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🕞15:30-17:00: 📝Registration of participants.

🕔17:00-18:30: 🎼Musical performance.

🙋‍♂️🙋Welcome activity: Getting to know each other.

🕗20:00: 🍽️ Dinner

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Could you tell us how you would handle the following situations in your institution?

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Could you tell us how you would handle the following situations in your institution?

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1- There are not enough applications for participating in a mobility.

2- Many interested participants cannot take part due to work/family commitments.

3- There are more candidates than available places, all with similar needs.

4- The selected students do not want to participate in the mandatory pre-departure training.

5- Lack of an Erasmus culture at the institution.

6- Fear of leaving one’s familiar environment.

7- Does your organization have a contingency plan in case of any unfortunate incident during the mobility?

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🏫 Sending institution

Hi there!

I am Victoria; I teach English at IES Antonio de Mendoza in Alcalá la Real ( Jaén) and also work as the Head of Studies for our adult evening programs, overseeing blended learning modalities for Adult Secondary Education (ESPA II) and High School Diplomas in Humanities and Social Sciences.

🌍 Experience in Erasmus

My previous experience in Erasmus+ has been focused on school education. I have had the chance to accompany students on short-term mobilities to Kutná Hora (Czech Republic) and Bisceglie (Italy). Additionally, I have participated in job-shadowing and teaching assignments in Mafra (Portugal) and Hoorn (The Netherlands), which were great opportunities to learn and grow both as a person and as a teacher.

🌟 Expectations

From my current role working with adult learners, I want to give visibility to this modality and offer our students the same opportunities that morning ones have. It is very important to provide them with a high-quality education adapted to today's society and with European horizons.

However, student drop-out is our biggest challenge in this teaching modality, so I am very interested in learning how other centers in different countries face and tackle this issue in order to support our students and prevent them from leaving.

At our school, we truly believe in second chances and feel very proud of how far many of our students have come through. Together, we have already participated in projects related to sustainability and the environment so we are eager to work on initiatives that promote the Sustainable Development Goals (SDGs) to improve their social inclusion and employability. We would like to find colleagues to establish contact networks and create real, useful projects for these students, many of whom have previously struggled in the traditional school system and yet, they decided to resume their studies despite many daily challenges.

🚌 How I will get to Almería

Alcalá la Real is about 1 hour from Granada. I will take a public bus to Granada and from there, I will take another bus to Almería.

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Good morning everyone, my name is Grainne Jennings, and I am the Director of MTCT in Dublin, Ireland. It is a pleasure to be travelling to Almeria and to have the opportunity to learn alongside colleagues from across Europe.

MTCT works in the area of adult and community education, supporting adults who may have experienced social exclusion, poverty, addiction, lived experience of the criminal justice system, or long-term unemployment. Our focus is on helping people rebuild confidence, develop practical life skills, and progress into further education, training, employment, and active citizenship.

Sending Institution: Leargas Ireland.

Previous Experience of Erasmus+ programmes: This is MTCT’s first formal Erasmus+ mobility experience, so it is an exciting step for both me personally and for our organization. While we are new to Erasmus+, we come with many years of practical experience in community education and learner-centred practice

What I hope to Gain From this Program: What I hope to gain from this programme is a deeper understanding of how other European organisations are fostering basic skills in adulthood, particularly literacy, digital skills, employability, and civic participation. I am especially interested in learning innovative and inclusive methods that support adults with fewer opportunities.

I also hope to build connections and partnerships that can lead to future collaboration, exchanges, and opportunities for our learners to experience Europe through Erasmus+ themselves.

Most of all, I hope to return to Ireland inspired, with new ideas, new relationships, and practical approaches that can strengthen the work we do in MTCT.

Examples of Good Practice in Related to Basic Skills in Adulthood: One example of good practice from the MTCT experience is our Project-Based Learning (PBL) approach to developing basic skills in adulthood. Rather than teaching literacy, numeracy, digital skills, communication, and problem-solving in isolation, we embed these skills within real and meaningful projects chosen and shaped by learners themselves.

This learner-centred model increases motivation, confidence, and participation because adults can immediately see the relevance of what they are learning to their own lives and goals. It is particularly effective for learners who may have had negative previous experiences of formal education, as it creates a more inclusive, practical, and respectful learning environment.

Our PBL approach also strengthens teamwork, leadership, creativity, and civic participation, while helping learners progress towards further education, employment, and active citizenship. In this way, MTCT has found that basic skills are often developed most successfully when learning is active, purposeful, and connected to real-life experience.

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Being the managing director of our language ressource centre - which collaborates with our public library - I have to coordinate and plan workshops and seminars but I also work as a lecturer/trainer for English classes. Although the main focus of the organization is the provision of language courses for adults (English, Italian, Spanish, German as a Foreign language) we also offer courses dealing with digital competences and various workshops for children (history, science). We even offer pub science for everyone. We want to support our community with activities that help to prevent that citizens leave our rural area. High quality education on spot keeps the people in the area and avoids moving away. I am also the coordinator of our education campus which is a voluntary collaboration of all education institutions from early age up to senior citizens. (11 kindergartens and schools of all kinds) Adult education is of course part of the Erasmus consortium. The experience as a former teacher, headmaster and finally school quality manager (inspector) with various European education programmes (COMENIUS; ARION, ERASMUS) is very helpful. Once retired our mayor asked me to set up an education initiative which was also supported by the regional development agency.

When Austria joined the EU I was invited to take part in various COMENIUS projects with partners in Greece, Poland and Spain, later on with partners in the UK and in Belgium. As the principal of a secondary school I was invited to an ARION conference in Finland which helped to establish a solid network all over Europe. As school quality manager assisted our regional education department with KA1 and KA2 projects. At that time the small language resource centre in my hometown Birkfeld was already successfully established and courses were sufficiently booked. Last year we applied for a short term Erasmus+ ADU project with the main target of qualifying our teaching staff to use AI in their lessons.

I expect to get new ideas and tools for adult education and to meet people willing to share their experience.

As a rural community it is important to offer as many lifelong learning options as possible. Especially for people in their 50ies looking for a new job is very difficult. Only solid competences and skills can help to return to employment.

I will take the plane from Vienna to Madrid and then on to Almeria for the outbound trip, travelling back to Vienna via Barcelona.

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1. There aren´t enough applications for participating in a mobility.

I personally feel we need to simplify the way centers connect. It would be a great idea to create a dynamic, direct communication network (such as a Telegram or WhatsApp group) specifically for Adult Education centers across Europe.

This would act as a "digital phonebook" where we could easily find partners based on our specific needs or shared interests. This way, having direct access to other colleagues would reduce the uncertainty of applying and make the process more personal and agile, encouraging more institutions to participate in mobilities.

2. Many interested participants cannot take part due to work/family commitments.

From my experience with adults, I see that the main obstacle for our students is the difficulty of balancing their studies with their daily lives. To help them, I would like to share two ideas that could make a difference:

First, it would be very helpful to explore the official recognition of these mobilities as professional training. Many of our students are workers who fear losing their jobs or their holiday time. If we could provide them with a certificate that their employers value as a professional improvement, they would feel much more secure about participating.

Secondly, we should not forget the emotional and logistical weight of family responsibilities. For a parent, leaving home for a week is a huge sacrifice. Perhaps, by offering small grants or support top-ups to help with the care of children or elderly relatives, we could make Erasmus a much more inclusive and less stressful experience for them.

3. There are more candidates than available places, all with similar needs.

The most practical solution would be to encourage consortiums among centers with similar profiles, such as evening schools, so instead of competing, we could join forces in shared projects. Furthermore, if we had a direct communication network, we could manage vacancies more efficiently. If a center cannot fill a spot at the last minute, they could offer it to another school in the network. This way, we ensure that no opportunity is wasted and that the students who need it most can always benefit, regardless of their school.

4. The selected students do not want to participate in the mandatory pre-departure training.

Before they apply, we should explain that the training isn't an extra academic burden, but a useful tool for them. If they know from day one that these sessions are going to help them manage at the airport, the hotel, or the host center, they will see it necessary rather than an obligation. We should also be clear: if they cannot commit to these few preparation hours, perhaps it is better to wait for a future call when they have more time, so another classmate can take the place.

5. Lack of an Erasmus culture at the institution.

Being realistic, our time is limited in blended education... We need to work from within the classroom, starting with the Erasmus spirit and philosophy. My idea is to do this gradually, so that little by little, our students understand the purpose of this program and all the personal, academic, and even professional benefits that an experience like this can offer them. Even with these constraints, we can show them that Erasmus always adds up.

6. Fear of leaving one´s familiar environment.

It is completely normal to feel that fear; for them, their home and daily routine are their safety net, so it is essential to prepare them mentally from the very beginning and help them realize they are much more capable than they believe.

A great way to do this is by sharing stories from other classmates who felt exactly the same; it helps them see that being nervous is okay. We can also talk about what to expect, showing them that this is a wonderful chance to discover not just amazing places, but also new music, different food, and different ways of thinking.

To make things even easier, we can connect them digitally with their hosts before they start packing. Meeting someone through a screen first makes the world feel smaller and friendlier and they will feel safe and supported every step of the way...

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EOI Maó (Menorca, Balearic Islands, Spain)

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EOI Maó (Menorca, Balearic Islands, Spain)

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👤 Miquel Àngel Pons Povedano
Head of Studies
EOI Maó (Menorca, Spain)
Former European Coordinator (Comenius – DE, PT, ES, PL, TR, FR)

🏫 About us
Public adult language school (A1–C2) Languages: English, German, French, Italian, Catalan

👥 Our learners
Adults (15–60+), mostly women, with diverse profiles:

Professionals in tourism, public administration, education, healthcare & social services

Unemployed adults improving employability

Migrants & newcomers

Adults balancing studies, work & family

Learners with fewer opportunities

🇪🇺 Erasmus+
KA122 project + Erasmus Accreditation (KA121) → Long-term strategy for inclusion, digitalisation & European cooperation

🎯 We are actively looking for partners across Europe for:

👨‍🏫 Job shadowing (staff mobility)

🎓 Individual mobility of adult learners (short & long-term)

📚 Courses & training for staff (digital skills, AI, innovation)

🧑‍🏫 Invited experts & teaching exchanges

🤝 Preparatory visits to build sustainable partnerships

👉 Especially adult education centres, NGOs and organisations working on inclusion, basic skills, gender equality and digital learning

💡 Our priorities

Inclusion & access to adult learning

Gender equality & support for women learners

Reducing dropout & improving engagement

Digital & collaborative learning (incl. AI)

European cooperation & active citizenship

🤝 What we offer

Hosting and sending participants

Real adult learners for mobility (incl. fewer opportunities)

Experienced, motivated staff

Strong background in European cooperation

✈️ Travel
Flight via Barcelona/Madrid → open to coordinate

👉 Let’s connect during the TCA if you are interested in cooperation, especially for learner or staff mobility

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Hi, everyone!

First of all, really thankful for having the opportunity to meet you all in this TCA. I am Noelia, but everybody calls me Noe. I am a secondary English teacher. as such, I have had the gift to enjoy teaching for about 20 years.

