Educating for housing.

Pedagogical competencies and informal settings to tackle adult social exclusion

Abstract

This article aims to explore the actual social and educational needs and the professional competencies educators must have to construct and manage education in informal contexts, such as housing. The article highlights the importance of learning that can be achieved in informal settings. The Housing First model will be examined as a model of person-centered intervention. Data from a survey among professionals discuss the crucial role of the educator in accompanying vulnerable adults to housing.