ADDED – Adult Education Driving Licence

Project period: 2002–2004


The rationale and background of this project are found in the suggestions in the Green Paper on teachers’ education in Europe (2000), and key messages in the EU Memorandum on Lifelong Learning (2000). Both documents single out the need for a qualitative initial and further professional training of teachers. They should be fit to face new roles and challenges, the introduction of modern innovative methods, techniques and ways of teaching and learning that are required to realise lifelong learning for all. The adult learners, returning to 'school' to get an education – a typical phenomenon in most European countries – certainly are such a challenge. The aim of the project was to contribute to better competence among teachers and to increase the quality level of professional further training in order to better meet the specific needs of adults in formal education.


To achieve this aim the project has 6 concrete objectives. These are:
  1. To share examples of good practice throughout Europe.
  2. To compare and analyse contents and forms of training of teachers for adults, identify the gaps in basic skills, needed for successful work with adults and for facing their specific needs.
  3. To develop innovative educational programmes for teachers of adults.
  4. To strengthen and spread the European dimension in educational systems and in further professional training of teachers.
  5. Facilitating the learning process of adults in formal educational settings.
  6. Creating a lasting partnership continuing the co-operation among partners well beyond the project s lifetime.

Target group

The main target group consists of mainstream teachers in upper secondary professional and vocational education that are expected to teach adults, but the project will hopefully have a broader impact on adult educators all over, providing the opportunity (educational programme) for them to improve their professional skills.


The needs analyses made in the various countries were based on a) a survey* and b) the use of “focus groups” composed of professionals and learners. The use of focus groups roughly corresponds to a well structured brainstorming.
On the basis of what can be summed up from these needs analyses the first teacher training module was developed.