I really like having chances to discover new perspectives and new paths in the educative system. That is why I have worked as an in-service teacher counsellor for 4 years. After that experience, life surprised me with adult education. I am the deputy headmaster and Erasmus coordinator in the CEAD PROFESOR FÉLIX PÉREZ PARRILLA, a

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EOI Maó (Menorca, Balearic Islands, Spain)

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EOI Maó (Menorca, Balearic Islands, Spain)

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1. Not enough applications for mobility

We would strengthen targeted communication, especially towards learners with fewer opportunities, and highlight the concrete benefits of mobility through real examples. We would also adapt formats (short-term mobility, flexible planning) to make participation more accessible.

2. Participants cannot join due to work/family commitments

We address this through early planning, flexible mobility formats and personalised support. In our context, family responsibilities are recognised as a real barrier, and we apply inclusion measures and guidance to facilitate participation whenever possible.

3. More candidates than places (similar needs)

We apply a transparent selection process based on clear criteria (motivation, autonomy, impact), giving priority to learners with fewer opportunities. A reserve list is created and future mobility opportunities are ensured for non-selected candidates.

4. Students refuse pre-departure training

Pre-departure training is a mandatory part of the mobility process. Our learners are enrolled in official language programmes and are expected to meet academic and organisational commitments. We ensure training is practical and flexible, but participation is essential to guarantee quality and learning outcomes.

5. Lack of Erasmus culture

We promote Erasmus culture through dissemination, sharing experiences and involving both staff and learners in European activities. Participation in dissemination is part of the learner’s commitment, ensuring visibility and long-term impact within the institution.

6. Fear of leaving one’s familiar environment

We provide personalised mentoring, strong pre-departure preparation and continuous support. Since mobilities are individual, we prioritise short-term experiences as a first step and maintain close guidance throughout the process to build confidence and autonomy.

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👋🏻 I'm Erica Camurati, I'm Italian and I live close to Turin. I'm a French Teacher and the Erasmus Coordinator for my institution.

🏫 Sending Institution: Istituto di Istruzione Superiore Arturo Prever, Vocational School for Tourism and Hospitality, in Pinerolo, near Turin. The school offers an evening course in Enogastronomy. Additionally, we provide study programs in Agriculture, as well as Cultural and Media Services.

🌍 Previous experience in Erasmus+ programme: my school is accredited for the KA121 School Education mobility program. As Erasmus Coordinator, I manage preparatory visits and organize mobilities, handling both logistics and documentation. I monitor students during their mobility, organize and supervise job shadowing and training courses for staff, and disseminate best practices.

⛱️ Why you are excited about the Almería TCA:

It’s going to be my first experience in a TCA. I hope to find future collaborations, in particular for students and staff mobility. As we are planning to apply for Erasmus accreditation in the Adult Education sector, I am confident this meeting will be a great source of inspiration and ideas.

⭐ Could you highlight any good practices related to basic skills in adulthood?

In our evening classes, we adopt an embedded learning approach within the Law and Administrative Techniques module. Students tackle real-world scenarios, such as the legal requirements for starting a business, understanding professional responsibilities and VAT calculation. We find that adult learners are significantly more motivated when they perceive the immediate practical application of their studies.

To enhance linguistic skills, we conduct practical table service simulations in foreign languages.

Regarding digital literacy, we use platforms like Google Classroom and Drive to manage learning materials, teaching a conscious and professional use of digital tools.

Finally, concerning the Validation of Prior Learning, we perform an initial assessment: by offering credits or exemptions based on previous experience, we significantly reduce the drop-out rate and keep students engaged.

🎯 Expected outcomes:

I am looking for partners to establish reciprocal mobility projects, allowing our students to gain experience abroad while welcoming European learners to our school.

I aim to discover innovative practices to enhance our evening courses. My goal is to expand opportunities for our adult learners, effectively reducing drop-out rates and making our programs more attractive.

I am also particularly interested in finding new strategies to foster social inclusion, ensuring that our foreign students are fully integrated and supported.

✈️ How are you going to get to Almería?

I will go by plane from Milan, through Madrid.

⚡ Areas of interest for finding partners:

I am primarily looking for partners to establish reciprocal mobility projects for adults. At the same time, I'm always interested in finding new partners for School Education and Staff mobility.

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Previous Experience in Erasmus+

I participated in Erasmus+ project management course last year.

2. This is my first TCA seminar, and I am very excited about Almeria. It represents a great opportunity to meet other professionals, share experiences, and make valuable connections for future projects. 3. Travel Plan and Logistics

I am currently reviewing travel options to Almeria. The tickets I have found so far exceed my allocated budget, so I am waiting for approval to proceed with booking. My potential route is Helsinki to Mallorca, and then on to Almeria.

4. Areas of Interest for Finding Partners

We are open to collaborating on any type of project. Our students mostly come from an immigrant background, and we are very interested in projects focused on inclusion, cultural exchange, and supporting diverse learners.

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Hello everyone! 👋🏻 My name is Michael and I'm from the German speaking part of Belgium. I'm a coordinator for language courses.

🏫 My sending school: Volkshochschule Bildungsinstitut VoG (or VHS for short) is an adult education organisation in the east of Belgium teaching a variety of things in German. For 20 years we've been one the places for language and basic language skills related to the integration of migrants and learning at advanced ages.

🌍 Experience in Erasmus+: The VHS is accredited for for adult education in the KA120 project and mobility projects. Personally, this is my first TCA :)

🎯 Why did you want to be a part of this TCA: The VHS is actively looking to improve its focus on basic skills for everyone. This is why I really wanted to learn from different schools, find partners for projects that can be the start of a structural place for people to acquire the skills necessary for an active citizenship and life in society.

✈️ My road to Almería? I will fly from Brussels and get there on the 19th, having some time off on the 20th to explore this area I've never been to.

⚡ Areas of interest for this TCA: Finding out about best practices, in order to create a framework for basic skills adult education, with a focus on inclusion in what we often call "normal" life. As a school from a language minority with a rural background, we are an interesting place culturally and well connected for exchange projects.

Can't wait to be there! Michael

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Could you tell us how you would handle the following cases in your institution?

1- There are not enough applications for participating in a mobility.

I usually help them to organize their job shadowing by using my contacts. And I assist them with all the paperwork - if needed. But they are in charge of their travel arrangements and accommodation.

2- Many interested participants cannot take part due to work/family commitments.

That is really a problem with teaching staff at the moment since we have so many newcomers who have very young children at home or who have to finish their studies as many of them get employed before they get their Masters degree (Lack of teachers!)

3- There are more candidates than available places, all with similar needs.

This rarely happens. We usually find solutions but there is an open communication process involving all candidates. People without mobility experience get priority.

4- The selected students do not want to participate in the mandatory pre-departure training.

I have not had that case.

5- Lack of an Erasmus culture at the institution.

I have not made that experience but it takes a lot of effort 'to keep everybody in the ERASMUS boat'

6- Fear of leaving one’s familiar environment.

A successful approach at the beginning was travelling in small groups to one place (town) but participants were not allowed to be in the same institution. So travelling was done as a team and in the evening we always had a reflection session so that they could share their experiences.

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My name is Jacques Paul François Songy. I am French, born in Brazil, lived for many years in Portugal, and I have been living in Spain for the last 20 years. I am a Portuguese teacher and the director of the Escuela Oficial de Idiomas de Almendralejo, located in Almendralejo, Extremadura. At our school, we focus especially on foreign language education (english, french and portuguese) and on strengthening the European and international dimension of the institution.

I have experience in Erasmus+ projects, particularly in initiatives related to sustainability, educational internationalisation, and methodological innovation. In recent years, we have developed several Erasmus+ actions aimed at promoting staff mobility, the exchange of good practices, and the integration of participatory and non-formal methodologies into language learning. We received our Erasmus accreditation this year, and we are still exploring how we will organise student mobility projects in the field of adult education.

My main areas of interest include adult education, non-formal education, sustainability in educational contexts, inclusion, active learner participation, and improving the quality of European projects, especially regarding adult learner mobility. I am also very interested in connecting with schools and organisations that approach internationalisation from a practical and transformative perspective.

This will be my first participation in a TCA, and I believe these events are an excellent opportunity to build long-term cooperation networks, exchange experiences, and develop future Erasmus+ partnerships with a meaningful impact on our schools and educational communities.

I am planning to travel to Almería by car from Extremadura, specifically from Almendralejo, on Tuesday the 19th. Unfortunately, Extremadura does not have many transport connections with the outside world ☹.

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1- There are not enough applications for participating in a mobility.

In our institution, we would first try to understand the reasons behind the low number of applications. Adult learners often need clear and practical information before considering participation in mobility activities. We would therefore reinforce communication through information sessions, testimonials from teachers or participants who have already taken part in Erasmus+ activities, and concrete examples of the personal and professional benefits of mobility.

We would also try to make participation feel more accessible by offering support with administrative procedures, language preparation, and travel organisation. Since many of our learners are adults with limited international experience, building confidence and reducing uncertainty is essential.

2- Many interested participants cannot take part due to work/family commitments.

This is one of the main challenges in adult education. In our case, flexibility is essential. We would try to organise shorter mobilities whenever possible and prioritise dates that are more compatible with participants’ professional and family responsibilities.

We also believe that good preparation and communication with participants are important in helping them anticipate and organise their commitments in advance. Additionally, we would explore blended or group mobility formats that may reduce the emotional and organisational burden for adult learners.

3- There are more candidates than available places, all with similar needs.

If all candidates meet the criteria and have similar profiles, transparency becomes especially important. We would apply clear selection criteria established beforehand and ensure that the process is fair and well communicated.

We would also try to guarantee equal opportunities over time by giving priority in future mobilities to participants who were not selected previously. In adult education, maintaining motivation and avoiding frustration is very important for long-term engagement in Erasmus+ projects.

4- The selected students do not want to participate in the mandatory pre-departure training.

We would explain clearly that pre-departure preparation is an essential part of the Erasmus+ experience, not simply an administrative obligation. These sessions help participants feel more confident, better prepared culturally and linguistically, and more aware of the objectives and expectations of the mobility.

In our context, where many learners may have little international experience, preparation is especially important to reduce anxiety and ensure a successful mobility experience. We would also try to make these sessions practical, interactive, and adapted to adult learners’ needs.

5- Lack of an Erasmus culture at the institution.

As a recently accredited institution, this is something we are actively working on. We believe that creating an Erasmus culture requires visibility, participation, and continuity over time.

We try to integrate Erasmus+ into the daily life of the school through dissemination activities, sharing mobility experiences with the educational community, displaying project results visibly in the institution, and encouraging teachers to become involved progressively. Internationalisation should not be perceived as something external or reserved for a few people, but as part of the identity and development of the institution.

6- Fear of leaving one’s familiar environment.

This is very common in adult education, especially among learners who may never have travelled abroad or participated in international projects before. In our experience, emotional support and trust-building are just as important as logistical preparation.

We would address this fear through group preparation activities, meetings with former participants, and close accompaniment before departure. Creating a supportive group dynamic can make a significant difference. We also believe that starting with shorter or group mobilities can help participants gain confidence progressively and discover that mobility is something accessible and enriching for them personally and professionally.

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Could you tell us how you would handle the following cases in your institution?

1- There are not enough applications for participating in a mobility.

