100 participants
greece, spain & france
9 month
Pilot tests with homeless people
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.
Results of the pilot tests
The pilot implementation of the methodology in Spain was carried out with a sample of 44 adults experiencing homelessness, within the framework of stages 1 and 2 of the methodology, corresponding to the intervention in the street environment and the initial educational guidance.
Regarding the assessment of the content, 86,4% of the participants considered it interesting or very interesting. Likewise, 92,3% stated that the resources addressed relevant or very relevant issues for their personal situation.
In terms of accessibility, 92,5% of the people surveyed stated that the content was easy or very easy to understand, while 90% considered that the design and structure of the materials facilitated learning.
Regarding the perceived impact, 87,2% of the participants indicated that the resource helped them to reflect on or improve their skills. On the other hand, 73,2% considered that these materials could be useful or very useful for other people around them.
In terms of overall rating, 88,4% rated the experience as good or very good. Lastly, 85,4% stated their intention to continue using similar training resources in the future.
In the case of Greece, the evaluation focused on stage 3 of the methodology, corresponding to educational intervention in the classroom.
The pilot implementation of the methodology in Greece was carried out with a sample of 56 homeless adults. Data collection was carried out through an individual questionnaire administered in the classrooms of the Mosaik Support Center, a community space aimed at education, social inclusion and the strengthening of links between local people and migrants.
Regarding the general assessment of the methodology, 92,9% of the participants described it as «very interesting». Likewise, 100% stated that the contents were easy to understand, while 96,1% positively evaluated the design and structure of the materials used during the sessions.
In terms of the relevance of the contents, 87,3% of the people surveyed considered that the resources addressed problems relevant to their life situation. On the other hand, 94,4% stated that the materials contributed to the improvement of their skills, and the same percentage stated that they could be useful for other people in their environment.
Regarding the overall assessment of the experience, 98,2% of the participants considered it very positive. Lastly, 90,5% stated their intention to continue using similar training resources in the future.
Pilot test with teachers, technicians and social workers
The pilot tests of the project were carried out with the 35 participants, including adult education teachers, social workers and technicians from INSITU, LESVOS SOLIDARITY and GRETA AUVERGNE. The main objective of this phase was to validate both the training resources developed and the intervention methodology designed in the project, evaluating their applicability in real contexts of work with young adults in a situation of homelessness.
The pilot tests were structured in two complementary lines of action. First, the participants took the Training Course (R2) through the VIE e-learning platform, which made it possible to evaluate the quality of the contents, the usability of the platform and the adequacy of the training to the needs of the professionals.
Secondly, the participants implemented and tested the methodology developed in the project through the practical application of the course and the OER (R3), following the three methodological phases defined.
In Phase 1, social workers and technicians from social entities used the resources designed for the first level of intervention during the sessions developed by the street teams, bringing educational materials to young adults experiencing homelessness in their own care settings.
In Phase 2, the intervention acquired an interdisciplinary character through the incorporation of adult education teachers, who worked together with social workers and technicians to implement the educational resources with the participants.
Finally, in Phase 3, adult education teachers developed training actions using the didactic units created within the framework of the project. These activities were carried out in non-formal education centres, such as Mosaik Center, where young adults experiencing homelessness were able to participate in structured training processes.
Results of the pilot test
Regarding the assessment of the content, 91.4% of the participants considered that the Virtual Training Course provided them with the knowledge and skills needed to apply the project’s methodology. Likewise, 88.6% stated that the course content was clear, relevant, and easy to follow, while 85.7% considered that the Methodological Guide clearly explains how to implement the three phases of the methodology.
In terms of the methodology’s applicability and usefulness, 91.4% of the respondents indicated that the methodology is practical and easy to apply in their professional context. Similarly, 88.6% considered that the educational resources developed by the project are suitable for working with young adults experiencing homelessness.
Regarding the perceived impact, 91.4% of the participants agreed that the methodology promotes effective collaboration between adult educators and social professionals. In addition, 88.6% considered that the methodology helps engage young adults experiencing homelessness in learning activities, while 91.4% believed that it can contribute to improving their educational and social inclusion.
In terms of confidence and overall satisfaction, 91.4% of the participants stated that they feel confident in applying this methodology in their future professional practice. Finally, 88.2% expressed overall satisfaction with the quality and usefulness of both the Virtual Training Course and the Methodological Guide.
