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Electronic Platform for Adult Learning in Europe


Social inclusion

The Council of Europe are inviting everyone to take part in a language challenge around the European Day of Languages! The 51 challenges within the handbook encourage learners to go outside their comfort zone and take advantage of the opportunities to practice or learn more about a language.

Millions of people had fled from the Syrian war to neighbouring countries, as of September 2019 and there are over 3.6 million registered Syrian refugees in Turkey. Although the majority of Syrians live in south-east Turkey, there are also a large number of refugees scattered to other parts of the country.
People with mental disabilities can face high levels of discrimination in society if the stigma that surrounds mental illness is not addressed and challenged. WHO is committed to ensuring that such people are socially included. A project, co-funded by the European Union and WHO, is set to break down the barriers against the inclusion of people with mental disabilities in Turkey.

Project Funded by:  ERASMUS+ KA2 "Strategic partnership for adults”

Project Duration:  24 months

Start Date:  01/09/2018

End Date:  31/08/2020


In our transforming society lack of digital skills in the elderly population is synonymous to social isolation; inability to access information and services, including health services; loss of autonomy, and an increased sense of inadaptability.

The education sector, and in particular adult learning, plays a central role in the social and economic integration of migrants. For some time now, the migration-related changes in our societies have also been leading to changes in adult learning institutions themselves. In order to develop effective learning strategies for learners with migration experience, it is essential that migrants and/or their representatives and organisations are actively involved in the development of adult learning programmes in the medium- and long-term.

7 October 2019

The distinction between people begins when they are young, depending on the gender, income, ethnic background, language or religions they speak, disability or other reasons. This distinction unfortunately prevents every individual from having equal opportunities for education and participation in social and cultural activities.

30 September 2019
by Esra Telli

Teaching reflexivity to adult educators begins with first of all seeing their value judgments clearly, developing a vision, and raising awareness of the relationship between their concrete actions and behaviors and their beliefs and attitudes. Active participation and experiential activities enable students to reach a more comprehensive understanding of concepts from cognitive knowledge and to transition to those practical applications.

30 September 2019
by Esra Telli

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
The States Parties to The United Nations Convention on the Rights of Persons with Disabilities have agreed on various provisions such as ‘promotion of the full enjoyment by persons with disabilities of their human rights and fundamental freedoms’ (United Nations, 2007, p.1). The studies carried out by the convention served as a catalyst for the movement for the rights of disabled citizens around the World.  
24 September 2019
by Sibel Somyürek

Ohjaamo guidance centres are low-threshold service points that form a new kind of multidisciplinary guidance service for young people under 30 years of age in Finland. The guidance centres support young people in life management skills and promote their engagement in training, education and working life by offering information, counselling and guidance services. 

24 September 2019
by Euroguidance Finland
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.

Tuesday 26 November 2019 to Friday 29 November 2019, Portugal

Training Course: Children's and Neighbourhood Parliaments - How to Implement?

The methodology used by the Children’s Parliament program aims to support the organization of communities and their sustainable development.
It creates circles of people who actively engage in the debate, planning and implementation of actions that facilitate the resolution of their own problems.

Friday 22 November 2019 to Sunday 24 November 2019, Austria

Menschenrechtsbildung an Schulen: Trainingsworkshop in Innsbruck

Du findest Menschenrechtsbildung an Schulen genauso wichtig wie wir?
Du hast Freude daran mit Kindern und Jugendlichen zu arbeiten?
Du möchtest Praxis sammeln als Workshopleiter*in?
Dann absolviere das dreitätige Training „Menschenrechte machen Schule“ und werde danach als ehrenamtliche*r Menschenrechtsbildner*in an Schulen für Amnesty Österreich tätig!

Thursday 3 October 2019, Spain

Jornada "Intervención social y orden neoliberal. Tensiones y desafíos en la intervención social actual" en la Universidad Pública de Navarra

Esta jornada pretende, por un lado, detallar tensiones y desafíos propios de la intervención social desde la óptica de las distintas disciplinas que realizan intervención social. Por otro, e incorporando la perspectiva de profesionales en activo, aventurar alternativas y posibilidades para la transformación social.
Thursday 10 October 2019, Turkey


Info about our project: Adult education, pedagogy and andragogy notions. • Andragogy principles • Andragogy approaches in education • How do adults learn? • Methods in adult education • Creating proper settings for adult education Info about our event: This is the Thematic Sharing Day where the schools in Tuzla will share their Erasmus + and eTwinning Project Experiences. These days, sharing Erasmus + opportunities, trainings, interviews will be held. The event aims to reach 100 adults per person.

Wednesday 11 September 2019 to Friday 13 September 2019, Slovakia

Mezinárodní konference IAEVG "Kariérové poradenství pro inkluzivní společnost"

Mezinárodní konference Mezinárodní asociace studijního a profesního (kariérového) poradenství, která se uskuteční v prostorách Ekonomické univerzity v Bratislavě. Na konferenci vystoupí přední odborníci v oblasti kariérového poradenství jako je Mark Savickas, Norman Amundson nebo Annamaria Di Fabio.

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.

This study investigates teachers’ perceptions about the assistance provided to students with special educational needs, developmental disorders and high skills or giftedness at a state educational institution in Londrina (Brazil) which offers exclusively Youth and Adult Education modality. For this, we applied an instrument to collect data with 24 participants whose questions were about school inclusion in Youth and Adult Education. The results showed that most teachers did not receive specific training to support pupils with special educational needs.

Adult education matters. It matters at home, in work, and in the community. It matters to families, to the economy and to our health and wellbeing. Austerity policies are marginalising adult education. Its decline is indicative of the huge price this and future generations are set to pay for the politics of austerity. Yet it could be argued that we are living through times that demand more adult education and learning, not less.

Turkey has a long history of receiving significant numbers of refugees and asylum seekers. Between 1920 and the mid-1990s, it received more than 1.5 million refugees from the Balkans and it experienced a mass influx of half a million refugees from Iraq between 1988-1991. Today, Turkey hosts more refugees than any other country in the world, a position it has now held for six consecutive years.

Globalization and digitalization changed the type, distribution and requirements of jobs. With the inevitable use of ICT in the workplace, it became necessary for people to have the right digital skills for employment. However, less than one half of adults possess such skills (OECD, 2016), while half of the world’s population still does not have access to the Internet (International Telecommunication Union, 2018; Hernandez & Roberts, 2018).

Tinkering creates a bridging point between a learner’s personal interests and experiences and a broad range of possible learning outcomes. It offers valuable opportunities to engage all students in STEM and fosters a more inclusive STEM education. In this way, it is very much aligned with a Science Capital Teaching Approach: fundamentally, it is a highly personalised pedagogy, which allows the learner to follow their own interests and set their own goals.

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.
EPALE Moderator's picture

On average, women around the EU earn 16% less per hour than men. Women earn less over their lifetimes, have a lower employment rate and are more likely to be living in poverty.

Adult learning has the power to change this. How do you think adult learning can help to address gender inequality?