of 2015 in the five ShareIT-partner countries. His evaluation report takes into consideration the promotional activities and preparatory work of the so-called focus groups in the project. About 100 course instructors from five countries were involved in the work of the focus groups, the results of which are broached by the contribution. The second part of the evaluation deals with the execu-tion of the travels to the training weeks in the spring and fall of 2015. Here the evaluation is based on standardized questionnaires completed by the travelers. In the evaluation, the focus is on the needs and interests as well as the experiences of the course instructors during their journeys. Max Mayrhofer promotes a trainer-network following ShareIT in his contribution 6. ShareIT – a European Network. “The ShareIT-training” will “continue to be offered for the target groups named “within the scope of the one-week exchange” (due to the miscellaneous funding opportunities via the Erasmus+-Program, annotation by F. D.). The ShareIT-network should not only continue to exist, but expand. The project partners strive to strengthen the ties made and carry on exchanging trainers mutually”.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

2. Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

2. Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education By Frank Drecoll, Hamburg

1. On the situation in the partner countries As we first talked about the project idea with all partners at the end of 2011, the situation of the professionalization of course instructors in all partner countries was similar-except in Poland. In Germany, a master study program “Literacy and Basic Education” at the Pädagogische Hochschule (Pedagogical University) in Weingarten had just been accredited (Drecoll/Willige 2011). In England and Scotland study programs already existed and Austria already experimented with a university study program for Basic Education in Strobl in the second or third round as well (Affeld/Drecoll 2009). In Switzerland and Poland there are no study programs for Literacy and Basic Education, yet in Switzerland – as well as in the other countries – modular certified trainings exist for course instructors in Literacy and Basic Education who have a degree in the study of educational sciences or teaching. Working with learning-disabled adults in Literacy classes who have always linked school experiences to feelings of failure and social exclusion, is a very demanding task in Adult Education and Learning Guidance which in any case requires a formal introductory basis training. The umbrella organizations in Adult Education as well as the Ministries of Education in the ShareIT partner countries have reacted to this need in the meantime (Affeld/Drecoll 2009; Jütten/Mania 2011). In Germany, a political concept for a continuous funding of training is lacking up to now. Course instructors in Germany as a rule work without being permanently employed, on the basis of service contracts, which, if no spouse making good money is in the background, often leads to a precarious employment situation. Trainings to be paid for exceed the budget of most trainers. Surveys of course instructors in Basic Education in the most densely populated state NorthrineWestphalia (NRW) identified the following needs as early as 2004 (cf. Korfkamp/Steuten 2004): Course instructors especially at smalltown and rural Adult Education Centers desired more peer exchange with course instructors from other Adult Education Centers. This result is corroborated by the annual monitoring surveys conducted by the Deutsches Institut für Erwachsenenbildung (DIE, German Institute for Adult Education) (cf. Karg et al. 2009, p. 59) as well as the evaluation study of the former BMBFProject Pro Grundbildung (In Favor of Basic Education) (Jütten/Maina 2011). The Bundesministerium für Bildung und Forschung (BMBF) (German Federal Ministry for Education and Research) even discovered a need of course instructors for Collegial Consultation, a method for case reviews developed for teacher training in Germany in the 1970s (Rosenstiel 2011; cf. the contribution Good Practice in Germany: Collegial Consultation in this manual!). Another representative survey of the DIE (cf. Schneider et. al 2011, p. 130) proves that more than 50 % of all Adult Education Centers offer only one or two Literacy courses. For the most part, these are

Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education

Adult Education Centers in rural areas or in sparsely populated area states, which mostly employ only one course instructor for Literacy and Basic Education. In more than half of the Adult Education Centers offering Literacy courses the course instructors therefore have no colleagues they can exchange views with in passing about their teaching. This exemplifies the urgent need for Collegial Exchange across institutions, be it in attendance or via the internet. In Scotland, there exists a Swap Shop for this purpose, a place to exchange tried and tested good ideas from one’s own teaching practice. Course instructors of various institutions meet in Glasgow every three months, in order to present teaching methods to colleagues. In Austria and Germany, practice workshops on the occasion of course instructor meetings (cf. the contribution Good Practice in Austria: Team Meeting in this manual!) are prevalent. This is exceptional for Adult Education, because freelance course instructors even in precarious employment situations, who take part in them voluntarily, cannot, as a rule, invoice their hours. The practically-oriented Collegial Exchange about teaching and learning materials is very popular. As is the Collegial Consultation in the scope of Learning Consultation – a method of informal learning frequently encountered in Germany, but even more so in Austria (Fuchs-Brüninghoff et. al 1989; 1993; Ludwig 2012). The tenday formal seminar offer to course instructors in Literacy which the Deutsche Volkshochschul-Verband (German Adult Education Federation) holds ready on demand since 2011, comprises a two-day module for Learning Consultation, in the scope of which the participants can get acquainted with the Collegial Consultation as a systematic procedure. In all countries the first generation change of practitioners in Literacy and Basic Education is either imminent or has already taken place. This may especially be the case in England, where Literacy in Adult Education had already begun before 1975. In Germany, it was started in 1978, in Austria in 1990 and in Switzerland in the 1990s. Poland is just starting to gain experience with Basic Education offers. This generation change brings a younger generation of pedagogues into classes, who, in contrast to their predecessors, have no reserve against New Media. These course instructors already use the internet and relevant trainer portals for research on teaching and learning resources on a daily basis. The internet is used for informal personal development via E-learning and PDF-downloads. Corresponding portals are being frequented actively (www.feadvice.org.uk; www.skillsforlifenetwork.com; www.alphabetisierung.de; www.alphabetisierung.at; www.alpha-fundsachen.de; www.aloscotland.com/alo/680.html; www.ltscotland.org.uk/communitylearninganddevelopment/about/practice/adultliteracies/introduction. asp; http://www.stiftung-sags.ch/cms/index.php?id=144; www.trenerngo.pl).

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education

2. Objectives in the ShareIT-Project The ShareIT-Project has followed up exactly along the needs outlined by the course instructors themselves, by defining the following objectives and implementing them during the last two years: • • • •

Needs assessment: planners and course instructors in the partner countries were asked about Good Practice and feasible methods of informal learning and Collegial Exchange for course instructors in Literacy teaching. In the process, 25 methods of informal and nonformal learning were compiled in five countries. In workshops for course instructors concurrently taking place to the Steering Group Meetings in the partner countries, a selection of innovative and particularly suitable methods for the Literacy realm of practice that had already been tested, was made. Ten out of 25 methods were described in detail (cf. the contributions in chapter 3. Informal Learning and Trainer Exchange: Ten Methods from Five Countries!). Transnational meetings and training weeks in five countries: Collegial exchange and mutual learning across European borders (cf. chapter 4. Travel Diaries!). National and international dissemination of project results, primarily by means of this manual, which is available in English, German and Polish.

3. What is “Informal Learning”? The understanding of what Informal Learning is, is by no means uniform. From Wikipedia, we learn: “In the reporting system training informal professional learning is understood to mean visiting trade fairs, participating in shortterm events, e. g. lectures or half-day seminars, self-learning through observing and testing at the workplace or in leisure time, self-directed learning with the aid of computerbased independent study, workrelated audio and video cassettes, utilizing educational offers, e. g. on the internet (BMBF 2003) . (…). Dohmen (2001) therefore argues for the adoption of a definition proposed by Small (1999): the “term Informal Learning relates to all manners of self-learning which are developed in immediate life and experiential contexts outwith the formal education system” (Dohmen 2001, p. 25). (…) Formal Learning: learning that generally takes place in an educational or training institute (in relation to learning objectives, learning time or promotion of learning), which is structured and leads to accreditation. From the learners’s point of view, formal learning is focused. Non-formal Learning (also not formal learning): learning which does not take place in an educational or training institute and usually does not lead to accreditation. Nevertheless, it is systematic (in relation to learning objectives, duration of learning and learning materials). From the learner’s perspective, it is focused. Informal Learning: learning which takes place in daily life, at the workplace, in the family circle or in leisure time – almost in passing. It is not structured in terms of learning objectives, learning time or promotion of learning. In most cases, Informal Learning is non-intentional, thus takes place incidentally/

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education

in passing. (European Commission 2001, p. 9, 32f). (…)“(end of quote from Wikipedia, under the heading of “Informal Learning”) [last call: 10-22-2015]. Owing to the triumph of the New Media, especially the internet as a platform for exchange, research and learning (E-Learning), the three definitions of terms have to be supplemented. Thus utilizing an E-Learning offer can be formal learning, namely when it is offered by an institution, proceeds step by step with regard to learning objectives, period of time and tutorial support and is targeted on accreditation. Such formal professional learning opportunities on the web e. g. exist in the Scottish Literacy Practice. When a course instructor in Germany or Poland visits the trainer portals www.alphabetisierung.de or www.trenerngo.pl, she or he trains her-/himself informally: there are neither certified accreditations here, nor is there tutorially supported, structured learning, the learner rather researches targetedly or untargetedly for materials for his own course preparation on these portals. When a course instructor uploads self-produced course materials onto an online portal and downloads external materials for his own use in return or joins an asynchronous debate in an online forum about the situation as course instructors in Literacy, collaborative informal learning takes place. The boundaries between self-directed, individual and collegial, collaborative learning on the internet are fluid. In Literacy, self-directed forms may still prevail. Informal, Non-formal or Formal Learning is not strictly bound to locations. Everybody knows the informal talks or email correspondence with fellow learners in the margins of formal trainings, especially when these extend over more than one session. Except for the Teacher Study of the NRDC in London (Drecoll 2009), there are no scientific surveys about Informal and Non-formal Learning of course instructors in Literacy and Basic Education. Therefore, experiences made should be condensed into hypotheses and assumptions about the learning habits of the course instructors should be made below.

4. Theses on Informal and Non-formal Professional Learning in Basic Education There is strong evidence that course instructors train themselves at home by studying didactic handouts with course materials as well as conducting more or less targeted research on online trainer portals. They visit meetings of Adult Education Associations in their countries and take part in half-day workshops on teaching and learning materials or innovative methods informally or non-formally. Above all, they may learn non-formally when taking part in team meetings, Swap Shops, mutual Collegial Course Shadowings, Tutor Tandems with more experienced colleagues or Collegial Consultation Sessions in their institutions. There, learning takes place systematically and focused, yet without accreditation and without the guidance of external experts (trainer-trainers). Small institutions, such as the rural German Adult Education Centers with just one Literacy class, often lack this vital training-promoting learning culture for teachers (Heise 2009, p. 28) in the employing institution. At metropolitan institutions as in Glasgow, Hamburg, Graz, Zurich, Warsaw or Lodz support structures for freelance course instructors do exist. These range from PCs with WiFi access in libraries and richlyequipped class rooms with learning materials and periodical (not remunerated) team meetings to course shadowing with the experienced trainer colleague.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education

Below, ten theses on Informal and Non-formal Learning of course instructors in Literacy and Basic Education should contribute to hypothesizing about their continuous professionalization (“Literacy and Basic Education” will be abbreviated with “L” and “B” in the following).

Thesis 1: Course instructors in L and B work freelance – in Germany almost entirely, in other partner countries at least preponderantly, with contracts lacking social security benefits. Their willingness to train themselves professionally, however, is on the same level as that of employed pedagogical staff in Adult Education. Thesis 2: Teaching and consulting learning-disabled participants requires a high qualification of course instructors and a high degree of individualization and participant orientation in running of courses. Thesis 3: Coursebookbased learning as in foreignlanguage teaching is rather uncommon in L and B. Teaching and learning materials are often selfproduced, oriented at participants’ living conditions and at participants, which demands high standards as to the didactic and methodological know-how of course instructors. Thesis 4: Course instructors having completed a certified basis training ask for opportunities for continuous professional training in their institution or across institutions. Surveys in Germany show a lack of such supporting structures for continuous professional training in Adult Education. Institutions in area states and rural regions leave their course instructors alone with this. Thesis 5: Absence of learning success and learning resistance leading to stagnation in learning, are part of everyday teaching in L and B in all of the European countries and intensify the need of course instructors for constant training. Thesis 6: In places where completely informal learning opportunities in and outwith of institutions had been organized by course instructors themselves, they were seldom lasting. Prevalent precarious employment situations of course instructors in the public Adult Education sector complicate personal initiatives, which can hardly be put into practice without financial contributions on behalf of the course instructors – if for travel expenses to supraregional meetings. Thesis 7: Institutions in Professional and Adult Education with L and B offers are welladvised to promote nonformal collegial and self-directed forms of learning for their freelance personnel. This includes purchase of computers and reference libraries with teaching and learning materials as well as the provision of services in organization and moderation on behalf of the permanently employed staff. Thesis 8: In case of institutions cautiously promoting personal initiative and self-activation of course instructors in a positively-supporting manner, productive places for non-formal learning can emerge: Swap Shops,

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education

Online Portals for up- and download-opportunities for self-produced course materials, Collegial Consultation, Course Shadowing and Needs Assessments for incompany training are favorite learning and teaching methods.

Thesis 9: Course instructors themselves are the first and foremost experts in continuous professional training. Instead of consulting external trainer-trainers, they support each other on a collegial basis in a practice- and solution-oriented exchange of know-how at the work-place. Thesis 10: Formal and Non-formal or Informal Training in L and B benefit from each other. Current innovative results from learning and teaching research via formal training offers are being incorporated into the practice. An internal dialogue of practitioners could initiate new practically-oriented research for L and B in Europe. ShareIT training weeks in the five partner cities Glasgow, Lodz, Graz, Zurich and Hamburg were conducted in two waves â&#x20AC;&#x201C; first in the spring and then the fall of 2015. The Collegial Exchange among course instructors of five European countries which took place on the occasion of visits to institutions and course shadowings, team meetings and workshops on materials, paid special attention to learning and teaching methods and organizational issues in L and B.

5. Perspective Further worthwile and forwardlooking questions for the practice and research of professionalization in this field could be the following: Which course instructorpersonality learns best with which methods of Informal and Non-formal Learning? How can quality criteria of Good practice via non-formal continuous training find their way into institutions? How can an urgently needed pedagogical reform in L and B be initiated, which is initiated and supported by the course instructors themselves?

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal and Non-formal Learning of Course Instructors in Literacy and Basic Education

6. Literature Affeldt, Harald/ Drecoll, Frank (2009): Professionell alphabetisieren. Bestandsaufnahme und Erfahrungen in vier europäischen Nachbarländern – eine Studie. In: UNESCO Institute for Lifelong Learning (Hrsg.): Professionell alphabetisieren. Bestandsaufnahmen und Erfahrungen aus dem In- und Ausland. Alphabund Forschung, Bd. 1. Münster: Waxmann Drecoll, Frank/ Hubertus, Peter (2009): Fortbildung für Kursleitende in der muttersprachlichen Alphabetisierung und Grund bildung – von 1977 bis 2007. Rückblick und Bestandsaufnahme. In: UNESCO Institute for Lifelong Learning (Hrsg.): Professionell alphabetisieren. Bestandsaufnahmen und Erfahrungen aus dem In- und Ausland. Alphabund Forschung, Bd. 1. Münster: Waxmann. Drecoll, Frank (2009): Kursleitende in der Alphabetisierung und Grundbildung: The Teacher Study – Ergebnisse und Schlussfol gerungen. In: UNESCO Institute for Lifelong Learning (Hrsg.): Professionell alphabetisieren. Bestandsaufnahmen und Erfahrungen aus dem In- und Ausland. Alphabund Forschung, Bd. 1. Münster: Waxmann. Drecoll, Frank/ Willige, Miriam (2011): Master of Arts „Alphabetisierung und Grundbildung“ - Professionalisierung und Beschäftigungsfelder. In: DLR-Wissenschaftsreihe zur Alphabetisierung und Grundbildung. Bielefeld: wbv – W. Bertelsmann. Dohmen, Günter (2001): Das informelle Lernen - Die internationale Erschließung einer bisher vernachlässigten Grundform menschlichen Lernens für das lebenslange Lernen. Bonn: Bundesministerium für Bildung und Forschung. Fuchs-Brüninghoff, Elisabeth (1989): Supervision. Hilfe zum professionellen Handeln. In: Elementarbildung – Beratung – Fortbildung. Bericht des Projektes „Vermittlung elementarer Qualifikationen“. PAS /DVV. Bonn und Frankfurt a. Main. Fuchs-Brüninghoff, Elisabeth/ Pfirrmann, Monika (1993): Beratung als Methode in der Erwachsenenbildung – eine Fortbildungsinitiative. In: Meisel, Klaus u.a.: Erwachsenenbildung in den neuen Ländern, Frankfurt/M. 1993, S. 141-151. Heise, Maren (2009): Informelles Lernen von Lehrkräften. Ein Angebots-Nutzungs-Ansatz. Münster, N.Y, München, Berlin. Jütten, Stefanie/ Mania, Ewelina (2011): Professionalisierung der Alphabetisierung und Grundbildung. Die Evaluation der Fortbildung des Verbundprojekts „ProGrundbildung“. In: PT-DLR e.V. (Hg.)(2011): Lernprozesse in Alphabetisierung und Grundbildung Erwachsener. Diagnostik, Vermittlung, Professionalisierung. Bielefeld. Korfkamp, Jens/ Steuten, Ulrich (2004): Aus- und Fortbildung von Alphabetisierungspädagogen in Nordrhein-Westfalen. In: 25 Jahre Alphabetisierung in Deutschland, Hrsg: Julia von Genz, Stuttgart, S. 139-144. Ludwig, Joachim (Hrsg.) (2012): Lernen und Lernberatung – Alphabetisierung als Herausforderung für die Erwachsenen didaktik. Reihe Theorie und Praxis in der Erwachsenenbildung. DIE, Bielefeld. Rosenstiel, Tatjana von (2010): Stand der Qualifizierungen im Bereich Alphabetisierung/ Grundbildung. Stand: 11. Nov. 2010. alpabund-Fachgruppe 6 „Professionalisierung“. PT-DLR, Bonn. Schneider, Karsten/ Ernst, Annegret/ Hendel, Anja (2011): Alphabetisierung an Volkshochschulen. Ergebnisse einer bundesweit repräsentativen Befragung. In: Ein Grund für Bildung?! Bielefeld, S. 127-144.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

3. Informal Learning and Trainer Exchange: Ten Methods from Five Countries

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.1 Informal Learning and Trainer Exchange: Ten Methods from Five Countries Introduction The ShareIT-Project’s objective was to detect innovative methods of Informal Learning and Collegial Exchange, such as Collegial Consultation, Course Shadowing, Online-Trainer-Portals or Journal-Keeping for course instructors in the Adult Education Sector of the respective country and examine, which of these methods are suitable for the informal training of course instructors in Literacy and Basic Education. A subset of these methods should be studied and tested in the scope of transnational weeks of traveling and exchange between practitioners of the five partner countries (for more see the contribution of Max Mayrhofer 5. On the Quality of Training in ShareIT). Ten out of 25 methods of Informal Learning and Exchange were selected for Literacy and Basic Education. The current chapter holds ten articles on these methods available: A Scottish contribution reports on Swap Shops. Swap Shops are places where Collegial Exchange takes place, whereby experienced trainers present tried and tested methods from their teaching and put them up for discussion among colleagues. The Scottish Trainer Portal Adult Literacies Online (ALO) addresses itself to trainers and participants in Basic Education with the aim of giving them pivotal orientation in all questions of didactics and methodology of teaching, diagnosis and learning. Visitors of the portal can train themselves, among others, via E-Learning tutorials. The first Polish contribution “Development of Skills in Needs Assessment for Courses” outlines an informal procedure being utilized especially in company training. If trainers are included in the process of needs assessment, they learn almost in passing, that is informally. The second contribution from Poland reports on a well-known and frequently-visited Online Trainer Portal NGO (www.trenerngo.pl), which makes videos on teaching, learning programs, a forum for discussion as well as a downloadable trainer-manual available. A contribution from Austria depicts online-platforms on the internet, which are addressed to course instructors in Basic Education. The Trainer-Portal www.basisbildung alphabetisierung.at and a blog (www.praxis-basisbildung.at) for trainers, in order to put up selftried and tested methods or course materials for discussion among colleagues.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.1 Introduction

In Basic Education in Austria, the central place for Informal Learning of course instructors still is the unspectacular, but classic Team Meeting, a periodical staff meeting for the freelance teachers of the institution. The Team Meeting often is moderated by a permanently employed department head. What happens here is not formal, but non-formal training. A contribution from Switzerland presents the method After Action Research (AAR). The method serves to review systematically, in order to learn from projects. Another contribution from Switzerland deals with Journal-Keeping as an archiving method for experiences and feasible ideas and as a method for reflection, to think about new teaching methods after testing them. How effective this method is, is shown by the Travel Journals in this manual. Collegial Consultation is wellknown in teacher training in Germany. For a few years, Adult Education has been applying this very effective method. A colleague presents a “case” from his own course work to colleagues and with the help of the colleagues the case is brought to clarification. Collegial Course Shadowing with Subsequent Peer Review is a method, where course instructors open their classes to colleagues. Following that ensues a constructive-critical feedback. The procedure is based on mutual Course Shadowing.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.2 Methods and Good Practice in Scotland: Swap Shop By Sallie Condy, Glasgow

1. Introduction Glasgow Council for the Voluntary Sector (GCVS) was established in 1974 and is a membership organisation with more than 600 members, mainly community and voluntary organisations, based in Glasgow. Our diverse membership base provides a wide range of services and activities across Glasgow and works in the field of equalities, care, employability, youth, families, social enterprise and community learning and development etc. Our strategic objectives are: • To promote the value, scale and relevance of the voluntary and community sector in the city; • To establish the necessary support services to build a stronger, more secure and sustainable voluntary and community sector; • To actively contribute to the visibility and impact of civil society in the city. We provide a large range of services, support and information to the voluntary sector and this includes the work on our Community Learning & Development (CLD) Service Team. Funded by a Glasgow City Council grant, the team of two workers provides a free tailored guidance and support service for CLD staff in the colleges and voluntary sector. This includes an information sharing portal, networking sessions, regular electronic newsletters and staff development sessions. As part of this wider CPD programme of staff support and networking opportunities, the Swap Shops are the most relaxed element. GCVS is a partner in Glasgow’s Learning, the strategic partnership for Glasgow that seeks to bring together organisations from across sectors with an interest in CLD. GCVS has representation at each level of the partnership and uses this to promote the opportunities that our CLD Team offer including the Swap Shops. We had held infrequent practice sharing sessions for adult literacy & numeracy/basic skills education (ALN/BSE) staff previously but in the summer 2012, a number of staff had completed the Teaching Qualification in Adult Literacies (TQAL). This qualification was delivered nationally by the Scottish Consortium of universities and colleges. Evaluation reports give a summary of its success and recommendations for action (Hillier (2008) and Wilson, Patton & Hunter (2012)). Locally in Glasgow, it was recognised that staff had experienced academic studies that they could share, not least understanding the research behind elements of our ALN/BSE work and understanding how this fitted within the broad context of literacies development in Scotland. Both Adult Literacy and Numeracy in Scotland (ALNIS) Report (Scottish Executive, 2001) and Adult Literacies in Scotland (ALIS) 2020 (Scottish Government, 2010) set out the broader context for the

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.2 Methods and Good Practice in Scotland: Swap Shop

work of adult literacies staff including the use of the Social Practice Model, embedding practice in everyday life. Locally within Glasgow, the GCVS CLD Team reasoned that sharing the experiences of newly qualified TQAL staff and seeing their practice in the context of their learners and their workplaces would mirror the desired national approaches that staff had been learning. ALIS2020 (Scottish Government, 2010) also has outcomes in relation to supporting local and national infrastructures and recognising the important role of supporting literacies staff in the delivery of high quality learning and teaching. By building our own local community of practice among literacies staff we are again mirroring national practice. More recently, the Professional Development Framework for Scotland’s Adult Literacies Workforce (Education Scotland, no date) presents a structure which acknowledges the policy context for literacies and the make-up of the workforce, whilst going on to identify development opportunities for staff such as non-accredited CPD including networking. The concept of our Swap Shops is a local response to this idea. We could have simply called these sharing sessions ‘practice sharing’ but the name Swap Shop was adopted from a children’s television programme from the 1970s and 1980s where children phoned in on a Saturday morning to swap their toys! Many of our staff are of the age to remember this fondly, so it set the tone for something more relaxed but also serving a purpose. It catches staff attention. The TV show was innovative for its time!