We will organize information meetings, inviting students who previously took part in Erasmus mobility. We will try to understand what their doubts are, in order to provide concrete examples and show the benefits of this kind of experience. We will also simplify the application process to encourage participation, particularly for those with fewer opportunities. We will also produce user-friendly and engaging digital materials.

2- Many interested participants cannot take part due to work/family commitments.

This is a significant barrier in adult education. We will try to understand the main obstacles and see if they can be solved by tailoring the mobility to the participant. Concerning professional commitments, we will be available to speak with their employers to explain the project and the benefits for both the participant and the company.

3- There are more candidates than available places, all with similar needs.

The selection criteria will be clearly defined and shared with all candidates in advance. Should these primary criteria not be sufficient to finalize the list, we will apply additional secondary criteria to further refine the selection. Priority will be given to candidates with fewer opportunities and those who have never participated in a mobility project before.

4- The selected students do not want to participate in the mandatory pre-departure training.

We will emphasize the importance of the training, also asking students who previously took part in Erasmus mobility to share their experience. We will clarify that these kinds of training are conceived to help students get the most out of their experience. To encourage participation, we will make the sessions more interactive and flexible, offering blended learning options, such as online modules.

5- Lack of an Erasmus culture at the institution.

We will organize meetings and events inviting students who previously took part in Erasmus mobility. We will arouse curiosity through digital content, shared on the school website and social networks.

6- Fear of leaving one’s familiar environment.

It is crucial for participants to know they can rely on constant support from both the sending and host institutions. Transparency in the Erasmus network is essential. As we have some years of experience in Erasmus school mobilities, we already have a trusted network to support minors and their families and we guarantee a dedicated Tutor for every student, both at the sending and the host institution.

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Hi, My name is Liv-Kirsti Mong and I am the principal of Sandnes learning center for adult learning. This will be my first time in Almeria and my first time participating at a TCA.

Previous experience of Erasmus + programme:

My previous experience in Erasmus + has been mobilities for teachers and school leaders . I have participated in job-shadowing in Sweden, Germany and Brussels.

Our school has received Erasmus + accreditation KA 120- ADU for 2026 . I hope to build connections and partnerships that can lead to future collaboration , exchanges, and opportunities for our teachers and learners to experience Europa through Erasmus +.

What I hope to gain from this program:

I hope to learn how other European organisations are fostering basic skills in adolthood.

Examples of Good practice in Related to Basic Skills in Adulthood:

We focus on making the training work-related and many of our participants are in practice while they are attending school.

How are you going to get to Almeria?

I will go by plane from Stavanger to Malaga, and then by bus or train the next day.

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Hello everyone 👋

My name is Erol and I am joining from Türkiye. I am the director of Çamlıyayla Halk Eğitimi Merkezi.

I have been working in adult education for many years. I have experience both as a trainer and as a manager. Supporting adults in their learning journey is very important to me. It is motivating for me to see people improve their skills, gain confidence, and create new opportunities for themselves.

As an institution, we have carried out Erasmus+ projects and gained valuable experience. But I believe we still have a lot to learn. I want to gain more experience, improve myself, and make our institution stronger.

For me, this TCA is a great opportunity to meet new people, discover new places, and gain new experiences. It is also a personal challenge for me. Meeting people from different countries and sharing ideas will help me grow.

Improving my English skills is also one of my goals. I am excited to experience European culture more closely and learn from different educational approaches.

I am looking forward to meeting all of you.

My travel plan is to travel from Mersin to Istanbul first, and then fly to Málaga. After that, I am planning to go to Almería by bus or train. On my way back, I would like to stop in Granada and visit Alhambra. I think this will be a very nice experience for me. It will be a good chance to discover new places, learn new things, and enjoy European culture more closely.

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1- There are not enough applications for participating in a mobility.
In this case, Erasmus can be made more understandable for potential participants. Many learners may not be aware that such opportunities are also available to them. In small communities like Çamlıyayla, hesitation may occur. Sharing previous project experiences and outcomes can increase interest. Concrete examples can help encourage participation.

2- Many interested participants cannot take part due to work/family commitments.
This is a common situation in such institutions. In particular, female participants may face difficulties due to childcare responsibilities. A children’s playroom can be provided within the institution to support participation. In addition, mobility activities can be planned in a more family-friendly way to increase accessibility.

3- There are more candidates than available places, all with similar needs.
In such cases, a fair selection process can be applied. Participants with regular attendance and strong motivation for development can be prioritized. Highly motivated candidates can be given preference. Those who cannot be selected can be considered for future opportunities.

4- The selected students do not want to participate in the mandatory pre-departure training.
The importance of pre-departure training can be clearly explained. It is especially essential for first-time travelers abroad. Anxiety levels can be reduced through this preparation, and participants can feel more confident and ready. Therefore, participation in this training can be strongly encouraged.

5- Lack of an Erasmus culture at the institution.
Erasmus culture may still be in a developing stage within the institution. However, it can be strengthened gradually through each project. Sharing experiences can increase awareness and interest. Visible project outcomes can help raise motivation among potential participants.

6- Fear of leaving one’s familiar environment.
This situation can be common in small towns such as Çamlıyayla. Many participants may be experiencing travel outside their region for the first time. Therefore, mobility abroad can initially feel challenging. Step-by-step guidance and continuous support can help reduce this concern. Even small encouragements can lead to meaningful change.

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👋 Hello everyone!

My name is Jana, and I am a coordinator for adult education courses, mainly in the fields of culture and integration, at the Volkshochschule (VHS) in Bamberg, Germany. The VHS is the public adult education center of the city of Bamberg, offering a wide range of courses and events for local residents.

🌍 Erasmus+ Experience:
This is my first Erasmus+ experience. My institution is currently planning to apply for Erasmus+ accreditation this year in order to create new opportunities for both our educational coordination staff and our teachers.

⚡ Expected outcomes and Areas of Interest for Finding Partners:
At our institution, we work with a very diverse group of learners. Our goal is to provide our teachers with the best possible support to address these diverse needs and to continuously improve their teaching. At the same time, we also aim to strengthen the skills of our staff responsible for course coordination. As we are still at the beginning of our Erasmus+ journey, I am especially looking forward to networking with other institutions and gaining inspiration for how to further develop our path.

✈️ How are you going to get to Almería?:
I will fly from Nuremberg via Mallorca and arrive in Almería on the 20th.

😊 Looking forward to meeting you all!

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😃 Hello, everybody! My name is Begoña (you can call me Bego), and I'm the counselor at the Nalón Adult Education Center (CEPA Nalón) in Sotrondio, Asturias, a small town in a former mining area of ​​northern Spain.

📚 Our center offers a wide range of courses, from Adult Secondary Education to basic education and Spanish for foreigners. Because of this, our students are very diverse, both in age and background, and one of my roles is to offer them guidance so they can shape their own life paths.

🇪🇺 Our center has been running an Erasmus+ project for two years, and my experience so far has included a student exchange to Thessaloniki, Greece, and a visit to an adult education center in Biella, Italy. I've also completed a communication skills training course in Porto, Portugal.

Therefore, this is my first time in a TCA and my first time in Almería, so I'm really looking forward to making the most of this opportunity.

📈 My areas of interest (and those of our center) focus on finding potential partners for job shadowing and for mobility of adult learners, improving their organization, activities with experts, courses for staff and teaching exchanges, and, above all, learning about other ways of working with adult learners, with the aim of reducing dropout rates and improving people's lives, especially those with fewer opportunities.

🏁 I hope to return to Asturias full of new ideas, practical experience, and new colleagues to work with in the future.

✈️ Travel plan: I fly from Asturias to Granada on the 19th, and from Granada I will take the train to Almería, returning to Asturias on the 22nd via Seville by plane.

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Hello everyone,

My name is Timi, and I am a psychologist, trainer and project coordinator at Antenext Educational Institute, based in Hungary. Our organisation focuses on adult education, particularly supporting learners aged 50+ in developing their skills and staying active in learning and society.

🌍I have several years of experience with Erasmus+ projects in the adult education sector, mainly in project development, coordination and training activities. We have been involved in projects related to digital transformation in adult learning, innovative training methods and lifelong learning, coach-training and train-the trainer programs.

We also offer language courses for corporate clients.

My main areas of interest are:

psychological aspects of learning (motivation, self-confidence, learning barriers),

overcoming limiting beliefs and imposter syndrome

and designing meaningful adult learner mobility activities.

I am especially interested in finding partners for future Erasmus+ projects.

I will be travelling to Almería by plane from Budapest to Alicante on the very morning on the 20th, and then a long bus ride to Almería.

Looking forward to meeting you all! 😊

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1. Insufficient number of applications for mobility

In case of low participation rates, we would make an internal analysis to identify barriers such as lack of information, limited motivation, or perception of complexity in the participation.

Possible actions:

Strengthening internal dissemination through information sessions, visual campaigns and social media.

Promoting peer learning by involving former participants to share their experiences.

Communicating the personal and professional benefits of mobility, including skill development and recognition.

Ensuring administrative transparency regarding funding, logistics, and institutional support.

Embedding Erasmus+ as a core component of professional development in our center.

2. Participants cannot take part due to work or family commitments

Flexibility is essential in adult education staff and learners, so we propose several measures:

Offering diverse mobility formats such as short-term mobilities, job shadowing, or virtual experiences.

Planning mobility activities in advance to facilitate personal and professional organisation.

Encouraging participation in shorter and more accessible Erasmus+ activities.

Promoting institutional flexibility agreements when possible.

3. Excess of candidates with similar profiles and needs

To ensure fairness and transparency in selection processes, we would implement these key actions:

Defining clear selection criteria agreed at institutional level (motivation, expected impact, dissemination capacity, and institutional needs).

Using motivation letters and structured interviews as evaluation tools.

Applying rotation principles to ensure equal access over time.

Ensuring balanced representation across departments or teaching areas.

In case of complete equality, applying a transparent random selection procedure.

4. Lack of motivation to attend mandatory pre-departure training

Pre-departure preparation is an essential component of mobility quality assurance.

To address resistance:

Clearly communicating that training is a compulsory element of participation.

Designing practical, relevant, and engaging training sessions focused on real mobility scenarios.

Offering flexible delivery formats (face-to-face, online).

Linking training content directly to participants’ upcoming mobility experience.

5. Absence of an Erasmus+ culture within the institution

Developing a sustainable internationalisation culture requires long-term strategic actions:

Increasing visibility of Erasmus+ activities through dedicated spaces, communication channels, and events.

Organising dissemination activities where participants share outcomes and good practices.

Encouraging peer-to-peer motivation through testimonials and mentoring.

Integrating Erasmus+ into the institution’s strategic and professional development framework.

6. Fear of leaving a familiar environment

This is a common concern among adult learners and staff, often linked to personal, family, or professional stability.

To mitigate this barrier:

Recognising and validating these concerns as legitimate.

Providing personalised guidance and emotional support throughout the process.

Encouraging gradual exposure through short-term or group mobilities.

Reinforcing the sense of security provided by institutional and programme support.

Framing mobility as a structured, safe, and enriching learning experience.

