1. Framework on Adult Education

In the “Digital Europe” programme developed in 2019, the European Commission points out that the transformation of the economy towards the highest added value, productivity and work efficiency requires increasing the digital skills of the population, in particular of employees in all sectors of the economy. It is necessary to provide support for the acquisition of digital skills for those citizens, including employees whose digital skills are at a very low level and/or whose current job does not contribute to their acquisition or use, but also more generally to promote the continuous development of digital skills of adults at all levels for living and working in conditions of digital transformation. One of the directions is the creation of digital learning content for the high quality implementation of distance learning. (European Commission, 2019)

Humans are able to quickly learn to implement new rules from instructions, which is called “instruction-based learning”. This remarkable ability is very important in our daily lives, both in individual learning and in working in teams, and almost every psychological experiment starts with giving instructions to participants.

1. Types of Manuals

Manual – (instructions) a book that gives you practical instructions on how to do something or how to use something (Cambridge University Press & Assessment, 2023). Manual or instruction-based learning (IBL; sometimes also called rapid instructed task learning; RITL) refers to the ability to immediately and efficiently learn a novel task from instructions  ole et al., 2013a). IBL is one of the most recent evolutionary innovations that made us who we are today. Homo sapiens gained evolutionary advantages from the ability to collaborate based on communicating instructions (Meiran et al., 2016). Earlier behavioural studies have found that working memory relates to IBL but not sufficient for IBL (Liefooghe et al., 2012; Meiran et al., 2016), which inspired later scientific investigations of mechanisms of IBL. By definition, IBL involves three steps: (1) understanding the instruction with the motivation to learn, (2) retrieving the instruction when seeing relevant stimuli in context, (3) applying the learned rules when encountering corresponding stimuli. (Kang et al., 2022)

Instruction manuals need to explain specialised information to readers. Using metadiscourse effectively, i.e. engaging with readers and guiding them through the text, is therefore crucial for successful communication (Herriman, 2022). In order to make manuals easier to understand, they are increasingly supplemented with various visual reference materials. The trend of recent years is to issue digital work instructions with augmented reality (Eversberg   et al., 2022).

In recent years, the issue of security has become increasingly relevant, as Fenghua et al. transmission and usage instruction interaction are often exploited by attackers to threaten complex information networks security. Design five basic instruction operations (i.e., instruction generation, distribution, decomposition, execution, and execution outcome feedback) are highlighted, which must define safety rules, to monitor and control the instruction interactions. (Fenghua et al., 2020)

Developing a manual is usually associated with several challenges: firstly, understandable and correct language, considering that they are translated into different languages and, secondly, as Schubert (2016) points out, both precision and economy are central concerns of instruction manuals. Sometimes the reader of the manual does not read it from cover to cover but tends to skim their way through picking out pieces of information that are relevant for a particular situation. This information must therefore be presented in a way that makes it easy for readers to find. (Herriman, 2022)

Manuals are universal documents that can be understood by ordinary people. It explains certain operations and processes of different departments. With a Manual, the company or institution can have a standard for its operations. (Founder’s Guide, 2023)

The importance of considering the needs of the target audience and organising the content accordingly. Advice is to structure, label and sequence the content clearly and to organise it into small manageable and identifiable topics which can be broken down into task-oriented step by step procedures. (Herriman, 2022) 

According to the type of objectives, manuals can be classified as follows:

1) Product Manual. This is also called the “Instruction manual”. It is a manual that instructs users on how to use the product;

2) Installation Manual. This is a manual on how to set- up or install the product;

3) Troubleshoot Manual. A type of manual used to fix parts of the product;

4) User Manuals. A type of manual that focuses on different kinds of users- administrators, maintenance personnel, beginners, managers, or students;

5) Operations Manual. This is the manual for the operations of the company or institution. It is a set of standards and procedures for operations, work standards, and policies of the company or institution;

6) Crisis Management Manual. A manual on how to respond to crises or tragedies such as earthquakes, fires, storms, tsunamis, or violence on the work premises;

7) Audit Manual. This type of manual is a guide on how to do or make finance reports in relation to accounting and auditing matters. (Founder’s Guide, 2023)

One of the most comprehensive groups of manuals in terms of their diversity in terms of their purpose, types and structure is the “Operations Manual”. In each company or institution, depending on the industry, type of activity and number of employees, different instructions and manuals are developed. Some of them are free-form, which you develop in free-form at your discretion, but some of the instructions are strictly regulated at the national level. The major “Operations Manuals” are listed and described in more detail below.

1. Quality management manuals, which includes the management of all processes, their development is regulated in standards. It consists of: strategic goals of the company or institution, policy in the field of quality, principles of quality management, guarantees of implementation of the policy in the field of quality, general characteristics and structure of the company or institution, directions of operation, division of functions between managers, directions of development of operation, personnel and material resources, quality scope of the management system, composition and indices of quality management processes; the structure of the guiding documents of the quality management system; list of quality management system guiding documents, internal quality audits, compliance of quality management system processes with the content of ISO 9001:2015 standard requirements, etc. 

When a company documents its QMS, it is an effective practice to clearly and concisely identify their processes, procedures and work instructions in order to explain and control how it meets the requirements of ISO 9001:2015. This begins with a basic understanding of the hierarchy of these terms and how to efficiently categorise the workings of a management system within them. (The 9000 Store, 2023)

2. The organisation’s policy and procedure manuals, which include organisation culture, employment procedure, employee benefits, work-from-home policies, communication policies, workplace guidelines, payment procedures, employee code of conduct, protocols for technology usage.

