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Most of the educators (teachers) are broadly versatile when they are working with learners that are literate on high levels (well educated or prepared). But, when low literate and/or low educated learners are concerned, many difficulties arise. Pretty important group of people are those who are functionally illiterate. International project was conducted in the period 2020-2022 with its main goal to ensure the adult educators to possess the necessary skills and competencies for creating motivating, productive and effective learning environment for adults with educational levels that are below the needs of the modern society regarding its professional, cultural and social aspect. The main intellectual output (out of three) was the web application integrating all the aspects of the issues targeted. [ABSTRACT FROM AUTHOR]

The main purpose of this study was to analyze retrospectively the memories of a group of adults with low skills and the relationships between their memories and their physical education teachers during their school time. Ten adults (7 women and three men) participated in this study, aged between 25 and 56 years that declared to be low skilled during their school days. In order to carry out this study, a semi-strutured interview was conducted focusing the attention on obtaining memories of participants in their PE classes during their schoolage, and mainly their perceptions and feelings about their Primary and Secondary PE teachers. Results showed that the memories of behaviors and personality of their PE teachers were more important for participants than the learning from activities that their PE teachers taught. The feelings and emotions about his/her PE teachers were mostly negative, characterized by humiliation, abandonment, lack of help or indifference towards them. For these participants, their PE teachers did not live up to their needs. Knowing these memories had permitted the researchers to know a hidden part of the PE subject that is referred to a sector of the school population that shows low motor competence.

This review examines foundational and recent literature focusing on teacher cognition and how it influences instruction during physical education. Databases in physical education and education were used to gain an understanding of how teacher cognition has been studied in physical education. The topic of teacher cognition is key for student experience, especially for low skilled students, who are trying to develop skill. The way teachers think about activities and present the tasks during physical education class are critically important as students explore movement possibilities. This review will cover the following sections: a) methodological considerations when studying teacher cognition, b) planning, c) reflection, and d) pedagogical content knowledge. Being aware of elements that add to instruction during teachers' thoughtful practices, may increase student learning opportunities. [ABSTRACT FROM AUTHOR]

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A skilled workforce is a prerequisite for productivity and a stepping stone for innovation. This is the reason why education and investment in skills have been made the foundations of Europe 2020, Europe’s strategy to overcome the economic crisis and boost growth. The propensity for developing skills is consistently present in European countries and concerns all educational levels. However, differences between countries are often considerable, in particular with regard to skills and educational attainment. There are countries, such as Italy, which have not been successful thus far at decreasing the number of low-skilled workers. This article aims to describe the situation of low-educated and low-skilled workers in Italy and the impact of the economic crisis on this particularly vulnerable group. The work is based on official data issued by national and international institutions, as well as on results from a narrative analysis of 15 biographical interviews with low-skilled adults in Italy conducted within a Cedefop project. Drawing on both types of sources, the article will offer a perspective on the relationship between structural constraints in regard to access to and participation in lifelong learning in Italy, specifically for low-skilled workers, and individual strategies adopted to cope with these constraints. [ABSTRACT FROM AUTHOR]

The drivers of learning for mid-career workers with few initial qualifications from the Czech Republic, Denmark, England, France, Germany, Italy and Poland are examined. The focus in this article is upon the learning pathways and experience of the low-qualified drawn from empirical research which gathered and analysed the strategic career and learning biographies of 105 low-skilled individuals, mainly aged between 25 and 40, in the 7 countries, using semi-structured narrative interviews. The five drivers for learning evident in the interviews were enhancing self-efficacy; self-improvement; labour market-orientated learning; significant others motivating learning; and work-related practical learning. The interviewees were divided between those who wanted tangible and immediate learning outcomes and those who saw learning primarily as a means of self-improvement. Some interviewees with negative experiences of initial education were motivated to re-engage by a positive experience with continuing education, encouragement of significant others or through an experience of mastery of challenges at work which led to an increase in their self-efficacy. For the majority of interviewees, practical learning was particularly appreciated, whether undertaken to secure or enhance their current labour market position or undertaken to increase their self-efficacy. [ABSTRACT FROM AUTHOR]

We assume that social media use contributes to employability and sociality and media literacy complements a basic set of skills. Especially the low skilled and low educated lack media literacy, which contributes to their precarious situation and increases a participation gap. A database search for peer reviewed articles covering effective elements of media literacy did not return any useful results. The retrieved literature was scarce and media literacy concepts were inconclusive, conflated or ambivalent. We then broadened our scope, using a snow ball technique and Harzing’s Publish and Perish for control purposes. This approach lead to literature indicating that self-presentation and self-profiling are important literacy practices, involving knowledge and skills related to participation in social and economic contexts and understanding of the relations between sociality, employability and networks. Media literacy is best approached as hands-on, situated and experiential, taught in a democratic and critical fashion and related to the attitudes and perspective of the low educated and the low skilled. There is however no clear answer what the complementary role of informal learning is and how literacy related skills and knowledge demanded for lifelong learning may change during the life course. It is also important that policies focussing on inclusion and participation broaden their perspective beyond individualistic notions and , consider the influence of structuralizing mechanisms that create inequality and extend their explanations beyond those framed by economic theories, models and categories.

This explores the narratives from three individuals in low-skilled employment in the UK. The interviewees reflected upon their experiences of learning from compulsory education and beyond and their pathways through education to employment. The narratives illustrate how with the support of significant others, resilience and proactivity, they can overcome negative influences and subjective barriers to learning. Their barriers to learning will be examined in terms of their impact on future pathways and aspirations. The discussion will conclude by examining the role of significant others, and the potential role of career professionals, in combatting negative experiences of learning in order to raise aspirations and support positive pathways. [ABSTRACT FROM AUTHOR]

Improving the labor market position of low-educated workers is one of the most important goals of regional labor market policy. Underqualifícation, meaning holding a job at a higher level than expected based on one's formal education, can be--under certain conditions--a favorable position from both an individual and a policy perspective. In this study we used repeated cross-sections of data about Dutch workers from 1996 to 2006 to relate the chances of underqualifícation to personal, firm, and labor market characteristics. Briefly, we found that, for low-educated workers, firm and personal characteristics are more important than regional characteristics in explaining underqualifícation. Higher regional unemployment rates lower the chances of being underqualified. Working in smaller firms or firms with many high-skilled jobs has a strong positive effect on the chances of attaining higher level jobs, while working in firms with many highly educated workers lowers these chances. Women and nonnatives are less often underqualified, whereas older workers are more often underqualified. Gaining more insight into the determinants of underqualifícation is important for developing more effective policy measures that aim to improve the labor market position of the most vulnerable groups in the labor market. [ABSTRACT FROM AUTHOR]