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🐌 Hello everyone! I'm Simona, and I'm from Sardinia, but I've spent half of my life in Florence since I moved there to attend university. I've never been to Andalusia, so I'm very curious to discover Almería.

🎬♀️ I will be there on behalf of CinematograFica, an Italian association.

We use cinema as a tool to prevent gender-based violence and challenge gender stereotypes. We develop projects in collaboration with schools, universities, NGOs, civil society organizations, and the film industry. We have extensive experience working with young people (aged 6 to 25), but over the last year we have been focusing more on adult education. At the moment, we are involved in an Erasmus+ project called SuperTitle, which provides training in inclusive subtitling for women in Greece and Italy.

🤯 This TCA will be my first experience in the programme, and I’m really happy to take part.

I’m excited to have the opportunity to connect my experiences with those of people from different places and contexts. I imagine this will happen in a safe and cooperative environment built around a shared interest.

At a time like this, very complex and violent on an international level, and specifically in Italy, where there is growing mistrust towards educational issues, I believe that meetings like these help remind us why we work in this field and what we can achieve by combining experiences, ideas, approaches, and intentions.

⚡ Areas of interest for finding partners:
Educational projects for women, refugees, and people in the audiovisual industry, with a focus on gender issues and gender equality.

✈️ How are you going to get to Almería?

My journey will be adventurous as usual: I’ll be taking flights from Sardinia to Málaga and then reaching Almería by bus.

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👋🏻 I’m Carlos Gómez Villar, Education Advisor at the Spanish National Agency.

I was born very close to here, in Málaga, so I’m really excited to be in this place!

🏫 Sending Institution:

SEPIE, the National Agency Erasmus+ in Spain.

🌍 Previous experience in Erasmus+ programme: Unfortunately, I have never had the opportunity to take part in the Erasmus+ experience, neither as a student nor as a teacher. That is why working now at the National Agency is allowing me to discover this exciting world.

⛱️ Why you are excited about the Almería TCA:

It’s going to be my first experience in a TCA, and it’s also very close to home, so I’m really looking forward to meeting you all and spending a few fantastic days together!

⭐ Could you highlight any good practices any good practices related to basic skills in adulthood?

🎯 Expected outcomes:

This TCA allows us to share best practices, exchange ideas, and strengthen collaboration in European education, creating a unique and inspiring learning experience for everyone involved.

✈️ How are you going to get to Almería?:

I will go by plane from Madrid.

⚡ Areas of interest for finding partners:

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Hi! My name's Paco González and I'm the TCA Officer of the School and Adult Education at the Spanish National Agency (SEPIE).

This will be my first time in Almería 🌞 and can't wait to welcoming you all.

✨Why are you excited about the TCA:

Although this is not my first time participating at a TCA it is my first time as a TCA Officer, so I hope everything goes well and you can make the most of your participation.

🎤Please take a moment to introduce yourselves and answer all the questions in my colleague Carlos's presentation: sending institution, experience in Erasmus+, expectations, how you'll get to Almería and areas of interest.

🤨Also, in the next column you'll find several situations that might arise when organizing mobilities with adult learners. Please add your ideas on how you would handle these scenarios.

¡Gracias!

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👋🏼Hello everyone, my name is María del Carmen Najas Rodríguez and I'm a teacher at CEPER BLAS INFANTE in Albox, Almería (Andalucía, España), which caters for adults (aged 18 to 99) through a range of educational programmes.

🌍 We received Erasmus accreditation in 2022, and I have been part of my school’s Erasmus project since I started working there in 2023. Since then, I have taken part in the various activities we have organised as part of this project, but unfortunately I have not yet been able to take part in any mobility programmes, something I hope to do very soon.

🫱🏽‍🫲🏼Our areas of interest in seeking potential partners are based on the objectives that define our project, including:

-Reducing school dropout rates

-Developing strategies to promote the school’s educational provision

-Enhancing pupils’ digital literacy

-Improving pupils’ language skills in a second language

-Promoting a sense of unity and belonging to the European Union

Furthermore, in the future we would like to continue working on the above objectives and add others related to sustainability, Environment and the well-being of students and staff.

🚗I live in a village in Almería, so I’ll be driving into town.

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María del Carmen Najas Rodríguez, CEPER Blas Infante (Albox, Almería)

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María del Carmen Najas Rodríguez, CEPER Blas Infante (Albox, Almería)

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How would we handle the following situations at my institution?

1- There are not enough applications for participating in a mobility. We have never encountered a situation where there were not enough applications, as we are a centre with over 1,700 annual enrolments and branches in 24 different locations. If we had this issue, we would widely publicise the programme, both on our centre’s social media and on those of local public organisations: the Town Hall, the Library, the Women’s Centre… We would also seek collaboration from other centres with which we share certain programmes, for example, secondary schools that also run Erasmus projects.

2- Many interested participants cannot take part due to work or family commitments. To address this issue, we organise activities and mobility programmes on different dates; if participants are unable to attend due to work or family commitments, we will arrange for them to take part on alternative dates.

3- There are more candidates than available places, all with similar needs.

We always receive a large number of applications, and it is a priority for us to carefully select the group of students who will take part in each mobility programme. Following last year’s experience, when we had to select students from a fairly large group, we have developed a criteria framework to assess various aspects such as disability, learning difficulties, gender-based violence, financial circumstances… as our priority is students with fewer opportunities. We also believe it is beneficial to give preference to students who attend classes and actively participate in school life. In addition, we have arranged an interview for each applicant and asked them to write a letter of motivation. All these aspects have been assessed using a rubric to ensure the process is as objective as possible. Once all the rubrics have been completed, the team involved in the project meets to put together all the information and define the list of participants.

4- The selected students do not want to participate in the mandatory pre-departure training. At our centre, we do not organise this type of preparation as it has not been necessary up to now; however, given the different personal circumstances of our students, we always maintain close contact and hold informal meetings with those who may require special attention or advice regarding their mobility. Similarly, a WhatsApp group is set up to keep them informed of everything (country, host institutions, activities, programme to follow, travel logistics, etc.). This is also where they can share and resolve any queries they may have.

5- Lack of an Erasmus culture at the institution.

Our institution did not have one, but these mobility schemes give us the opportunity to promote the programme. A possible solution to this problem would be to design, plan and organise Erasmus Project Days in which both staff and students who have already benefited from the programme participate and can share their own experiences. Such events could also include virtual invitations to host institutions from other countries.

6- Fear of leaving one’s familiar environment. As part of our selection process, during the personal interview we assess the participant’s willingness to leave their familiar environment; we also ask them about any dependants they may have or any limitations regarding the use of certain modes of transport. If we had this problem, we would organise pairs or groups of students to support or mentor others during this mobility experience, alongside the teaching staff.

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Hello everyone!

I am the coordinator for short-term mobility projects, Inclusion and TCA Activities. I have been working at SEPIE for almost six years, and I was also an Erasmus student during my university years. In addition, I have participated in other TCAs organised both by our agency and by other National Agencies.

I am really looking forward to this event, as we are very interested in promoting the adult education sector and all the opportunities it offers.

Almería is a city with a great deal of charm, and I am sure we are going to enjoy these days together very much.

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🕤 9:30-10:00: 📝Official opening and welcome

🕔 10:00-10:30: 🎯 Objectives of the TCA.

🙋‍♂️🙋Welcome activity: Getting to know each other.

🕗 10:30-11:00: The Union of Skills and the Action Plan on Basic Skills. Impact on Adult Education.

🕚 11:00-11:30: ☕ Coffee break

🕦 11:30-12:00: 🌐 EPALE Resource Kit. Uses for Adult Education organisations.

🕛 12:00-13:00: 1️⃣ Topic 1: Fostering Basic Skills through E+ Mobility Projects. Focus on the upgrade of skills in working-age adults.

🕐 13:00-14:00: 🍽️ Lunch

🕑 14:00-15:30: Working Group 1️⃣: Ideas to implement good quality mobility projects focusing on the upgrade of skills in working-age adults. Questions related to topic 1.

🕞 15:30-16:30: 2️⃣ Topic 2: Fostering Basic Skills through E+ Mobility Projects. Focus on facilitating the active participation of elderly people in society.

🕟 16:30-18:00: Working Group 2️⃣: Ideas to implement good quality mobility projects focusing on the active participation of elderly people in society. Questions related to topic 2.

🕡 18:30: 📸 Guided tour by the city of Almería.

🕗 20:00: 🍽️ Dinner

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🕤 9:30-10:00: 📑 Review of the previous day

🕙 10:00-10:45: 3️⃣ Topic 3: Impact on organisations and learners of Adult Education Mobility projects focusing on the development of basic skills.

🕥 10:45-11:30: 4️⃣ Topic 4: Problem-solving on the implementation of Adult Education mobilities.

🕦 11:30-12:00: ☕ Coffee break

🕛 12:00-13:00: 🏹 Time to find potential partners.

🕐 13:00-14:30: 🍽️ Lunch

🕝 14:30: 👋🏼 Final messages

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Hi! I’m Francisca from Guadeloupe, a French Caribbean island and an outermost EU territory.

I’m the director and co-founder of ÎLE Y A: https://www.instagram.com/ile.y.a/

We develop social, cultural, and digital projects that support people in situations of insecurity, with particular attention to women, migrants, and people facing structural barriers to autonomy and participation.

🌍 Previous experience in Erasmus+ programme:

I have experience with the Erasmus+ programme both as a participant and through ÎLE Y A.

ÎLE Y A started as a Solidarity Project. Since then, we have coordinated a Strategic Partnership and an adult mobility project, and we received Erasmus+ accreditation in February.

Personally, I arrived in France from Portugal through EVS, studied in Poland as an Erasmus student, and participated in several training courses and study visits.

⛱️ Why you are excited about the Almería TCA:

Because Guadeloupe is so far from mainland Europe, it is not always easy for us to connect with other European organisations.

The TCA is a great opportunity to meet like-minded organisations and explore future collaborations, especially around learner mobility projects and job shadowing periods for our community and our team.

⭐ Could you highlight any good practices any good practices related to basic skills in adulthood?

We have developed Irouba, a new method to support adults in acquiring basic skills. It is based on individual progression, storytelling, and serious gaming.

I would be delighted to share this experience during the TCA.

✈️ How are you going to get to Almería?:

Guadeloupe – Paris – Barcelona – Almería.

A very long trip!

⚡ Areas of interest for finding partners:

We would be happy to connect with organisations working on basic skills in adulthood, active participation, women-centred projects, victim support, and access to rights.

We are especially interested in approaches that include marginalised groups in everyday civic, social, and cultural spaces. We would like to work on tools, strategies, and practical methods that support participation, autonomy, and shared community life.

We are also interested in practical and ecological projects, such as reused materials, circular economy, innovative gardens, community gardens, and hands-on skills for both teams and local communities.

Finally, we would love to connect with projects that democratise culture and make artistic, creative, and cultural practices more accessible to everyone.

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Fátima López Martínez

Good morning! My name is Fátima López. Born and raised in Germany, but with Spanish and Peruvian family. Actually I am living and working in Málaga, so not that far away from Almería.

Sending Institution: My institution's name is Escuela Oficial de Idiomas de Málaga. We are a public school to learn languages from level A1 up to C2. We teach 11 languages and work mainly with adult learners. Our courses are structured by different levels and we offer also blended and online learning.

