PHASE 1
October 2025 – June 2026
An informal training program where homeless people are provided with simple and engaging educational materials while also providing them with other services.
In this initial contact, users are introduced to educational materials and dynamic resources that help them pass the long hours of the day. It will be taught by trainers from social organizations and will be accompanied by light social measures.
The objective of this first phase is to initiate an informal and non-threatening first approach to education while meeting basic needs (food, rest, hygiene, listening), creating initial bonds between teacher and student. In accordance with the methodological guidelines, the student independently develops the resources and the educational process, which, in turn, is useful for their daily lives.
The resources provided to homeless people are simple and equivalent to the initial course 2 corresponding to Initial Teaching (Literacy and New Reading) of basic adult education (ABE) or equivalent in the rest of the EU countries. Each of these resources generates specific learning situations that participants must manage independently with the occasional support of the street team. Participants decide when they want to use the resource, what they want to do, and how much time they want to invest.
The expected outcome is the generation of interest, ongoing contact with the homeless person, identification of skills and initial competencies, improved socio-educational bonds, and fostering self-confidence and an interest in moving on to the next learning phase.
PHASE 2
November 2025 – June 2026
Informal training with a specifically trained trainer from the social organization who will join the street teams, meeting with the user to discuss the resources and structure their learning.
The objective of this phase is to establish a personalized mentoring process for homeless users, more effectively promoting the development of educational skills through more structured informal training tailored to the user’s interests and abilities, in coordination with their social care process, facilitating their access to Phase 3.
While in Phase 1, the street team (social workers and technicians) was primarily responsible for providing resources and providing timely advice regarding any questions users might have about learning independently with the simple educational resources provided, in Phase 2, trainers and teachers will join the street team to support the homeless participants, creating a bond and generating a more structured and effective learning process for key competencies, transversal competencies, and basic knowledge, as well as fostering a climate of trust.
The resources provided to homeless people are simple and equivalent to the initial course 2 corresponding to Initial Teaching (Literacy and New Reading) of basic adult education (EPA) or equivalent in the rest of the EU countries.
PHASE 3
December 2025 – June 2026
Once the student has regained educational and social skills, they are transferred to formal spaces to receive short, highly variable training tailored to their level.
This training is delivered by adult education teachers and culminates in their integration into a formal school.
This phase is designed in a manner consistent with the curriculum of Module 1 of Level 1 of Secondary Education for Adults (ESPA), but with specific adaptations that respond to the needs, interests, and specific situations of homeless adults. It consists of teaching units that are structured around practical, relatable, and useful learning situations that connect with prior knowledge and the daily reality of homeless people. This training process is carried out exclusively within social organizations that work with homeless people. The purpose of the program is to create a realistic and accessible bridge between homelessness and access to formal training at Adult Education Centers (CEPA or equivalent in other countries).
The content is developed through meaningful learning situations based on the participants’ everyday reality: how to read a shelter sign, how to complete a social assistance form, how to calculate daily expenses, how to interpret the news, or how to understand a prescription.
It is recommended that the development of each learning situation be adapted to the level, pace, and personal circumstances of the participants to ensure an inclusive, understandable, and meaningful experience for the entire group.