The SEKEHE project, where KBT Vocational College is an expert partner, is nearing completion after just over two years. SEKEHE focuses on systematically integrating user experiences into higher education through co-creation. For KBT Vocational College, the project has already resulted in concrete changes. Several European universities are involved, and all have experienced positive developments thanks to the project.
An International Group of Experts by Experience
Funded by Erasmus+, SEKEHE started in the fall of 2022. In the fall of 2023, an international gathering of experts by experience was held in Trondheim. In this context, an expert by experience refers to someone with lived experience in mental health, substance abuse, or correctional service.
Following the gathering, an international group of experts by experience from the participating countries was established. This group meets periodically online to discuss their roles and the challenges they face. The plan is for these meetings to continue even after the project ends.
Developing a Format for Student Support
One of the project’s work packages involves creating a “student support format” and a support and guidance program for co-creation with experts by experience in professional contexts.
A pilot student support seminar was held at KBT Vocational College, where former students conducted a seminar for current students in the peer support worker education program. During the seminar, they guided students on exam preparation and study techniques. Thirteen students participated, and feedback indicated high satisfaction with the format.
“This is quite exciting. This initiative will continue after the project ends. SEKEHE aims to create lasting, positive changes for participants and contribute to the school’s development,” says lecturer Vebjørn Ørsjødal.
Concrete Results Put into Practice
The student support seminar is just one example of how SEKEHE has led to tangible developments. Ørsjødal hopes for further improvements in co-creation and academic development.
“On a European level, I hope experiential knowledge becomes a more recognized and integral part of university-level education in health and social care.
So far, we have created connections between experts by experience across borders and planted the seed for academia to evolve. All the faculties involved in the project have, to varying degrees, experienced positive developments in this area.”
Co-Creation Between Peer Support Workers and Educators
Another outcome of the project is the development of a guidance tool at KBT Vocational College for co-creation between peer support workers and educators. This program will explore how peer support workers and educators collaborate on planning, teaching, mentoring, and development.
Incorporating Experiential Knowledge into Curricula
During the project, several university-level courses updated their curricula to include experiential knowledge in teaching and assessment. This applies to all participating countries: Norway, the Czech Republic, Belgium, and Italy. One example is a course at NTNU focusing on relational welfare and quality of life.
Different Understandings of Experiential Knowledge
Throughout the project, participants discovered varying understandings of experiential knowledge across countries. The project uses the term “experts by experience.” For instance, in some countries, the concept is primarily linked to disabilities or developmental challenges, whereas in Norway, it is more broadly understood as lived experiences, particularly in mental health and substance use.
Don’t Take Competence for Granted
Vebjørn and Yvonne from KBT Vocational College also found through the project that the competence of experts by experience cannot be taken for granted. The college provides vocational education focused on those who can and will enter the workforce and/or further education. However, the project revealed much valuable knowledge from experts by experience who may not necessarily become peer support workers. They also have voices and wisdom worth hearing.
At KBT Vocational College, we feel we have made significant progress. It can be easy to assume that our culture around valuing experiential knowledge applies everywhere. Perhaps this is why we were invited into the project as an expert partner. With about six months remaining in the project, we are eager to see what lies ahead.
This article was translated from Norwegian with help from ChatGPT
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
POMEIL identifies challenges faced by immigrants and refugees in accessing the labour market of their host countries and thus their overall socioeconomic integration. The project aims to upskill and reskill immigrants and refugees, by enhancing their entrepreneurial and cross-cultural competencies. The project will have a particular focus on Ukrainian refugees.
January 16 at 13.00 CET time, you can learn about what we have found in the first phase of the project and what we are going to do the next year and a half.
Education for peer support workers is relatively new, even in an international context, with different training options available in various countries. In recent years, KBT Vocational College has collaborated with partners in the Nordic and Baltic regions to establish a Nordic-Baltic network for the training of peer support workers. Together with participants from countries like Sweden and Iceland, we have received funding from Nordplus on several occasions to develop and expand this network.