A procedure manual, also known as a policy and procedure manual, is a resource for employees that establishes guidelines and protocols for all the major principles, actions and decisions of a department or organisation. It can outline the procedures and expectations for things like dress codes, hiring practices and even payroll. By creating a procedure manual with clear and descriptive policies and standards, you can improve the effectiveness, efficiency and communication of your organisation.

In order to create procedure manuals that are more accessible, many organisations have started using cloud-based systems, online resources or knowledge management software. These systems make it easier for employees to access and organisations to update procedure manuals. Additionally, they allow organisations to provide links to relevant resources.

3. Internal rules manual, which include rules that employees must follow. They include: general questions about the purpose of the regulations and target groups, notification procedures; information and rules related to the institution’s or company’s process and work organisation, requirements therein; the safety and order of the persons in the institution or company, which determines the actions of the responsible persons, if physical or emotional violence is detected; rights and obligations of persons in the institution or company; awards and recognition; responsibility for non-compliance with the internal rules of the institution or company; general questions about the rewriting of the rules, entry into force, etc.

4. Occupational safety and health manuals, their contents are usually strictly regulated by the national government. According to the content, manuals in occupational health and safety can be divided into 2 types: introductory training, which is carried out when starting work, and safety briefing.

In the introductory training, employees acquire the following knowledge: the type of company’s operation and the most important risk factors of the work environment; impact of work environment risk factors on safety and health; rules of the company’s agenda; occupational safety and health system in the company; the importance of mandatory health examinations and their procedure; safety signs; employee rights and obligations; employee representation; general requirements for actions in emergency situations and in the event of an accident at work; other issues.

In the safety briefing, the employee is introduced to the work to be performed, the instructions approved by the employer and the occupational safety requirements according to the specific type of work or profession at the relevant workplace, by practically demonstrating safe work techniques and methods and, if necessary, using visual aids. 

– The following basic questions should be included in the safety briefing instruction: general requirements, conditions for the performance of the relevant work; specific characteristics of the specific type of work. Hazardous areas of the technological process, equipment; health-harmful and dangerous risk factors of the work environment and, if necessary, their maximum permissible norms (limit values); collective and individual occupational safety and health means and their use; fire safety and explosion protection requirements; electrical safety requirements; procedure for reporting detected damage to equipment, devices and tools; procedure for reporting an accident, accident or other emergency at work; responsibility for non-compliance with the requirements of the occupational safety and health instruction. 

– Occupational health and safety requirements when starting work: preparation of workplaces, personal protective equipment for work; inspection of equipment, tool, fencing, signalling, locking and other protective devices, as well as protective grounding, ventilation, lighting; sequence of correct start-up of the technological process, equipment, devices, facilities; the order of exchange transfer and acceptance in a continuous technological process; cases when it is forbidden to start work.

– Occupational health and safety requirements when performing work: safe working techniques in the use of equipment, devices and tools; requirements when working with raw materials and consumables; requirements for safe operation of transport, lifting devices and mechanisms; conditions for keeping the workplace in order; specific requirements for the use of personal protective equipment; cases when work must be stopped; actions that are prohibited.

– Occupational health and safety requirements at the end of work: sequence of safe disconnection, stopping of the technological process, equipment, devices, facilities; requirements for arranging the workplace.

– Occupational health and safety requirements in emergency situations: actions in situations that may cause an accident or accident; actions in the event of accidents, explosions, fires and accidents; first aid. (MK 749, 10.08.2010.)

5. Fire safety manuals are also regulated at the national level. Fire safety manuals are also regulated at the national level.

The following information shall be provided in the fire safety instruction:

• general and fire safety information of an economic activity object or a public object:

type of object and territory use; the engineering systems important for fire safety in the territory, facility, its fire protection compartments and floors; fire hazard and explosion hazard of the heating system;

– fire hazard and explosion hazard of the ventilation system; the maximum permissible fire load (MJ/m2) or the maximum permissible amount of substances and objects that can be located in a production or storage facility at the same time; description of the existing fire extinguishing devices, equipment, machinery, inventory and equipment; possible risks of fire outbreaks and preventive measures to reduce them; the maximum permissible number of people in the object, if more than 50 people can be present in the object, its fire protection compartment, floor or separate room at the same time; according to the type of use of the object or territory – other fire safety requirements and instructions, which are not mentioned in these regulations;

– procedure for maintaining evacuation routes and access roads to the facility; requirements for the operation of the engineering systems important for fire protection of the object, safety measures to be taken during the fire protection system failure, and the period of operation of the fire protection system equipment (devices);

– description of the technological process, explosion hazard and fire hazard, explosive hazard and fire hazard of substances and objects to be used and stored, as well as the procedure for using, storing and transporting said substances and objects; procedures for performing fire-hazardous works; action in case of fire:

– procedures for calling the fire service; procedures for evacuation of people; procedures for evacuating people with special needs and measures to ensure evacuation; procedure for stopping the operation of technological equipment and engineering networks; procedure for disconnecting wiring, electrical equipment and electrical devices; procedure for starting the engineering systems important for fire safety; procedures for using fire extinguishers; procedure for evacuation of material values. (MK 238, 19.04.2016.)

