In 2005 in Europe 10,8% of adult working age population (24-64) has participated in Non Vocational Adult Education (NVAE); one benchmark adopted by the Council in 2003 was to reach an average level of participation of at least 12.5%. Recent studies (EAEA, Adult education trends and issues in Europe, 2006; Eurydice, Non vocational adult education in Europe, 2007) show common participation patterns in NVAE: participation declines with age; participation rates increase as the level of education of the participants rises; the main obstacles are lack of time, of money, of custo mized learning paths, unsupportive social environment, bad previous learning experience, and so on. NVAE learning paths lack of attractiveness: they are stereotyped, dont't valorize adults learning styles and biographic elements, are inadequate for elderly people. Successful approaches are often diffused only in restricted contexts, and the good pedagogic practices are not standardized nor recognized out of those contexts. Project LEAD-LAB moves from the hypotesis that an andragogic paradigm based on personalization and self-learning approaches allows to develop NVEA paths that improve adult partecipation in Lifelong Learning and to promote successful learning outcomes. LEAD-LAB aims to support european NVEA system by developing a new andragogic approach integrating personalization and self-learning methodologies on the basis of the model and practices developed and applied in the partner countries; it also aims to introduce a new professional, a teacher/trainer in possession of the strategic competences to guide and scaffold adult learners, the "Learning Personalization Trainer" (LPT).The expected results are the following: to identify a shared definition of "personalization" in education; to gather the european best practices about personalization, self-learning and other successful strategies in adult education; to develope an andragogic integrated NVAE model, the LEAD-LAB model; to produce the Guidelines for the application of the model; to define the competences of the LPT; to develop and test an experimental course to train the LPT; to validate the effectiveness and the efficiency of the model and the course; to create local nets and disseminate the results of the project.The expected impact is the adoption of the outputs of the project by the partners, hte key actors of the local nets, the experts, the adult education institutions and the policy maker of the involved counties in the perspective of the improvement of the quality of european NVEA system. The consortium language will be English, with local version of the experimental course and othe products in the partner languages.