st prize 25th Anniversary of the Universidad Popular of palencia

12528-INGLES Premios Miguel Hernandez.indd 1 26/5/10 12:22:20 12528-INGLES Premios Miguel Hernandez.indd 2 2 Miguel Hernández Awards 2009 rjc: pnos ct cuclos ec The etc. councillors, city sponsors, project: titutions, and it is the town halls which embrace the spirit. same Other Popular Universities are created by the local ins- share would it though versities, to develop it in the same way as other Popular Uni- possible not was it that clear was it start the From project inPalencia. the implement to Universities” organisation the contacted “Popular they project the of hearing On global andabstractlevels. higher to surroundings immediate their from ging ran- world, the of understanding better a them achieve helping and skills knowledge of fields new long education of adults, allowing citizens to access nizations to create a project in Palencia for the life- was driven by 1984, the interest of individuals in and social orga- established Association, UPP The 2. Background 1. Details Programme 2009-2010: Website: E-mail: Telephones: City: Postcode: Address: Entity: http://univpalencia.net/upp0910.pdf www.univpalencia.net [email protected] 979 752182-702604 Palencia 34003 C/ Padillas/n,Edif.BuenosAires Universidad PopulardePalenciaReyAlfonsoVIII estimates– started attending classes, and the UPP and Culture –doubling participants Education, 400 semester That Health. areas: large three into grouped workshops and courses of a programme with classrooms its opened (UPP) Palencia of On the 4th of March 1985 the Universidad Popular independence creates. which values positive the and us positive, for the constant struggle that strengthens due to the effort required to attain funding; and the negative, The senses. negative and positive both in trademarks, our of one become has and valid 25 years on, this characteristic circumstance is still project. the initiate to infrastructures and resources funds, –registered as a fully legal association– and finding association an creating required project Palencia 26/5/10 12:22:33 was born, guided by over 20 social educators with In the mid-1980’s, Palencia’s adult Education pro- limited time to dedicate. gramme was almost solely limited to the formal education given in EPA centres. It is precisely at The aim of the Association “Universidad Popular de this time of political and social change when new Palencia Rey Alfonso VIII”, according to its statutes, is social and “private” initiatives arose in this field “to develop and encourage citizens through educa- (Farmers’ Schools, religious centres, specific acti- tion and culture, fostering the creation and start-up of vities in town quarters, etc.). organisations that strive to develop a variety of socio- cultural activities.” An essential organisation for this is The significance and work of the UPP is perfectly the Universidad Popular of Palencia, whose reach will reflected in thePalencia Strategic Plan 2000, deve- soon stretch beyond the town to the entire province. loped by the town hall jointly with prominent social institutions of the city, in which, among other mat- It should be pointed out here that Palencia’s capi- ters, it states: tal has a population of 80,000 with 102,000 in the rest of the province; therefore nearly half of the “Palencia has an important centre for non-formal population is already city-based. One reason is the education: the Universidad Popular Alfonso VIII appeal of the city over the countryside, strengthe- (UPP). The UPP is its key focus point, despite not ning the city, but also showing a clear migration having its own facilities. Of its students, nearly the heavy depopulation of the villages. 50% only have primary studies and only 3% are

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12528-INGLES Premios Miguel Hernandez.indd 3 26/5/10 12:22:39 12528-INGLES Premios Miguel Hernandez.indd 4 4 Miguel Hernández Awards 2009 1 is stillactivetoday. it –the FEUP– the UPP thus began its activities and Supported by the education project which sustains and culture.” education stimulating thereby relationships It their students. its improving in esteem, self participants’ the increases generates it change cultural socio- the is activities UPP’s the regarding tant From a strategic point of view what is truly impor- UPP. the of abilities organisational and cational great cultural the interest of our citizens, to as well as the attest edu- data These unemployed. are university graduates. 15% are pensioners and 5%  (pages 140-141). Hall Town Palencia 2000, Palencia Estratégico Plan Document 1 •  •  •  •  We havethree fundamentalreferences: and reference points,adjustingthemtoourneeds. Organisations by our as adopt and share we which set and Institutions principles and lines guide- from developed and emerged Palencia of The educational project of the Universidad Popular PROJECT FRAMEWORK OFOUREDUCATIONAL Organic LawonEducation2/2006,LOE. Universities Adult EducationLawofCastillayLeón,2002. Popular of (FEUP). Federation Spanish V. UNESCO, Hamburg Declaration, 1997. CONFINTEA 26/5/10 12:22:46 The Hamburg Declaration Spanish Federation of Popular Universities on Adult Education (FEUP)