6. Work process manuals, which include work tasks, are usually developed by the employer to optimise work processes, which include work tasks, are usually developed by the employer to optimise work processes. States what needs to be done and why.

7. Equipment and machinery maintenance manuals, which include technical information on equipment use, maintenance. These manuals are usually developed by an industry specialist based on the technical documentation and instructions of the equipment or machine manufacturer.

8. Manuals for using digital tools. The use of digital tools is developing very rapidly, it takes over the trends of people’s everyday life and work processes, which creates additional training needs.

In general, all “Operations Manuals” are developed with the aim of making the operation of a company or institution more sustainable, more efficient, safer. 

Digital assistance systems can also downsize processes, save time and support necessary decisions through information exchange. This can lead to additional support for employees, provided that the amount of work does not increase at the same time. At this point, a high degree of system transparency is required, as well as consideration of the scope of action and the knowledge of the employees. (Terhoeven et al., 2022)

2.  Sociocultural dimension

 The sociocultural dimension plays a pivotal role in understanding the factors contributing to higher NEET (Not in Education, Employment, or Training) rates among migrants. This literature review explores key elements of vulnerability that influence the educational and occupational outcomes for migrant populations. A study by Smith et al. (2018) highlights the impact of cultural identity on the NEET status of migrant youth. The struggle to reconcile cultural differences in an unfamiliar environment can contribute to a sense of vulnerability, potentially leading to disengagement from educational and training opportunities (Smith et al., 2018).

Research by Garcia and Nguyen (2019) emphasizes the role of language barriers in the educational attainment of migrant populations. Language difficulties can act as a significant hurdle, affecting both academic performance and the ability to access employment or training opportunities, ultimately contributing to higher NEET rates. Drawing parallels to the Icelandic context, where language barriers are identified as a challenge for foreign workers (Lifelong Learning and Adult Education in Iceland), it becomes evident that overcoming language barriers is a critical factor for successful integration.

The study conducted by Wang and Patel (2020) underscores the importance of social integration and support networks in mitigating vulnerability among migrant populations. Lack of social support may exacerbate feelings of isolation and increase the likelihood of disengagement from education, employment, or training. In the Icelandic model, partnerships with entities like the Icelandic Confederation of Labour and Association of Academics emphasize collaborative efforts, showcasing the significance of social networks in adult education.

Analyzing policy implications, a report by the Migration Policy Institute (MPI, 2021) suggests targeted interventions to address sociocultural dimensions impacting NEET rates among migrants. It emphasizes the need for culturally sensitive educational programs and support mechanisms to foster successful integration. The Icelandic approach, with its focus on cultural sensitivity in educational programs (Lifelong Learning and Adult Education in Iceland), aligns with this recommendation and highlights the potential effectiveness of such interventions.

Understanding the sociocultural dimensions and elements of vulnerability is crucial for developing effective strategies to reduce NEET rates among migrant populations. The referenced studies shed light on various facets of this complex issue, offering insights for policymakers, educators, and practitioners working with migrant communities.

The IRIS Handbook for Governments on Ethical Recruitment and Migrant Worker Protection, particularly Section 5 on migrant-facing information initiatives, emphasizes the need for governments to ensure migrant workers have access to clear information about their rights and protections (International Organization for Migration, 2023). This comprehensive resource offers guidance on various information initiatives, encompassing both non-interactive and interactive approaches, and is designed for government officials across different administrative levels and portfolios. Integrating lessons from the Icelandic model, which emphasizes the importance of transparent information dissemination and financial support mechanisms (Lifelong Learning and Adult Education in Iceland), underscores the potential impact of informed policies on the educational and employment outcomes of migrant populations.

3.  Digital possibilities

The necessity of digital transformation in adult education is becoming more and more crucial in the quickly evolving 21st-century world. Technological advances have changed the way we work, communicate and access information, creating a need for individuals to acquire new skills and stay relevant in their careers. Digital transformation in adult education facilitates a more flexible and accessible learning environment, removing traditional barriers such as geographical and time constraints. Adult learners may continue to study at their own speed, accommodating varying schedules and personal obligations, with the use of online platforms, interactive multimedia tools, and virtual classrooms. In addition, the digital transformation promotes the development of basic digital literacy skills, enabling adult learners to navigate and thrive in an increasingly digitised society.

To enhance the efficiency, accessibility, and speed of the learning process, it is imperative to transition adult education guides into a digital format. Traditional paper-based guides struggle to keep pace with evolving curricula and technological advancements, often becoming stagnant and quickly outdated. By embracing digital formats, educational institutions can effortlessly update and modify content in real time, guaranteeing that students always have access to the latest information. Moreover, digital manuals offer increased dynamism by integrating multimedia elements, hyperlinks, and interactive activities. This not only enhances engagement among adult learners but also caters to a diverse range of learning preferences.

The implementation of technology-based changes for manuals can be structured around the following key components:

1. E-learning Platforms and Learning Management Systems (LMS)

Technology integration for manuals in adult education is based on the fundamental infrastructure of E-learning Platforms and Learning Management Systems. The most popular examples are Moodle, Canvas, and Blackboard. Moodle is the most popular option among many educational institutions from different sectors (Athaya, Nadir, Indra Sensuse, Kautsarina, Suryono, R. R. (2021, September). 

