Features of the institution/information on the interviewees
– Type of education: formal adult education;
– Type of institution: centre for adult education;
– Name of the institution: ‘Social School Heverlee - Centre for adult education’
(Sociale school Heverlee vzw – centrum voor volwassenenonderwijs SSH-CVO) (A2);
– Interviewee 1: senior manager (A2_01);
– Interviewee 2: teacher and coordinator of the faculty for sociocultural studies (A2_02).
Model of good practice
This model of practice covers the institution SSH-CVO as a whole. The institution has several successful practices in widening access to adult education for under-represented groups. We refer to several of these practices in this case description but without describing them separately.
History/background of this model
SSH-CVO is an official centre for adult education, recognized by the Flemish pub-lic authorities. The centre is rooted in the Christian Labour Movement ACW (Algemeen Christelijk Werknemersverbond – ACW), which is a federation of Christian employees’ organisations.
Today, the SSH-CVO is embedded in the college for higher education, Social School Heverlee – KHLeuven - Department of social work Heverlee (Sociale School Heverlee – Katholieke Hogeschool Leuven). The centre for adult education SSH-CVO and the college for higher education have a complementary course list: the first offers courses that lead to a degree in post-secondary education (een graduaat-opleiding) (also called social advancement education or Associates Degree), while the latter comprises professional and academic education leading to a bachelor’s diploma or a master’s diploma.
Objectives of practice
The SSH-CVO offers flexible study programmes in the field of social work. All programmes lead to a modular certificate (deelcertificaat), a certificate (certificaat) or diploma.
Reaching out to the hardest-to-reach adults is one of the major concerns of the SSH-CVO.
“Issues like emancipation, widening participation, enhancing learning opportunities and fighting inequity are included in the institution’s mission and vision. Emancipating people through education is of vital importance to us” (A2_01)
Number of participants
At the moment of the interviews (28th of April 2009) 721 adult learners participate in one or more courses. 381 of them aim at getting a certificate or diploma; the oth-ers participate in order to get a modular certificate. Of those 381 students, most are female (267) and are employed (222). 82 students (of the 381) got an exemption from or reduction of the tuition fee (see below).
The average age of all participants is 31 years. The average age of adults taking a course on special or remedial education (orthopedagogiek) is 26. Those opting for a course on trade union work (syndicaal werk) have an average age of 36.
Most of the students combine their studies with family life.
Location
The SSH-CVO is located in Heverlee near the city of Leuven. Leuven is the capital of the province of Flemish Brabant in the Dutch-speaking part of Belgium.
Funding sources of the organisation/Funding sources of the practices
The SSH-CVO receives direct state funds from the Flemish Community. These funds are budgeted according to the Flemish Decree on Adult Education that was approved by the Flemish Parliament in the year 2007. To qualify for funding, the SSH-CVO must – like all other centers for adult education – adopt the structure (including modular education and learning pathways), learning plans, etc. that are laid down in the decree.
Background data to profile target groups for access strategies
In the year 2008 a study was made on the SSH-CVO participants (Provoost, 2008).
The study showed that the highest diploma obtained by most students (63,5%) that sign up for a course is a diploma of higher secondary education. Still 15,9% of the participants only hold a diploma of lower secondary education, an elementary education certificate or no diploma or certificate at all.
According to the senior manager (A2_01) the SSH-CVO attracts a diverse partici-pant population:
1. Adults that failed to complete secondary education. “They are unqualified and they usually have known a short and very unusual educational path.” (A2_01) 2. Skilled adults working in the field of societal work, socio-cultural work, etc.
that do not have the (right) certificate to have good promotion prospects. This group also includes adults contemplating a change of career. In general, these are people ‘looking for meaning’ (A2_02): they have completed compulsory edu-cation or a higher study at an earlier stage but enter or re-enter adult eduedu-cation because their position or the job that they are doing is not fulfilling to them and they want to pursue a new area of expertise.
3. People with a learning style that does not fit the normal or traditional class room setting (e.g. a hierarchical relationship with the teacher exercising the
authority of his position over the learners, frontal teaching, deductive ways of learning, etc.). Although those adults might have rather ambiguous feelings about their past schooling they still demonstrate a high interest in learning.
