Project outcome - what we have learned

Through two years of project activity we have visited. looked and listened to each other. We have had presentations of organizations and their activities, we have had meetings with local experts from adult education providers and the labour office, we have met adult learners and we have, in the field of adult education and training, and validation of prior learning, experienced a wide range of different solutions in practice in the 7 European countries.
One important result for us from Norway is to put more impact on the guidance and planning process, especially from 2009/2010, when the Norwegian system is moving away from the validation of prior learning system which has been widely practised in Norway since 2000/2001.
It seems to us that we from now on will have to put the accent more than earlier on the evaluation of thee adult learners' backgruound and informally and non formally  acquired competences.
The Norwegian law gives all adults the right to obtain education on the secondary level, a vocational training  and certificate or a qualification for high school and university studies. The law says that the adult person asking for education and training may choose freely what education or training goal he/she wishes to obtain. But there is obviously big differences in the theoretical learning and practical training needs for different people. A 40 years old person having been working professionally as an unqualified worker in for instance heath care or carpentry, will have very different education needs  from a person with the same training goal but who has no experience at all (or very little) from that field of work. It goes from itself that the theory courses for these two groups of clients are very different and that there should be an organizational consequence of this difference in level when organizing the theory courses.