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Outcomes of LLLP conference on Wider benefits of learning & Tampada project

On the 25th of March 2021, LLLP project team organised the final conference of the Tampada project on “Wider benefits of learning: Why and How to measure them” (agenda of the conference). LLLP was a partner in this EU-funded project which ran for 30-month. While the other partners hosted events at national level in Greece, Sweden, United Kingdom and Slovenia, LLLP opted for organising a European-wide conference in order to exchange practices and raise awareness on the importance of better measuring adult learners’ lifelong and lifewide progress.

Watch the conference recording video below

The conference was quite a success as it gathered over 140 participants from across the EU but also from as far as Japan, Australia and Pakistan! The conference was moderated by Susana Oliveira, LLLP Steering committee member. She welcomed the participants and invited them to share examples of wider benefits of learning using a virtual interactive tool (Mentimeter) – See the examples from participants. It seemed that most participants had already a very good awareness of what those examples can be, such as in social inclusion, citizenship.

Presentation of Tampada project outcomes

The introduction was followed by a presentation by Pauline, Project and Policy coordinator at LLLP, of the main Tampada project results (download her presentation). In her presentation, she outlined why there is a need for better monitoring and assessment of wider benefits of learning in adult education focusing on the European context. She raised the challenge that even though awareness on those benefits is increasing, initiatives to systematically measure them remain scare, fragmented, time-bounded and overall, insufficiently spread.

The main results from Tampada are the publication of an “Evidence collection toolkit and framework for tracking and monitoring the progress of disadvantaged learners”, which defines AE outcomes under 4 areas: Development of self and life skills, Health and wellbeing, Employability, employment and learning, and Social, community and citizenship. The Toolkit also includes a 6-steps methodology that adult learning providers can follow to measure learners’ lifelong and lifewide progress.

This Toolkit has been transformed in a user-friendly digital assessment tool that AEPs and educators can use to measure their learners’ progress. Stakeholders interested in using the tool can express their interest here in a Google Form.

Finally, Pauline shared some recommendations from the project addressed to adult education stakeholders and policy-makers for further development of initiatives like Tampada. A Policy report is upcoming and will soon be published on the project website.

Panel discussion with three speakers

The project presentation was followed by a panel discussion involving a researcher from the Free University of Brussels (VUB and Chair of adult education at Unesco), a representative of adult education in Belgium-Flanders, as well as a policy-maker from the European Commission (Adult learning unit at DG EMPL). Maurice De Greef presented impressive research studies and their results (download presentation) on measuring adult learning outcomes.

Karine Nicolay presented the project of the national coordinator in Flanders for the European Agenda of Adult Learning (Lang Leven Leren) and the Erasmus+ project GOAL (Guidance and Orientation for Adult Learners) and she emphasised as well the importance of open recognition (download presentation). Finally, Martina Ni Cheallaigh shared some European policy achievements, for instance with the Upskilling pathways Recommendation. She also mentioned a few other important EU policies such as the 2020 publication of the European Skills Agenda as well as the upcoming promising revision of the EU agenda of adult learning this year by the Slovenian Presidency of the EU (2nd semester of 2021).

Cedefop-OECD Symposium on Apprenticeships for greener economies and societies

Cedefop are pleased to announce that the call for papers for the 2021 joint Cedefop-OECD symposium on Apprenticeships for greener economies and societies is now open.

Deadline for abstract submissions: 3 May.

Cedefop’s work also contributes to the ongoing EU debates on apprenticeship quality, three years after the adoption of the Council Recommendation on the European Framework for quality and effective apprenticeship. See our latest publications on the analysis of apprenticeship schemes against the Framework criteria, the need for comparable statistics on apprenticeship participation and the importance of having a clear identity and purpose for apprenticeship.

EU Conference – Wider Benefits of Learning: Why and How to Measure them? – 25 March 2021

The Lifelong Learning Platform is pleased to invite you to a 1h30 online conference to share solutions on how can adult education providers better monitor and measure the progress of disadvantaged learners.

