Good practices for developing life skills were defined as examples of teaching and learning approaches that contribute to the development of life skills. Examples of good practices can be educational programs, specially developed learning and teaching didactics or methods, curricula, methodological instruments, etc.
What’s the innovation?
Special emphasis in the instrument was also placed on the description of innovative characteristics and the main benefits of good practice for learners, where the description is supported when possible by authentic quotations, photos, videos and products of adult learners. The potential of transferability and the universal character of good practice were also included in the instrument.
The LSE partnership collected cases of good practices, which are presented in more detail on the database below.
Themes and relevant capabilities
|Good practice||Project Learning for Young Adults (1999/2016)||Civic, personal and interpersonal||School dropouts, young adults||SL|
|Good practice||Learning for Successful Life (2003/2014)||Literacy, numeracy, digital||Vulnerable and marginalised groups, unemployed people||SL, EN|
|Good practice||Study circles (1993)||Personal and interpersonal, civic||Open to anyone||SL|
|Good practice||Citizens’ Curriculum (2014-2017)||Literacy, numeracy, digital, health, civic, financial||Vulnerable and marginalised groups, unemployed people||EN|
|Good practice||Royal British Legions industry (RBLI) Lifeworks (2012)||Personal and interpersonal||Ex-armed forces personnel (disabled, unemployed)||EN|
|Good practice||St Mungo’s Broadway Citizens’ Curriculum Pilot (2012)||Arts and culture; Residential programme; literacy, numeracy, digital, health, civic, financial||Homeless adults, vulnerable and marginalised groups||EN|
|Good practice||Take Care Project (2012-2014)||Literacy, health||Immigrants and refugees||AR, BG, ZH, HR, NL, FR, DE, EL, LT, PL, PT, RO, RU, ES, TR, UK|
|Good practice||Language for Life (Taal voor het leven) (2012-2015)||Literacy and numeracy||Low socioeconomic background, low-skilled, immigrants and refugees||NL, TR, RO|
|Good practice||Letters for Life (2015-2017)||Literacy, civic, personal and interpersonal, digital||School dropouts, people who never attended school||PT|
|Good practice||“Welcome to Belgium” Pedagogical kits (Mallettes pédagogiques “Bienvenue en Belgique”) (2010)||Literacy, civic, health, personal and interpersonal||Immigrants and refugees||FR|
|Good practice||The Second Chance – Systemic Development of Functional Elementary Education of Adults (2012-2013)||Civic, personal and interpersonal||Adults above 15 with incomplete elementary education or without vocational qualifications, priority given to socially vulnerable target groups.||SR|
|Good practice||Together within (Pratto apo koinou) (2014)||Literacy, personal and interpersonal, digital, civic||Low socioeconomic background, low-skilled||EL, EN|
|Good practice||Public Second Chance Schools (Public Adult Education School) (2000)||Literacy, numeracy, civic, digital||School dropouts||EL, (EN)|
|Good practice||Life Long Learning Centres (KeDiViM) (2010)||Environment, digital, literacy, civic, financial, personal and interpersonal||Open to anyone; vulnerable and marginalised groups, school dropouts, Roma, offenders, immigrants, people with disabilities, religious minority||EL, EN|
|Good practice||Danish Language and Culture (2015)||Literacy, civic, personal and interpersonal||Young refugees between 18-30||DA|
|Good practice||Recycling Design (2016)||Literacy, civic, personal and interpersonal, environmental||Refugee and native Danish women||DA|
|Good practice||Fitness – a healthy body (2009)||Health, personal and interpersonal, literacy, numeracy, civic, environmental||Young adults, people with physical/mental health issues, low socioeconomic background, low-skilled||DA|