IMPADA Recommendations for adult learning providers to improve the effectiveness of adult education for disadvantaged groups

IMPADA
IMPADA Recommendations for adult learning
providers to improve the effectiveness of
adult education for disadvantaged groups
Output type: Intellectual Output
July 2017

Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 2
Poject acronym: IMPADA
Project name: Improving the effectiveness of adult education for
disadvantaged groups
Project code: 2015-1-UK01-KA204-013666
Document
Information
Document ID name: IMPADA_03_Reccommendations_2017-07-30
Document title: RECCOMENDATIONS FOR ADULT LEARNING PROVIDERS
TO IMPROVE THE EFFECTIVENESS OF ADULT EDUCATION
FOR DISADVANTAGED GROUPS
Output Type: Intellectual Output
Date of Delivery: 30/07/2017
Activity type: Document
Activity leader: DACES
Dissemination level: Public
Document History
Versions Date Changes Type of change Delivered by
Version
1.0
30/07/2017
Initial
document
- DACES
1.1 15/09/2017
Changes
following
partner
feedback
Formatting,
supporting
information
DACES
Disclaimer
The European Commission support for the production of this publication does not
constitute an endorsement of the contents which reflects the views only of the
authors, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
The project resources contained herein are publicly available under the Creative
Commons license Attribution-NonCommercial-ShareAlike 4.0 International.

Contents
Contents.............................................................................................................................................................. 3
Key Terms............................................................................................................................................................ 4
The IMPADA Framework: Key............................................................................................................................... 4
Introduction......................................................................................................................................................... 5
The Teaching and Learning Cycle....................................................................................................................... 6
Recommendations............................................................................................................................................... 7
Leadership and Management........................................................................................................................... 7
Teaching, Learning and Assessment Practice..................................................................................................... 8
Learner Outcomes............................................................................................................................................ 9
The IMPADA Framework: Overview of Criteria.................................................................................................... 10
Good practices: Reference Table ........................................................................................................................ 11
Good Practices................................................................................................................................................... 12
Appendices........................................................................................................................................................ 35
Nine Protected Characteristics........................................................................................................................ 35
Equality, Diversity and Inclusion Checklist....................................................................................................... 36

Key Terms
CPD: Continuing Professional Development
CV: Curriculum vitae/résumé
EDI: Equality, Diversity and Inclusion
IAG: Information, advice and guidance – otherwise known as counselling
ICT: Information, Communication, Technology
LSA: Learner Support Assistant
NGO: Non-Governmental Organisation
QIP: Quality Improvement Plan
SAR: Self-Assessment Report
SoW: Scheme of Work
VLE: Virtual Learning Environment
The IMPADA Framework: Key
The IMPADA framework is organised into three key sections, each of which is colour coded. Colouring
within this document references those sections.
LeadershipandManagement (purple)
Teaching, Learning and AssessmentPractice(blue)
Learner Outcomes (yellow/orange)

Introduction
This document contains a series of general ideas and recommendations for adult learning providers to
improve their inclusive practice and the recruitment, retention and outcomes for learners from
‘disadvantaged groups’. These recommendations arose from adult learning providers across Europe who
were keen to engage in the IMPADA project to improve the effectiveness of Adult Education for
disadvantaged learners. The recommendations are examples of current good practices across a wide field
of providers who have been involved in both development and delivery and consider them to be effective
in inclusive practice.
These recommendations provide inspiration and ideas for adult learning providers to improve their
inclusive practice. For maximum impact, they should be viewed in conjunction with the other IMPADA
Outputs, most especially the IMPADA Self-Assessment Framework: a resource provided for adult education
providers to understand and self-assess their inclusive practice and systematically plan for improvement.
The IMPADA Framework
The IMPADA Frameworkisa self-assessmentprocessforadultlearningproviderstohelpthemto
understandandimprove theireffectivenessfordisadvantagedgroups.The IMPADA frameworkisdivided
intothree keysections: LeadershipandManagement; Teaching,LearningandAssessment andLearner
Outcomes.
The frameworkspecifieskeyself-assessmentcriteria,successmeasuresindicatorsandself-assessment
judgementstatementstohelpproviderstounderstandtheircurrentpractice andareasfor improvement.
Self-assessmentgradingenablesproviderstounderstandwhethertheyare emerging/pre-emerging,
developing,orexcellingwiththeirpractice foreachcriterion,andguidesthemintoactionplanningfor
improvement.

Contained within this document are a series of good practice examples, illustrating how the IMPADA
framework criteria can be seen and integrated in real world contexts. These constitute some of the
research from which recommendations are drawn (in conjunction with an initial primary and secondary
research exercise that led to the creation of the IMPADA framework). The recommendations and good
practices are cross referenced with criteria references from the framework, as outlined on page 12. For
more detailed information about each criterion, please refer to the IMPADA Self-Assessment Framework.
The Teaching and Learning Cycle
The order in which the recommendations are presented are not in order of importance, rather within each
section the recommendations broadly follow the stages of the Teaching and Learning Cycle:
Adapted from Gravells 2012
Identifying
needs
Planning
learning
Facilitating
learning
Assessing
learning
Quality
assurance
and
evaluation
Please note: The recommendations contained in this document include some reference to suggested
disadvantaged groups that might especially benefit from consideration of these recommendations.
However, the IMPADA project assumes that inclusivity is applicable to all learning groups and that all
learning groups will include learners with disadvantages. It is therefore advised that these
recommendations are considered with a view to embedding them throughout practice and not only
with specific or discrete learning groups, as applicable.

Recommendations
Leadership and Management
Recommendation Relevant
Criteria
Good practice
LM1 Ensure that course planning is inclusive across abilities and needs,
for example mixed groups of hearing and deaf learners on sign
language courses, where all learners can benefit from mixed
experiences, abilities and perspectives. Plan curriculums
inclusively, rather than segregating purely based upon
need/disadvantage.
C.I.1
C.I.2
C.I.3
C.P.1
Effectively Integrating
Disabled Learners (NGO
Think)
LM2 For those adults who are not ready to access formal learning
programme informal, creative non-accredited/non-formal
courses as a first step into learning for disadvantaged and hard to
reach learners. Courses should promote social renewal and
community cohesion and minimise social exclusion.
C.I.1
C.P.1
C.T.5
Community-Based Hub
and Spoke (WACC)
LM3 Create packaged entrepreneurship learning opportunities,
expanding individuals’ unique skills and competencies. This
enables a holistic approach, developing core skills such as literacy
and numeracy, and soft skills such as problem solving, initiative
and social skills, while directly preparing learners for next steps
with their learning and work goals.
C.I.4
C.P.2
C.T.3
C.T.5
C.T.7
C.D.1
C.E.1
Enterprising Student
(ENAEA)
Entrepreneurship
Training and Support
(NGO SEC)
LM4 Use inclusive course naming processes, designed to appeal to
target groups and actively attract disadvantaged learners who
may be put off by inaccessible or formal course names.
C.I.6
C.P.1
C.P.3
Mission Possible!
(DACES), Making
Choices (DACES)
LM5 Monitor, analyse and report recruitment, retention and success
against identified characteristics. Use this data to generate open
and frank discussion, identify areas for improvement and where
to concentrate finite resources.
C.Q.1
C.D.1
C.S.1
Equality Report (BALS)
LM6 Plan for strategic learner support provision designed as a
minimum to provide equitable access to opportunities, and to
maximise retention and achievement of learners with additional
learning, physical or other support needs (including mental
health, dependency or addiction). Include a robust referral and
implementation process.
C.I.1
C.Q.1
C.T.2
C.T.6
Additional Learner
Support (DACES)
Effectively Integrating
Disabled Learners (NGO
Think)
LM7 Integrate assistive technologies to enable equitable access to
materials, such as those with visual impairments, additional
learning needs and disabilities etc. and for those (such as
migrants) with very low literacy in first and host languages. This
can improve lives and facilitate access to a wider set of social and
professional opportunities.
C.I.6
C.T.5
C.E.1
Training Workshops
(KEK Anaptixi &
Excelixi)
Project Tabula
(Formazione’80)
LM8 Post easily accessible and adaptable EDI resources online and
share between practitioners for embedding understanding of EDI
issues and promoting diversity.
C.Q.2
C.T.5
Advancing and
promoting EDI practice
(DACES)
LM9 When working with Roma populations, refugees and migrants use
a cultural mediator to enhance access, recruitment and retention.
C.I.6C.P.
2 C.P.3
Improving access for
Roma learners(Art Acts)

