"The development of technology, exponential in recent years, has transformed the way in which we relate, interact and communicate. Almost all people have access to mobiles, tablets or computers, which put communication tools in their hands. Just some data to contextualize: the number of mobile cards in the world (SIM used exclusively by people) was 7,800 million in 2017 (GSMA annual Mobile Economy report); Whatsapp supposes 60,000 million messages daily; this communication network and YouTube have 1,500 million active users per month, and Instagram 1,000 million. In addition, 80% of all content consumed online is audiovisual.However, and despite the fact that most adults use these tools, we cannot affirm that they have the necessary skills to understand and have real communication through them. Audiovisual communication goes beyond technical skills and involves mastering the audiovisual language. Audiovisual language is a code that is guided by rules that allow us to produce messages combining images (also in movement) and, sometimes, also sound.The audiovisual narrative is the key factor for communication. European adults need to activate and develop their skills in order to be, not only receivers of audiovisual communications, but also to produce and share their own messages. For this, they have to be able to understand the audiovisual language, build their message and create their story, select the most appropriate means to transmit their message (video, image, illustration), know and use technologies (programs and / or applications) that allow them to ""write"" their message and select critically.Thus, the project has worked to achieve these objectives, and developed a Training in Visual Narrative and Communication (audio), which is available openly and free online, in 5 languages: English, Spanish, Portuguese, Bulgarian and Polish.The project has been deployed around various activities, some of them transversal, which have been essential to guarantee the correct development of the project (they are those of management, evaluation and dissemination). And others, more specific to the creation of the IO - Training in narrative and visual (audio) communication, and which include:1. Working groups with experts in adult training and audiovisual communication - 23 professionals participated in national groups to provide support and guidance for the creation of the IO.2. Design and development of content, programming and creation of OERs, creation of communities, publication of the online program.3. Testing with users and experts - 577 people participated in the Facebook communities (one in each partners language, plus English), and 100 answered the evaluation questionnaires.4. Application of improvements and publication of final IO.During the implementation of the project, especially since the creation of the IO, a broad impact has been achieved. Thus, in addition to the aforementioned figures, we have verified the access of 920 people to the modules of the Online Training Program. Also, thanks to the support of the multiplier events, in which more than 80 representatives of organizations, adults and other stakeholders participated, or of social networks, through which we have achieved more than 2000 interactions, and 2063 visits to the project website.Thus, these results continue to improve despite the fact that the project has ended, and we see how the accesses are maintained and the partners are making use of the training materials with their students.We believe that these positive results are sustainable, since their use is allowing us to detect areas for improvement (mainly motivated by new features in Apps or resources), which are shared through Facebook communities, and are easily implemented in online modules, thanks to the design software used (Rise Articulate). This allows us to make immediate changes to the content, which is also perfectly displayed from any type of device (mobile, Tablet, PC)"

"As defined by Ellen MacArthur Foundation, as the name suggests, a ‘circular economy’ is a feedback-rich approach, (often described as ‘circularity’) with its subject matter the choices we make around resources – the economy. It rests in contradistinction to a linear economy. A circular economy uses insights into real world systems which are complex, adaptive systems. These systems are open to modelling and influence where we emphasise participation, connections and understanding consequences rather than the identification of parts and their manipulation. A maturing circular economy will face three big challenges, as Walter Stahel (architect and industrial analysis) frames it. The challenge of ‘Re-‘ that is the challenge to perfect re-using, re-manufacturing, re-designing and all the other ‘re-‘ actions that need to occur to keep resources at their highest value for the longest possible time. Secondly follows the challenge of ‘De’, when products can no longer be re-cycled in a value-adding way: ‘de-constructing’, ‘disassembling’, ‘de-taching’. The third challenge comes with a capital K – Knowledge. Education about the circular economy framework and the crucial knowledge for it, such as technical and economic understanding, as well as ‘materials-literacy’, needs to permeate every level of society, not just c-suites and experts. As stressed and highlighted during the discussion taken at the “Circular Economy Stakeholder Conference” (9-10 March 2017) in Brussels, every worker, consumer and so, adult