What is the role of peer review in the validaton of non-formal and informal adult education? How should the validation systems be further developed in Europe? These questions will be covered in the upcoming final conference of the Peer review VNFIL extended project organised by EAEA on 13 June.

BEST PRACTICES. Peer review is a form of external evaluation with the aim of supporting the reviewed organization in its quality assurance and quality development efforts. the findings of the project European Peer Review for VNFIL demonstrate the need for transnational peer reviews. Erik Kaemingk from the VNFIL network explains the project’s experiences.

The European Commission has published its first proposal for the future budget of the European Union.

The registration for this year’s EAEA General Assembly and Annual Conference has now been opened. This year’s events will focus on “Cooperations and Partnerships”. The events will take place in Tallinn on 27-28 June.

Do you want to learn about European adult education policy? Do you wish to share experiences and thoughts with colleagues from other countries? Are you looking for an international professional network? EAEA Younger Staff Training might be just the right place for you. The registrations are now open.

Non-formal adult education promotes social cohesion, and it equips adults with the skills, knowledge and competences needed in our society. Yet only a crumb of public funding is allocated to the education of adults.

Everyone working in adult learning will have an answer to this question: because it promotes skills and competences in a wide range of fields, particularly of those furthest away from learning.

The LSE project partners have revealed the definition of “life skills” that they have been working on in the last year. The definition is the final result of an inspiring research process.

This spring marks a momentum for awareness raising about non-formal adult education and for increasing European funding for this sector.

The financing of adult education has a variety of dimensions: from the fragmented nature of the funding to a learner’s and organisation’s perspective to the key challenges at the policy-making level.