EPALE community storybook 2024 : seeds of change : stories of growth, connection, and change in adult education.
Date: 2024-11-27
Institutions: European Education and Culture Executive Agency
Subjects: adult education, cloud computing, continuing vocational training, cooperation in the field of education, digital literacy, digital transformation, education policy, mental health, professional qualifications, social change, social integration, teacher

S e e d s   o f
C h a n g e

S t o r i e s   o f   G r o w t h , 
C o n n e c t i o n ,   a n d   C h a n g e
i n   A d u l t   E d u c a t i o n

E PA L E   C o m m u n i t y
S t o r y b o o k   2 0 2 4

European Education 
and Culture 
Executive Agency

c o n t e n t s

Foreword

Introduction
Stories of Growth and Discovery

Chapter I
Personal Transformation Through Education

Chapter II
Breaking Barriers and Building Bridges

Chapter III
The Ripple Effect: From Personal Growth to Social Impact

Adult learning as a way out of/into...

The Authors

4

6

8

26

36

48

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Ac kno wledgments

The present Storybook is the result of contributions of 85 members of the EPALE community.
The 2024 Edition of the EPALE Community Storybook was developed as part of the Community Stories initiative.
EPALE is grateful to the many people who were involved in the process and enriched the platform
with their experiences and passion.

Editor: Claudia D’Eramo – Lai-momo Società cooperativa sociale
Graphic Designer: Alessia Capasso – Lai-momo Società cooperativa sociale

More information on the European Union is available on the Internet (http://europa.eu).

Luxembourg: Publications Office of the European Union, 2024

PDF: ISBN:978-92-9488-855-6 doi: 10.2797/3690717 EC-01-24-047-EN-N

© European Education and Culture Executive Agency, 2024

The Commission’s reuse policy is implemented by Commission Decision 2011/833/EU of 12 December
2011 on the reuse of Commission documents
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Unless otherwise noted, the reuse of this document is authorised under the Creative Commons
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EPALE Community Storybook 2024

o r e w o r d

The  European  Education  and  Culture  Executive 
Agency  (EACEA)  manages  the  contracts  of  the 
EPALE  Central  Support  Services  and  National 
Support  Services,  under  the  supervision  of  a 
Steering Committee that it chairs and which includes 
representatives of the Agency and the Directorate 
General for Education, Youth, Sport and Culture, as 
well  as  the  Directorate  General  for  Employment, 
Social Affairs and Inclusion.

We  are  delighted  to  introduce  the  2024 
edition  of  the  EPALE  Community 
Storybook, focusing on the transformative 
power  of  learning  and  the  unwavering 
commitment of adult educators and trainers. 

The stories shine a spotlight on how adult learning 
goes beyond the acquisition of knowledge or skil-
ls-it  is  about  empowering  individuals,  restoring  a 
profound sense of belonging, and fostering a life-
long commitment to learning.

At the EU level, we are working towards empowe-
ring  all  adults  to  participate  in  learning  and  are 
striving  to  come  closer  to  the  EU  target  of  at  le-
ast 60% of all adults participating in training every 
year by 2030, as set out in the European Pillar of 
Social Rights Action Plan. I am pleased to note that 
the European Year of Skills has further boosted the 
attention to skills and adult learning. Skills develop-
ment remains a top priority, with ongoing plans to 
create and strengthen a Union of Skills.

The contributions in this book showcase the power-
ful  impact  of  adult  learning  in  empowering  in-
dividuals  to  navigate  change  effectively.  These 
narratives examine how the pursuit of learning in 
adulthood  represents  not  merely  an  educational 
activity, but a profound process of personal and so-
cial transformation.

The  stories  illustrate  how  learning  can  dismantle 
the intangible barriers that frequently impede adul-
ts, whether these are self-imposed limitations, so-
cioeconomic constraints, or cultural obstacles. Each 
story  demonstrates  how  learning  serves  as  a  ca-
talyst  for  transformation,  empowering  individuals 
to rethink their roles in society and the workforce, 
and to reshape the narratives of their lives. 

What  renders  the  testimonies  especially  com-
pelling  is  their  ripple  effect.  The  acquisition  of 
new  skills,  knowledge  and  confidence  by  adul-
ts  frequently  results  in  their  becoming  agen-
families,  
ts  of 

transformation  within 

their 

workplaces,  and  communities.  From  these  stories, 
we can observe how their children witness the effi-
cacy of lifelong learning, how their colleagues bene-
fit from their enhanced capabilities, and how their 
communities gain more engaged and informed ci-
tizens.

The  stories  also  illustrate  instances  of  resilience, 
courage, and determination, and we encounter in-
dividuals who defied expectations, overcame obsta-
cles,  and  emerged  stronger  through  their  learning 
journey.  Their  experiences  highlight  learning  as  a 
powerful  equaliser  and  a  driving  force  for  social 
mobility,  labour  market  integration  and  personal 
empowerment.

A  heartfelt  thank  you  to  the  contributors  for 
inspiring  stories  and  wishing  
sharing 
readers an enjoyable experience. 

their 

Sophie Beernaerts

 
n t r o d u c t i o n

S t o r i e s   o f   G r o w t h   a n d   D i s c o v e r y

EPALE Community Storybook 2024

These stories reveal the extraordinary in the ordi-
nary,  just  as  a  botanist  might  find  wonder  in  the 
intricate patterns of a common leaf. From bustling 
city centres to remote rural communities, from di-
gital classrooms to traditional learning spaces, they 
map  the  diverse  terrain  of  adult  learning  across 
our  continent.  Each  story  tells  of  moments  when 
knowledge took root, understanding blossomed and 
transformation bore fruit.

Like carefully annotated notes, these stories docu-
ment  the  methods,  challenges  and  breakthroughs 
that define adult learning. Some show the resilience 
of learners, like plants that thrive in unlikely places. 
Others  highlight  innovative  teaching  approaches 
that, like newly discovered species, expand our un-
derstanding of what’s possible in adult education.

Imagine  an  ancient  naturalist’s 
journal,  each  story  captured  as  if 
discovered  in  the  wild.  Imagine  being 
a  botanist,  discovering  the  magic  of 
the  world  for  the  first  time,  capturing 
every moment with scientific wonder and 
artistic grace.

Within  the  pages  of  the  2024  EPALE  Community 
Storybook  are  over  80  remarkable  stories  from 
adult  educators  across  Europe,  each  story  care-
fully  preserved  like  specimens  in  an  antiquarian’s 
journal.  These  stories  of  transformation,  growth 
and discovery unfold like pressed flowers between 
the pages, creating a living document of how adult 
education continues to plant and nurture seeds of 
change across our continent.

Just  as  naturalists  of  old  meticulously  documen-
ted their findings, our educators have shared their 
experiences with remarkable depth and authentici-
ty. Each story is a unique specimen in our collection 
- some rare and delicate, others hardy and resilient, 
but  all  essential  to  understanding  the  rich  ecosy-
stem of adult learning in Europe.

More  than  a  collection  of  scenes  and  stories,  it’s 
a field guide to the transformative power of adult 
learning. Each contribution enriches our understan-
ding  of  the  boundless  potential  of  education  to 
transcend borders, cultures and generations. 

We invite you to explore these pages with the same 
sense  of  wonder  that  drives  both  naturalists  and 
educators - the joy of discovery, the thrill of under-
standing, and the profound satisfaction of sharing 
knowledge that can change lives.

