One of the outcomes of the project is to show different way of educating ambassadors, case studies.

Case study 1:

Workshop Training
Programme for educating ambassadors
Written by: Johan Sidenvall

The Swedish method of educating ambassadors springs from the ambassadors themselves in that sense that they are very active in their own training. The programme takes in consideration the ambassadors’ personality and personal abilities. The training has the character of workshops rather than lessons where the ambassadors are presented the aim of the training and that the ambassadors themselves are the tools to achieve this. The workshops are lead by educators.
The training aimed towards a filming of the ambassadors where they told their life stories. The films are meant to be used to inspire and inform other adults to commence education. Another aim of the training is that the ambassadors are able to participate live in front of an audience.

Duration:        10 hours
Participants:    Ambassadors
                      Educators
                      Photographer

Prior to the gathering the ambassadors were preliminary divided into groups of 2-4 members.
Workshop 1
Briefing (all ambassadors)
Workshop 2
In groups (2-4 ambassadors and 1-2 educators)
The aim of this session is to decide how to present the ambassadors different life stories, focusing on their education as adults.
The different groups are free to create their way of presenting their different stories. One way is to let the ambassadors write down their life lines, focusing on adult education. These life lines become springboards and bases of the discussions that might follow.

The different groups will probably end up having a bit different emphasis in their stories, all though focus is on how/why they decide to start studying as adults and where this has taken them professionally and privately.
The experiences during education, motivation and the need of creating meaning where lead themes throughout the groups.
Workshop 3
Filming the life stories. Each life story takes 20 – 45 minutes to film.
The approach is:
a straight forward interview where a project leader interviewed an ambassador
a conversation or discussion between to ambassadors
Letting the ambassador freely tell her story.
Prior to this the ambassadors and the educators are given the opportunity to practice and discuss what to say in front of the camera.
Workshop 4
A continuation of the filming process.
Workshop 5
Opportunity for the last interviews and re-shoots.

The purposes of the films are:
Create a sense of identification with this the ambassador on the film.
Share experiences of adult education
To be personal and not private.

Case Study 2:

Report from project Attract and Retain

Ambassadorial training with an ambassador in need of special education.
Written by Ingalill Stefansson, special teacher at the CFL, Centre for Flexible Learning, and doctoral student in Educational work, Karlstad University.

Background
Anna Berglund was asked to be involved in the project Attract and Retain because her training is operated in a non-standard form. The way the course has been designed has proved to fit Anna very well. She has made great progress and wants to share her experiences to other students, who - just as she - believe that regular school system does not suit them. Within the broad framework of national steering documents and through the CFL's flexible education policies it is possible to build up a teaching method that suits and matches individual needs for each student. We hope that the videofilm will give a taste of this.

Anna is now attending the last semester at upper secondary school for students in need of special education. The programme is integrated with adult learning for individuals with learning disabilities at the CFL. During her first year in the CFL, she was attending on an exemption from compulsory school for children with intellectual disabilities?. The following four years she has studied at a specially designed programme called “Möjligheternas program”. The training is conducted on behalf of the Council for Children and Education, which is responsible for all upper secondary School students in the municipality of Söderhamn.

Preparation
The head of the department for daily activities, where most of the adult students spend their days when they are not studying, had noticed Anna’s fast and profound progression since he works closely with the staff of adult education for individuals with learning disabilities. He invited Anna and her mother to an introductory meeting where the project Attract and Retain was presented by the project leader and all participants were introduced to each other.

Implementation
The second meeting consisted of a two day session at a conference hotel. The participants spent a nice evening together and stayed overnight at the hotel. The work was organised and performed in groups. Anna, her mother and I worked together. During the first day Anna and her mother recalled their experiences of life at school and I noted. Then the groups were assembled and reported briefly to each other and also discussed strategy and form for the work to be done.

The script was developed during the second day and Anna also edited my notes. The dialogue about old and new experiences from school was continued. Back at school Anna and I worked together at five occasions to finish the script for the video. Anna spent many hours looking for images, captions and music. Two sittings with Anna´s mother were required to touch up the script, and during two gatherings, each lasting for an hour, the headmaster of CFL videofilmed Anna and her mother. Finally a professional film producer edited the film.

Lessons learnt from the project
The project has provided additional space, more than is available in everyday life, for Anna to consider and formulate ideas on education and future.

It has been important and exciting for us to join together with others, from other types of school, and thereby have the opportunity to share our successful concept.

Ingalill Stefansson, special education teacher at the CFL and a doctoral student in Educational work, Karlstad University

Case study 3: COURAGE

Katherine from Ireland
I was after being at home with the kids for sixteen years, then I was doing bits of cleaning jobs for two years. I was talking to a good friend Paula and I was down a bit, this wasn’t what my life was meant to be about. I was happy and proud of the job I had done with my children but I just felt that they were moving on and I was being left behind.