Finally, we should also mention a small population of adults with a (chronic) ill-ness.
The centre for adult education deliberately promotes the recruitment of this di-verse participant population, by using inductive teaching and learning methods, by focusing on experiential or experience-oriented learning, etc. At the same time, the interviewees emphasize the importance of teaching theoretical issues.
Target groups
There are several groups of potential learners that are underrepresented in the SSH-CVO participation statistics. The interviewees give an overview of the most important underrepresented target groups.
One important group consists of adults with a different country of origin (e.g. im-migrants, refugees, asylum seekers, undocumented adults) that do not have Dutch as their first or second language. The institution has over twenty years of experi-ence in working with this target group. The centre does reach these adults al-though not in all fields of study to the same extent. In the courses on socio-cultural work and societal work, male immigrants (especially Turkish, Moroccan and Greek adults) are not underrepresented. Immigrant women are however much harder to recruit because it forces them to be ‘untraditional’ in their gender role.
“Care, social work and welfare are mainly considered family matters in Moroccan and Turkish culture. It is mostly managed by women. But the fully professionalised system of care and health care is not only in the hands of women.” (A2_01)
Unemployed adults and adults who receive material help from the Public Service for Social Work (Openbaar Centrum voor Maatschappelijk Welzijn - OCMW) are another important target group.
Slow learning adults and learners for whom a traditional learning context might not be appropriate even though they have a high IQ are an underrepresented group as well. “This group of adults wants to make meaning from direct experience.”
(A2_02) Today, this group consists of 10 percent of the participating population of SSH-CVO.
Besides those groups, there are several other types of people at risk of exclusion the SSH-CVO encourages to enrol but does not succeed in yet, at least not in a sat-isfactory way: adults with a physical disability, with a psycho-emotional disorder, ex-addicts, etc. Poor people are mentioned in the interviews as well.
“Poor people have the feeling they belong to a different class, a different culture. They have a different way of handling written and printed information. It is hard to acculturate those people into a culture of learning that we are used to. They have a different language, they learn in different ways, etc. I would call it “survival learning” – learning the things one needs in order to survive well.” (A2_01)
Access strategies
The SSH-CVO uses several pre-entry access strategies.
One of the most important strategies the centre for adult education concentrates on is the cooperation with other organisations. The programme on socio-cultural work, for instance, takes on school-based apprenticeships or traineeships for stu-dents. ‘Formal jobs in non-formal businesses,’ the senior manager calls them (A2_01).
The organisations that employ apprentices and trainees are brought together by the SSH-CVO on a regular basis. These organisations also help to attract new potential adult learners. By collaborating with them, the SSH-CVO is in other words able to network in the field of work.
The SSH-CVO also uses printed press (programme brochure, local newspaper, fly-ers, adverts, documents, etc.) and online tools (such as a website) to increase the access to their educational provision. Although this type of advertisement reaches the most people, a recent evaluation research by the SSH-CVO has shown the effects of this strategy are rather minimal.
A lot of the promotion to open access for adults at risk is done through word-of-mouth-advertisement. According to both interviewees this is by far the most effective form of widening access. The organisation tries to cultivate this type of advertisement through different strategies:
– community leaders and key figures in a community can take on the role of ‘key influencers’. The SSH-CVO tries to give them incentives to do so;
– participants and former participants are just as important in the process of widening access. They tell others about their learning experiences or someone in their community will hear about the courses, etc.
Both strategies take limited budget but have unlimited potential.
The support from the tutors and coordinators is also an important element in the process of opening access. The open-door policy they adopt, the time they spend on intake-interviews, etc. are crucial at the point and shortly after the point of en-try. Those elements can also be considered pre-entry strategies since the ‘informal’
way they handle potential students seems to have positively impacted the enrol-ment of new individuals and groups. Informal support is however very time-con-suming for the teachers and coordinators. The senior manager states that the staff
members spend 18,86% of their time on coaching, supporting, mentoring, and so on.
