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Electronic Platform for Adult Learning in Europe


Barriers to learning

This news article describes a number of developments and current topics of conversation within High Education and universities. It covers the trend in ‘unconditional conditional’ offers, the return of the post-Study work visa, the Universities and Science Minister’s commitment to continued participation in Erasmus+ projects and the long-running argument over the cost of university fees.

AHEAD, an organisation that is focused on promoting full access and participation of students with disabilities in further, higher education and employment are hosting their annual international conference, 'Through the looking glass: Reflecting on Inclusion from the boardroom to the classroom' on the 26th and 27th March 2020 in Croke Park, Dublin, Ireland. 

Our project called  Stajyerler Avrupa'da İlerliyor, which we have prepared for the students studying in Motor Vehicles Technology and Electrical-Electronics Technology departments, has been successfully completed.
Within the scope of our project, 7 students and 1 companion teacher from the Department of Motor Vehicles Technology went to Colegiul Tehnic Dimitrie Leonida training center in Romania between 20.01.2019-02.02.2019 and made an internship on Hybrid and Electric Motors.

The Expert Committee for Further and Continuing Education appointed by the Norwegian government (Ekspertutvalget for etter- og videreutdanning), recently published the report “Lærekraftig utvikling” (“Learnable development”). The work was led by Simen Markussen, Senior Research Fellow at The Frisch Centre.


Pizza and cooking utensils on a black background

NOW Group is a social enterprise based in Belfast that works to support people with learning difficulties and autism by helping them secure jobs with a future. Responding to high demand for people within Northern Ireland’s booming hospitality sector, the organisation has launched two innovative academies. Running in Belfast and Omagh, the 12-week long programmes offer an accredited qualification alongside a 6-week work placement based in the industry. 

1 October 2019
by Colin Neilands

The September EPALE podcast considers the question: does adult learning increase inequalities? In this article, EPALE Thematic Coordinator Andrew McCoshan offers his thoughts on why policies might benefit from thinking clearly about which adults actually do formal learning and the types of learning provision they access.

26 September 2019
by Andrew McCoshan

One of a series of blog posts relating to the Learning & Work Institute's Healthy, Wealthy and Wise: implications for workforce development report. Mark Ravenhall discusses the need for adult education to collaborate with other public services and analyses the main findings of the report. He also presents the action points that have emerged from this analysis and invites further discussion from users. 

20 August 2019
by Mark Ravenhall

In an article published in May 2019 in a leading scientific journal “Work, Employment and Society”, Konrad Turek and Kène Henkens from the Netherlands Interdisciplinary Demographic Institute investigated whether the low employability of older people results from age-based stereotypes regarding skills.

14 August 2019
by Konrad Turek
Thursday 17 October 2019, Hungary


A „NEUROANDRAGÓGIA A KIREKESZTÉS ELLEN” című projektet a lengyelországi Społeczna Akademia Nauk (Társadalomtudományi Egyetem, Lodz) koordinálja, Ausztria, Csehország, Görögország, az Egyesült Királyság és Magyarország részvételével. A projekt célja, hogy alkalmazza a neurodidaktika felnőttoktatásra vonatkozó legújabb ismereteit a hátrányos helyzetű csoportok támogatására (ideértve a munkanélkülieket, az 50 év felettieket, a fogyatékosságot, a bevándorlókat, az alacsonyan képzett embereket, a fejletlenebb régiókból származókat, stb), hogy ösztönözzék őket az egész életen át tartó tanulás folyamatában.

Wednesday 20 November 2019, Poland

Konferencja Nierówna edukacja. Forum wymiany myśli i doświadczeń


"Nasze forum jest otwarte dla osób zajmujących się teorią, badaniami i praktyką. Zapraszamy przedstawicieli nauk pedagogicznych, jak również innych dyscyplin: socjologii, psychologii, filozofii, kulturoznawstwa, historii, nauk prawnych. Zależy nam na obecności przedstawicielek i przedstawicieli szkół wszystkich szczebli i rodzajów, także instytucji kształcenia specjalnego, przedstawicieli przedszkoli i uniwersytetów trzeciego wieku.