Fig.: The Swap Shop-Logo from the 1970s TV series

We do know from staff that it can be difficult for them to be released from their classrooms to attend support and development sessions, so we encourage organisations to send one person if they can to Swap Shops who can disseminate learning to their colleagues. The Swap Shop method could be used by any group of individuals with relevant experience to share.

2. Target Audience The target audience for our Swap Shops are all staff with an interest in CLD including ALN/BSE in Glasgow. This involves trainers/tutors, development workers and volunteers from the colleges and voluntary sector and public sector partners. Typically, there will be one or two presenters at a Swap Shop and around 10-12 participants. Depending on the theme and location of the Swap Shop, we may

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.2 Methods and Good Practice in Scotland: Swap Shop

target workers more specifically, but crucially the Swap Shop is open to all and is viewed as an equal exchange between staff.

3. Objectives of the Swap Shop The Learning outcomes: • To build on trainers’/tutors’ skills for use in the learning environment; • To share best practice between ALN/BSE staff in Glasgow; • To build trainers’/tutors’ knowledge of wider CLD and ALN/BSE provision in Glasgow; • To increase communication between trainers from a variety of ALN/BSE sectors, including lone workers and individuals not currently employed; • To provide a place for staff to discuss concerns and seek solutions to questions from the learning environment, e. g. how to support a particular learner or the need for a particular resource.

4. Method and Resources The key resource required in Swap Shops is staff time to organise, present and attend. Clearly some staff must have a level of expertise to share, but we do not find this difficult since literacies staff are a resourceful group and there are always new tools, methods or situations that tutors/developments workers have experienced. In line with the initial concept of sharing from academic study, if there is an academic basis to the work, that is ideal, but it is not necessary. We identify themes, presenters and locations according to topics that are current from local or national agendas and also where individuals have particular expertise to share. As an example: at a recent numeracy session, a tutor explained that his background is in music and he has been researching how rhythm and tapping beats can be used to help individuals understand the concept of time. We have asked him to present at a future Swap Shop. If there is anyone with related expertise, we might ask them to deliver something too and if we can find a learning venue that is using music, such as the local youth complex, then that would be a likely venue. The venue for Swap Shops will vary but we would ideally require a room large enough to accommodate a group of around 10-15 staff in an informal seating arrangement. We usually provide tea/coffee/biscuits. We are creating the idea of a chat over a cup of coffee with a valued colleague. We might use a computer/internet if appropriate. The timings of the Swap Shops happened by chance but have proved to be popular, i.e. on a Friday afternoon for two hours when staff have less programmed teaching time. We hold a Swap Shop once every three months, to fit with other regular networking and staff development opportunities. The venue changes each time to a different location within the city, giving staff the opportunity to experience other venues and see practice within the relevant context. This is useful for making recommendations to learners and for partnership working. Many of the staff have worked in Glasgow for years, but have not visited some learning venues.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.2 Methods and Good Practice in Scotland: Swap Shop

Annually the GCVS CLD Team produces a programme of activities including details of Swap Shops (http://www.gcvs.org.uk/learning-and-development/cld/). This is distributed electronically via our mailing lists and also as a hard copy leaflet for staff to share in offices and pass to volunteers. A reminder email is sent prior to the Swap Shop and staff are encouraged to book a place via email or phone call, although it is important that staff can just attend if they are free at the last moment. The GCVS CLD Service Team host the Swap Shop in a very informal way, introducing presenters and thanking them afterwards. The two-hour session will have one or two presentations, often a tour of the venue and then always time to share resources, ideas and concerns. Sometimes there is little that individuals want to discuss and on other occasions there is much more. The presentations may be on the computer or they can be much more informal with someone demonstrating a physical resource or activity. As an example, when Share IT colleagues attended a Swap Shop, we were guided through a creative writing activity seeing how the learners would experience it, but also able to ask the tutor details for delivery and ethos behind the activity. We do not use formal evaluation forms at the end of the Swap Shop because this would not fit with the more informal nature, but the GCVS CLD Team seek verbal feedback and would also ask for any comments regarding Swap Shops in our annual survey of staff needs.

Future information regarding Swap Shops can be obtained from: Sallie Condy CLD Service Coordinator GCVS The Albany Learning and Conference Centre Ashley Street Glasgow Scotland G3 6DS sallie.condy@gcvs.org.uk

5. Literature Education Scotland (no date): A professional development framework for Scotland’s adult literacies workforce http://www.educationscotland.gov.uk/communitylearninganddevelopment/adultlearning/adultliteracies/ professionaldevelopment/about/index.asp [15/6/15]. Hillier, Y (2008): Teaching Qualification in Adult Literacies – Evaluation Report Executive Summary www.scotland.gov.uk/Resource/Doc/1046/0076084.doc [14/6/15]. Scottish Executive (2001): Adult Literacy and Numeracy in Scotland, Edinburgh, Scottish Executive. Scottish Government (2010): Adult Literacies in Scotland 2020:Strategic Guidance, Edinburgh, Scottish Government. Wilson, A, Patton, N & Hunter, K. (2012): Ecologies of Professional Development: Understanding the Teaching Qualification: Adult Literacies in Context Final Report Summary www.aloscotland.com/alo/downloadresource.htm?id=3695 [14/6/15].

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.3 Methods and Good Practice in Scotland: Portal for Trainers Adult Literacies Online (ALO) By Lesley Martin, Glasgow

1. Introduction Adult Literacies Online (ALO) was a result of research undertaken by the Scottish government in 2001. The ALNIS report (Scottish Executive, 2001) was the source of a national initiative into adult literacy and numeracy learning and teaching in Scotland that continues to the present day. This is evidenced by the publication of The Adult Literacies in Scotland 2020: strategic guidance (ALIS 2020), (2010) which builds upon the ALNIS report and the Literacy Action Plan (Scottish Executive, 2001). The ALNIS report (2001) made key recommendations based on their findings some of which were: • “that the national strategy (for adult literacy and numeracy) should be actively overseen by Ministers and coordinated and monitored within the Scottish Executive” • “that the Scottish Executive should develop guidance on literacy and numeracy for other national organisations that have a stake in the development of adult literacy and numeracy”. • “that the quality of programmes should be improved through a new curriculum framework and a national online databank and resource system” Prior to the research undertaken in 2001 by ALNIS, the provision of adult literacies in Scotland was through local authorities, further education colleges and voluntary organisations. There was no standardisation of delivery and a degree of confusion over what constituted adult literacies issues. As a result of the ALNIS report, the Learning Connections Team was formed in 2003. Their focus was to be on research, development, training and quality. In 2007 the team became part of the Scottish Government’s Lifelong Learning Directorate and in 2010 the team transferred to Education Scotland. Education Scotland are responsible for adult literacies in Scotland and Adult Literacies is now part of Community Learning and Development. Today ALO Scotland is supported by the Communities Team in Education Scotland and was developed to be “a single point of access for available resources, training and development, research and networking“. (ALNIS, 2001). In 2010 the ALNIS Strategic Guidance Report built the previous research policies for the provision of high quality learning to all participants in literacies learning. A professional development working group was established. The outcome of this is the Professional Development Framework for the workforce employed in Scotland’s adult literacies communities. This is part of the Scottish Government’s ten-year strategy to improve literacies teaching and learning in Scotland. Adult Literacies Online (ALO) is a key element in the informal Continuing Professional Development (CPD) of the Adult Literacies workforce in Scotland. The approach to literacies learning and teaching provision on ALO is in line with the social practice model as advocated by the Scottish Government.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.3 Methods and Good Practice in Scotland: Portal for Trainers Adult Literacies Online (ALO)

2. The Social Practice Model In Scotland the term ‘literacies’ takes account of the complex needs of the learners and encompasses the skills, knowledge and understanding in reading, writing and using numbers in our everyday lives. The social practice approach to literacies learning is used by the Scottish Government because it recognises that literacies learning has “complex relationships to social, emotional and personal values and practices”. The social practice approach places the learner at the centre of the learning in relation to their real life learning needs in their own community, family, personal life, social life, working life and in the wider society. This approach to literacies learning takes account of the learner’s current life experiences and knowledge and builds on these so that the learner is encouraged to take control of, and be responsible for that learning. Personal learning plans and goal setting encourage the learner to take ownership of their learning and to recognise progress as they move towards the goals they have set themselves. These approaches are fundamental to the lifelong learning system which is promoted by the Scottish Government (ALIS 2010). The lifelong learning workforce in adult literacies learning is recognised by the Scottish Government as covering wide and varied sections of the community. Many work on sessional, parttime and temporary contracts and many work in multiple roles. The need for establishing structures to meet the demands of the professional development of this lifelong learning workforces was recognised and promoted as part of the Professional Development Framework for Scotland’s Adult Literacies Workforce (ALiS2020 Outcome). The framework arose out of the need to meet the professional requirements of this diverse workforce and the demand for a highly skilled workforce that will ultimately benefit the literacies learners. Adult Learning Online has been developed in conjunction with the changes and progress that has been made in supporting a highly skilled professional literacies workforce that will benefit the Scotland’s literacies learners.

3. The Social Practice Model and Adult Literacies Online Adult Literacies Online is a ‘one stop’ resource for the adult literacies workforce in Scotland and it follows the principles of the Scottish Adult Literacy and Numeracy Curriculum Framework. The aim of ALO is to encourage the sharing of tutor and learner resources and ideas. The development of the Curriculum Framework was as a result of the Adult Literacy and Numeracy in Scotland (ALNIS) report (2001) which recommended that “the quality of programmess should be improved through a new curriculum framework“. This framework is now available online on ALO Scotland and is presented as a wheel. The Wheel uses the social practice model for lifelong learning and can be used by tutors and learners alike. It is presented as sections on the wheel and acts as a visual aid to tutors and learners as to the areas that can be taught in adult literacies learning and informs tutors of the pedagogic principles on which they are based. An online tutorial is provided for accessibility. The Curriculum Framework represents best practice in Scotland of the social practice approach to adult literacies learning and provides a guide to tutoring, staff development and training and guidance.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries 3.3 Methods and Good Practice in Scotland: Portal for Trainers Adult Literacies Online (ALO)

listen, observe effectively

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resolve conflict and negotiate

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18.06.2015

understand and apply numerical skills

apply numerical skills to solve problems

co-operate with others

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solve problems and make decisions

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Fig.: The Wheel

Tutors can also access and download the following, which support the learning and implementation of the Curriculum Wheel: • ALN Curriculum Framework (pdf version) • Curriculum Framework contents (web version) • The Curriculum Wheel • The Curriculum Wheel tutorial Teaching and learning materials developed for use in Scotland should take account of the principles in the curriculum framework document.

4. References Adult Literacies in Scotland 2020: strategic guidance, Scottish Government, (2010): http//www.scotland.gov.uk/Resource/Doc/339854/0112382.pdf. Adult Literacy and Numeracy in Scotland, Scottish Executive, (2001): http//www.scotland.gov.uk/Resource/Doc/158952/0043191.pdf. http://www.aloscotland.com/alo/680.html.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.4 Methods and Good Practice in Poland: Portal and Handbook for Trainers www.trenerngo.pl By Grzegorz Grodek, Lodz

1. Introduction The trainer, who wants to help others in fostering their competences should be aware of his/her strengths and weaknesses. It is essential that he/she has a fully developed personality. The trainer must also take responsibility for maintaining contact with the participants. Regardless of whom he/she has to deal with and what his/her training objectives are the trainer should bear in mind that people who come to the training have various needs, personalities, experiences, concerns, fears, styles of thinking, attitudes and moods. The trainer must focus the attention and work on them, and the participantsâ&#x20AC;&#x2122; development and satisfaction is the primary goal. The portal trenerngo.pl was developed within the framework of a project entitled Good NGO Trainer (Dobry Trener NGO) co-financed by the EEA Grants. This portal and materials are addressed to trainers and teachers, especially those from NGOs working with adult beneficiaries. This is based on non-institutionalised cooperation and distance learning.

Fig.: Home-Page Trainer-Portals www.trenerngo.pl

2. Ideas and Objectives Trenerngo.pl is a portal for trainers where they can find practical information and educational resources. Portal contains many educational resources: multimedia and videos on different aspects of delivering the trainings. A Forum with access limited to registered users was also established. It is a place where trainers can exchange views and knowledge. The portal also contains a section with links to other organisations associating trainers where useful information can be found. One of the most useful resources of the portal is the trainerâ&#x20AC;&#x2122;s handbook that provides trainers with practical information on how to deliver trainings to ensure a good quality. The trainer handbook aims to facilitate networking and achieving the goals we have set. It was written for trainers by trainers. It gives

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.4 Methods and Good Practice in Poland: Portal and Handbook for Trainers www.trenerngo.pl

tips on how to plan the events and how communicate with beneficiaries to catch their attention and avoid conflicts in the group. This handbook focuses on several aspects of working with groups of people. It provides information on how to give feedback to participants and how important it is in the learning process. Trainers could also benefit from practical methods of organisation and planning of training: analysing the training needs of the beneficiaries, developing the plan and schedule of the training. The learning outcomes of the process depend on the commitment of the person (trainer) who implements the techniques presented in the guidebook. The outcomes include the following areas: • interpersonal communication, • personal and professional development of the trainer, • management of the process in a group, • organization and planning of trainings, • public presentations.

Fig.: Trainer’s Handbook (Podręcznik trenera)

3. Description of the Method The process is based on self-training. It could also be used by trainers of trainers to facilitate the learning process. The portal contains a lot of useful information in different formats: videos to watch, documents and reports to upload and read. It also includes a forum for trainers to exchange views. One of the main results of the project is the trainers’ handbook, which provides trainers with practical tips on how to deliver trainings: how to provide feedback, how to catch the attention of the group etc. It is divided into five chapters: interpersonal communication, personal and professional development of the trainer, management of the processes in groups, organisation and planning of trainings and public presentations. This handbook presents the key competences a good trainer should possess. These competences and skills which deserve the greatest attention were chosen by the trainers in the survey. Each chapter describes one competence. Each chapter also includes advice, comments and golden thoughts that occurred during the expert meetings with trainers.

4. Possibilities and Limitations Basic IT knowledge and skills are required to take advantage of this repository. Application of these methods and products requires the possibility of testing it with groups of learners. It could be implemented in different types of settings and with different learners. Trainers could discuss on the forum. As this is teaching material for self-training it can be used independent of time and location.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.5 Methods and Good Practice in Poland: Developing Skills in Training Needs Analysis By Grzegorz Grodek, Lodz

1. Introduction Training needs analysis is the first stage of the training process. This is a set of activities that enable us to determine the nature of the necessary forms of training to meet the needs of trainees. It enables us to specify the initial level of knowledge, skills and attitudes of the participants. Thanks to that we can identify, what is the gap between the traineesâ&#x20AC;&#x2122; actual knowledge and skills and the desired level after the training. It is a crucial stage of the training process because applying wrong methods of training or inappropriate levels of knowledge may lead to spoiling the efforts and discouraging the participants to enhance their competences in the future. The practice of cooperation on training needs analysis is applied within training institutions such as HRP. It requires collaboration between trainers in basic skills and recruitment/evaluation/quality assurance specialists. Some trainers highlight the need to adjust the training to the needs of particular groups of beneficiaries, taking account of different circumstances (cultural background, age, educational level) and training aims. Therefore trainers should be familiar with research techniques and get involved in the process of needs analysis. Trainers on basic skills often do not know much about their beneficiaries before the training starts. Then, during the training time they are required to assess the level of knowledge or particular needs of beneficiaries. If time is allocated to analyse the needs of beneficiaries before the start of training, trainers can adjust the approach towards the learning process in terms of level or methods to be applied. It is also important for the trainer to assess the learning outcomes after the end of the training. If the trainer has knowledge of the tools and methodology of evaluation he/she can apply it in his/her work and develop the methods continuously.

2. Idea and objectives This kind of informal exchange enables trainers in basic skills to develop evaluation techniques and methods of analysis of training needs. Trainers who are able to analyse the training needs of their beneficiaries can adjust the programmes of the trainings to meet the expectations of participants in order to guarantee satisfaction. This method is based on peer counselling and internal collaboration within the companies.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.5 Methods and Good Practice in Poland: Developing Skills in Training Needs Analysis

After completed practice trainers gain new perspective of the training process. They are acknowledged to the evaluation techniques and methods of training needs analysis. It strengthens the teams and helps to provide good quality of services.

3. Description of the method The process is based on the cooperation between the trainers and HR departments. The practice of training institutions requires initial training needs analysis of participants of courses prior to the training process. Such analysis could be performed jointly by trainers and staff responsible for recruitment, evaluation and quality assurance. The research on training needs is performed using various methods (both qualitative and quantitative). It is especially important when tailor-made courses are introduced to closed groups of people (e.g. employees of one enterprise). There are various methods and techniques or gathering data to training needs analysis, that provide qualitative and quantitative input:

3.1 Focus group interview and personal consultations This method of analysis is a qualitative technique based on joint discussion with interviewees on a chosen topic. The interview is conducted by a moderator according to the scenario. During the group interview questions are raised to understand processes, motivation, attitudes, behaviour without the intention of expressing the reality in a numerical and purely descriptive way. The method of training needs analysis is based on individual consultation with participants, which allow you to define specific issues and identify the skills and knowledge deficits that hinder personal development. Moreover, consultations help to create a training programme corresponding to the real needs of institutions or individuals. What‘s more, trainees are sometimes not able to estimate their competences objectively. In this light, it is worth to consult or organize focus groups. The difficulty of this technique is related to technical conditions. It is essential to provide the room with recording equipment. The transcripts of the interview are a source of information to be analysed by the researcher.

3.2 Questionnaire survey The most popular training needs analysis technique is a questionnaire survey. The Questionnaire as a highly standardized technique which contains questions identical for all respondents. It enables us to acquire uniformed, standardized data. The method is based on filling anonymous surveys on specific problems hampering personal development. This technique is based on indirect contact between the researcher and the interviewee – the responses are communicated in writing. The researcher plays an active role in the survey – he/she carries out the research activities, which require reading and writing skills. Another important feature of the survey is the fact that the interviewee can get familiar with all the questions before giving the responses. The above-mentioned features exclude the influence of the third person on interviewers, but also the researcher has less control over the process of gathering material. What is more, using a questionnaire survey is less time consuming and expensive that different techniques based on indirect communication. The respondent being anonymous could be more open to admit lack of skills or deficits in expertise in a particular field.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.5 Methods and Good Practice in Poland: Developing Skills in Training Needs Analysis

However, this method allows the gathering of opinions rather than facts that may not have a major impact on improving the efficiency of participant.

3.3 Observation this technique can be regarded as qualitative. There are several ways of conducting the observation among participants. This technique is usually used to analyse the behaviour. Among many advantages of observation, one should emphasise the fact, that it is a technique appropriate to conduct analysis among groups that cannot participate (from objective reasons) in research. The difficulty and constraint is that the person conducting observation has to be very perceptive.

3.4 Existing data analysis data generated prior to the start of training could be the point of reference. For example documents or works performed by the participants are a valuable source of identifying their training needs and skills gaps. It is a quite fast and cheap method of gathering data. Existing data may enable us to specify the problem or re-define the problem in the initial phase of needs analysis.

4. Possibilities and limitations Trainers who use various research and analysis techniques gain better insight into the expectations of the participants. This method requires good communication and collaboration between staff in charge of training needs analysis/recruitment/quality assurance and trainers. Thanks to that collaboration with peers, trainers gain knowledge on evaluation techniques and tools. Trainers highlight that sometimes there is lack of understanding of the management of the training institutions how important close cooperation between training and recruiting staff is. The method could be evaluated by different means. It could be discussed between the members of the team. There could be also quantitative measures, analysis of the satisfaction of the participants of the trainings. The knowledge and skills of participants could also be the measure of success. The learning outcomes of the trainers involved are: better knowledge of evaluation techniques, developing practical skills in analysing the training needs of beneficiaries.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.6 Methods and Good Practice in Austria: Online Portals for Trainers By Alfred Berndl, Graz

1. Online Tools From the beginning of this century, exchange between trainers in basic education and literacy has, above all, taken place in organized meetings of trainers. These meetings occurred very irregularly, because temporal expenditures of dispatching trainers were high. Online tools for exchanging views and making information available was lacking entirely. Against this backdrop, the network project In. BewegungNetzwerk Basisbildung und Alphabetisierung (= in motion-network for basic education and literacy) developed a nationwide counselling centre, which, combined with the nationwide hotline “Alfa-Telefon”, built a national, supra-institutional platform aimed exclusively at basic education and literacy. This counselling centre went online in 2005. In 2010, the blog praxis basisbildung.at followed. This is a communication tool solely designed for the practice of literacy and basic education teaching and professional exchange between trainers.

2. The Counselling Centre www.basisbildung-alphabetisierung.at 2.1 Goals and topics for persons interested in courses Persons interested in courses have the opportunity to research online for courses offered in Austria. Under the heading of “Course offerings” they find an interactive map listing all current courses, the advantage of this search being the anonymity. Persons interested in courses may choose fitting offers without ruffle or excitement. A second counseling opportunity is calling the Alfa-Telefon’s number. This hotline belongs to the counselling centre and offers interested persons the opportunity to talk with a counsellor without having to be able to read or search the internet. The hotline operates anonymously and free of charge. Trained counselors attempt to find fitting offers and connect interested persons with other counselors. They are available for all kinds of relevant questions concerning the topic of “learning to read, write and count” up to mandatory school degrees, as well as possibilities for funding. Both counseling alternatives should motivate the persons interested in courses and encourage them to take the first step in seeking counseling.

2.2 Goals and topics for organizations Organizations are often dependent on public funding. Rarely is there a budget for PR. The website offers the possibility to use it as a platform for advertising and for offering information about new offers, products, events and further education. It serves as source of information, where organisations can

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.6 Methods and Good Practice in Austria: Online Portals for Trainers

present themselves and their products. Another important aspect of this PR is the exchange and cross-linking with other providers.

2.3 Goals and topics for trainers Trainers undoubtedly greatly benefit from the pool of materials. For this section, one has to register with the operator of the counseling centre and gets a password. All materials in this extensive panel are free of charge and at free disposal, but must not be used commercially. They have been designed by trainers in literacy and basic education and made available for other trainers as support for their teaching in class. When trainers intend using materials for teaching, they gain access to a password-protected area by freely registering. Data is being treated confidentially and is not passed on to third parties. Should trainers have the wish to expand this pool of materials and share experiences with colleagues, opportunity to do so is given on further pages under the heading of “Meine Materialien hochladen” (= uploading my materials”). Materials have been organised in four main categories: German, Mathematics, Information and Communication Technology and Education Software. Moreover, they are being organised according to subjects. Course materials for German show a relationship to daily routines, which has proven indispensable in day-to-day training in basic education. They are organized in four steps: Step 1: from letter to word Step 2: from word to sentence Step 3: from sentence to text Step 4: consolidation of orthography and grammar For quickly locating specific required materials, a search option has been provided. The possibility to assess found materials also exists.