Date: 25 March 2021 – 11:00-12:30pm CET (online)


This conference is the final event of the Tampada project, a European project coordinated by Derbyshire County Council (UK) which ran for 30 months between 2018 and 2021 and involved five partner organisations from five EU countries (UK, GR, SI, SE, BE). The scope of the conference is to bring together policy makers, representatives of the adult education sector and of civil society and researchers on wider benefits of education and on the use of data in education at EU level. The event will consist of a presentation of the Tampada project results, featuring a panel of experts and interaction with the audience.


As a result of a field research, the project partners published two key publications – a Toolkit and a Manual – that aim at supporting adult education providers in measuring learners’ lifelong and lifewide progress. The two publications include guidelines to support organisations with measuring the ‘wider benefits of learning’ – in terms of learners’ well-being (eg self-confidence, health), social outcomes (eg network, social inclusion) and well-being, among others.

Based on these findings, partners have created a multilingual digital tool that teachers and educators can fill in to measure learners’ progress and compare the results across classes, schools, and countries. This tool was piloted and tested from September 2020 to January 2021 in 4 countries (Greece, UK, Sweden, and Slovenia) and at the event, there will be a presentation on how the digital tool works.

Following the presentation of these results, EU level policy recommendations issued from the project findings will be the basis of a panel discussion gathering three panelists representing the EU institutions and other key stakeholders. The panelists will discuss what is happening at EU level, between the graduate tracking system initiative,  the digitalisation in the European Education Area and the challenge of data monitoring and collection.

The event will include time for interaction and discussion between speakers and the audience.

Contact us for more information: projects [at]

3rd Education Summit – Lifelong learning is needed for digital and green transitions

The third Education Summit took place on 10 December, on the topic of Digital Education Transformation. Throughout the series of high-level panel discussions with Ministers of Education, the topics of blended learning, gender equality, European Universities, a greener and more digital Erasmus, as well as Education and Training fit for the 21st century, were debated. 

Reflections around the current Covid-19 crisis and what it has meant for education and training concluded that although it has shown the need for advancing digital education, it remains a crisis period. What we have witnessed this year is not digital education per se, but crisis distance learning, which required a different level of effort from the education communities. However, the challenges that arose only unveiled systemic and unresolved issues, which need tackling before covid and definitely need tackling after (and during) the pandemic. While we should build on the lessons learnt from COVID-19, the impetus is to modernise education systems and ensure learners can develop the needed skills and competencies to be fully included in today’s society.

Support to teachers and educators emerged as a paramount necessity; in this sense, training opportunities remain a necessity rather than a plus. In fact, from the teachers and educators perspective, there’s a clear need to rethink initial and continuous training, personalised learning pathways, focusing on transversal skills. In this context, civil society organisations and social partners are part of the solution to build back better.

We were glad to hear that our opinion on the future of education and training was shared by panellists: flexible, adaptable, innovative and with a lifelong learning approach. Cooperation emerged as a key tool to achieve our common ambitions, including achieving a European Education Area by 2025.

“Seamless mobility of all is key for creating value for society as well as making lifelong learning a reality for all”, said Commissioner Mariya Gabriel

We stand behind these words to achieve the digital and green transformations that are required by the current crisis. But it is also important to remember that these transformations are required to ensure quality and inclusive education for all, with or without the COVID-19 crisis to further expose these needs.

For more information follow the recording here.

“Have your say” in the future of work and skills in agriculture

Partners of the FIELDS project (in which LLLP is a partner) launched a survey on the future skills and work in the agriculture sector. “HAVE YOUR SAY” by completing the survey and then to share the link with other stakeholders across industry, including Agricultural Advisors, Agri-Food Companies, Co-operatives, Education Providers (Higher Education & VET Providers), Farmers, Foresters, Forest Industries, Policy Makers and Students or any others this may be relevant to, across the broader value chain.

Your views will help us to further develop training curricula in the context of the ERASMUS+ Sector Skills Alliance project “FIELDS” which is hoped will eventually be used in training institutions in different European countries. You may, in the future, have some benefits from participating in this study as its aim is to ultimately help workers in the Agri-food and Forestry sectors to be better trained for current and future market and social demands.