Wednesday 16 October 2019, Ireland

Education and Technology Conference

This event will explore how technology can be of use within education and in particular for inclusive education. While the event will focus on the use of technology within the adult education sector, it will be of relevance to all educational sectors.


Date: Wednesday, 16 October 2019

Time: 09:30 – 16:00

Venue: Trinity Business School (Tangent), Luce Hall, Pearce Street, D02 H308 Dublin 2

Monday 21 October 2019, Poland

Dyskusyjny Klub Coacha: Co jest zasobem, a co jest ograniczeniem w pracy coachingowej?

Dyskusyjny Klub Coacha: Co jest zasobem, a co jest ograniczeniem w pracy coachingowej?

Zapraszamy coachów, trenerów, menedżerów, konsultantów, mentorów, psychologów, doradców zawodowych oraz wszystkich zainteresowanych rozwojem osobistym na ósmy w 2019 roku Dyskusyjny Klub Coachingu!

Poniedziałek, 21 października 2019 r., godz. 17.30 - 20.30 - Dyskusyjny Klub Coacha poprowadzi dr hab. Mirosława Huflejt-Łukasik (Katedra Psychologii Osobowości Uniwersytetu Warszawskiego) "Co jest zasobem, a co jest ograniczeniem w pracy coachingowej?"

Wednesday 15 April 2020 to Saturday 18 April 2020, Turkey

International Pegem Conference on Education (IPCEDU-2020)

International Pegem Conference on Education (IPCEDU-2020), whose main theme is "The Role of Education in Developing/Improving Social Conscience", aims to introduce scientific studies to the world of publication by addressing and discussing academic issues. The conference program includes panels, workshops, oral presentations, comprehensive research and poster presentations. Presentation languages are Turkish and English.  

The objective of the Intellectual Output 3 of the EUMentorSTEM project was to assist the career progression of migrant women with a STEM background through mentoring and coaching which aims to develop their soft skills and competencies. Therefore, a training programme was organised by all partner countries to meet the specific needs of the target audience. The methodology for this project has been built on Mentoring Circles™, which was developed by Inova Consultancy and has been adapted to EUMentoring in order to suit the needs of migrant women with a background in STEM.

The Promised Land Erasmus+ project has released the Intercultural Learning with Refugees and Migrants project ebook. The book explores the experience of refugees in Europe and Turkey, considers the role of cultural hubs such as museums and theatres in driving positive attitudes towards migration and provides policy recommendations. The book is free to view online and will be beneficial for anyone working with refugees and migrants.

Peter Mayo: Higher Education in a Globalising World 
Manchester University Press, June 2019, 160 pp

This is an incisive critique of adult education highlighting its direct bearing on the practice of democracy. It makes a rewarding and insightful read, arguing for higher education (HE) as a public good, not just a commodity for the promotion of a neoliberal global philosophy, corroding the very soul of HE. It awakens reflection on a whole range of themes related to globalisation.

This report aims to contribute towards the attainment of the Sustainable Development Goals (SGDs), with particular focus towards:
• Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
• Gender Equality: Achieve gender equality and empower all women and girls.
• Reduced Inequalities Partnerships for the Goals: Reduce inequality within and among countries.

The recent refugee crisis has put many OECD countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by
education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being.

Simon BROEK's picture
As part of our March focus, EPALE is organising a written discussion on how to ensure inclusion in adult learning and what makes for an inclusive adult learning provision. The discussion will take place on this page on 22 March at 10:00 CET and will be moderated by EPALE Thematic Coordinator Simon Broek and Ellen Boeren. Don’t miss the opportunity to share your views and experiences with the EPALE community.
Hélène Paumier's picture

Despite a strong focus on skills strategies at European level, progress in equipping adult learners with basic skills remains largely insufficient. 1 adult out of 5 still lack for instance numeracy or literacy skills in Europe today. This can seriously hinder employment objectives as well as democratic participation, social inclusion and personal development.