Teaching, Learning and Assessment Practice
Criteria
Good practice
TL1 Encourage learners to see the value of the learning, the relevance
of it in enhancing and advancing everyday lives and encourage
learners to take ownership of their own learning journeys.
C.I.4
C.T.4
C.T.7
Mission Possible!
(DACES)
TL2 Use artistic, creative, social pedagogical and occupational therapy
learning approaches to tackle issues of diversity and inclusivity,
promote mature and critical thinking, psychological wellbeing and
cohesion of learning groups. Promote fun, discovery and playful
learning such as singing, rap, dance, music or theatre.
Shared activities promote social cohesion, self-esteem, capacity for
teamwork and taking responsibility. Physical activity can help
improve mood, reduce stress and anxiety.
C.Q.2
C.T.3
C.T.4
C.T.5
C.E.1
Raising Multicultural
Awareness (National
Institute for Youth and
Lifelong Learning)
Social Gardens (UILDM
SAVIANO)
Cooperative Learning
(ONMIC)
Artistic and Expressive
Learning for Migrants
(CIES Onlus)
TL3 Use a broad variety of learning approaches, including kinaesthetic
approaches to meet learner needs and ensure engagement.
C.T.3
C.T.5
Mission Possible!
(DACES)
TL4 Create a safe, comfortable supportive environment to nurture good
teaching and learning practices, such as positive and constructive
feedback.
C.T.6 Mission Possible!
(DACES)
TL5 Use storytelling and autobiographical approaches as extremely
accessible, cathartic, grounding and inclusive methods to engage
and retain the most disadvantaged learners, including those with
extremely challenging backgrounds and experiences such as
refugees, victims of abuse etc. This raises self-confidence,
communication and literacy skills.
C.T.4
C.S.1
Storytelling for
Domestic Violence
Victims (Folk Culture
Centre)
TL6 Use drama to provide learners with opportunity to be exposed to
positive behaviours, which are important for integration into
society.
C.T.4
C.S.1
C.E.1
My New Way
(Drama Way
Foundation)
TL7 Use online software or virtual learning environments to enable
ongoing access to education for those who are unable to attend
classes regularly (rurally isolated, challenging work/life patterns).
This maintains engagement and retention of disadvantaged
learners, who can access at times to suit them, at their own pace
and with reduced fear of judgement from others while grasping
new materials.
C.P.1
C.T.4
C.S.1
Digital Tutors (Jesuit
Refugee Service Italy)

Learner Outcomes
Criteria
Good practice
LO1 Work closely and in partnership with careers counselling/advice
services, and employers, from the start of learners’ journeys to
create seamless links between learning and work/progression to
higher opportunities to ensure positive learner outcomes post-
course and link individual learning opportunities to wider work and
life goals.
(also links to Leadership and Management)
C.I.1
C.P.1
C.T.7
C.D.1
C.E.1
Mission Possible!
(DACES)
Job Placements for
Refugees (Speha
Fresia)
National Careers
Service Partnership
(NCS Derbyshire)
LO2 Create standardised “learner passports”, individual learning plans
or learner journey documents for use across courses/subjects to
record learner aims, goals and achievements, to enable learners to
keep track of their own progress and achievements. This provides
motivation, cause for celebration, ownership of own journeys and
seamless progression into positive destinations.
C.I.5
C.T.1
C.T.2
C.D.1
C.E.1
Making Choices
(DACES)
LO3 Provide appropriate IAG throughout the learner journey. This can
encourage and empower learners to make informed choices for
future career paths or personal learning goals.
C.I.1
C.I.5
C.P.1
C.T.7
C.D.1
C.E.1
National Careers
Service Partnership
(NCS)
LO4 Work in partnership with other supportive agencies to create an
individual plan to support participants into employment. This could
include training in driving, paid work experience, employment
agents (career coach) and job related skills.
C.I.5
C.T.1
C.T.2
C.T.3
C.D.1
C.E.1
New Job – Better Work
(FEAG)
LO5 Work with learners who are the furthest away from gaining
employment to improve work competencies, ensuring a supportive
package of integrated employability skills and a paid work
experience over a significant period of time (e.g. 3-6 months or 6
months+).
C.D.1
C.E.1
I’m Searching for a Job
(DLOO)

The IMPADA Framework: Overview of Criteria

Good practices: Reference Table
Good Practice1 Organisation Countr
y
Leadership
and
Management
Teaching,
Learning and
Assessment
Learner
Outcomes
12 Access For Roma Learners Art Acts Greece C.I.6, C.P.2,
C.P.3
13 Additional Learner Support DACES UK C.I.1, C.Q.1 C.T.2, C.T.6
14 Advancing and Promoting EDI
Practice
DACES UK C.Q.2 C.T.5
15 Artistic and Expressive
Learning for Migrants
CIES Onlus Italy C.Q.2 C.T.3, C.T.4,
C.T.5
C.E.1
16 Community Based Hub and
Spoke
Walsall ACC UK C.I.1, C.P.1 C.T.5
17 Cooperative Learning ONMIC Italy C.Q.2 C.T.3, C.T.4,
C.T.5
C.E.1
18 Digital Tutors JRS Italy C.P.1 C.T.1 C.S.1
19 Effectively Integrating
Disabled Learners
NGO Think Estonia C.I.1,
C.I.2,C.I.3,
C.P.1
C.T.2, C.T.6
20 Enterprising Student ENAEA Estonia C.P.2, C.Q.2 C.T.3, C.T.5, C.E.1
21 Entrepreneurship Training NGO SEC Estonia C.P.2, C.I.4 C.T.3, C.T.5 C.D.1
22 Equality Report BALS UK C.Q.1 C.D.1, C.S.1
23 I’m Searching for a Job DLOO Poland C.D.1, C.E.1
24 Job Placements for Refugees SFCC Italy C.I.1, C.P.1 C.T.7 C.D.1, C.E.1
25 Making Choices DACES UK C.I.5 C.T.1, C.T.2 C.D.1, C.E.1
26 Mission Possible DACES UK C.I.1, C.I.4,
C.I.6, C.P.1,
C.P.3
C.T.3, C.T.4,
C.T.5, C.T.6,
C.T.7
C.D.1, C.E.1
27 My New Way Drama Way
Foundation
Poland C.T.4 C.S.1, C.E.1
28 National Careers Service
Partnership
NCS
Derbyshire
UK C.I.1, C.I.5,
C.P.1
C.T.7 C.D.1, C.E.1
29 New Job – Better Work FEA Poland C.I.5 C.T.1, C.T.2,
C.T.3
C.D.1, C.E.1
30 Project Tabula, A Tablet to
Learn
Formazione
80
Italy C.I.6 C.T.5 C.E.1
31 Raising Multicultural
Awareness
NIYLLL Greece C.Q.2 C.T.3, C.T.4,
C.T.5
C.E.1
32 Social Gardens – Orti Sociali UILDM
SAVIANO
Italy C.Q.2 C.T.3, C.T.4,
C.T.5
C.E.1
33 Storytelling for Domestic
Violence Victims
Folk Culture
Centre
Estonia C.T.4 C.S.1
34 Training Workshops KEK A&E Greece C.I.6 C.T.5 C.E.1
1 Shaded areas refer to sections in which recommendations referring to each good practicecan be found.