We agree with this Declaration that: The Spanish Federation of Popular Universities pro- vides guidelines and safeguards the specific and • Lifelong education is more than a right: it is vital unique principles that define Popular Universities as in the 21st century. It is both a consequence of “a social and cultural development project that acts active citizenship and a condition for full par- locally, with the aim of promoting social participa- ticipation in society. It is a powerful concept for tion, education, training and culture, to improve the fostering ecologically sustainable development, quality of life of the people in the community.” for promoting democracy, justice, gender equal- ity, and scientific, social and economic develop- It is a member of EAEA (European Association ment, and for building a world in which violent for the Education of Adults) and belongs to ICAE conflict is replaced by dialogue and a culture of (International Council for Adult Education). peace based on justice. • Adult education denotes all learning processes, The Universidad Popular of Palencia shares the formal or otherwise, via which adults develop their strategies and objectives of FEUP, some of which abilities, enrich their knowledge, and improve are: their technical or professional qualifications or redirect them to meet their own needs and those 1. To promote lifelong learning and education of of society. adults with dialogue between cultures, the right • Though the content varies according to eco- to learn and equality among men and women, nomic, social, environmental and cultural con- etc, in local, regional, national, European and texts and personal needs, adult education global spheres. and also children’s and adolescents’ educa- 2. To provide and shape the way for close col- tion are necessary elements of a new educa- laboration between People’s Universities, in tional vision in which learning becomes truly the development of activities, projects and pro- lifelong. grammes of each Popular University. • The objectives of this type of education are: to 3. To cooperate with Institutions, enhancing exist- develop the autonomy and sense of responsibil- ing collaborative agreements and to achieve ity of people and communities, to reinforce the others (Women’s Institute, Ministry of Education, capacity to deal with the transformations taking AECID...). place in the economy, in culture and in society 4. To develop and promote meetings on lifelong as a whole, and to promote coexistence, toler- learning, as recommended by UNESCO, in ance and the informed and creative participation Autonomous Communities and towns where of citizens in their communities. PU’s are based. 5. To help train educators, through seminars and workshops, facilitating communication for edu- cators in the various PU’s.

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12528-INGLES Premios Miguel Hernandez.indd 5 26/5/10 12:22:52 12528-INGLES Premios Miguel Hernandez.indd 6 6 Miguel Hernández Awards 2009 ie kls hn aig utrl sca, economic and politicalrealities.” social, cultural, facing when skills tive participa - and thinking critical their developing as better serve their own needs and to those of society, as well them reorienting competencies, sional profes- or technical their improving educa- arenas, tional and cultural accessing knowledge, enriching their abilities, their developing of the possibility León y Castilla in citizens adult offer to aims that otherwise, or formal learning, for processes be the to Education of Adults: understood is what share and accept We Organisa- participative tions, actions,etc. the Education, Adult for Council the of running the as: such directly us ing tions, specifically regarding certain elements affect- regula- into transformed be also Law the but that demand it to adhere we time; that from with ply of theprincipleswebelieve tobefundamental: some highlight we there From education. adult to Specifically, we focus on articles 66 to 70 which refer throughout life.” conceived as continuous learning, to be developed embrace “education gladly supports which I Chapter of d) section we though Education, Adult to referring those are points reference our Naturally, Organic LawonEducation2/2006,LOE 9 on 3/2002 Law The regional government of Castilla y León passed Adult EducationLawinCastillayLeón 6.  PU’s. the of activities and programmes on approach joint a for assemblies and congresses hold To th April 2002 to which we com- we which to 2002 April “the body of activities and 4.  3.  2.  1.  IN THEPROVINCEOFPALENCIA PROGRAMME LOCATIONS and measures taken to validate the learning learning the validate achieved inthesemanners. to taken measures and routes both between established be therefore work experience or social activities. Links should mal or non-formal learning activities and for through through both learning achieve may Adults the by established Law. objectives the share We ous socialentities. Institutions, as well as with local bodies and vari - particular,in labour and, with education adult in cooperate with other public Institutions engaged To achieve this aim, educational Institutions may opment. devel- professional and personal their enhance to skills and knowledge their broaden or plete over people eighteen all the possibility to acquire, offer update, com- to aims education Adult Type ofSocio-EducationalInterventions Interventions forImmigrantGroups General EducationalInterventions Interventions forEthnicMinorities Interventions forDisabledPeople *

vas delasquesondestinatarios. educati- las y sociales todas intervenciones de gestión la para cia referen- su éste siendo corres- pondiente, Centro su en integrados y están municipios los de Todos uno cada Palencia. de provincia referencia geográfica como de nuestro trabajo en la (CEAS) Social Acción de centros los Tomamos Interventions fortheElderly Interventions forYouths European Programmes Women’s Interventions Social Exclusion - 26/5/10 12:22:58 3. Description

OBJECTIVES

The PPU’s main objective is to promote the social participation of citizens, a fundamental condition to enhance democracy and to develop the community socially, culturally, educationally and economically. Participation also implies having and using the means necessary for action.

