Oslo VO Sinsen offers examination-related upper secondary education for adults. The school´s target groups are students with legal rights to upper secondary education; students over 25 years old who have finished primary and lower secondary education or its equivalent, but who have not finished upper secondary education. The school has, at any time, approximately 1300 adult students primarily between the ages of 25-35. More than half of the students attend programme for general studies. They must pass the examination in the following subjects: Norwegian, English, social science, history, natural science and mathematics to be able to apply for university and college education. The rest of the students take vocational subjects within various programme areas, mainly within health and social care subjects. The changes in the student population in recent years have given the school staff new and amended challenges: How can we engage adult students to benefit the best learning outcome in the shortest period of time? It has been shown that the focus on Assessment for Learning has provided better learning effects. With clear learning aims formulations, together with ungraded assessment during the instruction/training periods and students’ self-assessment along the way, adult students have increased their confidence in relation to schoolwork. Awarding of Erasmus+-mobility funds has given us the opportunity to be more flexible in our approach to training of adult learners. We have found that being open to new concepts and practices, which achieve better results, can only help both our staff and students. The participants who have been involved in mobilities, either through visits to schools and academic conferences, have given our students techniques and tools to develop better thinking, more reflections and speaking skills. Thanks to this, the students have learned to be confident about what they see, read, hear and feel is right. In this sense, the participants at the two conferences, P4C and Swindon and the two school visits, Schule des Zweiten Bildungswege and Maidstone, also have gained valuable knowledge about how to build communities of enquiry focusing on students' abilities to discuss and reflect, this helps students improve their oral skills. Developing good questioning has stimulated students' cognitive processes through posing questions for meaning and for value. The students have improved their assessment skills through better reflection upon their teacher's comments on written products. During these two years the participants who have participated in Erasmus+ mobility's, through conferences and school visits, have shown us how direct communication with other institutions abroad is of crucial importance to our ultimate short and long term goals of helping our adult learners. With the sharing culture we have built up in our school, we believe that our students have benefited greatly from the school staff getting additional professional competence and updates within didactic assessment.