2.4 Goals and topics for the general public Information for the general public concerning notions, frequently asked questions about the subject and current projects in Austria is aimed at removing taboos of the subject. In this rubric, persons interested in the subject can collect information and can if necessary establish contact with those offering information.

2.5 Goals and topics for journalists The counselling centre wants to be a contact point for journalists, too, who, by covering news on this topic, play a vital role in removing taboos and in PR. The counselling centre offers support for media coverage by supplying an information pool including logos and photographs.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.6 Methods and Good Practice in Austria: Online Portals for Trainers

3. Platform for Trainers www.praxis-basisbildung.at Praxis Basisbildung (= basic education practice) has been installed by partner organisations of the network project In.Bewegung involved with quality control, in order to offer a networking platform for practitioners in basic education – trainers and counselors. Praxis Basisbildung is supposed to • initiate supra-organisational networking • provide spaces for participation and reflection • set expert impulses • offer critical debate on the topic “quality in basic education” The idea underlying the blog is: experts write for experts. The authors of the blog ideally come from the basic education practice, are trainers or counsellors. What do they engage themselves with? • Good and transferrable practice examples from the world of basic education and other areas of education, enhancing the quality of teaching and learning processes • Good practice, instruments, advice, tricks, sth. creative • Networking and collegial training (network meetings, sitting in on classes, case reviews, peer learning etc.) • evaluation and appreciation of competences gained • Things worth questioning from the practice of basic education Praxis Basisbildung (and the Facebook page linked to it) works as a platform for networking, communication and planning.

4. Résumé The advantages of online tools are evident: easy access for trainers, interactivity through the possibility of dialogue and exchange, dissemination or allocation of course materials. Especially the counseling centre with the Alfa-Telefon is a good service – for trainers, too. The trainer platform offers the opportunity for informal learning. Methods and approaches proven in practice are presented, illustrated and opened for discussion – told from the perspective of practitioners. Trainers learn from trainers. An approach saving resources which can be named “good practice”. Administrators and operators of the online tools have a pivotal role. At least initially, they have to be motivators addressing the practitioners and encouraging them not to just consume, but to post contributions or make their own material available. The platforms’ success depends on the commitment with which they are operated.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.7 Methods and Good Practice in Austria: Team Meetings By Alfred Berndl, Graz

1. Introduction Basic education offers have been established in Austria since start of the 1990s. At that time, the Wiener Volkshochschule (Vienna Adult Education Centre) started an offer to react to the missing reading and writing skills of parts of the adult population. The first offers were aimed at the promotion of literacy, at individuals whose competences in the basic cultural techniques of reading and writing proved to be inadequate to cope with difficulties in everyday life. Trainers play a vital role inbasic education and literacy work: they support adults in their efforts to gain or improve competences in literacy, computer literacy and mathematics. Often, they are contact partners and intimates of the target group, they are being consulted in questions concerning problems in life – exceeding by far the mere acquisition of knowledge. Moreover, they often are the only “interface” of a stigmatised target group with the outside world. As experts for imparting cultural technique skills, trainers encourage the development of personal competences (learning to learn, self-organisation, communicative abilities), enable the target group’s (re-)integration into learning processes and facilitate maximal support of individual learners. Considering the changing expectations of society concerning requirement expectations on the one hand and the qualifications of the target group – adults who have left the “attractive field” of education for various reasons – on the other hand, particularly high requirements as to the professionalism of basic education and literacy trainers have to be satisfied. They are a central element for the success of integrating the target groups into learning processes and lifelong learning, as well as significantly contributing to the development and success of the learners. Initially, there were hardly any appropriate materials available for teaching adults, the trainers thus had to plan and implement teaching strategies entirely, without being able to resort to prefabricated and tested materials. In order to exchange views with colleagues, talk to them and plan jointly, team meetings were and are being held on a regular basis. Topics of these meetings are: • Development of materials • Case reviews / intervisions • Internal training • Acquisition of participants • Employee appraisals • Public relations / Planning of events • Planning of external training • News

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.7 Methods and Good Practice in Austria: Team Meetings

2. Development of Materials The focus of trainers in basic education in Austria is very much on individual participants. This means that course materials are tailored to the needs of participants. Every trainer independently develops materials. Work-groups related to special topics, such as appropriate materials for teaching adult early readers, have become established. During team meetings new developments are being presented to colleagues and discussed. In doing so, the providing organisations enlarge their pool of materials, benefitting the participants.

3. Case Reviews / Intervisions Individuals demanding basic education often face challenging life situations. Poverty, unemployment, isolation, psychic disorders and addiction problems are a few of the stress factors obstructing learning success. Intervision means â&#x20AC;&#x153;collegial adviceâ&#x20AC;? in psycho-social occupations. Professionals on the same level jointly search for solutions for specific problems. One colleague produces a topic, the others support in finding a solution. Within the scope of the team meetings, the trainers sketch out attempts at solutions and possibilities catering to the needs of participants and trainers, which may lead to progress in learning despite critical situations. Team meetings provide the fitting setting for these reviews.

4. Internal Training The field of basic education has expanded in recent years. In the 1990s, imparting reading and writing skills were in the foreground. Today, mathematics and computer literacy have become standards in the repertoire of offers. In most teams, there are specialists for one or more parts of this offer. The objective of the internal training is to make the resources and competences of each trainer available to the team. These trainings prove to be enormously valuable to inexperienced colleagues. In the space of the team meetings, these internal trainings take place in prepared sequences, underpinned with course materials. Knowledge building, imparting computer literacy and using new media are presently at the core of these trainings.

5. Acquisition of Participants In some organisations, trainers are jointly responsible for reaching the target group. Targeted initiatives for acquiring new participants are being discussed and agreed upon, talks with multipliers and joint events are being planned in the team meetings.

6. Employee Appraisals The topics of these counseling interviews / development meetings refer to a review of the preceding period, job-related skills and abilities of the staff, mutual perceptions and expectations as well as specific work priorities, support and training measures in the future.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.7 Methods and Good Practice in Austria: Team Meetings

7. PR / Planning of Events Lacking competences in basic cultural techniques are still a taboo subject. A positive, non-discriminating outward communication should contribute to removing taboos as to the topic and thus to facilitate a barrier-free access to offers in basic education. In team meetings, trainers discuss and plan PR-campaigns (e.g. on September 8, the World Literacy Day) and design events which transport the topic PR- and media-effectively outwards.

8. Planning of External Trainings Trainers in basic education see themselves as learners. In many organisations and funding models (e.g. the federal-state-initiative in Austria, which finances a major part of Austrian programmes), participation in and proof of further education is mandatory for trainers. A planning concept for these measures in further education, carried through by external experts, is devised in team meetings.

9. News A fixed part of each team meeting is information about the current situation. Everything having to do with the administration of participants, such as replacements or a waiting list for potential participants, has its place here. Likewise, planning of supervisions or possible filling of job vacancies occur. Basic education not only takes place in metropolitan areas, but also in rural regions. Trainers report news from the regions.

10. RĂŠsumĂŠ Team meetings are an indispensable part of basic education offers. By individualising teaching, selfdevising of course materials and the necessity to still sensitise for the topic, the importance of these conferences has to be valued more highly than in other areas of adult education. Here, the major part of informal learning for the teaching staff occurs, trainers further develop their competences and have the opportunity to exchange on a professional level. This method of internal communication is a relevant contribution to quality development and assurance of basic education offers in Austria.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.8 Methods and Good Practice in Switzerland: After Action Review (AAR) By Martina Fleischli, Zürich

After Action Review (AAR) is an instrument for the systematic exchange of experience about completed processes, in order to substantiate potentials of future developments.

1. Exchange of Experience in Four Steps It is put into practice in four steps: 1. 2. 3. 4.

Target state: At first, the target state which was initially planned, in other words the learning objectives of a teaching-learning process or of a project, is determined together with the participants. Which goals were planned originally? Actual state: Following that, the process is reviewed chronologically. Learners not only reflect on observable actions, but also on moods, expectations and emotions. What has actually happened and how did the participants feel about it? Target-actual comparison: The third step following is a target-actual comparison: the group identifies the reasons for success or failure with regard to target achievement. Why does the actual state vary from the target state? Lessons learned: A result of this analysis is a summary of “lessons learned” as a fourth step.

A moderator leads the discussion. He/she clearly defines the objectives beforehand, summarizes the participants’ contributions and the lessons learned.

2. Actual state: What has actually happened? 3. Target-actual comparison: Why is there a difference?

1. Target state: What was planned originally? 4. Lessons Learned: What do we learn from it?

Fig.: Process of After Action Review

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.8 Methods and Good Practice in Switzerland: After Action Review (AAR)

2. Targets: After Action Review Enhances Development Potential AAR fosters open-mindedness, tolerance and group willingness to learn of groups, because it is not focussed on problem analysis or mutual accusations. Rather, it is about insights to be considered for future processes or projects. It is aimed at visualising mistakes and factors contributing to the success of the issue for all team members as well as reducing weaknesses.

3. Different Versions of After Action Review An AAR can be executed formally, informally or in person, whereby versions differ in execution.

Formal The formal AAR is resource-consuming and presupposes solid planning and preparation of materials. A formal AAR is suitable e. g. at the end of a big project. Formal AARs have the ensuing characteristics: • External observers or other means (e. g. video camera) record information • They are time-consuming in preparation • They are time-consuming in execution • The date is fixed in advance • They will be carried out in a suitable environment. Informal Informal AARs require much less preparation and planning and can often be carried out spontaneously. They could e. g. be executed following a small event, such as a presentation. Informal AARs have the following features: • They can be initiated unprompted by a group member. • They require little or no preparation. • The execution takes little time. • They can be carried out when required. • They can be executed independent of location. In person Another form is the in-person-version of the AAR. This modified version includes the execution of the AAR reduced to one person with regard to unassisted reflection of an action. Thus, his/her teaching performance or participation in a project can be analysed.

4. Criteria for Success Some conditions are necessary for the efficient usage of this method. A more extensive, formal AAR is mostly more effective than a short, informal version, though more resource-consuming. The kind of moderation affects the efficiency, too – a good preparation is recommended. This should reflect on and

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.8 Methods and Good Practice in Switzerland: After Action Review (AAR)

take into account the expected motivation and the group’s constellation. The target of the preparation should be to carry out the AAR in a highly open learning environment, if possible. This includes intimacy, openness to criticism and an accusation-free and unbiased communication. The group size should be selected in a way so that an efficient exchange of experience can take place and that individual group members get a chance to speak. Furthermore, the following points for a successful execution of AARs should be taken into consideration. They should • • • • • • • •

be carried out immediately after the analysed event, concentrate on the originally planned objectives, analyse individual performance, leadership and team performance, be moderated (formal AAR). All persons involved should participate and voice their opinions. An open, constructive atmosphere is important. The lessons learned should be recorded. The implementation of lessons learned should be planned carefully.

5. Further Methods Based on AAR The key focus of AAR is on the “Action Learning” close to the workplace and context-sensitive learning by experience. Further methods, which definitely let their ideas military origins show, function on this basis. Post Action Review and After Activity Review (synonyms for AAR), Post-mortem Review (for failed projects or failed learning projects), After-Event-Review (pertaining to events). Although the German version of “Einsatzbesprechung” (= deployment review) comes really close to AAR, it is much more institutionalised and tends not to be centered on teaching-learning situations. In addition to AER a Before Action Review can be employed. In doing so, objectives and expectations concerning a specific action or a section is recorded – as basis for the target-actual comparison in a later AAR.

6. Origin and History After Action Review is a learning instrument developed by the US Army in the 1970, which services the systematic exchange of experience within military units. It is carried out immediately after the deployment in the form of a short team meeting. In the meantime, AAR has become established in further education, personnel development and in project work.

7. Literature and Links Dietrich von der Oelsnitz, Michael W. Busch (2006): Teamlernen durch After Action Review. In: Personalführung. 2/2006, S. 54–62. Link: www.erwachsenenbildung.at After Action Review. http://www.ideenfindung.de/start.html

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.9 Methods and Good Practice in Switzerland: Writing Journal By Martina Fleischli, Zürich

A writing journal can serve to reflect on one’s own learning process, getting rid of burden some thoughts and gathering ideas. It is a “diary” referring to writing and learning. It can be used to “wittingly” deal with writing and learning. In keeping a writing journal in the form of a diary (meaning reflections or entries on a daily basis) writing routine can also be acquired.

1. Objectives The writing journal achieves two objectives: an archive function, to archive ideas and observations, and one of easing burdens, to get rid of burdening thoughts. The underlying principle is that human beings understand things better when writing about them. Relationships emerge more easily when the pertaining information is noted down in cold print. Irrespective of the condition if our life or new knowledge is concerned: both form the basis for texts and thoughts. The writing journal is much more than a folder: it helps to better understand oneself, classify new information more effectively and grasp relationships more easily. As opposed to an actual folder, the personal interpretation and view of things plays a pivotal role. In a writing journal, one can e. g.: • • • • •

note down developing incidences, record one’s observations, ask what one hasn’t understood, sketch out one’s assumptions, reflect one’s own position as to the incident.

2. Step-by-Step Description of the Method How is a writing journal to be kept? Exact guidelines don’t exist. It can be individually set up, created and kept, e. g. as a file on the computer, in a notes-app on a mobile device or in booklet-form. Mobile forms have the great advantage of being more easily accessible from different locations.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.9 Methods and Good Practice in Switzerland: Writing Journal

For this purpose, you may proceed as follows: a. b. c. d. e.

Set up a notebook, a computer file or a note-app, something you can easily supplement. Thus, you will be flexible enough for subsequent ideas. Divide your page into columns. Alternatively, you can note down thematically new entries on a separate page. This way you have enough space for later comments and developments. Write straight on “according to your instincts”. Don’t forget: in a journal you simply collect ideas and thoughts. It is not about producing texts ready for publication. That’s why wording exercises take too much unnecessary time. You should get into a certain regularity and routine. Do you intend to pass in review the events of the day? Then dedicate a few minutes each evening to your writing journal. Evaluate your journal regularly. Can you detect patterns or developments in your experiences?

Morning pages: don’t be afraid of empty pages! A similar method for reflecting experiences and of overcoming writer’s blocks are “Morning Pages”, as developed by US creativity expert Julia Cameron. Thereby, thoughts passing through the brain should be noted down approximately 20 min. each morning. The principle is to “free-write”, meaning to write straight on. Thoughts and content are not in the foreground, but instead getting into the process of writing, overcoming the fear of blank pages and establishing a direct relationship between thinking and writing. As side effect is that, frustration and bad temper disappear. A notepad, which is ideally put into the bedside table, is suitable for this method. The more modern version requires a note-app on a smartphone or tablet computer. It is essential to schedule fixed times for writing the morning pages – the location plays a minor role. Freewriting: writing straight on As the name already tells, freewriting works according to the principle of writing straight on. Whether it is a notion, a complex issue, a problem to be solved or a question – everything coming to mind has to be noted down for 15 minutes on a piece of paper. Thinking is not required, there are no taboos – all thoughts have to be noted down. The next step is to re-read the text written and highlight important and interesting passages. Employing this method, the so-called “inner censor” can be minimized, because thoughts are examined and evaluated only after writing them. The “inner censor” is a critical voice in one’s head geared at perfection and obstructing or even blocking writing.

3. Employing the Method in Adult Education The writing journal is an effective instrument in adult education, to reflect on and archive one’s own learning process, one’s emotions and ideas.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.9 Methods and Good Practice in Switzerland: Writing Journal

It is, similar to a diary, often personal, and remains hidden to others. Yet, it can also serve to make visible these exact reflections visible. The form (notebook, computer file or note-app), the location and time can be selected freely. A certain regularity and routine is vital.

4. Strengths and Weaknesses The writing journal is an excellent instrument for reflecting one’s self, one’s emotions and ideas. Moreover, it helps to overcome writer’s blocks and to reduce frustration. The writing journal can assist in gathering ideas and boosting creativity. By writing freely, one can forestall one’s “inner censor” and is able to write straight on almost impartially and honestly. However, it requires strong discipline to sit down regularly and take time to write – this represents a challenge. Only by practicing regularly a learning and developmental process can occur. Subsequent re-reading of the texts written is important for drawing conclusions from the reflections. Finally, the danger of the writing journal lies in not overcoming the “inner censor” completely on the one hand and, on the other hand, in not incorporating valuable opinions from other persons.

5. Origin and History Writing researcher Peter Elbow once had great writing difficulties. Frustrated, he began to dabble noting down thoughts about his misery, to observe what he did while writing, what didn’t work and what did. In 1973, this self-analysis resulted in his book “Writing Without Teachers” (https://en.wikipedia.org/wiki/ Peter_Elbow - Writing_Without_Teachers), which had a tremendous impact on the American writing culture, and, with delay, on the West European one. Elbow was also the founder of the freewriting technique.

6. Literature and links Brandt, Evelyn (2012): Schreiben befreit! Ziele und Wirkung schreibpädagogischer Seminarkonzepte in der Erwachsenenbildung. In: Magazin Erwachsenenbildung.at (2012) 15, 8 Seiten. Online unter: www.pedocs.de/volltexte/2013/7455/pdf/Erwachsenenbildung_15_2012_Brandt_Schreiben_befreit.pdf. Cameron, Julia (2009): Der Weg des Künstlers. Ein spiritueller Pfad zur Aktivierung unserer Kreativität. München. Cameron, Julia: Morning Pages. Online unter: http://juliacameronlive.com/basic-tools/morning-pages. Helfferich, Pia: Blog Schreibberatung & Schreibcoaching: Ein Schreibjournal führen. Online unter: https://schreibberatung.wordpress.com/2013/03/11/ein-schreibjournal-fuhren/. Kruse, Otto (2007): Keine Angst vor dem leeren Blatt. Ohne Schreibblockaden durchs Studium. Frankfurt am Main: Campus Verlag. Pyerin, Brigitte (2007): Kreatives wissenschaftliches Schreiben. Tipps und Tricks gegen Schreibblockaden. Weinheim/München. Wolfsberger, Judith (2009): Frei geschrieben: Mut, Freiheit und Strategie für wissenschaftliche Abschlussarbeiten. München. Links: www.erwachsenenbildung.at www.kreativesdenken.com

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.10 Methods and Good Practice in Germany: Collegial Case Consultation By Sabine Jokisch, Hamburg

1. Introductory Remarks The collegial case consultation is a special form of case consultation, which is rooted in the German school education sector of the 70s. Teachers and student teachers – at first by structural guidance from psychologists – in case groups were looking for solutions for specific job-relevant problems encountered in practical work by using the expert knowledge of their colleagues. The technique of case consultation has been developed and refined since then (cf. Tietze 2003, p. 36f). In the meantime, the collegial case consultation has become widely accepted and frequently used as an informal instrument for knowledge transfer among professional colleagues within the framework of professionalisation and quality assurance in adult education (Brunner 2011, p. 145 – 155; Schrader, Hohmann, Hartz 2010, p. 18f). Since 2009, the German Volkshochschulen (adult educational centres) in particular have devoted themselves to the qualification of their teaching personnel in order to assure quality in courses of-fered in basic education and literacy. An important component in this is the method of collegial consultation (cf. Münchener Volkshochschule GmbH, 2010, p. 5). The collegial consultation takes place in the protected space of a group, which, self-controlled and self-organized, following the criteria of informal learning and collegiality, profits from the professional know-how of each group member in “case”-solving (cf. Tietze 2003, p. 39ff). Unlike in supervision and coaching, the consultation takes place without an external guiding coach or supervisor. The concept of collegial consultation always involves an exact multiphase time schedule, which the participants have to follow strictly in the course of case consultation. In the process, Individual group members are assigned special roles – host, case presenter, consultation team – whereby the internally chosen host is responsible for surveilling the compliance with the individual phases of the consultation. According to the criteria for informal collegial knowledge transfer, the focus in the consultation tables is on the topics of equal opportunities, non-hierarchy, trust and respect. Roles are reas-signed correspondingly in each consultation table. The duration of a case consultation according to Tietze 2003 p. 41ff should not last too long – normally not longer than 45 min. –, in order to avoid “overstraining” the participants.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.10 Methods and Good Practice in Germany: Collegial Case Consultation

Besides methods of face-to-face consultation, which have been continuously developed and implemented in Germany, a consultation model has come into existence in the meantime, which can explicitly be used online (cf. Schindler: as at November 11, 2014). This form of consultation is based on the so-called Heilbronner Modell (cf. Spangler 2012).

2. The Heilsbronner Modell The Heilsbronner Modell was devised – amongst others – for the occupational groups of parishioners and teachers in the mid-eighties at the Fachhochschule für Religionspädagogik und kirchliche Bildungsarbeit München (Munich University for applied sciences for Religious Pedagogy and Ecclesiastic Education). It has since been modified and extended continuously. The consultation method aims at breaking the frequently existing anonymity in professional experience and at providing the professionals with tools for decision-making and responsibility in order to be able to solve problems, exchange on a professional level and transfer knowledge. The consultation in the group adheres to the principles of informal learning and collegiality, such as solidarity and commitment. After each case discussion the roles of host and case presenter are switched. There is a rigid time schedule which governs time management as well as group dynamics. In order to guarantee the collegial atmosphere of the consultation process, the model is based on a catalogue of rules which have to be adhered to. The consultation process proceeds in ten fixed steps and should take no longer than 85 min, whereby it is possible to divide the common consultation time to a total of 5 – 10 days.

Procedure in ten steps (cf. Heilsbronner Modell – RPZ Heilbronn (as at November 15, 2014). The group forms and initially decides on the number of days the consultation table is planned for. Additionally, the structure of the consultation process and its rules are agreed upon. Following this the collegial case consultation will be conducted in ten mandatory steps: 1. Agreement on the roles of host and case presenter (5 – 10 min.) The roles of host and case presenter are determined. The other participants function as consultants. 2. Presentation of the problem situation/the case (10 min.) The case presenter presents his problem situation/his case to the round table. 3. Questions by the consultants (5 min.) The consultants ask questions concerning information and comprehension relating to the case presented 4. Gathering of ideas and impressions (10 min.) The group of consultants gathers their case-related perceptions and associations 5. Feedback of the case presenter (4 min.) The case presenter comments on the relevance of the ideas and associations expressed in relation to the problem situation

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.10 Methods and Good Practice in Germany: Collegial Case Consultation

6. Gathering of solution proposals (10 min.) The consultants search for solutions, based on their experience 7. Feedback of the case presenter (5 min.) The case presenter expresses his views on solution proposals and sorts them according to relevance 8. Common exchange (10 min.) In-depth discussion about ambiguities, solutions and suggestions for improvement 9. Conclusion (5 – 10 min.) The consultant and the host share case-related experiences from their professional experience with the group 10. Meta-talk (10 min.) Common feedback session and agreements on a further consultation sequence The consultation process is based on the following rules: • • • • •

Roles are switched with each new case to be consulted. Mutual respect is confirmed by active listening without interrupting. In step 3 only questions concerning information and comprehension are allowed. A discussion does not take place before step 8. Only at step 9 the consultants are allowed to share their own experiences with the group.