C H A P T E R   I

P e r s o n a l
Tr a n s f o r m at i o n 
Th r o u g h 
E d u c at i o n

very journey begins with a single step. For some, it was the cou-
rage to return to school after decades away. For others, it was 
crossing borders with nothing but hope and determination. And 
for many, it was the moment they decided to share their know-
ledge  with  others,  becoming  the  teachers  they  once  needed 
themselves. In these pages, educators from across Europe share 
their remarkable journeys - stories of transformation, resilience, 
and  discovery.  Some  found  their  calling  in  prison  classrooms,  others  in  communi-
ty centers for migrants, or in digital literacy programs for older people. Each voice 
speaks of personal victories and professional revelations, of barriers overcome and 
bridges built. These are not just stories about teaching and learning. They are 
chronicles of human connection, of lives intersecting in meaningful ways, 
of communities growing stronger through shared knowledge. Above all, they 
remind us that education is a powerful force for change, capable of transforming not 
only individual lives but entire communities, one lesson at a time. As you turn these 
pages, you’ll meet people who dared to reimagine their lives through learning, and 
in  doing  so,  created  ripples  of  change  that  continue  to  touch  others.  Their  stories 
celebrate  the  extraordinary  potential  that  lies  within  adult  education  -  to  awaken 
dreams, to forge new paths, and to build a more inclusive world.

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Danijela Zivojinovic
I c e l a n d

Andrej Volaric
C r o a t i a

Robert Bosilj
C r o a t i a

“I  spent  my  first  year  in  Iceland  working  as  an 
au pair in the countryside. The natural beauty of 
Iceland  captivated  me,  but  the  culture  was  very 
different from what I was used to. I had to adapt 
to  many  things,  such  as  the  food,  the  language 
and  the  general  lifestyle.  When  I  first  heard 
Icelandic,  I  couldn’t  even  distinguish  the  sounds 
and  thought  I  would  never  be  able  to  learn  the 
language. Now  I  am  a  teacher,  and  teaching 
is a source of great satisfaction for me and 
is truly my ‘dream job’. It is both rewarding 
and challenging.”

“Without a clear goal and vision of where I wanted to 
be in the future, I sent applications to job vacancies. 
Most of the time I received no reply or was turned 
down. Then I started to think about furthering 
my  education.  I  wanted  to  learn  new  things, 
become competitive in the job market and enrich 
my  CV.  I  found  the  adult  education  programme 
that suited me best and started attending. It was 
then that I realised that any education is an 
investment in yourself.”

career, 

“Throughout  my  business 
I  have 
progressed solely thanks to the skills I have 
tried to develop by investing in myself through 
lifelong  learning,  reading  a  lot  of  literature, 
attending dozens of training courses, seminars and 
training sessions, and thanks to the results I have 
achieved together with my team. Of course, there 
has also been the necessary dose of luck, which is 
always needed in life on the road to success.”

Luciana Gonnella
I t a l y

“I am Luciana and I live in a beautiful town in the 
province  of  Lucca,  Barga,  rich  in  art,  culture  and 
also a tourist destination for many foreigners. As I 
approached retirement age, I thought it would 
be useful to bring myself up to date by going 
back to school. At the end of 2019, I signed up 
for  non-formal  courses  in  English  language  and 
practical computing. Fantastic idea.”

Patrizia Mugnai
I t a l y

“Enrolling in the course allowed me to get back into the 
game, to start a new life. It was important to work with 
a group of adults who were still at school because it 
allowed me to hear different opinions, solve problems 
together and see things from different perspectives. I 
found a group with whom I felt comfortable and 
who  had  the  same  goals  as  me:  the  desire  to 
learn, a teacher who always encouraged us to move 
forward despite the difficulties we might encounter.”

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Salimata Sissoko
F r a n c e

“My life began in an unconventional way. I was brought up by my mother’s older sister, who saw no point 
in sending me to school. The days went by, and as my friends left for school in the morning, I went with them 
and listened attentively through the window to what was being said in class. However, my biological mother 
finally decided to take me back and enrol me in school. It was a moment of joy.”

Pieranna Nardi
I t a l y

“I  am  a  former  teacher,  eighty  years  old,  with  a 
working  life  spent  in  Florence.  I  am  retired  and 
I  was  digitally  illiterate,  therefore  unable  to 
overcome  the  generation  gap  that  prevented  me 
from communicating satisfactorily with my family 
members,  both  near  and  far.  Going  back  to 
school has reawakened my desire to rethink 
the world.”

Gea Mulder
N e t h e r l a n d s

“From the age of 16, I took every job opportunity 
and  enjoyed  not  having  to  learn.  But  after  years 
of  doing  all  kinds  of  jobs,  I  kept  running  into  the 
same  brick  wall;  with  no  qualifications,  I  had 
no  chance  of  getting  ahead.  By  the  time  I  hit 
my early 30s, I’d had enough and sought help, so 
I decided to tackle my literacy problem and went 
back to school. There’s no shame in not being able 
to do something, but it’s a pity if you don’t try. Let 
me  share  these  words:  ‘I’ve  never  done  it  before, 
But I think I can do it.’”

Afaf Tourki
F r a n c e

“For a long time, I led a very orderly professional 
life  as  a  dedicated  civil  servant.  But  when  my 
children left home, it created an unexpected 
void  that  prompted  me  to  take  a  long,  hard 
look at myself. I was at a crossroads, torn between 
the security of my status and the irresistible call of 
entrepreneurship.”

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Francesco Verderosa
I t a l y

Éva Szederkényi 
H u n g a r y

“When  I  hear  the  gentle  rhythm  of  Greek  words, 
millennia  echo.  I  am  there  with  the  300  Greek 
heroes who fought to the death at Thermopylae. I 
hear the voices of brave men in the Peloponnese. 
Hellas. I see the long lines of Greeks fleeing from 
Turkey and hear the lullaby of mothers in pain and 
loss.  Hellas.  Full  of  love,  courage,  hard  work  and 
dignity. Greece is a galaxy. And immortal.”

Kateřina Pávková
C z e c h   R e p u b l i c

“My story is proof that it is never too late to study. Even at a mature age, individuals can completely 
change their qualifications. They may pursue a field of study which they did not find interesting in their 
20s or which they have gradually developed an appreciation for.”

Maria Mifsud
M a l t a

“I began my career in Southern Italy as a professor 
of  Italian  with  a  specialisation  in  Medieval  Latin 
Philology.  I  now  work  in  adult  education  and  am 
passionately committed to transformative learning 
opportunities.  My  passion  for  education  drives 
me to continue on this path, aware that every 
small  step  contributes  to  a  better  future. 
Today I am where I want to be, always expanding 
opportunities to learn.”

“In 2014, I lost my husband. For 25 years, I was 
a full-time housewife as I had stopped working in 
accounts when I had my first child in 1988. I needed 
to get a job fast. Looking through vacancies, I soon 
realised I was as good as illiterate. In 25 years, the 
world  has  become  computerised.  I  wasn’t  happy 
with just having basic qualifications..and that was 
the  beginning  of  my  teaching  career.  To  all  of 
you  who  are  unhappy  in  your  current  situation,  I 
have only this to say: Study something you are 
passionate  about!  Believe  in  yourself!  If  I 
could do it, anyone can!”

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Manara Charikleia
G r e e c e

Jadranka Petrinec
C r o a t i a

“As  a  professional  teacher,  I  have  discovered  a 
passion  for  teaching  and  knowledge  transfer  that 
has  added  a  new  dimension  to  my  professional 
and personal life. Adult learning and education 
has changed my life in ways I could not have 
predicted.  Each  student  brings  their  own  unique 
story  and  challenges,  and  working  with  them  has 
allowed  me  to  see  how  important  the  role  of  the 
teacher is in their professional development. Every 
interaction with them inspires me and encourages 
me to continue to improve and learn.”