Paula was in second year of VTOS – she was one of my best friends from childhood. She arrived with an application form and she stood over me while I filled it in. My husband fully supported her and made he bring the form back in.

So that was the start of it. Finding that courage, to get up and do something for myself.  That is what it means to me, courage. I knew I had the intelligence but it was just the courage to get up and do it.

When I was nineteen I was working in Elan. I was waiting to get into nursing. I was happy with my life and then got preganant with my first child. This baby was not going to change my life. I had lots of support my mother said she would help with the baby and I would move on and do my nursing.

But when Sandra was born she was diagnosed with a congenital heart defect. For the first while I kept working and Mammy minded Sandra but it wasn’t fair on them.  So we made a decision that it would be best if I give up work to mind Sandra. We had just bought a house and so I took in three students from the college to help with the finances. Sandra has got over three major heart operations since then. It was the right thing to do, it gave her strength and confidence – me being there at home. We were determined that she wasn’t going to be just a person with a heart defect – it was just a small part of her life. But I was her rock. It would be hard if I was still there giving so much but now Sandra is only a part of my life. If I didn’t have this I would be resentful.

In a way I was the one suffering this condition. Because I kept everything going for the other kids but I was the victim. But this has brought me back to the person I was at nineteen with ambitions. My family are stunned and are all really proud of me, to be doing something for myself.

The next step is starting AIT in September to do office management at third level. I am apprehensive but I am not afraid and I am not nervous.

Case study 4:
MOVING ON…
Bernie
I was gone from home at fifteen, working in a factory, I had to stay put, I was married with kids. I felt the lack of being educated. I was uncomfortable in a group talking. I was about thirty before I was mature and got wiser and more confident.I had one friend, she was intelligent and she was wasting her time the factory, I would say “would you move on!” she did in the end and went to America.

When it came to being made redundant it was straight into education I wanted to go. First a computer course in Loughrea and Communications Level 3. It finished and home again until outreach computers came to the local hall, and I did a typing course after leaving the factory.

Then a friend Frances encouraged me to come to VTOS she said “You’ll be well able for it.” But my worry was sitting exams, would I be able to complete them.  She said you don’t have to sit the exam if you don’t want to and you’d still be learning something. But she said when you are in there you will want to sit the exams! (something about exam success now?).

When I first started in VTOS the 2nd years talked about going into college, to AIT. To get over the two years was enough for me and I never thought of college then. But now I want to stay learning , I loved every moment that I was here , I don’t think I missed a day.  I have to continue to learn because I worked so hard to get to where I am now.

I always felt inferior to my husband,  he was maintaining me, though I always had my own money. I wanted my independence, improving my education not feeling that I needed his help. I used to leave everything to him and now I have taken all that back. I have confidence now to do it, I’ll try it now whereas before I wouldn’t.

I found if someone comes to the door, like canvassers, I felt I won’t say anything, even if it was bothering me, now I will say – I know I have an opinion and it is worth as much as anyone.

Case study 5
The story of Ite, Netherlands

Seven years ago, there was no way Ite could ignore the new developments any longer. Before, he could pass a message by just walking over to the colleague in question. But computers set in and Ite was expected to pass messages by e-mail. He then told his manager he had trouble reading and writing.

His manager’s reaction was fine and enabled Ite to go back to school. Ite started his lessons at ROC de Leigraaf, and went on as an ambassador. His teacher thought Ite was independent enough to tell his story. His very first performance was nationwide, as a part of the actions for the Week of Learning. He was asked to cooperate on a DVD, telling his life story. For Ite, it was a great experience to cooperate on this program, to see the results and watch himself on screen. After the broadcast on tv, he never got any negative reactions from the people around him.

About four years ago, Ite moved to Mook and continued his lessons at ROC Nijmegen. When his new teacher found out Ite had been working as an ambassador for literacy, he asked Ite to do the same for ROC Nijmegen. Ite never thought about it twice. He thinks it’s very important to reach other people and to convince them to go back to school. He wants to tell them no one will laugh at them, there’s no need to be ashamed, no need to be afraid that others will think “you are so stupid”.

Going to a literacy course has made Ite’s dream come true. He really wanted to become a truck driver. This seemed out of reach because the exam was very difficult and the preparations required a lot of reading. But because of his effort and perseverance, he managed to get his truck drivers licence, and after that even a licence for transport of hazardous materials.

For ROC Nijmegen, Ite has been giving information at a primary school, for the council of Mill and in a literacy course. He also did an interview on local radio.
He wants to reach out for people with similar problems, but he also wants to discuss matters with middle management.
Ite knows many people have problems reading or writing and he knows they aren’t attending a course. He thinks it’s is a shame, he would really like to get in touch with them, especially locally. For him, being an ambassador has enriched his life. He’s got more confidence and he isn’t afraid to tell his story or to be himself. He dares to show himself just the way he is.