New Project Phase – Aiming to Build a Network for Training and Course Providers
In October, a project meeting was held in Copenhagen to kick off the new project, which will run until summer 2026. The event was hosted by Peer Partnership, a collaboration between Det Sociale and SIND. The primary goal of the project is to create and expand a network for those working with the training and courses for peer support workers across the Nordic and Baltic regions.
Establishing a Common Understanding
Through the network, we aim to establish a shared understanding of the fundamental principles for peer support workers in the Nordic and Baltic countries. Additionally, we plan to develop valuable learning resources for both the training and courses aimed at peer support workers.
Furthermore, each country will be responsible for creating an article that provides an overview of the current situation within this field, highlighting challenges and developments. These articles will be made available to partners and other interested parties.
The work is underway but still in its early stages. We will continue working on the learning materials until summer.
This text was translated from Norwegian with help from an AI-tool.
You can find social entrepreneurs in the most remote places. Some may not even realize they are social entrepreneurs, yet they work diligently to create positive initiatives in their local communities. In the MERSE project, it’s precisely these people we encounter.
MERSE
KBT Vocational College is a project partner in the Interreg NPA project MERSE (“Business Models Empowering Rural Social Entrepreneurship – voicing the rural norm”). The project will transfer and develop better adapted business models, support structures and conditions for rural social enterprises. It will enhance transnational knowledge and learning of social enterprises, create networks to better connect social entrepreneurs with support.
Recently, there was a project meeting in Ireland. On an island called Inis Mór, we learned how the local population works towards positive and sustainable development in their community. The island is the largest of the three Aran Islands, known for knitwear, especially the “Aran sweater.” In the past, about 80% of the population worked in fishing and 20% in tourism. Now, the numbers have reversed.
Tourism can be positive, but it also has its downsides. Thousands of tourists visiting the popular attractions lead to wear and tear on the landscape—something seen in Norway and many other countries as well. On the two smaller islands, water supply is also a challenge.
Karl Johan from KBT Vocational College, looking at the impressive cliffs at Inis Mór. This is a popular attraction on the largest of the Aran-Islands.
Cooperatives for a Sustainable Local Community
So, what can they do to create a more sustainable community? One of the strategies is forming a cooperative that includes many small social entrepreneurs and committees. The cooperative works with everything from initiatives to keep young people on the island as long as possible to exploring whether the island community can become self-sufficient in electricity. A recycling facility, which is continuously being developed, leads to more reuse and less waste that needs to be transported off the island. This facility also creates more jobs, as does a care center built a few years ago.
There are several similarities between the small community on the Aran Islands and rural communities in Norway: long distances to certain services and young people moving to the cities. At the same time, we got the impression that there are many positive initiatives underway, particularly within the cooperative. The study visits to Inis Mór will be an important source of inspiration for MERSE as we continue to explore business models for social entrepreneurship in rural areas.
Presentation of the cooperative on Inis Mór. It includes everything from a public bus to childcare.
Training for Entrepreneurs
In parallel with the project gathering for MERSE, a seminar was held for social entrepreneurs from rural areas in Norway, Sweden, Finland, Iceland, and Ireland. These were selected as “best practice” examples from each country.
The seminar is part of the “Facilitator Program,” developed and delivered by the Social Enterprise Academy in Scotland. The program provides tools and methods for facilitating support for developing social enterprises and organizations in rural areas. Participants engage in both digital and in-person gatherings throughout the course, which lasts about 1.5 years.
Social entrepreneurs from Norway, Sweden, Finland, Iceland, and Ireland participating in the facilitator program. After a week together just outside of Galway in Ireland, they have had time to build network and get inspiration they can bring back home.
Entrepreneurs from Trøndelag Contribute to Strong Local Communities
From Norway and Trøndelag, Veronica from Eikra gård near Stjørdal and Jarle from the Welfare Building in Hasselvika participated. Veronica describes Eikra gård as “a project, a dream, and a goal” they have worked on for many years. The vision is to create a place for everyone, regardless of ethnicity or background—a place where you feel welcome and safe, where you can find inspiration and motivation through interaction with both people and animals, and become integrated into the community in a natural way.
