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Module III
Marketing of Adult Education on Life
Style Entrepreneurship for
disadvantaged learners
This project has been funded with support the European Commission. This publication reflects the views only of the author,
and the Commission cannot be held for any use which may be made of the information contained therein.
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The aim of Module III
To develop adult educators-practitioners’
competences to use different marketing strategies
in order to motivate disadvantaged adult learners
for active participation in lifelong learning and in
training on LSE
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The objectives of the Module III

introduce the basics and peculiarities of adult
education marketing;

review different marketing tools and
communication channels as well as of their
availability in training on LSE;

present the social and psychological aspects of
working with disadvantaged groups and
empowering them to be active in social and
economical life.
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Learning outcomes
By the end of Module III the adult educator practitioner
will be able to:

describe the basic and specific principles of adult
education marketing in particular working with
disadvantaged learners;

apply different adult education marketing strategies and
communication channels by organizing training courses;

analyze the social, psychological peculiarities of
disadvantaged people and motivate them to learn and
to get self-employed
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In the General part of the Module III
the following topics are presented:

The basic and specific principles of adult
education marketing in particular working with
disadvantaged learners;

The different marketing tools and
communication channels as well as of their
availability in training on LSE
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What is marketing?

In simple – impressing a person to buy the product/service.

In detail -
“Marketing is the function of any organization or program whose
goal is to plan, price, promote, and distribute the
organization’s programs and products by keeping in constant
touch with the organization’s various constituencies,
uncovering their needs and expectations for the organization
and themselves, and building a program of communication to
not only express the organization’s purpose and goals, but
also
their
mutually
beneficial
want-satisfying
products.”(Philip Kotler).
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Non-formal adult education is a specific
part of the service business area:
• at the same time it is both
the work and the result;
• it has particular
characteristics (intangibility,
inseparability, perishability,
heterogeneity).
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Characteristics: Intangibility
Education is impossible to
 Touch
 Taste
 Feel
 See
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Characteristics: Inseparability
This means that “the services are created and used at
the same time and cannot be separated from service
providers, that is people or equipment”
(Kotler&Keller, 2007)
Teacher
Adult learner
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Characteristics: Heterogeneity

It means that is impossible to provide the education service
for every learner in the same way because it is provided at
a different time and in different conditions
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Characteristics: Perishability
As education service is intangible, it is
impossible to accumulate its stock
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Service marketing is:
Oriented to profit
Commercial
Oriented to needs
Noncommercial
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Marketing types
Noncommercial
marketing
Marketing of Nonprofit Organisation
Social marketing
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Education service marketing
complex consists of main parts
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Additional parts of Adult Education
service marketing
 People
 Physical
evidence
 Process
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The structural parts of marketing plan

goal of the marketing on LSE training

presentation of LSE courses’ service

analysis of learners from disadvantaged groups

pricing

place

promotion

budget expenditures for implementation of marketing plan

action plan
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Marketing Tools and
Communication Channels
Marketing communications

“Marketing communications are the means by
which organizations attempt to inform, persuade,
and remind consumers – directly, or indrectly –
about the products and services that they sell“
(Kotler and Keller)
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Marketing is strategic communications and
promotions delivered in a mix of forms:

advertising

public relations

personal sales

sales promotion

direct marketing

interactive/internet
marketing

Word-of-mouth marketing

Successful experiences
(success stories)
Advertising
Advertising is designed to reach the public and motivate them to
become more interested in the subject matter of the
advertisements
 Commercial vs non-commercial advertising
 Medium:
 TV (costly)
 Print (newspapers and magazines) and Radio (fewer people)
 Print Mail (flyers, brochures, posters, letters) (cost is
reasonable, large audiences)
 The Internet: Google, Facebook, LinkedIn (cost is
reasonable, large audiences)
 Social media (most cost efficient)
 Signs and billboards (costly)

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Features of good advertisement
 Memorable
 Easily
recalled
 Provides
 Doesn‘t
 Calls
information quickly and succinctly
confuse the learner
the learners to action
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Advertising: Know your target market
 Although
advertisement is meant to address
thousands of people, it should remain
individual as if it applies to a certain
person.
 Target group determines the message:
rational (facts, arguments, quotations)
emotional (inspiring)
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Advertising: Headlines

aims to capture the consumer’s attention in order to
engage him;

focuses on the target group’s problems

is short, readable at a glance

“Do you have a talent, but don’t have a job?”

“Choose a job, not a dole. We’ll help you”

“Do you want to change your life?”

“How about making your hobby into a profession?”
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Public relations

is the practice of planned and continuous managing of the
spread of information between the organization and its
environment by which organization seeks to create and
maintain good will and mutual understanding.

Means of communication with the public:

The news

Informational/Feature articles

Public speeches

Special events,

Brochures, video and audio material (at libraries, health
centres, schools, banks, municipality centres, etc.)

