It was our aim to increase the participation rate of the adult population in the various qualification systems available; at the same time we intended to improve the center's capacity to respond effectively in all social issues regarding our adults, especially those socially disadvantaged and less qualified. Leadership should be more effective and efficient by setting new guidelines and encouraging teachers to actively take part in the strategic change plan that would involve networking and making the most of the time spent in the learning process. We also wanted to learn from the vast experience of our European partners in adult education: for example, as regards the use of new technologies to make collaborative work more effective or the use of strategies that facilitate the inclusion of minorities (immigrants, refugees and ethnicities) or the long-term unemployed. Exchanging knowledge and good practices would certainly result in an enriching learning experience as it would enable us to gain new work skills centered on "e-learning", namely digital collaborative project work resources and platforms, among other examples that hopefully would enhance the adult students' engagement.
By participating in the ERASMUS+ KA1 programme, the AEOH sought to enhance the training of the management and teachers of our Adult Education Centre. We identified the need for a strategic change in the way we tackled adult education that should lead to a steady increase in the qualifications of our target audience. To meet this end, it was essential to create a strategic plan of action based on innovative, flexible and proactive leadership skills and soft skills. On the other hand, we also felt that the methodologies used by the teachers to approach the contents were too rigid and not very functional, especially as regards the process of disclosing and validating lifelong learning competences through an autobiographical approach. Most adults struggled with literacy dificulties and lack of digital skills, which made it difficult to make sustained progress in their learning. Demotivation and dropout were frequent and that is why we felt the urgent need to open horizons and set out in search of new approaches and work methodologies.