Leadershipand Management Teaching, Learningand AssessmentPractice Learner
Outcomes
12
Good Practices
Mainlessons learned:
 Roma populations often need to be
accessed through a cultural mediator
 Roma learners were mostly attending
homogenised classes
 The fact that Roma are not acquainted
with the schoolenvironmenttends to
fuel their suspicions and leads them to
perceive the educational environment
as hostile and not welcoming.
Improving Access for Roma Learners
Art Acts
LeadershipandManagement 
Teaching and Learning 
Learner Outcomes 
Contact details:
Foteini Papasotirou
foivi.papasotiriou@gmail.com
Overview:
Improving Access for Roma Learners.
Descriptionof the practice:
Emphasis on low skilled/qualified groups
and taking their basic skills „one step up“.
Effective liaison with relevant
stakeholders: socialpartners, business,
NGOs, civil society.
Learner / learning outcomes at centre
supported by guidance, validation, flexible
provisions.
Learning locally with a significantrole for
social partners, civil society and local
authorities.
Links to resources:
Greece

Outcomes
13
Key findings from a Learner Support Impact Audit
(May 2016) included:
• Overall the use of learning support within the
classroom has clearly improved the skills and
development of the learners
• The planning and detail of support provided is
very good
• The review of support impact on the
documentation needs to be improved
• Joint session planning and evaluation between
tutors and LSAs is very good
• Learning Support logs completed by LSAs is
very detailed and relevant
• Good development of learning styles and
strategies by learners
Additional Learner Support
Derbyshire Adult Community Education Service
Contact details:
Ann Parker, Programme Development Manager
ann.parker@derbyshire.gov.uk
Learner needs may include: physical /medical
condition(s), auditory/visual impairment(s),
Autism Spectrum Disorder / Asperger's, Adults
with Cognitive Learning Difficulties/Disabilities,
Specific Learning Difficulties (e.g. dyslexia,
dyscalculia, dyspraxia, etc.), other personal
barriers to learning - e.g. significant difficulties
with confidence or self-esteem, poor motivation,
mental health, drug/alcohol dependency,
unsupportive home environment, poor prior
experience of education.
The support is usually in class each week (e.g.
reader, scribe, help with organisation/ study
skills, ICT support), and will include the provision
of adapted materials or specialist equipment.
Learner support may also include mentoring
outside the classroom and also help with course
portfolios.
Overview:
As part of initial assessment for courses,
learners are asked whether they have additional
support needs. Any additional support needs
are identified to enable each learner to access
the course equally. A referral can also be made
at any time after the course has begun.
Appropriate support is arranged dependent on
the learners' needs which are matched with the
appropriate skills and availability of the Learner
Support Assistants.
Links to resources:
Learner Support handbook and forms:
www.daces.org.uk/course/view.php?id=144
UK

Outcomes
14
 Havingan online setof easyaccessible and
adaptable resources - have enable staff to
use/furtherdevelopthe resourceswiththeir
learnergroups.
 Witha more inclusive communicationstrategyand
particularlywiththe EDIemail signatures - DACES
staff are now more aware of notable EDI
issues/concerns/monthlyfocus - singleequalityact
- thanpreviously.ThisisevidentinLessonPlans,
Schemesof Work,Observationof Learningand
Teachingreports
 DACES learnersare now aware that discrimination
of anysort isnot tolerated atDACES andif theydo
feel thattheyhave beendiscriminatedagainstthat
there isa clear processforthemto follow.
Advancing and Promoting EDI Practice
Contact details:
Vikki Trace, Service EDI Lead
Learning and Skills Manager
vikki.trace@derbyshire.gov.uk
Overview:
In order to ensure that DACES staff are
advancing, promoting and embedding Equality,
Diversity and Inclusion (EDI) into their everyday
practice, we have developed a communication
strategy, online EDI training, easily accessible EDI
resources staff to access and use to further
develop and implement with their learner
groups.
We have developedavarietyof methodsto
effectivelycommunicate andprovide trainingand
resourcestoa large,widespreadworkforce toinclude:
1. Customisable EqualityDiversityandInclusion(EDI)
resourcesforall staff to accessonline 24/7 that can be
modifiedtouse withanylearnergroup.These are
hostedonDACES’Virtual LearningEnvironment(VLE),
and are continuallybeingaddedtoandupdated.
2. A communicationstrategytoensure all staff are
able to accessany newEDI resources,EDIupdatesand
monthlyEDItopics/focus.Thisincludesarticlesinthe
monthlystaff newsletter,withlinkstothe EDI
resources - to increase staff awarenessandto
encourage themtoembedthisintotheirteachingand
learningpractice.The VLEhas a calendarwhichisused
across all pagesto displayequalityanddiversity
notable events.Theseeventsare alsopublishedas
poststo all of DACES' social media.All staff are
encouragedtoupdate theiremail signaturesmonthly
to the current EDI focus - so thatall email
communicationspromote andadvance themedEDI
issues.Inconjunctionwithlearners,we have
producedposters,whichare displayedinall
classrooms,whichenable learnerstosee thatwe take
EDI and the 2010 EqualityActseriously.
3. DACES centresdisplayEDI upcomingevents –to
celebrate andpromote EDIwithall learnersandstaff
inthe centres.
4. Mandatory EDI staff trainingface to face or online.
That is role relevantandlinkedtoinductionand
annual CPD updating.
Links to resources:
www.daces.org.uk/course/index/php?categoryid
=59
UK

