"<< Background >>For more than 15 years, TRACES has been active in adult education in the fields of scientific and technical mediation and education, and science-society links. In recent years, TRACES has refocused its offer by integrating the dimensions of social inclusion, digital training -and more recently, Open Schooling and Living labs. These repositionings are the consequence of an analysis of existing needs in society (e.g., the role of access to knowledge in the amplification of inequalities or the growing commitments of young people in the search for solutions to global problems), and has been nurtured through a series of collaborations and projects supported by the EU with European partners. To support this change, TRACES has set up a skills development and training follow-up plan for staff members, which involves training with European organizations, and observation periods with European partners active in new domains. This is why TRACES has renewed its application for these mobilities, which in the past have proven to be very useful for the development of new projects and for the professional grow of the team.<< Objectives >>We wanted to implement a skills development policy for the evolution of our team's expertise in our field of action towards inclusive science education, including:- The professional development of trainers and mediators, already experts in the field of scientific and technical mediation, to acquire skills in the field of social inclusion.- Training in terms of methodologies such as Living Labs and Open Schooling for a more relevant science education to face the new challenges of society.- Periods of observation in a work situation, to appropriate working methods and practices that are particularly interesting for the evolution of our structure in the sense detailed above.<< Implementation >>We have been able to implement certain forms of training mobility by two ways: following structured courses or ""job shadowings"", with very diverse actors as partners: a science museum (in Heilbronn in Germany), a third place run by citizens (in Belgium), a reunion of schools in a priority district of Lisbon, a center for scientific culture in Belgrade (invested in a large number of European projects), and another in Porto; and finally a training center in the inclusion of diverse audiences in Lisbon. These mobilities allowed us to renew the team's perspective on issues that we are used to face but with other tools and approaches. This allowed us to share enriching and mobilizing experiences. Despite the pandemic present in Europe, we still managed to maintain a percentage of the mobility stages that were planned at the start of the project.<< Results >>The results of the project were very positive for the people who were able to carry out the planned mobility, but the pandemic made impossible to carry out some others, which was quite frustrating for part of the team, who saw their plans postponed or even canceled because of the difficulties of partner organizations. But for the mobilities carried out, the results have been precious: discovery of tools, methodologies, meeting of possible partners on future projects, exchange of good practices, enlargement of the Association's network, strengthening of links with associations similar to ours, possibilities of organizing courses or other training stages with the partners we met, among others."

"Since 11 years the non profit association TRACES is active in adult training in the field of science engagement, science and technology education, digital transition. Traces develops its training and CPD in collaboration with research institutions, universities, science centres and museums, companies. At present, Traces is the repositioning the main focus of its training activities by developing further the training involving the social inclusion dimension. The choice of this repositioning arose from the observation of emerging needs (that is, the role of access to knowledge in amplifying inequalities), and was able to be implemented thanks to several collaboration with European partners, in some cases supported by EU fundings (H2020). To support this change TRACES has set up a professional development plan for part of its staff that involve European trainings and observations periods in institutions that were identified as particularly active in these fields (and with which for most cases on-going collaborations are already in place). The Erasmus + project ""From science engagement to social inclusion"" took place during two years and was a success. Members of staff who benefited from these opportunities, were very enthusiastic about the experience and gained a lot in their personal and professional development both at individual level and for the organisation's development.In order to take the agenda of social inclusion further into the organisation's development plans, TRACES has been able thanks to Erasmus + funding to organise a training and skills development program for most members of its team : - Professional development of trainers, already experts in training adults on science engagement and science and technology education, to develop new competencies in the field of digital education, and in the field of social inclusion. This included short term professional development courses to intercultural approaches, facilitation training to deal with learners from underprivileged communities, or being in exclusion conditions. 6 training mobilities in total were organised, involving trainers, people in charge of social inclusion via digital training (E-Fabrik', Rayon Science) , person in charge of assessment, allowing to develop theoritical and pragmatical frameworks of training projects for social inclusion.There has been just one disapppointment regarding a structured course (with Europass Berlin) in which the participant didn't learn much on top of what he already knew. He gained though from networking with other participants of the course. - Job observation periods, in order to acquire working procedures and training development that were identified as particularly relevant for the evolution of our institution. This observation involved training project managers and also the assistant to the director : it took place with partners Sardegnaricerche, Italy; Science Gallery Dublin, Ireland ; Science Centre Netzwerk, Austria; Museum für NaturKunde Berlin, WAAG society Amsterdam, NEMO Amsterdam. This two legged development plan has allowed TRACES staff to embed new, innovative practices spotted at EU level within the local offer, but also to anchor Traces activity in the European networks. Form a strategic point of view, the key issue was to ensure, through the professional development of the staff, to scaffhold the change process undergone by TRACES to integrate the social inclusion dimensions in the current science communication trainings, thanks to solid links already established with the European partners in previous EU funded projects (FP7, H2020 or Gruntvig Erasmus +)."

