For the complete interview themes or writing guide, please see related files section in the data description.

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Could you tell me a bit about your organization and your role in the organisation?

What types of young adults are you working with/addressing that represent vulnerable groups?

What distinguishes the vision and approach of [your organisation] in [specific field of adult education] for addressing the needs of VGs and enabling their socio-economic inclusion?

How does [your organisation] contribute to the socio-economic inclusion of VGs? Can you name some outcomes and results from past and current initiatives?

In the project EduMAP we work with the concept of ‘active participatory citizenship’, and we are interested to understand how it is defined and used in other organisations. Do you have a concept of active participatory citizenship and have you addressed this in any of your programmes? If yes, please describe.

Could you describe shortly the work process involved in designing new educational programmes? We are particularly interested to understand the kind of information you need and access for supporting the instructional design process.

How would you describe the pedagogical approach of [GP]?

Could you provide an outline of the course and content? Specifically, we are interested in details about: a. main subjects covered, b. number of taught hours/self-directed learning per module/week/semester, c. patterns of taught hours/self-directed learning/group work, d. site of taught hours, e. pattern of staff allocation

Could you describe the teaching and learning process? For instance, how does a typical class go? (E.g., lectures, student input/feedback, group work, etc.)

From your experience, what is the teaching/learning approach that is preferred or to which students respond the best? What are the most effective formats?

In your experience, have you noticed any differences related to gender in the way participants interact with peers and educators, the group dynamics, or attitude towards the learning and teaching process? Please elaborate.

Could you say something about the procedures for evaluation and assessment/feedback to students?

What competences do [GP] educators possess (or should possess) that enable them to work effectively with vulnerable learners?

Could you tell us about the impacts of this programme on learners? In particular:

Which, in your opinion, are the essential elements of the programme that enable reaching out to these impacts on learners?

To what extent and how does the programme enhance learners’ employability skills and contribute to improving their life conditions/economic standing?

What specific parts of the programme aim to facilitate their economic skills (e.g. employability skills)?

To what extent and how does participation in the present educational initiative increase learners' willingness and capabilities to interact with people/groups in diverse social environments?

What specific parts of the programme aim to facilitate their social and/or cultural skills (e.g. communication skills, intercultural skills)?

To what extent and how does participation in the present educational initiative contribute to increasing learners' civic and/or legal-political knowledge/awareness/competences?

What specific parts of the programme cultivate [civic competences/legal notions] or facilitate their civic engagement and political participation?

As an average, how much do learners attend each module/class?

As an average, how many graduate/complete the course?

In your opinion, how could the programme be improved for future editions or if new editions are run on a similar format?

What do you think can be learnt from this programme, which can be useful for designing and running similar programmes in other contexts?

What are the main institutional actors that are important for running the educational programmes and the day to day activities of your organisation? [e.g., state institutions, employers, community organisations, etc.]

With which actors you maintain closer communication and contact? How?

Which institutional actors would be important but are hard to reach?

How are learners recruited for this programme?

To what extent and how do you communicate with students beyond the class hours?

Do you continue to communicate/keep in touch with students after completion of the programme? If yes, how?

What are the role and specific tasks of your organization concerning the regulatory framework for [adult education / inclusion of vulnerable groups]?

Does your organization have a strategy for the promotion of a gender balanced engagement/combat gender imbalance and discrimination? Which are the main obstacles that prevent it? Which mitigation actions have you conceived/implemented?

Could you describe shortly the work process for [conceiving new policies/ assessing and shaping existing policies and measures/ensuring the effective implementation of policies/regulations/measures]? We are particularly interested to understand wherefrom and how do you access information needed for [conceiving new policies/developing policy strategies/decision-making, ..], and what type of information is essential in the process.

To what extent and how are representatives of civil society and vulnerable groups involved in or consulted during the process of [developing new policies /regulations/measures/initiatives, developing/refining implementation strategies, ...]?

Does [your organisation] work with a concept of active (participatory) citizenship? If yes, please describe what does it mean according to your organisation to be an active citizen.

In your opinion, what are the most important issues faced by vulnerable groups, which should be considered by current policies on [education/adult education/inclusion of VGs]?

What is your opinion about current policies on [education/adult education], in terms of their effectiveness, achievements and shortcomings for the inclusion of VGs?

Do you think current policies are addressing adequately issues related to gender? Please elaborate.

Are the policy goals achieved or implemented effectively into practice? In what way?

To what extent does the current regulatory framework create a favourable environment for the work of educational agencies?

In your opinion, is there a need to improve the regulatory framework/public policies on [education/adult education/inclusion of VGs]? In what way?