Case study 6
Rob’s story, Netherlands

Recently, Rob has become an ambassador. He’d never thought he would do this, yet he took the step.
Rob soon found out it’s difficult if you can’t read or write. Although he started working at an early age, he still had to deal with situations where he needed to read or write. Being afraid that other people would find out, he used to hide his lack with all kinds of excuses. But carrying this secret with him all the time made him very tense at work.
When his wife fell ill, Rob had to take it upon himself to do the administrative work and that confronted him even more with the fact that he couldn’t read or write.

It was his family doctor who finally convinced him to go to school again and sent him to the ROC. Rob’s experiences with education weren’t exactly positive and it was hard for him to take this step. In spite of that, six years ago, Rob decided to go back to school. He still is grateful to his family doctor for referring him to the ROC. Rob has learnt to read and write and every day he experiences the benefits.

All this made him realise he would like to talk to other adults and persuade them to go back to school as well. By personal experience he knows how difficult it is if your literacy skills aren’t sufficient. He would love to reach others and tell them how good it feels if you can read and write. He knows he’s is not the only one, more and more he sees people around him who he believes have similar problems. It would be very satisfactory for Rob if he could reach them and make them go back to school. Now, working as an ambassador, he can reach those people and help them.

Rob also would like to go to various organisations and tell them how difficult it is in our society, if your reading or writing isn’t good enough. He wants to tell what they can do about it. He would like to explain how hard it is to tell anybody this. Often, people don’t believe you and that makes you feel so small, it makes you want to run away. This was the most important reason for Rob to become an ambassador. Now that he has enhanced his literacy skills, he isn’t afraid anymore to expose himself and bring his story in the open. He isn’t afraid any more for the outside world, now he wants to contribute. By giving radio interviews and by giving information he reaches his aim: to wake up organisations and make them aware of all the people who lack sufficient literacy skills. At last he gets the chance to tell middle management everything he always wanted but was afraid to.

Rob meets the world with much more confidence and as an ambassador he looks at everything around him with a fresh view. He doesn’t have to hide anymore, he is less lonely. Rob dares to show himself: here I am and this is what I can do.
Being an ambassador gave Rob confidence and made him take steps to reach his goals. And that feels good.

Case study 7
Lithuania

My name is Maria. I am 30. I am married and have a son. I left secondary school many years ago. Now I work in a kindergarten and I have to study in order not to lose my favourite job. Nowadays, it is very difficult to find or keep a job if you don’t have a certificate of maturity (secondary school leaving certificate).
About Jonava Adult Education Centre I heard from my future husband. We both tried to study here some years ago. My husband finished this school successfully with good grades. But I found it difficult to combine my job and studies, it was difficult for me to study Lithuanian, I and my son were often ill and I left this school.
After some years I returned to Adult Education Centre and tried the second time. At the beginning I was afraid I would not be able to study after so many years because I had forgotten everything. But teachers helped me and everything was OK. Now I am already a 12th form student. Soon I will finish this school. I would like to study at Pedagogical University very much.
If you are an adult but haven’t finished secondary school, overcome your fairs, hesitancy and come to study to Jonava Adult Education Centre. When you study, you feel that you really live and improve yourself. Your circle of acquaintances expands. Moreover, a person who has a certificate of maturity is treated differently by surrounding people. In my opinion, a person who does not have a certificate of maturity is zero in this world. The only choice for such a person is to go abroad and do blue-collar jobs. But don’t we all dream about something more? And getting a certificate of maturity is a beginning of a new road.

Case study 8
Lithuania

My name is V. I live in Jonava. I am studying in Jonava Adult Education Centre. Earlier I studied in another school, but my studies were not successful enough. About Jonava Adult Education centre I heard from my friends…
My first impressions here were very good. My all fairs suddenly disappeared. I was given a very warm welcome. Teachers and students here are very friendly, help each other.
Our centre offers primary, basic and secondary education. You can choose full time or part time studies, you can also study independently. If you choose full time studies, you attend school every day and teachers give you marks regularly. Extramural students attend consultations and take credit tests. Lessons take place in the evening; therefore it is very convenient to combine your job and studies.
Our school has nice traditions; many interesting events take place. In autumn, we celebrate European Day of Languages and Teacher’s Day; christening of new students and teachers is organized. Before winter holidays, we gather for Advent Evening; every year Christmas basketball match between teachers and students is held. In spring, we celebrate One Week after Easter Day and have a Hundred Days before the School Leaving Exams Party. It is a great fun!
Studying in Jonava Adult Education Centre and participating in multilateral AAR project has changed my life very much. I have learnt a lot and built self-confidence.
I think it is very important to get a certificate of maturity (secondary school leaving certificate). When you have it, you can enter college or university, find a better job. I would like to invite you to study in Jonava Adult Education Centre and not to leave this school.  It is really good to be here. And the knowledge and skills gained will open you new opportunities.