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Literacy in adult education… let’s start with the best practices!

We want to recognise the efforts of the Erasmus+ community in achieving this objective by presenting projects which stand out for their impact, contribution to policy-making, innovative results and/or creative approach which have led them to obtain the “Success Story” label from the European Commission. It is hoped that they may be a source of inspiration for others!

Literacy in adult education

If andragogy, the adult learning theory, is widely considered as one of the most complex and heterogeneous fields in the area of education sciences, then the concept of literacy perfectly reflects its complexity at an applied level. It demonstrates the multidimensional and transdisciplinary essence of guidance and learning provision for adults with low basic skills. Although we usually define literacy as “the ability to read and write” (for more details on the debate about the definition of literacy read the article published by David Mallows on EPALE the 1st of September 2017), the same term is commonly paired with another noun to express competency in a specialised field. The introduction in 2016 of the adult education flagship initiative Upskilling Pathways, and its subsequent adoption and promotion by all EU Member States, has formally included literacy, together with numeracy and digital skills, among the priorities of the educational policy planning of the Union with the aim of supporting adults who are struggling with basic skills and who are at risk of unemployment, poverty and social exclusion. Therefore we want to recognise the efforts of the Erasmus+ community in achieving this objective by presenting projects which stand out for their impact, contribution to policy-making, innovative results and/or creative approach which have led them to obtain the “Success Story” label from the European Commission. It is hoped that they may be a source of inspiration for others:

  

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