Imagine a life brimming with purpose, even beyond the traditional 9-to-5. This book unveils a groundbreaking project designed to empower marginalized adults, particularly those facing long-term unemployment and social exclusion, to discover meaningful paths to fulfillment. Delve into innovative adult education strategies centered on action-oriented learning and the insightful framework of Holland's personality types, guiding individuals toward self-discovery and creative life planning. Explore a suite of meticulously crafted course units and an interactive ICT tool designed for self-assessment of interests and desires, offering a practical roadmap for navigating life's transitions. Witness how these resources have been adapted and successfully implemented across diverse European cultural contexts, including Portugal, Germany, the UK, Denmark, France, and Romania, each with unique approaches tailored to local needs. Uncover the "Flensburg Method" for creative life planning, a transformative approach integrating experiential learning with personalized reflection. Examine case studies of programs designed for specific populations, such as women transitioning from prison, highlighting the challenges and triumphs of fostering self-esteem and action planning. Discover practical workshops, individual interviews, and collaborative activities utilized to unlock hidden potential and connect participants with valuable community resources. This book is more than just a project overview; it's a testament to the power of transnational cooperation, qualitative research, and program evaluation in fostering social inclusion and empowering individuals to design lives rich with purpose and passion, going beyond conventional notions of work and success by using multimedia and ICT tools. The book provides insights into ensuring the sustainability of these impactful initiatives, offering valuable lessons for educators, social workers, and anyone committed to helping others find their place in the world, making it an essential resource for those seeking innovative approaches to adult education and community development. Explore the future of adult learning, empowering individuals through technology and hands-on experience.
Inhaltsverzeichnis (Table of Contents)
- Part One: Foundations of the project
- Aims of the project
- Innovation for adult education
- ICT tool to support the course units
- Impact and dissemination
- Sustainability of the project results
- Relation to previous projects
- Part II: Course approaches of the project partners
- The Portuguese Course Approach
- The German Course Approach
- The UK Course Approach
- The Danish Course Approach
- The French Course Approach
- The Romanian Course Approach
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
The project aims to help marginalized or disadvantaged citizens, particularly those facing long-term unemployment, discover new ways to lead meaningful lives outside of traditional employment. It develops and tests a set of course units and an interactive ICT tool to support this process. The project also explores the transnational application of these resources across differing cultural contexts.
- Developing course units for adult education focusing on meaningful life planning beyond employment.
- Creating an interactive ICT tool for self-assessment of interests and desires.
- Adapting and testing the course units and ICT tool across diverse European contexts.
- Disseminating the project results to a wide European audience.
- Analyzing the sustainability of the project’s outcomes.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This chapter introduces the project's three main interconnected outputs: six different course units, a participant ICT tool to assess interests and desires, and a trainer's guide integrated into the ICT tool. It provides a brief overview of each component, highlighting the interactive nature of the ICT tool and its modular design.
Part One: Foundations of the project: This section lays out the theoretical underpinnings of the project. It describes the project's aims, the innovative aspects of its approach to adult education (particularly the action-oriented methodology and use of Holland's personality types), the functionality of the ICT tool and trainer's guide, the project's impact and dissemination strategy, the sustainability of its results, and its connection to previous projects.
Part II: Course approaches of the project partners: This section details the specific course approaches developed by each participating country. Each national approach is presented, highlighting its adaptation to local cultural contexts and specific needs of the target group in each country. The summaries below elaborate on the content and methods of each national approach.
The Portuguese Course Approach: This chapter details the Portuguese module's four steps: an initial interest assessment (using either an online Holland test or the project's card game); selecting and engaging in real-world activities across Holland's personality types; reflecting on the process using worksheets from Module 1; and finally, creating a concrete action plan for the future using Module 4 of the ICT tool. This approach emphasizes hands-on experience and individual reflection.
The German Course Approach: This chapter outlines the "Flensburg Method" for creative life planning. It integrates Holland's personality types and action-oriented learning principles. The method consists of four stages: experiencing diverse activities, group reflection on those experiences, a structured interview to connect experiences with personal circumstances, and finally, developing a plan for future activities. The chapter also discusses the challenges of applying this method, particularly the need for skilled trainers.
The UK Course Approach: This chapter presents the UK module designed for women leaving prison. The four-step model involves a self-appraisal questionnaire, role-playing to anticipate future challenges, a comparison of self-perception with external feedback, and the creation of a post-release action plan. The chapter also discusses the challenges of working within the prison environment and the unique needs of this specific target group.
The Danish Course Approach: This chapter describes the Danish approach implemented in a rehabilitation center. It emphasizes creating a safe and supportive environment, fostering self-esteem, and allowing participants to work at their own pace. The four phases of participant development are learning to cope with the current situation, finding a balance between activity and rest, understanding one’s learning style, and finally, choosing future opportunities. Various activities such as gardening, creative work, and computer tasks are incorporated, which are linked to Holland’s personality types.
The French Course Approach: This chapter details the French approach, which utilizes individual interviews, practical workshops, and debriefing sessions to help unemployed individuals identify their interests and plan activities. The three stages involve an initial interview to assess circumstances, practical workshops exposing participants to various leisure activities, and a final debriefing to consolidate learnings and connect participants with local resources.
