Κοινωνική Έρευνα & Καινοτομία για την Εκπαίδευση Ενηλίκων | Social Research & Innovation for Adult Education

N.I.L.E Στόχοι

The project
NILE Goals for 2005 – 2008

NILE´s overall aim with new work programme for a second phase (NILE 2) is:

  • to further contribute to the dissemination and transfer of good practice in intercultural learning (through Grundtvig and other projects) generated on national and local levels in a European dimension
  • to contribute to clarification of diverse terminology, including the perspective of migrant, ethnic and religious minority communities
  • to identify present, emergent and future needs where European cooperation on issues of intercultural learning can be beneficial to disadvantaged learners and advocate for a mainstreaming strategy on different levels
  • to strengthen cooperation between the Grundtvig community and the media in intercultural issues

To achieve the overall aim, NILE has identified specific thematic issues borne out of needs on different levels:

  1. Focussing on the needs of migrants, ethnic minorities and other groups:
    “When I arrived I didn’t know anything. I was at home for 8 months without going out. Before participating in association I had another way of being… now I share more” (migrant participating in the Grundtvig 1 project: “who speaks”) Adult education plays the most important role in setting a positive framework for the integration process and among adult educators there is a need for an exchange on learning and teaching methods that are supportive to refugees, migrants and minorities and which can also provide settings to acquire intercultural skills for both mainstream and minority groups in the different countries. Here it will be especially important to take into regard the situation of women, who are more often excluded from communication with the host society because of their caretaking responsibilities or rulings by their husbands.
  2. Focussing on the need for structural and organizational change:
    Adult education institutions must themselves become learning organisations in regard to the intercultural challenges brought to them by diversity. More and more intercultural competence of an institution can be seen as a quality criterion for institutions and administrations catering to the needs of migrant and refugee minorities.
  3. Focussing on the needs for broadening channels for non-formal learning:
    We are very proud that at last we are taken into account. Perhaps by the help of this paper we will contribute to the integration of the members of the Rroma ethnic group into society. What the Rroma´s Party of Arad hasn´t been able to do, maybe this paper will accomplish.” (Simion Stan – a Rroma ethnic – 52 years old commenting on the ARAD newspaper supplement featuring ethnic minorities) An interesting case study from Romania in the first pahse of the NILE project proofs that adult education can signif icantly increase its outreach through good collaboration with the media. Many more people can be reached through the media than in adult education courses. Therefore the media are of paramount importance as a source for large scale non-formal learning. Especially radio and television journalists, but also editors of newspapers and magazines can benefit from close cooperation with adult education, migrant and minority organizations. People can speak out about their learning experiences (NILE case study Roma group in Hungary) and encourage others to start learning. And also the field of adult education will benefit if journalists are trained to be sensitive and aware of minority, refugee and migrant issues and have a diversity perspective.

 

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