One of the key pillars of the LiLI – Life and Language Skills + Intersectionality for Migrant Women Integration project is its needs-based approach, developed within Work Package 2 (WP2).
This phase represents a core element of the project’s adult learning strategy, ensuring that education, inclusion and empowerment are addressed in an integrated and learner-centred way.
What is a needs-based analysis in adult learning?
In the field of adult education, a needs-based analysis is a crucial tool to design learning pathways that are relevant, accessible and effective. It is a structured process aimed at identifying the real learning needs, motivations and constraints of adult learners, rather than relying on predefined or top-down educational models.
Within LiLI, the needs-based analysis combines desk research with participatory adult learning methodologies, placing migrant women at the centre of the process. This approach aligns with EPALE principles of lifelong learning, inclusion and learner empowerment, recognising adults as active agents in their own learning journeys.
The role of WP2 within the LiLI project
WP2 lays the foundations for the Language & Life Skills Learning Catalogue, which will later be translated into microlearning content and digital resources. The analysis conducted in this phase directly informs:
- the identification of priority life skills for social and civic participation,
- the integration of language learning and real-life competences through CLIL,
- the adoption of flexible, learner-centred microlearning formats,
- the accessibility of digital tools for adult learners with diverse backgrounds.
By embedding adult learning principles into WP2, LiLI ensures that education becomes a driver for social inclusion, rather than an additional barrier for women facing structural and intersectional disadvantages
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Why participation and empowerment of migrant women matter
Migrant women often remain underrepresented in adult education design, despite being among those who could benefit most from inclusive learning opportunities. LiLI addresses this gap by promoting participation and co-creation as key components of WP2.
Through focus groups and co-design sessions, migrant women are actively involved in:
- expressing their learning needs and priorities,
- sharing experiences related to language, work, care responsibilities and civic life,
- identifying barriers to participation in adult learning,
- contributing to the definition of relevant and empowering learning content.
This participatory approach supports empowerment in adult learning, transforming beneficiaries into contributors and recognising experiential knowledge as a valuable resource.
From needs analysis to inclusive and empowering adult education
The outcomes of WP2 ensure that the learning solutions developed within LiLI reflect the complex realities of adult migrant women, where gender, migration status, socio-economic conditions and family roles intersect.
By starting from real needs and lived experiences, LiLI strengthens:
- inclusion in adult education,
- learner engagement and motivation,
- relevance and sustainability of learning outcomes,
- long-term impact on social participation and active citizenship.
In line with EPALE values, WP2 demonstrates that effective adult learning for inclusion and empowerment must begin with listening, participation and co-creation.