"Since 13 years the non profit association TRACES is active in adult training in the field of science engagement, science and technology education, science in society and digital transition. Traces develops its training and CPD in collaboration with research institutions, universities, science centres and museums, companies. At present, Traces is the repositioning the main focus of its training activities by focusing on the links between science education and social inclusion. The choice of this repositioning arose from the observation of emerging needs in society (that is, the role of access to knowledge in amplifying inequalities), and is being implemented thanks to several collaborations with European partners, in some cases supported by EU fundings (H2020, Erasmus+). Several international recognitions (the label ""la france s'engage"" and ""Grand école du Numérique"" ; the ECSITE Mariano Gago award; several projects supported within H2020, Erasmus +, FEJ,...) confirm the right choice os such a learning pathway for our organisation. To support this change TRACES has set up a professional development plan for part of its staff which involves European trainings and observations periods in institutions that were identified as particularly active in these fields (and with whom in most cases on-going collaborations are already in place).More specifically, the project involves:- Professional development of trainers, already experts in training adults on science engagement and science and technology education, to develop new competences in the field of science education and social inclusion. This would include short term professional development courses to intercultural approaches, facilitation training to deal with learners from underprivileged communities, or being in exclusion conditions, as well as the needs and opportunities of organizational change to tackle these issues. These CPD will take place in Danemark and Italy in 2019, and Slovenia in 2020.- Job observation periods, in order to acquire working procedures and training development that we identified as particularly relevant for the evolution of our institution as explained above. This observation will involve the director, the training project managers, the person in charge of the communication and an explainer. They will take place in Science Centre Netzwerk, Autriche; Science Gallery London + King's College, UK OR Aberdeen , Ecosse, OR Continuum, The Netherlands; Nemo science centre, The Netherland; Politecnico of Milan, Italie. This two legged development plan will allow TRACES staff to embed new, innovative practices spotted at EU level within the local offer, but also to anchor Traces activity in the European networks. Form a strategic point of view, the key issue is to ensure, through the professional development of the staff, to scaffhold the change process undergone by TRACES to integrate the social inclusion dimensions in the current science communication trainings, thanks to solid links already established with the European partners in previous EU funded projects."

‘Tinkering EU: Addressing the adults’ uses the Tinkering methodology with the goal to foster the socio-educational and personal development of adults, as well as their participation in civic and social life. The project aims to build adults' engagement with science, improve their 21st century skills and address their low science capital. Tinkering is an innovative pedagogy pioneered by the Exploratorium of San Francisco. It supports the construction of knowledge within the context of building personally meaningful artifacts. It designs opportunities for people to “think with their hands” in order to construct meaning and understanding and develop skills useful for a lifetime. Research shows that Tinkering holds key benefits for learning, especially for those who say “they are not good at science”. The project emerges from: -disengagement of many people in Europe with science -Technology/science competence gap increasing among citizens of different generations in Europe-Need for 21st century skills in social and professional lifeThe project addresses adults and their families as well as adult educators (museum staff and community leaders). It will reach directly about 600 individuals through:-development of Tinkering activities that will be tested and integrated in the museums 'offers'.-definition of a methodological framework on the role of Tinkering in adult engagement.-organisation of small-scale and transnational training workshops for museum staff and other adult educators, building their knowledge and skills in Tinkering.-multiplier events for educators and other adults, carried out in the museums and or community centres/other settings. -dissemination actions at local, national and European level.Resultsa) A series of Tinkering activities for adults b) A methodological framework for the use of Tinkering to develop adults’ 21st century skillsc) Small-scale training and transnational training events for museum staff/adult learning organisations.d) Multiplier events for the wide implementation of the activities, carried out with the involvement of adults from different socioeconomic background.e) guidelines for focus groups that will explore the way museum educators work with adult groups and families especially those from disadvantaged communities. f) a website containing all resources and activities from the project available to everybody.g) a Europe-wide community of practice working on Tinkering and AdultsQualitative impactAdults: development of 21st century skills for adults and improvement of their relevance with scienceEducators: improve their expertise in engaging with people from different backgrounds, use of new resources, material on Tinkering in their adult and family groups' workshops.Disadvantaged communities: empowerment of adults through engagement in science.For the communities: development of expertise in using innovative tools such as the tinkering approach in their services and introduction to notions such as the Science Capital concept that could impact on other sectors of their work too Overall the project aims to sustain a community of practice at a European level, contributing to the desire for informal learning organisations to become more inclusive places.

