Adult Education

  • The climate challenge and its effects, increasingly evident in our daily lives, demand action at all levels. Despite the direct impact felt by everyone, EU data indicates a declining trend in individual responsibility towards climate action. The Special Eurobarometer on Climate Change, published by the EC in June 2023, highlights that more than three quarters (77%) of EU citizens think climate change is a very serious problem at this moment. However, when asked who should fight it, citizens point to the responsibility of national governments (56%), the EU (56%) and business and industry (53%), being only a 35% those that hold themselves personally responsible. Considering age alone, the data show that those over 55 take less individual responsibility and take fewer actions in their daily lives, compared to younger citizens, especially the 25-39 age group, who are the most active. It is important to highlight that citizens over 55 represent a 20% of total population in Europe, high percentage that climate action measures cannot leave behind. But other socio-demographic factors also play a role. Thus, those with lower education levels, lower income levels, or who consider themselves lower class or lower middle class are the least aware and active.

    In this context, Media Creativa is leading, with the support of Drosostalida (Greece) and Business Foundation for Education (Bulgaria) the Erasmus+ project B-GLOCAL, with the aim of addressing this issue by prioritizing environmental protection and the fight against climate change education. We focus on creating innovative and motivating local learning spaces for adults, fostering grassroots actions that contribute from the local to the global level. By mobilizing citizens, B-Glocal seeks to empower individuals to take meaningful action in combating climate change and protecting the environment.

    B-Glocal creates three main resuts:

    • An online platform with educational resources for vulnerable adults, with microlearning modules and 40 challenges to motivate awareness raising, skills development and behaviour changes.
    • National face-to-face workshops with adults over 55 from vulnerable settings, to promote competences improvement so they become active agents in the green transition.
    • Transnational workshop with adults’ educators and trainers to facilitate professional exchange of experiences and promotion of climate change and environmental protection good practices.

    The project started on 1st February 2024 and lasts 16 months.

     We invite you to stay tuned and visit our site and social media for further information!

    https://www.b-glocal.eu/

    https://www.facebook.com/b.glocal.project

    https://www.linkedin.com/company/b-glocal

  • Introduction

    Soft Skills+ is an exciting, new project that aims to help adults with intellectual disabilities build social and emotional skills, enhancing their quality of life. It also equips educators and support workers with tools and resources to support them in communication, emotional regulation, problem-solving, and lifelong learning. Soft skills can improve independence, employment prospects, mental health, community involvement, and overall well-being. Despite these benefits, many individuals with intellectual disabilities face significant challenges in accessing education and training opportunities.

    Project Background

    People with intellectual disabilities encounter substantial barriers to education and employment, not from a lack of capability but because societal structures do not meet their needs. Education plays a crucial role in shaping life outcomes, influencing job prospects, earnings, and poverty risk. However, research highlights that children with disabilities encounter challenges such as limited peer connections, negative social experiences, and poor academic outcomes, which lead to a ‘double disadvantage’ (Watson, Banks, and Lyons, 2015). They often leave school with fewer qualifications, reducing their opportunities for independent living, further education, and employment. Labour market exclusion is particularly pronounced among individuals with poor health, stamina, or emotional and mental health disabilities, while those with higher education and specific disabilities, like hearing impairments, experience greater inclusion (Watson, Banks, and Lyons, 2015). These findings underscore the need for inclusive and accessible educational initiatives at all levels.

    Across the EU, 1 in 4 adults have a disability, reinforcing the need for robust inclusion policies (European Council, 2024). In Ireland, nearly one-third of working-age people with disabilities said their condition negatively impacted their school experience, often resulting in early school leaving (Watson, Banks, and Lyons, 2015). In 2024, only 14% of parents surveyed by Inclusion Ireland felt their child was thriving in school. This project focuses on reducing social exclusion, enhancing well-being, and increasing opportunities through tailored education and direct engagement. While policy change is essential, alternative training and soft skills development remain vital supports. 

    First Transnational Partner Meeting

    On 11th November, partners from organisations in Croatia, Greece, Italy, and Ireland collaborating on the SoftSkills+ project came together for their first in-person meeting in Virginia, Ireland. This provided an opportunity to review the project’s progress, set priorities and strengthen collaboration among partners. Discussions covered project management, risk assessment, financial monitoring, and quality assurance.

    A major focus was Work Package 2, which includes the development of the project’s training framework, with lesson plans and digital games. Partners worked to refine the structure and length of the lesson plans, incorporating feedback from those with extensive experience working with the target group to ensure they are both accessible and effective. The framework will support the creation of 24 lesson plans for face-to-face workshops, each outlining clear objectives, step-by-step guidance, warm-ups, short activities, and evaluation tools, along with tips for adapting content to different abilities. Complementing the lesson plans, 12 digital games will be designed to enhance training. These games will be 10–15-minutes in duration with clear instructions and cohesive narratives, offering engaging learning experiences. Educators will also receive detailed guidelines to integrate the games into their sessions.

    Partners reviewed Work Package 3, focusing on dissemination through the project website, social media, and communication toolkits. Accessibility was a key priority, with examples of platforms incorporating accessibility controls explored and discussed, as the partners aim to develop a similar, inclusive solution for adults with intellectual disabilities. Features such as clear text, audio instructions, flexible controls, and sensory-friendly options will ensure a user-friendly experience that can be personalised to meet individual needs. Adults with intellectual disabilities and educators will be actively involved in the development process, providing regular feedback on usability and engagement. The project will also prioritise inclusive representation, ensuring diverse and culturally respectful content in the training materials to reflect the participants. Clear deadlines and next steps were established to maintain momentum.

    Next Steps

    Partners are currently in the process of forming local action groups, made up of stakeholders and professionals working within the disability sector. These groups will offer feedback on the value proposition and content plan for Work Package 2, including the proposed learning outcomes, structure, and action themes. The partners will then assess this feedback, incorporate any suggested changes, and begin the content development phase.

    Learn More

    To learn more about our project, or to access our resources, please visit the Soft Skills+ project website. You can also connect with the project partner organisations listed below for more information about our ongoing work in this area.

    References

    European Council. (2024, October 18). Disability in the EU: facts and figures.https://www.consilium.europa.eu/en/infographics/disability-eu-facts-figures/

    Inclusion Ireland. (2024, February 11). 45% of children with support needs are being failed in accessing their right to education. https://inclusionireland.ie/news-events/department-of-education-removes-vital-resource-while-45-of-children-with-support-needs-are-being-failed-in-accessing-their-right-to-edu/ 

    McGuire, P. (2021, March 2). Breaking barriers: Supporting students with disabilities to progress to university. https://www.irishtimes.com/news/education/breaking-barriers-supporting-students-with-disabilities-to-progress-to-university-1.4492722 

    Watson, D., Banks, J., and Lyons, S. (2015, May). Educational and employment experiences of people with a disability in Ireland: An analysis of the national disability survey. https://nda.ie/uploads/publications/non-technical-summary-educational-and-employment-experiences-of-people-with-disabilities-in-ireland-pdf-version.pdf

  • The 5P Competences project developed an action-based competence framework for sustainable development, tailored to the needs of adult education.