To develop this objective, the Universidad Popular of Palencia aims to:

a. Motivate and stimulate people to understand their immediate environment, become skilled and organised to enable their contribution to society. b. Promote conditions that allow people and communities to develop, overcoming cultural and educational barriers that limit their participation. c. Encourage self-organisation and the sense of responsibility in people, groups and citizens, and help to shape the fabric of society making social participation possible and effective. d. Encourage work in collaboration with organisations dedicated to this end. e. Foster and find alternatives that help enjoy leisure and free time in a creative manner.

SCOPE OF INTERVENTION

The Universidad Popular of Palencia project is underprivileged people, it has made the effort of intrinsically dynamic and closely follows the needs adapting its offer to take into account the needs and demands of the community it serves. Initially of some less privileged social groups such as this was the city of Palencia and, though it con- women, young people, elderly people, immi- tinues to be so, new geographical locations in grants, the unemployed, underprivileged minors, the province and new areas of interest have been drug addicts, prison inmates, rural people, socially added to cover the needs of certain groups that excluded people, etc. require our attention and commitment. Work with different groups in the population is car- The Universidad Popular of Palencia offers the ried out with the aim of understanding the edu- entire population a chance to extend their learn- cational needs of social groups and focusing our ing opportunities over their lifetime. Faced with the methodology according to those specific needs. challenge of motivating and facilitating access to We are not stigmatizing the population into new

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12528-INGLES Premios Miguel Hernandez.indd 7 26/5/10 12:23:04 12528-INGLES Premios Miguel Hernandez.indd 8 8 Miguel Hernández Awards 2009 isl, h UPs rgnl rjc, the project, original UPP’s the Firstly, account into effort take we educational huge the understand help To exchanging experiencesinthesefields. and evaluating up, following of researching, course, and, services; academic and technical pro- viding funding; managing and generating implies: To work for and in favour of these groups of people tions ofequality. groupssocial all of integration full the for condi- in striving and individual the respecting integration, social of framework the among within groups various the interaction encourage to attempting are categories or trying to maintain the categories. We two fields of intervention. of fields two Annual Annual 1.  the generalguidelinesofintervention: in project are defined UPP the of beneficiaries The collaboration, etc. and cooperation contracts, agreements, alliance estab- system lished for each case: the announcement of subsidies, to according organisations the UPP at the request of institutions, entities and all ers cov- field second The headquarters. our at held and 16 over everyone to open is year after year which Workshops, and Courses of Programme cia. Palen- of Popular Universidad the of hops works- and courses of programme Annual projects and interventions carried out by out carried interventions and projects 26/5/10 12:23:10 2. Projects sponsored by institutions and deri- • Policies for equal opportunities. ving from ties with social and economic enti- • Work placement: Equal Programme. ties and organisations. • Rural development: Leader and Leader+. 3. Projects within the territorial and regional • Cultivation and appreciation of natural and cul- framework: tural heritage. • Recovering traditional culture and spreading her- • Educational programme in municipal social cen- itage awareness. tres dependent on Palencia’s Town Hall. • Joint programmes with the centres for social 5. Socio-educational intervention projects with action (C.E.A.S.) in the . specific-needs groups: • Programmes integrated into social action plans of the Diputación de Palencia. • Programmes for the elderly. • Programme to promote assets and resources of • Programmes for disabled people. cultural, environmental, or historical interest in • Programmes for people at risk of social exclu- the rural world. sion. • Leisure and culture programmes in locations • Programmes for immigrant groups. around the province sponsored by town halls. • Programmes for young people. • Programmes for ethnic minorities. 4. Design and implementation of European plans and projects:: 6. Women’s programmes.