These platforms provide a virtual space for educators where they can create, design, present, and manage digital content as well as track user progress. These platforms also serve as repositories for digital manuals that ensure easy access to them for both educators and learners and allow educators to organize manuals into modules, making navigation intuitive for adult learners. This allows to manage resources efficiently, ensuring that digital manuals are accessible and up-to-date. Having an effectively designed e-learning course is crucial for teaching and learning quality (Puriwat, Tripopsakul, 2021). E-learning platforms and LMS have built-in communication tools that allow discussions, announcements, and collaboration among learners and educators. Integrated quizzes, assessments, and surveys enhance the evaluation process. 

2. Interactive Content Creation Tools

Interactive content creation tools are essential for keeping adult learners engaged and enhancing the overall learning experience within digital learning. A study, “Interactive Multimedia-Based E-Learning: A Study of Effectiveness,” conducted two experiments revealing that students in a fully interactive multimedia-based e-learning environment exhibited superior performance and higher satisfaction levels compared to those in traditional classrooms and less interactive e-learning environments (Castro, Tumibay, 2021). 

Tools like H5P, Articulate Storyline, and Adobe Captivate, and many more other tools, allow educators to create dynamic and interactive content within the manuals. Embedding videos, audio clips, and images enhances content variety and caters to diverse learning styles. These tools enable the creation of interactive quizzes, assessments, and simulations, promoting active participation. Adding gamified elements, such as badges or leaderboards, fosters motivation and a sense of achievement. Content can be tailored to suit different learning preferences, ensuring a personalized learning journey. 

3. Virtual Reality (VR) and Augmented Reality (AR) Integration

The integration of Virtual Reality (VR) and Augmented Reality (AR) can bring an immersive dimension to manuals content and bring new opportunities in educational settings (Jang, Shin, Han, 2021). Virtual Reality simulates a virtual environment that immerses users to the extent that they have the feeling of “being there” (Wohlgenannt, Simons, Stieglitz, 2020) while in Augmented Reality virtual content is integrated into a user’s perception of the real world (Rauschnabel, Babin, Dieck, Krey, Jung, 2022). Both of these technologies facilitate hands-on training, particularly beneficial for skills development and practical learning. The usage of VR and AR captures learners’ attention, promoting engagement and knowledge retention.

The constant technological improvements allow the possibility to prepare digital manuals in various formats. The decision on which format to use is usually decided based on various factors – the knowledge of the teacher or person who is preparing the content, the content itself, the learners’ knowledge of technologies, or even learning style. Additional factors to take into account might include the audience’s needs for accessibility, the particular learning objectives, and the technology setup of the classroom. Every single one of these elements is significant in influencing the process of choosing the best format for digital manuals.

The possible formats for transforming printed manuals to digital and interactive ones:

Interactive PDFs. The most basic format, akin to traditional printed documents, is enhanced with interactive elements, such as clickable links. 

E-books. This format shares similarities with PDF files, but it offers a customization option to adjust the font size.

Web-based manuals. In this format, a digital manual can be presented as a website with diverse resources, dynamic content, multimedia, and interactive elements, accessible through web browsers. 

Video manuals. In this manner, a manual takes the form of an instructional video, visually explaining concepts and procedures.

Augmented reality or virtual reality manuals. Utilizing these technologies, a manual can be created to provide an immersive experience.

Gamified manuals. Manuals are crafted as gamified learning experiences, integrating game elements, rewards, and challenges to enhance the enjoyment and motivation of the learning process.

Podcasts and audio manuals. These manuals are audio-based, specifically designed for auditory learners. They can take the form of interviews, discussions, or case studies.

In essence, embracing the digital revolution in adult education involves constructing an inclusive, dynamic, and adaptable learning environment that empowers individuals with the essential skills for success in the digital age. The digital possibilities for implementing changes in manuals align with the three main concepts mentioned: e-learning platforms and learning management systems, interactive content creation tools, and virtual reality and augmented reality integration. These concepts are intricately connected to various potential formats for creating digital manuals. The chosen manual format dictates whether the implementation of an e-learning platform is necessary, if the use of interactive content creation tools suffices, or if more advanced technological concepts like virtual or augmented reality are required.

2. Three most needed types of manuals within adult education-survey results

The respondents were sixty adult educators from Iceland, Lithuania and Latvia, representing different types of institutions.

The survey contained five parts of question sets designed for adult educators to select the most needed types of manuals in adult education from the eight proposed in the first part of the research “OVERALL TYPES & PURPOSES OF MANUALS, CONCEPTUAL CONTENT ANALYSIS”, to identify specific types of manuals to be created in digital format for each previously identified type of most needed manuals, and to inform adult educators about the project.

The survey was conducted online, providing a quick and reliable method of reaching a representative sample of the population in a cost-effective and environmentally friendly way. The survey was preceded by a presentation of the Green Manuals project and the first part of the research, “OVERALL TYPES & PURPOSES OF MANUALS, CONCEPTUAL CONTENT ANALYSIS”, its aims, objectives and target groups. The questions were administered in the national languages – Latvian, Lithuanian and English – to Icelandic adult educators. The questions were released as soon as the translation of the survey questions was completed. The survey was closed when the quota sample was reached. The fieldwork took place in October-November 2023.

Percentages are based on weighted data. They are sometimes rounded to the nearest whole number for presentation purposes. The current study has a number of limitations that may limit the generalisability of our findings, the most important being the small sample size of adult education teachers: sixty teachers were interviewed.