Outcomes
15
Main lessons learned:
 For students is important to compare with
other young people of the same age but with
very different social backgrounds, coming in
contact with a world that usually remains very
separate from their everyday life, especially for
those living in receipt centers.
 A long and complex work that is favored by
living situations and "protected" environments
such as test beds: the class of Italian is one of
these, and this is the direction in which it
oriented our school. To give the opportunity to
everyone to express their full potential without
judgment, experiment, make mistakes, try, find
each other.
Artistic and Expressive Learning for Migrants
CIES Onlus
Contact details:
Sara Valerio, responsible of Italian
Language for Foreigners
Overview:
Teaching Italian tomigrants through
experimental methodologies.
Italian language lessons are for students recently
joined in Italy from 11 to 23 years, level A1, A2 and
literacy.
Studentscome fromall overthe world,speak
differentlanguages,have differentlevelsof education
(includingilliterates),anddifferentstoriesbehind
them.Classesare heldina communitycenterfor
children:MaTeMù.In teachingwe use a
communicative approachaimedatanindependent
learningforstudents,involvingthe sociolinguistic,
pragmaticand intercultural dimensionof
communication;andahumanistic-affectiveapproach,
whichfocusesthe learner'spotential,takinginto
account the previousexperience,the cognitive styles
and learning,motivationandindividual needs.In
particular,we use a play-expressiveteachingand
create a serene environment,of fun,discoveryand
playfulness.We give particularemphasistothe "social
dimension"of the language,oftenorganizingevents
and activitiesoutside the classroom(guidedtours,
performancesatthe cinema,theater,leisure time...)
that encourage studentstoletthe affectivefilter
down,to communicate andespeciallytocreate
relationships.Finally,the teachingispartof the art
activities –educationof MaTeMù. We create lessons
or modulesadhoc are forstudentsof L2 withteachers
of singing,rap,dance,music,theaterorstudentsare
involvedinthe eventsorganizedbythe Centre.
Links to resources:
http://www.cies.it/italiano-l2
http://www.cies.it/matem
ITALY

Outcomes
16
 Community learning is costly but possible
 Many adults are far from ready to begin
any formal learning
 Many adults are far from ready to enter a
large General Further Education college
 Community Learning maximises access to
adult learning, bringing new opportunities
and improving lives
 Adult education is essential to support,
develop and up skill the adult workforce
 Community learning brings communities
together and supports community cohesion
 Collaboration is the key to affective
community learning and effective
management of finite resources
Community-Based Hub and Spoke
Walsall Adult and Community College
Contact details:
Liza-JoGuyatt Vice Principal
guyattl@wacc.ac.uk
Overview:
A Hub and spokemodel across Walsall,
covering extremely deprived wards. Our
approach is to engage and support
learners to learn, enable people to be
work ready, finally job ready entering
employment and or employment with
training. We deliver in the community,
with the community for the community.
A Hub and spoke model across Walsall,
covering extremely deprived wards. With
73,000 adults without an English and Maths
qualification in the Black Country, Walsall
Adult and Community College have taken the
challenge of providing opportunities for
English and maths for all adults regardless of
ability.
Delivering out in the community using
community-learning funds to engage and
deliver non- accredited learning
opportunities. These opportunities are
designed to improve people’s lives, promote
social renewal and community cohesion and
minimise the possibility of social exclusion for
our citizens whatever their circumstances.
We support the learner to aspire to access
accredited provision with progression onto
further and higher level qualifications and
into work or onto Higher Education.
We rely on the support of the community free
venues for delivery and volunteers to support
delivery. We use community projects to
provide innovation of delivery, whilst
improving community venues and providing
community events.
We are a transitioning model, supporting
transition from school into FE and from home
into social activity and from social activity into
work.
Links to resources:
Photographs of activities
http://bit.ly/2tHBsBR
UK

Outcomes
17
 Improvementof student achievement
 Improvementof the quality of the
relationship between students
 Greater psychologicalwellbeing.
Cooperative Learning
ONMIC
Contact details:
Simona Gargano, Sociologist
Overview:
Cooperative learning, aspecific teaching
methodology throughwhich students
learnin small groups, and helpeach
other, feeling co-responsible of this
mutual path.
The Cooperative Learning is a specific
teaching methodology through which
students learn in small groups, and help
each other, feeling co-responsibleof this
mutual path. The teacher assumes therole
of facilitator and organizer of activities,
structuring "learning environments" in
which the students, encouraged by a
positive climate of relation, turn every
learning activity in a process of "group
problem solving", achieving goals whose
realization requires the contribution of all
staff. Theseobjectives can be achieved if
within the small learning group the
students develop certain social
competences and skills, considered as a
set of "interpersonaland small group skills
essential to develop and maintain a
qualitatively higher level of cooperation."
Links to resources:
www.onmic.it
ITALY

Outcomes
18
 Access to softwareallows to remedy the
discontinuity of attending students.
 The softwareallows those who need
more practice, to carveout more
appropriatetime for learning.
 The softwareis based on a mix of self-
evaluation and distance tutoring.
Digital Tutors: software for learning the Italian language
Jesuit Refugee Service Italy
Contact details:
Chiara Peri, Project Manager
Overview:
Digital Tutors:a software for learning the
Italianlanguage, containing path for
literacy, A1 –A2 paths, a citizenship
educationpath.
The "Digital Tutor" softwareprovides login
of each student through a usernameand
password allowing mentoring of each
student fromdistance. The software
contains a path for literacy, a A1 path, a
A2 path and a path to citizenship
education. Currently we are implementing
more educational content and, in
particular, an expansion of path for the
illiterate and the creation of lexical paths
for vocational training of migrants.
Links to resources:
http://www.gjc.it/2012/it/node/932
ITALY

Outcomes
19
 People with physical disabilities should be
provided reasonable adjustments to help
access and advance their learning (e.g. more
visual material for those who are hard of
hearing).
 THINK NGO training often integrates people
with “disabilities and non-disabled people
together: Our sign language course for
advanced students sees deaf learners working
alongside hearing learners and both benefit
from this integrated, inclusive learning
approach.
 Professional-grade deaf sign language practice
enables deaf learners to better advance their
mother tongue (sign language).
Effectively Integrating Disabled Learners
NGO THINK
Contact details:
Külliki Bode, Chairman
kylliki@think.ee
Overview:
Language course for the mixed group. There
were 5 deaf people, 1 blind person, 2 people
with learning disabilities and 2 people with
no disabilities in the learning group.
The idea of the course was to bring together
different people to learn together if they
have respect and willingness to support each
opther.
Our training center is engaged in the provision of
training for people with disabilities. Lessons are
structured so as to be able to learn from those
who require a differentiated learning to include:
hearing or vision impairments, etc. Additionally,
we offer sign language courses, which are
particularly popular. These courses hope to
enable the better integration of people with
hearing impairments into hearing society and vice
versa.
THINK NGO offers Finnish language courses for
beginners, which are inclusive and open to all,
including people with disabilities. The teachers
have prior experience in teaching students who
are hearing impaired. The first hour of the session
is negotiated, to meet individual learners’ needs.
Of the five students, one learner was hard of
hearing, one was visually impaired, and two had
learning difficulties, the other two had no
identified disabilities. This group all learned from
each other and were considered to have become
more tolerant towards difference in others. All
learners increased their tolerance for difference
and gained better than average Finnish language
skills. Classes included a calmer pace of learning,
repetition, a lot of visual material with use of
materials to increase equitable access to learning,
such as hearing loops.
Links to resources:
http://www.think.ee/
Estonia

