Educational departmentwww.ian.org.rs/education

Life Long Learning

for all !

Aim

• To provide the concept of lifelong learning and bring it closer to vulnerable and marginalised groups– Unemployed– People with disabilities – Torture victims – Youth in conflict with law – Roma – Refugees from BiH and

Croatia– Internally displaced persons

from Kosovo– Women– Youth– People living with HIV

Educational programmes

• In IAN Telecentar:• IT courses – 20 different

courses (Office, Web and Graphic design)

• English language courses – 12 different courses

• Life Skills courses –

9 different courses

• Entrepreneurship –

6 different courses

Long-term educationvs.

Short-term education

Long-term educationCase study 1

Education of unemployed women

• Lasted six months, every working day, 2 school hours min

• Education included:– 7 basic IT courses– 6 Life Skills courses

• Support group lead by a psychotherapist

• Test: TESLIC (which uses concept of BIG 5, self-image, amoral and dissociation)

Long-term education Case study 1

Education of unemployed women Psychological results• Generally improved psychological

status of the participants • Considerably lower level of emotional

instability and destructive aggressiveness, significant level of conscientiousness.

• Tendency to blame others and unfortunate circumstances for own difficulties has been significantly lowered, the participants are prone to taking over the responsibility for own future.

• The most important changes have been registered in perception of own competences, before all professional. The participants feel much more competent and capable in a professional sense.

Long-term education Case study 1

Education of unemployed women Psychological improvement

• Much higher level of intention to get engaged in job search than before the participation in the programme.

• Believe that there are employment opportunities for them, that the loss of a job could be a chance for advance and not necessarily a personal catastrophe.

• Their future depends mostly on them and that they have enough qualities to influence decisions of their potential future employers.

Long-term education Case study 1

Education of unemployed women Employability improvements

• Follow-up survey 6 months upon completion of the programme: 30% of participants found

jobs

(in some other projects up to 50%)

• GOAL: Creating efficient model for professional and psychological empowerment of juveniles in conflict with law

• Program lasted for 9 months

• 4 IT courses, English language course, Social skills + Psychological support groups

Long-term education - Case study 2 Educative and psychological support to

juveniles in conflict with law

Results

• 26 out of 40 – ECDL certified

• Several returned to school system

• 1 enrolled into faculty

• Asked for additional courses

• Recommended the program to peers

Long-term education - Case study 2 Educative and psychological support to juveniles in conflict with law

Psychological and behaviour improvements

• Attendance

• Content of communication with peers and therapists changed (from violence, gangs, trends to future, employment, school )

• Group identity around additional education – step forward in comparison to previous patterns for relations

• Only one committed an offence again

Long-term education Case study 2 Educative and psychological support to juveniles in conflict with law

Short-term educationCase study 3

Education for refugees and IDPs

• One month education program

• 2 basic IT courses – 2 school hours every day

• 3 one-day Life Skills courses

• Test: TESLIC (which uses concept of BIG 5, self image, amoral and dissociation)

Short-term education Case study 3

Education for refugees and IDPs

Psychological results• Psychological test results show that the psychological

status of participants did not change significantly, which was expected concerning the fact that the training lasted less than a month.

• Improved results in evaluation of own abilities. After completing the training, the participants had more confidence in their own competence to write a good cover letter for job application and CV, to contact potential employers by themselves, they became more self-confident at job interviews and when searching for a job through the social network.

Conclusions

• Education in general has positive impact

• Education improves self-image related to own (professional) capabilities

• Only long-term education can improve personality structure