3. Online consultation according to the Heilsbronner Modell The Heilsbronner Modell was initially conceived solely for a face-to-face consultation process. In the meantime, the model was adapted for online use (Preface and Usage of Platform Schindler: as at November 14, 2014)). It was the purpose of the advancement to expand the personal range of the consultation method by minimizing the factors of time, place and costs. Thus, a project team funded by means of the Evangelische Landeskirche in Bayern (Regional Protestant Church of Bavaria) and the ev. Jugend (Protestant Youths) worked out the resources for an online consultation. For a few years now it has been possible to put into practice the consultation process of a collegial case consultation according to the Heilsbronner Modell via the internet – in a cyberspace open to individual members in an online convention center with different virtual rooms and floors free of charge (cf. Schindler, as at 2014). It can be accessed via the kokom.net website (Kokom.net. Collegial consultation on the net, as at 2014)). Just as in the real world, the collegial online case consultation proceeds along the pre-determined phases of the Heilsbronner Modell (cf. procedure Schindler, as at 2014, p. 5ff). There are a case presenter and a host as well as consultants. The case presenter invites members and respectively decides about membership in the group. He is responsible for the filing or the erasing of documents. The host surveils the correct adherence to the consultation process by a special function – all steps of the

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.10 Methods and Good Practice in Germany: Collegial Case Consultation

consultation process are listed in a separate window. The active step is highlighted, past steps can be referred to. It is not possible to skip steps of the process. Group members can present, work out and revise their contributions in the so-called rooms coming with a picture gallery, a wiki-area and an archive. Talks begin through the sequence of contributions. In order to assure privacy and esteem, participation in a consultation group is restricted to registered users only. Registration is free of charge. Each member can set up an individual profile. After logging in, the user finds himself in the so-called ground floor. The user can view all group rooms he is a registered member of by clicking the menu button “mein KB.net” (my KB.net)). In order to follow contributions, members receive information of new contributions in one of their groups via email. The member can read the contribution after entering the room and can participate in the consultation process. For the security of the members explicit reference is made to observing the privacy in the terms and conditions – a factor not to be underestimated in advisory activity.

4. Literature Brunner, Heinz (2011): Intervision als Instrument der Professionalisierung und Qualitätssicherung In: Thomann, Geri (Hrsg.): Zwischen Beraten und Dozieren. Praxis, Reflexion und Anregungen für die Hochschullehre. Eine Publikation des ZHE; Bern 2011, S. 145-155. Heilsbronner Modell – RPZ Heilbronn (Stand 15.11.14): Online unter http://www.rpz-heilbronn.de/fileadmin/user_upload/daten/arbeitsbereiche/seelsorgeberatung/kollegiale_ beratung/heilsbrmodell1.pdf. kokom.net – Kollegiale Beratung im Netz (Stand 17.11.14): Online unter https://www.kokom.net/ Münchner Volkshochschule GmbH (2010): Pro Grundbildung. Basisqualifizierung Alphabetisierung/ Grundbildung. Modul V. Online unter http://www.alphabund.de/_produktdatenbank/Fortbildungskonzept_Basisqualifizierung.pdf. Stand 12.11.14. Schindler, Wolfgang (Stand 14.11.2014): „kollegiale beratung.net“, Online beraten, planen und kooperieren. Online unter: https://mahara.hm.edu/artefact/file/download.php?file=3788&view=144. Spangler, Gerhard (2012): Kollegiale Beratung. Heilsbronner Modell zur kollegialen Beratung. 2. Auflage, Mabase Verlag, Nürnberg. Schrader, Josef, Hohmann, Reinhard; Hartz, Stefanie (Hg.) 2010: Mediengestützte Fallarbeit: Konzepte, Erfahrungen und Befunde zur Kompetenzentwicklung von Erwachsenenbildnern Bertelsmann, Bielefeld. Tietze, Kim-Oliver (2003): Kollegiale Beratung. Problemlösungen gemeinsam entwickeln. Rowohlt, Hamburg.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.11 Methods and Good Practice in Germany: Job Shadowing and Peer Review By Sabine Jokisch, Hamburg

1. Introductory Remarks The job shadowing, combined with a collegial feedback, the so-called peer review, is applied in the framework of informal qualification of teaching personnel. This implies a mutual period of observation with subsequent feedback on a collegial basis (cf. for definition Ziebell, Schmidjell 2012, p. 173f, Gieske-Roland, Buhren, Rolff 2014, p. 12ff). The procedure can be implemented in a group of teachers or with only one partner. Specific criteria of informal learning and a structured approach have to be observed for a successful outcome. As early as the late eighties the Peer review procedure attracted initial attention in Germany in the scope of the work of “Blick über den Zaun” (“View Over the Fence”) of the Schulverbund reformpädagogischer Schulen (Association of Progressive Education Schools). By now, it is regularly employed in the teaching evaluations of, amongst others, the “Blick über den Zaun” member schools (cf. Backhaus 2009). In adult education, this procedure is used in qualification courses and seminars for the professionali sation of teaching competences as well as quality assurance of courses offered by private and state education providers, academies and institutions. The method is undergoing continuous development and is passed on regularly in courses for informal qualification to teaching staff, such as trainers, course instructors and lecturers, and is subsequently put into practice. Among others, Volkshochschulen (Adult Education Centres) and Volkshochschulverbände (German Associations of Adult Education) and universities as well as the Goethe-Institut München offer training courses for period observation and collegial consultation (e. g. Ziebell, Schmidjell 2012). The characteristic features of informal learning form the basis of job shadowing with subsequent feedback. In contrast to formal education processes, these include personal autonomy in the learning process, an explicit requirement for reflection and independence of institutional training processes. In addition, practical orientation, focus on direct problem solving strategies and, finally, reciprocal learning – that is a non-hierarchical learning process based on mutual respect and trust – are criteria of informal learning. A summary and overview of common definitions and characteristics of informal learning is provided by Overwien 2005, cf. von Luckwald 2011, p. 1 – 6, Zürcher 2007, Bauer/Brater/Büchele/Dahlem/Maurus / Munz 2004. As a result, a feature of the peer review method is that participants are explicitly aware of the topic of equality in the learning partnership. The job shadowing should occur in an agreement on mutual respect, trust, open-mindedness, partnership, joint action, transparency and confidentiality. In the following

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.11 Methods and Good Practice in Germany: Job Shadowing and Peer Review

feedback session, the focus should be on basic premises such as freedom of values, impartiality, neutral, constructive and benevolent behaviour (cf. Ziebell, Schmidjell 2012, p. 139, Buhren 2011, p. 70).

2. Objective of the Peer Review Method in the Framework of Informal Training The peer review method for the professionalisation in adult education offers the learning partners the opportunity to gain deep insight into the teaching and learning methods of other trainers in a self-directed manner, motivated and steered by one’s own commitment and independent of externally determined time and cost factors. Moreover, – this may especially apply to trainers or instructors outside a teaching college. These trainers may succeed in stepping out of the anonymity of their working relationships and establish new contacts to other educational institutions and their teaching staff. The peer review method fundamentally offers individuals a chance to build up a network among trainers and organisations within their field of activity, to expand their horizon of experience, to pass on their own knowledge and know-how and acquire new knowledge, to receive a feedback in line with the criteria of informal learning, to reflect on their own style of teaching and to tackle or solve problems.

3. Rough Structure of the Method in Phases For the overall process of a peer review method cf. Horster /Rolff 2001, p. 160 – 180, Dokumentation Schulen mit Profil 2002, Buhren 2012. The peer review method is a rotating procedure and is divided into several phases: • • • • • • •

recruiting of at least one partner preliminary talk period observation by a partner subsequent feedback session implementation of suggestions for improvement and of knowledge obtained final feedback after implementation period of observation by another partner

The job shadowing can either take place by face-to-face observation or by period recordings. A good overview of the advantages and disadvantages of both methods is offered by Ziebell, Schmidjell 2012, p. 15f. Besides, period observations can take place regularly or in the form of a single observation table. After realisation of the complete procedure an evaluation of the informal learning process by the participating partners via a previously drafted questionnaire seems beneficial.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries

3.11 Methods and Good Practice in Germany: Job Shadowing and Peer Review

4. Detailed Structure of the Method in Steps Step 1: recruiting of a partner The period observation takes place on a reciprocal basis, with teaching personnel/trainers of the same discipline, e. g. from adult basic education, if possible. The number of partners is comparatively open. If a group is formed, the period observations cover a broad range of teaching examples with a high effect on further training. Step 2: first preliminary talk In order to ensure the success of the team work, the partners define, discuss and agree on: a. b. c. d. e. f. g. h. i.

their objectives, wishes and expectations regarding their upcoming collegial team work. rules and principles for the period observation and the following feedback session based on the criteria for informal and collegial learning. type of period observation: face-to-face or video recording. determining the focus of observation (e. g. trainer attitude/participantsâ&#x20AC;&#x2122; attitude, didactics, teaching methodology, learning techniques) period observation technique (e. g. selective, detailed with observation sheets/prepared with learning outline / completely uncontrolled without any observation sheet) determining the specific indicators for the period observation reflection sheets for the students observed as preparation for the upcoming evaluation discussion sheet for evaluating the peer review method after complete execution room, time, duration and order of the period observations and the feedback sessions

Step 3: joint development of working documents a. observation sheet b. feedback sheet, if necessary c. evaluation sheet, if necessary Step 4: performing of period observations In performing the period observations, the guidelines and principles of informal learning as well as common arrangements have to be adhered to strictly. Should a teaching out-line have been agreed upon, the period observer follows the progress of the course, takes Minutes or completes the observation sheet. After completing the period observation sequence, both partners prepare for the following feedback session with the feedback sheet, if necessary.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Informal Learning and Trainer Exchange: Ten Methods from Five Countries 3.11 Methods and Good Practice in Germany: Job Shadowing and Peer Review

Step 5: evaluation of the observation Both partners at first render their impressions and perceptions during the period observation, whereby the person observed begins. The listener initially does not comment on the utterances. Following that, both partners discuss the observer’s notes or the observation sheet. If necessary, they search for improvements and alternatives or solutions for possible problem situations together. Step 6: report on the implementation of suggestions for improvement or ideas In another session, the person observed should give feedback on the implementation of knowledge obtained from the period observation. Step 7: switching of the observation roles The person observed switches roles with the observer, whereupon common arrangements remain binding. Step 8: joint evaluation With the help of the evaluation sheet, which may have been developed jointly at the beginning of the period observation round, a conclusion can now be drawn.

5. Literature Backhaus, Axel (2009): „Blick über den Zaun“-Schulen lernen von Schulen; Vorschläge zur Planung und organisatorischen Ausgestaltung von Peer-Reviews durch kritische Freunde, Schulverband Blick über den Zaun, Siegen. Bauer, Hans G.; Brater, Michael; Büchele, Ute; Dahlem, Hilmar; Maurus Anne; Munz Claudia (2004): Lernen im Arbeitsalltag. Wie sich informelle Lernprozesse organisieren lassen, WBV, Bielefeld. Buhren, Claus G(2012): Kollegiale Hospitation. Verfahren, Methoden und Beispiele aus der Praxis. Link Buch, Köln. Gieske-Roland, Mario; Buhren, Claus G.; Rolff, Hans-Günter (Hg.) (2014): Peer Review an Schulen, Beltz Verlag, Weinheim Basel. Horster, Leonhard; Rolff, Hans-Günter (2001): Unterrichtsentwicklung, Beltz, Weinheim. Overwien, Bernd (2005): Stichwort: Informelles Lernen. In: Zeitschrift für Erziehungswissenschaft, Heft 4, S. 338-353. von Luckwald, Johanna (2011): Kompetenzerwerb im Erwachsenenalter durch informelle Lernprozesse. Köln. Ziebell, Barbara; Schmidjell, Annegret; Goethe-Institut (2012): Unterrichtsbeobachtung und kollegiale Beratung. Fernstudieneinheit 32. Langenscheidt, Berlin, München. Zürcher Reinhard (2007): Informelles Lernen und der Erwerb von Kompetenzen. Theoretische, didaktische und politische Aspekte. Bundesministerium für Unterricht, Kunst und Kultur, Abteilung Erwachsenenbildung V/8; Wien. Dokumentation Schulen mit Profil: Hospitationen, Ausgabe 2.2002; Online unter: http://www.msm.bobi.net/NGreen/FG_Gruppe/Hospitation/Hospitationen.pdf, Stand: 14.11.14.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

4. Travel Diaries

Travel Diaries

4.1 Travel Diaries Introduction In the spring and fall of 2015 course instructors in Adult and Basic Education from Scotland, Poland, Austria, Switzerland and Germany traveled to ShareIT partner countries, got to know Basic Education institutions and innovative projects, shadowed in courses and exchanged experiences with colleagues. The present chapter makes available travel journals, in which they recorded their observations, experiences and reflections. European Trainers in Hamburg. Photo: Anna Lesnikowska

The teaching methods in courses do differ occasionally, but not significantly, as the authors have found. On the contrary, they are similar. The personal remark, that “even the best of chefs use water to cook” seems consoling. The person doing the shadowing or being shadowed is confirmed in his perception to be on the right track with his teaching practice. It seems that one does not take home the huge “ pedagogical approaches”, but rather the small ideas and stimuli. Getting to know smart methodical procedures or innovative projects on the occasion of a journey, may give an impetus to test at home what has been experienced. In doing so, suggestions are not implemented on a 1:1 scale but are creatively transferred to neighboring areas of activity or simply modified. Other authors give account of the “heartwarming effects” of the journey, where one had the opportunity to take a break from one’s own course routine and let oneself be reflected in the commitment of the hosting colleagues. In no country teaching in Basic Education is remunerated adequate to the work’s aspiration level.. This insight leads to the awareness to act out social commitment and citizenship by Basic Education Work common all over Europe in an exemplary way. The commitment of the hosts makes one aware of one’s own commitment and helps to recharge one’s batteries for the work at home. Many practitioners are caught in a treadmill in their daily routines, as a course instructor from Vienna put it. Because in many cases they have several jobs, raise children and live for the family in passing. To have a whole week for pondering gained impressions, is considered by many as appreciation of their efforts. Each of us knows how fast things learned in seminars and trainings are lost in the bustle of everyday life. Strolling with fellow travelers through the hosting, unknown city in order to explore it in the afternoons, leads to new, informal talks about one’s own work and now and then generates the desire to maintain one or another contact in the future.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.2 Scottish Diary of a Trip to Graz By Sallie Condy, Glasgow

1. Programme The programme commenced with Monday being a rather long travelling day including a six hour stop over at Dusseldorf Airport. Discovering too late that the city of Dusseldorf was within a reachable train distance, we spent the time at the airport admiring German efficiency and drinking coffee. The formal part of the visit commenced on Tuesday morning with the introduction by Alfred Berndl of Inspire Thinking and ISOP. Time was made to discuss the background and context for adult literacy and numeracy work with adults in Austria and to get a feel for the various aspects of ISOP. Lunch was taken with other staff members in the ISOP café, which is run by learners on work placement. The afternoon involved meeting learners and tutors from the Basic Skills Programme. On Wednesday, Alfred arranged a staff meeting and breakfast so that it was possible to discuss staff support and professional development with the staff from four separate projects within ISOP. In the afternoon there were different learners and tutors to meet, including those from the Flieg Family Learning Project. It was an early start on Thursday morning to travel 40 km to Leibnitz, being 15 km from the Slovenian border. ISOP works within this area, where employment for lower skilled workers is particularly difficult with the number of workers daily commuting across the border from Slovenia. We returned to Graz in the afternoon and met the final group of tutors and learners. The formal programme was completed with an evaluation session with Amanda, Pauline, Alfred and Max from Inspire Thinking. There was time for some sight-seeing in Graz before a final dinner with the five of us in a restaurant serving Styrian cuisine. Leaving the hotel at 04.30 am, we returned via Graz and Dusseldorf airports but with much shorter stop-overs and reached Glasgow by lunchtime.

2. Students Work in the ISOP- Café The Café – staffed by ISOP participants – provides very competitively priced food for staff and learners. The atmosphere is very similar to the Albany café! The menu depends on the staff working at the time. The day I was there it was very delicious Syrian food. Apparently, sometimes it is not quite so good because the café is all about building the confidence of the participants and building their workplace skills. Café participants are employed for nine months and their wages are paid by the government. They

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.2 Scottish Diary of a Trip to Graz

work and are learners with ISOP at the same time. It is not as successful as they would like it to be, with perhaps only 1 in 20 getting a job afterwards. There are many tears when participants have to leave.

3. Reflections on my Learning Process The following represent my individual observations and evaluations in relation to sharing practice during my visit to ISOP in Graz: • • • • • • • •

If I had expected to find very different practices from our own, or something revolutionary then I would have been disappointed because I actually found the opposite. There was much commonality between Graz and Glasgow and this left me with a feeling of collegiate togetherness that validates our work and gives hope that we are not alone. There were many common approaches and ethos that we shared – particularly about being learner centered and the core principle being that participation in adult education is voluntary. The idea of being embedded in everyday life is there too, although the term social practice is not used. Teaching approaches are fun and relaxed, with learners engaged and benefitting. The terms third sector and voluntary sector are not known but similar organisations exists, for example ISOP is very similar to GCVS in being a training organisation with a charity structure. They also have a café for staff and learners that is integrated into their organisation. We share common difficulties between Graz and Glasgow, too. For example the continuing need to promote the need for basic skills provision and the impacts of under-funding and cuts. Many of the staff are commonly employed with multiple part-time temporary contracts. The use of web based approaches to support staff development is viewed in much the same way as in Scotland, i.e. liked by some but not others and taking manpower to be maintained and to keep it relevant. I shared details of family learning approaches from Scotland where children are involved, too. I shared details of visual stress (i.e. the Meares Irlen Syndrome) which was new to the ISOP staff. The ISOP staff is interested in the Scottish approach to tracking young people when they leave formal education, i.e. our Post 16 reforms and Opportunities for All work.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.2 Scottish Diary of a Trip to Graz

4. What Did I Learn for my Professional Context Train the Trainer Training ISOP has undertaken a ‘train the trainers’ work to upskill basic skills staff from other areas. It seems very similar to our First Steps but it assumes that the people are already educators in some form. Many of them are school teachers. The focus is definitely on the importance of it being learnerled. The curriculum was set by the national government as follows for 6 weekends (12 sessions): 1. 2. 3. 4. 5. 6.

Principles and definitions including the context for basic skills include an understanding of why learners may have not succeeded after 9 years of schooling. The legal migration policy will be covered and concepts around participation. The idea of ‘training for humanity’ which I think is really like ‘training for the soul’ and maybe our learner centered social practice model (although those words are not used). The importance of reflective practice and the history of basic skills is also discussed. Pedagogy and understanding the role of reflective practice. Methods for learning German. Methods for learning Mathematics. Methods for learning ICT. Guidance and counselling.

Around eight tutors took part and there is positive feedback that the training worked.

Training and Support for Basic Skills Staff ISOP is a learning organisation and staff members can take up to 5 days unpaid each year to undertake some sort of learning. It can be for anything and doesn’t necessarily need to relate to your work role. In any case, there is a willingness among the personnel to learn. Depending on the project, the staff may be required to attend training. For example for the national basic skills work, the staff must attend 16 hours training per year. The problem is that the workers often find it difficult to attend the training within their working hours. For example some of them work 17 hours weekly or less and will have at least 65% contract time. There is no additional funding for staff attending trainings. Team meetings also take place during non-contact time and these happen regularly with all basic skills staff together and then breaking out into individual projects. They work together as staff on ‘Intervision’, i.e. sharing practice, ideas and difficulties within the organisation. Many staff members are school teachers, who hop in and out of adult education and maybe school. Others come via different routes and end up there, rather like ourselves. It is possible for the staff to study adult education for a diploma in Basic Skills at university. This takes five semesters on a work based learning model. Many do not do this due to the costs and logistics that are involved.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.2 Scottish Diary of a Trip to Graz

An Austrian-wide German language blog for basic skills staff was tried for a while but it did not prove popular and many staff members at ISOP prefer face to face support. They are all co-located so it is easier to meet and discuss. There is no specific training in relation to dyslexia, although they are aware of it and it is recognised as an issue. The staff members share any specific expertise that they have. They were not aware of visual stress/Meares Irlen Syndrome and I shared links to this and the Visual Stress Unit at Glasgow Caledonian University.

5. What I Would Like to Implement into my Daily Routine There is a mixing of native Austrians, new Austrians and migrants in the same classes. We might consider this with ESOL literacies and literacies learners but not otherwise across the breadth of ESOL provision. It could be highlighted as a model of practice with ESOL tutors, although funding criteria may prohibit implementation. 1. Interestingly, it is possible for adults to study for and take the final exam. This is clearly articulated as a possible progression route. Although we do not have a final exam, we could perhaps explore more actively promoting progression routes to SQA level courses beyond Intermediate 1/ National 4. 2. ISOP hold occasional staff visioning days within the organisation and these are called ‘Intervision’. This may be something we can replicate. 3. I will certainly reflect upon whether we are undertaking the guidance role as well as we could across Glasgow’s Learning partnership and within organisations and consider what training and support we can offer for this at GCVS. 4. Similarly, I will reflect on the benefits of using information centres and regular drop-in sessions for ex-learners, again considering what training and support GCVS can offer.

6. Which Practical Conclusions can I Draw from my Trip? Maintaining on-going contact as part of ShareIT would be beneficial, for example for staff CPD but also for learners on courses for English and ICT in particular. We could share examples of good practice and anything we think might be of interest to our ShareIT colleagues.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.3 Scottish Diary of a Trip to Graz and Klagenfurt By Amanda Clark, Glasgow

1. My Goals and Expectations My initial goals before travelling to Austria were to get practical insights into: • • • • •

the framework conditions for basic skills provision the different priorities of basic skills measures basic skills programmes the working situations of basic skills trainers methodology and didactics of basic skills provision

I opted for Austria as I hadn’t been there and chose to experience the work of The Adult Education Centers Carinthia (Die Kärntner Volkshochschulen) because of the target groups and the information it provided. The Adult Education Centers Carinthia is a politically independent non-profit organisation bound to democracy and human rights. We are committed to openness, diversity, tolerance, voluntarism, social responsibility and emancipatory education. Target groups – young adults, adults and elderly people who are willing to learn, apprentices, immigrants and long-term unemployed, people lacking basic skills

2. The Learning Process – Interactions and Reflections Journey No 1 I travelled to Austria from Scotland with two colleagues, Pauline Healy from the Glasgow Women’s Library and Sallie Condy from GCVS. We had a lot of fun and laughter getting to know each other on the journey from Glasgow to Dusseldorf (a 6 hour stop over) and then onto Graz. We arrived in Graz late in the evening and took a stroll into the centre of this University City, crossing the river Mur and admiring new architecture and culture.

Journey No 2 The following day we were met by Alfred Berndl of inspire thinking and ISOP who confirmed the itinerary for the week after a short introduction to the workings of adult education in Austria. Pauline and I left Sallie and Graz and took a two and a half hour bus journey bound for Klagenfurt. We travelled through the southernmost Austrian state of Carinthia (population 555,800) through the beautiful mountains and wonderful scenery while commenting on the rural nature and splendour of it all.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.3 Scottish Diary of a Trip to Graz and Klagenfurt

We were met in Klagenfurt (population 94,800) by Aurelia Wolf, the co-ordinator of Die Kärntner Volkshochschulen (VHS) and taken to the centre, strolling through the streets admiring the preparations for Easter. We were introduced to VHS staff including Sonia, Alexandra and Gloria who provided us with the following information.

“Get active, stay healthy” Project • • • • •

VHS partnership with health professionals to support understanding health information for VHS target groups A focus on literacies and health literacy for learners Support to negotiate the Austrian health system for learners A focus on individual health for learners Development and production of health resources for trainers

The challenges of offering this project were similar to challenges in Glasgow, namely • Reaching target groups • Linking a new language (German) to a topic (health promotion) • Promoting regular course attendance • Offering childcare provision

2nd Chance Programme This programme is offered to adults who need and want to make up missing education and is accredited in line with the compulsory school leaving certificate. There are six exams. Compulsory subjects are German, English, Maths and Occupation Orientation and there is a choice of optional subjects (Creative Urges, Health and Social Affairs, Nature and Technology). The programme runs on 2-4 evenings a week and takes place over semesters and can be achieved over three symesters. Support is offered before and during the programme. The certificate is the basis for all types of further education and without it, there is no chance for an apprenticeship or further education.

