Adult basic education (ABE) forms a vital part of adult education, allowing adults with gaps in their basic skills to improve in reading, writing, calculating as well as in using IT in professional and everyday life. Moreover, ABE is helping migrants who have received only a rudimentary education prior to their move to acquire good skills in the use of the language of the receiving country Adult basic education isn't organised equally across Europe, reflecting different historical pathways, institutional environments and policies. Educators in adult basic education have entered the field based on a diverse set of educational backgrounds and experiences. Programmes preparing educators to teach adult basic education courses vary grossly between countries. In many European countries, teaching in adult basic education is not regulated as a profession and the principles of practice are characterised only in a rather vague way in policy documents and funding guidelines. Competences crucial for successfully helping adults to acquire basic skills are typically not described in a systematic manner. While it is well documented that educators in adult basic education capitalise on informal workplace learning induced when tailoring their provision to the diverse needs of their clients, there is no recognised approach to display the wealth of practical knowledge applied for ‘making learning happen’ in adult basic education. Prior learning of educators in ABE is, as a consequence, also not recognised and certified, putting practitioners at a disadvantage in their professional careers. Educators in adult basic education face a lack of opportunity for exchanges with practitioners working in other European countries. Currently, there is a lack of frameworks allowing for comparing the qualifications achieved and making visible the specific competences of educators in adult basic education. This limits the opportunities for gaining recognition for acquired competences when moving from one country to another, the mobility of educators in adult basic education is thereby clearly limited also. The project aims to contribute to the professionalism and professionalisation of adult basic educators in Europe by developing new approaches to make visible and systematise the specific skills and competences applied in adult basic education.The project’s key goals include- Support professionalisation of adult basic educators In Europe by exploring approaches to adult basic education in selected in European countries and developing a competence based training (curriculum, methodology, design and materials) for adult basic educators, spelling out educatos ability to help learners to overcome specific learning barriers- Enrich the visibility and systematisation of competences of adult basic eduators by developing a competence matrix for competences used in delivering adult basic education, applying proven approaches (VQTS) in the field.- Support the development of a European profile of asuld absic education by establishing a network of adult basic educators in Europe.The project comprises of three intellectual outputs (IO). IO1: Development of a competence matrix and IO2: Development of a competence-based curriculum for adult basic educators and IO3: a methodological handbook for a training for adult educators on how to help learners to overcome specific learning barriers, anchored in the competence matrix developed.Project outcomes aim at supporting professionalism of educators in the field and support the shaping of a distinct profile of adult basic educators in Europe. It will support adult basic educators to make explicit their specific competences and identify areas for further professional learning. It will expand the opportunities of organisations active in adult basic education to support the professional development of their trainers. By putting emphasis on the questions of how educators effectively help learners to overcome their barriers in their learning, the project gains the potential of improving the quality of provision of ABE courses across Europe, thereby supporting the achievement of the ET2020 goals to reduce the number of low skilled adults in Europe.

Focus on refugee migration to Europe means a focus on a silent parallel emigration crisis - the “brain drain” from the Western Balkans – has lost momentum of solving the loss of able, highly educated individuals from our region in search of higher-paying jobs or and better working conditions elsewhere that has taking place since the 1990. BalVET-EWEC aims to keep talent home by addressing the need for young people to acquire new skills that will enable them to meet the challenges of a rapidly changing world. Pilots establish living labs as VET capacity-building mechanisms, develop new curricula for skills development for learners ages 16-28, and create opportunities for synergies and cross-border collaboration. Actions VET educators as “paradigm shifter” learning facilitators to mentor learners with skills to respond to myriad jobs - both in conventional local markets and in remote work; entrepreneurship ed positions both VET systems and learners for the twin transitions, and Open Badges display capacity transparency of skills acquired during training. Via the Collaborative Leadership Process, EWEC also prepares a cross-section of sectors to respond to innovation and technology advancements that warrant the design of new products and services, create new jobs and careers and support social entrepreneurship to address social agendas. It reviews the “new normals” of workplace realities reshaped by social disruptors that, coupled with initiatives that promote digitalization, sustainability and the greening of society, present new opportunities for young people in our region to re-evaluate how, where and for whom they work, but are in need of new skillsets to face post-Covid careers. Mobility for both teachers and learners is a priority. Ultimately, a new generation of changemakers and problem-solvers is nurtured, able to address challenges with new skillsets, enter or progress in a variety of labor markets and contribute to the economic development of our region.

