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Electronic Platform for Adult Learning in Europe



When refugees arrive in a country, it is important to start the process of orientation towards the labour market in the new country as early as possible. Therefore, career guidance has been piloted in Norway since 2016 for refugees in asylum reception centres. The piloting continues in 2019, extended to including career guidance for resettlement refugees (quota refugees) and persons who have arrived in Norway because of family reunification.

Educational institutions and sport and youth associations in the Reykjanes Peninsula (south-west Iceland) are key-stakeholders in the government-led action-plan aimed at strengthening the area, following the bancruptcy of the airline WOW-Air in the spring. As a follow-up of a meeting on labour and educational issues between Education Minister, Ms. Lilja Alferdsdóttir, and local inhabitants in April, a specific task force was established within the Ministry. Its role is to formulate and gain support for an action-plan, built on the vision of the local population and the government.

The fourth LTT meeting of our project “2 Become 1” was held in London, hosted by Kairos Europe, from 24 to 28 June 2019.

The main aim of the event was to learn about the system in place in the UK for reception of migrants and refugees, with a particular focus on best practices for education and employability of the target group. Special attention was given to teaching and learning strategies for teaching English to foreigners.

REM Project aims to take into consideration the whole matter of the education for citizenship of the newcomers, and at the same time of the population that receives them: in fact even the latter knows very little about the majority  of migrants who belong to Islamic culture and often what people know (but perhaps it would be better say “they think they know”) is influenced by sim

How can educational paths of adult migrants be fostered? How can teachers and educators in the field of adult education cooperate and develop innovative practices?

Key-Co System is a project funded by KA2 of Erasmus+ program designed to provide a possible answer to these challenging questions, thanks to the joint action of four organizations, three adult schools and two universities coming from five different European countries - Italy, Germany, Spain, UK and Greece - that share a high presence of migrants and refugees attending local educational paths.

An Cosán VCC is currently accepting expressions of interest from learners for Certificate and Higher Certificate programmes for it to hold based on demand, and would be delighted if those working in adult learning would consider discussing this with any potential students they believe might be suitable and benefit from the course. Expressions of interest are being accepted via survey that can be found through the link here.

I papers selezionati saranno presentati nella seconda giornata della Conferenza sul tema delle donne migranti altamente qualificate nelle knowledge-based economies (con particolare attenzione all'ambito STEM)  (12-13 settembre 2019 a Bologna) organizzata nell'ambito del progetto Erasmus Plus  "EUMentorSTEM - Creation of a

Within the scope of Qudra Program, Merkez Qudra Day in was organized in order to introduce public education centers, to show the works and products, to share the contributions of the experiences gained in the process to social cohesion and to share the changes it creates, to present the labor and effort with the brotherhood and to announce these to the public.

The European Union (EU) funded by the "Increasing Access to Turkish Language Learning and Vocational Training for Syrians under Temporary Protection in Turkey Project" in Ankara, Bursa, located in Kayseri and Konya were planned to be carried out in eight public education center.

The Free Thinking Programme is a special course designed for survivors of modern slavery and human trafficking. This is an issue that often goes unnoticed in the UK, where we don't expect such crimes to happen. However, with more and more slavery crimes being reported and over 130,000 people living as modern slaves in the UK, it is clearly a much bigger problem than first anticipated. In response, Northern College has delivered the Free Thinking Programme, enabling students who are survivors of modern slavery and human trafficking to gain an education and enjoy part-time residency in the college while they complete their studies. This forms part one of a two-part blog post.

22 August 2019
by Paul Gibson

The Free Thinking Programme is a special course designed for survivors of modern slavery and human trafficking. This is an issue that often goes unnoticed in the UK, where we don't expect such crimes to happen. However, with more and more slavery crimes being reported and over 130,000 people living as modern slaves in the UK, it is clearly a much bigger problem than first anticipated. In response, Northern College has delivered the Free Thinking Programme, enabling students who are survivors of modern slavery and human trafficking to gain an education and enjoy part-time residency in the college while they complete their studies. This forms part one of a two-part blog post. 

