Community Learning
I am currently designing a Community Learning initiative grounded in non-formal learning, peer learning, and active community participation.
I am particularly interested in hearing from practitioners, organisations, and researchers who have been involved in similar initiatives across Europe, whether ongoing or completed.
Specifically, I would welcome contributions that share:– concrete examples of community-based learning initiatives– lessons learned (what worked, what did not)– tools, methodologies, or frameworks used– links to projects, publications, or platforms
If you have been directly involved in such experiences—or know of relevant practices—I invite you to share your insights, resources, or contacts.
Your contribution could support peer learning and help build future exchanges and collaborations across the EPALE community.
Komentari
Community Learning in Adult Education
Hello Maria,thank you for starting this discussion.
I work in adult education in Türkiye and have experience in Erasmus+ projects focused on non-formal and peer learning. In our community-based activities, involving learners actively and linking learning to real-life needs proved very effective.
Peer-learning workshops and collaborative tasks helped create an inclusive and motivating environment. Sustaining engagement after projects can be challenging, but local partnerships supported continuity.
I would be happy to exchange experiences and explore collaboration opportunities within the EPALE community.
Kind regards,Belkıs İslikaye
Community Learning
Hello Maria, I look forward to this discussion.
To ilustrate my approach, I recently coordinated a ceramic workshop where adults with intellectual disabilities (ID) took on the role of mentors for members of a local amateur art association. This initiative successfully flipped the traditional inclusion model, positioning people with ID as skilled practitioners and knowledge-sharers within their local community.
I am particularly interested in learning how others have formalized similar grassroots or non-formal initiatives into official projects (such as Erasmus+ or national programs). How did they manage to scale these practices or integrate them into broader institutional frameworks.
I would value any insights on:
Moving from one-off workshops to sustainable, structured programs.
The transition from non-formal community activities to recognized educational projects.
Strategies for measuring the social impact of such "reverse inclusion" models.
Kind regards,Silvo.