ERASMUS+ Strategic Partnership
project “Adult self-learning: supporting learning autonomy in a
technology-mediated environment” ASL
Project Nr. 2019-1-TR01-KA204-076875
Recently (2016), the International Labor Organization (ILO) reported that the majority of new work opportunities in the last decade had been generated in the informal and digitally-based economy. Accordingly, the ASL project supports the setting up of, and access to, upskilling pathways through an advanced educational initiative based on:
- An online collaborative environment designed to motivate adult people in learning tasks
- Structured learning activities following the Pattern-Based Learning approach
The ASL project will also extend the learning opportunities for individual low-skilled or low-qualified adults. We will develop innovative digital social education practices through the realization of an intelligent and proactive learning environment that analyze the learners' activities.
The concrete aims of the project are:
1. To teach learners to acquire new skills and competences using learning innovative practices and digital technologies;
2. To develop a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and independently for joint capacity-building.
The ASL project addresses the following primary needs:
• To provide new competences to adult learners using digital resources;
• To stimulate/motivate adults in acquiring competences that can improve their career and employability;
• To promote self-learning;
• To empower people growing their skills in using digital collaborative technologies;
• To integrate educational practices such as peer learning, online participatory learning, digital social learning, etc.
• To provide people with advice and guidance on how to learn using digital resources.
Adults who need to improve their competences to continue to work are the primary target group. This class, usually, corresponds to people 50-55 years old and includes people who are low-qualified and low-skilled.
The Consortium is formed of six partners from Turkey, Italy, Latvia, Poland, and Greece. They have great competences in adult learning, which are complementary, and are experts in European projects.
Project website: http://aslerasmus.eu/
Saricam Halk Egitimi Merkezi (Turkey)
Sarıçam Halk Eğitim Merkezi is a public institution affiliated to the Ministry of National Education, Directorate General for Lifelong Learning. SHEM which provides training services throughout the year, including weekends and evenings, carries out tasks in line with the principles and objectives of non-formal education. SHEM is in charge of the implementation and planning of services for adult education in the field of of education, training, guidance, information access, counseling, empowerment, culture, arts and sports since 2010.
ADANA BILIM VE TEKNOLOJI UNIVERSITESI (Turkey)
Adana Bilim ve Teknoloji Üniversitesi (ABTU) is a relatively young higher education institution established in 2011 in Adana located in the south of Turkey and is the pivotal city incorporating industrial and agricultural activities in the region. The university consists of 8 faculties, the school of foreign languages, institute of social sciences, institute of natural & applied sciences, 1 continuing education center supporting lifelong learning and a Turkish Language Education Center that helps its international students gain an insight into Turkish language and culture during their study period. ABTU has totally 1358 undergraduate and 636 graduate students and 2 doctorate students. ABTU has totally 298 academic and 212 administrative staff who are fully employed by the state as the ABTU is a state university.
FUNDACJA INSTYTUT BADAN I INNOWACJI W EDUKACJI (Poland)
Foundation "Research and Innovation in Education Institute" [INBIE] is a NGO Institution situated in Czestochowa – Poland, founded in 2014. INBIE promote equal educational opportunities to all social groups, and fight against social exclusion and support Adult people at risk of marginalization. INBIE cooperate closely with formal and non-formal educational Institutions, local authorities, and Czestochowa Centre of Non-Governmental Organizations. The foundation staff work in a unpaid staff basis and its 10 members, divided in two departments: Administration [finance-marketing-volunteers] and education [researchers-educators-publishing]. All activities carried out by the foundation are supervised by the members of board and the foundation scientific council that reports each six months about activities developed and implemented by the foundation. The quality system used has been developed by the scientific council and accepted by the members of board of INBIE. The target group are Adult people 50+ years old willing to develop new skills and competences that allows them to join the work force and search for better life chances. http://inbie.pl/
Ecoistituto del Friuli Venezia Giulia (Italy)
Ecoistituto is a non-profit research institution created in 1989.
Ecoistituto’s activity focuses on sustainable development following a multidisciplinary approach finalized to promote effective and sustainable results and to enhance the livability of citizens. Ecoistituto collaborates with higher education institutions, schools, and governmental institutions organizing conferences, courses, seminars, and workshops on sustainable development, social business, environmental education, and healthy behavior.
For the last 19 years, an annual international conference has been organized in collaboration with IPSAPA (Interregional Society for Participation in Agribusiness Landscape and Environmental Management) and the University of Udine about the themes of the “landscape mosaic”.
Since 2005, Ecoistituto created the series of publications “Living in places”, devoted to the local cultures and 15 issues have been published.
In the past, Ecoistituto participated in the organization of the Rezekne Academy of Technology Conference SOCIETY, INTEGRATION, EDUCATION (May 2013). http://ecoistitutofvg.it/
THREE THIRDS SOCIETY (Greece)
The Non-Profit Organization (NPO) “THREE THIRDS SOCIETY” with the distinctive title “3/3 SOCIETY” has been established in 2010 by people with various professional and academic backgrounds and common goals, visions and principles regarding social cohesion and the support of vulnerable social groups.
The organization's main purpose is to improve the quality of life of people, especially of those belonging to disadvantaged / vulnerable social groups, by implementing actions such as: social groceries, social kitchens, common meals for the most deprived people, social integration of refugees and immigrants, integration or reintegration in society and the labor market of unemployed mainly through social economy and social entrepreneurship, support economic development in areas facing acute economic and social problems. The organization takes initiatives in economic, political and legislative level to address issues of social exclusion, promote gender equality and combating all forms of discrimination whereas works towards improving cooperation between NPOs with relevant goals in order to address issues of marginalization and social exclusion. http://www.3ts.gr/
Rezekne Academy of Technologies (Latvia)
RTA was established on July 1, 1993. RTA is a state-funded higher education and science institution of the Republic of Latvia which implements the study programs as well as is engaged in scientific, research and artistic creative work.
The aim of RTA is to provide academic and professional higher education in compliance with the science development level and cultural traditions of Latvia being competitive in the European education space; to develop culture, science, and education in Latgale region and thus in the whole Latvia.
Tasks: to develop scientific research capacity; to ensure qualitative implementation of activities in interdisciplinary fields to implement the bachelor, master and doctoral study programs in cooperation with Latvian and foreign universities, to experimentally research how the new pedagogical technologies can positively contribute to the labor world growth; to ensure sustainable development of the scientific program; and to establish a link between science, practice and society. In 2010, the faculty of engineer started with a course on mechatronics and, recently, a robotics laboratory has been created. https://www.rta.lv/en/