The various phases in the development of the TEACh were run by different organisations and invoved different partnerships. This complex structural framework is due to the project-based nature of the work, which does not necessarily require long-term commitment from the parties involved, nor does it lead to a formalised organization. As a result, by “stakeholders” we understand here organisations or institutions that have a legitimate interest in the project or the entities resulting form the project. Although the broad definition might include also persons who have a ‘stake’ in the project outcomes (i.e. tutors), we refer here to major stakeholders only.

Västra Nylands folkhögskola – The Adult Education College of Västra Nyland, Finland, www.vnf.fi

Folkehoejskolernes Forening i Danmark, The Danish Association of Folk High Schools, www.ffd.dk

 

Educational Centres Association, The United Kingdom, www.e-c-a.ac.uk

 

Fédération Nationale des Centres Sociaux et Socioculturels de France, The French National Federation of Social and Socio-cultural Centres, www.centres-sociaux.asso.fr

SYNTHESIS Centre for Research and Education Ltd, Cyprus, www.synthesisre.org

Previous Partners

Debreceni Egyetem - Lifelong Learning Központ, The University of Debrecen - The Lifelong Learning Centre, Hungary, www.unideb.hu
NOTE: The Lifelong Learning Centre has been restructured meanwhile and no longer exists in the form mentioned here, hence it does not act as stakeholder; the staff involved in the development of the TEACh outcomes are still acting as partners on individual basis.

Instituto di ricerca educative per la Lombardia, The Lombardy Institute for Education Research, Italy.
NOTE: The Institute has been restructured and no longer exists in the form mentioned here, hence it does not act as stakeholder; the staff involved in the development of the TEACh outcomes are still acting as partners on individual basis.

Magyar Népfőiskolai Társaság, Hungarian Folk High School Society, Hungary, www.nepfoiskola.hu
NOTE: The Hungarian Folk High School Society took part in Phase I of the project (the research stage) and does not act as stakeholder in the form understood here.