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During the implementation of the action plan from the start of the project in 2012, the National Coordinator for the European Agenda in Greece created a national network of stakeholders for lifelong learning for networking and further cooperation and a National Steering Committee that is still active today and elaborates on Lifelong Learning topics. In addition, it has developed a set of recommendations from regional meetings with stakeholders, which emphasize the need for more flexible lifelong learning programs, such as distance education programs.

This conclusion was also supported by the Action Plan completed at the end of 2019. More specifically, the provision of distance education programs aimed at attracting more adults to adult education programs in remote or island areas has emerged as a very important challenge, given and the priorities reflected in the European Adult Education Agenda, the ET 2020 joint report and the Upskilling pathways recommendation (2016). In this context, the current action plan will contribute to:

(a) increasing  the participation of adults in Adult Education programs through the provision of a Greek language education program and Elements of Greek Culture to immigrants, in order to participate in Greek language examinations in order to be characterized as long-term residents.

The impact is estimated to be high due to the lack of a similar Greek language program that meets this need (Greek language and elements of Greek history and culture) as well as the large influx of immigrants to Greece, who are expected to settle permanently in the country due to immigration crisis. The course could also be used as an introductory course for immigrants wishing to attend the Second Chance Schools program.

(b) Improving the quality of education in Second Chance Schools by creating an electronic repository of SDE educational material so that any adult educator can search for course material, exchange material or update the database with new material that will emerge from collaborations at national or European level.

Action plan for the European Agenda for Adult Learning 2020-2021

During the implementation of the action plan from the start of the project in 2012, the National Coordinator for the European Agenda in Greece created a national network of stakeholders for lifelong learning for networking and further cooperation and a National Steering Committee that is still active today and elaborates on Lifelong Learning topics. In addition, it has developed a set of recommendations from regional meetings with stakeholders, which emphasize the need for more flexible lifelong learning programs, such as distance education programs.

This conclusion was also supported by the Action Plan completed at the end of 2019. More specifically, the provision of distance education programs aimed at attracting more adults to adult education programs in remote or island areas has emerged as a very important challenge, given and the priorities reflected in the European Adult Education Agenda, the ET 2020 joint report and the Upskilling pathways recommendation (2016). In this context, the current action plan will contribute to:

(a) increasing  the participation of adults in Adult Education programs through the provision of a Greek language education program and Elements of Greek Culture to immigrants, in order to participate in Greek language examinations in order to be characterized as long-term residents.

The impact is estimated to be high due to the lack of a similar Greek language program that meets this need (Greek language and elements of Greek history and culture) as well as the large influx of immigrants to Greece, who are expected to settle permanently in the country due to immigration crisis. The course could also be used as an introductory course for immigrants wishing to attend the Second Chance Schools program.

(b) Improving the quality of education in Second Chance Schools by creating an electronic repository of SDE educational material so that any adult educator can search for course material, exchange material or update the database with new material that will emerge from collaborations at national or European level.

Training in Second Chance Schools in correctional centers

The European Agenda aims to raise awareness for adults on the importance of lifelong learning, and increase their participation in educational activities. Its aim is to improve the quality and effectiveness of education and training provided, and broaden access to education for low-skilled population groups. Within the framework of the actions for the two years 2016-2017 period there were 4 training seminars in the Second Chance Schools (SDE) in correctional centers and specifically in the Second Chance Schools of Larissa, Thessaloniki, Korydallos, Patras, Chania.

The seminars intended to improve the skills of second-chance Secondary Chance trainers, provide better co-operation of trainers and prison staff, and help understand the role of education in in the particular prison area.

The first seminar was implemented in Larissa on Monday 28/11 (13:00 - 19:30) and on Tuesday 29/11 (08:30 - 13:30), was experiential in collaboration with EPANODOS. Its theme was "Confinement and education: two streets converging or parallel?". It was attended by 13 teachers, 4 prison staff members and 4 employees from the Social Service, prisons and second chance schools of Larissa, Domokos and Trikala. Altogether 21 people participated.

The seminar started with the presentation of the bodies of the General Secretariat for Lifelong Learning and Youth. Then, the seminar consisted of experiential activities, scenarios and case studies that mainly concerned operational problems that can be observed in the School. There were discussed cases where the two services are involved as well as possible solutions. Also, information was provided on the contribution of second chance schools to the smooth operation of the prison and the reintegration of prisoners. The peculiarities of vulnerable social groups were examined and a video of the experience of educational intervention through the teaching of theater in Italy was presented.

The seminar was positively evaluated by the participants. Despite the different experiences and views of the participants, they described it as "convergence of views" and "bridging the gap" between trainers and prisoners. They also referred to the limits that stakeholders should know when working in prisons, as well as their need for education.

Conclusion

Prison training in correctional centers reduces the problems of confinement, opens a window for communication and becomes a bridge between learners and society. Participants in the seminar welcomed the participation of officials of the two ministries in a joint seminar and shared experiences, concerns, views and proposals. They stressed the need for similar seminars to be held with the involvement of both prison officers and other officials of the Ministry of Justice at regular intervals.

Identity, diversity and migration in lifelong learning

The European Agenda aims to raise awareness for adults on the importance of lifelong learning, and increase their participation in educational activities. Its aim is to improve the quality and effectiveness of education and training provided, and broaden access to education for low-skilled population groups. Within the framework of the actions for the two years 2016-2017 period there were 4 training seminars in Thessaloniki, Lesvos, Chios and Samos in order to raise awareness on the issues of integrating immigrants into the local community. The seminars were accompanied by visits in the hot spots in the above mentioned regions.

Participants

Adult trainers, executives and staff involved in designing or implementing lifelong learning programs, as well as organizations involved in integration issues of migrant or refugee populations, teachers and educational staff. 

Goals

• Examine how the assumptions about "the other" relate to the way we form our identity
• Critically examine our assumptions about national or cultural differences
• Develop a frank dialogue on policies to manage migratory flows

Methodology

 The methodology followed included:
• Case studies,
• experiential activities in groups,
• critical rotation dialogue

Expected results

• Recognize intercultural dimension as a horizontal dimension in the field of lifelong learning, linked both to the integration of the "other" as well as to the training of the majority group in order to perceive diversity as an enrichment factor
• Process:
- examples of sensitization practices that destabilize established mental patterns
- policies of intercultural inclusion.