should be equipped with such knowledge, thus, education stands as one of the building blogs of a circular economy, including awareness-raising in general public and business community and integration of circular concepts at all levels of education, starting from the lifelong learning approach. Thus, CYCLE project stands for a shift to the circular economy by supporting the integration of circular economy into adult education curriculum and outreach programs to increase awareness in the general public and so, contributing to the construction of knowledge society based on human capital development.""Education in all its forms at all levels will form an essential part of the transition to a circular economy. This must include the identification of the training needs of workers who needs to be part of the immediate change as well as the longer-term action of educating future generations"" - as highlighted in the EESC ""Communication from the commission to the European Parliament"" on Circular Economy. Education needs to extend to all levels from primary schools to companies, SMEs, investors and financiers, etc. However, according to Jean Pierre Maugendre, there are some additional key trends to be considered when analyzing the effects of a circular economy on employment and the labour force. These trends are expected to profoundly shape the future of businesses, as well as the skills requirements for employees. Life-long learning is of major importance, however, the process of life-long learning has not yet been effectively integrated. By improving the skills of adult trainers, and thus, supporting the introduction of Circular Economy competences in lifelong learning, CYCLE project is intended not only to fill in the identified gap (improving the learning pathway of adult education professionals), but also contributing to the transition agenda. The project started in October 2017 and it finished in September 2019. CYCLE partnership is formed by six organisations coming from six different European countries: Spain, Austria, Italy, Poland, Belgium and the United Kingdom, representing different approaches on learning methodologies, adult education and competences development. CYCLE project is intended to create a set of tools that improve and develop Non-Vocational Adult Trainers (NVATs) training competencies that ensure the introduction of circular economy competences in adult training, contributing to the creation of an attractive learning pathway for NVATs and facing the existing gap in this area. The main target group are “non-vocational adult trainers” defined as those trainers & facilitators that provide any form of adult learning – formal and not formal – that is not directly linked to the labour market. During project implementation, one main Intellectual Output has been elaborated: Intellectual output 2: CYCLE Competence Centre. To support the development of this platform we have built a competences framework - CYCLE Competences Framework as a reference not only for the project but for future initiatives on the area of training and circular economy."

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"<< Background >>Climate and environmental protection goals of both Germany and the EU need to be based upon measurements especially in the labor market and so in vocational education. This need was mentioned several times for example in Cedefop-papers as well as in publications of the GiZ (German ""Gesellschaft für internationale Zusammenarbeit""). For example it was in the Cedefop-study ""skills for green jobs"", 2010 and the GiZ-publication ""Berufsbildung für die grüne Wirtschaft"", 2013. Both publications name the necessaty of green content in vocational education. The highest possibility to get ""environmental education"" into vocational education effectively and fast is seen in developing further education for existing vocations. Exactly this is the aproach of the project, in identifying environmental aspects of the existing job world and offering solutions using vocational education.The workshops are not only usable in initial training but also in further education and they are explicitly designed in a way to be used also in other trainings and vocations. It is intended that there will araise a lot of other learning and teaching workshops as a follow up of the project, which will provide a substantial contribution to achieve the climate goals of the EU and the international treaties.<< Objectives >>The development of the teaching and learning workshops for sustainable environmental protection will pick up the topic environmental protection and the climate goals of the EU and their member states and provide a substatial contribution to it. The holistic concept and its parts, especially the 5 vocation-specific teaching and learning workshops and the qualification concept for the pedagogical staff enable directly implementable actions to transfer green, sustainable skills in the framework of vocational further education and initial trainings. This is a demand of the EU and its memeber states for a long time. The initiation of such teaching and learning workshops makes environmentally and climate aware acting a cross-sectorial task in vocational education and so an elematary part of vocational acting in the future.