ACRE 2

ACRE Project SOCRATES Programme No 87259-CP-1-2000-1-FR-GRUNDTVIG-ADU No 114271-CP-1-2004-1-FR-GRUNDTVIG-G1 - 10 - 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 LLEIP 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 LLEIP would quickly become useless. Role of a Facilitator in a LLEIP 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 " LLEIP " 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: