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The project was another step toward bridging formal and non-formal education. By directly developing teachers’ competences in the area of competence-based learning and non-formal education, we bro...

The project was another step toward bridging formal and non-formal education. By directly developing teachers’ competences in the area of competence-based learning and non-formal education, we brought these principles into classroom practice. Our aim was for teachers to focus less on teaching subjects as isolated content and more on developing 21st-century competences. We wanted them to be more creative and to use the potential of peer learning among students in the classroom.

We conducted a long-term four-phase training programme for teachers, in which they experienced first-hand the key elements and principles of non-formal education and worked on their own competences and how to apply them in the school environment. Between the phases, participants gradually implemented the knowledge, experience, and attitudes they had gained into their teaching practice, with the support of an experienced team, through a personal mini-project.

By successfully applying non-formal education principles and a competence-based approach to their learning process, participants made their lessons more engaging, interactive, and enjoyable for students. As a result, students became more involved and collaborated more during lessons. We specifically focused on developing the “learning to learn” competence, which we then evaluated through an impact analysis.