Lifelong
Learning European Info Point
To increase
knowledgeS
for
better
ANSWERING
EMPLOYMENT
Ville de TORREMAGGIORE
I. the PIEEC (Lifelong Learning European Info Point) : a place of Reception
at everybody’s service
It could be wise to reaffirm first of all that this "product"
was designed by the three firstly-partners of the ACRE project in phase 1 starting
from the whole of the work jointly undertaken and developed in their own
environments and in the three dimensions, which are tools, contents and human
resources available.
To combine at the same time the individual,
the cognitive and social questions, the environment and territorial animation
with the will clearly posted to make Time a factor associated with development.
The systems tested in the three national
entities (Spain, France, Italy) made it possible by consensus to stop a certain
number of recommendations in term of good practices:
- The "PIEEC" is a favour to be done to
the intellectually low skilled people. As such, it must be a public service attached to a local public authority (Town hall, Metropolitan, Prefecture).
For a greater effectiveness, its field of intervention must range between
5000 and 20-25000 inhabitants (in large cities, the additional town halls
could probably achieve this mission but that remains to be tested).
For not having to create a
new service and to generate important operating costs, the "PIEEC"
could depend administratively on the School Affairs, Municipal library... in
fact, on all services having a good knowledge of the local population.
- The "PIEEC" must facilitate the
access to all information relating to the education of adults and, as
such, it must have
an Internet access to organize the lookout of its own databank and an
assistance with exploration of new suitable answers.
- The "PIEEC" is initiating and stimulating the CARL (Cellule d’Appui et de Réflexion Locale
- Cell of Support and Local Thought). It strives to do its setting up with
all the private and public actors of the territory and it actively
contributes to the buoyancy of this privileged network of information. The
experiments showed the importance of this partnership in the approach of
diversified solutions and it is a very important source of information of
which the dead end should especially not be made.
- The "PIEEC" is a convivial space that profits from all the
accessibilities such as viabilities, days and widened hours of opening, … By widened, it should be understood
that the time slots will make it possible to learners to reach information
with the assistance of a facilitator, in evenings as well as Saturdays, as
a minimum, initially in the morning.
- The "PIEEC" is easily identifiable by the public concerned;
basically, it is represented by the international descriptive proposed in the front page of this
document. The "PIEEC" profits from an important, continuous and renewed local information
campaign.
- The "PIEEC" is animated by a facilitator trained for supporting people in very
great difficulty. The experience on the matter of the partners the closest
to the learners makes them say that this person should be neither a
social worker, nor an advisor for employment.
MODELING of this « PIEEC»
building upon works of the Spanish, French
and Italian partners
Place of reception, information and
orientation, convivial place, formal place for a non-formal lifelong learning,
place of listening, mobilization and work on projects starting from the stories
of life but also of knowledge and acquired competences, the "PIEEC"
can be more than that.
It is agreed, both by the partners of the ACRE
project and by the whole of the off-project participants with practical
experience intervening in this field of competences, that the Time factor is the best
contribution whatsoever to make it possible to the people on low level of
knowledge to voluntarily engage a programme of relearning with an eye to
proceed, at their own pace, with the acquisition of new fundamental knowledge.
The firstly-partners agree to consider that
the "PIEEC" is only one relay point before any formative programme.
Thus, this place of convivial proximity, under mandate of a local or
territorial public authority, and located, let us recall it, within a
geographical territory of maximum 25000 inhabitants, would be equipped not only
with all the data elements necessary for its prime objective but it also would
be equipped with data-processing stations available to learners and is endowed
with teaching funds from remote teaching (examples: "CNED Point” in
France, "Houses of the Knowledge" in Hungary...).
The presence of resource-persons
(professionals, volunteers) prepared for their missions would allow the
supporting for the use of products of distant training but also for the
research of new teaching contents adapted to the profile of adult learners.
The firstly-partners of the ACRE project
worked simultaneously:
ü
for Italy, on the
role, missions and establishment of the " PIEEC " system,
ü
for Spain, on the
modes of supporting users within the " PIEEC " system,
ü
for France, on
the tools and teaching supports within the " PIEEC " system.
For its part, the town of TORREMAGGIORE, local
public authority and Italian firstly-partner of the ACRE project, presents the
" PIEEC " like a community service to be offered to its inhabitants.
The meticulous knowledge of the population concerned is an important point
because the facilitators will work as close as possible to users. Times of
information will be regularly set up that will convene, on the one hand,
operators of the " PIEEC " and, on the other hand, the potential
participants whether they showed up at the facilitators in a voluntary way or
whether they are the facilitators who initiated the contacts because of their
knowledge of the people and/or the problems they are dealing with (schemes of
local culture).
Depending on the set of themes approached,
certain members of the CARL could be solicited to come to enrich the debates by
their knowledge from the territorial system (legislative and/or operational).