Basic Education The VHS funds basic education classes throughout Carinitha and learners can improve literacy, numeracy and computer skills. The model is in line with the Scottish Social Practice model i.e. learner led, small groups, working towards improving individual and work opportunities, while encouraging political participation. Learners are also supported by a social worker who works closely with the trainers to address individual needs outwith the group setting. Later on that beautiful sunny evening, we had the opportunity to explore the centre of Klagenfurt and view the surrounding mountains.

Project Visit/Job Shadowing/Meeting Staff 1 We visited a 2nd Chance Programme in a rented space in a building which appeared to host community organisations. The VHS were paying rent at 60 euros an hour. One of the trainers, Kirsten was teaching an English lesson. The group consisted of both Austrian and migrant students. The learners had prepared

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.3 Scottish Diary of a Trip to Graz and Klagenfurt

a short speech about themselves and played a game of bingo. The learners were learning both English and German intermittently and the learner levels were very mixed. The learners attended four days a week for five hours per day. The course is very curriculum focused as learners are working towards accreditation. The trainer shared her materials and was excellent at her job. She seemed to know the students very well and was extremely friendly. We then had lunch with a few of the VHS staff in a local café which was also a project that supported young people gaining work experience. We discussed many aspects of the Austrian education, the VHS, politics and Austrian culture. Apparently, Carinthians discuss the local delicacy of Kärntner Kasnudeln the way we Scottish discuss the weather and Pauline and I both opted for this dish at dinner later in the evening.

Journey No 3 With a short break in between lunch and visiting the next project, one of the staff kindly offered to drop us off at the local tourist attraction Lake Wörthersee. After a twenty minute look at the beginning of the lake on a fairly dull day, we jumped on the local bus and navigated our way back to Klagenfurt.

Project Visit/Meeting Staff 2 Back in Klagenfurt we met with another trainer, Alexandra, who kindly drove us to her house in Maria Rain to review her resources. She had a box of tricks for teaching both German, literacy and numeracy and highlighted various websites that supported her work. If it hadn’t been pouring with rain we could have seen the mountains that border Austria and Slovenia from her kitchen patio window!

Journey No 4/Project Visit/Meeting Staff 3 We checked out of our hotel at 6.30pm and sat at the local train station watching young people choose cakes from an award winning bakery while on their way to school. Alexandra picked us up and we travelled to Wolfsberg which lies between Klagenfurt and Graz. The learning was a basic skills class which was situated in a hotel and began at 8.15am. Alexandra works so hard to address learners’ needs. She had individual learning plans for everyone and a folder to support this and the materials used with learners. The folder was evidence of quality aspects. The first group consisted of two Turkish women and two Austrians, all working on different aspects of literacy and numeracy. The second group consisted of immigrants and asylum seekers and again Alexandra was catering to individual needs, switching from basic grammar to tourism in Austria. Again, she made time to highlight more websites and we shared some of the websites that we use in Scotland. Both these classes were full, with six learners maximum in each class and a waiting list. Pauline and I had enough time to explore Wolfsberg and buy refreshments before embarking on journey No 5 back to Graz.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.3 Scottish Diary of a Trip to Graz and Klagenfurt

3. Lessons Learned for my Professional Context About Die Kärntner Volkshochschulen www.vhsktn.at • the history of the VHS and current status – founded in 1946 the VHS had a close link to the Chamber of Labour, now has different structures and has political representation on its board • staffingstructures – 620 trainers (mostly self-employed) and the 10 branch offices are run by volunteers • VHS programmes and projects – more than 2,500 courses, 22,000 participants and has both local and international projects • areas of quality – annual reporting process, funding management • certification – Second Chance Education • VHS guidelines – openness, diversity etc. • public relations – homepage, Facebook, VHs links to public themes • the Austrian Education System (which includes Second Chance Education)

• • • •

The VHS is an established adult education institution, with a focus on lifelong learning, that operates across one state in Austria. It is also a member of the Association of Austria Adult Education Centres. As well as offering basic and tradtional education, it also embraces the topics of culture, society, nature, environment, economy, culinary art, beauty and wellness which encompasses viewing the learner as a whole person and makes learners aware of all round needs. The organisation seemed very focussed, organised and well structured. The Second Chance programme is embedded within the Austrian education system, giving learners a more focussed opportunitiy to work towards accreditation and experience learning geography in English, Austrian history in German, English as a second language and sciences, with an opportunity to focus on a science of their choice. Accreditation of this course opens doors to further education and employment. The centre employs a number of trainers, some who benefit from permanent contracts. However, many of the trainers are self employed. The trainers are highly qualified, the majority of them are qualified teachers. The trainers go through a two-year course to teach adults which may be similar to TQAL. The trainers that I met worked extremely hard and are passionate about their work and like any literacies tutor in Glasgow, go that extra mile to to support learners. VHS has a training programme for their trainers. However, I can imagine the trainers being self employed would lack peer support. Partnership working is both local and international. For example, locally, the organisation links with health professionals to bring together literacies and health and does awareness raising around adult learning and associated themes in both corporate and community settings. The organisation keeps itself updated with social issues topics and links these to learning, thus promoting critical thinking.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.3 Scottish Diary of a Trip to Graz and Klagenfurt

4. Transfer/Implementation • • •

The basic skills opportunities are the same as in Glasgow. The learning is learner centred and the trainers appear to offer a social practice model. Learners have a learning plan. There is an aspect of learner commitment within the plan that could be reviewed for Glasgow. There is a mix of learners in these classes including nationalities and levels which is similar to ESOL learners coming forward for ALN classes in Glasgow. There are waiting lists for basic skills classes/learning German and as in Glasgow, learners seem to like the community approach in learning a new language and want to remain in the group, despite being at a high level in German. Resources – VHS has office space and in Klagenfurt there is a small room for learning. However, the learning generally takes place in rented accommodation which appears to be scarce and expensive. Learning doesn’t take place in community venues as in Glasgow. Offices are operated by volunteers which is a fantastic resource. Stationery and VHS bags are available for learners. I received a fantastic set of resources called “Know your lifestyle – Introducting sustainable consumption in second chance education” which I will share with colleagues. Target groups are similar and there are similar issues in engagement of groups and sustainability in learning as in Glasgow. There are also issues of providing crèche. However, learners are given access to a social worker who assists with issues outwith the learning environment and who works closely alongside trainers. Administrators will check attendance and follow up. Guidance is a strong point of the organisation and is referred to as “Educational Counselling”.

5. Conclusions The experience offered a practical insight of basic skills with addressed target groups and knowledge on: • • • • •

Carinthia is a very rural area hence learning opportunities are widespread. However, learners have no option but to travel long distances to access learning. Issues of migrants being offered accommodation in rural areas, when their preference is urban, is prevalent and their integration into mainstream Austrian society is often difficult.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.4 Scottish Diary of a Trip to Lodz By Mary Rock, Glasgow

1. My initial goals and expectations: To look at informal adult learning within a community based settings with a particular interest in PASL1 and adult literacy and numeracy. To look at resources, find out about barriers and motivational factors in relation to adult learning and look at employability programmes to support PSL and ALN learners within a one to one and group work setting. Instrumental within my initial goals was the quest to find out about Poland, Polish culture and partnership work within an adult learning context at a basic level. To share information with colleagues from the job shadowing and from Switzerland.

2. My learning process during the exchange: Information sharing in the form of observational visits to programmes including cinematology, PSL for foreign students at Lodz University and a visit to The Private University of The Third age to observe a PSL course for older adult learners. Through discussion with our host Grzegorz I learned about provision within Poland and that most of the opportunities on offer had a cost implication for the learner. I heard interesting information re GULL and other online projects for adult learners. I found the conversations with key staff after the sessions extremely beneficial to further probe re adult learning within Poland and the constraints teachers often experience re resources, premises etc. I was provided with the opportunity to take part in a two hour training session (Amores Project) digital literacy training for primary school teachers at 36.6, this enhanced my knowledge and understanding re digital literacy and has inspired me to carry out further research. I learned a great deal from my colleague from Switzerland and we exchanged information and examples of work with learners within the context of adult basic education literacy and language learners.

3. Interactions with key persons during the exchange: I felt well supported by Grzegorz as he was a key factor in supporting the work shadowing opportunities and provided daily support re information, updates and answered questions about adult learning within Poland including presentations re adult learning programmes.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.4 Scottish Diary of a Trip to Lodz

4. The general learning settings: All of the learning settings were formal for example a typical classroom situation. There were no examples of one to one learning or a work shadow opportunity to visit literacy projects or PSL for learners within a community based setting. I noticed that resources for the PSL learners at The University were made by the teachers and the sessions were very formal.

5. Methods of informal learning: How have these methods supported my learning process? I hope to use the digital literacy information gained from the training to inform practice for evaluation purposes and have been inspired to further research the use of cinematology to engage with older learners in the communities that I work in, for example to bring this idea back to Glasgow Library and explore this concept with literacy tutors. The methods above have inspired me to further research and try out with tutors, colleagues and adult learners. My desire is to provide new opportunities for adults and use the knowledge gained on the ShareIT experience to inform and hopefully enhance practice.

6. Reflections on my learning process: I learned that provision within Lodz for PSL and ALN is completely different to the structure within Glasgow. The provision I visited was not at basic level, ie University Level learners and motivated adult returners for PSL, the tutor explained that most of the learners were educated to degree level. Unfortunately there werenâ&#x20AC;&#x2122;t any opportunities to visit literacy learners. Re PSL this is provided by the University of Lodz and has cost implication for the learner. I observed the teachers on work shadowing often had limited resources and one teacher explained that working in a communist country prior to 1989 had made her resourceful.

7. Reflections on the learning outcomes: I have learned that basic skills programme in Poland is completely different than the offer available in Scotland and there is a lack of provision and funding to support the needs of learners with basic skills requirements.

8. Lessons learned for my professional context: I now have an understanding about Poland, Polish culture and about the formal learning sessions on offer and the constrains that the teachers experience regarding resources, premises and lack of digital support. I was unable to work shadow literacy and numeracy projects or general PSL for learners. Unfortunately there were no examples of employability courses to support learners. A suggestion for another visit would be access to resources and tools for evaluation.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.4 Scottish Diary of a Trip to Lodz

9. How I plan to implement what I have learned in my own professional reality: My visit to Poland has opened up my eyes to the situation within Poland re lack of funding and organizations to support adult learners with basic skills and the cost of provision for the learner. I will bring back the idea of using cinematology for older learners and hopefully inspire tutors to use this as a method to enhance the learning environment for older learners and as part of our literacy programme on offer. I hope to further research the use of digital literacy, information gained from the workshop in Poland and use this to inspire tutors and support key staff involved in evaluation and share this with my colleagues involved in working with young people.

10. Conclusions by comparing my initial goals and the actual outcomes: Unfortunately the provision on offer through the work shadowing was not at a basic level, the learners on The PSL programme were either contemplating undertaking a degree or in the case of The University of The Third Age the teacher explained most of the learners were educated to degree level. The settings were all formal learning environments, therefor this was not similar to the learning environment within community based programmes in Glasgow. However, it was extremely interesting to visit the projects, talk to tutors and observe sessions. It would have been helpful to have time with the learners to find out their feedback on the learning environment and talk about progression etc.

11. Effectiveness of my learning process: Unfortunately the work shadowing did not provided the opportunity to visit basic literacy and numeracy courses or visit PSL provision at basic level for the wider community (learners with no prior history of engaging in a learning course).

12. Conditions for fruitful learning: Helpful information from Grzegorz from 36.6 project and great support throughout the visit. I found the visits to the formal learning settings completely different to the learning environment on offer within Glasgow to support ESOL2 and ALN learners. I would have valued visits to programmes designed to address the needs of learners with low levels of literacy and educational attainment.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.4 Scottish Diary of a Trip to Lodz

13. Elements which led to success or failure: Unfortunately the experience did not provide the opportunity to visit adult projects or PSL learners with low levels of educational attainment. I had hoped to learn about resources and tools for literacy, numeracy and Polish as a second language and methods of evaluation and find out about the impact of the learning experience on the learner. My visit to Lodz was a very pleasant experience and I felt well catered for with the support from Grzegorz. I did learn about some of the provision in Lodz and the cost implications for the learner. I feel extremely privileged to have visited Poland on a ShareIT experience and believe that my visit has given me further insight and understanding of life in Poland which I am sure the experience will be of great benefit in my work with Polish learners living in Glasgow and now I have a deeper understanding of the formal methods of delivery on offer within Poland.

14. Future potentials for my personal or professional development: I hope to take back two new tools and methods of engaging with learners to Glasgow and inspire my colleagues within Glasgow Life and other partners about the information I gained and ideas for trying out new methods of delivery. I will make contact with Janet from Staffordshire University re digital literacy support for learners and keep in touch with Michaela from Switzerland re GSL.

PASL = Polish As a Second Language

ESOL = English aS anOther Language

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.5 Polish Diary of a Trip to Glasgow By Igor Razbornik, Lodz

1. Introduction My name is Igor Razbornik and I am a professional trainer within our organisation for new employees I have been a teacher trainer for a period of 18 years, specializing in the use of ICT in education. Every training we have is different. In my career I have trained coal miners how to hold a computer mouse for the first time in their life. Big, strong men with mighty hands fear the little gadget and stare at the computer screen wondering what might go wrong. They are looking around and comparing themselves with others. On the other hand, training of experienced and knowledgeable groups takes a different approach and diligence in the selection of themes. And sometimes, when you are appointed the trainer, you don’t have an exact idea how the group is composed. All this takes experimentation, hard work and if possible, view into other trainers’ work. That’s why the ShareIT training sessions were very important for me. I was really excited to come to this training in Glasgow since Scotland has proved to have one of the best education systems for adult education in Europe. Experiences of the trainers in these big training organisation should be something totally different than our small training institutes in Slovenia.

2. Five days in Glasgow On the five training days we got an impressive amount of information; from the organisational aspect of the trainings, invitation of the trainees which are not motivated, using of the training materials and examples of the trainings in literacy and numeracy. We have been invited to participate in the staff meeting to see the organisational structure of the Adult Education Partnership. Trainers were really motivated and willing to help with every one of our questions and requests and even showed us around the city. Thanks to all of them for such a hospitality. I specially liked the “open curriculum” of our sessions. We did not just come here to listen, all sessions were prepared in the way we can exchange our experiences. Because of that the training outcomes are very personalized and fits all my expectations very well. Part of my professional work is also volunteering in education. The way how professionals mix with the volunteers in the same classroom will be the first implementation of something I have learned here. Another important lesson learned here is the way of the evaluation of the learning sessions. Very easy

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.5 Polish Diary of a Trip to Glasgow

to use evaluation forms will replace my old long forms with (probably) too much information which I have reluctantly and rarely used.

Glasgow Learning Partnership (Location: Jobs & Business Glasgow Ladywell Business In this institution we had the possibility to exchange views with representatives of the Glasgow Learning Partnership. It impressed me how well the individual basic education organizations are networked. The demands on people in an industrial society are very different than in today‘s knowledge society. Glasgow as a ship building town has long years of the same approach to education for the people this society needed. The change to the organisation of the education here is tremendous. The composition of basic educational opportunities within the partnership is very wide.

Glasgow‘s Learning Partnership (Location: Glasgow Womens Library) The “swapshop” we had here was one of the most interesting things in the training in Glasgow. We came here without specific curricula for the day – and we got exactly what we wanted. The idea is to present (and cooperate) in one or more training idea which you can use in your work. Every method was then tested and feedback of everyone was gathered – where you think you can use it and what should be circumstances for using it. I already successfully used some of the method in the weeks that followed the training. Here I particularly liked the openness which took place in this informal exchange. I wish that my groups were so open – I could do much more. Maybe there is the indicator that I need to do more on the relaxation of the groups before I start to do my training sessions.

Glasgow‘s Learning Partnership (Location: The Mitchell Library) On Wednesday, we met in the morning in the impressive building – the Mitchell Library. There were further exchanges with various representatives from the basic education. We had a presentation on how learning courses are organized and implemented, which again showed quite a number of parallels to my trainings. One of the interesting facts about this workshop was the example of using volunteers in education. Sometimes I’m sceptical about the knowledge level of the volunteers but the fact, that all volunteers undergo special few weeks training before their start makes me think differently.

Glasgow‘s Learning Partnership (Location : GCVS The Albany Centre) In the afternoon we were guests in Albany Centre, where they had the possibility to exchange the knowledge with the employees of the institution. I felt particularly excited about the Input on the state of scientific knowledge on the subject of „Dyslexia“. Since this problem needs a different approach and there is sometimes one or two in the mixed group with this problem, this topic made an interesting impact in my next sessions where I can find the people with dyslexia and help them with different approach.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.5 Polish Diary of a Trip to Glasgow

South Area Adult Learning Partnership (Location: Various sites) I found the project GalGael, presented in the visit, very interesting. As unemployment in Glasgow has risen considerably due to the declining of the shipbuilding industry, the project tries to involve people in the working process. Access to it is very open. Anyone can come, and then you can build parts of a real wooden boat under supervision. Others, tried to finish their own little projects which then can be taken home or sold. Very impressive.

3. Conclusion From my perspective, I will suggest everybody has exchange trips in their professional life since comparing your way of work with that presented in another country is an essential indicator of your success in your field. Now I can see which fields I need to improve and what are the fields I can show to other as examples of good practice. One of the better aspects of the training is building trans-european partnership. The majority of us are participating in some kind of educational project and having good partners are essential for the project implementation. Knowing the person who can be part of your next project is a very positive side effects of the training.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.6 Polish Diary of a Trip to Zurich By Sylwia Bikiewicz, Lodz

The ShareIT project, in which I participated , not only created a chance for me to take part in an interÂ national exchange of experiences of trainers of basic skills, but it also increased the opportunity for my institution to transfer these experiences to our country. I therefore contributed to the improvement of educational standards in Poland so that they would be the most effective and up-to-date. What is more, due to my participation in the project I gained knowledge about how other teacher trainers and coaches implement educational programs for people in need. Apart from a wide range of benefits such as exchange of experiences, sharing knowledge, making new contacts, observation of methods and ways of teaching in another country, the ShareIt project enabled us, the participants, to experience intercultural exchange, to spend time with people from different parts of the world, and last but not least, to have fun and improve our command of a foreign language. One of the main advantages of participation in this program was also my personal development. This type of program allowed me to be aware of new initiatives, become more tolerant, and it gave me a chance to experience situations that cannot be encountered in my own country, or they occur at smaller or larger scale. Personally, I found visiting foreign language schools extremely valuable. I could see how immigrants learn the basics of French or German in order to be able to live independently and lawfully in Switzerland. I met many adult students who decided to change not only the place of their residence, but also their job and their house to begin their new life from scratch. These were the people who did not have any command of the official languages in Switzerland Some of them were also completely illiterate and could not read, write or count. Teachers and trainers who deal with such groups of adult students must combine the skills and knowledge of andragogics with the core curriculum, which must be legible and easy to learn for adults. It is a big challenge for the trainer and the field of expertise, which I believe, should be implemented on a larger scale in Poland, too. A very interesting part of my visit to Zurich was visiting institutions where trainers conducted computer classes. These were not only for people age 50+, which is very popular in our country, but also for younger people who had not had an opportunity to acquire basic computer skills before they arrived in Switzerland and needed them to be able to find work in Switzerland. There was a fascinating combination of many different professional levels in one group of adult learners. One teacher had to be able to work with seven people, all of whom had a different level of computer skills and competences. Various types of computer programmes helped both the students and the trainer where learners needed only the support of the teacher. However their learning process was realized individually with the help of the teacher and the animations displayed on the screen. In this case, the combination of picture and sound turned out to have surprising outcomes and it facilitated faster education.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.6 Polish Diary of a Trip to Zurich

All the methods and techniques of teaching and the outstanding attitude of the coaches allowed me to expand my own coaching skills with the target group of people over 50, with whom I run computer classes myself. I also encountered mixed-ability classes where participants have either a high or low level of advancement of computer skills and they still all end up in a basic level class. No doubt I will use the acquired knowledge in practice, so my students who have already mastered the programme will be able to make progress without having to repeat several times the material already learnt. Furthermore, I have observed interesting differences between Switzerland and Poland with reference to CV creation. During the visit in the studio Adaptation for the Workplace, where students acquire knowledge of how to apply for work, where to look for it, how to deal with the interview, and how to construct application documents, I learned that, in Poland, data about a potential candidate for a particular job is, in my opinion quite anonymousIn the application documentation in Poland there is no obligation to put on information referring to marital status or number of children. In Switzerland this data must be placed obligatorily. Within this procedure employers want to hire the candidate for the most suitable position, i.e. for example, a mother of five children without a babysitter will not be able to work in a position with a lot of business trips. Howevershe might make an ideal candidate for the workplace where the employer values multi-tasking and being well-organized, which is an undeniable trait for working mothers, especially in single-parent families. When I came back from Zurich I realized how many valuable experiences and suggestions I brought home, how many wonderful people I met and how wonderful and magical the places I visited were. This experience will certainly result in many ideas which will help me to improve and facilitate the educational offer in the institution where I work; it made me more aware of the needs of people and it allowed my institution to provide new support opportunities for people who have to improve their basic skills. Thank you for the opportunity to participate in the exchange. I heartily recommend it to all who want to learn new things and develop both personally and professionally.

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.7 Austrian Diary of a Trip to Glasgow By Matthias Steffel, Salzburg

1. My Previous Professional Experiences in Basic Education My name is Matthias Steffel. I am 31 years old and have been working as a trainer in the Basisbildungszentrum abc – Salzburg (= basic education center abc in Salzburg). There, I deliver courses of max. 6 learners in the areas of German: Reading and Writing, Everyday Mathematics and Writing with New Media. In September, courses in English Basics will follow. Additionally, I have collaborated in the project In.Bewegung IV (=In.Motion IV) until February 2014, a development partnership aimed at promoting the development of basic education in Austria. My tasks were PR (especially using Social Media), devising teaching examples as well as innovative methods of opening up target groups by means of viral campaigns. Persons with German as first language and individuals sufficiently being able to communicate in German form the target group for the course offered by Basisbildungszentrum abc Salzburg. Although group con-stellations strived for in-course-planning and grouping should be as homogeneous as possible, the groups formed often are very heterogeneous, owing not least to the different biographies of the learners. Working participant-oriented and selectively responding to individual needs as much as possible in such learning settings is challenging.

2. Experiences with Informal Learning in Basic Education For the most part, learning within the courses takes place in not strictly formal contexts. Thus inside of the courses, even if they are held in a formal setting, the proceeding is often very open and learners have the opportunity to actively co-design course events on the basis of their individual interests. Thus it can happen that within a course unit various topics are touched upon and an intensive exchange occurs. It is definitely desirable that participants deal with informal learning topics brought up beyond the formal learning setting of the course. This may be specified as a learning objective. From experience, the learning motivation of the learners may be better enhanced by making everyday situations or more complex cultural or political issues the subject of an open discussion with reference to everyday life. Ideas how this may happen are exchanged informally by trainers of our institution. Nevertheless, I feel the wish or need for more informal exchange, which, owing to lack of time, often comes off badly. Moreover, an informal exchange among trainers in Salzburg and surroundings would surely be desirable. There are several basic education institutions in the near vicinity, which seem to be badly networked. I became aware of this circumstance, inter alia, during my stay in Glasgow, since another trainer from Salzburg also was present in Glasgow. We didn’t know each other, but quickly found out that we work in similar areas and have similar preconditions, questions, thoughts etc., and that the exchange about that was quite interesting and useful.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.7 Austrian Diary of a Trip to Glasgow

3. Impressions and Experiences of the Institutions Visited in Glasgow The exchange occurred in Glasgow from March 9 – 13, 2015. My initial goals and expectations were to gain a good and general overview of the basic education work in Glasgow. I was specifically interested in how the local trainers worked, how they organized their courses, what teaching materials and ideas were employed in the courses and projects. Apart from that, I was intrigued to know what the working conditions of trainers in Scotland were (working hours, salaries etc.). The introductory event on Monday raised further questions concerning voluntary work and networking of individual organizations. In the ensuing days I had many opportunities to gather answers, ideas and suggestions. The informal exchange, the diverse basic education offers and last, but not least, the smooth organization of the exchange contributed their part to its success.