Luiza de Almeida Oliveir
B e l g i u m

“The  international  educational  journey  we 
undertook  brought  immense  satisfaction  as 
we  witnessed  the  joy  and  discoveries  of  our 
students  over  these  days.  The  experiences 
gained in the visited country are unforgettable, and 
our team works professionally together to achieve 
great results.”

Hülya Celik
N e t h e r l a n d s

“I  always  knew  that  you  can  do  a  lot  with 
little,  and  I  have  seen  that  creative  thinking 
can make those possibilities endless. I think the 
goal is important, to know what the destination is, 
but you learn during the process. “

Caterina De Nardi
I t a l y

“I  live  and  work  in  Southern  Italy.  This  says  a 
lot  about  geographical  and  social  isolation.  My 
grandmother,  Maria,  used  to  say:  ‘One  never 
stops  learning.’  It  is  by  this  maxim  that  I’ve 
continued throughout my life to study and learn. I 
am at an age that some call serene. In a small way 
I’m succeeding.”

“The  world  of  learning  has  strengthened  my 
personality and given me wings to pursue new goals 
in my career. In a short time, my life changed. Having 
a  goal  makes  you  happy.  When  everything  is 
racing around you, you need positive changes 
to feel like you are living in this time. My future 
training  goals  include  advancement  in  the  digital 
environment, training integration forms of artificial 
intelligence applications, Generative AI integration, 
and basic instructional design principles integrated 
into  University  training  programs.  Becoming  an 
educator was something I have wanted since I was 
a child. I hope education will be a very nice pastime 
for all adults and not stop all of them from setting 
goals.”

Dina Soeiro
P o r t u g a l

“I learn a lot from working with older adults 
who,  having  not  been  to  school,  know  much 
about  life.  I  know  that  educating  older  adults  is 
an investment. It is an extraordinary opportunity to 
share the power of literacy, stories, and the people 
who  tell  them,  and  of  truly  transformative  adult 
education!”

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Lidia Pokrzycka
P o l a n d

Lucia Ielpo
I t a l y

David Lopez
F r a n c e

“I love defining myself as an eternal beginner who 
wants  to  continually  confront  her  limits  and  who 
experiments outside her comfort zone to learn to be 
and give more as an Educator, a Woman, and 
an aware Citizen. I am authentically in love with 
the discipline I teach, the English language, because 
language is a living thing, constantly evolving and 
presupposes  encounters  with  others,  dialogue, 
being together, being with.”

“There isn’t one event, one educational or training activity that I can identify as having contributed to my 
wellbeing or fulfilment. I think it’s more a long process, made up of encounters and moments when I’ve been 
able to reflect on the meaning of my education and training missions. I’ve always been interested in 
educating others, convinced that to educate others is also to educate oneself. But we have to get 
away from a vertical conception of education.”

“Teaching adults is an adventure, a motivator 
for constant development and modernisation 
of lectures, and looking for new solutions. We 
have much to be proud of, and successes must be 
popularised and stand out. Upskilling and appreciation 
result in the professional empowerment of learners 
and, above all, in increased self-confidence and the 
acquisition of invaluable soft skills.”

Andrijana Pavicevic
M o n t e n e g r o

Vilma Auglytė
L i t h u a n i a

Christina Johnstone
S w e d e n

“My  life  and  work  have  changed  in  three 
ways:  First,  I  have  become  a  lifelong  learner 
myself because I cannot stop searching for better 
ways  of  empowering  my  learners  and  raising  the 
learning  and  communication  barriers.  Next,  I  have 
become  empowered  by  teaching  because  I  have 
the  opportunity  to  see  how  the  theory  is  put  into 
practice with real people from diverse backgrounds, 
sometimes also illiterate. Last, my work has made 
me even more creative than before! I cannot stop 
thinking of new activities and learning environment 
setups  for  my  students  to  fully  develop  their 
learning capacities.”

“Do you know that feeling when your body trembles 
and  your  eyes  widen,  eager  to  absorb  as  much 
beauty  as  possible?  That’s  what  happened  to 
me. A  moment  that  says,  every  day  is  a  new 
opportunity to learn something new! Let’s seize 
it and not wait for another day to pass! Because a 
day in which we haven’t learned something new is 
a lost day!”

“At  the  adult  school  I  met  understanding  and 
attentive  people  who  had  experienced  many 
different learner stories and were genuinely trying 
to give them a happy ending. I was also fascinated 
by my classmates - never giving up, embracing life, 
striving for a goal. Not everyone succeeded, but 
I was one of those who made it to the end.”

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Agnese Lejniece
L a t v i a

Višnja Milec
C r o a t i a

“Adult education can open up new opportuni-
ties,  broaden  horizons,  change  minds,  reduce 
stereotypes,  and  encourage  civic  participa-
tion.  Being  active  and  learning  throughout  life  is 
the key to success in increasing quality of life and 
competitiveness  in  the  labor  market.  Every  time  I 
participate in adult education activities, I gain new 
knowledge,  experience,  and  contacts  that  can  be 
very  useful  in  my  future  life  because  you  never 
know when new contacts might come in handy.”

Nina Pulkkinen
F i n l a n d

“As  a  child  learning  to  read  and  write,  people 
wanted  to  mould  me  into  what  they  thought  was 
needed, according to their values and their norms. 
Only as an adult did I realise I could grow up 
to  be  a  whole  and  complete  person  with  my 
own values and standards. I wanted to learn and 
study  those  things  that  would  make  me  a  more 
whole  person.  The  kind  of  person  I  wanted  to  be. 
Adult education has taught me that I have the right 
to be who I am.”

Margaretha Lindh
S w e d e n

“Learning has always been a central part of my life, 
also as an adult. Personally, I believe curiosity 
and  creativity  are  the  leading  stars.  Added 
knowledge  contributes  to  my  well-being  because 
there  is  always  so  much  more  to  learn  and  know 
and new ways to find out how to use it. Knowledge 
gives  self-awareness  and,  hopefully,  wisdom.  To 
learn  new  things  makes  me  happy  and  keeps  me 
vital.”

“They  say  ‘Knowledge  is  power’  and  they 
are  right.  You  are  as  powerful  as  you  are  sure 
of  yourself,  i.e.  as  much  as  you  know.  Education 
allows us to more easily adapt to various situations 
in both the labor market and everyday life, and to 
make  better  use  of  our  knowledge.  Knowledge  is 
eternal  and  no  one  can  take  it  from  us.  It  affects 
self-confidence, personal growth and income. Adult 
education  is  a  way  of  achieving  your  dreams  and 
goals.”

Greet Dierckx
B e l g i u m

“After years of teaching in education, I transitioned 
into a role that allowed me to pursue my passion 
for  internationalisation.  In  recent  years,  I  have 
worked as an anchor for internationalisation, 
organising international learning opportunities 
for  students  and  colleagues.  The  added  value 
and  positive  impact  of  these  experiences  are 
immense and cannot be emphasized enough.”