After the 1997 Kyoto Protocol and the 2015 Paris Agreement, the European Union (EU) took a very important and radical step in terms of climate change obligation in December 2019. The European Union (EU) shared the text titled “European Green Deal” with the public. This text includes plans to slow down global warming, reduce its effects and reduce carbon leakage by at least 50% to 55% within the framework of 2030 and 2050 targets In Europe,while these developments are taking place, several projects are in Turkey by the Ministry of Energy and Natural Resources and other public institutions, including our Presidential especially for a greener world for increasing the green production capacity has been enacted (Presidential Annual Program, 2019). Presidency of Republic of Turkey has made legal arrangements to increase energy efficiency and the reduction of carbon leakage. For this purpose, in 2005 the Renewable Energy Law and in 2007 the Geothermal Law were enacted (World Wide Fund for Nature , 2018). The Republic of Turkey Ministry of National Education has made significant projects such as ‘’ I am coding the future with our energy’’,’’ I Model’’, ’’ I Produce’’,’’ Tiny Theme,’’ ‘’ÇEVKO Child and Zero Waste ‘’to protect nature. In the light of these national and international developments, Tokat Provincial Directorate of National Education has also carried out projects such as Zero Waste, Clean Environment Project, Waters Clean, Fish Delicious, Afforestation and Environmental Cleaning. It has started to implement the “Clean Air Action Plan” with the Provincial Directorate of Environment and Urbanization, covering the years 2020-2024, and continues to work by updating the strategic plan.With the project, it is aimed to design education and training materials in the fields of energy efficiency and renewable energy in the light of EU resource efficiency principles with foreign partners. It is aimed to develop open education resources in the field of STEM, Virtual Learning Environments and Digital Educational Games, and to develop digital competencies for free open source education software.The project that we want to realize wants to demonstrate the climatic and environmental challenges of technology, in three main areas (STEM, Virtual Learning and Digital Educational Game), examples of good practice, educational materials and educational methods. The change that takes place in the traditional education process with technology will be supported by EU targets and will guide the national and international education policy and the actions to be taken.During the project, a total of six meetings will be held, quarterly. The first of these meetings will be in the coordinator country and the others in the countries where the partners are located. In four of the mobilities to be carried out, the participants are oriented towards global environmental problems and solutions; They will receive digital educational game development training, virtual reality training and STEM training. Participants in these trainings will gain awareness about global environmental issues, and will contribute to the highest level of development in virtual reality, digital educational game and STEM activities development processes. Those who attend these trainings will contribute to the best quality of the content developed in cooperation and communication with the responsible institution, even if they do not have their own responsibility at the point of content development. In addition, each participant in the trainings will have basic competence and skills in developing their own virtual reality application, digital educational game and STEM effectiveness. Applications developed in the sixth mobility to be realized in Spain will be given to the students to be applied in the real education environment. Thus ensuring final, making evaluation of educational aspects of the practice in recent mobility which will be held in verilecektir. Turkey project staff and receive training related to digital educational content development with virtual reality application participating teachers will be possible to acquire basic competencies related to global environmental and climate issues with this technology . In this mobility, participants will acquire theoretical knowledge about virtual reality technology, learn about tools and equipment used in this technology, learn to use Unity program to develop applications, and understand the principles of designing educational materials with this technology.The intended outputs at the end of the project are: digital educational games, virtual reality applications and problem-based STEM activities. All of these outputs will be published on the project interactive website. Anyone entering the website through the Internet will be able to access the project outputs without being exposed to any financial, legal and technical obstacle. they will be able to save, print and link to their personal computers.

After the European Year of Cultural Heritage we want to promote an inclusive and accessible European heritage, also for people with intellectual disabilities and/or cognitive difficulties (PWCD).The lack of accessibility of heritage from the cognitive point of view is a European problem. Much progress has been made in physical and even sensory accessibility but, despite the recommendations of the Convention on the Rights of People with Disabilities, signed by the EU, people with intellectual disabilities face obstacles to access cultural heritage in all its forms, both tangible and intangible.We can affirm that there are very few cultural heritage elements accessible from a cognitive point of view, a situation that generates exclusion due to lack of understanding and affects a very significant percentage of the population. Eurostat estimates that 54 million people in Europe have cognitive difficulties (remembering or concentrating).This lack of accessibility, which generates limitation in access to rights and social exclusion, is due to the use of a complex language, to the lack of consideration of the needs of a large group of people such as PWCD and, also, to a lack of vindication of the right of PWCD to participate fully in social life.At European level, although easy-to-read systems and pictograms are included in the recommendations of the European Commission and included in mandatory regulations such as the aforementioned Convention, their application in practice is very limited. We find that there is no specific regulation at Community level regarding cognitive accessibility that can correct those situations of disadvantage. All this leads to a lack of interest of the PWCD towards the cultural heritage.The aim of ACCEASY project is to raise awareness of the importance of European cultural heritage, to open the cultural heritage to people with intellectual disabilities and to use cultural heritage as an instrument to promote the social inclusion of PWCD.In the framework of the project our aims are:• To promote the use of accessible communication systems: language and Augmentative and Alternative Communication Systems (AACS)- through the creation of a database with technical concepts, in several languages and with the support of AACS, which allows its accessible use in different contexts;- through the development of support tools for professionals of the heritage sector (such as tour guides) to make heritage accessible to PWCD;- developing materials adapted to professionals of the PWCD sector so that they can incorporate the explanation of heritage into training plans. Especially aimed at those who work with young people in training and leisure.• To sensitize and raise awareness. By carrying out awareness and dissemination actions with the direct participation of PWCD.• To claim cognitive accessibility as a right, through the construction of a European network for an accessible heritage.ResultsThrough the development of the project there will be an increase in the interest of certain groups towards the cultural heritage (people with intellectual and development disability, elderly people, people with language problems). This reinforced interest will create new business opportunities and boost local development.We will advance in the social inclusion of certain groups of people and, therefore, we will advance in the construction of a fairer and cohesive Europe.We will put into practice and evaluate existing recommendations on cognitive accessibility that may lead to a common framework, a proposal for regulatory regulation in this area at European level.A European network will be built for an accessible cultural heritage, a space to claim cognitive accessibility as a right and accessible heritage as a good practice.Specifically, we expect professionals from the heritage sector aware of and trained in cognitive accessibility, professionals capable of training these professionals of the heritage sector, educators of people with cognitive disabilities trained in accessible heritage and heritage cultural elements accessible from a cognitive point of view.There will also be progress in the internationalization of the participating organizations and in the improvement of the capacities of the people participating in the development of the project.