Glasgow Clyde College (Location: Anniesland Campus) At the introductory event on Monday general information about the exchange was given and the program for the week was talked over. At this point, organisational questions were in the foreground, yet some questions concerning content were indicated. It proved helpful getting to know the local people. At a common dinner, an exchange about cultural topics as well as the procedures and organisation of basic education in the respective countries was possible.

Glasgow Learning Partnership (Location: Jobs & Business Glasgow Ladaywell Business Center) After being transferred to Ladaywell Business Center by taxi, the opportunity to exchange with representatives of the Glasgow Learning Partnership was provided. Here, I was specifically impressed with how the separate basic education organisations networked and basic education was seen as a common project. I found it particularly appealing that historical and social references were made, too. Thereby reasons and circumstances were explained, which made the need for in Glasgow very transparent and comprehensible. It became obvious that the demands of an industrial society on its people (at least from today’s vantage point) significantly differ from those of a knowledge society. The composition of basic education offers inside the partnership also made clear that basic education is a very heterogeneous field, and that this is due to the heterogeneity of its target group(s).

Glasgow’s Learning Partnership (Location: Glasgow Women’s Library) On the way to our next station we made a little sightseeing tour through some parts of Glasgow and passed by, among others, the sports facilities for the 2014 Commonwealth Games. This topped off the information about the city’s history and provided me with a detailed picture of the city – with a link to the basic education work within. After arriving in the Glasgow Women’s Library we had the opportunity to participate in a “Swap Shop”. This was an encounter between trainers where best practice-examples were shared. The openness of this informal exchange I found especially appealing. I benefitted in two ways: on the one hand, I was surprised to see that the methodology was relatively similar, only in another language. On the other hand, I could pick up partly very interesting and useful ideas and methods for teaching (warrant of apprehension, short film, etc.), which I successfully incorporated in my work as basic education trainer in Salzburg in the following weeks. Moreover, I was impressed with the focus on women’s basic education at the Glasgow Women’s Library. I especially liked the multi-cultural approach.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.7 Austrian Diary of a Trip to Glasgow

Glasgow’s Learning Partnership (Location: the Mitchell Library) On Wednesday morning we met at the impressive building of the Mitchell Library. There, we had more exchange with various representatives from basic education. One trainer explained how learning and courses were organised and implemented in her institution, whereby some parallels to basic education work in Salzburg in fact became visible. Additionally, the role of volunteers in basic education work in Glasgow was elaborated on. Initially being very sceptical about unpaid, unprofessional work in basic education, I was positively surprised to learn how volunteers are meaningfully integrated in the courses in Glasgow. I found it positive that volunteers at first have to undergo a short training before they are allowed to co-work in the courses. The fact that only paid, professional trainers are permitted to conduct courses seemed consistent to me in this context. Following the conversation, the wish arose in me to have the support of a volunteer in my work as a trainer, whom I could employ for targeted practice with learners. In any case, I consider it very praiseworthy that volunteer work in Glasgow is supported politically and professionally and is made serviceable to the cause of basic education, without competing with qualified trainers.

Glasgow’s Learning Partnership (Location: GCVS The Albany Centre) In the afternoon, we were guests at the Albany Centre and had the chance to exchange with the staff. I found specifically exciting an input about the latest scientific findings on “dyslexia” and an ensuing practically oriented unit in which we dealt with how our short-term and long-term memory function work. I incorporated the insights and impressions obtained into my courses weeks after the exchange. This enabled me to put the learning process itself into the focus with the learners in my classes and adjust individual learning correspondingly. Colleagues already uttered great interest in my providing this input for them, which has to be implemented in the coming weeks.

South Area Adult Learning Partnership (Location: Clyde College – Cardonald Campus) On Thursday, we had the opportunity to take part in a network meeting of the South Area Adult Learning Partnership. This partnership, restricted to the South of Glasgow, seemed to be well networked and variegated. The respective Institutions and projects presented themselves and offered comprehensive information about their working methods.

South Area Adult Learning Partnership (Location: Different Locations in the Southside Network) In the afternoon, we had the chance to visit different projects directly and gain an impression of their working methods on-site. The project Gal/Gael, which seemed to be very successful, made the strongest impression on me. Since joblessness has increased significantly in Glasgow, owing to the decline in the shipbuilding industry, the project tries to attract people to employment processes. The access to it is very open. Everybody can come, build ships from wood or do other types of handicraft. The people there were very impressive and radiated enthusiasm for what they were creating. The results (boats, armchairs, signs etc.) were really successful, the team spirit perceptible. The cooperation with the Science Centre was equally interesting. Here, different learning offers create curiosity on behalf of the learners. I let myself be infected, too. In Salzburg, we also have a “Haus der Natur” (=House of Nature), in which similar things would be possible. An implementation – similar to Glasgow – is worth considering.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.7 Austrian Diary of a Trip to Glasgow

Glasgow Clyde College (Location: Anniesland Campus) On the last day we were given the opportunity to reflect the whole week together and individually. One thing was clear very soon: The manifold impressions and inputs had to be digested, among them there were variegated suggestions and ideas we could pick up and should put into our practice.

4. Personal Assessment and Résumé of the Informal Exchange In conclusion, it may be stated that the informal exchange was very casual and thus proved to be honest and authentic. From my point of view, the focus was clearly on quality, not on quantity, though the quantity of impressions, exchange etc. seemed extremely high. Through informal exchange, I was able to gather a multitude of ideas and to acquire the actual motivation to test them and put them into practice. In formal learning settings, however, the exchange of experiences and ideas often remains static and lifeless. This cannot be said about this exchange – on the contrary. Moreover, from my point of view, a common identity in basic education was established successfully, which transcends national frontiers and understands basic education as a European element. To know that basic education has a high rating in other countries, too, and that work is done similarly there, has an inspiring and encouraging effect. Recognising cultural differences, I was able to gain new perspectives on my work as trainer, from which not only I, but ultimately the learners in my courses can benefit. What remains are manifold and new impressions, many acquaintances and encounters and, linked to that, an authentic exchange of experience with the certainty of a common identity as practitioners in basic education. The method of informal exchange, to my mind, is very effective.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.8 Austrian Diary of a Trip to Zurich and Lausanne By Christa Sieder, St. Pölten “To see for yourself once is worth more than hearing a hundred news.” (Japanese proverb)

1. Introduction For more than four years now I have been working as a learning guide for persons in the area of basic education and literacy. When having longer talks about my profession with other people, the following question inevitably arises: “But … who are those people, hardly able to read and write?” The answer which I always somewhat struggle to formulate is oftentimes disappointing, at least for those sensation mongering persons who hope for a spectacular information: “Well, they are actually quite … normal!” Yes, that’s how it is: individuals like you and me sometimes don’t have sufficient basic education skills. And since they fear reactions like the above (or further incredulous repeated questioning, humiliation or even laughing at), many keep their literacy, computer literacy or dyscalculia problems secret. That is why those individuals I had the good fortune to meet in Switzerland cannot be praised enough for opening their course rooms to us and establishing contact with us. This is what I mostly have gained from the five-day-exchange in Switzerland: encountering people, whether learners or teachers, who naturally let us observe their teaching lessons, dealt with us and our questions critically and, in terms of the program name, which their attitude fully complied with, wholeheartedly and extensively shared their knowledge, skills and experiences. We were able to visit three course institutions in the course of this week. At each encounter, we were allowed to walk into courses, actively participate and talk to the teachers immediately afterwards. The levels and areas were completely different: mathematics for advanced learners, literacy courses for migrants, French B2, German A2 … Each institution distinguishes itself from others (among cordial hospitality and eminently rewarding encounters) through a special aspect I would like to elaborate on in the following:

2. Migros Klubschule Whoever is strolling through Zurich (and hereby this is also given away: we were permitted to leave aside basic education on one afternoon and instead dedicate ourselves to the city of Zurich, by chasing a fox through the city center – inquiries about that incident are welcomed by the authoress), sooner or later

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.8 Austrian Diary of a Trip to Zurich and Elsewhere

will inevitably come across a store of the Migros supermarket chain. Managed as a cooperative, it founded the so-called “Klubschulen” (“club schools”) in 1944, which are comparable to the Austrian Volkshochschulen (=adult education centers). Finally, the Migros Kulturprozent (Migros cultural percent) was established in 1957: The Migros company invests 1% (!) of its revenue in culture and training. This enables the Migros Klubschulen to offer their courses at a rate reasonable for Switzerland. I have to admit being extremely impressed by this kind of financing – and once envisioned how positive the outlook for the Austrian (adult) educational landscape could be, if many a large supermarket chains would display a similar social responsibility at home … In the two courses we were allowed to visit after the presentation of the institution, our “invasion” was dealt with differently: once, we were integrated in the course, introduced and participated in the lesson; another time, we were a fly on the wall at the table right in front. For my part, I benefitted from both cases observed, because solely entering a class room full of materials is exciting and instructive for me. Above all, I am undecided about the issue which kind of visit is less disturbing for the learners, since the entrance of strangers listening to somebody unused to reading something certainly puts these students under pressure and stress. This aspect surely is a reason for teachers opening their class-rooms to decline visits. We were all the more grateful to those teachers allowing period observations and even taking the time to clarify their approach and share suggestions on teaching material.

3. CORREF: Centre d’Orientation, de Réinsertion et de Formation / Lausanne Four years of French at school on the one hand were completely sufficient for me. On the other hand, the output of these long years proved to be completely inadequate for our visit to Lausanne, the French speaking part of Switzerland. All the more, it was very interesting for me to sit in a course dealing with mathematics in French and not understanding a single word, while everyone around was nodding, speaking and working industriously and prudently. This constitutes an experience certainly not alien to our course participants, contributing immensely to our own humbleness. Here again the opportunity was provided to observe teaching situations and to afterwards “interview” the teaching staff. At CORREF, the intertwining of learning and education consultancy through specially trained psychologists directly on-site was specifically interesting. The institution (among others) aims at individuals with migrant backgrounds who are new to Switzerland, therefore a wide range of courses imparting knowledge about relevant information for integration, living in the Eidgenossenschaft (=Switzerland) or aspects of Landeskunde (=regional and cultural studies) is offered. Two offers are exclusively concerned with personal budgeting as well as written and oral correspondence with authorities.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.8 Austrian Diary of a Trip to Zurich and Elsewhere

4. EB Zürich The dream of a basic education teacher has come true in the EB Zürich: we visited the so-called Lernfoyer (=learning foyer), a large, well-equipped room which can be used by learners for independent studies. Useful things such as copiers, computers, a reference library and a vending machine with ear plugs can be found on site. It is open Monday to Friday from 10:00 to 9:00 o’clock in the evening and even on Saturdays until 3:00 o’clock in the afternoon. Learning guides are present to give support, if needed. Other initiatives in the scope of the Lernfoyer are a language café, coaching or workshops on topics such as “calculating in the forest or in Sihlcity (a shopping center) or “computer, tablet, smartphone in practice”. A film on the highly exemplary Lernfoyer and other information is rendered at www.eb-zuerich.ch/lernfoyer. Then this is an experience I was allowed to make in Switzerland: even if the own institution doesn’t provide the means for this or similar offers, it nevertheless is an inspiration and implies to know what is possible – in order to work towards establishing it in the future. Finally, I should like to mention that I had difficulty in choosing one guest country, because how basic education works in Germany, Poland or Scotland could be extremely interesting! Our prudent and excellent Swiss host, Martina Fleischli from SVEB/SFEA (=Swiss association for further education), however, actively made the introduction of the individual group members and their areas of work possible at the start and many brought materials they generously spread. Thus, my impressions once again were largely enriched: Not “only” did I learn how work was done in Switzerland; Glasgow, Hamburg and Lodz were served to me as well. In summary, I have returned from my stay in Switzerland enriched with new ideas, teaching materials, and, not to the least, contacts. I am grateful for the encounters in the spirit of ShareIT, surpassing all my expectations by far.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.9 Austrian Diary of a Trip to Hamburg by Andrea Heiglauer, Steindorf (Kärnten)

1. My Expectations before the Trip I was very excited about this week beforehand and my expectations were even exceeded! It was important to me to get to know many organisations and gain an insight into basic education in Hamburg. The organisations we visited were very different from each other, what kept the exchange interesting at all times. Since the organisations were located all over the city, we also got the chance to get to know various sites of Hamburg. I had the impression that many projects and schemes develop and run in Hamburg because basic education is seen as a very important field, there. Beforehand, I was concerned about all of us being able to communicate in English the whole time, but that wasn’t a problem at all: there was always someone who could translate. Furthermore, I was excited about the people who would go on this trip and if we would all feel comfortable in this group – after all, I didn’t know anyone beforehand. Looking back, I have to say that our group was markedly nice. We harmonised very well with each other and had a lot of fun, too. This was probably due to Frank and Iris, who were very eager and brought a lot of serenity into the group. Overall, I am very surprised at how many impressions and experiences this week left me with and at how inspiring this exchange between colleagues was for my own work. Looking back on the goals of the training week and the overall learning objectives for this exchange, I can say that all of the determined aims were fully met.

2. My Learning Process during the Exchange Since we were constantly interchanging all the time, the learning process during this week was very intense – if also a bit exhausting at times. Most important to me was the opportunity to talk to my fellow Austrian colleagues because I never really had the chance to network in Austria before. It was very interesting to learn about the course offers at other organisations and how they put together their classes. I would love to continue and intensify this networking within Austria because I don’t think you have to re-invent course offers all the time and commuting beforehand could save everybody a lot of work.

3. My Contact with Key Persons during the Exchange The programme during this exchange week was very manifold. Altogether, we visited five organisations and we always had the opportunity to ask questions or talk about our own experiences. Furthermore, we had the opportunity to intensify our conversations with the people from the respective organisations

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.9 Austrian Diary of a Trip to Hamburg

in a very pleasant atmosphere and with excellent food at the ‘social dinner’. This very informal setting made for transnational conversations as well as for an important exchange between the organisations in Hamburg and in Austria.

4. The Learning Settings during my Stay in Hamburg The learning settings were very rich in variety. There were presentations, tours, and work shadowing in the respective organisations but also enough time for collegial communication. It was very well planned in advance. The methods always fitted and were appealing. For example, short information blocks in form of presentations, followed by joint dialogues.

5. Contemplation on my Learning Process An important result of this exchange is the insight that - no matter the country, language or organisation – in basic education, we all have to deal with the same problems and circumstances. To see this in another country and talk through it with colleagues reduces the pressure in one’s own work. For example, it’s comforting to see that Hamburg has the same problems in reaching people with German as their native language. That the training of mentors is a difficult and tedious task that needs a lot dedication. That learning can be compromised by the students’ private problems. That projects are limited in time and financially which causes job insecurity and the loss of a lot of knowledge when projects aren’t extended. And that the bureaucratic burden of the projects’ documentation is increasing continuously. We all have to live (or fight) with similar conditions but doing so with a lot of dedication and gratification. I felt reassured in my work when I visited the organisation „KOM-gemeinnützige Gesellschaft für beruf liche Kompetenzentwicklung mbH“ (nonprofit organisation for professional skills development). KOM offers literacy courses on many different levels. The classification of these courses is similar to those of the adult education centres in Carinthia – although we don’t offer skills development. At the moment, we are trying to create more homogenous courses and are offering separate courses for people with German as first and as a second language. Of course, this isn’t always possible in the rural areas. Visiting KOM, I noticed that it’s crucial to develop a feeling for what is currently needed, when working in the field if basic education. And that it’s important to be able to react quickly and adjust the courses to the participants’ needs. For example, KOM is compiling courses for refugees. In addition to teaching language and literacy these courses will deal with topics like ‘politics’, ‘culture’ or ‘visit to the authorities in Germany’.

6. Transfer/Implementation into Professional Practice It’s very important to me and my project coordination that I share my experiences and impressions with my colleagues at the adult education centre in Carinthia and present the different organisations to them. This might give us some inspiration or new ideas for courses and future projects.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.9 Austrian Diary of a Trip to Hamburg

I found the project „MENTO- Grundbildung und Alphabetisierung in der Arbeitswelt“ (basic education and literacy at the workplace) very interesting. The project is about developing a network for basic education and literacy with honorary mentors and learning consultants. The special thing about it is that the mentors aren’t external, but colleagues from within the companies and administration. MENTO also focuses on consultation, information and sensitisation of managing directors. This project was partially presented by Uwe, who is a trained mentor himself. He explained what the training and work as a mentor is all about. By now, he is an important voice for MENTO and speaks at various events. Because of his learning history, he has a completely different access to people with the need for basic education. I’m very excited to introduce this idea at basic education centres in Carinthia. We don’t have the concept of mentor training at the workplace, yet and it could be a nice inspiration for new projects. Furthermore, it is very difficult to acquire participants in the field of ‘German as first language’. This week reminded me that the relationship level is an extremely important part of my work as a trainer and that reaching educational objectives in reading, writing and calculating isn’t necessarily the most important goal. Basic education always needs to be a welcoming place for people as well – whereby the group plays a crucial role. In the past, I sometimes lost sight of the group as a whole over all the individualisation and differentiation (my groups are usually quite diverse). But people in basic education often sign up for a course because they are looking for social contact. Furthermore, I noticed that people in basic education often have a heavy load of private problems and that creative activity can help them to find themselves and experience inner peace and balance. Most of all, it was noticeable at the projects ‘KreaStart’ and ‘buch-bar’, where you can donate books, which are then added to a library for people with low income. This library isn’t just about reading but also about working creatively with old books and designing art such as book sculptures etc.

7. Effectiveness and Efficiency of my Learning Process during the Trip The whole week was very intense. The schedule was very well organised and left room to swap ideas and do some sightseeing in Hamburg. Since our work was the connecting element between the group members, we continued talking about it during our ‘leisure time’ and exchanged views on our experiences and sitting in on the lectures. This casual get-together and swapping of experiences and information was a very important part of the trip to me. Personally, I found the work shadowing a bit disconcerting and it was obvious that the trainers and learners didn’t feel very comfortable as well. At this point, the question arises if it’s really necessary for trainers with a lot of work experience in this field to sit in on a lecture. You cannot reinvent the wheel – maybe it would have made more sense here, to provide time and space for the trainers to exchange ideas on didactics and methods.

8. Helpful and not so Helpful Frameworks for Learning In my opinion, the voluntary attendance of courses is an important indicator for successful learning. For example, the courses at KAROLA are based on voluntariness. The women want to catch up on missed

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.9 Austrian Diary of a Trip to Hamburg

education which makes them highly motivated. A Roma woman told us that she never wanted to go to school as an adolescent and that her parents gave her the impression that school wasn’t very important. It’s only now that she realises how important reading, writing and calculating is for her life – and she wants to catch up on it at KAROLA. The ‘appreciation of education and bringing this attitude into the own family’ is a formulated objective at KAROLA. Now, it’s important to this woman that her children go to school and get a degree. She is very proud on her children doing so well at school. KAROLA also offers socio-pedagogical family assistance – a social network probably motivates people to learn, as well. The learning environment in this institution was very familiar. The course offers were fitted to the Roma women’s needs. The women who experience a positive approach to learning in this organisation are very likely to bring this attitude into their own families.

9. Elements, That Contributed to the Success – and What can be Improved The comprehensive service, informal contact and apposite course offers are a successful recipe for organisations like KAROLA: Christine Solano – who is a social worker at KAROLA – knows many families for three generations and enjoys the trust of the Roma at ‘Karolinenviertel’. She carries a large part of this project and is an important link between Sinti and Roma and the majority population. KAROLA exists for more than 30 years! Trainers need to find access to their students. They have to be able to motivate and inspire the learners, take them away from their day-to-day life. I think that the trainers in basic education play an important role in the success of these projects. All organisations that we visited worked with a lot of dedication and commitment. The project ‘KreaStart’ was very impressive as well: the first sentence in their folder was: ‘Enthusiasm is the most important key to success’. KreaStart tries to approach people through creativity and in doing so, to smooth the way for the participation in a professional life. The project tries to reinforce the participants’ strengths and the development and implementation of their wishes as well as to strengthen their confidence in their own abilities. Again, the learners are embedded in a group which has a positive effect on the learning process.

10. Wishes and Potentials for my Personal Development Overall, I can only thank everyone involved in this valuable exchange! This week gave me so many new ideas for my work and I certainly hope that I will be able to implement them. Within our organisation, we frequently have the opportunity to develop and try new courses or to emphasise new priorities and develop more projects. This exchange motivated me once more to deal with new concepts and to think about the future of basic education and the different needs, that may arise. Thank you very much for this opportunity!

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.10 Swiss Diary of a Trip to Łódź By Barbara Vollenweider, Eliane Welti & Martina Würmli, Zurich region

May 11, 2015 We were received by our host, Grzegorz Grodek, 36.6 Competence Center. Round of introduction, presentation of the ShareIT-project.

36.6 Competence Center – Our Host (http://36and6.pl) The motto “36.6” means ideal body temperature (work-life-balance). An umbrella organisation uniting art, culture and education under one roof. Its partner organisations work at various locations, e. g. in former textile factories, apartment buildings and also in modern buildings. Since 1999 the organisation is involved in EU-projects, e. g. in the program Erasmus Plus since 2014. It organises meetings for senior citizens, adolescents and women, which means informal education for all. Furthermore, it offers coaching, financial and legal consultancy.

Current Projects • • • • •

www.jobsontrial.weebly.com www.chemicalmovetech.et www.amores-project.eu www.georudio.pixel-online.org www.shareit-gmp.eu

Context for Polish projects in the area of basic competences: in Poland, only 5 % of the adult population undergo further training. By comparison: the EU aims at a rate of 15 – 20 %. Cultural Daily Closing: 5:00 p.m.: walk with Grzegorz through one of the big quarters with the former textile factories and following dinner.

May 12, 2015 We visited the company HRP Group. Silvia, who recently visited the EB in Switzerland along with a ShareIt-delegation, works here (among others).

HRP: HRP produces e-learning materials, e. g. videos for e-learning settings and for presentations, platforms, paper clips etc. By various presentations we gained insight into their work.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.10 Swiss Diary of a Trip to Łódź

When e-learning is concerned, we notice that the organisations in Lodz are not as advanced as in Switzerland. When e-learning emerged in our country, one was convinced that, in order to learn, learners just need to be placed in front of a computer practically unaided. In the meantime, e learning has become embedded in learning settings and is constantly attended. HRP takes the view that it is sufficient if the videos are appealing enough and contents are partly repetitious. HRP mostly works for a well-educated target audience and not for largely uneducated persons. The firm works with the latest resources and has very professional staff.

Foundation 50.50 (http://siec5050.org) About a year ago, HRP established a foundation aimed at training individuals of 50+ in different areas, in order for them not to lose contact to social life and even get a chance to regain a foothold in the labor market. Many people who are 50+ in Poland are subject to health impairments or aren’t fit enough for the labor market and thus oftentimes are socially excluded, too.

Computer Literacy for Beginners: 50plus The school is an association funded by EU means and sponsored by private businesses. The project started with volunteer teachers (non-professionals). Later on, these teachers shared their knowledge in “train-the-trainer seminars”. The courses take place in module form and are, up to a specified amount, free of charge for the participants. The social aspect is in the foreground. Meanwhile, such courses take place at four locations. Above all, the rural population should be encouraged to keep contact with society and working processes. Learning contents comprise mouse & keyboard, internet communication, Facebook, Skype etc. Course participants are “recruited” by means of advertisements in newspapers or by flyers which are displayed at public places and multipliers. So far, 200 persons have been trained. Silvia has developed textbooks for these individuals. For more details, refer to http://siec5050.org/materialy. She gave examples of this material to us.