Outcomes
20
 As lower the initial education of
students then higher should be the
educational programmes.
 Qualification of the teachers/trainers is
the key for good quality education.
 The most important competence is
learning competence; this motivates and
gives future perspectivefor students.
Enterprising Student
Estonian Non-formal Adult Education Association
Contact details:
Tuuli Pärg, Project Leader
tuuli.parg@vabaharidus.ee
Overview:
The lower levels of education, trainings
for student withlower education
"Enterprising student".
Involvement of students inlearning;The
development of learning skills;enterprise
development
The main goal of the projectis to involve
adults who are less well educated and less
involved in learning into learning and
developing competences for their life and
work. Becauseof the projects, adults'
awareness of the need for learning and
learning opportunities has increased with
help of the training provided in non-formal
education centers, is tailored to the needs
of the target group and of high quality.
Training in the context of the
Entrepreneurship projectdevelops
learning skills, initiative, entrepreneurship
and social skills. Additionally, there are
planned workshopsfor involving target
groups and curriculum development.
A total of 31 training centers from15
counties participated in the projects.
Links to resources:
http://www.vabaharidus.ee/index.php?page=194
Estonia

Outcomes
21
 Disadvantaged adults are able to create
their own business, with training and
information, advice and guidance
support.
 However they mustbe offered tax
breaks.
 Disadvantaged people want to work, but
they will not be required to perform
high. Leaders mustbe carefulto choose
counsel.
Entrepreneurship Training and Support
NGO Saaremaa Educational Center
Contact details:
NoraKraus, Headmaster
info@sok.ee
Overview:
Entrepreneurshipcourse for people with
motion disability. The ideais that people
who lost ability towalk can be very good
entrepreneurs.
We are involved in theproject HAPEC O, with
theaim of involvepeoplewith disabilities into
training and employment. Therewerea lot of
different types of training (entrepreneurship,
social skills, computer training, psychological
and economic counselling).
Our goal was to get through the training and
consulting experience, what kind of training
and other support needed for disabled people,
whether they themselves can start a business,
what kind of support they need. Got experience
in how developed EU countries, peoplewith
disabilities are integrated into to work. Wepaid
great attention staterepresentatives to
information for peoplewith disabilities and the
situation of thenecessary national measures
for this purposeit is not considered important
or to achieve. Unfortunately, thewill to learn
from experiences in other countries how to
support thepeopleis not high.
We haveconducted training courses on
entrepreneurship by theUnemployment
InsuranceFund as request of various
disabilities. In thecaseof a young man of 27
who lost his mobility in a car accident training
experts visited him at home. Consequently he
founded his own company and became
successful.
Links to resources:
Journal "Social" 4/2007 article"Social
Economy and Social Entrepreneurship".
Estonia

Outcomes
22
The equality information collected on learner
achievement, participation and engagement aims
to improve performance and ensure that BAES
reaches all parts of the community.
In a few cases, such as increase participation of
male learners, the impact of our action was limited
and the percentage remains the same over the last
three years. The percentage reflects the national
picture in Adult and Community Learning.
In other instances, there may be changes in
funding requirements and regulation that can
impact on the participation of specific groups.
Equality Report
Birmingham Adult Education Service
Contact details:
Fatin Wana, Staff Development and Equality
Manager fatin.wana@birmingham.gov.uk
Overview:
Monitoring, analysing andreporting on
Learners’ retentionandsuccess against
the 9 protectedcharacteristics inthe
Equality Act, Leading to positive action
planning topractically address any gaps in
assessment andachievement.
We monitor all our learners' participation and
achievement rates proactively against the
protected characteristics, and report in detail on
these profiles. We provide learning programmes
to learners with moderate disabilities and support
learners with learning difficulties on our
mainstream programme. The information is
collated continually to inform action planning to
maximise equal opportunity and outcomes for all
groups of learners. We produce an annual report
which details the full profile and which is a tool
for continual planning and improvement at all
levels in the organisation.
Links to resources:
www.learnbaes.ac.uk
Full report: http://bit.ly/2tHQB6x
UK

Outcomes
23
 People lastingly unemployed need holistic methods to
come back to the labour market. Alas workingon
improvingthe competences (courses,trainings,work
placements, etc.) is not enough. These people very often
ceased believingin their advantages,they „forgot” how
to work. They feel needless, unqualified and ashamed or
embarrassed.They often fall into depression which
causes getting a job even more difficult.Sincethe
trainingcourses in the field of searchingfor a job have
been organising,the career officers realised,thatthe
holistic approach includingindividual method, group
therapy and practiseskillsgives the best results.
 It is very difficultto convince the unemployed that the
coursemay give the expected result. It is a huge
problem, because if the participantdoes not involvein
the training,itwill notgive the results.Despite hard
work, the money he gets, attending the courseevery day
and passiveexecuting the orders,he will still notbe
ready and aware to come back to the labour market. As
it is observed,people, who startthe coursewith a
reluctanceand aggression,reinforcethe feeling of being
a bad worker and „never find a job”. In many cases itis
accomplished.
I’m Searching for a Job
District Labor Office in Oleśnica
Contact details:
Karolina Klimkiewicz, pedagogue
Overview:
In the District Employment Agency
there is an Employment Club which
organises training course in the field
of ability of searching for a job twice
a year. It's entitled “I'm searching
for a job”.
Training courses in the field of ability of searching
for a job are organised twice a year. The office
workers choose the candidates among the
unemployed. In most cases they are people, who
have been unemployed for a long time despite
attending other courses, trainings, job offers or
work placements do not participate in labour
market.
The course lasts 3 or 4 months depending on the
group needs. The meetings are held from
Monday to Friday usually in the mornings. The
participants also get a grant for taking part in the
course.
During the course the participants learn how to
talk to employer, how to create CV or a covering
letter, what kind of clothes they should wear
during the job interview. They work on their
advantages and they learn some techniques
which can help them to mask some features,
which are not desirable on the labour market.
The training course is also a support group.
During the first classes the contract is made and
the participants talk about their fears and aims.
The training course ends with visits at employers
in order to apply the acquired knowledge in
practise.
The participants often come back to the labour
market or at least get work placements after the
course.
Links to resources:
http://olesnica.praca.gov.pl/
https://www.facebook.com/pup.olesnica/
Poland

Outcomes
24
 Being a pilot calls for proceduraland
bureaucratic difficulties
 Redeployment of women with children
 Accompanying to self-employment
Job Placements for Refugees
Speha Fresia Cooperative Company
Contact details:
ElisabettaCannova, project manager and
trainer
Overview:
Accompaniment to job placement for young
people, workers in relocation and refugees.
They concern individual and group integrated
guidance pathways, role simulations
(especially compared to the job interview),
job clubs with the scouting of opportunities
and improvement of the CV, mentoring during
training or internships.
Integrated pathways of guidance,
individual and of group, and basic training
on the use of ICT, to strengthen self-
esteem and awareness of their own
strengths and weaknesses, through role-
playing on the job interview and a guided
self-preparation of the CV. Monitoring
work experience through mentorship in
the field or regular group meetings (when
applicable).
Links to resources:
http://www.speha-fresia.eu/cdr_donne/
ITALY