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23

Arnela Sabanovic
B o s n i a   H e r z e g o v i n a

“As  an  active  athlete,  goalkeeper,  and  Bosnia  and 
Herzegovina national team member, I had a strong 
passion  for  sports.  However,  I  also  profoundly 
desired  education,  science,  research,  and 
the  opportunity  to  make  a  difference  as  an 
educator.  I  was  faced  with  a  significant  decision: 
should  I  dedicate  myself  entirely  to  my  sports 
career or pursue education and become a teacher? 
I realised that as an educator, I could make a long-
term impact on my community because education is 
a lifelong commitment, unlike the limited timeframe 
of a sports career.”

Emma Saisi
I t a l y

“As  adults,  we  can  approach  studying  with  greater  awareness  and  motivation,  making  the 
experience  rewarding  and  stimulating.  Whether  we  want  to  continue  studying  depends  on  us,  how 
active we want to be, how much we want to keep up with the times and how alive our desire to be involved 
is. It is not the age that matters, but having someone to grow up with.”

Vera Mlinar
S l o v e n i a

“As a child, my favourite way to play was to pretend 
to be someone else. When I was alone, I was a TV 
announcer,  a  shop  assistant  or  a  secretary.  But 
I  was  most  comfortable  as  a  teacher.  When  the 
children  from  the  neighbourhood  gathered  in  the 
courtyard,  I  would  sit  them  down  on  the  steps.  In 
front of a free-standing blackboard, chalk in hand, I 
would eagerly teach, and in between I would ask my 
friends questions, as a real teacher should. Today 
I  know  that  motivating  adults  to  engage  in 
processes is one of the most challenging tasks 
of an adult educator.”

Rita Pieri
I t a l y

“Attending school as an adult was a beneficial 
experience.  I  acquired  new  knowledge  gradually 
and now possess basic digital skills. What gives me 
the greatest satisfaction is learning to unleash my 
creativity for a better life. In the adult class group, I 
found the welcome and stimulation that I hope the 
many  adults  who  want  or  would  like  to  return  to 
school find.”

24

Personal Transformation Through Education

EPALE Community Storybook 2024

25

Mariella Traggiai
I t a l y

Ola Chodasz
P o l a n d

Annaleda Mazzucato
I t a l y

“My experience was, I don’t want to exaggerate, fantastic: from initial categorical refusal to total involvement! 
The first time I had to stop the face-to-face lessons (because of Covid), the possibility of continuing ‘online’ 
confirmed to me the potential of the technological medium I was getting to know. Looking back now, the 
power of ‘doing it together’ as a group allowed me to still feel able to learn new things and try 
to understand what was going on around us.”

“I  came  straight  from  the  Polish  education 
system  and  then  started  learning  through 
experience.  I  went  from  writing  down  what 
professors  said  to  being  immersed  in  workshops 
and training sessions. I was always moving, working 
with  space  and  body,  laughing  and  crying,  talking 
and discussing our shared experiences. “This is it!” I 
thought. ‘This is how I should have learned, and how 
I want to work!’”

Andrea Krcunović
C r o t a

“Working  with  adult  learners  often  brings 
a  wealth  of  different  experiences  and 
perspectives,  which  makes  teaching  dynamic 
and challenging. Such teaching inspires me as a 
competent  teacher  because  I  constantly  need  to 
improve and learn new concepts to remain relevant 
and  effective  in  my  teaching.  I  am  still  an  eternal 
learner  who,  along  with  the  desire  for  knowledge, 
wants to selflessly pass on my knowledge and thus 
pass on love and passion for work.”

“My  journey  through  learning  and  education  has 
been  one  of  continuous  growth,  discovery,  and 
empowerment.  This  commitment  has  enriched 
my  life  and  positively  impacted  my  interactions 
with  others,  both  personally  and  professionally. 
The  transformative  power  of  adult  learning 
lies in more than just acquiring new skills; it 
profoundly changes lives. For me, education has 
been a lifelong journey, continuously reshaping my 
perspective and capabilities. Learning new skills has 
made me more adaptable and resilient in the face 
of change.”

Joana Pina
P o r t u g a l

“Working  in  adult  education  faces  many  daily 
challenges,  from  the  constant  changes  in  our 
team  to  relying  on  a  financial  and  pedagogic 
application.  Also,  having  to  deal  with  different 
audiences  can  be  challenging.  Regardless  of  the 
struggles  that  come  with  every  job,  the  positives 
definitely  outweigh  the  negatives.  This  line  of  work 
keeps  us  humble,  aware  of  our  surroundings,  and 
always trying to improve as professionals and human 
beings.”

C H A P T E R   I I .

B r e a k i n g 
B a r r i e r s   a n d 
B u i l d i n g 
B r i d g e s

ometimes,  the  tallest  walls  are  invisible.  They  rise  between  lan-
guages and cultures, between abilities and opportunities, between 
what is and what could be. These are the stories of educators who 
saw  these  walls  not  as  barriers,  but  as  challenges  to  overcome 
- one lesson, one connection, one breakthrough at a time. In pri-
son  classrooms  and  community  centers,  in  programs  for  parents 
of deaf children and workshops for older adults venturing into the 
digital world, these educators have become bridge-builders. Their stories take us 
into  spaces  where  learning  becomes  a  powerful  tool  for  inclusion,  where 
differences are celebrated as strengths, and where isolation gives way to 
connection. Meet those who guide migrant people in finding their voice in a new 
language,  those  who  help  neurodivergent  learners  discover  their  unique  potential, 
and those who transform physical limitations into possibilities for growth. These nar-
ratives remind us that education at its best is not just about transferring knowledge 
- it’s about creating spaces where everyone belongs, where every story matters, and 
where learning becomes a journey we take together. As you read these accounts, 
you’ll discover how adult education becomes a universal language of hope, under-
standing, and possibility. These are stories of barriers transformed into bridges, of 
isolation turned into community, and of differences becoming the very foundation of 
our shared human experience.

28

Breaking Barriers and Building Bridges

EPALE Community Storybook 2024

29

Greet Dierckx
B e l g i u m

Madline Arbid
S w e d e n

“Building  social  networks  and  providing  a  sense  of  community  and  support  is  invaluable  for  people  who 
often deal with social isolation due to their condition. By teaching to appreciate differences and think more 
inclusively, we can contribute to personal growth while promoting a more inclusive society. People learn to 
cope with their own limitations but also to transcend them and participate in a broader social 
and societal context. Education can be a powerful tool not only to support individuals through education 
and social activities, but also to contribute to a fairer and more inclusive society. Education can do more than 
just share knowledge; it can also improve lives and strengthen communities.”

“Some people tend to be socially excluded if they do 
not dedicate sufficient time to learning and speaking 
a  language  fluently.  I  became  a  teacher,  often 
described  as  passionate  by  others.  However, I 
simply see it as doing what feels right in my heart.”

Anne-Charlotte Oriol
F r a n c e

“Rouh’s path to integration in France is the same as that of many migrants. It is a journey made up of isolation 
and  institutional  abuse,  but  also  of  wonderful  encounters,  the  solidarity  of  men  and  women  involved  in 
associations, and a great deal of determination, curiosity and courage. He has chosen to volunteer, and it is 
not just because he wants to give something back. When you have always loved to repair anything you 
can get your hands on, when you are passionate... you don’t just give back, you bring a wealth of 
valuable skills and qualities.”

Borjana Kozelj
S l o v e n i a

“We  also  have  a  responsibility  towards  the 
oldest  learners,  who  do  not  use  computers  and 
often find it difficult to access some basic services.  
I  made  personal  progress  by  implementing  many 
ideas for which I gained knowledge and experience.”