<< Implementation >>During the project all partners firstly develop a concept for taching and learning workshops for sustainable environmental protection based upon a scientific research. This research and the concept itself are the basis for the following development of 5 vocation specific teaching and learning workshops, which will be developed and tested in an each national context, one teaching and learning workshop per partner country. The qualificationconcept for the pedagogical staff will be based upon an analysis of demands by case studies in each partner country. It will be evaluated by experts. There will be also the development of quality standards for the qualification concept to ensure a similar quality of the workshops in all countries. The project is completed with the development of an implementation guideline and a proposal for the transfer into other European countries.The developments are accompanied by transnational meetings, which include reports of progress and dissemination of each partner and the presentation of common and all other developments.The administrative coordination is done by the BBZ Rendsburg-Eckernförde, the coordination as regards to content by nordprojekte.The project ends with a multiplier event for experts to present the results and to transfer them to interested institutions.<< Results >>During the project there are created 5 results. These results assemble on each other and result in a complete product with parts that may be used single as well as in a whole. Thus are:1. concept ""teaching and learning workshops for sustainable environmental protection"",2. 5 vocation specific Teaching and learning workshops (e.g. technical-industrial, handycraft, health care, mercantile vocations, service),3. qualification concept for the pedagogical staff,4. quality standards for the pedagogical staff,5. guideline for the implementation of the concept ""teaching and learning workshops for sustainable environmental protection"".All results will be developed and partially tested together with vet-intitutions, so that the dissemination of the idea is part of the project."

Population ageing is one of the most significant demographic and social trends of the 21st century, affecting nearly all the countries in the world. Increasing life expectancy is indeed a remarkable achievement of development and health care. However, it also poses obvious challenges. Older people are coming to represent a proportionately larger share of the total population, presenting social, economic and cultural challenges to individuals, families, public welfare systems and societies. The Age on stage project aims at using theatre arts, as a tool to combat social exclusion and isolation as well as stimulating active citizen participation among elderly people and make them feel part of an inclusive Europe. The Age on stage project has the objective to develop a Theatre pathway focused on life Stories of seniors participants. Theatre Lab project will introduce acting and presentation skills to help older people shape their memories into stories culminating in a public performance for peers and others in the community. Trainers will encourage participants to recall sometimes rare memories stirred by a common item, such as a thimble, or a question such as “Can you describe the first kitchen you ever remember eating in ? Do you remember the first time you used remote control for television ? The Activities of the project are:1.Development of a common theatre pathway to involve elderly and help them to exit isolation, exclusion and feeling active citizens again. Result: an attractive and professional theatre art pathway.2.pathway into a virtual dedicated web portal, which will include the curriculum, graphics and videos, interactive material, games, and a dedicated chat rooms for participants to exchange ideas and practices. Result:interactive web portal4.Short staff training to train trainers on the use of the web portal in connection with the pathway: Result: certification of skills and competences acquired.5.Piloting the curriculum with seniors in France Italy, Spain, UK, Poland. Result: final piloting report6.Learning activity for seniors Learning activity for seniors to make them acquired with the Web portal.7.Writing of a pièce called “life stories” Performed by the elderly Result: Life stories performance 8.Dissemination activities - the project will be disseminated by using the web site, the brochures and dissemination meetings in each country. Results: dedicated web site, logo, information brochures, local dissemination conferences9.Evaluation and quality control. Evaluation and quality control: following the evaluation strategy the project will be monitored and controlled to see that resultsand activities are developed. Result: evaluation reports.10.Drowning of a dedicated logo and web siteTarget groups are:• elderly people living alone, isolated and excluded, or living in care houses. The project aims at reaching more than 60 people during its lifetimein each country.• educators who will benefit from new and dynamic training materials with a proven track record and the transfer of thesematerials. The project aims at reaching more or less 100 educators along the project.• public organisation: they may deliver the pathway for edelry people living in their communities.Throughout the lifetime of the project 50 educators across 5 countries will be directly exposed to these techniques throughtheir practical application. This is likely to impact on more than 500 elderly. The products will be distributed to over 300 organisations through web sites and various partner networks.