Outcomes
25
 The Making Choicesprocessisrigorousandwell
planned,canbe tailoredtoindividualneedsof
learnersorgroups.Thisinvolvestutortraining
aroundthe course andthe sharingof materialson
the learningplatform.Review meetingsare
embeddedinthe QIPprocess.
 The Making Choicescourse ensuresauniform
approach sothat all learnershave a clearstarting
pointto theirlearnerjourney,whatevertheir
backgroundor disadvantage.Assuch,the process
can be transferredtoothersubjectareasof the
organisation.
 Making Choicesisembeddedintothe QIP process
and isreviewedinternal andexternallyaspartof
the Self-AssessmentReportprocess.Thisis
moderatedexternallywithpartnerorganisationsas
well asinternallythroughthe Equality,Diversity
and Inclusionworkinggroup, digital skillsgroupand
AdultLearnerSupportandInclusiongroup.
Making Choices
Contact details:
Jill.cadman@derbyshire.gov.uk
www.derbyshire.gov.uk/adulteducation
Overview:
This is an initial assessment short
programme that identifies any Maths,
English, ICT and employability needs with
learners in order to place learners on the
most appropriate course. It is the starting
point of their individual learner journey. An
individualised ‘passport’ is used to reflect
starting points, initial assessment results and
aspirations.
The Making Choicescoursesare an initial starting
pointforlearnerswantingtojoinmaths,English,ICT
and Employabilitycourses.The course involves
enhancements toaninitial assessmentprocess,such
as exploringhowlearnersliketolearn, learner
aspirationand an interviewwithacareersteam. This
course helpstutors to planforrealistictargeted
learninggoals andforany supportneedsthatmay be
required.This6hour course targetslearnerswhoare
wantingtoreturn to work,are in workcurrently,or
wantto change direction.Maths,EnglishandICTform
a core of the programme.Learnersare encouragedto
take up coursessuch as jobseekingandinterview
skills, transferableskills,confidence building,work
experience skills,volunteeringandbudgeting.
Learnersare encouragedtotake up workexperience
placementsinordertotry newworkopportunities.
Tutors workto a Scheme of Work and LessonPlan
whichare evaluatedandreviewedregularly.The
learnersdevelopapassportwhichis they withthem
on theirlearnerjourneyandto enablingthe tutorto
have access toimportantassessmentinformation
such as theirlevelsof currentlearning, theirsoftskills
and particularlearnerneedsandaspirations.This
course is regularlyevaluatedaspartof the Quality
ImprovementPlan(QIP).Itcanbe usedfor individual
groups,such as AdultswithLearningDifficultiesand
Disabilities(ALDD) aswellasEnglishasa Second
Language (ESOL).It is highly tailoredtoall individual
learners’needswiththe intentionof personalisingthe
learnerjourney.
Links to resources:
Making Choices documents:
http://bit.ly/2uvnFzr
UK

Outcomes
26
 Use of a variety of learning approaches to meet
learner needs and to ensure that they are fully
engaged. It is not about imposing the learning
for the sake of it but encouraging the learners
to see its value and relevance in helping them
to move forward in their lives. Learners need to
feel valued and affirmed and buy into the
learning.
 Kinaesthetic approaches enable learners to
experience the interview in a safe, comfortable
and supportive environment where
constructive feedback is provided, so that they
can identify personal strengths and areas for
development.
 A cross-organisation approach with the NCS
enables up to date knowledge, relevant
expertise and good practice to be shared. A
team approach working with someone else
helps to develop the tutor as well as
benefitting the learners.
Mission Possible!
Contact details:
John Gibson, Adult EducationTutor
john.gibson@derbyshire.gov.uk
Mission Possible! takes a practical approach to
finding a job with those learners who may feel
"left behind", isolated or neglected. A major part
of the course is about building self-confidence
and encouraging learners to be positive about
finding work, especially as they may have had
only bad experiences at interview or feel
rejected. Therefore a lot of work is focussed on
identifying personal strengths and developing a
"can do" philosophy. Learners use a variety of
learning approaches including discussion and
debate; computer assisted learning; team
building activities and role play. Handouts are
provided so that learners do not have to do any
writing. Throughout the course learners are
affirmed and valued for their contributions. The
course feedback has always been positive and
learners feel that they are taking away something
useful - a belief that they can do it.
The course has initiated closer working links with
the National Careers Service (NCS), enabling
effective signposting of learners and raising
awareness of other progression routes. An
adviser has team-taught the course with the lead
tutor and has fostered working partnerships
around topics such as CV writing; online job
applications; job skills development. Moreover,
an NCS adviser always visits the "Mission
Possible!" sessions to brief learners about what
services the NCS can provide.
Overview:
An employability-based short course (6
hours) to boost learners' confidence and
performance in job interviews. It provides
knowledge about what employers are
looking for and what good and bad
interview practice looks like, and developing
communication and presentation. Learners
can self-evaluate, identifying skills and
qualities as well as areas for development.
Links to resources:
Lessonplans and resources:
http://bit.ly/2tM1zpP
UK

Outcomes
27
 According to established criminological
knowledge learning of criminal behaviour is
based on acquiring some particular
motivation, attitudes, aims and
rationalisation. It is significant that using
the character of group work as well as a
drama method supports the process of
revising attitudes and behaviours of
participants.
 Drama is often perceived as a method of
learning some new behaviours which are
crucial in terms of social functioning. It
supports a modification of attitudes and
behaviours of individuals. Applying this
method involves creating conditions and
situations which require eligible cognitive
emotional experiences. They motivate the
effective social learning and guarantee
psychological safety of participants.
My New Way
Drama Way Foundation
Contact details:
Overview:
To help people convicted of a
crime to understand emotions.
Focusing on emotional
intelligence and on problems
with identifying and describing
emotions in the self.
„My new way” programmeis intended for
prisoners, who display a considerable
amount of aggression in interpersonal
relations.
The programmeconsists of 10 workshop
meetings. Ithas been devised and based
on a British way of work with people
convicted of a crime. The authors were
James Thompson and Michael Balfour. The
lead method of the programmeis drama.
In addition to a drama method some
elements of assertiveness, socialskills
training and someother techniques are
used. Ithelps to develop self –
consciousness and activatethe group.
Links to resources:
http://www.fundacja.dramaway.pl/
Poland

Outcomes
28
 Providing appropriate IAG at the start of the
learners’ journey, encourages and empowers
them to make informed choices for future
career paths, setting personal targets and
understanding the goal - learners are more
informed and likely to fulfil learning and / or
employment. Learners are empowered to take
ownership of their individual career and / or
learning goals to progress onto accredited
learning and employment.
 Awareness of the adult careers service is built
within disadvantaged areas and community
based groups, Careers Coaches work in the
heart of the community and build relationships
with partners in order to signpost and refer
where appropriate.
National Careers Service Partnership
National Careers Service Derbyshire
Contact details:
Louise Wilson, National Careers Service
Team Leader
louise.wilson@derbyshire.gov.uk
National Careers Service Careers Coaches are
based within a number of adult education centres
countywide, offering impartial careers guidance
to Derbyshire residents. Weekly National Careers
Service access point points ensure support is
readily available. Enrolment sessions prior to
courses starting give appropriate information,
advice and guidance, ensuring that learners are
enrolling on the right course for them, to suit
their current abilities, needs and goals. This
ensures the best experience for the learners and
higher retention on the courses. Once learners
are enrolled a Careers Coach will then complete a
class visit to complete a review and if appropriate
talk about progression options. Support is
available via one-to-one appointments and
workshop based employability activities as well as
having regular access to the drop in service,
telephone service and website.
Consultation, communication and consideration
is paid to the knowledge of Careers Coaches
when DACES is programme and course planning
as a part of ensuring that the learning offer meets
local employers’ and learners’ needs.
Overview:
Derbyshire National Careers Service works in
partnership with Adult Community
Education Service (DACES) in a variety of
ways. Career Coaches deliver the service at
Job Centres, Libraries, Children’s Centres and
Adult Community Education Centres. The
National Careers Service website contains
interactive tools and is universally available
to people at all stages of their career.
Links to resources:
https://nationalcareersservice.direct.gov.uk/
Ofsted report: http://bit.ly/2tMHtvA
NCS on YouthInc: http://bit.ly/2uQB5n8
UK