The Romanian Course Approach: This chapter describes a course delivered to final-year students. It uses Holland's theory and engaging activities (building a straw tower, creating an installation, debates, business plan development, counseling sessions, and a TV news show) to promote self-discovery and exploration of interests. It emphasizes the collaborative aspects of the course and the positive feedback received from participants.
Schlüsselwörter (Keywords)
Interests, desires, adult education, unemployment, social exclusion, Holland's personality types, action-oriented learning, ICT tools, self-evaluation, creative life planning, multimedia, transnational cooperation, qualitative research, case studies, program evaluation.
Häufig gestellte Fragen
Was ist der Zweck dieses Dokuments?
Dieses Dokument ist eine umfassende Sprachvorschau, die den Titel, das Inhaltsverzeichnis, die Ziele und Themenschwerpunkte, Kapitelzusammenfassungen und Schlüsselwörter eines Projekts zur Erwachsenenbildung enthält.
Was sind die Hauptziele des Projekts?
Das Projekt zielt darauf ab, marginalisierten oder benachteiligten Bürgern, insbesondere Langzeitarbeitslosen, neue Wege zu einem sinnvollen Leben außerhalb traditioneller Beschäftigung aufzuzeigen. Es entwickelt und testet Kursmodule und ein interaktives IKT-Tool zur Unterstützung dieses Prozesses und untersucht die transnationale Anwendung dieser Ressourcen in verschiedenen kulturellen Kontexten.
Welche Hauptthemen werden im Projekt behandelt?
Zu den Hauptthemen gehören die Entwicklung von Kursmodulen für die Erwachsenenbildung mit Schwerpunkt auf sinnvoller Lebensplanung jenseits der Beschäftigung, die Schaffung eines interaktiven IKT-Tools zur Selbsteinschätzung von Interessen und Wünschen, die Anpassung und das Testen der Kursmodule und des IKT-Tools in verschiedenen europäischen Kontexten, die Verbreitung der Projektergebnisse an ein breites europäisches Publikum und die Analyse der Nachhaltigkeit der Projektergebnisse.
Was beinhaltet Teil Eins des Projekts?
Teil Eins legt die theoretischen Grundlagen des Projekts dar. Er beschreibt die Ziele des Projekts, die innovativen Aspekte seines Ansatzes zur Erwachsenenbildung (insbesondere die handlungsorientierte Methodik und die Verwendung von Hollands Persönlichkeitstypen), die Funktionalität des IKT-Tools und des Trainerleitfadens, die Wirkungs- und Verbreitungsstrategie des Projekts, die Nachhaltigkeit seiner Ergebnisse und seine Verbindung zu früheren Projekten.
Was beinhaltet Teil Zwei des Projekts?
Teil Zwei beschreibt die spezifischen Kursansätze, die von jedem teilnehmenden Land entwickelt wurden. Jeder nationale Ansatz wird vorgestellt und seine Anpassung an die lokalen kulturellen Kontexte und die spezifischen Bedürfnisse der Zielgruppe in jedem Land hervorgehoben. Die Zusammenfassungen unten erläutern den Inhalt und die Methoden jedes nationalen Ansatzes.
Welche Kursansätze wurden von den einzelnen Ländern entwickelt?
Die Projektpartner entwickelten verschiedene Kursansätze. Diese umfassen:
- Der portugiesische Kursansatz: Betont praktische Erfahrung und individuelle Reflexion.
- Der deutsche Kursansatz: Die "Flensburger Methode" für kreative Lebensplanung integriert Hollands Persönlichkeitstypen und handlungsorientierte Lernprinzipien.
- Der britische Kursansatz: Entwickelt für Frauen, die das Gefängnis verlassen, und konzentriert sich auf Selbstbewertung, Rollenspiele und Aktionsplanung.
- Der dänische Kursansatz: Implementiert in einem Rehabilitationszentrum und betont eine sichere Umgebung, die Förderung des Selbstwertgefühls und das Arbeiten im eigenen Tempo.
- Der französische Kursansatz: Nutzt Einzelgespräche, praktische Workshops und Nachbesprechungen, um Arbeitslosen zu helfen, ihre Interessen zu identifizieren und Aktivitäten zu planen.
- Der rumänische Kursansatz: Wird für Studenten im letzten Studienjahr angeboten und fördert Selbsterkenntnis und die Erforschung von Interessen durch ansprechende Aktivitäten.
Welche Schlüsselwörter sind mit diesem Projekt verbunden?
Zu den Schlüsselwörtern gehören Interessen, Wünsche, Erwachsenenbildung, Arbeitslosigkeit, soziale Ausgrenzung, Hollands Persönlichkeitstypen, handlungsorientiertes Lernen, IKT-Tools, Selbstevaluation, kreative Lebensplanung, Multimedia, transnationale Zusammenarbeit, qualitative Forschung, Fallstudien, Programmevaluation.
- Quote paper
- Wiebke Petersen (Hrsg.) (Author), Marco Boehss (Hrsg.) (Author), 2009, Interests & Desires: Creative Planning of a meaningful life through the appraisal of interests and desires, Munich, GRIN Verlag, https://www.grin.com/document/149189
