Within the priorities announced in the General Call for Proposals, the following activities may be supported:

Improving the content and delivery of adult education, e.g.:

• the production, testing, comparative appraisal/dissemination of innovative curricula, methodologies and modules for adult learners;
• the development of Grundtvig training courses to improve the availability and quality of European training courses available to adult education teachers, managers or other adult education staff. Projects of this kind will have particular priority (see * below);
• innovative initiatives for the initial or further training of adult educators;

Improving adult education at a system/policy level, e.g.:

• comparative analyses of policy initiatives for the adult education field;
• development of qualitative and statistical indicators, tools and databases of good practice in the field of formal, non-formal or informal adult learning;
• developing/disseminating innovative funding models for adult education;
• organising awareness-raising activities to promote lifelong learning (such as information campaigns);

Improving the accessibility of learning opportunities for adults, e.g.:

• developing/disseminating strategies to stimulate demand for learning among adults reluctant to engage in lifelong learning;
• developing the lifelong learning dimension of educational establishments in the formal sector, such as higher education institutions and secondary schools;
• practical application and testing of methods for valuing knowledge and competencies acquired through informal and non-formal learning;
• promoting the development of multi-purpose learning centres and regional networks of learning providers;
• developing innovative guidance and counselling tools and methods;
• promoting interaction between formal and non-formal adult education and workplace-based general learning;

Improving the management of adult education, e.g.:

• measures addressing the non-teaching staff of adult education institutions;
• measures to develop the learning dimension of organisations not primarily concerned with adult education (e.g. cultural organisations);
• measures addressed to other bodies with an important role to play in this regard such as labour or welfare organisations, trade unions etc.;
• comparative analysis of management models and approaches.

Projects are encouraged to involve adult learners in their activities, and to take learners' needs and experiences into account. To this end, learners may take part in project meetings and all other appropriate events and activities within the project.

All projects must include plans for the evaluation and dissemination of project results.

* Note: Even where the development of Grundtvig Training Courses is not the primary focus of the project, applicants are strongly encouraged to include the organisation of such courses in their proposal wherever appropriate as a means of disseminating the results of the project actively to adult education teachers, managers or other adult education staff. The costs of organising such courses can be offset through the award of Grundtvig In-Service Training grants to the participants, provided the courses are approved for this purpose by the relevant National Agencies.