1. European Women Interactive Learning GRUNDTVIG Learning Partnership SOME CONSIDERATIONS ON THE TARGET GROUP

2. a)The identified target group should be: ·General enough to be considered in all partner countries ·Specific enough to allow an effective identification of: -best practices specifically linked to the target group -learning needs matching with their aims and expectations -possible concrete developments of future initiatives b)The target group identified during Athens meeting was described as women: -Over 35 -Outside formal learning systems -Interested in non-formal learning -Employed and un-employed with family 1)SOME CONSIDERATIONS ON THE TARGET GROUP

3. The target group is therefore really general and based on non-restrictive criteria -e.g. over 35 – no upper limit -Employed and Unemployed WE SUGGEST TO BETTER “REFINE” AND “DEFINE” THE TARGET GROUP THUS WE PROPOSE : - A short “state of the art” on EU trends on flexible working, precarious working and unemployment. - Some inferences linking this “state of the art” draft to potential target group - As a consequence, some proposals to better identify a suitable target group for the project

4. According to the survey carried out in 2010 by the European Foundation for the improvement of Working and living Conditions: Part-time employment has been increasing in Europe The majority of part time workers consider it as a solution for balancing work and family At the same time, the part-time rate for women (32%) is four times the part-time rate for men (8%). Across EU companies, part-time is most common in education (85%), health and social work (84%), which are female-dominated sectors (78% in health and social work; 71% in Education). Moreover, the number of part time working women increases with the increase of age 2) THE PART TIME ISSUE:

5. In the European Parliament resolution on Precarious women workers, approved in December 2010, the European Parliament stresses, among others, that: -increasing flexibility puts in particular women, who often have to balance family obligations, in a more vulnerable position which can lead to precarious jobs -women are over-represented in precarious employment -the over-representation of women in precarious work is a key contributing factor to the gender pay gap; therefore improving job quality for women will reduce the gender pay gap -precarious work is widespread in particular in the education, health and social work, where the majority of employees are women. 3) PRECARIOUS WORK AND GENDER ISSUES IN EUROPE:

6. Part time working women and precarious working women seems to be a good target for EWIL since the features of this group corresponds to those set up in Athens meeting 1.Over 35 2.Outside formal learning (they already have undergone their formal education) 3.Interested in non formal learning, since they: - Are likely to be part of a group already having interest in education and training (the majority of part time workers and precarious workers belong to the Education sector!) - Have more time to dedicate to their training - Can concretely use cultural contents to be transferred in their work. Specifically, women working in Education could be a promising target group since: 1.They are already interested in the educational sector, more open to training 2.They are used to flexible working time (for different reasons, including lessons timetable etc.) and therefore they are more likely to have time for their training 3.They are more used to update themselves and have a more developed “cultural curiosity” 4) SOME INFERENCES

7. 5) A PROPOSAL FOR A MORE PRECISE DEFINITION FOR THE PROJECT TARGET GROUP 1)Precarious or part – time employed women working as teachers or trainers 2)Unemployed or non – employed people having vocational qualifications or skills enabling them to work in the training sector That is to say: Athens Target + Further proposed features: women  Holding a University degree (or equivalent qualification)  In subjects: - allowing them to work as teachers or trainers (both formal and non formal): each country has its own subjects to consider OR: - which imply difficulties in finding a job and are likely to be exploited in training activities (above all non–formal): sociology, cultural heritage preservation, philosophy.

8. Precarious or part – time employed women working as teachers or trainers and unemployed or non – employed women having vocational qualifications or skills enabling them to potentially work as teachers or trainers have strong motivation to learning, for personal, social and economic reasons. 6) MOTIVATION TO LEARNING FOR THE PROPOSED TARGET GROUP 1.They have flexible working hours / flexible agendas and engagements: this allow them to have time for training and to benefit the most from ICT tools flexibility. 2.They can re-use acquired knowledge in their own job or exploit it to search new jobs (“new skills for new jobs” EU philosophy) 3.As a consequence, they will have the opportunity to improve their social recognition, since they can get a better job, in terms of contents, tasks and personal, professional and economic reward.

9. 7)TO BE TRANSFERRED -territorial – based cultural knowledge -valorisation of local culture -creative society and creative economy “CULTURAL BASIN” -environmental issues -eco – innovation LOCAL SUSTAINABLE DEVELOPMENT -e-learning as a new tool / methodology supporting trainers -training in an open society: social issues connected to training -non formal – training methodologies CURRENT TRAINING CONTEXT

10. SOME OPPORTUNITIES TO EXPLOIT ACQUIRED CONTENTS FOR JOB PURPOSES: 1)Participation as a teacher to non – formal training activities (for adults or not) developed by local authorities, associations etc. in themes as local development / culture, environmental awareness, social inclusion and trans-national dialogue 2)Tourism operators activities, helping visitors in organising tailor – made travels in their local areas 3)Consultancy and advice on available ICT based training methodologies and tools, for the benefit of other trainers active in non – formal training 8) HOW TO EXPLOIT ACQUIRED KNOWLEDGE