Direct Link for the Survey can also here found here:

Deadline to answer the survey: 30/12/2020

How to Avoid a Learning Lockdown Online? – 10 & 11 DECEMBER

The Lifelong Learning Platform and Job Bridge project partners are happy to invite you to the project’s final event that will fit into 10th REVEAL conference  “How to Avoid a Learning Lockdown Online?” taking place on the 10th and 11th December 2020

LLLP was a partner in the Job Bridge project, which aims to fill the gap in the assessment and validation of competences acquired in volunteering by developing a user-centred approach for the validation of non-formal and informal learning and supporting both volunteers and facilitators of volunteers in that process. 

The project intended to bridge the informal, non-formal and formal learning sectors by integrating social, personal and organisational competences in a system, the Level 5 methodology, which can be equally used and useful for the employability and personal development of individuals as well as improving the service provision of volunteer-based organisations. 

During the event the winners of the Job Bridge Awards will be announced. 3 winners will be presenting their innovative and creative initiatives in validation in the volunteering sector.


The REVEAL conference will address the challenges and opportunities for activities in all sectors brought about by accelerated digitalisation. The conference will bring together professionals from formal and informal education, businesses, chambers, NGOs, National Agencies, volunteers and students from all over Europe to focus on new approaches to embed creative, innovative and digitally supported learning approaches in various educational contexts.

The 10th REVEAL conference is organised as a 2-day online event and will consist of keynotes, interactive collaboration formats and appropriate opportunities for informal meetings, exchange and social moments. The conference comes with a virtual exhibition, meeting and networking spaces for students, volunteers and enterprises and development workshops for ERASMUS projects in the new funding period.



Save the date! 21st Century Schools: The road to inclusion – 18 November

The Lifelong Learning Platform and InScool project partners are happy to invite you to InScool final advocacy event.

Date: 18 November 2020 – 3pm-6pm CET (online)


This advocacy event is marking the closure of the Erasmus+ funded Inclusive Schools – InScool project with the aim to highlight best practices identified in the course of the two-year project to a large audience of education stakeholders from the viewpoint of policy and practice. Due to Covid restrictions worldwide the event will take place online. 

InScool final advocacy event will bring together policy makers and educational practitioners in a 3-hour online conference that will consist of a panel of experts, interactions with the audience and break-out sessions with representatives of project stakeholders (teachers, education consultants, school leaders, experts, academics, policy-makers etc). Guests and participants will share their experience in the field; from everyday stories of inclusion in the classroom to good practices for improving school inclusion strategies.


*Registrations are compulsory.

In the course of the event, we will aim to raise meaningful discussion and interactions around the challenges of inclusion and achievements of everyday educational practitioners who will communicate key messages to the policy makers attending the event. The outcomes of the discussion will also feed a set of recommendations intended to policy makers on national and EU level. 

The event is co-organised by the Lifelong Learning Platform and InScool project partners.

For more information, please contact projects [AT]

ESU – Democratic Citizenship Education: Guidelines and Recommendations for implementation in Higher Education

Student representatives have an important and influential role in the national and institutional governance (design, decision making and implementation) processes of educational policy, curriculum and assessment. We hope that these guidelines and recommendations provide the right tool to incentivise student-led advocacy efforts for the enhancement of democratic citizenship education in Europe. 

Read the publication on this link.


COMANITY, a new programme for youth and social inclusion

For two years, the Lifelong Learning platform cooperated with 8 organisations (university, research centers, municipality, social cooperative, NGOs) from across the EU to develop a new inclusive programme for youth workers and young people, the COMANITY programme. As the European project is coming to its end and because it was such a great and successful programme, we want to give it a legacy. That’s why we are launching this call for interest and participation.  

What is it? 

The COMANITY programme is a unique blended programme for youth workers and volunteers working with disadvantaged young people (NEETS, at-risk behaviours, substance misuse, offenders, mental health difficulties, socio-economic barriers and others), and aims to enhance their competences in empowering young people in their community. 

See the project’s Brochure here for an overview of the project.

