<< Objectives >>Through delivering CAREER COMPASS, partners aim to support young adults in our communities to develop their career management and resilience skills for the post-pandemic society, and labour market. We aim to improve the provision of lifelong guidance in our regions, and to enhance its integration into lifelong learning structures, by developing a suite of 40 micro-learning resources linked to the Scottish CMS, and supporting the development of local synergies between education sectors.<< Implementation >>If selected for funding, CAREER COMPASS partners will implement the following activities: - Develop a toolkit of 40 micro-learning resources, accompanied by self-reflection activities for young adults, and a 40-hour curriculum for adult educators to deliver these resources. - Develop and deliver a CPD programme for adult educations - tested at an LTTA and through national piloting. - Create local synergies between education sectors at our planned Multiplier Events and the Final Conference.<< Results >>CAREER COMPASS partners will develop the following results:- 40 micro-learning resources addressing the 4 thematic areas of the Scottish Career Management Skills Framework - Self, Strengths, Horizons and Networks; and addressing 4 resilience topics. - 40 one-hour lesson plans and activities sheets to accompany the video resources. - 3 modules for a CPD programme for educators, supporting them to use micro-learning approaches in AE.- Career Model Canvas tool, integrated into a MOOC platform.

In recent years, the EU has experienced an unprecedented influx of migrants, refugees and asylum seekers hoping to live the European dream and build a new life far from their countries of origin. Migration is a very complex phenomenon, capable of having significant economic, social and cultural implications, but it is not a new phenomenon for Europe. Migrant communities - in fact - have always made a major contribution to the economic development of the Union and to the social and cultural diversity that characterizes the current European society.Nowadays, migrants, refugees, and asylum seekers are likely to face greater social exclusion than the indigenous population, mainly in terms of access to education, social services, health, and employment. Among them, women and girls are particularly at risk and need appropriate gender-sensitive policies and measures on migration, asylum, and integration. Migrant women and girls are able to have an extraordinary and positive impact on the host country, especially if they are able to become a resource and an advantage for the host country. The role of migrant women and girls within their families and communities should be recognized as crucial and particular emphasis should be placed on their empowerment. This is why 6 partners from 6 European countries (FR, IT, IR, IR, CY, AT, HR) have worked intensively for 24 months to promote a more effective migrant integration system that recognizes migrant women and girls as leaders/facilitators of integration and community.During the duration of the ENGAGE project, the partners worked - to develop a bespoke integration leadership curriculum for migrant women and girls that enables them to acquire key skills essential to their new role as integration leaders in their community It is a 65-page document presenting learning modules and resources developed to develop skills, knowledge, and competences through non-formal and informal learning methods. It is available in 6 EU languages (EN, FR, DE, GR, HR, IT) and structured in 6 modules (interpersonal skills, assertive communication, cultural structuré, communitý empowerment, civic engagement, leadership, etc) - to develop a training program for trainers/educators and migrant support workers working in migrant support centers that provides clear guidance and suggestions on how to address and implement training content and activities for migrant women and girls. It is a 40-page document available in 6 EU languages (EN, FR, DE, GR, HR, IT)- to develop a toolbox containing 75 resources to support the integration of migrant women and girls and an online learning platform available in 6 languages (EN, FR, DE, HR, IT, GR) - a policy paper to promote policy change at local, regional, national and EU levels.