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12528-INGLES Premios Miguel Hernandez.indd 9 26/5/10 12:23:16 12528-INGLES Premios Miguel Hernandez.indd 10 10 Miguel Hernández Awards 2009 •  follows: as are Services of structure this of purposes The ices. call we that structure educational and tional organisa- functional, a therefore by sustained and be to diverse needs and broad is project Our OF THEUPP:SERVICES ORGANIZATIONAL STRUCTURE 4. Strategies lowed upintheteamwork. fol- are (PCC) centre’sproject the curricular and (PEC) project centre’seducational the by lished ings, and to guarantee that the guidelines estab- tor whose purpose is to call and moderate meet- coordina- a appointed is Service Each activities. general and methodology goals, end regarding conducted within a Service share a common aim Each of the courses, workshops or programmes response. organisational practical a provide To - Serv departments or sections when the fields in which which in fields the when sections or departments into divided be could Services became some that it evident when arose alterations such of One and socialactions. educational complex increasingly to meaning give to trying always yet Service, each of structure nal both in the terminology used as well as in the inter Services, the in changes made have we time Over •  •  tioned interventions. aforementhe of - angles socio-cultural and tional educa- to the all element between balance good ideal a ensure an are Services various The response. programmatic balanced a Toprovide the covering teachers’ trainingneeds. for place appropriate the being as well as experiences, share problems, ideas, discuss concerns, to which in point meeting a as serves space The Service. the within ers To provide pedagogical support to all the teach- - 26/5/10 12:23:22 they operated broadened and specialised. Cur- Specific education programme/ rently the following Services and their correspond- Knowledge routes ing sections are: Over the last decades, Western culture has under- EDUCATION SERVICES gone rapid changes thanks to the introduction of new technologies; ignorance of these may become This Service develops activities aimed helping citi- a discriminatory factor for finding a job or even for zens complete their basic education, as well as managing daily life successfully. acquiring new and more specialised skills needed to increase their quality of life. In addition, proficiency in three European lan- guages is one of Europe’s educational objectives Lifelong learning programme as set forward in the European Commission’s White Paper “Teaching and Learning. Towards a Recent demographic studies show that in Palencia Learning Society.” A vision of a bilingual and mul- there is a large part of the population lacking in tilingual Europe is clear. Proficiency in three Euro- basic education. pean languages is one of the European Union’s goals and, in the European Commission’s White They require learning methods and subjects Paper “Teaching and Learning towards a learning adapted to their needs and interests thus empow- society,” the objective of a multilingual Europe is ering them to develop their personalities integrate evident. into today’s society and subsequently take an active part in its transformation. Language classes

Women require special attention. Although in Learning languages has become a very complex Palencia women have benefited from noticeable educational need requiring careful thought when progress, certain aspects are still lacking and this designing specific courses: makes their full participation in society difficult. • Proficiency in foreign languages as a result of The low educational level of women is the main formal education is distressingly low (there are problem since it directly excludes women from people with university degrees unable to use the the work place and, indirectly, isolates them from language they have studied in depth). the outside world turning their family into their sole • The need for language skills is not only work- frame of reference. related or to improve education, but also due to new communication situations (internet use, Hence, the first step is to design and implement coexistence with immigrants who speak other programmes with the key purpose of attaining languages, more leisure travel among the eld- women’s participation, thus making women them- erly, influence of languages not covered by for- selves their own agents of change. mal education, etc.).

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12528-INGLES Premios Miguel Hernandez.indd 11 26/5/10 12:23:28 12528-INGLES Premios Miguel Hernandez.indd 12 12 Miguel Hernández Awards 2009 on adailybasis. technology use who people to IT teaches which that than methodology specific more a requires digital This problems). literacy have for courses education enrol who people many instance, (for processes learning basic general more with ible compat - be to has also use Their technologies. Age is no longer a barrier in the demand for these Service’s specificobjectives. this to related directly limelight unconventional in an them places technologies these for need and use generalised the however, Currently spective. per technical purely a from approached ditionally tra- been has technologies information of field The Digital literacyteaching - who becomeinitiatedinthem. ensure they are comprehended and useful to those to technologies these in inherent features ductive We must also include the communication and pro - SERVICES HISTORY ANDTRADITIONALCULTURE have set up several hands-on Workshops for the for Workshops hands-on several up set have we mind in this With life. everyday in meaningful it make and culture traditional our revive to aim We within ourhistoricprocess ofdevelopment. all broach to “expressions” of our trying immediate past and which are traditions, and culture local our of dissemination the and to safeguarding contributed recovery, has UPP the start, the From 26/5/10 12:23:34 recovery of trades and other theoretical Workshops In the last decade many projects addressing young providing information and training on the afore- people have been created, at national, regional mentioned matters, fomenting the understanding and local levels; at the initiative of both social and and appreciation of tradition. public groups. However this is not enough, since there is a large segment of young people who do ARTS SERVICES not take part at all, who have fewer means and feel discouraged, and to whom it is necessary to The community requests leisure time events reach. that allow people to develop their personalities through creative activities that go beyond their It is these young people that the UPP targets, striv- normal daily life at work and home. Often how- ing to contribute to transforming and improving ever, citizens have not had the opportunity to social relations. develop in this direction. “Elderly” section The UPP offers a wide array of options for teach- ing creativity through various workshops. In addi- Spanish society has changed. According to the tion, the Universidad Popular of Palencia offers latest demographic data, there has been a signifi- local artists’ groups the use of its resources cant increase in the over 60 age group. In Palencia (human, material and financial) to carry out their over 32,000 people are over this age, representing activities. approximately 16% of the population.

