III EPOCH. ERASMUS+ IPEP JAÉN.A little, recently acquired experience on how to approach early school leaving. The case of IPEPs and adult education. By Francisco de Asís Palomo Ruano.
Teaching is not only a matter of properly carrying out our daily duty, which is of course paramount, but it also has to do with continuity. Ours is not always implemented per se, as I have witnessed throughout more than 20 years of dedication. Indeed, a certain number of teachers consider education, more than a way of life, a way of earning a living. They do love education for sure, but are far from being aware of all the changes continuously taking place in a global society. Perhaps, they are not to blame, for education is not an easy task to deal with, especially in difficult or troublesome secondary schools where many of those educators have apparently no means to cope with bad behaviour or lack of interest and work from both authorities and students.
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| @mmolpor |
Forever changing educational laws or little comprehension by parents and society put their continuity at stake: requests for days off, health issues or decreasing professional performance, which strongly shatters their concerns about additional or updated ways to improve their practice, their only concern being hereinafter to save the day.
'closeness, implication, follow-up and formation emerge, among others, as key assets'
Nevertheless, instructors at educational adult centres are given precious chances of getting a closer insight on how to prevent early school leaving. Their professional continuity being ensured, as they (we) seem fully enthusiastic when working with adults in either distant/ blended or in-person education, focus should be put on actions aimed to prevent adult students from quitting our institution.
Rethinking our educational practices for
adult, prison students and young offenders.
As far as we know, the external main causes for them to leave school are linked with work opportunities, family issues, knowledge gaps or misconception of what blended education really is. But there are internal reasons that make adult students slowly abandon their academic duties. For instance, lack of personal organisation, oblivion or problems linked to the use of our educational platform, along with an interface or content renewal not always suitable for their actual needs, may constitute a very serious hurdle. In this way, there are specific subjects such as Maths or foreign languages where students find themselves unable to keep up with when they miss two or three lessons.
👉 Drama is essential for the organic development of the student, by Francisco de Asís Palomo Ruano
Surprisingly, the very educative platform we use, despite its initial harshness, must provide – and it does if we know where to search- key elements to look like a “lifesaving device” for those nearly drowning students. Some iDevices, such as natively Moodle built-in Book, Logbook or DataBase, can display not only documents or contents, but specific ways of learning, useful guides and a wide repository of images, activities and ordered class sessions, something that comes undeniably in handy for students about to get lost.
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| Francisco de Asís in Klagenfurt, Erasmus+ mobility. |
What is more, when it comes to adult education and contrarily to primary or secondary schools, the gap between teachers and students is narrowed: adult students need to be encouraged and openly invited to our lessons, both regular and individual, thus being aware that they can count on us and the other way round, even to hear what they have to tell us about their past, for the more we learn about why they left education decades ago, the best we will do to keep them connected to it. If we insist (and we teachers are always encouraged to do so by our management team) on providing them with a flexible schedule and a permanent assistance throughout the whole academic course by means of our individual tutoring (both distant and in-person), acquiring as well enough formation either from CEP courses or from Erasmus+ mobilities, the objective is almost fulfilled. Broadly speaking, closeness, implication, follow-up and formation emerge, among others, as key assets. It is just a start, but a leading one to try and cut down early school leaving.
👉 Reflections and daydreams about the IPEP Jaén Erasmus+ project. By Francisco de Asís Palomo Ruano
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