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5.19 POLAND

See every challenge as an opportunity.

While 66 percent of training and development services providers in Poland reported that the COVID-
19 pandemic had affected them negatively, many of them also recognized that the pandemic made
them readdress their digital learning strategies. As a result, multiple adult education centres were
able to reach out to more customers and find new teaching opportunities. 74 percent of the
providers rated as “innovative” in the 2021/2022 cross-sectional Human Capital Study claim that
the innovations they introduced have generated income.

According to the Digital Decade Country Report 2023, Poland still needs to step up its efforts in the
area of digital skills. Only 43% of people aged 16-74 had at least basic digital skills in 2021. It is
therefore essential for both schools and adult education centres to further advance the digital
transformation and mainstream ICT in their curricula. The case of innovative training and
development services providers demonstrates that a proactive approach is both rewarding and
necessary.

Why is relevant for adult educators and adult education centers?

Why this case study is a success / best practice?

The case of Polish education centres demonstrates that an innovative approach is crucial for
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addressing the need and the challenge of digital transformation. Although the transformation
involves inherent risks and organizational challenges, an innovative approach encourages
experimentation, allowing organizations to mitigate risks more effectively. An ongoing process of
continuous improvement makes it possible to address every challenge and to see it as an
opportunity.

5.20 BELGIUM

Adult Basic Education Centre

In Belgium, modules are used for providing adult education. The subject matter is broken down into

many modules that can be certified. A study program consists of several modules put together.
Modularization and the option for blended learning are features of adult education supply. Further
enhancing the offer's versatility is the fact that the programmes are scheduled at different certain
times.

Adult education organisations such as Adult Basic Education Centre (ABEC) or Adult Education
Centre (AEC) can spread out a module across multiple school years, the full school year, or just a
portion of it. This suggests that modules might begin at different times. A course participant can,

to some extent, choose his own study plan and study period thanks to this framework.