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universities or colleges, and assessing professional competence acquired outside the formal
education system.

To ensure a tailored approach, the project also conducts individual profiling of employees, with a
focus on those left behind. This includes the initial analysis and subsequent counselling according
to profiling results. Based on the results, each employee can go and study either a module, or a set
of modules, identified as beneficial and containing the potential for needed knowledge, skills, and
competences. Following the completion of the module or respective course, each employee
receives a certificate of accreditation. Given the pervasive impact of digital skills across all sectors,
the project has placed a particular emphasis on education programs that correspond to DigComp
Levels 1-6 of the Digital Competence Framework.

Why is relevant for adult educators and adult education centers?

Why this case study is a success / best practice?

The Latvian project, has helped to address a mismatch between labour market skills and demand,
promoting overall competitiveness and raising productivity levels across sectors. Adult educators
should play a significant role in improving the skills of the workforce and contributing to economic
growth. Furthermore, the project places a strong emphasis on digital skills, recognizing their
importance in the modern workforce. Adult educators can incorporate digital literacy training into
their programs to prepare learners for the digital economy. Crucially, the project involves a
collaborative effort among diverse stakeholders, including local community municipalities, 35
educational institutions, and the State. This collective engagement is vital for the development and
delivery of comprehensive and accessible adult education programs. By bringing together these key

players, the project ensures a holistic approach that addresses the diverse needs of learners and
aligns with the dynamic requirements of the digital contemporary workforce. Finally, The Adult
Education Initiative in Latvia, has achieved significant results in terms of the number of employees
reached. While final project data and results are currently being analysed (and will be made
available in early 2024), over 70,000 Latvian citizens have participated in some form of adult
learning.

5.8 LITHUANIA

Modelling Teacher Practices to Apply Learning Analytics as a Metacognitive Tool in Learning to
Enhance Student Success

In the present-day context, the integration of educational technologies has become unavoidable.

Within virtual learning environments, educators are not only exploring innovative teaching
methods, such as blended or online formats, but are also incorporating diverse tools and strategies
to optimize the learning and teaching processes.

Learning analytics has garnered significant attention, serving as a valuable resource for teachers to
monitor students' performance. It aids in decision-making related to pedagogical approaches and