Katja Lenič Šalamun
A u s t r i a

“Becoming a parent is a transformative experience, 
filled with expectations, joy and a host of challenges. 
For  parents  of  deaf  children,  this  journey  is 
particularly  complicated  as  they  have  to  deal  not 
only  with  the  usual  tasks  of  parenthood,  but  also 
with  additional  communication  barriers,  medical 
considerations  and  emotional  issues.  I  developed 
a programme in response to these challenges and 
aims  to  empower  parents  around  the  world  by 
providing them with support and resources. It was 
a deeply personal experience that grew out of 
my own situation as a parent of a deaf child.”

30

Breaking Barriers and Building Bridges

EPALE Community Storybook 2024

31

Florian Vallet
F r a n c e

Nick Mallios
G r e e c e

Anna Ressa
I t a l y

“Sharing,  passing  on  knowledge,  explaining  my 
story... This is the best achievement! In my personal 
life,  my  wife  is  in  a  wheelchair,  we  created  our 
company  together  to  develop  accessible  outdoor 
activities and tourism. It’s a passionate experience. 
We  have  tried  to  present  our  history,  our 
activity... Sharing our experience of disability 
is my reason for teaching, for educating!”

Gisela Winkler
G e r m a n y

“Usually, it is considered that migrants are any people who leave their countries because they find themselves 
in need to do so because they want a better job, they are in danger and fear for their lives, or simply they 
are just looking to improve their living standards. Nevertheless, migrants are also people who face 
language or accent barriers, suffer from the complexity of the bureaucracy, and have problems 
getting  finance  and  support.  Integrating  workers  and  entrepreneurs  from  other  countries  has  been  a 
major  challenge  for  Italy  for  several  years.  It  is  crucial  to  provide  these  individuals  with  the  tools  and 
information they need to integrate successfully and productively into the local social and economic fabric, 
allowing them to participate in and benefit from the development of the territory.”

Dominik Rudzki
P o l a n d

Ángel López Fernández
S p a i n

“The 
importance  of  these  safe  and  friendly 
environments  cannot  be  underestimated.  They 
are  the  foundation  upon  which  trust  and  effective 
learning  relationships  are  built.  By  feeling  part 
of a supportive community, young adults can 
face  their  challenges  with  greater  resilience 
and hope. This supportive environment gives them 
the emotional stability they need to dream and plan 
for their future, knowing that they are not alone in 
their journey.”

“Almost  seven  years  ago,  I  made  a  life-
changing career decision, a decision to test my 
skills as an educator in a Second Chance School for 
adult men, located inside a prison. Since then, my 
professional  life  has  taken  a  completely  different 
in  Erasmus+ 
direction,  and  my 
projects within the school has enabled me to follow 
the  ‘magical’  world  of  the  Erasmus+  and  EPALE 
communities. Erasmus+ projects gave our students 
the opportunity to express themselves artistically, to 
acquire new skills, to increase their self-confidence 
and self-esteem and, above all, to become part of a 
team - a task that requires attention and discipline.”

involvement 

“I found out very late that I was on the autism 
spectrum. It explained a lot of things that I didn’t fully 
understand. The diagnosis was a great relief. Many 
people  underestimate  what  neurodiverse  people 
can bring to their daily work, to the implementation 
of projects, especially artistic and educational ones. 
At first, I thought maybe I lacked the psychological 
background to be a self-advocate. But then I realised 
that you can learn through experience.  And who has 
more  experience  in  educating  neurodiverse  people 
than a neurodiverse person?”

“I  have  been  working  with  people  with  fewer 
opportunities  for  more  than  40  years  and  I  am 
inspiring  people  with 
passionate  about 
disabilities to engage in lifelong learning. This 
year,  for  the  first  time,  I  used  the  opportunities 
offered by Erasmus+ to organise a learning trip for 
employees  of  the  Caritas  workshop  for  disabled 
people.”

32

Breaking Barriers and Building Bridges

EPALE Community Storybook 2024

33

Borjana Kozelj
S l o v e n i a

Renato Luti
I t a l y

Justyna Pater
P o l a n d

“Some people tend to be socially excluded if they do 
not dedicate sufficient time to learning and speaking 
a  language  fluently.  I  became  a  teacher,  often 
described  as  passionate  by  others.  However,  I 
simply see it as doing what feels right in my heart.”

“Technological  changes  in  recent  decades  have 
modified  the  needs  of  our  society.  The  way 
we  participate  in  the  society  we  live  in  has 
significantly  changed.  The  aging  population  in 
developed  countries  is  transforming  the  training 
needs of the adult population, especially the older 
ones. The solution is introducing and spreading new 
learning perspectives to people over 50.”

“Some people start volunteering because they want 
to  help  others;  they  want  to  feel  needed.  There 
are  those  for  whom  a  sense  of  community 
and  interaction  with  people  sharing  similar 
views  and  values  are  important.  Others  want 
to  develop  their  interests  and  passions.  There  are 
many reasons to get involved in voluntary activities. 
And they are all good.”

Valerija Dodig and Ana Kordić
  B o s n i a   H e r z e g o v i n a

Gordana Gjorgievska- 
Nedelkovski
N o r t h   M a c e d o n i a

Virginija Svediene
L i t h u a n i a

“Lifelong  learning  presents  an  opportunity  for  the 
expansion of one’s horizons, offering the prospect of 
hitherto unattainable possibilities. Furthermore, as 
a learner, one has the opportunity to transfer 
existing  knowledge  and  to  be  introduced  to 
new knowledge and skills. One must never allow 
oneself to be discouraged. It is important to nurture 
one’s  inner  child,  to  cultivate  a  sense  of  curiosity 
about  the  world  and  its  possibilities,  to  maintain 
connections with those who are working and making 
friends.”

“Adult  learners  are  formed  personalities,  so 
communication with them is a great advantage 
for the educator. People come with their own life 
and professional experience, with expectations and 
motivation;  all  they  need  is  agreement  on  how  to 
achieve improvement together.”

“The first best thing that could have happened to us professionally was to leave the classroom. The next best 
thing is going back to the classroom. Returning to the classroom meant an even greater empowerment 
to work with the students and a great desire to share their experiences. We like to say that we go 
from one extreme to the other.”

34

Breaking Barriers and Building Bridges

EPALE Community Storybook 2024

35

Jolanta Čeponaitė
L i t h u a n i a

Charlotte Mayenburg
N e t h e r l a n d s

“Education can change your life - that’s how I greeted my new students. And when they left school, 
I told them all - don’t put your certificate in the cupboard, you have to get a job - go on with your education. 
And as a maths teacher, I always added - if you want to do it and if you put in the effort, you can make 
friends with maths. I never said it would be easy, but it can be done.”

“Every day when I go to work, I see how learning a 
language  opens  up  your  world.  Even  though  it’s  a 
long, intensive, and sometimes frustrating process, 
I  also  see  ‘eureka  moments’  in  my  classes  every 
week.  Well,  I  still  agree  with  the  quote  ‘The 
limits  of  my  language  are  the  limits  of  my 
world’  (Ludwig  Wittgenstein)  -  for  the  most 
part. Now I can add: What if you’re unable to master 
a new language because of a learning disability or 
reading  difficulties?  Does  that  mean  your  world  is 
too limited?”

Mattia Badano
I t a l y

“One of the most rewarding aspects of my work is seeing how education can break down barriers. Many 
adults come into our programs with insecurity and self-doubt. Learners acquire new skills and develop 
a renewed sense of purpose and self-worth. This is the true power of adult education - transforming 
lives, one learner at a time.”