Computer Courses 50plus for Work The focus of the project 50plus is on convincing employers that 50plus individuals are valuable to work processes. That is why they are being supported in, e. g., acquiring ECDL certificates. For the most part, the participants are jobless. Silvia herself teaches in these courses. She trains and coaches course instructors as well, and manages the projects. We visited an ECDL course in the scope of 50plus. The course participants already have a basic working knowledge in computer literacy, comparable to ECDL courses at EB Zürich.

Cultural Program: Visiting the Manufactura, a former industrial area, now shopping area with cinemas, restaurants, fitness center, stores, hotel etc.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.10 Swiss Diary of a Trip to Łódź

May 13, 2015 Visiting a school compound with primary school, secondary school and university. Integrated is a kind of Volkshochschule (=adult education center), which manages to get along without state support. Its means presumably come from the university. They hope to benefit from it by word-of-mouth recommendation and more students for their university. The participants of this adult education center are, up to 90 %, retirees. But there are also younger women in their family phase who want to undergo further training. They pay 80 Zloty (20 Euros) per semester for 2 courses/topics per week they can choose. Every additional course costs them 20 Euro extra. The topics comply with their needs. After each semester, these are asked about. Computer Basics and English courses are received the most. Many participants have relatives in Great Britain and other countries and want to stay in touch, whereby they need new media like Skype. Painting and fitness are course topics, too. In the university department of the school compound, we visited an English class of prospective physio therapists in their second of three years of vocational training. They were developing a presentation in English, in which they talk about their job goals and plans after the end of their training. The students’ English skills at the beginning were A1-B1, at the end of the training they have to achieve the level of B2. The presentations partly have the level of A2. We notice that the presenters receive no feedback, neither from the teacher, nor from fellow students. The interest on behalf of the fellow students is minimal. The teacher only corrects and specifies content ambiguities. The teacher came to her job as English teacher as a patient, where she made herself useful as linguistic mediator between physiotherapists and other patients. If she has a methodological and didactic qualification, this remains unclear. Her English is excellent. The students explain, in which areas they want to work in following the end of their education (hippo therapy, massage, spa etc.), whether they plan to be employed or self-employed and how they intend to proceed to reach their professional goals. Finally, we visit a class Grzegorz is lecturing in. The class is comprised of university professors and staff from the Ukraine. He elaborates on the proceedings of taking part in the Erasmus Plus-Program, which is about how to submit successful entries for EU-financed projects. Grzegorz’ statements are being translated into Ukrainian by a woman. The school principal mentions that many Ukrainians studied at this university earlier. Now it is impossible to have both separatists and nationalists at the same university. The separatists had to leave the university. In the afternoon, we are expected back in the HRP Group, where we take part in the last 10 minutes of a teaching sequence, in which long-standing sellers are being trained in improving their sales talk-techniques. It is a course commissioned by a firm. Subsequently, the course instructor leads us into her rooms in a dancing school, where she offers courses in body work and attentiveness for executives. Under her instruction, we test a few body work techniques and together discuss transferability to our work.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.10 Swiss Diary of a Trip to Łódź

Talk With Christine, our Course Instructor-Colleague From Hamburg She teaches Roma and Sinti women in Literacy and Everyday Mathematics in her association. It is a contact point and an agency for any kind of concerns and problems this minority faces in Hamburg.

May 14, 2015 Third Age University at WS (http://wsinf.edu.pl) Visit of an English class level A1/A2, older participants, motivation for participating: social aspect, course instructor, communication for travel, brain training. The class is practicing prepositions by means of biographies of famous Polish personalities. Very lively, humorous, relaxed and trusting atmosphere, course instructor responds to participants respectfully, reacts spontaneously to their answers, yet also corrects precisely.

Toastmasters International (http://www.toastmasters.org) We take part in a Toastmasters’ meeting. Its objective is to promote all members in becoming better speakers. The organisation is spread internationally, it was founded in 1924 by an American. The language inside the club is English. We are surprised very much by the high standard of speeches and feedback.

May 15, 2015 Today the final evaluation takes place. We are being filmed for the Facebook page of ShareIT and discuss our experiences and insights. Moreover, we fill in the “journal for the assessment of the learning outcome” online, as required by ShareIT.

Conclusion: We had expected to observe different courses in the area of basic competences and exchange with the teaching staff afterwards and talk about methodology, didactics, materials etc. We gained insights in many different educational institutions, companies or other constellations enabling learning for the Polish population in an infinite number of ways. As only few adults seek further training in Poland, there isn’t considerable pent-up demand. In comparison to Sweden only very few immigrants are living in Poland, therefore there are hardly any education offers for these groups. On the other hand, many young Poles emigrate to other EU countries. We were greeted cordially and with great curiosity everywhere. We were glad to be able to gain insight into many facets of the Polish education system. Although our experiences are only transferrable in part of our work, we have benefitted enormously from this week, be it on a professional, human or cultural level. We thank our host 36.6, Grzegorz Grodek in particular, for the all-round-care and the various insights and assessments. Since there has been no introduction into the project by SVEB, we only had a vague impression of what to expect in Poland. Thus, we were open and curious about anything which this extremely hospitable country had to offer us.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.10 Swiss Diary of a Trip to Łódź

Reflections of Barbara Vollenweider The general learning settings: We were allowed to attend an enormous variety of most different learning processes: From the computer course for unemployed adult learners as far as to young people learning to improve giving a speech at „toastmasters“. Lessons learned and learning outcomes: As this was my first visit to one of the eastern countries of Europe, I learned a great deal about the culture as well as well as daily life and society problems in Poland. This will enable me to understand students from these countries better. Reflections on the learning outcomes: Furthermore, I learned to be more open to the unexpected. Sometimes things do not go according to plan. But if I remain open, there are many other experiences to be made, which are as valuable, if not even more, than the ones expected previously. Lessons learned for my professional context: It is not to be taken for granted in many countries, that the government supports training in literacy and basic skills for adults, as this is the case in Switzerland. That means for myself, that many of my adult learners have not experienced such support during their professional career. Therefore, they may not be aware of the importance of vocational training measures. It will be in my hands to convince them of the importance of lifelong learning. How do I plan to implement what I have learned in my own professional reality? I will be more sensitive to the lack of awareness of the importance of vocational training measures. This especially towards the adult learners, who are forced to attend my classes for different reasons. It will help me to motivate them better.

What do I conclude by comparing my initial goals and the actual outcomes? It is important to remain open to different kinds of experiences, even if it is not, what we expected it to be. Sometimes the unexpected is even better. How effective and efficient do you consider your learning process? My learning process did not go on straight, it made many detours, some of them could have been avoided. Nevertheless, the whole process was a most valuable experience for me. Which were/ would have been conditions for fruitful learning? It would have helped to have more information from SVEB in advance and to receive the week‘s programme a bit earlier, not only 3 days before departure. I would have been able to prepare myself better for the training. Which elements led to success/failure? The most important elements that led to success were the people involved: our hosts, trainers, and participants. Which are future potentials for your personal/professional development? To keep in contact with my fellow trainers and share our experiences. To visit other institutions in countries, that offer similar courses as I teach. Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.11 Swiss Diary of a Trip to Hamburg by Elisabeth Gees, Aargau

1. My Goals and Expectations My curiosity frequently drives me to discover new things and to look at the situation as a trainer in literacy from a different perspective. The ShareIT exchange seemed to be a good opportunity to leave my familiar environment and commute with other people that are entrusted with similar tasks. I expected to learn how others handle the issue of basic education, be it at the level of politics, the institution, the team or the course situation. In addition to this general interest, I focused on particular questions that we are repeatedly dealing with in our daily business: • • •

Are there particularly successful teaching methods we are not yet using? How can we succeed in reaching our target audience? According to statistics, the numbers are high but our attendance numbers are decreasing. What possibilities are there to support people with our courses in the occupational context?

2. My Learning Process during the Exchange During the ShareIT exchange, I got to know different institutions with their various offers, each if which is developed for a specific target audience: At SOS I learned about migrants from Eastern Europe that I seldom encounter at home. Furthermore, it was very interesting to observe the collaboration between professional trainers and volunteers. The importance of lay helpers should not be underestimated. KOM informed us about different course segments and we sat in on the lecture. I was quite impressed with the course participants’ level and length of concentration. This is an advantage of courses that are held during the day instead of evening classes, as is the case at our institution. At SBB we visited a workshop, where people could complete a vocational training that is in great demand on the labour market. The project MENTO introduced us to a promising way to address potential attendees for the courses at their workplace. This way, they get the chance to inform themselves about training possibilities in a discreet setting. Particular value is placed on the training of mentors. This training was comprehensively presented and heightened our perception for the needs of the participants and the interests of the employers. The openness of the hosting institutions made it possible to discuss and clarify many questions.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.11 Swiss Diary of a Trip to Hamburg

3. My Contact with Key Persons during the Exchange In addition to the visits of the different institutions, I was able to conduct many personal conversations. I discussed the possibilities and limitations of individualisation with other trainers, as well as the challenge to support both native and foreign-language students in a group. Furthermore, we talked about strategies to support participants with hardened solecisms in their relearning process. All in all, I had various experiences that provided me with new impulses and helped me to reflect on my previous practice.

4. The Learning Settings during my Stay in Hamburg The combination of visits, work shadowing, presentations and following discussions was very rich in variety. Comparative considerations made it possible to deepen what has been learned, which was very helpful in memorising all of it.

5. Contemplation on my Learning Process The more information I got, the more questions arose. But due to the several days long duration of the visit, all questions – old and new - could be discussed, which motivated me a lot. To process and implement everything I have learned, the following steps are necessary: this includes the composing of this diary, the information of colleagues about new possibilities or the adjustment of ideas to our conditions in Aargau.

6. Contemplation on Learning Outcomes I gained a lot of knowledge and could broaden my horizon from being a trainer, to organisational tasks as well as political contexts.In retrospective, I notice that some ideas - like workplace orientated learning or involvement of learners in the acquisition of new participants- where already in my head. I just did not venture to realise them, because I was lacking the know-how. The ShareIT project and the trip to Hamburg gave me the necessary knowledge and the opportunity to contact other trainers, whenever questions arise. Furthermore, I got the confirmation that our work at ‘Reading and Writing Aargau’ is methodically and didactically up to date.

7. Lessons Learned for my Professional Context For a long time now, I had an increased desire to align my literacy courses better with the occupational requirements of the participants to increase the benefits and make them noticeable faster. Getting positive reinforcement from their superiors motivates the learners to attend further courses.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.11 Swiss Diary of a Trip to Hamburg

The presentation‚ Basic Education – Customised for the Workplace’ (SBB) gave me information about the requirements that are necessary to implement basic education into the work environment and collaborate with the employers. Also, I got many ideas on how to implement this into my courses with participants with mixed professions.

8. Transfer/Implementation into Professional Practice I will inform myself in which situations my participants have to write, what vocabulary they need and for whom they write down information. Those experiences will be evaluated with my TeamTeaching partner. I will inform the association’s board about the employment of mentors (project MENTO) and the project ‘Basic Education at the Workplace’. The more people know about these possibilities, the sooner they can be implemented.

9. Conclusions Comparing my Expectations with the Results My understanding of basic education broadened from literacy to mathematics and vocational training. I perceive the influences of the political environment, different financing possibilities, diverging training routes and various conditions of employment. I received many new impulses, especially for the cooperation with companies – be it mentoring or internal courses. My expectations have been entirely met.

10. Effectiveness and Efficiency of my Learning Process during the Trip All participants of this exchange project were active course instructors. Thus, it was possible to substantially discuss topics in detail from the very beginning. The very positive work atmosphere enabled us to use the whole timeframe for the processing of contents. This led to a very high motivation and thus to efficient learning.

11. Helpful and not so Helpful Frameworks for Learning The very well organised week helped the participants to fully concentrate on the topic. Even the communal meals were nearly solely used for professional exchange. The support of a translator was very helpful to me. The openness and the great interest in the matter of all participants were especially important and facilitated a positive atmosphere and intensive learning. The internationality of the group revealed different approaches and mindsets – on the topic of financing basic education for example.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries 4.11 Swiss Diary of a Trip to Hamburg

12. Elements, That Contributed to the Success – and What can be Improved The different institutions that we visited were especially useful. We learned about the various forms of organisations as well as the needs of different target groups. Through our visits on-site, we could experience for ourselves, how the size of the institution, the rooms and the environment affect the learning atmosphere. In my opinion, the duration of work shadowing should not be any longer than 1.5 hours because all participants have a similar background.

13. Wishes and Potentials for my Personal Development I would love to inform myself about the project GO2 of the SVEB1 in Zurich. Basic education in companies is very rare at ‚Reading and Writing in Aargau‘. Since we are only a very small institution, we are lacking the resources for new projects

SVEB – Schweizerischer Verband für Weiterbildung mit Hauptsitz in Zürich. GO2 ist ein Projekt zur betrieblichen, arbeitsplatzorientierten Grundbildung. Mehr unter http://www.alice.ch/de/sveb/. 1

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.12 German Diary of a Trip to Zurich By Roxana Novac-Bax, Hamburg

1. My Expectations of the Journey to Zurich In our project SOS we offer three low-level courses for migrants from South-East Europe, a German course, an Orientation course, in which people who have just arrived in Hamburg will be given orientation in Romanian, Bulgarian or Romani in a city new to them, as well as a Course for integration attendants, addressed to volunteers. I am specifically interested in what the colleagues from the exchange countries have to offer – in methodology as well as concerning ideas for basic education/orientation/train the trainers in adult education – suggestions I want to transfer to the SOS.

Day 1 (May 4, 2015) SVEB from 13:30 – 18:00 hrs. Arrival at SVEB; round of introductions; presentation of SVEB and the ShareIt-project at SVEB SVEB is the umbrella organisation of further education in Switzerland. Its members are private (80 %) and federal (20 %) providers of further education, associations, internal further education departments in companies and individuals. SVEB is financed by membership fees, government subsidies, national and European project work and by sales revenues of services, products and publications.

Presentation of the Projects GO and GO2 • • •

GO and GO2: promotion of basic competences of adults at the workplace (Cäcilia Märki – Department of Basic competences at SVEB) GO development of a set of instruments for the promotion of basic competences of adults in companies, pilot testing in four large enterprises (2009 – 2011) GO2: further development of GO-tool skills, pilot testing in KMUs (2012 – 2015) GO2 stands for targeted and practical training of basic competences as required at specific workplaces in companies. In short, 30-hr-trainings, employees learn to cope with difficult everyday situations in the context of their work.

The GO-process starts with an in-house requirements analysis and needs assessment, on the basis of which a matching and individualised training is developed. This includes the employees’ knowledge transfer into practice at work.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.12 German Diary of a Trip to Zurich

Adoption of Proposals for SOS: For our clients (migrants from South-East Europe), many of whom come to Germany having no language skills but have found work in companies –> thus promoting language and work skills at the workplace and increasing the quality of work in companies.

Day 2 (May 5, 2015) Migros Klubschule Zürich (8:30 – 14:00 hrs.) Presentation of Migros Klubschule Migros Klubschule is a volunteer commitment of the Migros Company and expression of its social responsibility. It commits itself to the claim of providing a broad access to culture and education for the general public. Almost 50 % of the Migros Company’s revenues – more than 50 million Swiss francs annually – are invested in the Klubschule, so that it can fulfill its mission of “education for everybody”. The means from the Migros Company enable the Klubschule to offer its vocational training and further education measures at a reasonable price and at 50 sites throughout Switzerland. Offers of the Klubschule: • Languages • Culture and creativity • Physical activity and health • Company trainings in the areas of management and economics, computer science and new media, training for trainers (the latter with SVEB certificates).

Attending Literacy Courses In a talk with the course instructor following a course session the question arose, whether the promotion of literacy in a foreign language made sense at all, as long as some participants of alpha-courses have never even held a pencil in their countries of origin. Can you teach adults the basis of learning in a foreign language? Alpha-course-participants having a migrant background must have reached the A1-level in the foreign language. Customs, behavioral patterns as well as the language of the receiving culture are alien to the participants. The language is absorbed together with writing as a “cultural package”. It can only function that way. Adoption of Proposals for SOS: Offer of a “cultural package”, such as mother-child-group combined with German or Orientation course.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.12 German Diary of a Trip to Zurich

Day 3 (May 6, 2015) CORREF in Lausanne, 10:30 – 16:30 hrs. 8:00 – 10:20 hrs.: journey to Lausanne. Talks with exchange colleagues about their projects and tasks. 10:30 hr.: arrival at CORREF. Ensuing a very cordial welcome by the whole staff, the institution as well as the exchange participants introduced themselves. CORREF was founded 34 years ago as an institution for the reintegration of women into the job world following parental leave periods. CORREF now is a social institution for the vocational reintegration and further education. Its staff are trainers and job consultants. CORREF offers the following: • Individual job coaching • Language courses • Courses in mathematics • Learning to learn • Naturalization courses • Etc. We were allowed to take part in a French and Mathematics course. The participants mostly were fugitives whose immigration status for Switzerland was regulated. They are being sent to CORREF by institutions to make up for deficiencies (e. g. in French, Mathematics for adults etc.). I found the course in Mathematics especially impressive because of the different levels of the participants. The Mathematics trainer addressed each participant individually. That is why the participants had different starting times for their lessons. The teacher was present from 9 :00 to 12:00 hrs. and worked with a set number of participants simul taneously. When “Student A” had finished with his assignments at 10:00 o’clock, he was allowed to leave and got replaced by “Student B”. The Mathematics teacher impressed me personally with his commitment and resilience. In order to take part in the course, participants had to have reached A1-levels in French. Again my highest sympathy for the teacher, who by pictures and rough sketches on the blackboard managed to teach the courses’ participants two Mathematics Teaching Systems (Swiss and French)! Adoption of Proposals for SOS: I) For our German course: setting up of varying / individual work groups likewise! II) Transfer individual job consultancy from CORREF to the SOS-project (first ideas) 1. Getting to know yourself: • What are my interests (what do I enjoy, what is important to me)? • What are my competences (strengths and weaknesses)? • What are my values (what is important to me)? • What are my personal resources (what supports me, what keeps me moving)? 2. Personal introspection (discovering personal traits) –> written self-evaluation by means of getting to know each other with the job consultant as proposed in No. 1) 3. Compiling of an individual adult education plan together with the job consultant 4. Professional support/assistance with professional development 5. Final certificate Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.13 German Diary of a trip to Glasgow By Regina Bakar, Hamburg

1. My Experiences with Basic Education and my Expectations of the Exchange in Glasgow My name is Regina Bakar. I am a qualified educationalist in the subject area cross-cultural communication and started working at the association KAROLA – International Meeting Point for Women and Girls Hamburg in 2002. KAROLA e.V. is a small consulting and meeting place which is located in the Hamburg district ‘Karolinenviertel’ since 1984. As early as the mid 1990’s, the contact to the local Roma families intensified. At this time, the focus of the association’s work lay on social counselling and intercultural mediation. With the help of our first EU funding, we started a course in literacy for Roma women in 2005. The course was widely attended by the women, who – along with their families - already had a sustainable foundation of trust to the association’s employees. In addition to my work as a counsellor, I ‚simply started’ teaching: ‘Learning by doing’ with very patient participants. During the following ten years, I managed to improve the identification of our target audience’s needs and to develop suitable teaching material, e.g. material on the topic ‘social state – how does it work?’ or material to improve orthography. At the moment I’m interested in possibilities to expand our course offer with courses in basic education, which topics are important (basic financial education, parental skills, health education etc.), if other associations work in this direction and if so, how exactly they are doing it. Furthermore, I’m especially interested in finding suitable teaching material in a simple language or getting inspired through an exchange and develop my own material, respectively.

2. Impressions and Experiences during my stay in Glasgow Our little German speaking group (three women from Hamburg and one from Zurich) was welcomed at Clyde College Monday afternoon. We got a first glance at the private agencies and organisations of basic education in Glasgow and commenced with clarifying technical terms in the English language. For instance, we learned that ‘basic education’ implies a negative connotation for Scots and that the term ‘adult literacy’ is preferred. A homely meal in a typical Scottish pub completed the first project day.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.13 German Diary of a trip to Glasgow

The second Day The second day started with a full schedule. At 10 am, seven multipliers from the basic education work gave us very warm welcome at the Ladywell Business Glasgow Centre. Not only did they enthusiastically portray their particular focus of activity, but we also got an overview of the historical origin of the adult literacy network in Glasgow. I was very impressed with the high significance of ‘basic education’ in Glasgow, as well as the various offers and the friendly collaboration amongst the different private agencies and organisations. It became clear that it was also political will to push something forward in this area. At this moment I became once again aware of the competitive pressure that we have in Hamburg. We found an essential reason under the discussion with our partners in Glasgow. The government in Glasgow provides a sufficient budget for ‘basic education’ on the condition that all organisations work together in a network. Whereas the competitive pressure in Hamburg – or nationwide, respectively – is generated from the very beginning through the solicitation of projects in competition procedures. Political decision-makers in Hamburg should be convinced that the field of basic education needs a sufficient (e.g. larger) budget. They should not force the organisations into competitive situations through calls for proposals, on the contrary, they should create the basis for a better cooperation. In the afternoon, we visited the ‚Women’s Library‘ and I was allowed to witness a very collegial cooperation at the level of course instructors. Several times a year, trainers are meeting up in so-called ‘Swap-Shops’ to share experiences and best-practice examples, as well as to further educate themselves in specific topics. This would be very interesting for Hamburg as well. At the end of the second project day, I noticed how hard it is to deal with a foreign language all day, which made me – once again - sensitive to the importance of a clear and simple language in our field of work (with people without elaborated knowledge of the German language).

The third Day On Wednesday, the third day of our project, we met in the morning at the Mitchell Library. We were given a tour through this impressive building that ended in the mail hall, where the Aye-Write-Festival is taking place annually. At this festival, local learners present texts and poems that they authored themselves. This festival was mentioned to us a couple of times before and has a high significance in public, especially regarding the empowerment for the learners. I think it’s a very impressive project but cannot imagine it in my field of work with the Roma. After the tour, several multipliers from the network ‚Glasgow Life‘ provided us with more insights into the implementation of course offers in basic education and ESOL (English as a Second Language) and we discussed the different approaches. I was very impressed that we visitors were met with such an openness, interest and dedication. In the afternoon of our second day, we visited the Abany Centre. It’s an umbrella organisation for little associations that’s mostly active in the voluntary sector and it offers support as well as further training. Since I’m working in a small, self-governed organisation myself, I immediately felt the desire for having

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Travel Diaries

4.13 German Diary of a trip to Glasgow

something similar in Hamburg. On closer inspection, I noticed that we actually have a similar umbrella organisation in Hamburg and I’m not really able to assess the differences. Like the previous day, I noticed distinct signs of fatigue at a later hour, which was due to talking in a foreign language the whole day.

The fourth Day The fourth project day’s agenda was organised according to our wishes. I announced being especially interested in working with a Roma community. The other women registered their particular wishes as well, for example the qualification of volunteers. Therefore, we were again on a very tight schedule. Midmorning, we met in Govahill, which lays in the south of the city. As always, we met in a library, the first contact point for education and integration work in Glasgow. When I first heard that many Roma women are coming to the libraries to learn, I found it quite odd. But now I knew that libraries in Glasgow also function as a kind of integration centre and that the access threshold is much lower than back home. On this day, I learned about a very interesting ‘family learning’ project for newly immigrated Roma families that don’t have any contact to the community, yet. After lunch, I was given the opportunity to sit in on a course. As far as I understood, it was a group of Roma who are approaching literacy through singing and making music. I decided not to stay because it would have pulled me out of my group and I would have missed the other items on the agenda. Furthermore, I was surprisingly feeling a bit insecure, although I’m working with Roma families myself. Or maybe that’s why?