Previos experience in Erasmus+ programme: I am starting to coordinate the KA122 programme that has just been approved. Previously, in the last school I work at, I had been coordinating the KA104 Erasmus+ programme. Apart from that I took part of the programme itself, doing three job shadowings in Croatia, Germany and Greece.

Why are you excited about the Almería TCA: It is going to be my very first experience. I am very excited to learn new colleagues that my become partners to for further projects. I am also looking forward to learning new things and improve my Erasmus+ knowledge.

How are you going to get to Almería?

I will drive from Málaga to Almería.

Areas of interest for finding partners:

I, in representation of my insitution, am looking for partners that teach foreign languages to adult learers. Our focus is mainly digitalization, inclusion and environment. In our current project the scope is adult mobility. On the other side, we are also open to host any type of mobility in our school

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Hello everyone! My name is Stella Suojanen and I am from Finland. I teach Finnish to immigrants at Linnasmäki College. I am also involved in the “Learning with Joy!” project, which is co-funded by the European Union. In this project, I teach immigrant women not only the Finnish language but also basic skills needed in working life.

Sending Institution:

Linnasmäki College is one of the largest folk high schools in Finland. Our educational offerings include folk high school programs that prepare students for further studies in different fields, vocational education, basic education for adults, preparatory education for degree studies, and education for immigrants. The college is a multicultural and diverse learning environment that brings together nearly one thousand students of different ages and educational backgrounds from more than 50 countries every year.

Why you are excited about the Almería TCA:

It’s wonderful that the seminar is being held in Spain, and more specifically in Almería. The winter in Finland has been very long. I’m already missing the sun and some warmth.

I am excited about meeting all of you and hearing more about your organizations and activities in different countries. I hope to gain new tools and ideas for my own work as a teacher of basic skills for adults in Finland.

Previous experience in Erasmus+ programme:

This is my first Erasmus experience, but our school has been involved in Erasmus activities for a long time. Linnasmäki College has participated in Leonardo and Erasmus projects in vocational education since the 1990s through various networks. The Linnasmäki College consortium has held an Erasmus+ accreditation for vocational education since 2020.

Each year, around 15–25 vocational and TUVA students participate in group and individual exchanges, along with 6–10 staff members. The college also welcomes international Erasmus students and staff. Representatives of the college have actively participated in Erasmus training courses and meetings in Finland.

How are you going to get to Almería?

I will fly to Málaga, and from there I will take a bus to Almería.

Could you highlight any good practices any good practices related to basic skills in adulthood?

In my project, I teach adults a variety of skills that are needed in working life. In liberal adult education institutions, it is possible to earn National Basic Skills digital badges. These badges help adults make their skills visible, and they can be used when applying for jobs or further education.

The badges are still quite new and remain largely unknown in many educational institutions and workplaces. However, a written certificate of an earned badge helps motivate students by showing that learning is taking place. This can strengthen adults’ confidence in their own abilities. Digital badges are a way to formally recognize skills and knowledge.

A good practice is to bring the school to where people are. We do not study on the Linnasmäki College campus; instead, we cooperate with a third-sector organization. Our classroom is actually located on the ground floor of an apartment building.

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👩🏽‍🏫I'm Ana Fraile del Pozo from EOI Boadilla del Monte located in the Madrid area. EOI stands for Official Language School: Students’ ages 14-70+. We teach and certify English, French and German.

Previous Erasmus+ experience:

I am currently the Erasmus+ coordinator at my centre and done a preparatory visit in Finland 2025 (photo). We are in a KA122 and KA220 application process to be resolved promptly. We have received mobilities from Portugal, Finland and Turkey and been to Finland. We started in 2024.

We welcome student or jobshadowing mobilities to our centre and we are looking for partners for our own.

Why you are excited about the Almería TCA:

This is my first TCA and looking forward to meeting other participants in similar organisations. I would like to share experiences, difficulties with applications and introduce my organization. I also need training on basic skills to share with my colleagues. As a language school, we are focused on multilingualism and need to broaden our scope.

My travel arrangements:

I will be taking the 9.30 bus from Estación Sur in Madrid to Almería on the 20th and back on the 22nd at almost 12 pm to get to visit Almería during the afternoon and evening. You can join me for tour and tapas!

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1-   Not enough participants. I can hardly imagine this situation. We had about 70 applications for our first group mobility of 8. With teachers it could be different, though. Our teacher pool is smaller. If there are not enough participants the centre should reconsider the type of mobilities and the number of them.

2-   More candidates than available places, all with similar needs. This is the situation I am familiar with. In the application I would consider aspects such as the participants’ commitment with the centre, e.g. if the student has been attending the centre for a number of years, their involvement with school activities: theatre group, alumni association, etc.

3-   Interested participants cannot take part due to work/family commitments. Adult education is plagued with this handicap: students drop out due to work/family commitments all the time. Regarding classes, flexibility can be the key: variety in timetables, in format (in-person vs online) and requirements. For a mobility which may involve a few days away, I don’t have an answer.

4-   Selected students do not want to participate in the mandatory pre-departure training. Honestly, if that is the case it must be because they have not been chosen well. I would be drastic; somebody who actually appreciates this opportunity should replace them.

5-   Lack of Erasmus culture in the institution. The best ‘vaccine’ for Erasmus culture is becoming coordinator for at least a year. If you survive it, you will become a fearless Erasmus+ champion. I have been a coordinator for just this academic year and here I am. I would have a different coordinator in my centre every year until everyone is ‘inoculated’.😉

6-   Fear of leaving one’s familiar environment. Excuse me?? Are we dealing with 5-year-olds? If this is really a problem, in the dissemination of prior activities, everyone should be made really jealous by showing what an opportunity their peers have had and not making it too easy to obtain, as well. Envy is a powerful motor. Erasmus+ mobilities are great opportunities, a privilege, not something to be begged into.

7-   A question not asked, some teachers cannot take part in mobilities due to work commitments. I will have to work double shifts to be in Almería, for example. When we have classes, it is almost impossible to be allowed time away from the classroom. This is something to be dealt with between our national agency and our education administrators.

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👋🏻 Jaana Härkönen
Team leader and Coordinator of international activities, Valo-Valmennusyhdistys ry (Finland). I'm also one of the Erasmus+ ambassadors in Finland.

🏫 About us, Valo:
Valo is a NGO and social enterprise. We work with youth and adults in vulnerable life situations and support them towards wellbeing, participation, education and employment. Non-formal learning is in the core of our activities.

👥 Our learners
Adults (15–60) who are currently outside of studies and employment due to various challenging life situations, such as mental health issues, neurodivergency, substance abuse or being in conflict with the law. All our learners have fewer opportunities.

🇪🇺 Experience in Erasmus+
We have Erasmus+ accredication in Adult Education and Youth sectors. We lead a consortium in the adult education sector. I have been involved in E+ activities actively since 2019 and I'm very grateful for the opportunity to working with the European community and enabling the international experiences for our learners and staff!

We have also participated in various KA2 projects.

🎯 We are actively looking for partners across Europe for:

👨‍🏫 Job shadowing (staff mobility)

🎓 Individual mobility of adult learners (short & long-term)

📚 Courses & training for staff

🧑‍🏫 Invited experts & teaching exchanges

👉 Especially adult education organisations who work with non-formal learning, inclusion, basic skills, employability, working life skills, digital learning, expertise in supporting ex-offenders, and recognition of non-formal learning.

✈️ Travel

As I'll be travelling from the other corner of Europe, I'll arrive to Málaga already on 19th and take a bus to Almería.

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👩🏻‍🏫 About me and my sending institution

My name is María and I am an English teacher and the Erasmus+ coordinator at the Escuela Oficial de Idiomas de Santa Cruz de Tenerife 🌴☀️ (Canary Islands, Spain). Our institution specialises in lifelong learning and modern language teaching, offering courses in English, French, German, Italian, Portuguese, Chinese, Arabic and Spanish as a foreign language in the framework of adult education.

🇪🇺 Erasmus+ experience

As a recently accredited institution, we are new to Erasmus+ but are already working on mobility planning and partner finding for our recently awarded KA121 project (Storytelling across cultures) as part of our long-term internationalisation strategy. It focuses on inclusion, digital transformation, staff professional development and the strengthening of adult learners’ key competences through meaningful European cooperation. ✨📚🌍

🌟 Expectations for this TCA and areas of interest

What I expect from this TCA is, above all, to learn from other professionals, exchange ideas and good practices, gain a deeper understanding of how to foster basic skills in adulthood and hopefully establish meaningful connections that lead to collaboration projects.

I am especially interested in internationalisation, inclusive education, innovative teaching methodologies, digital tools and intercultural communication.

✈️ Travelling to Almería

I will be travelling from Tenerife to Almería by plane, with a stopover in Madrid — the classic islander travel experience. 😉☁️✈️

I could not be more thrilled because this will be both my first time in Almería 🌞 and my first TCA experience 🇪🇺✨, so I am really looking forward to meeting all of you and making the most of this fantastic opportunity. 😊

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Roland Frijters from Curio the Netherlands

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Roland Frijters from Curio the Netherlands

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Hello everyone,

My name is Roland Frijters, and for more than 25 years I have had the privilege of teaching Dutch to adult learners from all over the world in the Netherlands. Every classroom has brought me new stories, cultures, perspectives — and also a strong belief that language can truly change lives.

I work at Curio, an educational organisation with around 25,000 students and 2,500 colleagues. While most of Curio focuses on vocational education, I proudly work within the smaller department of adult education — a place where second chances, personal growth and new beginnings are part of everyday life.

Besides teaching, I am also involved in internationalisation projects. I organise educational exchanges with schools across Europe because I strongly believe that learning does not stop at borders. Especially in the field of adult education, literacy and access to work and training, we can learn so much from one another.

I come to Almería because I feel deeply connected to the future of adult learners who often struggle with low literacy and are too easily overlooked by society.

For me, one important question remains:
How can we build a stronger bridge between adult education and the outside world? How can we make the talents, resilience and potential of our learners more visible and valued?

And on a slightly more important note: if you ever want to start a conversation with me during coffee breaks, dinners or drinks… mentioning Mickey Mouse is always a surprisingly effective strategy. Apparently, after 25 years in education, I still strongly believe that curiosity, imagination and a little bit of Disney magic can make people feel seen and connected.

I come here not only to share ideas, but also to listen, connect and hopefully create meaningful collaborations together. Because behind every project, every statistic and every policy, there is always a human story waiting for new opportunities.

Thank you — and I’m truly looking forward to meeting all of you.

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1. There are not enough applications for participating in a mobility.

In this situation, we would strengthen dissemination within the institution since it all boils down to clear communication and a dedicated marketing strategy, including posters, social media, presentations in class and informal informative sessions. From our perspective, as most of our students are adult learners, making Erasmus+ feel accessible, achievable and genuinely relevant to their personal and professional development is absolutely essential.

2. Many interested participants cannot take part due to work/family commitments.

In such cases, flexibility would undoubtedly be key. We would therefore try to organise mobilities with realistic timeframes, provide information well in advance and prioritise short-term opportunities whenever possible. In the context of adult education, balancing personal, professional and academic responsibilities is, more often than not, one of the main obstacles to participation.

