An e-learning training course aimed directly at formal education teachers in order to train them to work with homeless people, especially to develop the advanced phase of our strategy, as well as for trainers of street teams from social organizations in order to improve their training skills in line with the adult education curriculum. Teaching a homeless person is not easy, even if the teacher or trainer already has prior training, and requires training in specific barriers and methodologies.
In this sense, through this result, teachers, trainers, and professors will develop fundamental skills to enhance and improve their educational activities and, especially, to train them to teach homeless adults.
Contents
TOPIC 1: INTRODUCTION TO THE COURSE: OBJECTIVES, APPROACHES AND ORGANIZATION OF TRAINING
1.1. Organisation of the course.
1.2. Objectives of the course.
1.3. Educational competencies developed
1.4. Methodology.
TOPIC 2: UNDERSTANDING THE REALITY OF HOMELESSNESS
2.1. Introduction to the problem of homelessness.
2.2. Structural and individual causes of social exclusion.
2.3. Stigmas and social prejudices.
2.4. Barriers to education and inclusion.
2.5. Legal and institutional framework (of the EU and several of its member countries).
TOPIC 3: PEDAGOGICAL APPROACHES TO THE EDUCATION OF HOMELESS ADULTS
3.1. Methodological bases or background.
3.2. The importance of education for people experiencing homelessness.
3.3. Proposed methodological strategy for the training of homeless people.
TOPIC 4: PEDAGOGICAL RELATIONSHIP AND EDUCATIONAL TOOLS
4.1. The construction of the teacher-student bond
4.2. Empathic communication and active listening
4.3. Trust as the axis of the educational process
4.4. Handling complex and unregulated situations
TOPIC 5: EDUCATIONAL OBJECTIVES, PROCESSES AND RECOMMENDATIONS FOR A TEACHER OF HOMELESS PEOPLE
5.1. Skills and knowledge of the education of homeless adults.
5.2. Methodological and assessment guidelines adapted to homelessness.
5.3. Recommendations for the educational action of the teacher.
5.4. Curricular adaptations for homeless people
TOPIC 6: TEACHER SELF-CARE AND CRITICAL REFLECTION.
6.1. Burnout syndrome in teachers.
6.2. Tools for the emotional care of teachers.
6.3. Spaces for pedagogical reflection and supervision.
6.4. Psychological safeguards in the teacher-student relationship without home.
TOPIC 7: LEGAL FRAMEWORK AND PUBLIC POLICIES.
7.1. Legislation on adult education and homelessness.
7.2. Public policies and programs available at the local/national level.
7.3. Access to rights: health, housing, documentation, food.
TOPIC 8: TERRITORIAL PRACTICES AND REAL EXPERIENCES.
8.1. Hogar Sí- Personalised Employment Project for People in a Situation of Homelessness.
8.2. In situ Social – KA210 Project. Looks to see the invisible.
8.3. Feantsa – Erasmus + Women and the Homeless (2019-2021)
8.4. EAPN- DIGITALiza en RED (Digital Transformation of the Third Sector)
TOPIC 9: STREET PROCEEDINGS
9.1. Definition and objectives of street processes.
9.2. Intervention strategies in public space.
9.3. The role of accompaniment in the intervention.
9.4. Challenges and risks in street processes.
TOPIC 10: CONCLUSIONS
REFERENCES