2.1. Motivations for adult educators to participate in education and training programs related to the development of digital manuals practices

Although sixty different responses were collected from adult educators in three countries, after careful analysis it can be concluded that adult educators’ digital literacy is not homogeneous; adult educators’ willingness to integrate digital technologies in education is based on the belief that educational technologies are useful for teaching and learning and the confidence that they have sufficient skills to use these technologies for teaching; at the same time, according to the responses, adult educators’ participation in professional development programmes related to digital literacy is not mandatory in the countries studied, so adult educators’ motivation to pursue professional learning and become lifelong learners is essential. Adult educators’ motivation was found to be related to both the frequency and quality of technology integration in daily teaching processes and the desire to use the knowledge and skills acquired in the training programme in the workplace.

2. Barriers for adult educators to build their own digital manuals 

Sixty different responses were collected from adult educators in three countries, and after careful analysis it can be concluded that adult educators’ self-evaluation, a subjective assessment of their ability to integrate digital technology into educational practice, is reflected in their perceived digital technology integration skills. Digital tools won’t be effective if they aren’t used in the right context, and adult educators need to have the digital skills to use them when they are needed to enrich learning activities. Adult learning staff working with vulnerable groups still lack the digital tools that would enable them to engage more adults in learning.

ICT skills and all the technological tools and approaches available promote collaborative learning, involving teamwork, digital literacy and learning with innovative tools and methodologies. Equipping adult learners with knowledge and practical suggestions to adapt to the latest innovations and demands of digital media is important for the digital community factor. By improving the digital skills of adult educators, they will be empowered to play an active role in adult education.

3. Conclusions

• The aim of the focus group study Types and purposes of manuals used within adult education was to identify the three most needed types of manuals within adult education for further development. 
• Sixty participants: adult educators were involved, 20 participants per project partner’s country, starting with the consultations and ending with the evaluation worksheets for feedback completed electronically.
• All the feedback received was summarised and analysed in terms of reliability, validity and generalisability in order to identify the three most needed types of manuals within adult education for further development.
• The three most needed types of manuals within adult education for further development are “Internal rules manual” (78% rated “highly needed”), “Occupational health and safety manual” (76% rated “highly needed”) and “Digital tool manuals” (76% rated “highly needed”). 

3.  Daily usage opportunities

Training plays a major role in organisations and it is well known that estimates of annual expenditure by organisations or institutions on training and development run into significant amounts of money. With economic trends showing a decline in the quantity and quality of the workforce, coupled with rapid technological advances and the globalisation of markets, the importance of effective training and development programmes is certain to increase. The academic literature is predominantly based on a traditional model of systematic instructional design that cautions practitioners to conduct needs assessments at the organisational, job and individual levels. However, this traditional approach has been criticised for its linear structure and cumbersome processes. (Day et. al, 2006)

New technologies are influencing work today and changing societal attitudes towards the organisation and design of work. Against this background, the question arises as to how human-centred work design should be in the digital age. In order to derive guidelines for work design, it is first necessary to find out what working conditions actually exist for different tasks and to what extent they are digitised.  A human-centred assistive system can provide an opportunity to reduce risks or save time for workers. However, it is important to adapt the system and the interaction to the worker’s abilities and skills. Less learning and interaction is required for object-related tasks, and workers are confronted with new tasks less frequently. There is a high level of repetition of the same work steps during work in, with employees often receiving predefined work performance parameters. This leads to a tendency towards monotonous work processes in object-related tasks. In particular, employees in the manufacturing and transport sub-clusters are often given detailed work instructions.  In this area, mobile devices and augmented reality offer great potential for mental relief. They can provide targeted, individually adaptable information both during task performance and in learning processes. It is important to design assistance systems that are conducive to learning and to adapt them to the respective knowledge of the employees. The focus is on the development of employees’ digital skills. This is necessary in order to avoid high stress levels for employees when dealing with the large number of digital services. (Terhoeven et al., 2022)

As technology continues to advance, transformative innovations such as AI are seamlessly integrated into our daily lives. However, the evolution of learning materials is lagging behind, with some educators still relying on static, printed materials that lack the dynamism needed to engage learners in a rapidly changing world, resulting in content that quickly becomes outdated and irrelevant.

3.1. Practical applications of Internal Rules Manual, Occupational Health and Safety Manual, and Digital Tools Manual supporting Arabic-speaking migrants and vulnerable women

Internal Rules Manual

Orientation Workshops. Conduct regular orientation workshops exclusively for Arabic-speaking migrants and women. Use the Internal Rules Manual as a guide to explain workplace rules, policies and expectations, ensuring clear understanding in a culturally relevant context.

Tailored information sessions. Tailor information sessions to address the specific concerns of Arabic-speaking migrants and vulnerable women. These sessions will focus on the content of the Internal Rules Manual and provide practical insights to address their specific questions.

Interactive discussions. Facilitate interactive discussions to ensure a full understanding of the Internal Rules Manual. Create an environment where Arabic-speaking migrants and vulnerable women feel comfortable asking for clarification on any point.

Support integration. Integrate the Handbook of Internal Rules into wider support programmes. Emphasise its role in fostering a positive work environment and promoting the integration of Arabic-speaking migrants and women at risk in the workplace.

Health and safety manual

Health and safety training programmes. Organise health and safety training programmes specifically tailored to the needs of Arabic-speaking migrants and women. Use the OSH manual as a central resource that is easily accessible when organising these programmes. Arabic-speaking migrants and women will find it easy to use this specially tailored health and safety manual when organising health and safety training programmes.