3.2 The access of adults to formal adult education
Course content, institutional strategies, structures and review processes The SSH-CVO offers five types of courses:
– social work directed towards psychosocial guidance (maatschappelijk werk);
– sociocultural studies (sociaal-cultureel werk);
– human resources management (personeelswerk);
– trade union work (syndicaal werk);
– special or remedial education (orthopedagogiek).
The SSH-CVO offers full time education, mostly during working hours. Some courses are scheduled on Saturdays. This is not the case for the courses on socio-cultural work. The teacher (A2_02) explains that a lot of women, natives as well as migrants, take on these courses and for them attending on a Saturday is usually harder because they have to look after their children then.
All courses are structured in a modular way. All formal adult education offered by recognized centers for adult education will become fully modularized by the year 2012.
Organizing adult education in a modular fashion has some advantages, one inter-viewee says.
“The modular system is flexible and “a la carte”. You can attend the modules you are inter-ested in, as many as you want (…) you can even enroll for just one course if you want to do so. (…) It is an interesting structure that attracts participants from all over Flanders.”
(A2_02)
The groups the SSH-CVO works with are rather small groups compared to other institutions in formal adult education, the senior manager states (A2_01). The maximum amount of participants is no more than thirty people. The centre uses this maximum on purpose because a limited group size positively impacts the informal ties between participants.
Like all other subsidized CVO’s, the centre for adult education SSH-CVO is financed by the state on the basis of course-participant numbers. The SSH-CVO is obliged to fulfill at least 120 000 course-participant-hours4 (lesurencursist) on a yearly basis, which it has accomplished already for five years now. A standard
4 The course-participant-hours (lesurencursist) are the amount of teaching periods in a module (in terms of hours) multiplied by the quantity of regular attending students.
that takes into account the number of teaching periods and the number of course participants however increases the pressure to enlarge the course groups, the interviewees say.
“We do not want to have group sizes that are not pedagogically justified – for instance over thirty people in one class room. Bigger groups make it more difficult to create a comfortable learning climate with a practice-based orientation and a participative and experiential approach.” (A2_01)
According to the senior manager (A2_01), there are few state initiatives targeted towards the official centers for adult education to improve the access of underrep-resented groups. She claims the first concern of the Flemish government is the quantity of participation rather than reaching out to those coming from a disad-vantaged background such as a deprived or marginalized socio-economic back-ground ( due to family circumstances, ethnic status, and so on).
As a consequence, the subsidizing authorities do not use points of reference or benchmarks when it comes to reaching new target groups.
Institutional climate/tutors
As stated earlier, the teachers and coordinators of each department play a pivotal role in supporting students and potential students. They make sure they are easy approachable and their assistance is easily accessible.
The interviewees say it is essential for the tutors to have prior teaching experience in teaching diverse and multicultural groups and for the coordinators to have ex-perience in handling the influx of learners from all around the world.
“Teaching a mixture of ages, nationalities, abilities, etc. in one class group is not an easy thing to do. It can generate tension and disputes, for instance, between asylum seekers and refugees and poor Flemish people. (…) But mostly, the results of different groups working together are astonishing.” (A2_02)
“It is also important to have migrant teachers in the team of teachers. This way minority groups will see themselves reflected in the staff and the institution as a whole.” (A2_02)
This also explains why so few colleges for higher education and universities have a policy on working with vulnerable groups, the interviewed senior manager states. Working with those groups means a teacher has a different position in the class. It will also involve a higher level of interactivity, because those groups pose different questions, dare to criticize the teacher, need more support, have specific demands about when preparing and taking exams, etc. (A2_01, SP3-related ques-tion)
Transition programmes and remedial classes
The fact that there is no real linear structure but a modular one enables every adult learner to learn at his own speed and level. This makes a preparatory programme, a transition programme, a remedial class or extra support for students in (the tran-sition between) different educational levels unnecessary.
Students that graduated from the SSH-CVO can obtain a bachelor’s degree in So-cial work and Welfare studies via a bridging programme comprising 45 study points (in the future, this will be 60 study points).