The two-year-project „Promoting Intercultural Science Education for Adults” (PISEA) aimed at promoting intercultural awareness and competences in adult science education in informal science education institutions.The project started in 2017 after the refugee crisis had passed it’s climax. Because of the ongoing constant stream of refugees European societies faced their greatest transformation and challenges for the last decades. Good-quality education and access to education play a decisive role for the successful integration of disadvantaged groups such as refugees and migrant groups into society as well as for social cohesion in European societies.Science centers, science museums and other adult science education institutions that use interactive, hands-on methods can play a relevant role offering inclusive and accessible science education for adult refugees and migrants, but so far there was a lack of awareness on how to address these disadvantaged and diverse target groups and how to offer science education which is relevant for them.The objectives PISEA included:•Improving science educators´ competences regarding intercultural work and working with marginalized groups through resources and trainings •Encouraging intercultural dialogue by transforming the role of science centers and museums•Promoting key competences of migrants and refugees (such as basic mathematics and science competences, language competences, social and communication skills and the ability of learning to learn)•Networking and expertise sharing between refugee/migrant organisations and adult science learning institutions across Europe•Raising awareness for intercultural issues and social inclusion, making it a priority for European institutions of informal adult science education The project developed a comprehensive set of innovative resources and measures to enable science centers and other institutions to offer relevant and interculturally sensitive science education:•Key Competences for Science Educators, Facilitators, and Science Engagement Institutions:The idea of this set of Intercultural and Inclusive Key Competences for professionals in science engagement is to provide an overview of relevant and helpful competences and skills for working with marginalised groups of adult migrants and refugees. It is an extensive, but, of course, not complete list of competences and skills, that we as practitioners have found valuable. •Training Resources for Intercultural Training of Science Educators/Explainers: The professional development of science engagement institution staff and the development of intercultural key competences are essential for the initiation of deep and lasting intentional change. Scientific educators, facilitators and other staff members already possess many skills that are also useful for working with new audiences. For specific aspects and skills, staff may require additional training. This concrete and innovative tool offers practical tools for staff members to develop or improve their Intercultural competences. The resource is a series of training modules that are designed for use in training workshops. They can be held separately or as a tailor-made training course with several (or all) modules combined.•A Handbook for Adult Science Education Institutions that serves as a quick-start toolkit for institutions interested in improving their institution as inclusive science learning places for adult refugees and migrants and in offering relevant science learning activities. The handbook includes good practice examples and lessons learned from intercultural small scale activities, an intercultural/diversity scan for science centers and museums and examples of Intercultural mission statements.The outputs and activities of the project have been disseminated at local, national and European levels through multiplier events, participation in conferences, and are easily accessible as Open Educational Resources on the PISEA website, the partners’ websites, the EPALE database, the Scie-Citizens Smart Practices Repository, the AACMR e-library and others.Two transnational trainings were organised in order to train project partners and their staff in intercultural competences, specific science education approaches and the elaboration of relevant science education activities and formats for refugees and migrants. Several Pilots were conducted to develop and test small scale activities that promote basic science literacy and key competences of diverse refugee and migrant groups, or promote intercultural dialogue between refugees, migrants and other social groups.