SOCIAL INTERVENTION SERVICES Not only are there more people, they are also healthier and more active than before. The aver- “Youth” section age life expectancy of 65 year olds is another 15 years. Hence, if we wish to avoid an increase in The period of youth is considered to be a phase age-related problems, it is necessary to offer them of personal development in which individuals are a better quality of life during those years. faced with many new situations to which they must find solutions and take decisions. At this Though the value of leisure and free time is time individuals are also confronted with their increasingly recognised, our elderly people have own need for emancipation (to define themselves hardly had the opportunity to learn to enjoy lei- as autonomous, independent people with their sure and free time for this time in life. Therefore, own identity) often limited by a lack of autonomy by investing in educational and cultural learn- and economic dependence. ing we are helping to improve the community’s health. Youngsters, for these reasons, while having huge potential for innovation and change, find it very dif- The UPP has developed a participative learning ficult to actively be part of community life and par- methodology that is structured as a public serv- ticipate using their own initiatives. ice for the underprivileged. The purpose is to

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12528-INGLES Premios Miguel Hernandez.indd 13 26/5/10 12:23:39 12528-INGLES Premios Miguel Hernandez.indd 14 14 Miguel Hernández Awards 2009 dpain f mirns o u wr conditions work our to immigrants of adaptation the to related issues are These country. this in of ating certain issues which were previously unheard presence of foreign citizens in our society is gener the Palencia; of province the in development new relatively a is immigration that denied be cannot It “Immigrant groups” section may wishtoenrol. of free places are reserved for disabled people who 5% courses these In techniques. learning related various courses and workshops focusing on work- are programme Popular’s Universidad the Within •  •  •  •  •  for disabledpeoplecoverfiveareas: activities retraining and development Professional the specificneedsofparticipants. “personalised” and try to cover, be as far as can possible, activities These people. unem- disabled ployed or employed for designed project ment place- job global its of step first a as people bled disa- retrain and develop train, professionally to The section actions social implements intervention “Disabled people”section to useful therefore cover theneedsofelderlypeople. and change social to adapt help that skills also and develop- platforms participatory ing through coexistence social encourage Job placement tion qualifica- professional and retraining for Support Job promotion Counselling Training - ing aspaceformeetingandlearning. provid- by opportunities equal their ensure to sary neces- is It segregated. or inferiors as treated are in increasing number and are often coming from cultures women where they immigrant addition, In must confront. people these hurdle big first the is language since environment, new a to adaptation factor facilitates important that an Spanish learning regard we Regarding specific education for immigrant groups, groups. and, on the other, specific education for immigrant interculturality of awareness population’s general the increasing hand, one the on action: of areas important two in mind in keeping end, this attain to elements indispensable are socio-educa- intervention tional and/or education that believe We education, housing, health andcoexistence. work, to: mainly refer identified, they Easily citizens. national of those to lar and to their need for decent living conditions, simi- esses toothersocialandage groups. proc- learning these extend to aims ular’sproject Pop- Universidad the but children and youngsters addressed traditionally education Environmental tives andoptions. - alterna possible future with and problems these with realities. more concerned are increasingly Populations urban and human shape our and of life daily part become have problems ronmental envi- how arewitnessing we years few last the In SERVICES ENVIRONMENTAL 26/5/10 12:23:45 The environmental education model we believe to COMMUNITY HEALTH SERVICES be most pertinent pinpoints values and clarifies con- cepts with the aim of encouraging the right attitude We conceive health not only as an absence of ill- and behaviour towards interaction between people, ness but also as wellbeing on physical, psycho- their culture and their environment. It also includes logical and social levels. These three elements are practical decision-making and the design of a code influenced by socio-cultural action and, therefore, of behaviour in relation to issues regarding the qual- must be approached jointly. ity of the environment. In the Community Health Service we attempt The study of the local environment, UPP’s field of to optimise everything that can be described action, should encourage the finding of solutions as healthy, encouraging behaviours and life- for the immediate environment, as well as recog- styles compatible with physical, psychological nising factors that have impact at a global level. and social health. This is corroborated by three precepts: prevention, promotion and educa- TRAINING AND WORK PLACEMENT tion, with a comprehensive approach combining SERVICES social and biological aspects, healthcare activi- ties with education on self-care. The Universidad Popular of Palencia believes in the importance of education for life and work, Likewise, the UPP believes in the importance of and also as a strong contributor to socio-eco- making these programmes accessible to people nomic development. with special needs (the mentally ill, compulsive gamblers, drug addicts...), since taking part in The UPP’s general objectives encompass edu- a real environment such as this helps them to cational aspects that aim to place people in reintegrate socially and rehabilitate. With this in jobs, covering all areas: counselling, updating mind, specific programmes will also be designed or acquiring new knowledge, or its vocational for various associations or organisations, includ- education variants, with courses or counselling ing courses that address the special healthcare services. needs of these individuals.