II.
Experiments and Interactions as a place of information.
In Spain, France and Italy alike, the first experimental phase was a time
of observation, diagnosis and analysis being used to model the "PIEEC". This digression well inside the project
allowed to outsource a certain number of recommendations (Cf. I of this report)
but also to put words on carrying customs, or not, results in the context where
partners develop and in the eyes of the publics that speak to them.
Working in interactions with the participants of the territories but also
with the partners of the ACRE project made it possible to observe practices
including a certain number that would be completely transferable, others having
to be arranged (in particular on examining the national culture but also the
operative provisions of the law(s) in force in the country concerned).
The ACRE project falls under the field of
information to the lifelong learning throughout the life and in the very idea
of a favour to be done to publics having only little fundamental achievements,
and thus needing time for acquiring the absolute needed basis in order to better
meet the job. To transfer, it is to save time and it is all the interest of the
observations that were carried out. Hereafter, an inventory of parameters is
drawn up that hover around the action even of the lifelong learning throughout
the life and it seemed important to make state of it to come to supplement the
item I that sticks, itself, to the practical and realistic description of the
"PIEEC".
Working Hours
This problem had
to be faced even if the solution does not depend on operators of the project
nor on users and that it is a whole dynamic reflection of the system that it is
advisable to organize at the level of each public entity.
Here, it is necessary to evoke one of the
strong points of the problematics of the lifelong learning throughout the life.
Obviously, there is the question of the costs of access (in particular for the
least qualified publics), there is also the question of the means made
available (materials and supports) but there is, without any doubt, the
question of the strategic organization of the systems.
Among the Italian
partner, during the experimentation, some learners were seen proposing to take
part in courses in the middle of the day, including during hours of production
for those that worked. Among the Spanish partner and Co-producers, one observes
that courses start at 5 p.m. to finish at 7 p.m. Of course, that goes beyond
the missions of the reception and information service to lifelong learning but
if the accesses to the “PIEEC” are not organized
taking into account availabilities of users (and not of professional
participants), there is only a little chance that the system be viable and
services offered by the “PIEEC” would quickly become useless.
Role of a Facilitator in a PIEEC
For the
period of development of the ACRE project, but especially during the
experimentation, Co-producers composing the CARL showed the pressing need for
the facilitator responsible for the animation of the "PIEEC"
for having taking-steps abilities. Difficulties of users are of extremely
diversified origin, individuals are as many people with difficulties very
different from one to another; in fact, to achieve these missions, it arises
that competences to be expected from a facilitator must be multidisciplinary,
at the same time :
ü
Development Officer
to carry out talks, to supplement graphic
charters, to guide orientations with multiple choices,
ü
Participant with practical experience
to inventory, compose and animate the CARL, to
stimulate the territorial network, to request actions and to work on the
continuous watch of the system at the same time as enriching the products
catalogue,
ü
Solutions originator
§
to solve difficulties that may arise (problems
of mobility, child-care, compatibility of working hours, administrative
regularisation…).
§
to motivate accompanying persons voluntary for
helping users. The example can be considered on Spanish existing through the
"Asociacion de Vecinos" that was created during the Francoism
period (form of silent internal fight) and continued beyond the death of the
Caudillo in 1975.
Information to be broadcasted
It is important
to give the possibility to users to continue their trainings throughout the
life, still it is necessary that, for this publics typology, information be
widely broadcasted. Partners are looking into this question and in particular
the Spanish partner who targeted very precisely the recipient of information
while working with Co-producers of his CARL starting from the experimental
courses that they organized as sub-groups (handicapped people, women, ethnic
minorities, migrants).
It is established
that in a general way, for the last three sub-groups, organizations known and
located on the territories already develop this work of information. On the
other hand, for people carrying handicap (in the broad sense), information is
more difficult because very often persons are not indicated themselves like
such and do not direct themselves towards associations of defence of the users;
they do not have a-priori access to this information.
Several
initiatives seem carrying results right now; they would deserve a complementary
work of research, reflection and experimentation. Thus:
ü the centralized telephone number made available in
the United Kingdom and which one finds leaflets of A5 format in
all public places (stores, stations, administrations, services...) readily
available.
ü the Internet site of Gobierno of Aragon in Spain that makes
available, from day to day, all information concerning systems of education,
the publics, rights of access... (cf http://portal.aragob.es/servlet/page?)
ü the JAPD (Journée Appel
Préparation Défense - Day
Calling for Preparation for Defence) in France for the
under-25’s... it would be anyway interesting to find an absolute needed equivalence for the over-25’s because, at the
age where young people attend the JAPD, learners insufficiently endowed with
fundamental achievements are too often in rejection of any educational
programme and often already dispersed in daily involvements.
In short:
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Must be
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Cannot be
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