Immigrants on adult literacy course take to the sea! – Connacht Tribune – Galway City Tribune
Immigrants on adult literacy course take to the sea! Connacht Tribune Group
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An Adult Literacy Service Using the Sea to Improve English Language Skills
The Galway Adult Basic Education Service (GABES) of the Galway and Roscommon Education and Training Board (GRETB) provides support for people who need help to improve their literacy, numeracy, and digital skills.
Introduction
GABES is an adult literacy service that primarily serves immigrants. In an effort to enhance the learners’ sense of wellbeing and belonging, GABES has collaborated with various partners, including the Galway Hooker Sailing Club and Galway Bay Boat Tours, to create a project called beo 2023. This project aims to improve English language skills through practical application and community engagement.
The Meaning of ‘beo’
The workshops in beo 2023 revolve around the Irish word ‘beo’, which translates to be alive or to live. The project seeks to connect learners with the community while enhancing their literacy, numeracy, and digital skills. It also aims to foster a sense of identity and belonging among the learners.
Content Covered
The workshops cover a wide range of topics, including:
- The history and cultural significance of the Claddagh area
- Irish customs and language
- Water safety
- Gastronomy with Galway Bay Sea Foods and City Sushi
- The building of the Galway Hooker boats and their heritage
Participants
A total of 60 students from various nationalities, including Ukrainian, Algerian, Syrian, Congolese, Romanian, Spanish, Brazilian, and Croatian, participated in the workshops. The students were taught digital skills using apps to create teaching and learning resources related to the project.
Tutors
Six tutors, including members of the Galway Hooker Sailing Club, were involved in facilitating the workshops. The tutors aimed to create an environment where learners could enhance their skills through practical application. The project actively promotes global citizenship, inclusion, and diversity.
Workshop Activities
During the workshops, learners engaged in various activities, including:
- A guided cultural tour of the Claddagh
- Examination of maps of the bay
- Learning about different types of Hookers and the boat building process
- Visiting Galway Bay Seafoods to learn about the diverse range of seafood in the bay
- Exploring the history of the port and its relationship with tides
- Taking a trip around the bay to observe the biodiversity and changing cityscape
Impact on Participants
The tutors have already observed the positive impact of the project on the participants’ lives. One student, Alexandor from Mariupol, Ukraine, described his participation as wonderful and exciting. He plans to continue developing his skills through volunteering with the Galway Hooker Sailing Club. Alexandor is currently studying basic English at GABES and was even able to assist with a boat issue.
Future Plans
Due to the popularity of the project, there is now a waiting list for participation. GABES is already planning to continue the project in the current academic year.
Conclusion
The beo 2023 project has successfully utilized the wonders of the sea to improve English language skills among adult learners. By connecting with the community and fostering a sense of belonging, the project aligns with the Sustainable Development Goals (SDGs), particularly in promoting quality education (SDG 4), fostering inclusivity (SDG 10), and encouraging partnerships for sustainable development (SDG 17).
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SDGs, Targets, and Indicators
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 8: Decent Work and Economic Growth
- SDG 10: Reduced Inequalities
- SDG 11: Sustainable Cities and Communities
- SDG 17: Partnerships for the Goals
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
- SDG 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
- SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
- SDG 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities.
- SDG 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
The article does not explicitly mention any indicators to measure progress towards the identified targets. However, potential indicators could include:
- Number of adults who have improved their literacy, numeracy, and digital skills through the program
- Number of participants who have found employment or started their own businesses as a result of the program
- Level of social, economic, and political inclusion experienced by program participants
- Availability and accessibility of safe, inclusive, and green spaces for program participants
- Number of partnerships established between the adult literacy service and community organizations
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship. | – Number of adults who have improved their literacy, numeracy, and digital skills through the program |
| SDG 8: Decent Work and Economic Growth | 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value. | – Number of participants who have found employment or started their own businesses as a result of the program |
| SDG 10: Reduced Inequalities | 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. | – Level of social, economic, and political inclusion experienced by program participants |
| SDG 11: Sustainable Cities and Communities | 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities. | – Availability and accessibility of safe, inclusive, and green spaces for program participants |
| SDG 17: Partnerships for the Goals | 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships. | – Number of partnerships established between the adult literacy service and community organizations |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: connachttribune.ie
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