Organiser: Lärarförbundet - Swedish Teachers` Union

Facilitators: Mathilda Obbel, Tomas Rosengren, Gustav Fridolin, Benton Wolgers and Yvonne Stenmark

Description

Adult educators navigate in a time strongly affected by three interconnected challenges
observed across Europe. The first is that democracy is increasingly under pressure—both
from declining public confidence in its ability to bring about change and from regulatory
measures that restrict civil society. The second challenge is that adult education is being
narrowly framed by policymakers and the EU as serving labour market needs, reducing its
broader democratic and social mission. A third challenge is the changing concept of
citizenship. The view of citizenship and what is expected of a citizen affects us as teachers
in adult education. Working in a folk high school or equivalent is working to maintain a
democratic infrastructure. How does the view of citizenship ultimately affect our teaching
practice?

The purpose of the workshop is to explore how the living and working conditions of adult
educators can be strengthened in such a context. It will be organized by the Swedish
Teachers’ Union.

The workshop will include:
● Short introductory inputs from the Swedish Teachers’ Union to set the scene.
● Interactive group exercises designed to draw on the collective knowledge and
experience of participants.
● Emphasis on dialogue and co-creation rather than one-way presentations.

Expected outcomes
The concept of citizenship is not always critically examined. By sharing diverse perspectives
and ideas on citizenship, we aim to highlight the responsibilities, opportunities, and
capacities of teachers in ALE to foster strong, confident citizens who can contribute to
building a resilient and democratic future.

How does the workshop link to the theme of Resilience and Community-Building?
The workshop aims to generate concrete ideas and shared strategies for safeguarding adult
education as a space for democratic engagement and lifelong learning, beyond its
instrumental role for the labour market. In this way, participants will explore how ALE can be
instrumental in creating resilient societies who are engaged and active in combatting the
current political and civic disengagement trends seen across Europe.

How does the workshop relate to current EU initiatives?
This workshop theme is closely linked to EU priorities, especially the Democracy Package –
including the Civil Society Strategy and the Democracy Shield initiative. At a time of rising

Euroscepticism and threats to democratic values, adult education has the power to
strengthen democracy by promoting civic engagement, critical thinking and participation.

Organiser:  CEIPES ETS – International Centre for the Promotion of Education and Development

Facilitators:

Andrea Filippo Calabria, Irene Capozzi (CEIPES ETS – International Centre for the Promotion of Education and Development); Oleg Smirnov (Integration and Development Center for Information and Research)

Description:

European communities are increasingly exposed to complex and interconnected global challenges, including climate change, digital transformation, social polarisation and democratic fragility. While resilience is often discussed as the capacity to recover from crises, there is growing recognition of the need to strengthen community readiness and preparedness—the ability to anticipate, adapt and respond proactively to uncertainty.

Adult Learning Education (ALE) plays a fundamental still underutilized role in preparing communities for these challenges. Through inclusive learning opportunities, capacity building, civic education and local partnerships, ALE can act as a key infrastructure for community preparedness across the European Union.

Expected outcomes

This workshop aims to create a space for shared reflection and exchange among adult learning actors across Europe. In particular, it seeks to:

• Explore together what “community readiness and preparedness” mean in practice, moving beyond abstract definitions and grounding the concept in real experiences from adult learning contexts.
• Make visible the everyday role of adult learning in helping communities anticipate change, navigate uncertainty and respond to global challenges in a more informed and collective way.
• Create opportunities for peer learning, enabling participants to learn from each other’s practices, challenges and approaches across different European contexts.
• Reflect critically on what is missing or underdeveloped in current adult learning ecosystems when it comes to preparing communities for future challenges.
• Co-develop practical ideas and strategies that participants can adapt and bring back to their organisations, networks and local communities.

How does the workshop link to the theme of Resilience and Community-Building?

In this workshop, participants explore together what “community readiness and preparedness” mean in practice, moving beyond abstract definitions and grounding the concept in real experiences from adult learning context. This supports the annual theme by bringing it closer to participants and gaining your insight into the meaning of community in action.

How does the workshop relate to current EU initiatives? 

This workshop responds to the needs outlined by and explores the ALE dimensions of the EU Defence Package, supporting resilience by identifying shared solutions. The EU Defence package in particular recognises that transnational and cross-sectoral cooperation is essential to strengthen ALE’s capacity to respond to geopolitical shifts and challenges. 

Organiser: Stowarzyszenie Trenerow Organizacji Pozarzadowych - NGO Trainers' Association (sTOP)

Facilitators: Agnieszka Borek and Marcin Mitzner (sTOP)

Description

We invite you to join a workshop designed as a shared journey – reflective, experiential, and collaborative. During the session, participants will play The Expedition Training Game, an educational simulation developed by the sTOP Trainers’ Association in cooperation with partners from Hungary and Romania within the international Well-Support project.

The Expedition Training Game is a team-based decision-making experience that places participants in situations requiring cooperation, dialogue, and shared responsibility. Through the game, we explore core well-being values such as trust, balance, partnership, and meaning, and examine how these values translate into everyday decisions, relationships, and organisational culture.

The session is addressed to trainers and adult educators interested in organisational culture and well-being in teams who want to enrich their practice with a structured tool supporting reflection on values, communication, and collaboration.

During the workshop, participants will:

• learn the structure and facilitation logic of The Expedition Training Game,
• experience how values influence team decisions and dynamics,
• reflect on what a culture of well-being means in their own organisational context and how it can be strengthened.