True-to-life success stories
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Personal selling


Channels:
Face-to-face
Over the telephone
Through e-mail
SMS messaging
Advantages:
Helps to create long-time relationships
Most effective, but also the most expensive tool
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Word of Mouth
 Word-of-mouth
just like Public Relations
is a free marketing strategy, which helps
to spread information about products and
services
 It
is not a planned marketing activity, but
it might help a business to build a loyal
client base.
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Internet/ Digital marketing

Website

Social media

Mobile applications
Advantages:
 Traditional
media is one-way, social media are dialogues
 If
your guess is wrong, you can change the media mix
quickly, which helps to save time and money
 The
impact can be measured quickly (Facebook, Twitter)
 The
most cost-effective tool
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Digital marketing: it is
worthwhile taking the advantage
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Online Tool for Creating Social Media
Http://www.socialmediaexaminer.com
How
to use ads on the youtube channel;
How
to create and exploit Facebook: run contests,
design ad campaigns, and analyze the results of your
efforts;
How
to use Twitter ads;
How
to create social videos with your Smartphone;
How
to market your business on Instagram;
How
to master marketing on the Pinterest platform;
How
to start a business blog.
No 2015-1-LT01-KA204-013404
In the Specific part of the Module
III the following topic is presented:

The social and psychological aspects of working
with disadvantaged groups and empowering
them to be active in social and economical life
No 2015-1-LT01-KA204-013404
Social and psychological aspects of
working with disadvantaged groups
•
Dealing with the disadvantaged people adult educators practitioners need to take
into consideration the psychological and social characteristics.

•
motivate them to learn and involve them to labour market using the LSE idea
The term people with disadvantaged backgrounds and fewer opportunities is
explained under the Erasmus+ Programme as people with/ facing:
mental, physical,
sensory or other
disabilities
educational
difficulties
health problems
economic
obstacles
social obstacles
cultural
differences
geographical
obstacles
Five practical strategies suggested by
the psychologist Kierka
1.
“For educationally disadvantaged, - low self-confidence

“help learners set realistic goals and expectations, offer support services, such as
mentoring and counselling”
2.
For the socially disadvantaged

“use word-of-mouth and door-to-door recruiting, distribute program information as
inserts in store purchases, pay checks, or telephone bills, or flyers sent home with
schoolchildren;

increase the visibility of the program through community service projects; provide
opportunities for the academic and social integration of learners”.
Five practical strategies suggested by
the psychologist Kierka
3.
For those facing situational barriers –

“offer learning programs in accessible neighbourhood locations with flexible
scheduling to fit adult life-styles, arrange transportation (e.g., car pools) and child
care for single parents”.
4.
For adults having negative attitudes –

“advertise success stories of learning and entrepreneurship”; emphasize the
difference between adult formal and non-formal education.
5.
For adults with low personal priority –

“focus on employment and employability skills, job survival; give value for money
in terms of education, services” (Kierka, 1988).
How to work with people facing
economic obstacles (Brandi)?
These are the main tasks for adult educator as advisor/facilitator
and counsellor:

Establish a positive relationship with the learner

Set high expectations

Do counselling and monitoring during the learning progress

Carefully select the learning materials and decide on the tools
of instruction and support
Culturally disadvantaged learners
The adult educator should:

be particularly sensitive and get acquainted with the target
group’s expectations;

try to tailor the program to meet the group’s needs;

develop his/her cultural competence in order to value
diversity;

Develop a strategic approach to ensure that the needs of
people from ethnic minority communities are not forgotten
People with health problems physical or mental disabilities
People with disabilities:
1.
often lack self-belief severity, particularly those with mental health issues.
2.
often need more guidance and support
The adult educator has to be able to encourage people with impairments by:
1.
informing them about the possibilities of self-employment
2.
providing the disabled future entrepreneurs with advice and support,
building their self-confidence to get self-employed or to start their own
businesses.
Learners facing geographical barriers
•
Such learners may lack self-study skills, thus the teacher should
guide them through their learning until the learners become more
skilled and can manage their own learning.
•
However, the adult teacher should be aware that ICT by itself will
not make a difference, unless it is used purposively to supplement,
support and reinforce the learning process.
•
The reversed/flipped learning approach should be used to the full
extent.
Encouraging Disadvantaged People
“Entrepreneurship education is not just about teaching someone to run a business.
It is also about encouraging creative thinking and promoting a strong sense of
self-worth and accountability”
This entrepreneurship education includes:
• Becoming autonomous;
• The ability to recognize opportunities in one’s life;
• The ability to pursue such opportunities by generating new ideas and
marshaling needed resources;
• The ability to create and operate a new venture;
• The ability to think in a creative and critical manner”
(Entrepreneurship education, 2011).