In April 2026, I had the opportunity to take part in an Erasmus+ job-shadowing mobility in Latvia as an adult educator from Novucenter OÜ.
For five days, from 12 to 16 April, I observed the work of our partner organisation Biedrība “Sadarbības platforma” and explored how adult education can support the development of new knowledge and skills and also people themselves during periods of change.
I was particularly interested in working with adult learners aged 40+ and 50+, including people with different backgrounds and fewer opportunities. I observed how trainers create a safe and supportive learning environment, encourage participation and motivation, adapt activities to different learners and use non-formal methods to involve people in the learning process.One of the topics that became especially important for me was wellbeing in adult education.We often focus on what a person needs to learn. But sometimes, before a person can move forward, make decisions or start something new, they need to feel safe enough to participate, speak, try, make mistakes and trust their own abilities.
During the mobility, I observed approaches connected with stress management, emotional awareness and supportive facilitation. This helped me see more clearly how emotional wellbeing can be integrated into education rather than treated as something separate from learning.
Another useful area was the use of digital and AI tools in adult education. I explored how technology can support communication, accessibility, reflection and participant involvement rather than simply being used “because it is digital”.
The mobility also gave me an opportunity to look at education through the wider European perspective: inclusion, diversity, equal participation, lifelong learning and community engagement. These are not abstract values. They become visible in very practical questions: Who has access to learning? Who may need additional support? How do we create a group where different people can participate? And how can education help a person become more active in their own life and community?
From observation to practice
For me, job shadowing does not end when the mobility ends. An important final task was to identify methods and approaches that could be adapted to our own work and to prepare ideas for transferring this experience to Novucenter.
And this is particularly relevant now. In autumn 2026, Novucenter expects to start a new project focused on working with women who are going through different life and professional transitions. The experience gained in Latvia can become a practical resource for this work.
I want to bring into the future programme approaches that help create an emotionally safe learning environment, support women with different experiences and starting points, strengthen participation and confidence, combine wellbeing with learning, and use non-formal and digital methods in a meaningful way.
Because sometimes adult education is not only about gaining a new competence. It is also about creating the conditions in which a person can once again see her own abilities, recognise that she still has choices and begin to take the next steps.
For me, this is one of the most important things I am taking home from this job-shadowing experience.
The job-shadowing mobility was implemented within the framework of Novucenter OÜ’s Erasmus+ accreditation in adult education and was funded by the European Union.
Adult educator:
Valentina Harina
