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EPALE - Elektronisch platform voor volwasseneneducatie in Europa

Partners needed for a project in Adult education - language and basic skills education


The specific point of the project will be to introduce drama teaching and acting in the development of communication skills in the English language in adult education.

Drama and acting is a very common method in language teaching, but not so developed and used in adult education. My initial idea was to use only a drama teaching method in teaching the English language, but then I thought it is better to introduce it partially.

Partners will tray also to make a relation and connection between formal and informal learning – this is an important topic at EU level, in a special way the validation of informal learning. A booklet/brochure where partners will include the methods for drama teaching as a new tool in adult education very useful for developing learners’ communicative competence will be considered as a project result. Another project result will be the development of an evaluation assessment document for the development of communication skills in a foreign language.

Project title



24 months – max 26 months




Ka 2



LATVIA – Alius Lingua

CROATIA – Adult Education Institution Dante

SERBIA - Agencija za pruzanje intelektualnih usluga "Oxford School

Relevant horizontal or sectorial priority

Supporting educators, youth workers, educational leaders and support staff

Other relevant horizontal or sectorial priorities

  • supply of high-quality learning opportunities for adults by making available flexible learning offers adapted to their learning needs (e.g. blended learning, digital learning applications), and by the validation of skills acquired through informal and non-formal learning
  • increasing learning demand and take-up through effective outreach, guidance and motivation strategies which support the Upskilling Pathways by encouraging and supporting low-skilled and/or low-qualified adults or through developing guidance as a service to ensure that adults have access to relevant learning throughout life.
  • Extending and developing the competences of educators and other personnel who support adult learners, in particular in assessing their prior knowledge and skills and in motivating them to learn; improve teaching methods and tools through effective use of innovative solutions and digital technologies

Priorities (taken form the Erasmus+ 2020 Guide)

The primary goal is to allow organisations to develop and reinforce networks, increase their capacity to operate at transnational level, share and confront ideas, practices and methods. Selected projects may also produce tangible outputs and are expected to disseminate the results of their activities, although in a way that is proportional to the aim and scope of the project. These results and activities will be co-financed through the standard budget for project management and implementation. Strategic Partnerships relevant to the field of higher education will not support these types of projects. In addition, some specific Strategic Partnership formats may be realised under this type of partnerships.


  • innovative practices in a digital era: The Programme will support the taking up of digital technologies and of innovative and open pedagogies in education, training, youth and sport. Particular attention will be given to promoting gender equality and addressing differences in relation to the access and use by underrepresented groups. The Programme will also support the use of the European frameworks on digital competences of educators, citizens and organisations, including the development and use of open educational resources, open textbooks, and free and open-source educational software. Priority will be given to actions that promote innovative methods and tools for teaching, training, learning and assessment as drivers of improvements in lifelong learning.
  • Supporting educators, youth workers, educational leaders and support staff: Priority will be given to actions that strengthen the recruitment and professional development of educators (e.g. teachers, trainers, professors, tutors, mentors, coaches, staff in early childhood education and care), youth workers, educational leaders (e.g. school heads, rectors, department heads) and support staff (e.g. teaching assistants, career counsellors, human resource specialists in companies). Particular attention will be given to actions that allow to better deal with inclusion and diversity, including cultural and linguistic, through the use of more diverse and more adapted teaching, training and youth work styles.
  • Transparency and recognition of skills and qualifications: Priority will be given to actions that support learning and labour mobility; actions that facilitate transitions between different levels and types of learning, transitions to the world of work as well as transitions between different jobs. The programme will support in particular better services and information or guidance for learners, exploring the potential of digital technologies to facilitate automatic mutual recognition and the validation - at local, regional, national, European or international level - of competences acquired through informal and non-formal learning. The programme will also support the effective launch and implementation of the new Europass framework and the access to tools and services for skills and qualifications.
  • Sustainable investment, quality and efficiency of education, training and youth systems: Priority will be given to actions that promote sustainable funding models, including exploring innovative approaches, to ensure adequate and sustainable investment in education, training and youth, including performance-based funding and cost-sharing, where appropriate.
  • Social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion: priority will be given to actions contributing to raising awareness of the importance of Europe's cultural heritage through education, lifelong learning, informal and non-formal learning, youth as well as sport, including actions to support skills development, social inclusion, critical thinking and youth engagement. New participatory and intercultural approaches to heritage, as well as educational initiatives aimed at fostering intercultural dialogue involving teachers and pupils from an early age will be promoted.

Rationale of the project

One of the weakest points of the adult education system was identified - namely, it is not responsive enough to the diverse needs of a modern European adult learner. Bearing in mind the EU Recommendation, which states that the communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue and is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form in an appropriate range of societal and cultural contexts to one's wants or needs, the partners understood that the communication in foreign languages also calls for skills such as mediation and intercultural understanding. Another important aspect was identified: more than ever informal learning is becoming relevant and to trigger the process, the partners concluded to include drama in the curricula as it frees learners from barriers. In order to foster learning in adult learners, the project team realised that mediation, intercultural understanding, using drama in teaching combined would support both teachers and learners who participate in adult learning. The project’s main objectives are to improve language teaching competences of adult learners; strengthen general teaching skills and new alternative methodology; improve teachers' skills for working with culturally diverse groups and gain practical ideas on how to apply different communication strategies in a different learning context as the informal learning. Short-term joint staff training event objectives are to: develop skills of creating, piloting, monitoring and evaluating a teaching activity based on informal language learning using drama teaching method; develop skills of using all traditional tools and methods in a new way; define and identify key elements of interpersonal communication in foreign languages; understand the challenges and improve the skills of working with culturally diverse groups; develop culture awareness and its impact on behaviour, especially in communication; gain practical ideas on how to apply different communication strategies in different cross-cultural contexts; develop team working skills; develop managerial and marketing skills; improve communication and presentation skills.


For students in adult education

  • to improve students’ communicative skills in the English language,
  • to strength students’ confidence in their own communicative competence in foreign languages,
  • students’ competitiveness in the labour market and other fields of society in order to facilitate the life in an increasingly globalised society

For teachers in adult education:

  • to strength teachers' competence
  • to strengthen the ability to use drama and acting as a specific teaching tool in foreign language teaching
  • to develop an awareness of culture and its impact on behaviour, especially communication
  • to improve teachers' skills for working with culturally diverse groups
  • to gain practical ideas on how to apply different communication strategies in different cross-cultural contexts
  • to define and identify the key elements of interpersonal communication and culture
  • to compare and contrast cultures’ values, beliefs, perceptions and communication styles
  • to use the acquired knowledge to further development of cultural sensitivity
  • develop your fluency and practise expressing yourself more confidently in English
  • to strengthen general teaching skills and methodology

Project activity description

  • During each partners’ visit, there will be training through the activity of sharing a host partner’s best practice
  • partners will decide how to introduce these methods in their language classes. There are 2 options:
    • to introduce these methods in 2 language classes/lessons every 10 classes of regular English language teaching
    • to introduce an extra course of English language based on the development of communication of the English language by using a drama teaching method
  • during the students' mobilities partners will have language classes based only on drama teaching and will also have contacts with some theatre local companies


Type activiteit: 
Exchange of ideas/best practice