Reflection as core transferable competence in higher education and adult education Erasmus Project

General information for the Reflection as core transferable competence in higher education and adult education Erasmus Project

Reflection as core transferable competence in higher education and adult education Erasmus Project
July 7, 2020 12:00 am

Project Title

Reflection as core transferable competence in higher education and adult education

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships addressing more than one field

Project Call Year

This project’s Call Year is 2014

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Pedagogy and didactics

Project Summary

The project is in line with the major projects for competences development methodologies in the EU, which emphasize student-centered approach and deep-learning, which mean a learning culture that encourages willingness to unlearn and change mental frameworks, an open, objective attitude, time for reflection and questioning.
The major topic of this project was reflection of learners and teachers in higher education and adult education. The project analysed and searched for an answer to the question, – how can a lecturer or trainer help learners to reflect more appropriately in both formal and informal education? As research indicated, there is a clear need in both fields for better understanding how reflection works (and how not), how one can change by means of reflection a person’s awareness and his ability to act. Moreover there’s a clear methodological need how to integrate all this understanding in ways to assist and stimulate good quality reflective practices. Therefore project REFLECT aimed to develop an adequate problem and need analysis why reflection often does not work in higher and adult education (in order to know what to avoid), an on-line learning platform for lecturers and trainers about the ‘why & how & when to reflect properly’, including guidelines, methods and materials for using individual and group reflections, and an adequate assessment guidelines for reflection as a core transferable competence. All the outputs can be found on The main target groups of the project were teacher in higher education and adult educators in non-formal education, the project directly involved more than 1500 persons. The project activities included a thorough analysis of different resources on the topic, development of methods and materials for reflective practices in higher and adult education, testing of the materials in combination with training events and valorisation activities.
On an on-line open-access platform of the project lecturers, trainers and stakeholders can find the following outputs of the project:
– The analysis of literature and practices of reflection in higher education and adult education;
– The publication on reflection and inner readiness “Holding space”: the handbook includes 5 main parts: guidelines and principles for reflective practices, supported by practical examples-stories, the contextualisation of REFLECT, an introduction to an “inspirational box”, how theoretical concepts can be applied in practice (the full inspirational box can be found online too); guidelines for careful assessment, a summary of a review how blended learning enhances reflection.
– The folder on reflection and inner readiness which was used in training events. It provides principles and guidelines for reflection, including introduction of inner readiness and careful assessment. The folder was written in the form of letters. It can be used for both individual learning and training. All letters are written in an essayist way, creating hopefully a kind of a reflective space in which one can start questioning his/her own practice as educator.
– Report of the testing phase. During the training/testing phase we run 42 test cases. After that we looked carefully in the reports of the test cases, processed the data in a reflective and creative way using the qualitative research method of poetic inquiry and came to valuable insights which helped us answer the main question: “how do we become better facilitators of the reflective process?” The report was at the core of dissemination events.
– Joint training module ‘reflection in higher and adult education’. This module will be run after the project by the partner organisations.
– The review on blended learning and reflection, which emphasizes an integral didactic approach integrating both on- and off-line interaction with learners to co-create a reflective atmosphere.
The partnership of the project represented different regions of Europe: Iceland (North Europe), Italy (South Europe), Lithuania (East Europe), Belgium (West/Central Europe). In this way, cultural diversity was evident. It was valuable to discuss educational practices, their similarities and differences in the four countries. But the major strength of the partnership was the complementary knowledge and expertise coming from the fields of higher education and adult education (4 universities and 4 non-formal organisations). The differences between the perspectives of the partner organisations posed challenges but also enabled us to explore and discover new horizons. As it is indicated by an insight from the testing report, written after the testing phase of the project: “Dialogue and fruitful conflict between non-formal and formal participants brought the group’s attention to the impact of atmosphere and environment on the quality of reflection and the reflective methods we can employ in our practices.”

EU Grant (Eur)

Funding of the project from EU: 245429,42 Eur

Project Coordinator


Project Partners

  • Landelijke organisatie Outward Bound BelgIië
  • Áskorun ehf
  • A.S.D. Kamaleonte