Jarle and his colleagues are working to revitalize the welfare building at Hysnes Fort in Hasselvika. At the welfare building, there are movie screenings, a hunting simulator, concerts, and much more. Collaborative projects between various local actors, such as the local band, theater groups, and handicraft associations, help create a sense of community in an area with large distances. When something is happening at the welfare building, people come from both Hasselvika and other nearby communities. Those who don’t drive often catch a ride with fellow villagers.
Veronica and Jarle, two social entrepreneurs from rural Norway.
What We Have Done in MERSE and What’s Next
During the first work package of the project, we identified some examples of “best practices” in the participating countries. Some of these are included in a facilitator program run by the Social Enterprise Academy. Here, you can read about all the best practice examples MERSE has connected with. Additionally, we conducted a literature review and a survey in all the participating countries. The results from work package 1 lay the foundation for work package 2, which begins this fall.
Work package 2 focuses on support structures for social entrepreneurs. Among other activities, we will host several webinars. During 2025, the project will develop a digital platform with useful tools for social entrepreneurs in rural areas. This fall, we are working on the content and practical functionality of this platform, a topic that was also discussed during the gathering in Ireland, where we held a workshop on the “journey” of a rural social entrepreneur. What challenges are likely to arise, and what types of support structures are needed?
MERSE is one of the development projects that could also be useful for education in social entrepreneurship, and we look forward to the continuation. Here, we gain first-hand knowledge from other countries, which can help further develop the field.
Horizontal principles
As a part of being Interreg NPA funded, the project partners have decided on some horizontal principles within three areas. First we sent in suggestions on practices. On Ireland, we voted for 3 practices in each categories, and now we are going to implement them both in the project and the project organizations.
Towards a greener NPA!
Engaging with local businesses and stakeholders to organize events and activities.
On-line meetings are norm for most meetings, board meetings,committees and such.
Local sourcing; source event materials locally to support the community ad reduce transportation-related emissions.
Towards a more inclusive NPA!
Including diverse communities and stakeholders when developing and implementing projects.
Culture; Foster a consciously inclusive culture and champion the value of diversity. Policies: Reviewing existing policies and recommend changes to align with the inclusion vision.
Work for a better and fairer welfare system. Work actively to ensure user participation and experience expertise in public systems. Promoting and ensuring inclusion, diversity and equality.
Towards a gender balanced NPA!
Ensure that different genders are represented in different work groups and teams.
Focus on female entrepreneurship to empower women entrepreneurs in business.
Raise awareness about gender stereotypes and their impact on decision-making.
Údarás na Gaeltachta – A Supporter of the Local Community
The project gathering in Ireland took place at Údarás na Gaeltachta, a short bus ride outside the city of Galway. The main purpose of Údarás na Gaeltachta is to ensure that Irish remains the primary language in the Gaeltacht area and is passed down to future generations.
Údarás na Gaeltachta supports 33 local actors who contribute to the development of the local community. These actors receive operational support and are committed to following the same strategy as Údarás na Gaeltachta. In recent years, Údarás na Gaeltachta has developed a strategy for social entrepreneurship, which did not exist before. We obtained a copy of this strategy and will study it more closely when we return to Norway.
This text was translated from Norwegian with help from an AI-tool
That’s what we aim to find out in the pilot project we recently started in collaboration with Romerike Prison, Ullersmo unit. In spring 2024, five inmates completed an 8-week introductory course. The course was developed by prison officer and program coordinator at Ullersmo, Elise, and Nina from “NAV in prison”. The idea emerged during the 2022 World Overdose Day, and many hours have since been spent organizing it, with support from KBT Vocational College.
Now, six inmates have begun studying to become peer support workers. It requires many adjustments, but if successful, this could be the start of something bigger.