We live in an uncertain and ever-changing work CULTURAL EXTENSION SERVICES environment. An important challenge of this Serv- ice is to promote learning and working alterna- In the future social analysts will describe this tives that facilitate the social integration of diverse period as one of fast moving cultural change; groups of underprivileged people. It is therefore change is happening so rapidly that we can affirm necessary to include the gender factor in training that everything has changed, but almost nothing and job placement programmes since, though has disappeared. This is one of the reasons why women have increased their presence in the work- it is so difficult to conceptualise reality properly, force, they have not done so on equal terms with especially when attempting to analyse cultural men. change.

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12528-INGLES Premios Miguel Hernandez.indd 15 26/5/10 12:23:51 12528-INGLES Premios Miguel Hernandez.indd 16 16 Miguel Hernández Awards 2009 •  •  •  •  accepted. Let usreview someofthese: widely become have that criteria and However, there are irreversible phenomena, trends esnl rwh eie fo dgtl means digital from (especially web2.0andsocialnetworks). derived growth personal and communication of forms new of Expansion cultural heritagetoeveryone. in contribution indisputable spreading culture with their ability to offer human an make means These media. digital and internet of impact The sponsorship andpatronage, etc. cultural infrastructures; cultural of management activities; scientific of support activities; cultural net; reorganisation of museums; management of inter on networks social recruited; is it how and work voluntary associations; public of role The problems. cultural of pinpointing and Expansion as behaviour. and life of way a as civilisation, as understood is today culture knowledge, of source a as than Rather lifestyles. influencing archaeology,even and monuments beyond going by meaning heritage science the of alters and elements, technology, even everyday and spans culture today humanities, to general in and heritage to artistic-professional, the to linked traditionally Expansion of the culture was concept. culture If - ACADEMIC ORGANIZATION xternal Communication External Services forparticipants Coordination Knowledge Routes Language Classes Traditional Culture Financial Lifelong Learning Digital Education Associations Publications Literature Website History Art

Cultural Extension and Placement Work Development Traditional Culture History and Education ORGANISATIONAL CHART Universidad PopularofPalencia General Coordination Technical Committee Teaching St Management Services aff Environment and PhysicalActivity Global Health Arts Social Intervention Coordination Healthy abits Personal Development Music School Theatre Painting andsculpture Audiovisual Immigrant groups Social Exclusion Disabled People The Elderly Youth Women Academic 26/5/10 12:23:57 FUNCTIONAL AND INTERNAL METHOLODOLGY PARTICIPATION STRUCTURE Our general academic methodology is based on Association Universidad Popular of Palencia Rey Alfonso VIII guidance principles, providing guidelines ensuring ORGANISATIONAL CHART that all UPP teachers share a common framework and can work coherently with the project’s philoso- phy.

Board of Directors The characteristics of our methodology principles

Chairman are as follows: Vice-president Board Members Political Group Representatives Student Representatives • A comprehensive approach enabling the address- Teacher Representatives ing of problems, situations and events within a context and also globally. This approach refers to

2 Representatives 2 Representatives how reality is perceived within its context and to how we come to understand it. • Linking learning activities to the participants’ own life, using their own experiences whenever Teaching Staff Delegate Assembly feasible as a starting point. Their lives within and outside the UPP must be at the core of this learning. 6 Representatives 6 Representatives • Dovetailing the participants’ previous knowledge with new subjects. • Both the teaching and learning processes must guarantee usefulness in two ways: firstly, the Board of Institution potential practical application of the acquired knowledge, and secondly, it should serve as a foundation for further learning. • Developing strategies and skills for people to Committees for Social and Cultural Actions learn on their own (learning to learn). • Regulating activities from a lower to higher com- plexity, thus avoiding loss of motivation by the participants. • Teachers must take into account the singulari- ties of each group and of each specific par- ticipant, developing strategies for group work and also strategies that take into account individual diversity, giving positive value to this diversity.