Outcomes
29
When a person is given proper tools,
emotional supportand is guided to the
right direction, it is possible to achieve each
goal. Itthis case the goal was employment,
but it also has another meaning, which is
independence, satisfaction, money, pride,
providing for families. The effort we put
transfers to the whole life of the
participants.
New Job – Better Work
Free Entrepreneurship Association Gdańsk
Contact details:
Overview:
Activation and career education of 350
people, who are more than 30 years
old, unemployed, in the most difficult
situation on labour market. The project
leads to their activity and employment.
Description of the practice:
The Project is accomplished in partnership of
Chamber of Commerce and Industry in
Pomerania, Pomeranian Association of
Transporters, Generative – Service - Training
Company POLKAR Sp. z o.o., and NOVA
Foundation. Participation is for people, who
are more than 30 years old, live in Pomorskie
Voivodeship, are unemployed and belong to
one of the following groups:
•women
•disabled
•at the age of 50 and more
•lastingly unemployed
•people with low professional qualifications
People qualified to the programme will get a
specialized and individual support. Our sphere
of activity is comprehensive, but the main
points are:
1. Individual professional guidance with
individual plan for every participant
2. Workshops of Job Hunting
3. Courses/trainings including driving course
category C or C+E, an Operator of backhoe
loader, A welder using MIG/MAG/TIG
method, and many others.
4. Payable Work practice
5. Individual support of an employment
agent
6. Individual psychological support
7. A personal assistant of disabled people.
Links to resources:
http://www.swp.gda.pl/?pg=1&lang=0
Poland

Outcomes
30
In general terms the use of iPad has
produced these results:
 development of multi/sensory
approach: vision / hearing /
movement;
 increased attention through the
"large" display;
 learning connected with real life;
 individualization of the products and
high socialization.
Project Tabula, A Tablet to Learn
Formazione'80
Contact details:
MassimoNegarville, President
Overview:
The project combines literacy and digital literacy
with an audience of adult migrants with poor
literacy skills.
The aim of the project was to verify whether,
through the many functions of iPads,
migrants involved in the workshops would: 1.
develop a greater motivation for learning, 2.
feel active participants in the learning process 3.
be able to acquire a first digital literacy, 4.
improve the learning of the Italian language.
The project’s successes are in the model of
organization of the activities that the project
has been able to carry out: integration of
different skills of the operators in the
processing and management of training
courses and the iPad approaches. Tabula
project received the European Language Label
in 2014.
Adult migrants with very low literacy in their
native language or low education in countries
of origin are significantly numerous and their
presence in the learning courses of Italian
language poses specific problems not easily
solved. For these people the traditional
language training courses are often not
tailored to their needs and learners therefore
often withdraw from the course. The
increasing use of ICT in everyday life
generates marginalization and exclusion of
the culturally disadvantaged. This exclusion is
particularly strong for these cohorts where
knowledge of digital tools is almost entirely
absent.
Project Tabula aims to use the iPad in
education for migrants with low literacy to
help the read/ write process and knowledge
of the alphabet, and be a fun and friendly way
to become familiar with ICT.
Links to resources:
http://www.formazione80.it
ITALY

Outcomes
31
 The issue of segregation is easily
conveyed through art
 Learners seemed to be appreciative of
the fact that a multi-race society can
sharecommon values and jointly make
up a nation.
Raising Multicultural Awareness
National Institute for Youth and Lifelong Learning
Contact details:
Ioanna Tagara, Trainer
Overview:
Raising multicultural awareness, Gruntivg
project ARTiTdeveloping innovative
methods to trainthe trainer.
Norman Rockwell’s painting “The New
Kids in the neighbourhood”, 1967 was
used as a reference for approaching racial
diversity. The painting shows whatunites
as well as divides the community. The
hope is that what is in common will be
more important than the differences.
Links to resources:
https://www.eap.gr/images/stories/pdf/e
ke_artit.pdf
Greece
www.nrm.org

Outcomes
32
 Capacity and skills building of
disadvantaged students.
 Improvementof capacity to work in a
team
 Improvementof self-esteem and self-
awareness, aimed to have an active role
in society.
Orti Sociali - Social Gardens
UILDM SAVIANO – Italian Union Fighting Muscular Dystrophy
Contact details:
FrancescoCiccone, President
Overview:
The activity is aimed to social inclusion of people
with disabilities, who are in situations of
exclusion or marginalization. The main feature is
the creation of vegetable gardens, made by
people with disabilities supported by volunteers
and social operators. Cultivation is also open to
the contribution of citizens, thus creating a real
possibility of inclusion between people with
disabilities and the rest of the community.
To learn new skills and practical and
theoretical competences is a support for the
autonomy and self-esteem of the
participants. This activity is carried out
through the Horticultural therapy, a
rehabilitation method which belongs to the
field of occupational therapy, which consists
in encouraging, preparing and in placing the
subject in the care and management of the
green, in cultivation of flowers, vegetables
and other plants. Taking care of the living
organisms, possibly in groups, encourages a
sense of responsibility and socialization. On
the physical level, it stimulates the motor
activity, improves the overall tone of the
organism and of the mood, reduces stress
and anxiety.
Horticultural therapy aims to the acquisition
of skills, autonomy and competences,
stimulation of the development of the
capacity for interaction and participation, the
strengthening of self-esteem, the growth of
the capacity for teamwork, and the job
placement.
Links to resources:
www.uildmsaviano.it
ITALY

Outcomes
33
 The storytelling as method is very
valuable for raising the self-esteem of
low motivated people
 The courseraised the learning
motivation of participants
 The storytelling courseraised the self-
confidence and communication skills of
participants. This supports their coping
with job and personalrelationships.
Storytelling for Domestic Violence Victims
Folk Culture Centre
Contact details:
Urve Gromov, head of department
Urve.gromov@rahvakultuur.ee
Overview:
Many womenhave experiencedmental
or physical violence. The storytelling
course helps this target grouptofind a
way out of the situation. Storytelling as a
methodhelps to involve the victims of
violence intoconversation, andinvites
themto communicate their stories.
Autobiographical(story telling) education
attracts people to communicate, to tell
their stories. Storytelling helps people to
associatethemselves with the world
around them and in their community. The
stories speak about the life experience,
knowledgeand values, of the people
involved.
At least a third of woman over the age of
15 experience violence at somepoint in
their lives. Autobiographical(story telling)
can help the victims of domestic violence
access supportand help providethem
with solutions to move on fromthis
situation.
Links to resources:
www.rahvakultuur.ee
http://www.rahvakultuur.ee/School_of_Stor
ytelling_332
Estonia