Time management and unpredictability
Like many other projects, it takes some dedicated individuals to make this pilot a reality. There is no doubt that both Elise, Nina, and their colleagues are exactly that. Management is also on board. When some of the KBT staff went to Ullersmo to start up the semester, an inspector told us: “It’s fantastic that we are making this happen!” We completely agree!
Many potential challenges will need to be overcome in the coming year, and solutions need to be found quickly. Organizing the teaching schedule is a bit of a puzzle. Someone serving time in a high-security prison has less control over their daily schedule than most of us take for granted. They can’t decide when to receive visitors or go shopping, let alone use the internet. Many also have other scheduled activities throughout the week, from work to substance abuse treatment, or other learning activities.
Bringing digital education into a high-security setting
Much of the peer support worker education is conducted digitally, and it’s not just the students’ limited internet access that requires the program to be adapted for a high-security prison. Strict rules apply to what can be brought past the security check. For example, a PC or smartphone cannot be brought in when a teacher from KBT Vocational College visits. Presentations must be sent in advance, and printed copies of information are often used instead.
Throughout the academic year, students will also receive several guidance sessions, which are usually done digitally. In this case, we will compensate by traveling to provide in-person guidance.
Theory and practice
As a vocational program, the peer support worker education includes 50% practice. Normally, students find a placement near where they live. A practice period consists of 270 hours. In the prison, they need to think differently about what kind of work can count as practice, such as giving presentations.
Awareness of possible pitfalls and role conflicts
One major difference between students in prison and those on the outside is that they cannot leave their environment after work or school. They remain in the same setting 24/7, making it challenging to separate their different roles. Although they will not have practice in their own department, most people around them know that they are studying.
On the first day of class, both students and staff showed awareness of these issues, which is a good start. One student reflected aloud on the potential to end up in a position of power over other inmates, which they need to be mindful of.
Peer support workers in the correctional system
While peer support workers in mental health and substance abuse are becoming more well-known and widespread in Norway, it is still in the early stages within the correctional system. However, it is more established in other countries, such as the UK. Recently vi visited St. Giles trust in Wales, and learned a bit of how they work with prisons. We will write more about that soon!
Mutual desire to establish an educational program in prison
At KBT Vocational College, we have long recognized the potential for peer support workers in the correctional system, inspired by other countries. When Romerike Prison contacted us, it was a perfect fit. After discussing various educational setups, we have now launched a pilot project. Although we have planned for many things, unexpected events may arise over the next year.
We look forward to the collaboration in the coming year. If the pilot project is successful, it may eventually lead to the development of a program for more prisons in Norway.
This article was translated from Norwegian with an AI-tool.
What does the future hold for training and educational opportunities for peer support workers in the Nordic and Baltic countries? KBT Vocational College, along with organizations from Sweden, Estonia, Iceland, Lithuania, Latvia, and Denmark, has been working on this question for the past few years. Through a network collaboration supported by Nordplus, we have drawn inspiration and knowledge from one another. This collaboration has accelerated the development of training for peer support workers in several countries.
Applying for a New Project – Seeking to Develop Common Training Materials
On April 30, 2024, the latest project on networking for peer support worker education in the Nordic and Baltic countries concluded. We leave the project with a strengthened network, which has potential for further development. The main goals of the Nordplus network were to create a larger network for the education and training of peer support workers and to build a common understanding for future projects.
Through the network, we have identified some needs. Therefore, the network has applied for funding to develop shared educational materials, including videos that will provide a common understanding of what a peer support worker is and what is needed to enhance their competencies. The network got fundings for further work, and a new project has started. We will tell more about that in a new post.
Project Partners
Sweden: NSPH
Estonia: MTÜ Kogemusnõustajad
Iceland: Hlutverkasetur
Lithuania: Mental Health Perspectives
Latvia: Zelda
(Guest) Denmark: Peer Partnerskabet
Relationship Building Over Time
This project is the third Nordplus project initiated by KBT Vocational College to bring together the Nordic and Baltic countries for peer support worker training.
The project has both strengthened previous relationships with partners and expanded the network. This is a network for collaboration, not competition. Program Director Preben Hegland is optimistic about continued collaboration and envisions the network growing with more partners and countries in the coming years.