<< Background >>According to the national strategies in all countries of partnership special attention is given to the field of adult education. One of the main goals in this area to establish a system of quality assurance in adult education. Available analyzes of the adult learning situation not only in the project partnership countries show that this segment can not be seen as a coherent system. It is more likely free market environemt based on supply and demand, which is partly regulated (eg retraining). However the sector of informal adult education can be defined as a public interest and there is a consensus that it is one of the important tools for the realization of social development goals, including the readiness of our society for a competitive economy. Neverhteless in reality the adult learning providers are still are facing other reality. The absence of rating tools for quality measurements has an impact on the tender contracting authorities are defining various sub-criteria that do not guarantee the quality of implementation of the educational process. This project reflects also an opportunity to use the new indicators in the drafting of a new Lifelong learning Act, but also when setting educational quality criteria for the institutions of formal and non-formal education.An important precondition for the quality and effectiveness of adult learning are effective strategies for informing adults about learning opportunities for their development. It is important to create mechanisms for monitoring the effectiveness and quality of education. Potential applicants for education should have information not only about their own educational offer, but also about the quality of providers of this education. The development and use of the new model of rating and/or Quality Assurance seems to be the first step in improving the relevance and efficacy of VET provision with regard to labour market relevant qualification and companies needs.<< Objectives >>The proposed new quality rating system will comprehensively validate criteria of an educational institution and consequently allow:a)develop the quality elements of the educational institutionb)promote the educational institution itself on the basis of a quality labelc)to give an clear information to customers about price and quality ratio.<< Implementation >>All project activities will be prepared, managed and implemented on predetermined success criteria in order to achieve the main project goal. During the realization following activities will take place:Activity 1 - COMMON QUALITY RATING MODEL SETUPThis activity will aim to create a common quality rating model for adult learning institutions.It will include expert calls with local stackholders in each country with perception of adult education quality and possibility of nationwide application of quality rules. Discussions on setting individual rating levels and their criteria and evaluation procedures will be held. At the same time, the outputs that have already arisen in the Czech Republic will be used. The result, summarised in IO 1 will cover Specification of theQuality rating model for ALI, describing the overall philosophy of rating, individual quality levels, criteria for assigning educational institutions to these levels, and procedures for this rating, including country-specific adaptation. It is assumed that the main areas of evaluation will be learning background, the process of education and the measurement of its effectiveness, material and technical background, customer approach (should there be this division into circuits?). After piloting, the model will be modiActivity 2 - METHODOLOGIES and RELATED DOCUMENTSIn this activity methodologies will be developed (see also IO2 section):a)methodology of self-evaluation of educational institutions with a related self-evaluation questionnaire based on it,b)ALI evaluation methodology for external assesorsc)the methodology of preparation of educational institutions for rating.The development of the methodologies lead to the project objectives to ensure standardised and tranparent approachActivity 3 - PILOT PREPARATIONThe aim of this activity is to prepare and involve the main project actors - adult learning intitutions (ALI) and assesors.First, piloting assessors will be selected in each country, according to the requirements set out in the evaluation methodology by external evaluators. They will be provided with training on assessment rules and procedures, in full-time form, as the e-learning form is still to be developed. At the same time, a sample of 15 pilot adult learning institutions will be selected in each country. This selection will be made to include different types of adult education institutions, in particular taking into account the different size and breadth of their focus. these will be provided with training, also in full-time form, as the e-learning form is still to be created. Other pilots and other educational institutions will be approached and, if interested, included in the evaluation mechanism after piloting, modifying methodologies and creating e-learning. they will receive consultative support. Activity 4 - PILOT ROLLOUTThis activity consists of the new rating model implementation and evaluation of results achieved. Following Activity 3, selected educational institutions will carry out self-evaluation by means of an self-evaluation questionnaire to be categorised in the appropriate quality level. They will then be visited by the external assessor, trained within the previous project activity by Assesor from the project team. Each partner will provide a training to 3-5 external assessors. Who will review the self- evaluation provided by the ALI according to the methodology and make correction and updates. Workshops with the assessors will be held to obtain their findings. Also feedback from the evaluated educational institutions will be obtained.Activity 5 - On-line toolsThe on-line tools will be created and published in this activity. The aim is to provide an IO in a form of e-learning modules for assessors and for educational institutions as well as the on-line platform for adult education institutions (with the user ogin), intended also to other target groups - customers, public authorities etc.<< Results >>The main results of the project are:1.Common open standardised on-line quality rating system for Adult Learning Institutions (ALI)2.On-line Adult learning institutions quality rating platform with e-courses related to the Assessors methodology and ALI-self evaluation3.Methodologies to be applied4.Recommendations for national quality assessment policies for adult education institutionsAcitivity 1 - As an outcome of the this project activity an inelectual output IO1 consisting of 2 parts will be produced:a)On-line quality rating modelb)Recommendations for the national authorities on steps and actions towards an successfull implementation of common quality rating system in adult learning environementActivity 2 - Activity 2 - METHODOLOGIES and RELATED DOCUMENTSIn this activity methodologies will be developed (detailed specifications see also IO2 section)Activity 3 - PILOT PREPARATIONAs an outcome of the this project activity an inelectual output IO3 will be provided : Training mateials full-time and e-courses setup and implementation, furthermore 2 partial outputs will be delivered: List of Adult learning institutions adressed and finally involved - 10 per partner country, List of Assessors involvedActivity 4 - PILOT ROLLOUTBased on this as the IO 4 an Report of the a quality rating system pilot will be provided. Furthermore update on methodologies and training materials will be developed. Activity 5 - On-line toolsThe aim is to provide an IO in a form of e-learning modules for assessors and for educational institutions as well as the on-line platform for adult education institutions (with the user ogin), intended also to other target groups - customers, public authorities etc.

