grundtvig education landscapes analysis of french contributions wales - february - 2011

Introduction

A training center Paris – AEFTI

• Migrants coming : unemployed people– Course of 120 hours - targeting to help them to

search a job (topics : french, maths, cv, communication …)

– Financed by State, integration program for migrants

Grundtvig projet - EducationQuestionnaire 1

Part 1 : Statistics– 8 people asked– 5 male / 3 female• Age : mixed group

25 % 15-2550% 25-4025% +40

Due to French rules no name

Grundtvig projet - EducationQuestionnaire 1

• Education–Mainly low level of education, not always

recognized in France– One has not finished its educational path in its

country

• Current employment status–Mostly occasional work – but they are now all

unemployed

Grundtvig projet - EducationQuestionnaire 1

• Living place–Mostly in the city (70 %)– Some are living far because of financing reason

Grundtvig projet - EducationQuestionnaire 1

• Part 2 : educational needs

• All are willing to any further education• Sector : priorities

1. language first (4 time)2. Social skills (4 time as well)3. ICT (3 times)

Grundtvig projet - EducationQuestionnaire 1

• Motivation :– Get a job (all)– Learn new skills (all as well)

• Barriers in access–Money and time (70 %)– And as well family reason (mainly said by women)

Grundtvig projet - EducationQuestionnaire 1

• Expect of learning– Better employibility (75 %)

• Learning’s method– Interractive learning (50 %)– And then, learning by doing or job training

Grundtvig projet - EducationQuestionnaire 1

• Men or women in group– Not important or no opinion (75 % of answers)

• Teatchers male or female– Not important as well (50 %) – Then no opinion (50 %)

Grundtvig projet - EducationQuestionnaire 1

Part 3• Pace of teaching : all are happy with the

common way of teaching

• Teacher way of speaking : usualy understandable…. (laugh…) but

• Some more explaining seems to be necessary (50 % of people willing to get more explanation…)

Grundtvig projet - Education

• Aditionnal materials– The answers to the question is different because

of the expections of the trainees, some said no because they were wanted more aditionnal inputs in the courses

– Other are just not knowing what it could bring as an added value…

Grundtvig projet - Education

• Time of learning : – they would prefer evening or WE

• Is the course usefull ?–YES (90 %)

• Positive influence - Mood – 100 % YES

Greece now…

Training center

Second questionaire

• The second questionnaire is easier to use in group, it is more adapted to people with low level of education

• The main problem is that you don’t get everybody’s real point of view (all the time one is speaking on behalf of others or even don’t let time to other to answer…

Grundtvig projet - Education

• Educational backgroup : – Same answers that first questionnaire– Is sometime hard to get access to Internet….

• Vocational experience :–Mainly jobs or not declared activity or family jobs

(unpaid)

Grundtvig projet - Education

• Motivation– Find a job, money…

• Ideal model of training– Flexible training, hours, days, … sometime

homework… – Usefull : strong motivation to get a job…– Ideal model of training

Grundtvig projet - Education

• Trainees will attained their objectives when the will have a job

– Yes, the premises when nice mean that we are well considered,

– Technical tools are important for the same reason,

• Training program• CV• Search a job• language

Grundtvig projet - Education

• Educational / professional fields– Same answer that to the previous questions

• Life long training– This system is not really undestood by these

trainees, they expect a quick sollution job…

The end…