Community Around the Important Role of the Peer Support Worker
The partnership is built on a shared understanding that peer support workers play an important role in healthcare and that there is a need for education and competence development to ensure that both the peer support workers and the system can work together effectively.
All partners in the project are committed to creating a community and a common meeting place for the Nordic and Baltic countries to address the topics surrounding peer support workers.
Sharing Experiences on Education
Sharing experiences about accredited education in Norway and supporting partners in their startup phases will continue to be important for KBT Vocational College going forward. One example of the network’s effectiveness is that NSPH in Sweden is working to establish an education for peer support workers at the same level as KBT Vocational College. This will enable great opportunities for collaboration between these educational programs in the future.
This text was translated from Norwegian with help from the AI-tool chatgpt.
With our hybrid education model*, you can study from anywhere in the country. However, many still prefer having a classroom to attend. From autumn 2024, KBT Vocational College also have campuses in Hamar and Ålesund, in addition to Trondheim and Kristiansand.
*The teaching is online with in-person sessions. The lessons are streamed online, and students can choose to attend in the classroom or participate entirely online. During session weeks, many students travel to their campus. Students living outside Trøndelag, Agder, Innlandet, or Møre og Romsdal attend sessions in Trondheim or participate online only.
The application deadline for the 2024/2025 academic year has passed, and the next opportunity to apply is from March 20, 2025.
This text was translated from Norwegian with help from the AI-tool chatgpt.
One of the researchers behind the CHIME recovery framework, Dr. Mary Leamy, is a collaborator on the CHIME 2.0 project. On June 6th, Leamy visited us in Trondheim, both to work on the project and to lecture for the students in the Peer Support Worker education.
What is CHIME?
CHIME is an acronym for Connectedness, Hope, Identity, Meaning, and Empowerment. The CHIME framework was developed by researchers in England and presented in a 2011 article*. The researchers created the framework after reviewing nearly 100 qualitative research articles on recovery.
*Leamy, M., Bird, V., Boutillier, C. L., Williams, J., & Slade, M. (2011). Conceptual framework for personal recovery in mental health: Systematic review and narrative synthesis. British Journal of Psychiatry, 199(6), 445–452. https://doi.org/10.1192/bjp.bp.110.083733
CHIME 2.0.
The CHIME 2.0 project focuses on the implementation of recovery and CHIME in Norwegian municipalities. In the project, we work on developing and delivering recovery-oriented training courses for service leaders and staff in municipal mental health and substance abuse services. CHIME 2.0 is supported by the Dam Foundation through the Norwegian Council for Mental Health.
Meeting experts through the education program
At KBT Vocational College, you receive lessons from both regular teachers and experts in various subjects. These experts come from academia, research, and the field of practice. Recovery is an important topic in the Peer Support Worker education, so it is a great pleasure to welcome one of the key researchers in the field of recovery.
Research on recovery and the CHIME framework
Dr. Leamy discussed how they reviewed numerous qualitative research articles on recovery and developed the CHIME model, which many of us recognize today. The model is more complex than the acronym CHIME alone suggests, and Mary guided the students through the different categories in the model. She recommended reading the original 2011 research article for a deeper understanding of the CHIME model.
Students also learned about recent research, including ongoing studies in Thailand. Much of the previous research on recovery comes from Western countries, so it will be interesting to see what findings emerge from another part of the world.
INSPIRE – Measuring personal recovery
While the CHIME framework explains factors important for personal recovery, it is not ideal for measuring recovery processes. Therefore, researchers at King’s College London, in collaboration with service users, developed the INSPIRE tool, which you can read about and download at researchintorecovery.com. Leamy emphasized the distinction between clinical and personal recovery, where clinical recovery refers to being symptom-free.
Variations of the CHIME model
In recent years, there have been several variations of the CHIME model from different groups, which add one or more letters. Leamy pointed out that most of these are not research-based and divert the framework in directions different from what the CHIME model was intended for.