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12528-INGLES Premios Miguel Hernandez.indd 17 26/5/10 12:24:03 12528-INGLES Premios Miguel Hernandez.indd 18 18 Miguel Hernández Awards 2009 •  •  •  •  following the to issues: responding designed was tem sys- evaluation an progress, project’s the rect cor and assess continuously to us allowing ess proc - evaluation an establish to need the Given General principles Evaluation systems •  •  •  involved in the evaluation. It must be continuous be must It evaluation. the in involved Precision: it must comprise the participation of all ideas. vide us with enough space to avoid propreconceived- and collection data facilitate to Objectivity: for straightforward implementation. Feasibility: it must be sufficiently clear and simple pro- our grammes tonewneedsandsituations. readjust to serve must it Usefulness: tives. objec- of achievement the facilitating UPP, the and Service the group, the of scope the within and classroom the beyond activities Designing encouraged. etc. At the same time, group awareness must be functions, and responsibilities distributing tasks, of methods specific for teams cooperation: and organisation various entailing stimulating, and Teachersappealing are that goals responsibilities. group propose should and dis- tasks work, tributing team promoting cooperation, and acceptance mutual of atmosphere an Creating dia- logue, etc. through conflicts overcoming work, team driving collectively, taken decisions and dinated view coor interests modified, and of contrasted be can points that so guidelines providing by participants the among relationships Promoting - - if specificprocesses require it. annually,conducted is survey the quarterly though naire (toallparticipants,notasampling).Generally question- general a via data qualitative and titative quan- collects classroom, the in used only initially system, This education.” of quality the on “Survey of title the under practice into put been has ciples The evaluation system corresponding to these prin- Survey oneducationalquality lt te udn o te rjc (aa España (Caja project the of funding the plete institutions other on with concrete actions are established, agreements which com- addition, In signatory the of commission Administrative bodies. monitoring subject a and to itself agreement periods the in the established multi-year to a according is renewed This agreement Hall). Town Palencia and Education Palencia de Diputación León, y Castilla adult de (Junta for responsible bodies istrative work isanagreement signed bythethree admin- frame- funding general The funding. of sources several has Palencia of Popular Universidad The Funding systems evaluation processes. year’sthe in light to brought issues the monitoring and identifying of charge in arestaff) teaching and committee (technical committees year,control the school the of end the at days” “Evaluation during out carried survey quality annual the to addition In Monitoring n srcue, nbig aa o e systema- be tised. to data enabling structured, and 26/5/10 12:24:09 and other banks). Also, special programmes are INTERNSHIPS Social Education developed with European funds and with the students collaboration of other educational or social enti- COLLABORATORS Representing different ties. Finally, the contributions made by the par- professional ticipants themselves cover a small percentage specialties, numbers of the costs (the enrolment fee is affordable for vary depending on virtually the entire population but if it not pos- programme needs sible, is waived). Contributing organisations Human resources Spanish Government: A staff of 67 people currently carry out the various programmes and activities. • Ministry of Labour and Social Affairs. • Ministry of Education, Culture and Sports. • Home Office. Prison Services. TECHNICAL STAFF

1 Director Junta de Castilla y León: 1 General coordinator 2 Academic coordinators • Department of Education. • Department of Labour. 1 Financial coordinator • Department of Family and Social Services. 3 Programme coordinators • Department of Agriculture and Farming. TECHNICAL STAFF ASSIGNED TO PROGRAMMES • Department of the Environment. AND SERVICES Palencia Council: 1 Director 1 Administrator • Social Services. 6 Organisation and programmes • Public Works and Development Services. • Cultural Services.

TEACHING STAFF (all the teachers in the institution) Palencia Town Hall

Town Halls in the province of Palencia: TYPE OF CONTRACT Nº OF PEOPLE Long term, fulltime 10 - . - Perazancas. Intermittent, fulltime 5 - . - . Intermittent, part time 52 - Carrión de los Condes. - . - Cervera de . - Venta de Baños. TOTAL 67 - Dueñas. - .

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12528-INGLES Premios Miguel Hernandez.indd 19 26/5/10 12:24:15 12528-INGLES Premios Miguel Hernandez.indd 20 20 Miguel Hernández Awards 2009 -  -  -  -  -  -  -  -  -  -  -  Other organisations,associationsandgroups: •  •  •  •  Universidad ofValladolid: -  -  scain aa l earlo e a Montaña la de Palentina (ADEMPA). Desarrollo el para Asociación Cruz Roja(RedCross). Cáritas Diocesana. Unión dePequeñosAgricultores (UPA). Unión GeneraldeTrabajadores (UGT). Castilla yLeón. de Aficionado Teatro de Grupos de de Federación Vecinos de Palencia. Asociaciones de Federación Federación Española de Municipios y Provincias. (FEUP). Federación Española de Universidades Populares Caja Círculo Católico. Caja España. Paredes deNava. Fuentes deValdepero. pus Vice-chancellor of Universidad de Palencia Cam- Services onExpansionandCulture Seminar onNon-SexistEducation University SchoolofEducation -  -  . Villamuriel. -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  y León(AFACYL). Castilla de FibromialgiaAfectados de Asociación Minusválidos UnidosparalaIntegración. de Fondo PatrimonioNaturalEuropeo. Rehabilitadora Escuelas Campesinas. y Minusválidos Físicos(ACREMIF). Cultural Asociación Centro CulturaldeSordos. Asociación CulturalUniversitariaPalentina. Asociación LapsusTeatro. Asociación FotográficaPalentinaContraluz. Asociación MusicalPalentinaEuterpe. Asociación deAmigosdelCine. Comunidad Terapéutica deDrogodependientes. Asociación PalentinaPro-Deficientes psíquicos. Colectivos deMujeres dePalencia. Amnesty International. Consejo Provincial delaJuventud. Asociación deMadres yPadres deAlumnos/as. Federación Provincial deAsociacionesVecinos. de PersonasAdultas(ARPEA). Asociación Regional de Participantes de Educacióny León(ACECEA). y Colectivos de Educación de Adultos de Castilla Educadores de Coordinación la para Asociación Asociaciones dePersonasMayores. Asociación deMujeres GitanasRomí. 26/5/10 12:24:20 5. Achievements to date