Caroline Limousin
F r a n c e

“I am discovering new human beings, meeting 
incredible  people,  often  people  who  have 
significant  scars  from  their  time  at  school. 
Sometimes you have to win them over, understand 
that adult training is something different, that it is 
based  on  experiences,  that  it  has  meaning.  Adult 
training helps to empower individuals by opening up 
the field of possibilities.”

C H A P T E R   I I I .

Th e   R i p p l e   E f f e c t : 
F r o m   P e r s o n a l 
G r o w t h   t o   S o c i a l 
I m pa c t

very act of learning creates ripples that reach far beyond the 
initial splash. What begins as one person’s quest for knowledge 
transforms into a force that touches families, strengthens com-
munities, and shapes societies. These are the stories of those 
ripples - of personal transformations that grew into movements 
for change. Meet educators whose own learning journeys inspi-
red them to create innovative community projects, whose perso-
nal struggles became blueprints for empowering others, and whose individual growth 
blossomed into collective action. From sustainable community initiatives to programs 
for marginalized groups, their stories reveal how education becomes a catalyst for 
social transformation. In these narratives, we witness how knowledge shared multi-
plies, how skills learned become tools for change, and how personal victories evolve 
into community triumphs. Here are the maker-designers working with eager begin-
ners, the mentors creating pathways for future leaders, and the visionaries turning 
personal insights into social innovations. As you explore these stories, you’ll see how 
the journey of education extends far beyond individual achievement. These stories 
remind us that every person who learns becomes a potential teacher, every 
skill mastered becomes a gift to share, and every personal breakthrough 
can light the way for others to follow. They show us that in adult education, the 
end of one learning journey is often just the beginning of something much bigger - a 
ripple effect that continues to spread, touching lives in ways we might never have  
imagined.

38

The Ripple Effect: From Personal Growth to Social Impact

EPALE Community Storybook 2024

39

Jeanette Hammer
A u s t r i a

Šejla Džanan
B o s n i a   a n d   H e r z e g o v i n a

Foteini Sokratous
C y p r u s

“I love making people aware and sensitive to 
the fact that they still have many strengths 
and skills waiting to be discovered. Most people 
are only aware of formally acquired competences. 
However,  through  learning  by  doing,  both  at  work 
and at home, as well as through volunteering and 
hobbies, we acquire so many more skills throughout 
our lives. It is my duty to point this out to the people 
who  come  to  us  and  to  go  on  a  kind  of  treasure 
hunt with them.”

Paschalia Leventi
C y p r u s

Anita Posavec
C r o a t i a

“By  empowering  professionals  and  learners  to 
shape  their  own  learning  experiences,  you  give 
them a sense of ownership and responsibility.  This 
empowerment  extends  beyond  individual  growth, 
as  collective  contributions  lead  to  the  creation  of 
accessible  and  high-quality  educational  resources 
for  all.  Through  active  participation  and 
collaboration, individuals not only acquire new 
skills  but  also  gain  the  confidence  to  pursue 
their aspirations. As empowered learners continue 
to engage with adult education, they become agents 
of  social  change,  fostering  a  more  equitable  and 
inclusive society.”

“I  realised  that  by  working  on  my  “inner”  self,  by 
understanding  my  emotions,  values  and  needs,  I 
automatically  improve  my  ideas  and  my  business. 
I now look at every situation in life more positively, 
I react more quickly and I am not afraid to accept 
new challenges and opportunities with open arms. 
To me, being able to act independently is the 
ultimate definition of intellectual and spiritual 
freedom. Every new piece of knowledge, every adult 
education, has a huge impact on the development 
of  society  because  it  strengthens  the  individual 
intellectually  and  spiritually,  and  it  is  those  strong 
individuals who want to change things for the better 
and strive for a more inclusive and equal society.”

“Working  on  projects  that  can  have  an  impact  on 
the  community  has  contributed  to  my  own  sense 
of  achievement  and  ability  to  change  people’s 
attitudes and why not change society. However, the 
journey of adult education as a researcher is 
multi-dimensional and can be fulfilled by creating 
pathways  for  young  people,  migrants,  women, 
LGBTQ+ people, youth workers etc. to develop their 
skills and be heard through our channels.”

Pascale en Anneke 
Vancrombruggen - Verbruggen
C y p r u s

“Our  mission  in  adult  education  is  to  continue 
sharing  and  promoting  this  transformative 
power of education so that more people have the 
opportunity to grow and thrive.”

“Since  childhood,  I  have  known  that  I  will  be  a 
teacher, someone who learns constantly and teaches 
others. This feeling has followed me through all my 
life. My  mission  is  to  shape  important  figures 
that exist in my community that I believe are 
important  at  a  certain  point  in  life.  I  want  to 
influence  others  to  do  good  things  and  experience 
their  actions’  results  afterwards.  A  considerable 
number  of  my  students  have  actively  participated 
in  local  community  NGOs  and  engaged  in  peer-
learning  programs  as  educators.  These  activities 
have  enabled  them  to  develop  their  skills  and 
competencies,  leading  to  positive  personal  growth 
and  improving  their  school  environment.  This  was 
a  chance  for  them  to  learn  to  love  education  and 
chose it as their life path.”

40

The Ripple Effect: From Personal Growth to Social Impact

EPALE Community Storybook 2024

41

He Zhiru
F r a n c e   /   C h i n a

Solange Silva
P o r t u g a l

Taina Laaksonen
F i n l a n d

“Through  diverse  projects,  including  my  studies, 
coordination  and  participation 
in  Erasmus+ 
initiatives  I’ve  discovered  empowerment  through 
connection  and  the  transformative  power  of 
everyday  interactions.  By  sharing  experiences 
and  stories,  I’ve  realized  the  importance  of 
facilitating  connections  among  individuals 
from  diverse  backgrounds,  contributing  to  a 
more inclusive society.”

“When maker-designers, experienced professionals and eager beginners come together to learn and share 
skills, they not only build a stronger community, but also a more sustainable future. This is my commitment - 
a story of how adult learning can transform lives, making them more meaningful and sustainable, 
culturally, environmentally and socially.”

“I’ve always believed in the power of education and 
sharing  knowledge,  but  I  now  realise  that  the 
real impact of my work is not just to pass on 
technical knowledge, but to inspire confidence 
and  inspiration.  Today,  I  continue  to  train  and 
mentor  new  professionals,  with  more  passion.  I 
believe that each person I help to grow takes with 
them  a  piece  of  my  dedication,  commitment  and 
passion.”

Saša Klikovac
M o n t e n e g r o

Gordana Boskovic
M o n t e n e g r o

is  my  profession  and  has 
“Adult  education 
significantly  shaped  my  life  path  and  lifestyle.  By 
teaching  others,  I  have  developed  a  habit  of 
continuously working on my own education and 
improvement, exploring new topics, acquiring 
new knowledge, and gaining new experiences. 
Adult  education  has  allowed  me  to  understand 
various  professions’  essences  and  challenges.  No 
system  is  as  powerful  in  empowering  individuals 
and society as a whole as adult education.”

“Nature  has  already  given  us  clear  warnings;  it  is  up  to  us  to  understand  them  correctly  and 
respond appropriately. If we want to understand all this and act to preserve life on Earth, we must be 
ready to learn and selflessly share the knowledge we possess. No system teaches us this better than the 
system of adult education and learning.”