This text was translated from Norwegian with help from the AI-tool chatgpt.
Earlier this fall, the Nordic-Baltic network about educating and training peer support workers met up in Trondheim. After the meeting, we asked the others some questions (below) about how it is in the different countries now, and what impact the network have had. In addition to the group attending the meeting in Trondheim, the network also contains members from Estonia and Latvia.
Questions:
1. What kind of training exist for Peer Support Workers in your country? 2. What are your plans for further development regarding training of Peer Support Workers (PSW)? 3. Has the Nordplus-network made an impact on this development? 4. In what way has this network inspired you further development?
Sonny and the others from NSPH in Sweeden, tells us that they have a training program for peer support workers, that they plan to expand.
What kind of training exists for Peer Support Workers in your country?
Currently, there are no training courses available in Lithuania as we are still in the early stages of establishing them. However, some individuals have attended Intentional Peer Support training courses in Iceland and are enthusiastic about applying their acquired knowledge.
What are your plans for further development regarding the training of PSW?
In the near future, we plan to pilot peer support in mental health facilities. Therefore, we are eager to start peer support education. However, we are still looking for the best way to do it in accordance with the Lithuanian context and the available resources.
Has the Nordplus-network made an impact on this development?
The Nordplus network has had a significant impact in the development of peer support in Lithuania. This network has provided us with a great opportunity to learn about best practices from Baltic and Nordic countries as well as different approaches to peer support training. This experience has inspired us to consider how we can implement these practices in Lithuania.
In what way has this network inspired your further development?
We were given many opportunities to take tangible steps towards developing peer support within our network. This led some of us to participate in an Intentional Peer Support training course in Iceland. However, the most significant outcome of our efforts was the meaningful connections we made with one another. Peer support is the beginning of a social change, and this process can be challenging. Having the support and being able to ask for advice when needed is crucial during this rewarding but difficult path to implementing that change.
Ebba from Iceland think the network speeds up the process in some countries.
What kind of training exist for Peer Support Workers in your country?
Intentional Peer support. Core training that takes 40 hours.
What are your plans for further development regarding training of PSW?
Our plan is to proceed in IPS training and give people opportunity outside of the the capital Reykjavik. One has already been held in the north – Akureyri. For those who are feeling inspired to share the material with others can take a course Train the trainer 40 hours. The first one in Iceland will be held in December.
Our aim is to follow up the Swedish model which takes 5 weeks. We have a recovery school in Iceland that could offer this and then the participants from Sweden could help in developing further education. Hopefully the Norwegian model could be offered at a university level and that would require teachers from the group to help get started.
Has the Nordplus-network made an impact on this development? In what way has this network inspired you further development?
Yes it has speeded the process and for the first time one could see that there are more than one way. The Nordplus network has shown us that here are different possibilities and ways to back up Peer support workers. That you can take different roads in education.
People in the group are also willing to help out to help those countries that have come shorter in this process. Through the Nordplus network IPS in Iceland connected to the delegates from Lithuanian.
Three from them came to Iceland in August and took the core training. If not for Nordplus this would never have happened.
We also see that this group could help the countries to develop faster peer support workers and develop the education that is needed. We have also been explored to research from Sweden and Norway which is very helpful along with having the contact you need to ask questions that are relevant.
Without these meetings this would not have happened either. We look forward in working on this project in the future with great hope to develop peer support workers in our country.
Karl Johan and Preben at KBT Vocational college are eager to meet others that train peer support workers in different countries.
Co-teaching in higher education is quite new. In Europe, some universities have started with co-teaching in programs like social studies and mental health studies. Some countries and teaching institutions have more experience with co-teaching than others.
In the Erasmus+ project SEKEHE, some of the project participants have seen good results through several years. Others are still exploring the possibilities.
Sharing experiences across Europe
SEKEHE stands for “structural embedding of knowledge by experience in higher education through process of co-creation”. In September, the participants in the SEKEHE project had a meeting at KBT Vocational College in Trondheim.
