CONTEXT: In September 2015, the General Assembly of United Nation adopted the 2030 Agenda for Sustainable Development that includes 17 Sustainable Development Goals. Building on the principle of “leaving no one behind”, the new Agenda emphasizes a holistic approach to achieving sustainable development for all. If we do not adapt and enhance adults’ skills, they will be left behind. This challenge is at the heart of UNESCO’s global mandate, as reflected in the Education 2030 Framework for Action for the implementation of Sustainable Development; Goal 4. Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (Annex I). The most recent document of the EU on education is Education and Training 2020. The main objective of the ET 2020 strategic framework is to support member states to further improve their education and training systems. In addition, within the strategic framework of the ET 2020, one of the common goals has been set is the improving the quality and efficiency of adult education in lifelong learning (epale.ec.eu).The adaptation of adult groups to technology and related scientific facts brings various problems. It is clear that the digital transformation experienced today will continue during the new normal period. This pandemic once again shown us that humanity needs more creative thinking and behavior. Especially adults who have not taken a formal or informal technical education in their lives more difficultly adapt to these processes. It is hard for these individuals to receive a formal education in terms of time, cost or life conditions. STEAM provide basic infrastructure, which becomes inevitable in the personal and social development of adult individuals, within the framework of creative applications, open a new way out at this point. Reconstruction of STEAM for adults will be able to prepare individuals for rapidly changing conditions quite quickly. The multidisciplinary understanding of STEAM present the difference in a systematic way, will open new doors for many adults who have employability problems, from retirees to low-qualified individuals and from disadvantaged groups. Creativity-based STEAM trainings will provide people new perspectives on their social lives, professional studies and problem solving skills.OBJECTIVES: Given that STEAM knowledge is constantly changing, it is critical that everyone, STEAM professionals as well as common citizens alike, is able to update their STEAM understanding. In fact, STEAM is a lifelong learning resource not only for children but for adults at all levels as well. Consequently, the objectives of the proposal for adults are: 1. To develop and practice lifelong learning skills in real world contexts.2. To learn and interact with family and other adults in increasingly meaningful ways, modelling adult thinking and social problem-solving including acceptance, self-confidence, self-monitoring and team play.3. To explore and experiment with efforts to be increasingly independent and responsible.4. To begin to master skills and interests, make initial decisions about the kind of life they hope to pursue, and to develop a sense of self.TRANSNATIONALITY: Transnationality has two main components. First, the phenomenon of globalization gains momentum with technology and the mobility of goods, services and labour increases. Each country within the STEAM concept develops various applications within the framework of universal criteria. The rediscovery of applications previously developed in different countries or regions carries an element of time and cost for other countries. Thus, the transfer of different applications can only be developed in transnational collaborations.Second, in recent years, the concept of localization has been gaining weight as a kind of opposition to globalization, especially in the context of the culture industry. In this phenomenon in which cultural differences and local elements are emphasized, local elements have started to take an important place in the goods and services markets.Sharing cultural differences is essential for the growth of creative industries, increase in product diversity and cultural diversity. In this respect, the transnational nature of the project is necessary in order to ensure intercultural interaction.TARGET GROUP: Mid-aged adults: 25-49 years old who are desired to be encouraged to participate in learning, have the potential to be employable and have low certified qualifications.Senior Adults over 50 years old who are long-term unemployed and/or who do not have the skills to meet the needs of the age and need to be supported towards active citizenship behaviour.INTELLECTUAL OUTPUTSiO1: Culture vs Creativity; STEAM Literacy QuestionnaireİO2.STEAM Module for Intergenerational LearningİO3. The Open STEAM plus Portal

According to Organization for Economic Cooperation and Development (OECD) by the year of 2018 there are more than 65 million forcibly displaced persons in the world, including 22.5 million refugees, with the vast majority in developing countries. 1951 Geneva Convention related to the Status of Refugees, have granted full labour market access for refugees, which has not been necessarily the case for those with complementary or temporary protection status or indeed refugees pending the determination of their asylum application. In addition, some countries have specific rules for persons whose application has been denied but their deportation suspended and who may be entitled to work under restricted conditions. After fleeing war or persecution, the opportunity to work and earn a living is one of the most effective ways people can rebuild their lives with dignity and in peace. From this perspective, the main purpose of this project is to promote a social inclusion of those forced to flee their homes by advocating for their right to live and build their livelihoods through their new life expectancies and interests. With this project, it is aimed to determine refugees’ social life expectancies by organizing focus group interviews and develop refugee information forms. The project also aims to find solutions to the language, vocational/non-vocational skills and social cohesion problems of the refugees who are the target group in selected project regions Turkey, Italy, Greece, Spain and Poland together with host citizens in project areas. To achieve this objective, society-oriented and individually emphasized activities that promote the integration of refugees will be carried out. By developing a preliminary test during periodical workshops, a brand-new social tool that tackle with migrant related issues will be devised. In line with this tool, an inventory, called Invented Life Inventory (ILI), that deals with social, educational and vocational parameters affecting the life expectations and future plans of refugees will mainly embrace the heart of this project.With this multi-dimensional and multi-cultural inventory, it is ultimately targeted to include refugees into vocational and/or non-vocational educations so that they can be guided to directly to the labor market if they are certified with sufficient vocational skills or they can be suggested for further educations in related fields. Certification of the trained refugees is of paramount importance in terms of achieving the main goal of the project for its motto “Invented Life”.Invented Life is not a personal test project by itself. It will have greater impact on the participants who enrich the community they live with the development of language education and orientation, non-vocational and vocational education programmes and certification processes for them as individuals who can work in accordance with the legislation of the host country.The project will continue supporting the inclusion of the certified refugees in the labor market as trained, qualified work force and thus enabling the social integration of them much faster and more profitable for the host countries. The Intellectual Outputs that the project is trying to achieve in the final alaysis are as follows:O1: Development of Invented Life InventoryO2: I dream. I desire: A Short DocumentaryO3: Development of Non-Vocational Education ModuleAs to long term and permanent impact and benefit of this project for the refugees, recognition, validation and accreditation of their knowledge, skills and competencies will make them gain a permanent and more reliable place in society and feel much safer compared to the period prior to the ILI inventory. For these reasons, devising and implementation of brand new tools (Social Adaptation portfolio and Invented Life Inventory) offering solutions for related international migration issues especially in the fields of vocational education and certification of their professional skills constitute the main activities directly affecting the outcomes and impact of the project.