The session combines elements of simulation, small-group work, and structured reflection. No prior preparation is required – only openness and curiosity to explore.

Organiser: The European Association for the Education of Adults

Facilitators: Benedetta Perego, Maria Gonçalves Ribeiro, Marina Sakač Hadžić

Description

The Universal Declaration of Human Rights establishes the right to education. In the context of prisons, detention centres, reentry centres, and rehabilitation facilities or other secured close environments, this means that all individuals should be given opportunities for education and self-improvement which are comparable to that in free society (United Nations, Council of Europe). But how is this happening in practice? Prisons, detention centres, reentry centres, and rehabilitation facilities are home to individuals who often face multiple layers of disadvantage and exclusion. Education offers an opportunity to support these individuals to reintegrate into society, and build more resilient communities, as research shows progressive discourse in most EU countries views incarceration not solely as punishment but as a means for positive intervention and rehabilitation. 

Education cannot be considered without considering its digital dimension. Studies show that digital transformation  in closed environments has become crucial, particularly when digital access is considered a human rights issue. Digital literacy and access are recognised as integral to rehabilitation and social reintegration, as individuals need to learn how to use information effectively, not solely consume it. Yet (digital) education in these settings requires strategy, technical and operational aspects, including safety concerns, staff involvement and organisational readiness. Without proper support and opportunities, existing disadvantages are reinforced, especially regarding basic skills such as literacy and digital competence. 

In this workshop, we will reflect together on human rights and right to opportunities, reintegration in the context of individuals and their communities, and access to (adult) education which considers specific learners' needs in these contexts, despite the many structural challenges. 

Expected outcomes

This workshop aims to:

• Raise awareness of the role that adult education in closed environments plays in building individual and community resilience.

• Increase the understanding of the challenges and opportunities of (digital) education in closed environments, exploring strategic, organisational, and pedagogical dimensions. 
• Reflect on reintegration through education as a community-building effort, and not solely the responsibility of adult learners and the learners themselves. 

How does the workshop link to the theme of Resilience and Community-Building?

In this workshop, participants will explore how education access supports individual and community resilience. Access to education in closed environments, reintegration efforts and better cooperation between the various sectors (detention centers, education and pedagogical staff, employment services, social security) contribute directly to creating community resilience, as individuals will develop their competences and be better equipped to re-enter and contribute to their communities. This workshop supports the annual theme in raising awareness for the need for reintegration of individuals and how adult education plays a crucial role.

How does the workshop relate to current EU initiatives? 

The workshop connects directly to international initiatives. Education is a fundamental right. The Standard Minimum Rules for the Treatment of Prisoners (United Nations, 1955, reviewed in 2015) and the European Prison Rules (Council of Europe, 2006) include provisions ensuring prisoners have opportunities for education and self-improvement. The Council of Europe’s Recommendation No. R(89) 12 on Education in Prison states that education for inmates should be comparable to that in free society and available to all prisoners and prisoners should prepare individuals for return to society. Digital education is one of the eight key competences for lifelong learning (European Union), encompassing the critical and responsible use of digital technologies for learning, work, and participation in society. If this standard applies to all citizens, it must equally apply to those in closed environments. This workshop reflects that the Digital Education Action Plan (2021–2027) and other European digital education initiatives could be further developed to address the specific needs of closed institutions, opening a conversation about inclusive digital education for all. 

Organiser:Stowarzyszenie Trenerow Organizacji Pozarzadowych - NGO Trainers' Association (sTOP)

Facilitator:

Anna Skocz, NGO Trainers Association (sTOP) and EAEA

Karolina Pisz NGO Trainers Association (sTOP)

Summary

Quality in adult education often sounds like something heavy, bureaucratic, and time-consuming. What if it didn’t? During the workshop you will discover a practical model for supporting quality in adult education, designed to be simple, flexible, and friendly in use. We will work with the Model through exercises, reflection tasks, and practical scenarios showing how it can be applied in organisations of different size and level of experience.

Together we will explore how to turn values into everyday organisational practices.

Expected outcomes

By participating in this workshop, you will gain both strategic insight and practical tools to strengthen quality in ALE organisation.

Participants will:

• understand a practical quality framework for non-formal adult learning organisations
  • explore how quality assurance can become an everyday mindset rather than a bureaucratic process
  • discover ways to translate values such as participation, ethics, and inclusion into concrete practices
  • reflect on their own organisation’s strengths and areas for development
  • exchange experiences with practitioners from across Europe working in adult education

How does the workshop link to the theme of Resilience and Community-Building?

The Q-ALE Model links to the themes of Resilience and Community-Building by embedding sustainability, stakeholder collaboration, social impact and staff wellbeing into its core values and actionable commitments.

Quality ensures sustainability. The model promotes resilience by ensuring that adult learning organizations can withstand challenges and remain viable in the long term. By adopting an “organic approach” to quality, the model strengthens organisational agility, allowing organisations to define their own standards and adapt their practices to their specific contexts and the current and emerging challenges of the sector.

How does the workshop relate to current EU initiatives?

The model directly refers to the Key Competences for Lifelong Learning, particularly in the context of developing citizenship competences, participation, and dialogue. During the workshop we will discuss the challenges of inclusive education and the organisational implications connected to them. The model itself provides guidance on how to support inclusive, learner-centred education systems. It also contributes to strengthening sustainable and resilient learning organisations.

Organiser: Electronic Platform for Adult Learning in Europe (EPALE) Poland

More information coming soon.