The European dimension of Erasmus+ often opens the door to educational contexts that may seem geographically distant, yet prove surprisingly close in terms of challenges, priorities and possible solutions. Denmark was one such case. From 14 to 17 April 2026, I had the opportunity to take part in a job shadowing mobility at CELF – Center for Erhvervsrettede uddannelser Lolland-Falster in Nykøbing Falster, Denmark, together with my colleague from Pučko otvoreno učilište Čakovec. The mobility was organised within the Erasmus+ project 2024-1-HR01-KA121-ADU-000222998, as part of our Erasmus accreditation in adult education.
As someone working in adult education and on European projects, I saw this mobility as a valuable opportunity to look beyond our own system and reflect on how adult learning can be organised in ways that are practical and responsive to labour market needs. Our main aim was to better understand the Danish adult education system, especially the AMU model which encompasses shorter targeted learning outcomes, and to explore which elements could be relevant for our work in Čakovec.
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During our stay, we were introduced to the wider institutional context of CELF and the newly established UCE structure, which brings together several educational institutions in the Lolland-Falster area. It was particularly interesting to see how one regional institution connects youth education, vocational training and adult education while remaining closely linked to the needs of the local economy. This gave us a clearer picture of how adult education fits into the broader Danish lifelong learning framework.
A central part of the mobility was learning more about the Danish AMU system (Arbejdsmarkedsuddannelser). What stood out immediately was its strong connection to the labour market, its flexibility and its practical orientation. We learned that the model has been developed over decades and that it plays an important role for adults who need targeted, applicable skills, including those with lower levels of formal education. Equally important was understanding how public authorities, employers and social partners all contribute to keeping the system relevant and up to date.
Another valuable aspect of the experience was observing how adult learning programmes are designed. Through discussions with our hosts and concrete examples from AMU practice, we followed the logic behind programme development: identifying labour market needs, defining learning outcomes, planning content, and integrating digital and green competences where relevant. For us, this was especially useful because it offered ideas for the further development of shorter, modular and practice-oriented programmes in our own institution.
The mobility also encouraged constant comparison between the Danish and Croatian contexts. In many conversations, we recognised issues that are also familiar in Croatia, such as the importance of vouchers, the challenge of forming viable groups, and the need to align provision more closely with labour market demand. These comparisons helped us think more concretely about what could realistically be adapted to our own context, especially in non-formal adult education.
We also paid close attention to the ways CELF attracts and supports adult learners. It was useful to see how digital communication channels, social media and other promotional tools are used not only to recruit participants, but also to make programmes more visible and accessible. At the same time, we were introduced to educational ICT, virtual solutions and innovation-oriented learning environments that can strengthen learner engagement and improve the overall learning experience.
Another memorable part of the mobility was the opportunity to observe how innovation is embedded in practice, especially in the social and healthcare education programmes. It was particularly impressive to see how simulation, VR and AI-supported approaches are used to create realistic learning situations for future professionals. Among the examples presented were immersive scenarios, avatar-based interaction, and other technology-supported solutions that help learners practise communication, decision-making and professional routines in a safe environment. We also visited the Innovation Lab, where experimentation and hands-on learning play a central role. Together with presentations of tech projects and work with AI-supported drones, the visit showed how vocational and adult education can combine innovation, creativity and practical application in a very tangible way.
Looking back, the mobility clearly met its objectives. It gave us a deeper understanding of Danish adult and vocational education, a better sense of how quality and relevance are maintained, and a number of practical ideas related to programme planning, outreach and digital support for learners. Just as importantly, it gave us time to reflect on our own practice and to consider how some of these approaches might be meaningfully transferred to the work of POU Čakovec.
For our institution, this mobility was another important step in strengthening the European dimension of our work in adult education. I believe that the insights we gained will be useful in shaping future non-formal programmes and in continuing to improve the quality and relevance of adult education in our local context.
Published on EPALE.