Admission policies
Before participants enter their first module, those who do not have a diploma of higher secondary education have to pass an admission test. This is a test to meas-ure literacy achievement, language levels and capacity for abstraction. The test does not aim at excluding people with poor literacy skills, but wants to help adults to brush up their skills in order to be able to complete a course successfully.
For all participants a regular attendance is compulsory throughout the course period. A participant is only allowed to miss not more than one out of six lessons.
Participants who are often absent (without a valid excuse or prior permission) can not take the exam.
Enrolling for a course (a module or an entire course) at SSH-CVO is not for free.
During the school year 2008-2009, course participants had to pay a maximum of 1 euro for each teaching period. There is however a registration-fee exemption included in the Decree on Adult Education of 2007 (De Vries, 2008).
Following disadvantaged groups are fully exempt from course fees:
– persons who take on a course in ‘general education’ (second chance education);
– persons who qualify for a subsistence income;
– asylum-seekers and certain other categories of non-nationals;
– people who have signed a naturalisation contract or people who have obtained a naturalisation certificate;
– detainees residing in Belgian penitentiaries;
– job-seekers in receipt of a job-seeker’s allowance or unemployment benefits who register for a pathway-to-work programme recognized by VDAB (Flemish Public Employment and Vocational Training Service);
– unemployed, compulsory registered job-seekers who are not yet entitled to a job-seeker’s allowance;
– people in part-time or full-time compulsory education.
The tuition fee for courses Dutch as a second language is 0,50 euro for each teach-ing period. Reduced registration fees of 0,25 euro apply to:
– certain categories of people with a disability;
– job-seekers in receipt of a job-seeker’s allowance or unemployment benefits who register for a pathway-to-work programme other than one recognized by VDAB (Flemish Public Employment and Vocational Training Service);
– course participants who first followed a course of at least 120 teaching periods at a centre for adult basic education for a period of 2 years.
Employees are entitled to pay half of their registration fees in opleidingscheques (training vouchers).5
All of this makes the tuition fees hardly ever a real barrier, the senior manager says (A2_01):
“The participants that are not able to pay the tuition fee right away have the chance to spread out payments.” (A2_01)
Recognition of prior learning
Apart from the admission test, the SSH-CVO organizes at last one examination at the end of each module. Adults passing those exams get a modular certificate.
Such a modular certificate ratifies one course module. A certificate ratifies an entire course.
The SSH-CVO pays attention to the pre-entry learning of participants.
“We have some experience in the recognition and validation of prior learning. The portfolio technique is used by participants to proof prior learning and work experiences. This is fol-lowed by an assessment. For instance, someone that worked as an editor for a journal showed this in his portfolio. This has lead to the exemption of the module on written communication.
(…) Concerning the recognition and validation of prior learning we still miss a real frame-work. Such a framework would be of surplus value. There is no real evolution in the recogni-tion of prior learning as far as I can see (…) we must also bear in mind that not everybody has prior learning outcomes that can be validated.” (A2_02)
Support
The SSH-CVO offers all kinds of support to the participants, especially to those from disadvantaged backgrounds. This is mainly the responsibility of the teachers.
5 The opleidingscheques are, in a dual system with the ondernemerschapsportefeuille (Portfolio for Enterprises – a subsidies scheme for small and mid-size Flemish companies), a cost reducing measure for employees only that covers some of the training costs, at least when the training is offered by a certified training centre. The opleidingscheques are an initiative of the Flemish Government to stimulate lifelong and life wide learning.
“All of the teachers are very patient and really make an effort. They want to make sure all students pass their exams and complete their study successfully. (…) they are trained to think: what does this student need here and now?” (A2_02)
First of all the teachers perform psycho-emotional and psycho-social coaching where and when necessary. When social or emotional problems turn out to be long-term ones, the teachers and coordinators refer the adults to other specialized organisations.
Many teachers are specialists in:
– helping students to overcome fear of failure;
– teaching them to plan their learning process;
– helping them how to learn and develop other meta-cognitive skills;
– helping them how to learn and develop other meta-cognitive skills;