One of the meeting activities was to share experiences of co-teaching. Even if the project participants had a shared perception of experiential knowledge earlier, the presentations led to an understanding that they still have a lot to learn from each other.
With project partners from 4 different countries, there is both cultural and linguistic differences to explore in the context of the project.
At the meeting in Trondheim, the project partners hold presentations of their experience with co-teaching.
SEKEHE Project partners
University of Ostrava (the Czech Republic)
University of Applied Sciences and Arts, HOGENT (Belgium)
Universiteit Ghent (Belgium)
Universita’ Degli Studi Di Milano-Bicocca (Italy)
NTNU (Norway)
KBT Vocational College (Norway)
Learning of and about experts by experience
At the meeting in Trondheim, we took the opportunity to do a short interview with the project leaders, Jessica (Belgium) and Jakub (Czech Republic).
About the origin of the project, Jessica explained that she met a colleague of Jakub, Martin, at a conference about mental health, and the idea started in an informal way. At the conference, Jessica and Martin discovered that they were thinking a lot alike.
They started talking, and a friendship developed. More people got involved, and they started talking about how they were working with experts by experience. They then decided to write a project together on the topic, and invited other colleagues they were in touch with. The colleagues from Italy were also om a workshop at the conference where Jessica and Martin met. The group slowly grew, and then Ottar Ness from NTNU came in, and now here we are.
Discovered different contexts along the way
The SEKEHE project are now at the end of the first year. In the first work package, they have been sharing experience of co-teaching. How can they embed knowledge by experience in the courses that they give to their students? There have been different experiences in the different countries in the last year.
Jakub explain that they in this phase of the project, are realising there is difference in the context for the project partners. Now they are discussing what experiential knowledge really means. It can mean different things in different countries. They are still trying to find some kind of framework for describing this activity.
The project is a good arena for exploring the topic and inspire each other. Each country and institution are in different phases of developing this kind of work. In Italy they are just starting and in Ghent they already have a lot of experience.
In the output of the project, you can see experience from those who are just starting and those who have been developing it for many years.
SEKEHE project meeting in Trondheim, fall 2023.
Systems for support
Next year they are going to set up systems of support for students and finding out how they can embed knowledge by experience in those systems of support. They have started with a focus on the teaching, now they are shifting more to the support part. Jessica adds that there’s also a third layer of the project: Focusing on structurally embedding the knowledge by experience in the education. What should change in the universities and university colleges?
The final goal is to have inclusive education where knowledge by experience is a pillar besides the scientific and the professional knowledge.
Structural challenges in the universities
When asked about challenges of co-teaching at universities, Jessica points out that she have met some structural challenges. Not all experts by experience have a formal degree, and therefor they have requested some flexibility from people at the HR department. Also, they need to honour them properly for the work they are doing.
On the level of cooperating with other lecturers, Jessica tells us it’s taking time to create a common ground where people are aware of the benefits of co-teaching. They have to make opportunities to speak about doubts. Is this a good idea? Should we do this? “It’s important to create this openness!”, she says. “This is something we are going to do, and this is the way to go. Without this openness, you lose half of the people before you even started.”
Self-stigma
On the question “Have you met any stigma in this project?”, Jessica says:
“The last two days, some of the experts by experience have been talking about self-stigma. It’s partly in how the organization structure in education is organized. They sometimes feel less as an expert by experience in the current system, because you really have to fight to get your position there as an expert by experience. It’s often only seen as an added value, but not a necessity. They were talking about self-stigma, but it is also somehow created by how the education system is organized. “
Jakub continues: “That’s a big part of some of their stories. It can depend on the stage of their life. Some told that they have met stigmatizing reflections from their students. The students want to bring something into it, and may not be reflecting about the labels, that some of their experience is stigmatizing.
This is an important moment where they can open a discussion. The teachers and the co-teachers try to not judge the students when bringing up something stigmatizing, but to open up a discussion about it. It’s also a difficult situation that brings in insecurities. It’s something we have to look more into, how to work with stigmatization in this teaching process.”
