EDU4ME - Trustful adult education: Local Companionship and guidance promotes European education mobility

Adult education has not the same important position than education in earlier stage of life. To change this, to promote the importance of lifelong learning in a rapidly changing world with a ageing population the relation to “education in lifecycle” has to be changed.

Special in smaller municipalities/communities with their local adapted education institutions the contact is much more intensive. Here the contact adult education - learner depends not only on using the learning offer, in the same extent the advisor offers for learners, the guidance and the obligation in "their own" school" is important.

To organize this relationship it needs a special kind of organization structure. This can be a member structure like in a association / companionship or it can be included in a framework of learner agreement, based on a individual approach for each learner and for necessary knowledge in each stage of age. The learners can build up a strong connection to such kind of school, to a adult learning partner over decades.

Within this frame of a local adapted structure, the adult school can develop European-wide accessible learning opportunities. Special this network transfers a atmosphere of obligation and confidence from local level to international level. And the quality of education offers depends not only on the written agreements between the participating institutions (the EUROPASS instruments will be used), it also depends on the trustful knowledge about each other and the intention, to avoid any problems / to win the confidence of the international learner.

The project partners are from Poland, Spain and Germany. Project duration: 01.08.2010 - 31.07.2012

EDU4ME: First wokshop "Team and Tasks" in Germany

From 24. - 27. October 2010 the three partners from Poland, Spain and Germany met in Bad Zwischenahn for (1) teambuildung measures and (2) to have personal consultation about the pathways for a successfully project. Main point was, to discuss and decide the operational activities in the project, because there has to be a new agenda with the actual three partners.

In the beginning of the workshop all partners present their organisations and their experience about the project topic. It was a real great variety of practical knowledge and it will be a good base for the common work in the future. Further on, the team decided to do all the planned steps in the project: There will be 5 meetings in the two years duration and 5 newsletters will inform the interested audience about project progress. In the first project phase - until April 2011 - there will be courses /study / research about ICT as instrument to strenghten membership and realtionship to adult education.

A visit in the local LEB - Education - Center was included into the meeting, to inform about practical circumstances of adult education in the region.

2nd project meeting with the main topic "ICT in adult education" in Lublin/Poland

In the last days of April 2011, the partners from Poland, Spain and Germany met in Lublin, residence place of the partner group ECCC Foundation. In the first part of the meeting the partners presented their planned and realized tasks. Then it was important to hear and to discuss about the instruments of the EUROPASS. This is also a main topic in the project and it´s common idea, to work with this instruments it in project time. So the participation in the next meetings shall be documented by the instrument "EUROPASS mobility" for the foreign partners.

The project team explore the possibilities, how to organize the ECCC Examination using ICT.

The simulation of the ECCC exam was an interesting access to the activity, how to integrate students in "distance learning" and how organize the exam. Especially in rural areas distance learning will be more and more interesting for access to adult education. Also the contact to the students can be intensify by continuously contact via internet, e.g. by using chat rooms.



The 3rd meeting in Spain and planned activities coneed eG Bildungswerk in winter 2011/2012


Meeting in Spain in November 2011

6 participants from coneed eG Bildungswerk take part in the 3rd international project meeting in Spain in Las Palmas de Gran Canaria.

They get a lot of information about the institution, the education work and the locations were activities take place.

Especially it was a great impression, in what interesting way the school organizes a barbeque day in the countryside. The open communication atmosphere between participants in different ages was really interesting and sure a base for a good common school atmosphere. 


Start a working group by coneed eG Bildungswerk

In the frame of the project a working group "Adult education promotes international education and European Networking" is coming in action. About 10 participants will be in the group. There are several meetings planned and scheduled events abroad. Everything will take place over a period of 6 months. Members of the Working Group should preferably be people, who are interested in international networking and want to be active as multipliers in future.


Main goals for the workgroup:

-  To organize the cooperation with the "partner - school" permanently, e.g. kind of membership or group of students.

- To use the trustful learning environment, particularly easily to realize in rural areas, as basis for further international learning activities

- To learn in the project from the European partners experience in Spain and Poland

- To take part in international learning and information units in the frame of the partnership.



The German students experience in Gran Canaria

In February four coneed eG students take part in a learner mobility, organized by the Spanisch Colleagues from CEPA.. During their stay they had the chance to take part in Spanish improvement lessons and learn about the island and its culture. The staff members from CEPA had described this visit as a very positive experience that they wished, it can be repeated in the near future.

