In campus de helix - centre for adult education, more than half of all courses are language courses. Dutch 2nd language takes 40 % of this. The teaching of a 2nd language aims at new immigrants speaking a different language. New curricula and a changed situation of immigrants will lead to more emphasis on language mastery of non-Dutch speakers who have lived in Belgium for a longer time. The language mastery should lead to a better social integration and increasment of job opportunities as well as to a more successful school career. The centre will also become more important for Second Chance Education which focuses on important activities for unemployed and non-qualified students attending courses to improve their living quality. In the two years ahead the centre wants to focus on improving basic language skills by students having problems on getting qualified because of their deficient language proficiency. Therefore the centre wants to look for innovating teaching methods and implement them in the classroom practice. This competence based language teaching has to be screened on the assessment models of the CEFR. To meet this needs, two activities will be organized: • Two teachers will visit a European institute for language teaching for 5 days. While teachers are qualified to teach both Dutch as a foreign (European) language, they can easily cooperate with colleagues in Europe to discuss or experience didactic methods and exchange educational or evaluation documents that are developed on the CEFR. • To (re)experience the role of learner four teachers will attend language courses in a European country. So they will also be able to observe didactic methods and documents of a colleague in another country. To not disturb the organization of the centre, these languages courses of one week will take place in Summer. This master plan takes part in an international project of lifelong learning and will therefore contribute to sustainable development of students and staff. • Adult students are stimulated to make progress in their language skills to improve their key competences in study and life. • Teachers will improve both language proficiency and teaching skills on innovating didactic methods or tools. Experience and tools will afterwards be shared with colleagues. During the project contacts will be made to establish communication with native speakers both for teachers as for students using modern communication technology and social media (Facebook, Dropbox). To evaluate improvement and acquisition of language proficiency and skills and to make this process visible, participants will use the Europass Language Passport. Along with this language and culture-oriented project, we want to investigate how European partners and contacts detect, register and validate previously acquired knowledge and skills. Finally management competences will be improved by attending seminars and courses on general educational subjects such as Continuing Professional Development and Evidence Based teaching and learning. Visiting the Dene Magna School in the UK will learn us more about self-managing teams to improve organization and efficiency of education.