Qualitative considerations

STUDENTS OF THE UNIVERSIDAD POPULAR, 1985 – 2009

Trend of students over time UPP 1985 – 2009 Number

School year

Total students

Trend of direct/indirect students over time UPP 1985 – 2009 Number

School year

direct students indirect students

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12528-INGLES Premios Miguel Hernandez.indd 21 26/5/10 12:24:26 12528-INGLES Premios Miguel Hernandez.indd 22 22 Miguel Hernández Awards 2009 1985-86 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 ACUMULADO TOTAL (CHART) TERM STUDENTS DIRECT 32334 1330 1578 1797 1841 1928 1950 1970 1975 1990 2005 2060 2100 730 661 761 790 725 809 969 982 903 850 782 848 STUDENTS INDIRECT INDIRECT 43866 1043 1048 1672 2463 1938 1526 2345 3238 3204 3180 3200 3320 3350 3425 3475 3500 123 825 991 TOTAL 76200 1550 1852 1960 2030 2575 3313 3268 3104 4232 5079 5132 5130 5170 5295 5340 5430 5535 5600 761 913 782 848 730 661 further developourcurrent workenvironment. to how to as clarity of lack a and precariousness insecurity,of sense a of generates sometimes tion situa- this ours, as project complex and broad a such with of Working institutions. acting positions various the ever-changing the to activities and lack of proper regulation subjects our programmes The Education. Adult to related matters on lation Another major difficulty we face is the lack of regu- increase availablespace. to impossible is it severelysince is limited demand current satisfy to students new on take to ability Popular.Our Universidad the of history the in lem prob- constant a been has premises adequate of out our activities under decent conditions. The lack carry to which via infrastructure proper a for need the highlights students of number increasing The extreme hardship. in a virtually voluntary way and under conditions of programmesthe sustain to had has team the time but fronts, mainly with regard several to funding. For long stretches of on difficulties generated has concept This approach. educational our of quality concept behind it is that autonomy guarantees the core The moment. the of tone political the to due generally views, conflicting encountered goals its social nature was the most suitable way to achieve a of association of model the that conviction The situations that seriously placed its continuity at risk. difficult many experienced has project Palencia of Popular Universidad the history, year 25 its Over 6. Problemsfaced 26/5/10 12:24:32 7. Future plans

We look ahead from a vantage point which allows From this perspective, we believe the following is us to design our future plans based on our past necessary to ensure its future: experiences. Many programmes, in addition to the project itself, are long-term given that the matters • To continue to explore our educational and socio- they deal with are substantial in nature rather than cultural project as the key to our educational circumstantial. development will be found there. • To continue to fight in favour for the consolidation of If we review the educational project and the pro- adult Education, both on an institutional level –with grammes, the overlap between the programme our presence in the regional Educational Council and society is clear. This is due to the intermediary for adults of Castilla y León– and on a social level character of our organisation, serving both society –with projects that make us indispensable–. and the institutions that manage it. • To continue the training, both of teachers and of specific individuals, allowing employability. The agreements, signed with the idea of continu- • And, finally, to continue to strongly support the ity in mind, give vitality and boldness to the UPP value of participation from all walks of life, but because it has to deserve its future, but a strong especially our students –our participants–, pro- and stable one, as the foundations and diversity moting organizations such as ARPEA and all of its work are rooted in the involvement with the kinds of committees that foster debate and society where it has developed. the involvement of people in this educational, dynamic and socially supportive project.

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12528-INGLES Premios Miguel Hernandez.indd 23 26/5/10 12:24:38 12528-INGLES Premios Miguel Hernandez.indd 24 26/5/10 12:24:43