Work with health professionals. Collaborate with health professionals to provide additional context and insight during workshops and address specific health concerns relevant to Arabic-speaking migrants and vulnerable women. 

Emergency preparedness workshops. Conduct emergency preparedness workshops using the safety drills outlined in the Occupational Health and Safety Manual. Ensure practical understanding for Arabic-speaking migrants and vulnerable women in these crucial situations.

Advocacy and empowerment. Use the OSH manual as an advocacy tool. Empower Arabic-speaking migrants and vulnerable women in their workplaces, make them aware of their rights and encourage their active participation in maintaining a safe working environment.

Digital tools manual

Digital literacy workshops. Organise digital literacy workshops specifically for Arabic-speaking migrants and women, using the Digital Tools Manual. Improve their understanding of relevant technologies in their daily lives and work environments.

One-on-one tutorials. Provide personalised one-to-one tutorials with a focus on inclusivity for Arabic-speaking migrants and vulnerable women. Use the Digital Tools Manual to support individuals who may need additional guidance in navigating digital tools.

Technology awareness campaigns. Launch campaigns to raise awareness of the benefits of digital tools, highlighting opportunities for skills development and increased access to resources for target groups. Use the content of the Digital Tools Handbook in these campaigns.

Establish learning circles. Establish learning circles where Arabic-speaking migrants, women, and vulnerable women can explore the content of the Digital Tools Manual together in a comfortable environment. Provide an environment for sharing experiences and supporting each other in adopting digital tools.

2. Digital Manuals

Printed manuals stand as a prime example of the ease with which technology can seamlessly integrate into everyday learning. By incorporating augmented reality, QR codes, or interactive elements, these traditional materials can be transformed into dynamic, tech-enhanced resources, enhancing the overall educational experience. 

There are numerous justifications for moving away from traditional paper instruction manuals. While both digital and physical manuals serve the same function, online manuals offer a distinct and enhanced user experience. However, in adult education, educators transitioning from printed materials to digital manuals may encounter varying levels of technological literacy among adult learners. Bridging the digital divide and providing comprehensive assistance to those who are not digitally literate becomes crucial. 

Earlier, three main concepts were mentioned for creating digital manuals, along with the most common types and their potential benefits. E-learning platforms or Learning Management Systems (LMS) can serve as virtual storage for all teaching materials and resources, extending beyond just housing digital manuals. They grant adult learners easy access and the ability to study at their own pace while also fostering community through communication tools.

Using interactive tools empowers educators to transition learning experiences from static to dynamic and interactive elements. Employing these digital tools in adult education not only heightens engagement, tailoring learning to individual preferences but also encourages active participation. Furthermore, these tools are pivotal in developing essential technology skills, preparing adult learners for success in a digitally driven world.

For educators who are more technologically adept, the incorporation of advanced technologies like Virtual or Augmented Reality can significantly enhance the experience and engagement of adult learners. AR or VR in adult education offers immersive, hands-on learning experiences, providing practical applications for skill development and reinforcing knowledge retention. These technologies captivate adult learners, simplifying complex concepts and fostering a deeper understanding through interactive simulations and real-world scenarios.

There are a lot of different digital manuals already available on the internet, so here are real-life examples how they are used daily:

• Interactive PDFs. Example – Flipping catalog of the shop with hyperlinks to get more information or the possibility to see the item up close. Link – https://flippingbook.com/blog/marketing-tips/interactive-pdf-ideas 
• E-books. Example – Books created using Moodle platform about best digital free-access tools for VET. Link – https://digihiqvet.si/moodle/course/view.php?id=2 
• Web-based manuals. Example – Website of the recipes and instructions how to make a specific meal. Link – https://www.simplyrecipes.com/ 
• Video manuals. Example – An instructional video on how to drive a farm tractor. Link – https://www.youtube.com/watch?v=ta6nI4AT3wc 
• Augmented reality or virtual reality manuals. Example – manuals for OSH learners on how to behave in different environments. Link – https://time4it-project.eu/moodle/?redirect=0&lang=en 
• Podcasts and audio manuals. For example, a podcast with the experts focuses on one specific skill for each episode, such as how to be happy, how to buy a TV, how to manage money, etc. Link https://open.spotify.com/show/43qzAEOZ861D4aXaBXaRKj?si=41ce5d6a22af4c92

4. Demands in adult education for different types of organizations

Technological advances have changed the way we work, communicate and access information, creating a need for individuals to acquire new skills and stay relevant in their careers. Digital transformation in adult learning facilitates a more flexible and accessible learning environment, removing traditional barriers such as geographical and time constraints. Through the use of online platforms, interactive multimedia tools and virtual classrooms, adult learners can continue to learn at their own pace, taking into account different schedules and personal commitments. In addition, digital transformation promotes the development of basic digital literacy skills, enabling adult learners to navigate and thrive in an increasingly digitised society.

This section explains how /when/where different organisations can use three types of manuals that are most needed, according to the survey conducted in three partner countries: Internal Rules Manual, Occupational Health and Safety Manual and Digital Tools Manual.