Vebjørn Ørsjødal presenting experiences of co-teaching at KBT Vocational College.
Reducing stigma by openness
Jessica says she think it also takes stigma away in some way. “Because when we started with the co-teaching, we see that the students are suddenly much more open to talk about their own vulnerabilities. It’s some kind of a catalysator: “Ah! It’s okay to talk about these things”. Without this, this openness wouldn’t happen. It’s another way of interacting and creating a dialogue. So, by doing that it’s also breaking stigma. Because all of the sudden subjects are much easier to talk about. It goes in both directions.
It also brings challenges, because all of a sudden, students bring up a lot of issues they’re confronted with. And you see a lot of colleagues thinking: “Ouf! What now? What do we have to do with it?” It’s still an insecurity there with professionals and lecturers. “What’s our role in this? If we break the stigma, somethings come up, and what then? “ ”
Why is a project like SEKEHE important?
There are many layers of why this project is important. Jakub says: “One of them is to give a value of this kind of practise in an institution, because it’s kind of connected to the project. It brings more visibility in the institutions. Even the colleagues that are not involved, or were not interested before, now see that its more power in it. It’s covered by something international.
It’s also a lot of inspiration across context, that we have seen during the workshops. The enthusiasm of people coming here, hearing and seeing that they are not alone in this. That they can connect and that they have friends around in Europe.
Also, the level of creating some robust justification and the ground for how to describe this kind of thing. So, it’s not just an addition to the ways of how we are teaching and learning, but as a core thing in the context.”
Jessica continues: “I think it’s good if it can be a way in how to support inclusive education. In the end, all partners want that the education systems are open to everyone. And it’s in how you look at knowledge, by really embedding this knowledge by experience. But also, how can people in vulnerable situations be included in our education system as well.
It’s content wise, but also about transforming your education system. So that we don’t exclude people from our education system, and that we don’t start already with this excluding process in our own institutions. It’s a big aim, but maybe we can start with planting a seed with SEKEHE.”
In the SEKEHE project, photo voice is used as a method. Here is the result of a photo voice session
Photo voice as method
During the SEKEHE project, all of the teams have been working with photo voice, where art meets research. They use photography to discuss certain topics that are relevant to the project.
Jessica says: “I think that’s an innovative way of working, which is also very useful if you want to have social impact and change. Because you will reach another audience than when you just write an article, or a paper or whatever.
It’s social change on that level, but it’s also another way of working with people. You work with them in the identity of a photographer, not someone with a background of mental health issues. You are working in this project in the role as a photographer, and what’s important for you. It’s a whole different way in how you look on how you work with people. You’re in an equal position. Because the lecturer is also working as a photographer to bring his or her story. I think this is something special in the SEKEHE project, that also unites us.
Maybe there can be an exhibition of the photos on the SEKEHE website. It can intrigue people in a different way by creating these kinds of material as well.”
About Jessica and Jakub
Jeccica is from Belgium. She works at the University of Applied Sciences and Arts, HOGENT in Ghent. There she is a coordinator of the EQUALITY//Research Collective. That’s a research centre where they do practice based research, mostly in the social domain. Two important frames of references: Human rights and quality of life. Embedding knowledge by experience is one of the central pillars of the research centre.
Jakub is from the Czech Republic. He works at Ostrava University, Faculty of social science, educating social work. They focus on social work and bringing the experienced knowledge into the studying of social work. Also, they emphasis is on critical aspects of social work.
Jakub is involved in a project which invited people with specific experience to be a part of the educational process. They have experimented with this the last few years, even before the SEKEHE project started.
Last: What do you think about Trondheim?
Jakub: “I like it. Compared to where I live, it’s less cars. More green cars. With small kids, it’s good to experience a city where you can move more freely, with bikes and green areas. I like to have nature around and clear air. I would like to hike around. “
Jessica: “I was surprised that this is the third largest city in Norway. Went to the fortress and sent a picture to her boyfriend with the text: This is how a city could also look like.”
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