<< Objectives >>Approximately 25% of adults aged 25-64 years in the EU (70 million adults) have not completed any formal education beyond lower secondary education. Of these, 20 million adults left the education system with no more than primary education. By implementing the ONE-STEP-UP project, partners aim to support Europe's low-skilled adult learners to re-engage in education and training, by using micro-learning approaches to make adult education accessible and flexible, to encourage their participation.<< Implementation >>ONE-STEP-UP partners plan to implement the following activities: 1 - Deliver professional development training to 40 adult learners across the project team (5 per country)2 - Deliver training to 16 educators at a transnational training event in Czechia. 3 - Engage 240 low-skilled adult learners in completing one-hour of training at learning festival events in each partner country. 4 - Host 50 policymakers, external stakeholders and public bodies at a final conference in Lithuania.<< Results >>ONE-STEP-UP partner plan to deliver the following project results: 1 - Educators' Toolbox comprising 24 micro-learning digital resources to build basic skills and competences of low-skilled adult learners. 2 - Professional Development Training for Adult Educators to support them to develop their own micro-learning resources to engage hard-to-reach adult learners in education. 3 - MOOC Platform4 - Policy and Practice Recommendations Report to present ONE-STEP-UP as a best practice model.

"Key competences foster the ability to participate in social life, widen job opportunities and improve the socio-occupational conditions of citizens, among these the project ""Digital Clil for all"" wants to strengthen the digital and multilingual skills of adults. According to what is indicated by the recommendations of the Council of the European Union in 2018, one of the characteristics of key competences is the possibility of being acquired and strengthened during the whole life and the fact that they represent the base to exercise an active citizenship. Despite the importance of soft skills, the latest reports on the topic show a European contest still lagging behind, especially with regard to the adult population: 44% of the population holds basic digital skills and 35.2% knows an extra language compared to the native. Given the importance of strengthening transversal skills throughout the entire life, and finding that the level of digital and multilingual skills for the adult population is still too low, the ""Digitalclil 4all"" project aims to create a new teaching methodology to be used for adult learning. The Dital Clil method integrates the CLIL approach (Content and Language Integrated Learning), which uses a second language to convey non-linguistic disciplines, with the use of ICT, enhancing the digital dimension in the teaching process. The general objective is therefore to improve and strengthen the digital and linguistic skills of adult learners for a more active participation in the labour market and European society, to this aim the project will support the teaching staff in the ability of improving the level of soft skills of adult learners through the digital clil methodology and will update the teaching methods for adult learning based on the digital and linguistic experience.The project involves the creation of two Intellectual Outputs: • COMPENDIUM OF BEST PRACTICES ON CLIL AND DIGITAL DIDACTIC METHODOLOGY • GUIDELINES FOR APPLYING DIDACTIC METHODOLOGY DIGITAL CLIL IN LEARNING FOR ADULTSAll the materials produced by the project will be available in 6 languages (Italian, Romanian, Croatian, Greek, Spanish and English) to ensure maximum usability both in the national contexts where the project will be implemented and in other European countries.In conclusion, 20 teachers will be directly involved in the research and output definition activities, which will test the digital clil methodology in 10 pilot courses. Precisely, the teachers will participate in a 5-day training event (4 teachers for each partner country) and they will be provided with all the tools necessary to use the ""digital Clil"" methodology in the classroom. Once back, 10 pilot courses will be launched (2 in Romania, 2 in Cyprus, 2 in Croatia, 2 in Spain and 2 in Italy) in which the methodology will be used in adult classes and for teaching different disciplines chosen by the partner institutions . The results of the pilot courses will be useful to adapt and improve the methodology and deliver a tested product. During the implementation of the project and in order to share the methodology with the stakeholders of the sector, in addition to the 20 teachers, 100 students, 15 experts in innovative teaching methods in the field of linguistic and digital skills, 10 adult training institutes and 200 teachers will be involved. Through the dissemination plan we expect to reach at least 3000 stakeholders (teachers, managers of training institutes and public institutions), 3000 adult citizens."