4.1. LDASA needs

LDASA is new to Nordplus projects, but since 2006 it has been bringing together basic and higher level OSH experts from different industries. The association’s members are adult education trainers who provide training in workplaces and are responsible for developing work instructions (manuals). When written well, work instructions can lead to faster and more efficient work, quality improvements, fewer disruptions and greater worker satisfaction. Poorly written, however, can have serious consequences, including accidents, injuries, delays and quality problems. The Latvian partner is an expert in manual design and provides OSH professionals with a ‘manual bank’ of more than 1000 work-related manuals in a text format that can be adapted and printed for training purposes. Only since July 2020 is it allowed to use information technology solutions for documenting OSH processes in Latvia, so Latvian OSH teachers and trainers still lack the digital skills to adapt existing manuals into an appropriate digital format that is easily accessible and understandable for adult learners, especially those with low levels of media literacy. There is a need for a more dynamic approach, including videos and pictures, as adult learners demand a more modern format. Digitization of work-related manuals is also necessary to significantly reduce landfill waste.

2. Equality Centre needs

Equality Centre is a Non-Governmental Organization (NGO) dedicated to supporting Arabic-speaking migrants and vulnerable women. Its focus is on multilingualism, accessibility, and practical applications that will increase the overall effectiveness of these resources for the target audience.

By implementing these strategies, our organisation and other similar organisations can ensure adequate access and use of the manuals by our target group.This section explains how /when/where our organisation Equality Centre will use the manuals below.

Internal Rules Manual

How to 

Orientation sessions: Provide comprehensive orientation sessions for immigrants, including an in-depth review of the Internal Rules Manual.

Multilingual translations: Ensure that the manual is translated into several languages commonly spoken by the immigrant population, in our case specifically Arabic and Thai, as these are the main groups we deal with.

Interactive workshops: Conduct interactive workshops to explain key rules, policies and procedures outlined in the handbook. 

When.

Induction process: Immigrants should receive the policy manual during their onboarding process.

Regular updates: Regularly update the handbook and provide refresher sessions to keep immigrants informed of any changes to the internal rules.

Where

Employment centres: Distribute the handbook at employment centres where immigrants often seek information.

Online platform: Host the handbook on a dedicated online platform accessible to immigrants and provide downloadable versions.

Community Centres: Work with community centres to distribute copies and organise information sessions.

Occupational health and safety manual

How to

Training sessions: Conduct mandatory training sessions on occupational health and safety for migrants.

Visual materials: Include visual aids and infographics in the manual to enhance understanding, specifically tailored to our target audience.

Safety drills: Organise practical safety exercises to complement the theoretical information in the manual.

When to use 

During induction: Provide the OHS manual as part of the initial employment induction process.

Periodic review: Encourage regular review of the manual to reinforce safety protocols.

Where 

Workplaces:  We work with several agencies that specifically employ migrants. Distribute copies of the handbook at workplaces and ensure it is easily available digitally. 

Health and safety seminars: Conduct seminars at community centres focusing on occupational health and safety.

Online learning platforms: Host interactive e-learning modules based on the manual for easy access.

Digital tools manual

How to use

Hands-on workshops: Conduct hands-on workshops to demonstrate the use of the digital tools described in the handbook.

Online tutorials: Develop online tutorials that migrants can access at their own pace.

User Guides: Provide detailed user guides in several languages for better understanding.

When

When new tools are introduced: Distribute the manual when new digital tools are introduced to immigrants.

Continuous learning: Encourage ongoing learning by updating the handbook with the latest digital tools and features.

Where.

Technology hubs: Work with technology hubs and innovation centres to distribute and discuss the digital tools handbook.

Online platforms: Host the handbook on an easily accessible online platform with interactive features.

Community Workshops: Organise workshops in community spaces to facilitate hands-on learning experiences.

3. Baltic Education Technology Institute needs

Though the partner is new to Nordplus projects, BETI has been working in the field of ICT and education technologies for more than 15 years and are experts in applying scientific, methodological and practical activities to encourage ICT-based training and learning to balance smooth education while implementing lifelong learning paradigm and developing distance learning initiatives, and creating information systems for training, guidance and counselling. All staff members are qualified to create new methodological approaches, digitalizing training programs, creating MOOC platforms and testing innovative ICT solutions with the target group across the country. Since 2020 BETI has been incorporating sustainable and green attitudes regarding their organizational and day-to-day activities.

BETI needs to gain expertise to identify a wide range of profiles of such a heterogeneous group as adult educators. To develop skills to design significant pedagogical activities and methodology approaches responding to target diverse group needs, cooperation with partners practically familiar with educator portrait in comprehensive adult education is needed.

5. Good and available free practices and resources to implement

Title	Ventspils digital centre
Year(s) implemented	2023
Short description of the practice	Video instruction on learning and using various digital tools that educators can use in the learning process. Digitally available video instructions, example, “First steps to work with Scratch”, “Creating crossword puzzles online”, “Buncee – creating visuals”, “Padlet wall”, “Google Classroom”, “Quality educational content creators on YouTube”, “Socrative ” etc.
Lessons learnt-impact	Educators have the opportunity to learn various digital tools to make the learning process interactive, creative and exciting.
Any existing evidence, i.e url, image e.t.c.	https://macities.digitalaiscentrs.lv/video-instrukcijas/

Title	Latvian Safer Internet Center
Year(s) implemented	2017
Short description of the practice	Latvia’s Safer Internet Center educating the public about children’s safety on the Internet and provides the opportunity to report discovered violations on the Internet. Instructions are available on the following topics: “Social networks”, “Emotional humiliation”, “Sexting”, “Extortion of nude photos”, “Internet addiction”, “Passwords”, “Game Security”, “Media Literacy”.
Lessons learnt-impact	Adults are instructed how to teach children about safe use of the Internet, how to recognize dangerous situations, etc.
Any existing evidence, i.e url, image e.t.c.	https://drossinternets.lv/lv

