1. To enable teachers and the management team to acquire new tools to prevent adult education dropout rates. Addressing this issue is our primary concern, and we seek to understand how other centers handle dropout-prone student populations. 2. To promote technological innovation among students and teachers. We heavily utilize platforms (mandatory for semi-in-person education) and actively engage in in-person education, as adult students irregularly attend classes. The platform serves as the primary means of communication between teachers and students. Improving in this area is crucial to our teaching methods. 3. To encourage reading habits among our students. Our students face challenges in physical mobility (they did not commit to proposed mobility opportunities), leading to the inception of a virtual book club. Within our PRODA initiative, we host a quarterly book club. 4. To raise awareness among students about environmental issues. This reflects the contemporary societal challenge of sensitizing people to ecological problems.
My organization is a high school (IES), but during nighttime hours, we operate as an Adult Education Center (offering Spanish for Foreigners courses and high school diplomas in sciences, humanities, and social sciences in two modalities: in-person and semi-in-person). Our main challenge is to reduce school dropout rates. This project stems from the need to find a solution to this issue by learning from other European adult education centers and adopting their best practices. Before engaging in the Erasmus program, we initiated an internal project called PRODA (Adult Education Dynamization Project), where we organize recreational and cultural activities aimed at fostering bonds among our highly heterogeneous student body. These bonds are intended to support students academically and emotionally, particularly when they contemplate dropping out due to various reasons such as work commitments, demotivation, or learning difficulties. "Filling Classrooms" arises within this context.