42

The Ripple Effect: From Personal Growth to Social Impact

EPALE Community Storybook 2024

43

Tomasz Sztrekier
P o l a n d

Petra Kupsjak Varmuža
C r o a t i a

“There  is  one  thing  that  I  definitely  learned.  The 
regularity  and  consistency  matter  the  most 
in terms of adult learning - at least in terms 
of foreign language learning. When learners get 
the right pace/rhythm of their study, the effects are 
bound to come sooner or later. Adult life brings so 
many things to tackle that, unsurprisingly, all we can 
do is prioritise. As educators, we must be aware that 
our  adult  learners/trainees  are  likely  to  give  in  at 
any time. If they are not driven by something non-
negotiable,  they  may  concentrate  on  work,  family, 
health, or relaxation for some very sound reasons. 
Our mission is to motivate them to try to combine 
everything  they  have  on  their  plates  and  come  to 
terms with the fact that sometimes too much is just 
too much.”

Oksana Soročina
L a t v i a

Oleksii Zahrebelnyi
U k r a i n e

“Each  education  and  training  I  received  built 
my personal learning path. However, I have built 
this path knowing that I need to develop my skills 
in  parallel  with  the  changes  taking  place  in  the 
community.”

“Training  inmates  to  become  peer-to-peer 
social  workers  helps  ex-convicts  reintegrate 
into society. While still in prison, inmates can learn 
how  to  provide  social  services  to  combat  disease 
and find employment.”

“When  I  teach  adults,  their  valuable  insights  enrich  our  discussions  and  signify  the  essence  of  lifelong 
learning.  My  praise  for  their  progress  not  only  boosts  their  confidence  but  also  reinforces  the 
idea that every step of the learning path, no matter how small, is crucial in maintaining their 
enthusiasm and motivation. Undeniably, a climate of heartfelt openness and mutual respect creates a 
nurturing environment where learning could flourish, confirming my belief that education is not just about 
imparting knowledge but building connections and fostering relationships.”

Daniela Pieroni
I t a l y

“Training 
inmates  to  become  peer-to-peer 
social  workers  helps  ex-convicts  reintegrate 
into society. While still in prison, inmates can learn 
how to provide social services to combat disease and 
find  employment.  One  day,  a  long  time  ago,  a  little 
drop came out of the earth and began its journey in 
a  little  stream:  I  was  dancing  happily,  enjoying  my 
surroundings,  enjoying  the  sunshine  that  warmed 
me,  breathing  clean  air!  I  knew  that  I  could  be  the 
architect of my own destiny, everything was beautiful! 
Soon I entered a river, an impetuous river, sometimes 
uncontrollable, full of pitfalls and dangers, but always 
stimulating, I ended up in whirling bends, but then, I 
don’t know if by chance or luck, I resumed my path. 
Today I have arrived at a great river that flows calmly. 
Here I am in a big lake, where I have the opportunity 
to get to know and be known by so many other drops 
(EPALE).”

44

The Ripple Effect: From Personal Growth to Social Impact

EPALE Community Storybook 2024

45

Chara Kourlessi
G r e e c e

“When  I  teach  adults,  their  valuable  insights 
enrich  our  discussions  and  signify  the  essence  of 
lifelong  learning.  My  praise  for  their  progress  not 
only  boosts  their  confidence  but  also  reinforces 
the  idea  that  every  step  of  the  learning  path,  no 
matter  how  small,  is  crucial  in  maintaining  their 
enthusiasm  and  motivation.  Undeniably,  a  climate 
of heartfelt openness and mutual respect creates a 
nurturing environment where learning could flourish, 
confirming my belief that education is not just about 
imparting  knowledge  but  building  connections  and 
fostering relationships.”

João Pinto
P o r t u g a l

“The hashtag #EveryThingWillBeAlright arrived as quickly as COVID-19 itself. Social networks were 
buzzing  with  their  use,  and  everyone’s  lockdown  was  the  new  social  challenge  to  share.  The  reality  was 
that #ItWasNotAlright with many of us. This is the bipolar reality of social networks. The good and the bad 
cohabit side by side, involving ordinary users, competing for likes and views... and unlike the stories of our 
childhood, the best doesn’t always win.”

Ingrid Schreyers
B e l g i u m

“My  professional  life  is  a  patchwork  of 
focused  on  health, 
humanitarian  work 
creativity and growth. I have travelled the world. 
In Guatemala, I was fascinated by weaving because 
of its magical connection to midwifery. Partly from a 
family history, the passion for textile creations grew 
there. I am now 65 years old and two years ago I 
started the project Our Dinner Party on a voluntary 
basis.  This  project  gives  women  a  voice  through 
narrative textiles.”

46

The Ripple Effect: From Personal Growth to Social Impact

EPALE Community Storybook 2024

47

Sonja Karbon
A u s t r i a

Annik Dierckx
B e l g i u m

Dimitrios Zervas
G r e e c e

“Education has a central role to play. Working 
with  competences  requires  not  only  a  focus 
on the learner, but also a look to the future 
in order to know which competences need to 
be developed more intensively in the present. 
It  is  therefore  very  important  for  me  to  create  a 
synergy  between  the  present  and  the  future  in 
the  different  educational  programmes,  because 
regardless of the target group, every single person 
in the learning context is also an “agent of change” 
for a sustainable future.”

“Adult education can help adults by providing 
them with the tools and knowledge they need 
to achieve their goals. It offers opportunities for 
personal  growth,  professional  development,  and  a 
better standard of living. By sharing my experiences 
and contributing to educational programs, I hope to 
have a positive impact on the lives of others, just as 
adult education has had on mine.”

“Adult  learning  empowers  not  only  artists, 
but  also  individuals  by  providing  them  with 
the  skills  and  knowledge  needed  to  achieve 
personal  and  professional  goals.  It  promotes 
self-confidence, independence and critical thinking. 
The  empowerment  of  individuals  through  adult 
education  contributes  to  societal  development  by 
creating a more educated and skilled population.”

Kamila Witerska
P o l a n d

Goran Stokić
C r o a t i a

“In  my  lectures,  I  often  say:  “Knowledge  is 
multiplied  by  sharing”  and  “Lives  are  saved 
by actions, not academic titles.” As aspecialist 
in  emergency  medicine  I  try  hard  to  pass  on  my 
knowledge to my learners because this knowledge 
may  one  day  save  someone’s  life.  My  motto  is: 
“Transmit your knowledge to the learners because 
maybe  tomorrow  you  will  be  the  one  whose  life 
depends on their knowledge.”

“I  am  introducing  a  new  word  -  power  relation,  which  means  the  policy  of  everyone  feeling 
empowered and having a sense of agency while at the same time taking care of interpersonal 
relationships and the wellbeing of others. PoweRelation policy can be implemented by performative 
education - education through the intentional creation of self and world in action in social interaction.”