Both, teachers and students from CEPA, helped them feel at home and included them in activities in and out of our premises. The student committee assign to the integration task took them on outing and showed the daily life in the city, also using other international events to give them the chance to meet other foreign students in the island.




As for other non academic activities the staff members and students were all included in an integration and exchange dinner, where they could all get to know each other better. This, along with all the other activities these students were involved in, worked together to achieve a positive result for everyone and allowed CEPA educational center to implement the welcoming skills and learn more about how working with other UE countries contribute to our work.



Adult education as engine for personal and rural development.                                                                            Important topics on the 4th project meeting in Bad Zwischenahn.


The project team met again in the middle of March 2012. Main topic was the discussion about the pedagogic approach of teachers and trainers in adult education and how to establish an education community. In this case the Spanish partner inform about their experiences and ideas.


As an example of social and rural development the colleagues and learners from Lublin inform about the situation in the municipality Stezyca, near to Lublin. It is an example, how an engaged community can be the engine for rural development: Especially the women association, the local firemen and the church organize a lot of social and cultural activities and manage e.g. the local bibliothek and the community house.


The conned eG coordinates international relationships from North West Lower Saxony to several states in Europe. More and more learning exchanges are documented by the Europass.

During the meeting the international team inform about their work on the annual meeting of the association LEB Aurich. This association is member in coneed eG, here runs a working group about the relevant international topics and they send learners to education activities abroad. A presentation about current adult education in the region added the regional visit.


Women from Stezyca (Poland) inform about cultural and social cohesion their municipality.


Final project meeting 03-06.06.2012 in Poland, view from Spanish partner CEPA on the project (Excerpt)

The partners from Germany/coneed eG Bildungswerk, Poland /Foundation ECCC and Spain/CEPA Las Palmas Ciudad joined the final meeting in Lublin. Main points were the presentation of our corresponding reports and discussion on project benefits and outcomes, added by plans plans for future cooperation.

During the whole project time there was a close contact between the partners. There have been 5 personal contacts in the project s workshops as well as other common activities such

as sharing ideas, preparing documents and websites during the times between meetings.There has also been a permanent contact amongst us via telephone, e-mail and web, which

made sure that a close and constant communication was kept The development of the project has enabled the use of virtual spaces for communication, development and dissemination of the experiences that individually and collectively we have done in this project. Our organization has incorporated objectives and content aimed to strengthen our

consciousness as Europeans, our predisposition in favor of mobility and communication with other citizens of Europe (Europass, ICT, ...), and learning a language like English as a resource to facilitate that communication. Our participation in the meetings has required the development of different activities for both teachers and learners. Thus, the search for information on the meeting places and the

travels and the work to prepare the informative materials on the subjects of each meeting have been incorporated as common tasks in our center.

Our participation in this project has been the motivation for teachers and students to make a greater effort to improve our communication skills in English.



Local companionship and guidance promotes interaction in adult education and European education mobility (Excerpt of experiences in the partnership)

DE Close contact to the learners is an advantage and needs operational structures. From local interest to international education participation:

In smaller municipalities/communities with their local adapted education institutions the contact between the actors can be much more closer, to strengthen the position of lifelong learning and the learners will "hold the line" to their institution. Here they get advisory for their own personal / educational / vocational biography. So the contact school - learner depends not only on using the learning offer, important are the advisor offers for learners, the guidance and the obligation in "their own" school".

To organize this relationship it needs a special kind of organization structure. This can be a member structure like an association or it can be included in a framework of learner agreement, focused on an individual approach for each learner and for necessary knowledge in each stage of age. These learners can build up a strong connection to their adult learning partner over decades.


DE Personal education takes place everywhere:

Adult education (be it more formal or informal) has its place in the middle of our community. Education and consultation are initiated by cultural houses, environmental groups, citizens offices, centers for adult education, youth development centers, minority, groups, clubs, schools, and businesses. The variety of possible education initiators is also reflected in the variety of education locations. And this can take place on local, regional and international level!

The availability of members to bring education and consultation to these locations of educational need and educational acceptance is the base for successful

work. And all the times in needs a secured, personal frame! This well feeling in the local education environment secured by adult education provider can strength the interest into more individual knowledge outside the daily circle, outside region and country.


