The programs of Asturia are designed for those individuals who plan, administer, and deliver training and education to students and adults in the workplace, in non profit organizations, in college settings, and in educational institutions. It is of interest to those considering new career possibilities in positions involving the training, education, and professional development of adults.
The curricula are practical and theoretical so that the student is exposed to different learning contexts and methodologies, and the practicalities involved with program assessment, planning, development, delivery and evaluation.
Throughout the program emphasis is placed on assisting the student in acquiring the knowledge base necessary to demonstrate the competencies required of an adult educator/trainer in today's society.
The curricula are practical and theoretical so that the student is exposed to different learning contexts and methodologies, and the practicalities involved with program assessment, planning, development, delivery and evaluation.
Throughout the program emphasis is placed on assisting the student in acquiring the knowledge base necessary to demonstrate the competencies required of an adult educator/trainer in today's society.
Program of the IOWA project
The aim of this project is to exchange InnOvative WAys (IOWA) for motivating prisoners for learning during their sentence. One of the opportunities is the use of modular or unit-based courses which ensures that the prisoner’s sentence length, or transfer to another prison mid-sentence, which are important barriers to participation in education, do not prevent them from undertaking or completing education and training (Langelid, 2009). Modular courses can also be a way of motivating the individual and providing evidence of the prisoners capabilities. In the programs of the fiour participating institutes of IOWA, some prisoners are serving short-term sentences so they are generally not able to complete a full apprenticeship training. Therefore the modularised version of the apprenticeship allows participants to enroll in the first part of the course during there stay in prison and complete the second part once they are released (Hammerschick, 2011) . As many prisoners have negative perceptions and previous experiences of education, this project wants to focus on methodologies for motivation of inmates by creating a learner-centred approach building on individual skills, competences and past experiences together with alternative styles of teaching and learning. One of the key elements in the implementation of this approach is the professional development of adult educators, trainers, teachers in prison, as they are the leading agents of change. By exchanging good practices in methodologies for motivating prisoners, the five participating organisations will develop a guidebook which will support educators and other stakeholders in prison in their efforts of removing barriers to participation and increasing the quality of adult education by better motivating prisoners for learning. The results will lead to a workshop on IOWA with dissemination of all the materials produced on both paper and multimedia supports and published on the project website.
The aim of this project is to exchange InnOvative WAys (IOWA) for motivating prisoners for learning during their sentence. One of the opportunities is the use of modular or unit-based courses which ensures that the prisoner’s sentence length, or transfer to another prison mid-sentence, which are important barriers to participation in education, do not prevent them from undertaking or completing education and training (Langelid, 2009). Modular courses can also be a way of motivating the individual and providing evidence of the prisoners capabilities. In the programs of the fiour participating institutes of IOWA, some prisoners are serving short-term sentences so they are generally not able to complete a full apprenticeship training. Therefore the modularised version of the apprenticeship allows participants to enroll in the first part of the course during there stay in prison and complete the second part once they are released (Hammerschick, 2011) . As many prisoners have negative perceptions and previous experiences of education, this project wants to focus on methodologies for motivation of inmates by creating a learner-centred approach building on individual skills, competences and past experiences together with alternative styles of teaching and learning. One of the key elements in the implementation of this approach is the professional development of adult educators, trainers, teachers in prison, as they are the leading agents of change. By exchanging good practices in methodologies for motivating prisoners, the five participating organisations will develop a guidebook which will support educators and other stakeholders in prison in their efforts of removing barriers to participation and increasing the quality of adult education by better motivating prisoners for learning. The results will lead to a workshop on IOWA with dissemination of all the materials produced on both paper and multimedia supports and published on the project website.
| intellectual_output_iowa.pdf |