"Gastro-tourism, culinary tourism or food and beverage tourism is the exploration of food/beverage as the purpose of tourism. It is now considered a vital component of the tourism experience. Dining out is common among tourists and ""food is believed to rank alongside climate, accommodation, and scenery"" in importance to tourists.Food/Beverage Tourism is ‘the act of travelling for a taste of place to get a sense of place’ Erik Wolf, Executive Director World Food Travel Association. Gastro-tourism, a niche that attracts billions in revenue worldwide, involves intentional pursuits of authentic memorable culinary experiences while travelling internationally, regionally or locally. For gastro-tourists, food/beverage is the motivation for travel; the locations merely functions as vehicles for gastronomic experiences (food-related-activities that involve behind-the-scenes observations, cultural/regional illuminations and often hands-on participation, culminating in partaking food or drink.) •7.2 travellers choose a destination by its food and drink*•53% of all travellers are ‘culinary’ travellers*•49% of all travellers are beverage travellers*• 80% of travellers research food and drink while they are visiting a destination*(* source World Food Travel Association)The fact that Food and Beverage helps to underline and strengthen local and regional identity is an important point for tourism development. Tourists are often in search of some kind of regional specificity or 'authenticity. Top Tourism Industry Benefits include sustainable, respectful, and educated visitors. Increased media coverage including social media influencers and food and travel bloggers. Increase in tax revenue allocated to government authorities. Increased community awareness and pride in local culinary cultures. Increased benefits to local economy in terms of tourism spend, local agriculture and employment. The BevTOUR project results will help food and beverage producers, and the support organisations and intermediaries in this sector all over Europe to understand the potential benefits of Food and Beverage Tourism to their own business, and to the wider region. It will help them to understand what is possible in terms of developing their tourism potential through best practice cases from around Europe.The results include;•Project Platform (website/app) •A handbook detailing best practices case studies in Food and Beverage Tourism from around Europe, and tools and templates to develop and promote a gastro-tourism destination.•A Tourists Guidebook of Food/Beverage Tourism projects in each partner country, a minimum of 33 projects covering a range of categories of food and beverage including suggested itineraries, recommended stop off points.The main aims and objectives (impact) of BevTOUR are; •To increase awareness among artisan food and beverage producers of the economic opportunity presented•To provide producers and regional intermediaries with the tools to develop their tourism product and marketing strategyProject partners have the requisite range or skills, experience, expertise and reach to deliver on this important project;•Strode College United Kingdom •Mullingar Employment Action Group Ireland •Inn Training Ltd, United Kingdom •Dramblys Social Creative Lab, Spain •Agency for Territorial Marketing, Slovenia •E-Code,Slovakia •Eurotracks France •Med.O.R.O. scarl Italy•Institute Of Entrepreneurship Development Greece •Sihtasutus Noored Teaduses Ja Ettevotluses Estonia•Comparative Research Network EV Germany•ESE, Ensino Superior Empresarial, LDA (European Business School), PortugalThe management and coordination will be based on the Institute of Project Management system and tools that will ensure the correct information processing and will present clearly the decision making responsibilities and tasks by partner. Project management will be closely interlinked with Quality Assurance, Monitoring & Control and Evaluation processes.The milestones of the project are summarized as follows;•Delivery of national reports from all partner jurisdictions, which will be compiled and reviewed with a view to inform the content of the intellectual outputs going forward. These reports will include a minimum 3 best practice case studies from each jurisdiction, minimum 33 in total.•Shortlisting of the case studies and selection of minimum 11 for the BevTOUR Handbook.•Compilation, testing, translations and release of the BevTOUR Guidebook, with minimum 33 BevTOUR destinations, itineraries and maps.•Development of tools, templates and campaign materials for BevTOUR campaigns•Revision and pilot testing of the intellectual outputs•Final revision and translation of intellectual outputs followed by publication and 'official launch'•Official Launch of the Project Web Platform, the BevTOUR Handbook which will include all project outputs, in 10 languages.•A series of Multiplier Events"