3. There are more candidates than available places, all with similar needs.

Should this situation arise, we would apply transparent and previously agreed selection criteria linked to inclusion, motivation, expected impact and dissemination potential. Furthermore, we believe it would be essential to ensure that future opportunities are distributed fairly among departments and participant profiles over time so as to guarantee equal access in the long term.

4. The selected students do not want to participate in the mandatory pre-departure training.

In our view, it would be important to explain that pre-departure preparation constitutes an essential part of the mobility experience rather than merely an administrative requirement. For this reason, participants could be asked to sign a commitment agreement acknowledging their responsibility to attend and actively engage in all preparatory activities. At the same time, we would make every effort to ensure that these sessions are practical, supportive and engaging so that participants feel increasingly confident and well prepared.

5. Lack of an Erasmus culture at the institution.

As a recently accredited institution, we are currently in the process of progressively building an Erasmus culture through visibility actions, dissemination activities and staff involvement. In our opinion, building the ground for positive experiences and fostering a sense of collective participation can gradually help Erasmus+ become an integral part of the institution’s identity.

6. Fear of leaving one’s familiar environment.

This is particularly relevant in island contexts such as the Canary Islands', where travelling abroad may initially feel intimidating for some participants. Consequently, we would address this through guidance, mentoring, pre-departure support and the promotion of a supportive group dynamic aimed at helping participants gain confidence step by step.

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About me and my institution

Hello everyone!

My name is Nieves León and I am from the Canary Islands, Spain. I work at EOI Santa María de Guía, a public Official School of Languages located in Gran Canaria. Our school has been part of the Erasmus+ project since 2021 and last year we received the European Innovative Teaching Award (EITA). Our centre offers English, French and German courses to students of different ages and backgrounds, especially adults who want to improve their communication skills.

Our Erasmus+ project focuses on fostering social inclusion, promoting environmental sustainability, reducing student dropout rates and implementing innovative teaching methodologies.

My experience with Erasmus+

I am the Erasmus coordinator and our centre has been accredited from 2021 to 2027. Since then, we have been organising mobilities for staff and adult students. We have sent participants on job-shadowing activities, courses, group mobilities and short term mobilities for students. Additionally, we have hosted job-shadowing visits, short-term mobilities for students, and group mobilities. All this work has allowed us to learn and improve our management of the project. You can follow our progress on our blog: https://www3.gobiernodecanarias.org/medusa/proyecto/35009802-0001/

My expectations for the TCA

I hope to meet professionals from different countries, learn good practices and innovative ideas that I can apply in my institution and share with my colleagues and students. I also expect to develop future Erasmus+ partnerships.

How I will travel to Almería

Unfortunately, it is not possible for me to travel using sustainable means of transport because I am travelling from an island. I’ll be flying to Almería on 19 May.

I am very happy to participate in this TCA and I am looking forward to meeting everyone soon in Almería!

Thank you 😊

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Hi everyone!

I am Andrea from Czech NA, focusing on Adult Education. Coming from Prague, I am thrilled to meet you all next week and be part of the learning path!

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Josefa Cerdán de Frías.

Team member and president of EUTEKA (Spain).

About us, Euteka:

EUTEKA is a Spanish non-profit organization founded in 2020. Its aim is to promote and empower European values, raise European awareness, and change attitudes as well as activities in the field of cooperation, social inclusion, and education. The association organizes various events, especially in the field of adult education. Euteka has developed tailor-made courses for teachers, school principals and school administrative staff on EU projects and European educational matters. The organization focuses particular attention on organizing help activities aimed at disadvantaged adults or those from difficult backgrounds and at risk of social exclusion. Non formal learning is in the core of our activities.

Our learners and Eu. Experience in Erasmus +:

2023: Euteka joins the Erasmus+ programme of the European Union with the KA122-ADU project 'New Challenges'. Here we gathered new experiences, updated our knowledge and competences in areas of interest and expanded our own network of contacts with institutions with a similar profile. We took part in courses in Malta, Florence in Italy, Prague in the Czech Republic and Nice in France. Our activities also targeted adult young people 18+ struggling with different economic, geographical, cultural or social problems by organising two group mobilities in partner institutions in Pontgibaud, France and Angra Do Heroismo on the Azores island of Terceira, Portugal. The mobilities were attended by people of different nationalities and national minorities such as Muslim, Gypsy, Ukrainian and Spanish. Topics related to multiculturalism and the situation of women in contemporary Europe were discussed there.
We also organised a job shadowing mobility at the Creative Women's Club in Cieszyn, Poland. There we collected examples of good practice to improve our own institution and planned cooperation between our two institutions. Participation in the international Erasmus+ programme will influence the internationalisation of our institution and give it a European dimension. Nowadays, we have Erasmus+ accreditation in Adult Education.

Travel :

I will travel by bus from Granada.

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Hello everyone,

I have been working at an adult education center in the heart of Lower Saxony (Germany) for ten years. There, I am responsible for the areas “German for refugees” and “basic education”.

At the moment, I am eagerly waiting to find out whether I will be able to take part in an Erasmus+ trip to Denmark with a group of adults with low literacy skills. This would be my first Erasmus+ mobility, so I am still new to this field and looking forward to gaining my first experiences, learning from others, and exchanging ideas.

I am particularly interested in topics related to basic education, adult learning, participation, and international learning opportunities for people with low literacy skills.

As this is my first TCA, I am especially looking forward to new input, travel ideas, and examples from other institutions. Contacts for future exchanges or mobilities would also be a great benefit for me.

I will already be travelling to Almería on Tuesday via Málaga and will take the opportunity to explore the area a little, as it will be my first time there. I am very much looking forward to meeting you all, the exchange, and our time together!

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Hello everyone!
I’m very happy to be part of this exciting TCA activity. My name is Triantafyllia Diamanti, but everyone calls me Rosa for short. I am an adult educator and career counselor, and I work at a Second Chance School inside prisons in Larisa, Greece.

I’m truly grateful for the opportunity to participate in this program and I look forward to meeting all of you, exchanging ideas, and hopefully building new collaborations. This is my first time participating in a TCA program, and I’m very excited about the experience.

My main professional interests are social reintegration, adult education, employability, and supporting vulnerable groups, especially prisoners and ex-prisoners. I hope this experience will lead to meaningful future partnerships and shared projects in these fields.

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1- There are not enough applications for participating in a mobility.
As Erasmus+ is still completely new at our institution, we may face this challenge because the programme is not yet very well known among our teachers. We would try to raise awareness through different information events and by actively sharing the opportunities Erasmus+ can offer. Especially at the beginning, we would also approach colleagues who we know are particularly open to such experiences, hoping that they could later act as kind of “best practice” examples and encourage other teachers to participate as well.

2- Many interested participants cannot take part due to work/family commitments.
All of our teachers are freelancers, so this could be a major challenge because participating in a mobility means they would not be able to work during that time. I think flexible mobility formats and early planning might help participants balance mobility opportunities with their personal responsibilities and work schedules.

3- There are more candidates than available places, all with similar needs.
In this situation, transparent and fair selection criteria would probably be very important. It could also be helpful to rotate opportunities over time so that different people can participate.

4- The selected students do not want to participate in the mandatory pre-departure training.
We think it would be important to explain clearly why this preparation is useful and how it can help participants feel more confident and prepared before travelling.

5- Lack of an Erasmus culture at the institution.
As we are only at the beginning of our Erasmus+ journey, this is currently something we would like to develop step by step. Sharing experiences and involving colleagues could help create more enthusiasm for Erasmus+ within the institution.

6- Fear of leaving one’s familiar environment.
We believe this feeling is very understandable, especially for first-time participants. Good preparation, personal support, and hearing positive experiences from others could help reduce fears and encourage participation.

7- Does your organization have a contingency plan in case of any unfortunate incident during the mobility?
As we are still in the early stages of developing our Erasmus+ activities, this is currently an important topic for us. We would like to establish clear communication and support structures to be prepared for possible emergency situations.

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Hi! I’m Sabina from Poland. I am open and really excited to meet you all! On a daily basis I lead a team of technical documentation specialists, but I also used to teach French. Being a part of DOM Foundation gives me an opportunity to meet new people, give them/us opportunity to learn, explore, be together and make new friends.

Sending institution: Dom Foundation Poland - The main goals of the Foundation are to include adults - both working and not working - in lifelong learning. This is done by supporting personal development and mental and physical well‑being. The Foundation also aims to encourage social activity among older people, create conditions for dignified aging, promote dialogue between generations, and provide support to people aged 50+ and other adults who, because of their age or social status, may be at risk of social exclusion. Recently we also try to revive the memory of FASTY, the textile factory in Bialystok, which was a big part of our city's history.

Previous experience in Erasmus+ programme: this is my first TCA seminar although

I have already participated in few Erasmus+ projects:

- Yes We Can - project (exchange of good practices) whose goal was to exchange experiences on how to engage & educate adults of different “minorities” (those socially excluded) through art.

- staff language courses/mobilities in Malta and Ireland

- Patterns - project on how to preserve and digitise the textile samples, museums accessibility (audiodescription)

Why am I excited about the Almeria TCA: I love to meet new people with their experiences, ideas, cultures, points of view. I’m sure the meeting in Almeria will give us all the opportunity to exchange knowledge and build relationships for future projects and cooperations. Also I am happy about being in Almeria where I have never been.

Good practices related to basic skills in adulthood:

we organize workshops introducing technology (tablets use, internet etc.) to adults, mainly seniors

we try to preserve Białystoks’ textile heritage (interviews and workshops with ex Fasty workers).

Expected outcomes: Find new partners for future projects and/or job shadowings, exchange experience, learn new approaches in adult education, expand my knowledge.

How am I going to get to Almeria? I have a flight to Malaga and then I take the bus to Almeria. I land in Malaga on the 19th at 14:10 and after that I’ll take the bus so maybe we can meet to take the same bus :)

Areas of interest for finding partners: our Foundation is open to all kinds of activities and education areas which help activate/include excluded people: single parents, women, seniors, immigrants, unemployed, people with disabilities.

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Hey, I saw that some people will travel from Malaga to Almeria by bus. I am coming to Malaga on the 19th around 14:10 and after that I'm planning to take a bus. Maybe we can go together? I can wait if you land later.

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Hello! My name is Valeria Gisbert. I have been teaching Spanish and English to adults for about 13 years at CEPER Retamar (Lifelong Learning Centre), located in the Almería prison. Our school focuses primarily on formal adult education, offering various educational programs, including Spanish as a foreign language and preparation for the compulsory secondary education qualification.

Regarding our experience in E+, we began with a Grundtvig learning partnership and continued as partners in a KA2 and a KA3 project. Later, we completed two job shadowings with Switzerland and we are currently involved in our second KA-122ADU project (by the way, we are looking for similar hosting institutions for a jobshadowing mobility).

I am very excited to take part in this TCA because it is my first experience in an Erasmus+ international event of this kind. I think it is a great opportunity to meet inspiring people from different countries, exchange ideas and learn from other educational contexts and experiences.

My main interests are: teaching Spanish to  non-native speakers, how to motivate and encourage students not to abandon their studies, and improving the digital competence of students with limited resources and without internet access and prison education in general.

