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Electronic Platform for Adult Learning in Europe


Non-formal and informal learning

After the borders of the European Union opened, Lithuania has been seeing an increase in the number of black people arriving in Lithuania. It is no surprise in most of the major cities, especially, in Vilnius. However, the residents of remote smaller towns of Lithuania still find it unusual: they glare at such people and are not keen to accept them into their rural communities.

Are you a keen photographer? Why not take part in World Photo Day and help support the art of photography and contribute to raising funds for good causes! Got any photographs that show an impact on adult learning? Take part in our Star Supporter Photo Competition and be in with the chance of winning a prize worth £100!

Turkey Işbank, founded in 1924 by Mustafa Kemal Ataturk, transformed its historic building in Ulus into a museum. The museum was named “Economic Independence Museum of  Turkey Işbank” within the framework of the vision of Atatürk, that military victories can only be sustained by economic victories.

The architect of the building, built in 1929, is Giulio Mongeri. The magnificent historic building which is among the landmarks of Ankara has been transformed into a modern museum. The museum opened on 2 May 2019.

As well as being a social event, the visit of museums allows “outdoor" learning through practical experiences for both children and adults. According to Griffin and Symington (1998), visitors can learn in museums through: 

(a) taking responsibility for learning, 

(b) active involvement in learning, 

(c) purposeful manipulating of objects, 

(d) making links between exhibits and ideas, 

(e) sharing learning with peers and experts, 

(f) showing confidence in learning by asking questions and explaining to peers, and 

A lifelong learning festival was held at Bartın University in May,2019. Participants from different generations who participated in the event, which was carried out in cooperation with the Department of Lifelong Learning and Adult Education and the Continuing Education Application and Research Center, had informal learning experiences in sports, crafts and health related stands.

A small team is the most important unit in working life. One needs many kinds of skills when working with different colleagues towards a common goal. Communications must be smooth. Everyone must be able to manage their own performance and some must also manage others. What kinds of skills are needed in this and how can one develop them?

A summary of an Erasmus+ study visit to Bergen, Norway, May 2019, focussing on public libraries as inclusive learning arenas. This event drew together librarians from across Europe to talk about their own practices, learn about what public libraries in Norway, and across Europe, offer, and how they include and support a wide range of citizens in their learning. The study visit took in tours of both Bergen and Voss public libraries to see inclusivity in action, and presentations from Norwegian library colleagues from different municipalities.

       Informal learning has gained an important place in professional life as an effective adult education method and has even become an integral part of it. As informal learning became a part of professional and individual life, individuals wishing to meet their learning needs turned to using tools or technologies appropriate to their needs. Today, the easiest way to access information is to use internet technology.

26 July 2019
by Esra Telli
Wednesday 25 September 2019 to Saturday 28 September 2019, Denmark

International Folk High School Summit 2019

The Association of Folk High Schools in Denmark are gathering international folk high school practitioners, promoters and researchers from all over the world, to rethink the role of the folk high school and contribute to a global alliance.

Check the website for the Summit for further description and detailed program.

The International Folk High School Summit has been organized in collaboration with:

Tuesday 5 November 2019 to Wednesday 6 November 2019, Sweden

Mimerkonferensen 2019

Mimers årliga forskarkonferens hålls i Linköping den 5–6 november 2019. Konferensen arrangeras i samarbete med Avdelningen för pedagogik och vuxnas lärande, Institutionen för beteendevetenskap och lärande, vid Linköpings universitet. Vid årets konferens uppmärksammas särskilt två spår.

Wednesday 21 August 2019 to Friday 30 August 2019, Spain

Los retratos quieren ver el mar. Otra forma de ver y mirar el arte.

Bajo el título Retratos: Esencia y Expresión, el Centro Botín en Santander acoge de forma permanente, una selección de obras maestras del siglo XX que incluye trabajos de Henri Matisse, Francis Bacon, Juan Gris, Joaquín Sorolla, Daniel Vázquez Díaz, Isidre Nonell, José Gutiérrez Solana y Pancho Cossío.
Wednesday 11 September 2019, Finland

Play to Learn Afterwork



Hei! Oletko kuullut jo Dare to Learnista? Se on kansainvälinen oppimisalan tapahtuma, joka järjestetään syyskuussa Helsingissä Kaapelitehtaalla. Nyt Dare to Learn yhdessä World of Insightsin kanssa haluaa antaa kaikille ilmaisen mahdollisuuden tulla testaamaan oppimispeliä rennossa afterwork hengessä. Tapantumassa pääsee tutustumaan yleisesti oppimispelien maailmaan World of Insightsin esittelyn kautta. Huomioithan, että tapahtuma järjestetään englanniksi.