The COMANITY programme includes: a competence framework, which defines the skills that community animateurs must develop to fulfil at best their role, a training programme to learn about those competences, a self-assessment tool to assess these competences, an online knowledge space, the “COMANITY HUB” and participatory action-research methodologies to implement and evaluate the programme. 

What makes COMANITY different?

The programme is innovative at European level because it promotes a “community approach” to working with disadvantaged youth, by better understanding and connecting to the young person’s lifeworld. It engages young people directly in the activity in their own community using a participatory action-research approach.

See examples of participatory experiments here.

To whom?

The call addresses youth organisations mostly (professionals, youth workers, and volunteers) but it is also open to a wider range of stakeholders from social services, youth services, public authorities, other NGOs to companies with social mission.

How do you express your interest?

>>> Fill the following Google Form here and we will get back to you in a few weeks.

What do you commit to? 

It’s up to you! Based on your expression of interest, we will send you in few weeks the Toolkit “Ten steps to develop a COMANITY programme” and you are free to use it if you find it interesting.

Event report – “Inclusion at schools: from policy to practice”

On the 6th of December, in the frame of the 2019 LLLWeek, the Inclusion at schools: from policy to practice (agenda) event took place at VLEVA, the Liaison agency Flanders-Europe. It was organised by LLLP with the support of Inscool project partners and EVBB, the European Association of Institutes for Vocational Training.

See the pictures here

The first part of the event was a policy roundtable, where invited speakers shared their insights on how to build European inclusive schools communities, and how to develop and implement inclusive strategies within EU schools for educating the citizens of tomorrow. For Sian Williams from British Council and author of Inscool educational pack, inclusion in schools is not one single concept, but a collection of ideas; it cannot be addressed by one single event, but is a series of steps in a complex, long-term journey. Ms Williams also provided a detailed overview of the INSCOOL project

Find her presentation (ppt) of Inscool here.

From a school heads perspective, from Edwin Katerberg from the European School Heads Association (ESHA) it is important that there are inclusive provisions for students, a real engagement with parents and the wider community – a whole school approach. Edwin Katerberg presented four European projects that contribute to building inclusion in schools: Gender Equality Matters, Open Schools for Open Societies, Reflecting 4 Change, and Multinclude – Ideas for Inclusive Education.

Find his presentation (ppt) here.

Donatella Inferrera, from San Francesco di Sales Institute in Italy, gave her perspective as an Economy and Human Rights teacher. The San Francesco di Sales Institute is located in Sicily, a major arrival point for migrants; the school approach in promoting their inclusion is based on meeting them in reception centres and listening to their stories and needs. As a good example of this approach, one migrant is now an Arabic teacher in the school and has enriched the environment with his culture; in the end we recognise the “Other” as different because of cultural differences, but we are really the same because we share the same humanity. Ms Inferrera emphasised the need to think about the role of teachers specifically, who often lack time to address inclusion in a targeted way, due to the requirements of the curriculum. 

For Michael Teutsch, from DG EAC Schools and Multilingualism Unit, the complexity of inclusion is centred around three main elements: access, treatment in schools and results; for instance, the issue of segregation and legal provisions that limit access to mainstream schools for students with disabilities, or the need to adapt teaching and learning practices to individual needs, or how PISA results show the influence of socio-economic background in learning achievements. A good answer to these issues is to provide the right incentives to schools and then let them work through the process themselves.

The following debate, facilitated by Viola Pinzi from European Schoolnet, highlighted the importance of mainstreaming good practices that come from enthusiastic teachers and individuals, and at the same time improving the coordination between EU funded projects, in order to avoid duplicated work. As on the process of inclusion, it has to start at a very early students’ age, without forgetting that diversity has already been a part of our societies for a very long time.

The second part of the event was a “Living Library”, where projects on the topic of inclusion in schools were presented to participants by the European Parents Association (EPA), European Roma Grassroots Organisations (ERGO) Network, Organising Bureau of European School Student Unions (OBESSU), European Forum for Freedom in Education (effe), National association of professionals working with people with disabilities in Bulgaria, and Brussels-based vocational school Athénée Royale de la Rive Gauche.