Positive Attitude towards Lifelong Learning

<< Background >>The project aimed to promote a culture of lifelong learning among low-skilled adults by addressing the psychological and social barriers to training. Our premise was that simply removing economic obstacles and providing information is not enough. We must also focus on overcoming negative learning experiences, negative attitudes, lack of self-efficacy, and the absence of positive role models, factors that disproportionately affect ethnic minorities, who often face additional disadvantages and discrimination in the labor market.To address these barriers and encourage participation in adult education, we adopted a bottom-up approach. We collaborated with organizations that have direct contact with the target group and are trusted by them. Our project focused on meeting the needs of both the primary target group “low-skilled adults” and the secondary target group, which consists of (social welfare) organizations that provide informal education to vulnerable adults. For the primary target group, we developed interactive workshops to enhance participants' skills and broaden their perspectives on the labor market. For the secondary target group, we created ready-to-use training materials.<< Objectives >>The PALL project contributed to the European Skills Agenda’s goal of ensuring that 30% of low-skilled adults (aged 25-64) participate in training or education within the last 12 months by 2025. This project aimed to increase participation in adult education, focusing on psychological and social barriers. The collaboration designed five workshops to be conducted in person to at least 32 participants, covering essential skills such as time management and communication. At least five participants were expected to progress to further training, education, or employment within six months. Additionally, the project promoted the active use of a workbook and toolkit as online learning resources, with support from local organizations. It also aimed to raise awareness of the factors that hinder low-skilled adults from participating in training.<< Implementation >>1. Capacity Building Workshops YAEDA staff visited Prosper College to design workshops focusing on essential skills Participants were recruited in the Netherlands and Serbia through associated partners. Five in-person workshops were conducted in both countries. Surveys were used to assess the effectiveness of the workshops and participant satisfaction. 2. Evaluation and Analysis Prosper college staff visited YAEDA to evaluate the workshops and partnerships. Teams analyzed effective strategies, which informed the requirements for the toolkit and workbook. 3. Development of online toolkitProsper College and YAEDA developed an accessible online toolkit that includes a trainer manual and workshop runbooks in multiple languages. 4. Dissemination and outreach A final event showcased project results, focusing on the toolkit's implementation by community organizations. Educational materials were made accessible via our website, and we engaged in social media outreach and blog posts to share experiences and resources. 5. Project management This included administrative and financial management, along with regular progress assessments to ensure project objectives were met.<< Results >>The project produced several concrete outcomes. 1. Five workshops were developed, allowing participants to focus on self-discovery by conducting a personal SWOT analysis, identifying obstacles, setting SMART goals, and creating action plans for career development. These workshops were held in both the Netherlands and Serbia.2. A successful recruitment strategy resulted in the participation of 12 Dutch and 11 Serbian individuals. The workshops were conducted in person in the Netherlands and Serbia. Surveys were utilized to measure participant satisfaction and effectiveness.3. Additionally, an online toolkit was created in English, Dutch, and Serbian for trainers in informal adult education. It includes ready-to-use runbooks for the workshops and job interview training, as well as a trainer manual. 4. An online event showcased the project’s outcomes to a broader audience, including educators and organizations. Results were shared on social media and a article on international collaboration in adult education was published on EPALE.5. Finally, in collaboration with an associate partner, an adult educator participated in a short job shadowing experience during the execution of the workshop.