Saturday 7 September 2019, Latvia

IX Starptautiskais amatnieku plenērs “Padzīvosim zaļi”

Amatu pratēji ir aicināti savas prasmes pilnveidot un izrādīt svētku moto “Padzīvosim zaļi!” ietvaros, iesaistoties lekcijās, meistarklasēs un darbojoties praktiski divos tematiskajos plenēra blokos – “Domā Zaļi!” un “Radi Zaļi!”.

Vairāk informācijas:

Wednesday 21 August 2019, Slovakia

Zreštaurované – maľby Dominika Skuteckého (prednáška s reštaurátorom Miroslavom Slúkom)

V súvislosti s výročiami maliara Dominika Skuteckého (14. 2. 1849 Gajary – 13. 3. 1921 Banská Bystrica) iniciovala Stredoslovenská galéria, ktorá spravuje umelcovu expozíciu v Banskej Bystrici, dva rozsiahlejšie projekty. Od minulého roka prebieha projekt zameraný na hlbší výskum tvorby umelca a reštaurovanie malieb z galerijnej kolekcie. Od marca 2019 do začiatku roka 2020 sú v priestoroch Vily Dominika Skuteckého postupne odhaľované zreštaurované obrazy a prezentované výsledky analýz vybraných malieb.

UIL has played an important role in the international Recognition, Validation and Accreditation of Non-formal and Informal Learning (RVA) agenda since 2004, when UNESCO’s General Conference entrusted UIL with conducting and dissemi-nating research and practice on RVA, on an international scale.

The overall purpose of the UIL RVA programme is to promote a society offering lifelong learning for all by emphasising the importance of both formal and non-formal learning in achieving Education for All goals, and building bridges between formal, non-formal and informal learning.


The Non-Formal Learning Handbook for Volunteers and Volunteering Organisations is an outcome of the project Volunteers at the Interface between Formal and Non-Formal Education. The main aims of this Erasmus+ Key Action 2 project have been to create synergies between formal and non-formal education, promote the use of non-formal, participatory learning methods in formal educational settings and thereby address the learning needs of children and youth, in particular young people at risk.

Rapid and wide-ranging developments about science and technology fields generate the innovations and evolutions which has to be followed continuously and trigger new claims. To meet this new claims, one has to be innovative and easily access the foundations which he/she can learn these innovations [18]. Enhancement about media technology and exposition economy fields extensively influence both education and profession of visual communication design. Designer encounters new confrontations. Variety and complexity of the design arguments have increased [14].

Learning takes place during a person’s life—from ‘cradle to grave’, according to the OECD, as a holistic spectrum that spans formal, non-formal and informal categories—through various approaches, modes and exposures which can lead to additional skills, knowledge and other competencies. This type of learning (in the home, workplace, community center, etc.) is more important for those outside the formal system.

Learning begins very early in life. Each parent “teaches” their offspring as they know best – some let them roam free and explore, some buy very expensive toys and read specialized literature while others choose to employ the help of professionals very early on. There even are trainers who promise they will teach a baby to swim since he is four months old. And then the ‘compulsory’ cycle begins: kindergarten, preschool, elementary, high school, college, Master’s degree… It can actually go on practically forever.

The article aims at designing the coherent and sustainable system of school leadership development in Lithuania. The article provides a theoretical insight on main principles of sustainable education that could be implemented in the system of school leadership development.

Giorgio Rosso's picture

Valorize NFIL Across Europe is an Erasmus plus KA2 Adult started in 2018.


Council Recommendation of 20th December 2012 on the validation of non-formal and informal learning (NFIL) started an European common process the involved quite all UE countries.

Many researches put in evidence that this process shows 2 problems:

Ernesto VILLALBA GARCIA's picture

Everyone learns outside formal institutions, but the needs to validate non-formal and informal learning might be different for a migrant wanting to start working, a person that dropped out of school that wants to resume education or an employee that wants to improve its career prospects. Do we need different systems for each of those users? Can we just have one system that meets all their needs? 

Simon BROEK's picture

Do we actually learn more by formalising learning? There is a tendency to formalise learning. The most prominent development is the establishment of Qualifications Frameworks and Accreditation of Prior Learning systems. Both initiatives are based on the assumption that learning can be described in terms of learning outcomes.

Thinking in terms of learning outcomes is not a bad thing. As a proxy, it clarifies what people learn; it focuses the development of learning programmes; it allows recognition of prior learning against agreed standards.