Outcomes
34
 Need to effectively cover a wide range
of disabilities
 No prior knowledge of /familiarity with
assistivetechnology
 Learners acknowledged the fact that
assistivetechnologies can improve their
lives and facilitate their access to a
wider set of social and professional
opportunities.
Training Workshops
KEK Anaptixi and Exelixi (Centre for Continuing Education
“Development and Improvement”
Contact details:
Dr. Konstantinos Katsoulis
Overview:
Training workshops in collaborationwith
the ArcadianAssociationfor the
disadvantaged.
Workshops on up-skilling disadvantaged
adult learners on the use of assistive
technologies.
Learners had the chance to acquire
knowledgeon:
 educational and professionalbooks
in accessible formatto people with
visualimpairments, learning
disabilities, and other physical
disabilities that prevent them from
reading printed material.
 information about assistive
technology products and
rehabilitation equipment
 increase the capacity of families to
acquire and implement effective
assistiveand instructional
technology devices and practices.
Links to resources:
Greece

Appendices
Nine Protected Characteristics
UK Equality Act 2010
• Age
• Gender & gender identity,
paternity
• Disability
• Gender reassignment
• Marriage and civil partnership
• Race
• Religion and belief
• Sexual orientation
• Pregnancy and maternity

Equality, Diversity and Inclusion Checklist
Thischecklistisan additional tool (linkedtoteachingandlearning) forteachersandpractitionerstouse toself-audittheirEDIpractice.It isideal forthe teacherto use and
complete thistool before theybegintodeliver(acourse orprogramme). A managercouldalsouse thisas part of observationof learningandteaching –to assesshowEDI
isembeddedintoasessionand linktoCPDopportunities).
Initial Assessment/start of the course (C.T.1, C.T.2)
What is done well – examples How the Lesson Plan might be improved?
1. Do youinvolve the learnersinsettingtheirown
groundruleswitha discussiononwhythisis important
interms of equality,diversityandinclusion?
2. Have learnersbeengivenopportunitiestodiscussany
additional supportneedsorbarrierstolearning?
3. Has there beenanopportunityforan ice breakerto
encourage communication andintroduce eachother?
4. Is there aninitial assessment?
5. Are there any resourcesthatneedtobe changed/
assessedasa resultof the above?
6. Have you explainedwhatisexpectedof the learners?
– materials,regularattendance, regularassignments,
and homeworkactivities?
7. Have you createdopportunities(notjustininitial
assessment) forlearnerstodiscusstheirneeds,how

theylearn,howwell theyhave done asoftenas
possible?
8. Do youencourage learnersto contribute toinfluencing
the contentof sessionswhilstensuringthatlearning
outcomesandaimsand objectivesof the course are
met?
9. Do youallowall learnerstoprovide feedbackontheir
experience of the learningprogramme?
Understanding Inclusive Practice (C.T.3, C.T.4, C.T.5a-b)
1. Doesthe SOW or LearningGroup Profile reflectany
datesthat the learnerscannotattendor datesthat can
be celebrated?
2. Is the contentnegotiatedwiththe learners where
appropriate?
3. Are reflectionsand evaluationsfromprevious sessions
usedto informthe nextweek’splanning?
4. Is there a recapwiththe learnersat the endof the
session?
5. Is the LearningGroupProfile updated?

6. Do youinclude a range of differentteachingand
learningmethods,notonlytoacknowledge the ways
that differentlearnersfromdifferentbackgrounds
learn,butalsoto provide themwithopportunitiesto
learninnewways?
7. Do youuse inclusivelanguage andmakesuse of a
range of differentlearningresources,materials,and
activities, includingpersonal life experiences?
8. Do youencourage small groupwork?
9. Do youencourage peerlearningand support?
10. Do youdemonstrate differentiation(inclusive
learningand teaching approaches) provideinga
varietyof activities tomeetindividual learningneeds
and to acknowledgevariationsinlevelsof
understandingorpace of learning?
11. Do youprovide differentiation(inclusivelearningand
teachingapproaches) offeringavarietyof activitiesfor
to meetthe needsandinterests of individual learners?
12. Do youallowlearnerstocriticise anddiscussdifferent
learningmaterialsin relationtoequality,diversityand
inclusion issues? (Forexample,doesthe language in
an article stereotype women? Dothe imagesina
documentaryonlytell one side of astory?)

13. Do youintroduce a widercultural aspectto your
teaching– such as ‘quiltsfromaroundthe world’,
potteryfromothercultures,usingcultural orreligious
festivalsif appropriate ornaturallyoccurringe.g.
Chinese NewYear?
14. Do youacknowledge diversityinthe contentof
sessions? Forexample,amusiccourse looksat the
workof male andfemale composersandmusicof
differentcultural originsandstylesthatwouldappeal
to differentage groups
15. Do youinclude referencestoarange of different
lifestyles? Forexample,achildcare course exploring
issuesaffectingdifferentgroupsaccordingtotheir
cultural backgrounds,etc.?
16. Do youprovide opportunitiesforlearnerstodiscuss
theirlearningsupportneeds - anddoyoufollowthis
through?
17. Do youprovide learningsupportaccordingtolearners’
needs– e.g.handoutsinlarge fontfora learnerwitha
visual impairmentandrecordingequipmentrequested
by a learnerwithdyslexia?
18. Do youinclude visitingspeakers/presentersfrom
differentgroups?
Assessment (C.T.5c-d,C.T.6)

1. Do youensure that assessment isfairanddoesnot
discriminate? Are adequate arrangementsmade to
remove barrierstoassessment tomeetthe individual
needsof learners?
2. Do youensure that assessment isinclusive tomeetthe
individualneedsof yourlearners?
3. Do youmake sure that peerassessmentopportunities
for learnersare developedandusedeffectively?
4. Do youmake sure that learnersare able toself-assess
theirownpractice?
5. Do youmake sure that developmental,constructive
feedbackisgiven toyourlearners ina timelymanner?
6. Do youensure that assessment plansincludeSMART
targets?
7. Do youensure that clearlearninggoalsandtargetsare
set,and that the learnersunderstandthem andtheir
progresstowardsthem?
8. Do youensure that the LessonPlanincludes reflection
and feedbacktime foryourlearners?

9. Do youensure that feedback isgivenindividually and
appropriately toall learners?
10. Do youensure that yourrephrase questions thatare
not understoodby yourlearners?
11. Do youuse appropriate language forassessment –not
jargonistic?
Use of Resources (C.T.5b)
1. Do youensure that resources are adaptedtosuitthe
individualneedsof all yourlearnerse.g.,scissors,
colouredpaperetc.?
2. Do youensure that writtenmaterialsare checkedfor
literacylevelsof the group,andif theyare jargonistic?
3. Has specialistsupportbeenidentified?If sowhathave
actionhave you takento followuponthis?
4. Do youensure that resourcesare available forall
learnerstoaccess e.g.if learnersare askedto‘do an
internetsearch’ dotheyall have accessto a ICT?

5. Are your resourcesavailableindifferentformatse.g.
electronic,paper?
6. Do youensure that there isgooduse of white space
and picturesinworksheetsorinformationsheets?
7. Do youensure that there are goodpositive imagesof
differentcultures,male&female etc.?
8. Are cultural eventscelebratedasmuchas possible and
if appropriate todo so?
9. Are the learnersusedasa resource asmuch as
possible –usingtheirexistingskillsand experiences?
10. Are real life resourcesusedasmuchas possible e.g.
languages– use of native materials?

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