DE Languages connect:

Language ability is one of the central lesson areas in every European country. Therefor it needs language course offers at different levels and in all variations. Beside the primary foreign languages like English, Spanish and German all the other ones also connect European people and culture. For example, itīs also interesting to take particular necessities into consideration. So in north Germany, the language of the country immediately neighboring Dutch is taught.

It is characteristic that in the European partnerships, an intensive contact with the people is possible when a direct conversation can take place in a known language. This could be for one partner the native language and for the other a foreign language, but it could also be communication in a foreign language for both parties. There, where an interpreter must be used, a direct and spontaneous exchange is often not possible; there is a distance / a step between, and often silence.

European partnerships and individual European mobility is based on the wide contact from citizen to citizen! This cannot all the time be achieved with an interpreter or even hand gestures.



ES ICT IN ADULT EDUCATION = like an instrument for closer contact, continuous learning and to be included in international networking:

The integration process of new Information Technologies and Communication (ICT), in most of our schools are in the access phase. They are located in specific facilities for its use. (ICT Room, great hall...). It still remains its extension to other facilities and students home. The use of ICT involves a methodological adaptation and a change of strategies to profit its potential that is higher than a text book or a notebook. That is our challenge.

In the centres of adult Education (CEPA) our aim is to achieve the integration of ICT in educational activities because ICT connects perfectly all areas of the curriculum and are also essential by the workplace but the problem is that we often find that a high percentage of our students have little or no experience in this field.

The acquisition of these skills with ICT allows students to incorporate the Information Society, favouring both its personal development and its skills in the different social and laboral fields.

So we cannot turn our back on new technologies. With the advent of Information and Communication Technology (ICT), the world has changed into a Global village this Technology has brought about inevitable changes not only in the field of education but also our lives. The Social Networks are a global reality that engages millions of people around the world. The question is if they are really powerful. And how are changing our society. But what is clear is the Internet and Social Networks, in general, have been a step forward in communication that at the same time has improved education field.




In 21st century, most jobs require skills in computer and network use. This means that people who do not know the essential of using computers will be at a distinct disadvantage. In our centre, students of all ages use computers in the classroom. In Adult Education, students are of all ages and their digital competences are not similar. Some students, when they come to our centre, have never used computers before. Younger students have functional knowledge and they use chats, send or read e-mail, download music, videos and games, but they show less knowledge in others digital issues.

Learning digital skills not only needs to be addressed as a separate subject but also embedded within teaching in all subjects. Technologies have helped learners master the basic skills of reading, writing and math. The computer use allows achieve other aims such as to foster group work, sharing and collaboration between peers.


In our centre, we have asked for a survey about ICT. Studentsī answers show that:

- More than 90 per cent of our adult students have computer.

- More than 70 per cent have Internet.

- On the other hand, younger students have been using computers between 1 and 3 years.

- And older students are who have been using it for less than 1 year.

- Most students have been using computers in ICT class and at home.

- Most students have searched and found information. Besides they have used e- mails.

- Younger students have been using the computer and Internet to chat and to down load music, videos and games.

- Most students agree: People that do not know how to use a computer or Internet can be socially excluded.




The Europass Mobility is a personal document, which is used to record an organised period of time (a mobility experience) that a person spends in another European country for the purpose of learning or training. The Europass Mobility is intended for any person undergoing a mobility experience in a European country, whatever their age or level of education. Europass Mobility might be helpful to you if you are undertaking any of the following:

- a learning experience abroad

- a work placement in a company abroad

- a student undertaking a term abroad as part of a higher education programme

- a worker undertaking a voluntary placement in an NGO

The Europass Mobility is monitored by two partner organisations, one in the country of origin and the other in the host country. Partners might range from universities, schools and training centres to companies etc. The Europass Mobility document is completed by the home and host organisations. It contains information regarding the individual, the purpose and duration of the mobility experience, the training and skills acquired abroad etc.If you are undertaking or plan to undertake a mobility experience abroad, please contact the organisation which is sending you abroad and ask them to contact their National Europass Centre.

In every country (European Union and European Economic Area), a National Europass Centre coordinates all activities related to the Europass documents. It is the first point of contact for any person or organisation interested in using or learning more about Europass.