Organisation and delivery of community education in Limerick City
Erasmus April 2025
Erasmus+ is a European Union programme that supports education, training, youth, and sport across Europe. In community education settings, it provides funding and opportunities for organisations—such as community centres, adult education providers, and NGOs—to collaborate internationally, share good practices, and develop new approaches to learning.
Within community education, Erasmus+ focuses particularly on inclusion, lifelong learning, and reaching disadvantaged groups. It enables staff exchanges, training courses, and study visits, allowing educators to learn from different systems and bring innovative ideas back to their own communities. It also supports partnerships between organisations across countries to develop projects that address common social challenges, such as low literacy, unemployment, or social exclusion.
A key strength of Erasmus+ in this context is its emphasis on learner-centred and inclusive approaches. It encourages methods that remove barriers to participation, promote equality, and support individuals not only in education but also in their wider personal and social development.
Overall, Erasmus+ helps strengthen community education by fostering international cooperation, improving professional practice, and creating more inclusive and effective learning opportunities for all.
Ellen, LCEN development worker, welcomed the visiting Erasmus+ group to the Southill Family Resource Centre alongside colleague Jim Prior. As Development Worker for the Limerick Community Education Network (LCEN), I introduced our work as an umbrella network supporting community centres across Limerick that provide integrated education, advice, and support services.
At Southill, we demonstrated the wide range of supports available, including counselling, family support, mental health services, and community-based education programmes. A key focus of our work is providing accessible learning opportunities, including free courses and accredited Level 5 programmes delivered in partnership with the Limerick and Clare Education and Training Board. These courses are designed in response to both learners’ needs and labour market demands, with strong uptake in areas such as childcare and healthcare.
During the visit, the group also engaged with other community centres in our network. Across all locations, our shared goal is to strengthen community life in disadvantaged areas by creating safe, welcoming spaces that encourage participation in education. Many of our learners face significant challenges, including unemployment, social isolation, and low levels of formal education. For this reason, we place strong emphasis on informal, non-accredited courses as a first step back into learning, helping to build confidence and trust.
Our approach is underpinned by a “wrap-around” model of support, where education is closely linked with social, emotional, and practical assistance. We also work from a co-production perspective, involving learners in shaping programmes based on their needs and experiences. Family learning is central to our model, as we recognise the important role of the family unit—particularly in engaging those who may be distant from education.
The day concluded with a shared meal, which provided a valuable opportunity to exchange perspectives with our international colleagues. It was clear that, despite differences in national contexts, we face many similar challenges and can learn a great deal from one another.
On Friday, LCEN joined the group for their visit to the College of Further Education & Training in Limerick, where they were welcomed by Síle O’Riordan and her team. The college presented its multi-campus model, delivering education across numerous locations and reaching thousands of learners in both urban and rural settings.
Colleagues outlined a broad range of programmes, including Youthreach for early school leavers, basic education initiatives, and vocational training pathways. As in our own work, there is a strong emphasis on supporting learners with complex needs, including mental health challenges and barriers related to disadvantage or previous negative educational experiences.
Particularly noteworthy was the use of non-accredited courses as an entry point into learning, as well as creative approaches that integrate basic skills development into engaging subjects such as the arts and media. The importance of tailored guidance and holistic support was evident throughout, reflecting a shared commitment to meeting learners where they are.
Overall, the visit provided an excellent opportunity for mutual learning and reflection. It reinforced the value of collaboration, both locally and internationally, in addressing shared challenges and developing inclusive approaches to education. Such exchanges are vital in continuing to build effective, learner-centred systems and fostering long-term partnerships.