The fifth Day At the fifth and last day we gathered at Clyde College again to evaluate the week. It was a fully packed week with many impressions and, most importantly, many great and friendly people. I was very impressed by the warmth, openness and dedication with which we were met everywhere. ‘Everyone wins’ is what Sally Condy (GCVS Literacies) said about the well-functioning networking in Glasgow and encouraged us, to build more trust among each other.

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

5. Quality of ShareIT Training and Exchange

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

5. Quality of ShareIT Training and Exchange By Max Mayrhofer, Graz

1. Introduction ShareIT`s aim has been to produce services and products which meet clearly defined needs, offer a clear European value, and can be exploited over a wide range of countries and organisations in Europe, offering basic skills programmes. The main goal of exploitation activities is to extend the professional exchange network of basic skills organisations in Europe. Our strategy is based on activities and funding opportunities of the new Erasmus+ programme. The one-week training / exchange will function as main instrument to attract new countries, new organisations and new trainers to the network. All ShareIT products were co-developed, evaluated, and improved by the end-users. Financial resources have been provided to guarantee their engagement. Above that, project development processes, achievements, and outputs have been subject to a quality management process relying on methods and tools that facilitate learning of the partners involved and improvement of results. Development of quality in ShareIT – as opposed to the monitoring of progress – is guided by principles implying that “it is hardly possible to develop, instil or maintain engagement in quality management among the project actors and its stakeholders through measuring and judging activities alone. The very purpose of a quality management concern can simply not be based only on a measuring/ judgment paradigm, but must rather be based on a learning paradigm where each actor and project contributor is

Fig.: Participants at the ShareIT training in Łódź hosted by the Polish partner 36.6 CC. Photo: Jakub Poteraj

Quality of ShareIT Training and Exchange

empowered through an engagement process in the quality management activities that are to be operated in a learning modality, and which are made to embrace the opportunities and potentials that are available to the project for its quality achievements.”1 Central issues to the quality management process were the partners` aims and objectives regarding the implementation of measures planned: 1. 2. 3. 4. 5.

Collecting, testing, and evaluating effective methods for professional exchange and informal learning, such as peer consulting, peer group supervision, job-shadowing, feedback techniques, and such, as well as transferring them into the context of basic skills provision. Initiating and implementing transnational professional exchange of trainers and pedagogic personnel in basic skills by means of innovative approaches and tools in the field. Facilitating the transfer of know-how on didactics and methodology acquired through formal training into practice. Enhance practical skills of trainers in literacy and basic skills regarding social media and the use of web 2.0 tools to facilitate effective virtual exchange. Disseminating and exploiting products developed and tested to attract further European countries, organisations and trainers to join the network and seek professional exchange.

The following groups are supposed to benefit: 1. 2. 3. 4.

Pedagogic personnel already working as tutors, teachers, and trainers in adult literacy and basic skills provision (= reading, writing, numeracy, use of ICT). This is the main target group. People responsible for planning and implementing literacy and basic skills courses/programmes: project managers, quality managers, managing directors of basic skills providers. Learners in basic skills programmes who will profit in the long run. Other stakeholders such as people who plan and implement formal trainings for basic skills provision (trainer-trainers) and modules for further education, local and national policy makers, adult education experts.

The data collected during the course of evaluating the quality of service provision and presented in extracts in the following reflect project results up to June 2015. The second round of exchange and testing of the training, which took place in October and early November 2015 is not included. Following our learning paradigm, improving the training can be called a work in progress. As experts in the field know, a lot of variables – some of them have not been considered in the initial project plan – have to be taken into account when offering a European training: • • • • •

Different concepts of „literacy and basic skills „ provision (from empowerment to functionality). Different philosophies and approaches concerning the qualification of trainers. Cultural and language barriers. Meeting the highly individual needs of trainers and their students. Time: preparation of trainers, administrative issues (e.g. Europass2).

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2. Co-developing the Exchange Process and Training Contents Focus Groups A total of around 100 trainers and stakeholders participated in focus groups (3 were held in each country) and have been consulted individually. They contributed with their individual expertise to the collection of methods for informal exchange and professionalisation, and the planning of the training and exchange process. What did partners learn from focus groups?3 Partners took different approaches to the focus group element of the project. In the main, representatives of the partners met with stakeholders (adult basic skills trainers and their managers). The aim of the focus groups appeared to be threefold: 1. 2. 3.

To explain the ShareIT project to interested parties (including adult basic skills trainers and in some cases their managers). To obtain views on the ShareIT project concept. In particular: the idea of the training exchange and how it might best be delivered to meet the stakeholders’ need and how the virtual platform might support ongoing exchange. To identify examples of good practice in terms of informal professional exchange amongst trainers.

Initial plans included provision for each partner organisation to host three focus groups. However, partners indicated at the meeting in Warsaw (Nov. 2014), that approaches had varied and that the need to meet with focus groups had changed over time and varied between countries. In Austria, for example, focus groups had taken place quite early in the project’s development (May 2014). The Austrian partners explained that they now felt a little distanced from the participants and had identified a need to meet with them again, to further explain elements of the project – particularly the exchange concept. In Scotland, a more fluid approach had been adopted and focus groups were still meeting. Here it was felt that through an ongoing dialogue between the college and participants, the trainers and providers had been involved in the development of the project and, therefore, had much clearer expectations of the exchange element. From discussions at the meetings in Glasgow (June 2014) and Warsaw and the reports posted on the project`s shared drive, it is clear, that much was learned from the focus groups. In the main, the ShareIT project concept was received favourably by those consulted. However, a number of specific concerns were raised and certain conflicting opinions appear in the focus group reports. In summary, the following issues emerge strongly from the focus group reports: • •

In terms of the exchange element, the key to both buy-in from provider organisations and commitment from trainers is the quality of the training programmes proposed and the timely, detailed promotion of those programmes. Providers have to be convinced of the benefits of involvement, to their own practice and delivery on the ground.

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• • • •

101

Generally, a 5-day exchange was considered appropriate, although some providers were concerned about the issue of organising cover for this period. Trainers requested that the exchange should be endorsed through formal accreditation/ recognition of learning outcomes. Trainers requested that both the training exchange and the virtual platform should concentrate on practical approaches capable of being directly implemented in a training context. They felt that theoretical approaches would not be used in their own delivery. As not all trainers would be able to participate in the training exchange, the ones selected should be those best placed to disseminate what they had learned to other trainers in their organisation.

Some of the problems envisaged included: • • • • •

Some focus groups seemed to think that the fact that trainers are generally employed on a freelance basis would make it easy for them to participate in the exchanges, whereas others felt it may be problematic as trainers would be expected to participate in their own time. Communication – common use of English may be a problem. Timing of exchanges – some of the providers felt that it would be necessary to avoid all of the training exchanges taking place at same time, as some providers would be unable to host and send trainers at the same time. It would appear that provider organisations were more interested in sending trainers than hosting. Some concerns were raised by trainers about the effectiveness of ICT and e-tools in terms of supporting their professional development.

Collecting Methods of Informal Learning Partners have used a mixture of face to face (also focus groups) and desktop research to identify good practices – some partners have concentrated more heavily on desktop research e.g. Switzerland – this reflects the role of the partner organisation and the nature of adult education in Switzerland and the fact that initial contacts identified low levels of interest in the project. Each partner organisation was tasked with identifying good practice for informal learning for adult basic skills trainers. Partners recognised that as the nature of adult basic skills provision varied greatly from one country to another, they needed to ensure that all partners had a common understanding of what informal learning meant in this context. A common statement was, therefore, adopted. Partners were required to identify and describe five good practice methods being delivered and used by trainers in their own country. A common framework was used to collect the information. A wide range of examples of good practice have been identified – 10 of which are highlighted in this handbook. Some involve face-to-face contact, e.g. between trainers and their peers and/or between trainers and their supervisors/managers. Such practices include: • •

Peer shadowing and peer review (Germany). Supervision (Austria).

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• • •

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Delivering public presentations (Poland). Job shadowing, peer mentoring and pathways for progression as practised by Jobs and Business Glasgow (Scotland). After Action Review (Switzerland).

Others are largely based on self-reflection and analysis by trainers themselves. For instance: • Learning diaries (Germany). • Writing a journal (Switzerland). • Self-training using tutorials, webcasts and best practice videos available online (i.e. on YouTube) (Poland). • Mahara: e portfolio (Scotland). Finally, all partners identified a number of online or virtual platforms where trainers could access and share materials (written, video clips, podcasts etc.).

The Training The one-week training is a mix of practical lessons and job-shadowing opportunities applying methods of professional exchange identified as good practices in the participating countries. The training concept was co-developed, tested, evaluated, and tested again. There were two training sessions in each country. Training objectives / learning outcomes: • • • • •

Presenting an overview on basic skills/ adult literacy and numeracy activities in the host country. Gaining practical insight through job shadowing, peer sharing and use of methods on informal exchange in hosting organisations. Gaining knowledge of working conditions of basic skills/ adult literacy and numeracy trainers in the hosting organisations. Gaining knowledge of the actual implementation of the measures in the context of, or in contrast to, the officially conveyed political representation in the respective countries. Gaining knowledge of the significance of basic skills/adult literacy and numeracy education in the participating countries.

Methodology: The training consists of plenary sessions at the beginning and ending of the training weeks and the individual training and professional exchange in the organisations in terms of: • • • •

Job shadowing of basic skills/adult literacy and numeracy trainers. Team meetings and peer sharing of basic skills/adult literacy and numeracy trainers. Reflection of the learning experiences in small groups. Reflection of the learning experiences by online journal on the trainer platform.

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Fig.: Participants reflect learning experiences at the ShareIT training in Łódź. Photo: Jakub Poteraj

3. Evaluation of Training / Service Provision The quality of service provision was identified as the main dimension in the development process. The partners in ShareIT agreed that it would be recognised and validated in terms of: • • • • • • • •

The anticipated number of trainers attending the one-week training and exchange. Trainers from all partner countries attending the training. Relevant number of associated organisations willing to send and host trainers. The tools that facilitate effective and smooth exchanges are used and are easy to use. Trainers who plan or have attended the training/exchange are using the online platform and contribute to the exchange via social media. Evaluation processes and tools (online journal) in regard to learning outcomes while on training are effective. Efficiently matching trainers with appropriate hosting organisations. Satisfactorily supporting trainers before, while, and after the exchange.

The quality of service provision was evaluated through individual interviews with trainers who had been on training, the reports provided by the trainers (some of which are highlighted in this handbook), entries to the online journal and an online questionnaire. The first internal online evaluation among the trainers who were on training in the first round of exchange (March – May / 2015) was done in June 2015. Altogether, 10 out of 17 people have answered the set of questions. Here are some of the results.

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Quality of ShareIT Training and Exchange

Q1 My one week abroad was a great experience from a professional point of view

strongly agree agree partially agree partially disagree disagree strongly disagree 0

Comments: • • • • • • •

I have been in literacy training for quite some time and besides methods or materials I am very much interested in what the regulatory framework for adult education/basic skills training in other countries are, that is also to say the political aspect of it. I consider an exchange quite valuable. There were a number of really useful practical examples that I can now consider in my own workplace and above this the feeling of shared experience and working to common ideals is very empowering, even if we share common barriers too! It may be useful for participants to have a list of questions to ask so that comparisons on certain topics could be reviewed i.e. accommodation, planning, planning time, staff contracts, nationalities of non-native speaking students, etc. I learned a lot, both from Swiss institutions and the other trainers from Germany and Poland. I would not know some of the new techniques presented in the exchange if I had not been there. There was no possibility for job shadowing. In Poland there are not many projects in „Basic Skills“.

Q2 Comprehensive information concerning the exchange was available to make the right choice of destination. strongly agree agree partially agree partially disagree disagree strongly disagree 0

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Quality of ShareIT Training and Exchange Beitrag

Comments: • • •

Country and organisation information was helpful. Additionally, it would be helpful to identify particular areas of interest within the work such as working in prisons, working with families, particularly interested in numeracy, etc. A slightly more detailed level of matching. In the beginning I was thinking that Switzerland would be too similar to the situation in Austria but coming across a discussion about „Bildung“ in the NZZ at the beginning of the year, its strengths and maybe flaws aroused my interest and after this week I felt I had made the right choice.

Q5 I was well taken care of while on exchange strongly agree agree partially agree partially disagree disagree strongly disagree 0

Comments: • • • • • •

I always felt welcome, there was a mutual interest of all participants and hosts, everything was very well organised, the choice of institutions was great. We found open doors and everyone was more than willing in answering questions. The staff was extremely welcoming and made sure I had everything I needed. All accommodation and travel arrangements went well. The hotel was of the expected standard and conveniently situated for the project. The staff was always happy to answer my many questions and made arrangements so that I could see what was of interest to me. There was even a little time to point me into the right direction for sightseeing and the cultural aspects of the country. We were extremely well taken care of. I was able to learn a lot about Poland and was allowed to gain most interesting insight into Polish formation. Many thanks to Martina Fleischli for organising a wonderful week for us. One of the projects that I was due to visit was cancelled and therefore it would be beneficial to have a plan B. A top team in Glasgow enabled a very pleasant stay.

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Quality of ShareIT Training and Exchange

My Last Words • • • • •

Thank you for the experience which I was able to gain from the exchange Thank you to all involved for a fantastic exchange. I have many personal and work experiences that were beneficial and I will take them into my work place. I am sorry that there are other elements that I have not understood or engaged with perhaps because they were not ready by my exchange. I hope we can find ways to continue contact. Thank you for this great opportunity. I really appreciate having had the opportunity to ShareIT and I remember the remark of the director? programme manager? at SVEB – unfortunately I forgot his name – that he has the impression that the discussion in Austria is quite an ideological one. I agree. And I do not mind a more pragmatic approach and I do not think that our target group is only looked at in terms of „employability“. Despite having not seen the platform, websites etc., I loved the experience. The participants were so welcoming and went out of their way to assist. Thanks for the great experience.

4. Exchange Statistics Two rounds of exchanges to test and further develop the training were undertaken over the lifetime of the ShareIT project. Altogether 40 trainers (36f/4m) – 8 from each participating country – had the opportunity to take part in one of the exchange rounds in 2015. Altogether, 20 associated organisations in the five countries either sent or hosted trainers. A total of € 37.500,– was budgeted to ensure exchange. Overview ShareIT exchange 2015:

Hosting Country  Scotland

1st Round   8. – 13. March

Participants  3

Germany  Austria  Switzerland  Poland

16. – 20. March  23. – 27. March  4. ‐ 8. May  11. – 15. May

0  3  7  4

2nd Round  5. ‐ 9. Oct.  12. – 16. Oct.  19. – 23. Oct.  2. – 6. Nov.  27. – 30. Oct.

Participants  4  8  6  3  2

Total  7  8  9  10  6  40

Quality Evaluation and Quality Management – A Methodology/Strategy Plan, compiled by Anna-Kaarina Mörsky-Lindquist With regard to the question of the validation of learning while on exchange, the Europass system was rejected by the partners as the administrative burden was considered too big by associated partners. Instead, the consortium agreed that the ShareIT project should utilise the Open Badges system. As Open Badges is an online recognition system, it was felt to meet the aims and objectives of the project more closely in terms of its promotion of information technologies to support networking and exchange. Partners also felt that, as a relatively new system, it offered an innovation that would both appeal to participant trainers, and could help them to introduce such innovations in their work. 3 Results on focus groups taken from the Interim External Evaluation Report by Joanne Holt, collaborare ltd, Nov. 2014 1 2

Methods of Informal Further Training – Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

Methods of Informal Further Training â&#x20AC;&#x201C; Sharing of Professional Experiences between European Trainers in Literacy and Basic Skills

6. ShareIT â&#x20AC;&#x201C; European Network

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6. ShareIT – European Network By Max Mayrhofer, Graz

1. Here to stay Over the past two years, methods of informal learning and exchange have been collected and tools and channels facilitating the exchange of trainers developed and implemented – tested twice in a one-week exchange and training of trainers. Evaluation and the analysis of outcomes show that the aims set initially by the partners in the project, mainly to support non-formal and informal further training of tutors, teachers, and trainers in literacy and basic skills provision, have been fully achieved. ShareIT offers a model and outputs that are utilisable in many European countries. The European nature of this project has given basic skill trainers, that are open to new experiences, the opportunity to visit other countries and to see different educational systems, trainers, learners, buildings and approaches to the same focus of the educational quality process. This not only broadened the personal horizon of each participant of this project but also deepened the sense of European citizenship. It helped them to find new solutions and approaches in the teaching process at home. Being acknowledged, on the other hand, as a trainer and practitioner for what one does by people coming from „abroad“ was described to be a very motivating experience. Above all individual networks that are the basis for future European collaborations have been expanded. In order to mainstream results transnationally and involve other European countries than the ones represented in ShareIT, experts and trainers’ trainers among the staff of consortium and associated partners will continue offering a training similar to the one already employed during ShareIT exchanges. Target groups will be the same as addressed with this project. The network is here to stay. The partners

Fig.: Participants at the ShareIT training in Graz hosted by the Austrian partner inspire. Photo: Max Mayrhofer

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in the ShareIT project as well as their associated partner organisations in the participating countries intent to tighten their relationships and continue exchanging trainers on a regular basis, using the tools developed.

2. Get Connected ShareIT Project Partners Adult education organisations engaging in literacy and basic skills provision that are interested in joining the network are invited to contact their country and project partners of choice: • Scotland: Glasgow Clyde College, Lesley Martin, Lmartin@glasgowclyde.ac.uk • Poland: 36.6 Competence Centre, Grzegorz Grodek, g.grodek@36and6.pl • Austria: inspire, Alfred Berndl, alfred.berndl@inspire-thinking.at • Switzerland: SVEB, Martina Fleischli, martina.fleischli@alice.ch • Germany: Stiftung Berufliche Bildung, Frank Drecoll, frank.drecoll@sbb-hamburg.de ShareIT Associated Partners The following adult education providers have been part of ShareIT, have sent and/or hosted trainers for a one-week training: Scotland: Glasgow`s Learning Partnership and Glasgow`s Learning Group: www.glasgowslearning.org.uk Jobs and Business Glasgow: www.jbg.org.uk Glasgow Council for the Voluntary Sector: www.gcvs.org.uk The Glasgow Women`s Library: www.womenslibrary.org.uk Poland: HRP Group in Łódź: www.hrgroup.com/pl PHIN in Łódź, www.phin.pl University of Computer Sciences and Skills in Łódź: www.wsinf.edu.pl Austria: ISOP GmbH, Graz: www.isop.at BHW-Niederösterreich, St. Pölten: www.bhw-n.eu Basisbildungszentrum abc-Salzburg: www.abc.salzburg.at Die Wiener Volkshochschulen, VHS Floridsdorf: www.vhs.at Die Kärntner Volkshochschulen, Klagenfurt: www.vhsktn.at SOS-Kinderdorf clearing-House, Salzburg: www.sos-kinderdorf.at Switzerland: EB Zürich: www.eb-zuerich.ch/basix wbk Dübendorf: www.wbk.ch Migros Klubschule Zürich: www.klubschule.ch

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Germany: Arbeit und Leben, Hamburg: www.hamburg.arbeitundleben.de KAROLA e.V.: www.karola-hamburg.de KOM GmbH: www.kom-bildung.de SOS – Großstadt-Mission Hamburg: www.grosstadt-mission.de

Further Information On project partners, associated partners and the training offered can be obtained from: • The ShareIT project website: http://www.shareit-gmp.eu/en/ • The ShareIT Facebook site: https://www.facebook.com/shareIT.EUproject • The ShareIT YouTube channel: https://www.youtube.com/channel/UCMeIWCaGUbgd-P3PB_SLnUg

3. Funding Opportunities Erasmus+ offers various funding opportunities for adult education organisations interested in sending their staff on a ShareIT exchange abroad. The Erasmus+ programme aims to boost skills and employability, as well as modernising education, training, and youth work. Erasmus+ provides opportunities for more than 4 million Europeans to study, train, gain work experience and volunteer abroad. It supports transnational partnerships among educational, training, and youth institutions and organisations to foster cooperation and bridge the worlds of education and work in order to tackle the skill gaps we are facing in Europe. Organisations are invited to submit applications online to the National Agency in the relevant country. To obtain financial support to be part of the ShareIT network, organisations can either apply for an exchange of staff within adult education organisations (including structured course or training, job shadowing or observations), or seek cooperation between institutions and organisations to exchange experiences and best practice, or develop, test, and validate new curricula.

Erasmus+ Opportunities for Staff in Adult Education (K1) Individuals working in adult education may be able to undertake a work and study period abroad. Such experiences and exchanges can help to improve language skills and cultural knowledge, as well as providing a new perspective on teaching practices and approaches. Individuals can take part in the following professional development programmes abroad: • Participation in structured courses or training. • Teaching and training assignments in an adult education or other relevant organisation. • Job-shadowing or observation periods in any relevant organisation that is active in the field of adult education. • Participation in teaching or training assignments. These activities can last from two days to two months, and in some cases up to a year. Teachers and administrators in an adult education organisation from each of the participating countries can take part.

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Cooperation Between Institutions or Organisations (K2) Erasmus+ provides opportunities for adult education institutions and organisations across Europe to work together to exchange new practices in areas of common interest, develop new approaches and improve quality. Projects can focus on themes such as basic skills and active citizenship, as well as skills that facilitate employment and social inclusion. Adult education organisations from participating countries may apply. Institutional cooperation activity can include the following: • •

The exchange of experiences and best practices between adult education organisations. You and your partner institutions can work together to improve the quality of teaching and learning opportunities. This may include long-term teaching assignments or joint staff training events. The development and testing of new curricula, teaching methods and educational approaches using technologies and guidance tools.

4. Further Information and Useful Links: Erasmus+: http://ec.europa.eu/programmes/erasmus-plus/index_en.htm Epale: http://ec.europa.eu/education/opportunities/adult-learning/epale_en.htm The Electronic Platform for Adult Learning in Europe (EPALE) will provide you with an online and interactive space to exchange, showcase, and promote best practices in adult education. Europass: http://europass.cedefop.europa.eu/en/home Europass is a document to record knowledge and skills acquired in another European country. Open Badges: http://openbadges.org/ Open Badges is a new online standard to recognise and verify learning National Erasmus+ Agencies: http://ec.europa.eu/education/tools/national_agencies_en.htm Organisations are invited to submit applications on-line to the National Agency in the relevant country.

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Imprint

Group of Authors of the Grundtvig-Project ShareIT. Published by the Stiftung Berufliche Bildung (Hamburg) / Sub-Project ShareIT (Hamburg) Wendenstraße 493 20537 Hamburg, Germany. ShareIT-Project Management: Glasgow Clyde College, Glasgow, Scotland. Translations from German and Polish into English by Sonja Broockmann (Hamburg), Magdalena Galaj (Lodz) and Thomas Ostendorf (Hamburg).

This manual is available as a PDF-download from www.shareit-gmp.eu. © ShareIT – November 2015 ShareIT – a Grundtvig Multilateral Project in the Lifelong Learning Program

538999-LLP-1-2013-1-UK-GRUNDTVIG-GMP This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

The Partners: Glasgow Clyde College (Glasgow) 36,6 Competence Centre (Lodz) Stiftung Berufliche Bildung (Hamburg) Swiss Federation for Adult Learning (Zürich) Inspire - Verein für Bildung und Management (Graz)