Alfa Edu’s Erasmus Accreditation in Adult Education (KA120-ADU) is built around a two-year Erasmus Plan designed to use European mobility not as a series of isolated trips, but as an instrument for the institutional development of the organisation. The plan connects staff exchanges and adult learner mobilities directly with four areas in which Alfa Edu intends to improve: consistent teaching quality, digital transformation, inclusion and accessibility, and stronger alignment of learning programmes with real-life needs.
The accreditation therefore aims to establish a more coherent educational model across Alfa Edu’s courses. Common syllabi, assessment rubrics, peer-review processes and evidence-based micro-credentials are intended to make teaching and evaluation more consistent and learners’ competences more recognisable. In parallel, Alfa Edu plans to build an integrated digital learning environment using accessible Open Educational Resources (OER), short mobile-friendly learning materials, digital portfolios and learning analytics.
A strong inclusion component runs through the entire plan. The accreditation addresses practical barriers that often prevent adults from participating continuously in education, including working hours, family responsibilities, limited access to devices and low digital confidence. Flexible evening/weekend learning, device lending, simple-language onboarding materials, micro-learning resources and the introduction of a Digital Navigator are intended to make participation easier and reduce no-shows and drop-outs. The plan particularly considers adults in transition or reskilling, migrants and refugees, women returning after care periods, adults over 50/60 and micro-entrepreneurs or freelancers.
Finally, the accreditation is intended to make Alfa Edu’s programmes more relevant to everyday life and employment. Short learning modules will be organised around authentic tasks such as professional emails and meetings, interaction with public services, digital citizenship and other practical situations. European mobility becomes the testing environment in which staff and learners can observe, co-design and validate these approaches before integrating them into Alfa Edu’s regular provision.
1. Achieve consistent teaching quality through professional exchanges.
The first objective is to reduce differences in teaching methodologies, assessment practices and learner experiences across Alfa Edu’s courses and classes. Alfa Edu intends to develop common syllabus templates, shared assessment rubrics for authentic tasks and a structured peer-review system. Professional exchanges with European adult education organisations will enable staff to observe different teaching and assessment approaches, jointly develop tools and transfer effective practices into Alfa Edu. The objective is to establish a real quality chain in which teachers, tutors and coordinators use common standards, clearer criteria and evidence-based decision-making.
2. Implement digital transformation through accessible, ready-to-use Open Educational Resources.
Alfa Edu aims to move away from fragmented digital materials towards an integrated learning ecosystem combining an LMS/CRM environment, accessible Open Educational Resources, digital portfolios and learning analytics. Resources will include short micro-lessons, subtitles, simple language, mobile-first design, step-by-step guides and practical tasks. This approach is intended to provide greater flexibility for learners with work or family responsibilities and to make digital learning more accessible for adults with limited digital competence.
3. Develop a replicable operational model for access and inclusion.
The third objective is to remove practical barriers that prevent adults from entering, attending or completing learning programmes. The proposed model includes evening and weekend learning opportunities, device lending with connectivity, simplified onboarding materials, catch-up micro-lessons, rapid support and the introduction of a Digital Navigator. These elements are intended to become standardised procedures that can be replicated across different classes and locations, particularly for learners with fewer opportunities.
4. Align learning programmes with real needs through “real-life” learning modules.
The fourth objective is to design, test and replicate short modules based on authentic situations connected to employment, public services and active citizenship. Learners may work on tasks such as professional emails, meetings, digital procedures, communication with public services and other everyday situations. European experiences will be used to observe and validate different approaches before integrating them into Alfa Edu’s regular programmes. Each module is intended to become a reusable learning package combining a syllabus, assessment rubrics, digital resources, portfolios and micro-credentials.
More consistent educational quality. Alfa Edu expects to establish common syllabus structures, assessment rubrics and peer-review procedures across its programmes, reducing differences between classes and making learning outcomes clearer for participants. The plan targets progressive adoption of these standards across all relevant courses, regular peer reviews, more than 100 micro-credentials over the two-year period and a reduction in learner drop-out.
A structured digital learning ecosystem. Instead of dispersed digital materials, Alfa Edu intends to establish an integrated LMS/CRM environment supported by accessible OER, digital portfolios, learning analytics and micro-credentials. The plan foresees the progressive creation of 100+ short learning resources, wider use of blended learning and systematic accessibility standards including subtitles, simple language and mobile-first design.
A replicable inclusion and access model. Flexible schedules, device lending, Digital Navigator support, simplified onboarding, catch-up micro-lessons and a single support point will become a documented operational model rather than isolated interventions. By the end of the two-year plan, the objective is to stabilise this model across Alfa Edu’s provision, reach a completion rate of at least 85% and reduce drop-out by approximately 20%.
Learning that is demonstrably connected to real life. The accreditation should ultimately produce a portfolio of short, transferable learning modules built around real situations in employment, public services and civic participation. The plan foresees six “real-life” modules adopted in 70% of relevant courses, supported by common syllabi, rubrics, OER, portfolios and micro-credentials, together with operational cooperation with at least eight local or European actors. In this way, the Erasmus activities are intended to leave a permanent institutional legacy within Alfa Edu rather than benefiting only the individuals who physically participate in mobility.