I am looking forward to meeting you all to share experiences and learn together !

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My name is Carlos Villoria Prieto; I am the Erasmus coordinator at the Provincial Institute of Permanent Education in Almería. I have many years of experience with the Erasmus programme; my first involvement was in 1990, when I spent a year studying in Rome at Sapienza University. I am a secondary school teacher of Geography and History, and I also teach Medieval History at the National University of Distance Education. I have served as president of the Association of Geography and History Teachers of Andalusia. Over the last 10 years, I have coordinated various Erasmus projects in adult education at the IPEP in Almería; our work has been recognised with a declaration of good practice by SEPIE and by the Teacher Training Centres of the Province of Almería, where we are regular speakers at their training sessions on the Erasmus programme.

We are the Instituto Provincial de Educación Permanente de Almería, in south-eastern Spain. Our school is a secondary education school offering compulsory and post-compulsory adult secondary education in distance and blended learning modes. Our students are second-chance students, who have dropped out of school for various reasons and who decide to resume their studies. We prepare our students for university entrance exams. In our case, these are examinations for students over 25 or over 45 years of age, and we also prepare for access to higher studies in vocational training. We also teach secondary studies to inmates at the local prison and to juveniles deprived of their liberty at juvenile detention facilities. Our institution is deeply committed to educational innovation, convinced that this is the best answer to integration and inclusion.

For the past four years, we have been teaching exclusively online Secondary Education, the Baccalaureate in Social Sciences and, exclusively for all of Andalusia, the Baccalaureate in Arts. Therefore, we are particularly committed to the development of diversity and inclusion strategies, such as cooperative learning, task-based learning and other innovative methodologies. At the Provincial Prison of Almería and in juvenile detention centers, our teaching is face-to-face. As part of our work shadowing programme, we organise visits to the prison

In this way, we would like to know what is being done in Europe through teacher training activities in the different European adult education institutions. This is why we are happy to welcome teachers for jobshadowing at our school. We are an accredited center with permanent funding, and next year We would like to host visits from other European institutions, including job-shadowing opportunities and visits by groups of adult students.

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🙋‍♀️ About me

Hello, my name is Dominika and I work as an HR Coordinator and Erasmus+ Project Manager at Environmental Partnership Foundation (Nadace Partnerství), the largest environmental NGO in the Czech Republic. In our foundation, I take care of staff development, organize internal events, and help with the integration of our interns. I am a mother of a five-year-old child myself, so I am very close to topics like work-life balance and flexibility in adult learning.

🌱 What we do in Partnership Foundation

For over 30 years, our foundation has been supporting active citizens, local clubs, and municipalities that care for the environment and the health of our landscape and cities. One of our key initiatives is the "Community Shapers Academy" (Akademie hybatelů komunit), where we educate and financially support people to transform their neighborhoods for the better. Our goal is to create an inclusive environment where everyone has an opportunity to grow, including young parents and our interns from Ukraine.

🌍 My Erasmus+ experience

At Partnership Foundation, we hold a fresh Erasmus+ Accreditation (KA1) for adult education and we have already successfully finished two projects, through which our colleagues travel abroad to gather best practices. So far, my role has been mainly organizational and administrative because I have been with the foundation for a little over a year, making this seminar my very first personal mobility.

🎯 My expectations

My main goal in Almería is networking and finding reliable partner organizations to cooperate with. I would love to find inspiration and connections that could help us link our Community Shapers Academy graduates with similar European communities in the future. I want to bring home new ideas on how to motivate our team to grow and how to effectively teach adults the skills they need for active citizenship.

✈️ My travel plans

I will fly from Prague to Málaga on Tuesday evening (May 19th) and then take a bus from Málaga to Almería on Wednesday morning (May 20th).

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My name is Mariela Esteban. I work in Olula del Río (Almería, Spain) in a high school where we have permanent education for Adult (Secondary and Baccalaureate).

We have short experience with Erasmus+ in the field of Adult education, whereas in School education we have longer experience.

I am glad to participate in this TCA since it is a great opportunity to meet you and exchange experiences.

As for our interests, we are very concerned about second chances for adult people, inclusion and how to deal with students dropout.

I am travelling to Almería in my own car since there is no other way I can do it.

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1- There are not enough applications for participating in a mobility.

Altough it may sound weird, it can be a common problem, especially in small schools from rural areas. I think it is very important to advertise our mobilities as much as we can (online and also in the local radio for example) Sometimes, it can make the difference for an adult person who is in doubt whether to sign in in a course if we give them the chance to participate in a mobility as a "present" for their effort.

2- Many interested participants cannot take part due to work/family commitments.

We know that being a student when you are a grown up is not an easy task. One idea is to provide them with a "letter" for their employers in which we explain how important is the student participation in the activity.

Regarding the family commitments, we as teacher, can't do much to help them.

3- There are more candidates than available places, all with similar needs.

In these situations we have to decide who is going to benefit most from the experience and if so, who will not have the same opportunity again (for example, if the student is in their final academic year)

4- The selected students do not want to participate in the mandatory pre-departure training.

A very important aspect in the organisation of a mobility is to be clear with our students. They must know from the very beginning what we expect from them. We make them "sign" a contract before they enrol in the activity

5- Lack of an Erasmus culture at the institution.

From my experience, the best way to make the institution aware of the importance of Erasmus culture is by doing. I mean, you have to apply for a project, it can be a very small one to start because, once you start moving teachers and students, the energy flows.

6- Fear of leaving one’s familiar environment.

In my school, students are not used to travelling abroad, therefore this is a real challenge for them. We have to prepare for it, we have to explain clearly what they will do, where they will stay, how you will support them...

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Noelia Suárez Martín-CEAD Profesor F´rlix Pérez Parrilla

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1- There are not enough applications for participating in a mobility.

If there are not enough applications, we would try to promote the mobility more actively. We would organize information sessions, share experiences from previous participants, and explain clearly the benefits of Erasmus+ opportunities. Many adult learners are interested once they understand that these projects are also designed for people like them.

2- Many interested participants cannot take part due to work/family commitments.

We understand that many adult students have jobs, children, or other responsibilities. For this reason, we try to organize mobilities that are flexible and manageable. We also inform participants as early as possible so they have time to organize their personal life and work commitments. This is one of the reasons why we are involved in youth exchanges.

3- There are more candidates than available places, all with similar needs.

In this case, we would follow clear and transparent selection criteria that are shared in advance. Motivation, commitment, participation in the project, and fewer previous opportunities may be considered. We would also create a reserve list in case someone cannot finally participate.

4- The selected students do not want to participate in the mandatory pre-departure training.

We would explain that the training is important to help them feel prepared and confident before travelling abroad. We try to make these sessions practical, useful, and dynamic. The training is mandatory because it helps participants have a safer and better experience.

5- Lack of an Erasmus culture at the institution.

We would try to make Erasmus more visible in the school through activities, posters, blog posts, meetings, and participant stories. When students and teachers see positive experiences from others, they usually become more interested and motivated to participate.

6- Fear of leaving one’s familiar environment.

This is very common, especially for adult learners travelling abroad for the first time. We support participants before and during the mobility and encourage group activities so they do not feel alone. Listening to previous participants’ experiences also helps reduce fear and build confidence. Language also causes Linguistic anxiety on some occasions.

7- Does your organization have a contingency plan in case of any unfortunate incident during the mobility?

Yes. Before travelling, participants receive information about emergency contacts, insurance, and safety procedures. During the mobility, we stay in regular contact with the participants and the host organization. If any problem happens, the Erasmus coordinator and the institution are ready to provide support and help find a solution quickly.

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Hello, I am Ināra Groce and I work in non-formal adult education. My association, ESTO, offers cultural education programs, training on civic engagement, and informal discussions about issues that are important in society. This helps adults discover their creativity, critically evaluate situations, become civically active, and participate in decision-making.

My Erasmus+ experience has been more closely related to vocational education, where I have been active since 2014. Now, the association has participated in several Erasmus+ projects, gaining experience in community engagement and lifelong learning issues.

What do I expect from the TCA event? New ideas on how to engage adults in training activities, contacts for implementing new Erasmus+ projects, inspiration for developing new projects, and opportunities for international cooperation and communication.

How I will get Almeria?

By plain to Malaga un by bus to Almeria.

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Hello, I am an education department specialist at Human Resource and Competences Development Centre. I coordinate courses, workshops, seminars and conferences and also teach digital skills to senior citizens.  Our learners are 6 to 60+ years old (adults being our main audience) and we offer a variety of programmes from STEM for pre-school children to welding, sewing, photography, languages, digital skills and many other programmes for adults. We also actively promote green thinking and offer eco workshops for kids and adults.

As an institution we have experience both with Erasmus+ KA1 erasmu KA2and Nordplus projects both as partners and coordinators.

I am really looking forward to meeting colleagues and hopefully future project partners from other countries to share experiences, get new ideas including those on strengthening our learners’ motivation for lifelong learning and active involvement.

I am flying to Malaga on 19th and taking a bus to Almeria.

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1. There are not enough applications for participating in a mobility. That is not usually a problem as we are a well-known organization in our region and our learners know that we are always ready to help with both paperwork and other arrangements.

2. Many cannot take part due to work or family commitments. There are things that we cannot influence, but a good planning ahead can solve many problems.

3. Excess of candidates. Clear criteria is a key. Applying for a mobility is also a part of learning process and those interested can always get feedback on how to improve applications.

4. The selected students don't want to participate. We haven't experienced such situation, but I think if the aim and possible beneficial outcomes are clear, the chances of students not participating are small.

5. Lack of Erasmus culture. It is very important to dissiminate knowledge about such activities: seminars, social media, all kinds of activities.

6. Fear of leaving one's environment. The fear is real but it is the fear of the unknown, so informing the participants and detailed planning and support are crucial.

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My name is Dagmara, and I will be coming from Poznań, Poland. I represent the Barka Network, an organization that runs a Folk University as part of non-formal adult education. At our Folk University, we work with people experiencing homelessness and addiction, as well as people involved in the social economy sector.

It is truly inspiring to witness how people gradually open up, broaden their horizons, and rebuild their lives and relationships with others through education and community.

As part of the Erasmus+ programme, we have already organized nine group mobilities, and this year we started implementing accredited project as well. I hope that our meeting in Almería will be a great opportunity to exchange experiences and good practices between our countries, and perhaps even to develop future joint initiatives together.

Looking forward to meeting you all in Almería!

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Hello everyone!

I am Martyna and I'm coming to Almeria from Warsaw, where I'm part of KA1 ADU team! :)

I have a lot of Erasmus+ experiences on my portfolio, as a student, in a youth projects and from NA side.

I really look forward this week to see different approach to the Adult Education sector across Europe.

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Hello everyone,

For the past 5 years, I have been working at the Turkish National Agency as an expert responsible for KA1 projects in the Vocational and Adult Education Unit. Prior to that, I worked actively in the youth unit and at Eurodesk for over 10 years. Throughout my career at the national agency, I have strived to improve myself professionally by participating in national and international events.

In this event, I plan to meet with experts from other national agencies and participants from other countries working in the field of adult education, to learn about adult education initiatives in their countries, the challenges, solutions, and improvement efforts in the sector, and to share what I have learned with people in my own country.