21 August 2019
by Paul Gibson
How can we plan a project that contributes to equal opportunities in adult education? How can we transfer this knowledge? You will learn the conditions of a transfer and you will get practical information to design and implement your transfer activities. The example of Equal Space will show you, what to look for in a transfer.
The ERASMUS+ project EQUAL SPACE will enable more participation and empowerment of migrant and minorities women by developing trainings for Community Education Facilitators in the field of intersection of gender and diversity. Adult education often neglects the integration of disadvantaged people: EQUAL SPACE, a partnership between adult education and research organizations from Austria, Bulgaria, France and Portugal, is facing this challenge: Community Education Facilitators (CEF) will be trained in intersection of gender and cultural diversity in order to enable educational disadvantaged migrant and minorities women to find an access to lifelong learning and adult education. Community-based development work is primarily concerned with motivation of people to become a part of the work in their communities and shaping them actively, and to bring in those who are referred to as “disadvantaged groups”.
30 July 2019

In a time of widespread backlash against the rights of both women and migrants, as well rising inequality and increasing conflicts on local and global levels, it is important to protect spaces where people affected by those restrictions and changes can talk about their perspectives. This blog by Natalie Konyalian and Petra Pint was written on the occasion of the EPALE Austria conference, which was held on 13 June 2019 in Vienna.

19 June 2019
by EPALE Österreich

A big obstacle for the access of adult Roma to education and employment is the missing proof of their informally and non-formally acquired competences. Therefore, the recording, assessment and recognition of competences was the focus of our projects “ROMINKO” and "ROMINKO II".

27 May 2019
Thursday 27 June 2019, Germany

Aktivierung, Kompetenz, Integration: Wege und Ressourcen zur Förderung und Integration von Migrantinnen und Migranten

Es gibt kein Patentrezept für gelingende Integration von Migrantinnen und Migranten, doch es gibt viele Wege und Möglichkeiten, Ansätze und Projekte auf nationaler und europäischer Ebene. Die Menschen, die tagtäglich in der Beratung und Unterstützung im Bereich Integration und Migration tätig sind, verfügen über einen Fundus an Erfahrungen und Erkenntnissen, über den wir uns austauschen wollen. Wir laden Sie herzlich ein, sich auf unserer Veranstaltung zu vernetzen, sich voneinander und von den eingeladenen Fachleuten inspirieren zu lassen und damit neue Impulse, Anregungen und Motivation für Ihre Arbeit mitzunehmen.
17 June 2019
by Katrin Echtermeyer
Wednesday 19 June 2019, Belgium

TALENTS Conference (#TALENTSbxl)

To explore ways of a fast access of immigrants and refugees to the world of work – this was the main goal of the ERASMUS+ Strategic Partnership “New TALENTS for companies – developing the potentials of immigrants and refugees” The Austrian, German, Italian, Norwegian and Swedish project partners are main stakeholders of integration and implemented new strategies of labour market access – as jobs are the most important basis for integration.

Friday 14 June 2019, Sweden

Panelsamtal på Järvaveckan om folkbildning i marginaliserade stadsdelar

Järvaveckan handlar om att minska avståndet mellan de folkvalda politikerna och medborgarna. Folkbildningsrådet arrangerar ett seminarium om en ny rapport från Folkbildningsrådet som handlar om folkbildning i marginaliserade stadsdelar.

Mer än hälften av folkbildningens deltagare finns i landets större städer. Städernas utmaningar har blivit folkbildningens angelägenhet. Vilken roll spelar studieförbund och folkhögskolor i städernas marginaliserade områden? Ett samtal om folkbildningens betydelse för deltagarna, föreningslivet och samhället.

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.

This is an Erasmus+ funded project which aims to design and implement effective training tools for enhancing key skills and competences of (a) highly-skilled refugees and (b) the language teachers who work with them, and so enhance the employability and societal integration of skilled refugees.

