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Transferring the non-participants into participants is among the key changes many educational
centers in Iceland focus on implementing. The key barriers to this change in the local community
has been identified as i/aversion to educational institutions based on negative previous experience

from school, ii/ lack of knowledge of relevant opportunities beyond full-time courses and
universities, iii/ self-believe that they could not learn or finish a specific program.

Most successful method identified among Icelandic lifelong learning centers is to reach out to the
people with low formal education in their workplace and provide them individual counselling on
learning possibilities. Iceland has a specific state program for lifelong learning centers and engaging
with non-learners in their work environment. Within the program, counsellors and educators can
offer individual approach, information and counselling individuals which proven to turn many non-

learners into learners. That especially relates to adults that suffered due to negative school
experience often resulting from previous learning difficulties with high need for development of
meta-skills and support in the process. (They often express the desire for skills and knowledge
development, but “many stay away because of insecurity, distrust in their learning abilities and
distrust in their learning abilities and negative earlier experience of school”)

Why is relevant for adult educators and adult education centers?

Why this case study is a success / best practice?

The case underlines the need of adult educators to reach out to potential learners which commonly
don’t engage in life-long learning in their work-related environment, establish personal contact and 55
offer individual approach based on individual needs and barriers, based on empathic and individual
objective targeted approach.

The Icelandic case shows how simple interviews with workers in their work venue can spark real
interest in learning more and in developing oneself in the group with short formal education, if the
individual barriers to learning will be addressed. Get them to believe that they can do it like anybody
else and provide them support and counselling to make sure they finish what they started. They will
need much encouragement once they decide to join courses and they need to experience respect
and support. More these learners need to be given clear path they can take to advance their
knowledge and skills. In this way the personal approach in the workplace can be translated in a

change of low-skilled adult from non-learner to a long-life learner.

5.28 HUNGARY

Developing Digital Competences for Adults

Developing Digital Competences for Adults, July 2015 – October 2021, a national project, launched
by the Hungarian Government, and fully financed by the European Union (total cost of the project

was EUR 61.1 million. The aim of the project was to improve the digital skills of different social
categories, also considered target groups – the disadvantaged and digitally low-skilled adults.
Several accessible training programmes, including resources and learning materials, were offered