50

The Authors

The Authors

51

Jeanette Hammer

GUIDANCE COUNSELLOR

Sonja Karbon

Katja Lenič Šalamun

VOCATIONAL TRAINER

PROJECT MANAGER

Valerija Dodig 

TEACHER

Ana Kordić

TEACHER

Šejla Džanan

PEDAGOGUE

B elgi um

Croatia

Luiza de Almeida Olveira
ENCORA

Annik Dierckz
TEACHER

Greet Dierckx

NEUROPSYCHOLOGIST

Arnela Sabanovic
HUMAN RESOURCES ANIMATOR

Robert Bosilj

SALES MANAGER

Andrea Krcunović

VOCATIONAL TEACHER

Ingrid Schreyers

Pascale Vancrombruggen

HUMANITARIAN WORKER

VOCATIONAL TEACHER

Anneke Verbruggen

VOCATIONAL TEACHER

Petra Kupsjak Varmuža

ANDRAGOGIC LEADER

Višnja Milec
HOME FOR ELDERLY 
AND INFIRM

Jadranka Petrinec

VOCATIONAL TEACHER

AustriaBosnia and Herzegovina52

The Authors

The Authors

53

Anita Posavec

DENTIST

Goran Stokić
VOCATIONAL TEACHER

Andrej Volaric

AGROTOURISM TECHNICIAN

Caroline Limousin

ADMINISTRATIVE MANAGER

David Lopez
EXPERT IN THE COUNCIL OF 
EUROPE

Anne-Charlotte Oriol

PHD STUDENT

Cyprus

Czech
Repu blic

Paschalia Leventi
PROJECT MANAGER

Foteini Sokratous
PROJECT MANAGER,
RESEARCHER

Fin land

Kateřina Pávková
ANDRAGOGUE, LECTURER

Salimata Sissoko

NEUROPSYCHOLOGIST

Afaf Tourki
COMPANY DIRECTOR

Florian Vallet
CEO AND TEACHER

Germany

Taina Laaksonen

DESIGN MANAGER

Nina Pulkkinen
SPECIAL EDUCATION
TEACHER 

He Zhiru

APPRENTICE PROJECT 
MANAGER

Gisela Winkler

TEACHER

CroatiaFrance54

The Authors

The Authors

55

Manara Charikleia

IT PROFESSIONAL

Chara Kourlessi

ENGLISH TEACHER

Nick Mallios

SCHOOL DIRECTOR

Luciana Gonnella
ADULT LEARNER

Lucia Ielpo

TEACHER

Renato Luti
HUMAN RESOURCES 
ANIMATOR

Hu ngary

Dimitrios Zervas

PROJECT MANAGER

Éva Szederkényi 

SENIOR LECTURER

Emiliano Manzillo

TEACHER

Annaleda Mazzucato

EU PROJECT MANAGER

Patrizia Mugnai

ADULT LEARNER

Danijela Zivojinovic
PROJECT MANAGER

Mattia Badano

PROJECT MANAGER ASSISTANT

Caterina De Nardi

LANGUAGE TEACHER

Pieranna Nardi

RETIRED TEACHER

Rita Pieri

ADULT LEARNER

Daniela Pieroni

ADULT LEARNER

GreeceIcelandItalyItaly56

The Authors

The Authors

57

Anna Ressa

PROJECT MANAGER

Emma Saisi

RETIRED, VOLUNTEER, 
STUDENT

Mariella Traggiai

ADULT LEARNER

Maria Mifsud

ENGLISH TEACHER

Gordana Boskovic
ADULT EDUCATION
COMMITTEE

Saša Klikovac

JOURNALIST, HOST, EDITOR

Francesco Verderosa
PROFESSOR/SCHOOL 
PRINCIPAL

Agnese Lejniece

EU PROJECT MANAGER

Oksana Soročina

ADULT LEARNER

Andrijana Pavicevic
PROFESSOR OF COMPUTER 
SCIENCE 

Hülya Celik

BIOLOGY TEACHER

Charlotte Mayenburg
TEACHER

Vilma Auglytė

TEACHER

Jolanta Čeponaitė

MATHEMATICS TEACHER

Virginija Svediene

ADULT EDUCATOR

Gea Mulder
LANGUAGE HERO 
NETHERLANDS 2024

Gordana Gjorgievska-
Nedelkovski 
CERTIFIED TEACHER

ItalyLithuaniaLatviaMaltaMontenegroNetherlandsNorth Macedonia58

The Authors

The Authors

59

Ola Chodasz

FACILITATOR

Mateusz Nowacki
SCIENTIST, ANIMATOR, 
RESEARCHER

Joana Pina

EDUCATOR

João Pinto

ADULT TRAINER

Nuno Pombo

ASSOCIATE PROFESSOR

Justyna Pater
VOCATIONAL EDUCATION 
SPECIALIST

Lidia Pokrzycka

Dominik Rudzki

UNIVERSITY TEACHER

LIBRARIAN AND REFEREE

Solange Silva

BUSINESS ANALYST

Dina Soeiro

TEACHER

Tomasz Sztrekier

Kamila Witerska

LANGUAGE TEACHER

ASSISTANT PROFESSOR

Borjana Kozelj

PROFESSOR

Vera Mlinar
VALIDATION OF PRIOR
LEARNING

Ángel López Fernández

SOCIAL EDUCATOR

PolandPortugalSloveniaSpain60

The Authors

61

Madline Arbid
SWEDISH FOR IMMIGRANTS 
TEACHER

Christina Johnstone
TEACHER TRAINER IN
SUGGESTOPEDY

Margaretha Lindh

ASSOCIATE PROFESSOR

Oleksii Zahrebelnyi

HEAD OF FREE ZONE

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Photo credit:

© European Union 2024 / iStock, ilbusca (pg. 1, 4, 6, 10, 13, 22, 33, 34, 35, 39, 41, 42, 43, 46, 47);
© European Union 2024 / iStock, clu (pg. 10, 18, 20, 25, 26, 29, 32, 40, 44, 48);
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© European Union 2024 / iStock, Grafissimo (pg. 8, 11, 19, 30); 
© European Union 2024 / iStock, Tetiana Lazunova (pg. 9, 16, 27, 37);
© European Union 2024 / iStock, Nastasic (pg. 12, 21, 24, 38); 
© European Union 2024 / iStock, NSA Digital Archive (pg. 13, 16, 35);
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© European Union 2024 / iStock, Vadim Ezhov (pg. 20, 29); © European Union 2024 / iStock, Hein Nouwens (pg. 25, 31);
© European Union 2024 / iStock, Den Potisev (pg. 28, 33); © European Union 2024 / iStock, Panom (pg. 48, 49);
© European Union 2024 / iStock, The Nature Notes (pg. 3); © European Union 2024 / iStock, Kare_istock (pg. 6); 
© European Union 2024 / iStock, bgblue(pg. 5); © European Union 2024 / iStock, thepalmer (pg. 7);
© European Union 2024 / iStock, Veroniika Oliinyk (pg. 11); © European Union 2024 / iStock, sylverarts (pg. 13);
© European Union 2024 / iStock, undrey (pg. 14); © European Union 2024 / iStock, pictore (pg. 14);
© European Union 2024 / iStock, olga_korneeva (pg. 15); © European Union 2024 / iStock, retrofutur (pg. 16);
© European Union 2024 / iStock, CSA images (pg. 17); © European Union 2024 / iStock, bitter (pg. 17);
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© European Union 2024 / iStock, spicytruffel (pg. 18); © European Union 2024 / iStock, meranna (pg. 19);
© European Union 2024 / iStock, dencake (pg. 20); © European Union 2024 / iStock, zu_09 (pg. 23);
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© European Union 2024 / iStock, tigerstrawberry (pg. 39); © European Union 2024 / iStock, rudall30 (pg. 40);
© European Union 2024 / iStock, AnnaSM (pg. 40); © European Union 2024 / iStock, Pimonova (pg. 42);
© European Union 2024 / iStock, George-Peters (pg. 42); © European Union 2024 / iStock, campwillowlake (pg. 46);
© European Union 2024 / iStock, lisitsa (pg. 47); © European Union 2024 / iStock, Luisa Vallon Fumi(pg. 47);
© European Union 2024 / iStock, Ralf Menache (pg. 45)

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ISBN:978-92-9488-855-6
doi: 10.2797/3690717