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Hello! My name is Sonia Pla and I work at SEPIE, the Erasmus+ National Agency in Spain, where I am the Head of the Adult Education and Coordination of Procedures Area at the School Education and Adult Education Unit of SEPIE.

I’ll be happy to share my experience and practical know-how on mobility, accreditation, and project management, and I’m looking forward to meeting you all in Almería!

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Hi everyone!

My name is Beatriz and I work at the Official School of Languages in Almería, where I am the Erasmus+ coordinator. It is a pleasure to welcome you all to my city:)

Our Erasmus+ experience

Our Erasmus+ experience started in 2023, when our school received its accreditation, and since then we have participated in different mobilities including staff training courses and job shadowing activities. This year we organised our first student mobility, and I had the chance to accompany our students to Dublin, where they worked on topics connected to European values.

Expectations

This is my first TCA, and I am also very excited to participate, because I see it as a valuable opportunity for learning, inspiration and international collaboration. I hope to exchange ideas and good practices with colleagues from different countries and educational contexts. At the same time, I would like to build connections that could lead to future Erasmus+ collaborations and projects.

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I am an IT teacher, director at the second chance school of Ampelokipi, Menemeni, located in Thessaloniki, Greece.

It was not easy to find a way to get to Almeria from Thessaloniki as the flights had long layovers and were at completely inconvenient times. In the end I will travel via Brussels and return the same way.

This is the link to our school in Epale,

https://epale.ec.europa.eu/en/organisations/second-chance-school-ampelokipon-menemenis where you can find a brief description.

We are an organization with little experience but we managed to obtain Erasmus+ accreditation in the field of adult education for next year.

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Presentation in English

Hi, I’m Laura. I’m a project designer and I work extensively with the Erasmus+ programme, but I also explore funding opportunities under Horizon, CERV, AMIF, COSME, and local and national calls.

I enjoy bringing to life projects that have a real impact on people’s lives, especially for those with fewer opportunities. My areas of specialization are Social Inclusion, Health, and Active Participation. By training, I’m a Social Anthropologist.

Sending Institution:

EGInA – European Grants International Academy, an accredited VET and Adult Education training agency specializing in projects with strong social impact. We’re based in Foligno, Umbria – the green heart of Italy 💚

Previous Erasmus+ experience:

Personally, I took part in another TCA in 2019. Otherwise, my experience is mainly on the project writing side – for KA1, KA2, and other actions like Alliances, Capacity Building, COVE, and Forward-Looking projects.

I am looking forward to this TCA because...

These are valuable opportunities to exchange experiences with other organizations active in adult education, a field that is often undervalued, at least in Italy. It’s also a great chance for networking to build future projects, and for professional development thanks to input from experts from national agencies and the European Commission!

How will I get to Almería?

I’m doing a nice, unintentional but pleasant, tour of Andalusia. I’ll arrive in Alicante on the 18th, take a bus to Almería on the 19th, and depart from Málaga on the 23rd!

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Łukasz Szewczyk, Cotopaxi Association, Poland

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Łukasz Szewczyk, Cotopaxi Association, Poland

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Hi all, my name is Łukasz, I live in Warsaw, Poland. I am CEO of Cotopaxi Association, an NGO focused on helping adults and young people to gain and develop individual and group skills. We specialize in projects connecting audiovisual arts with education and development of emotional intelligence.

My fields of experience and interest:

- audiovisual methods like Participatory Video, Digital Storytelling, Virtual Reality and trigger video - for many years, I have been working using these methods with adults, primarily seniors, mental health groups, and people with learning disabilities. However, acquiring digital or narrative skills is only a pretext for working on communication, understanding one's own experience, assuming group roles, and understanding one's own emotions. In our projects, we also strive to bring the reality of various groups closer together through the use of video and VR.

- Social and emotional skills (SEL, EQ, empathy) - we have created our own empathy development program, which has been validated by university research. We implement projects in this area for both adults and school-age youth.

Erasmus+ experience:

- we participated in several projects, both KA1 and KA2, primarily in adult education, as leaders and partners. The projects focused on the use of new narrative tools, including digital ones in adult education, as tools for active aging, and ecological narratives. We created a platform on the use of video in education: https://videoineducation.eu/.

- I would love to meet partner organizations that deal with similar topics, especially developing emotional intelligence, well-being, and resilience.

How am I going to get to Almeria?

It is going to be really hop-on and hop-off journey via Vienna and... Mallorca! Hope I will be on time to meet you all!

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👋🏻 Hi! I'm Saúl, I work at the Spanish National Agency (SEPIE) as coordinator of the Accreditations and Long-Term Mobility Service in the School and Adult Education fields.

🌍 Erasmus+ has been part of my life from many different angles. First, as an Erasmus student during my degree and later during my master's, which honestly shaped the way I see Europe and helped me build life-long friendships. Then, as a teacher, where I had the chance to take part in a job shadowing experience. And now, at the National Agency, where I have the privilege of working for the successful implementation of the programme, fully aware of its power to open minds and help people reach their full potential.

🤩 I am excited about this TCA because I am convinced that these three days can give participants exactly what they came looking for: fresh ideas to bring back to their organisations, inspiring examples from colleagues across Europe, and the right people to start building future projects with. Basic skills in adulthood are the foundation for everything else: finding a job, taking part in society, feeling included, and I am looking forward to seeing all of that take shape here in Almería.

🎯 My hope is that every participant leaves Almería with concrete ideas they can actually use, new contacts that turn into real partnerships, and a clearer picture of how different countries are tackling basic skills, employability and active citizenship through mobility. And, of course, with great memories of these days together!

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Hi there! I am Michal Matúšov (but you may call me KuboF Hromoslav) from Slovakia.

Institution: Wikimedia EO

We support volunteers to write write Wikipedia, mostly by trainings, video courses, and organizing article writing competitions, like currently running https://meta.wikimedia.org/wiki/Health_Challenge_2026

I have coordinated 1 KA210 project, partnered and was one of implementators of several others and coordinated 2 KA122 projects. I have also organized many competitions for Wikipedians. I love project management, I regularly use OpenProject and have a certificate PRINCE2 Foundation.

I am primary looking for partners to teach digital skills, ideally in the language Esperanto. My organisation focuses on middle digital skills (writing Wikipedia), so we need people from our target group to slay have basic digital skills - I fee here to help with that.

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Hi everyone! My name is Edu, and I work at CEPA Sierra Pambley, an adult education centre in Villablino, a rural mountain area, in León, (a province in the north of Spain). I currently teach English and Social Sciences, and I am also the principal of the school.

I have participated in Erasmus+ projects both as a participant and as a coordinator. I have experience in adult education, international mobility and inclusion projects, especially related to migrants and refugees. I’m very interested in internationalisation in adult education, intercultural learning, languages and social inclusion.

I’ll be travelling to Almería by train from Madrid, and by bus from León to Madrid. Looking forward to meeting you all!

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More candidates than available places, all with similar needs

We apply transparent and fair selection criteria established in advance  and create a reserve list with all the applicants in case some of the selected participants withdraw

Lack of an Erasmus culture at the institution

Sometimes we fight with this problem but we insist on the activities pre during and post mobility. The dissemination of the students and teachers that have been on a mobility help with this problem and help to create the erasmus spirit

Fear of leaving one’s familiar environment

Personal meetings with the participant to help overcome this fear that many times come from the idea that they will be alone and without assistance. Once they know the accompanying teachers and the Erasmus team teachers they overcome this fear. Group mobilities are the best for these students

Contingency plan for unfortunate incidents during mobility

We don’t have one per se but we’ve established the following

The erasmus coordinator or the headteacher is the emergency contact and the participants have our personal contact in case of emergency

We have a good insurance policy

We have all the emergency contacts of all the participants

We ensure that all the participants travel with the European Health Insurance Card

It is always a risk that's why with the groups there is always two accompanying teachers and the leader is always one of our most experienced teachers that is part of the erasmus team.

Apart from all this, we also have the contacts of the staff at the hosting institution that are always willing to help

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1- There are not enough applications for participating in a mobility.
Personal invitations with an emphasis that only XY number of places are available, opening second round of applications more widely, paid ads for the target group that is not yet in the organisation, asking non-interested people about their reason and adapting the tactic based on that, canceling the mobility.

2- Many interested participants cannot take part due to work/family commitments.
If those commitments are non-long term, I would search for an another time for mobility. If I would consider that they are using those commitments just as a excuse to not participate, I would deal with them personally to find the reason a procede accordingly.

3- There are more candidates than available places, all with similar needs.
Elect those who haven't been on a mobility yet, applied first in the application round. Promise the non-selected that they can apply for later mobility and will have some kind of priority.

4- The selected students do not want to participate in the mandatory pre-departure training.
Emphasize that it is OK to not wanting to participate the mandatory events and they can participate without wanting it. Those who refuse to participate will be excluded from the mobility.
More seriously: I would individually guide them to remember why they have applied in the first place and connect it to the necessity of the pre-departure training, ensure them that it is OK to feel how they feel right now.

5- Lack of an Erasmus culture at the institution.
Depending on whether it prevents implementation of Erasmus+ projects or not. If not, just organize some project and let result show us usefulness to permeate it thru the organisation. If it prevents, then would probably be needed some longer-ish individual work with the preventers to introduce Erasmus+ to them. Otherwise, replacing them with some non-blockers hype be considered.

6- Fear of leaving one’s familiar environment.
Let them remember previous occasions when they left their familiar environment, that they have survived it and probably it make them stronger. Emphasize that it is OK to feel how they feel now. Remind them that they will be with some familiar human that will take care of the structure of the process.

7- Does your organization have a contingency plan in case of any unfortunate incident during the mobility?
Nope.

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A group of 12 participants (3 taxis) decided to explore Almería city centre. It was so much fun!

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Hi everybody!

My name is Beatriz and I’m the Erasmus+ Coordinator at the Language School in El Ejido, 30km away from Almeria. I’m also an English teacher and the Viceprincipal.

Our school has had the Erasmus+ accreditation since 2022 and every year we make a huge effort to increase the number of participating students in the mobilities.

Our project “Bridges to Culture. Teaching Europe” focuses on digital skills, the lingüistic competente and the sociocultural one and we want to show the reality of other European cities from our students’ eyes and perspective.

It’s the first time I have the opportunity to participate in a TCA and I’d like to make new connections for future partnerships.

My email address: eoibeatriz@gmail.com

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Alcazada view

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Alcazada view

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Alcazada view 😍 ✨️

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I am the general manager of ANEF Loire, an association that works in the fields of child protection and social and professional integration.

Our association project is based on the conviction that mutual aid allows everyone to find their place in society and that every person carries within them the resources to build solutions with others to their own needs and the collective needs of society.

We became involved in the Erasmus+ program to promote the autonomy of our beneficiaries, give them access to the discovery of other cultures and areas of interest, and allow them to be active citizens both within our association and in society as a whole.

We are looking for organizations active in the social sector to develop international partnerships and exchanges.

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Spanish Official Language Schools participants

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Topic 2 Fostering Basic Skills through E+ Mobility Projects. Focus on facilitating the active participation of elderly people in society._