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upskilling are a minor and less used approach, but relevant for some of the organisations. However,
due to the requirement of some of the governmental programs to involve external investors, such
us the fund for social innovation (supporting innovative, impactful and sustainable solutions to

social issues) which is among relevant fund for innovation in adult education in Portugal, the
attention to alternative and private funding sources and collaborating with different agents is
becoming more popular.

3.3 GREECE

In Greece, adult education centres receive funding through various sources, including project

funding, programme funding, and operating grants. While there are some central government
initiatives, most funding comes from local and regional authorities. This decentralized approach can
make it difficult for adult education centres to secure the necessary resources to implement a
comprehensive digital strategy.

In response to this challenge, many adult education centres have turned to European funding
opportunities. Programs such as the Erasmus+ Key Activity 1: Capacity Building for Adult Education
(KA1) and the European Centre for the Development of Vocational Training Professional

Development Programs provide funding for projects aimed at strengthening the capacity of adult
education institutions. These programs often involve the integration of new teaching
methodologies, the development of digital tools and resources, and the enhancement of teacher
training.
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However, relying on European funding can be unpredictable and can create a fragmented approach
to digital transformation. To address this issue, the Greek government is developing a national
strategy for adult education. The strategy aims to create a more unified approach to funding and to

ensure that all adult education centres have access to the resources they need to implement digital
technologies effectively. The national strategy also emphasizes the importance of collaboration
between adult education centres, local authorities, and other stakeholders. By working together,
these organizations can identify common needs, share best practices, and pool resources to develop
a robust digital infrastructure for adult education in Greece.

Overall, financing the integration of new teaching, motivation and guidance outreach and tools into
a comprehensive digital strategy for adult education centres in Greece requires a combination of

central government support, local and regional initiatives, and European funding opportunities. By
working together, these stakeholders can create a more equitable and effective approach to digital
transformation in adult education.

3.4 ESTONIA

Financing the integration of new teaching methodologies, motivation strategies, and guidance
outreach, as well as advanced digital tools, into a comprehensive strategy for adult education
centres in Estonia represents a strategic investment in the country's educational landscape.