The Widening Participation and Lifelong Learning Journal has released a special edition focusing on Supporting Students from Refugee and Asylum Seeker Backgrounds in Higher Education. The journal provides 12 articles that draw on research and innovative practice in the field that aim to encourage a greater focus on refugee and asylum seeker engagement in HE.

The Empowerment Circles Project, designed and carried out by Migrant Women Association Malta, is funded through the Voluntary Organisations Project Scheme managed by the Malta Council for the Voluntary Sector on behalf of the Ministry for Education and Employment. The core aim of the project is to support migrant women living in Malta to build their confidence, communication and social skills, as well as increase their employability.

In many periods of history, refugees came to European countries. To accept the ”new social reality“ and
Europeans to always integrate them as equal members of the society
they had to deal with matters. However, in modern times, we perceive these problems differently.
They look quite intense and printed, because only the number of refugees is higher than ever
It looks. Nevertheless, as in the past, Europe, Europe, the people who escaped the war
they must face these situations as a nation and also as a unity to integrate.

This resource was created by the Erasmus+ Strategic Partnership ‘We Are One’ – Altogether Better. It is an e-inventory focusing on the discrimination of minorities in Europe, considering the reasons behind discrimination and what support can be offered to improve the experiences of minority groups. The partner countries include the UK, Spain, Italy and Sweden.

This article examines the adult education and learning that occurs between a Māori business and the workers they employ from the Pacific nation of Tonga through the Recognised Seasonal Employer (RSE) scheme, a seasonal labour strategy allowing for the temporary entry of migrant workers in the horticulture and viticultural industries, with a preference for workers from the Pacific nations.. Māori are indigenous to NZ but their historical ties extend back to Polynesia in the Pacific and therefore common historical narratives exist between Māori and those from Tonga.

Zübeyde Ceylan's picture

Halk eğitimleri kurslarının çok kültürlü ve çok dilli bir atmosferde olaması var yerel halk ve mülteci / göçmen topluluğunun entegrasyonunda problemler doğurmaktadır.

Kültürel farklılıklardan çeşitlilik uyumluluk sorunu, iletişim engelleri ve bu engelleri aşma yolları bugün açık alan çok popüler toplumun öncelikli konularından birini arıyorlar.Öğretmenler çok kültürlü sınıf atmosferinde entegrasyon  metot ve tekniklerle problemler yaşıyor bu problemlerin giderilmesinde iyi uygulamalara ihtiyaç duymaktadır.


In Turkey, there is a huge number of immigrants. most of them are children and they have an education right bur they have some problems at schools. We, I and my collegues from school, are working on an ERASMUS K1 project about this topic. 

I'm sure that alot of countries in Europe have immigrant students at various levels and for that reason I want to communicate and get in touch about our project topic. What kind of problems do you have at your schools and what do you try to solve the problems of these children?

Gina Ebner's picture
As part of our May focus, EPALE is organising a written discussion on the role and challenges of migrant education in helping migrants to integrate in their host country, and how adult learning can foster tolerance and cultural understanding. The discussion will take place on this page on 11 June from 10:00 CEST to 16:00 CEST and will be moderated by EPALE Thematic Coordinator and EAEA Secretary-General Gina Ebner. Don’t miss the opportunity to share your views and experiences with the EPALE community!
EPALE Moderator's picture
In this thread we’ll be talking about solutions – what are the best ways to support both newly arrived migrant learners and established communities access and complete education programmes? We want to hear your views on the key factors for success, best practice examples and how to replicate this elsewhere.
EPALE Moderator's picture
In this thread we’ll be talking about barriers. What have you found to be the biggest challenges for adult migrants accessing education, and are they different for newly arrived migrants and established migrant communities? We want to hear about what you think the most significant barriers are, from both a learner and an education provider perspective.
EPALE Moderator's picture
In this thread we’ll be talking about delivery – what are your experiences and what have you found to be effective? We want to hear about your views on different types of learning, what you’ve found to be successful and how you’re working to create successful programmes for both newly arrived learners and established migrant communities.