Title	LDASA Occupational safety and health manuals database
Year(s) implemented	2016
Short description of the practice	LDASA members have access to a very useful e-site, which contains more than 1000 resources – instructions, sample documents, regulatory acts, forums and a lot of other valuable information that is useful for occupational health and safety specialists in daily lives. Only full members (with password) can access.
Lessons learnt-impact	Occupational health and safety professionals can use ready-made instructions in the daily training process on occupational health and safety.
Any existing evidence, i.e url, image e.t.c.	https://www.ldasa.eu/

Title	MIGRANT-FACING INFORMATION INITIATIVES
Year(s) implemented	2023
Short description of the practice	This practice addresses the critical issue of migrant workers’ lack of awareness about their rights and the potential risks of misinformation in the recruitment and employment process. Governments are urged to facilitate migrant workers’ access to understandable information about their rights and protections. This handbook explores various options, including information providers, media, and delivery mechanisms, drawing inspiration from real examples worldwide. The scope covers migrant-facing information initiatives related to the well-being of migrant workers, encompassing ethical recruitment, protection, and welfare for current, prospective, outbound, and returnee migrant workers, as well as their family members. The guidance targets government officials in communication, regulatory, inspection, and consular roles, offering recommendations at different administrative levels.
Lessons learnt-impact	The IRIS Handbook builds upon The Montreal Recommendations on Recruitment, providing practical recommendations co-created by regulators globally. It emphasizes select recommendations related to migrant-facing information initiatives, offering detailed measures for governments to consider. The examples provided serve to illustrate specific approaches rather than providing an exhaustive overview of information activities in a given country context.
Any existing evidence, i.e url, image e.t.c.	https://publications.iom.int/system/files/pdf/IRIS-Handbook-Ch-5-Information-initiatives.pdf.pdf

Title	LIFELONG LEARNING – ADULT EDUCATION
Year(s) implemented	2023
Short description of the practice	In Iceland, lifelong learning and adult education are administered through a decentralized system involving various entities such as lifelong learning centers, unions, companies, and associations. The diverse range of courses, offered both within and outside the formal education system, caters to the needs and interests of adults. Lifelong learning centers, strategically located across the country, play a crucial role in enhancing the variety and quality of education, encouraging widespread participation. The system emphasizes flexibility, allowing individuals to take courses concurrently with work, and assessments through final examinations provide formal recognition. Financial support mechanisms, including education funds and grants, ensure accessibility and affordability, with transparent information available on relevant websites.
Lessons learnt-impact	The Icelandic approach to lifelong learning and adult education offers valuable lessons for fostering a robust and inclusive educational ecosystem. The decentralization of administration allows for a collaborative and multifaceted response to diverse educational needs. The emphasis on geographical accessibility, flexibility, and recognition through assessments has contributed to a dynamic and learner-centric system. Financial support mechanisms, including education funds and grants, showcase a commitment to making education affordable and encouraging continuous learning. The impact of this approach is evident in the partnerships with various entities, fostering a coordinated effort to provide comprehensive adult education. The practice reflects a commitment to international inclusivity, as seen in language courses for foreign workers, contributing to social integration and community building. Overall, the Icelandic model underscores the importance of adaptability, accessibility, and collaboration in promoting lifelong learning and adult education.
Any existing evidence, i.e url, image e.t.c.	https://island.is/en/lifelong-learning

Title	Digital teaching tools
Year(s) implemented	2021 and constantly updated
Short description of the practice	It is a library of digital teaching tools, with information on 270 digital teaching tools that can be used in all classes and subjects. The tools are both free and developed by other institutions or businesses. It is important to note that all digital tools on the Education Portal come with declarations of quality of content and evaluations by three external evaluators. For the convenience of users, the tools on the Education Portal are organised according to the content of education, from pre-school to secondary education.
Lessons learnt-impact	The educators have the possibility to learn about different digital tools and have the already ready to use content for their lessons.
Any existing evidence, i.e url, image e.t.c.	https://www.emokykla.lt/skaitmenines-mokymo-priemones/priemones

Title	Developing competences (Methodological website)
Year(s) implemented	2012
Short description of the practice	A video library containing recordings of various activities during lessons, such as group work tasks and interactive activities, illustrates how to implement specific topics in a real classroom environment. These videos offer teachers valuable insights into students’ reactions to tasks, guidance on managing exercise implementations, and shared experiences from other educators.
Lessons learnt-impact	Teachers gain methodological knowledge on how to implement different exercises in their lessons.
Any existing evidence, i.e url, image e.t.c.	https://www.ugdome.lt/kompetencijos5-8/pagrindinis/filmuota-medziaga/

Title	Lessons plans
Year(s) implemented	2023
Short description of the practice	The resources for teachers where the Ministry of Education has prepared and displayed the lesson plans for each subject and each class based on the newest learning programs in the country
Lessons learnt-impact	The teachers have clear instructions/manuals on what kind of topic they should be teaching and have a plan for each lesson.
Any existing evidence, i.e url, image e.t.c.	https://www.emokykla.lt/bendrosios-programos/visos-bendrosios-programos/13?types=10&clases=&educations=&res=3

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