The aim of UNICORN is to reflect on the identified needs and gaps, add own organizational challenges, search for practices and not only improve the work within the participating organizations, but also provide all adult education providers a road map they could follow. The path will focus on increasing the impact, outreach and dissemination capabilities within European Adult Education and create potential training plans for increasing the social media skills of educators. Regarding an article on EPALE, social media skills are underdeveloped but have concrete advantages:1. Flexibility - Social media platforms are open 24/7. Students can access learning whenever and wherever they want. There is potential for teachers to be able to respond to students in real time, solving problems instantly.2. Stimulating collaboration - social media platforms are ideal for collaboration in learning.3. ‘Real-world’ connectivity - social media is embedded in our everyday worlds, helping in making learning ‘real’ for people.4. Involving learners in finding and sharing resources - the real-world connectivity of social media has the further effect of being able to involve learners directly in finding and sharing resources.In this ecosystem UNICORN wants to explore, review, discuss, apply and test practices to discover better paths on how to address and reach the intended target audiences, helping to extend and develop the competences of personnel and organizations working in adult education.In order to achieve this main goal the implementation phase of the project will lead to 6 main results:Result 1: Elaboration of at least 50 smart practice evaluations on creating impact through communicationResult 2: An input and one Impact TrainingResult 3: An interactive map of “European practices on creating impact” Result 4: Pedagogic guidelines.Result 5: The UNICORN eBook on helping non formal adult education to increase impact.Result 6: Action Plans to integrate the practices into the impact strategies of the partnerUNICORN is a project focused on the exchange of smart practices. Thus, the transnational meetings structure the project and are the most important face-to-face activities. They will have several purposes and should last at least two days. Each partner will host one meeting.During the meetings, the partner will send staff working on the administration of the project, the project management but as well staff involved in smart practice assessment, editing and teaching.The smart practice assessment is based on the ‘Eightfold Path analysis’ developed by Bardach:1. The partnership develops a realistic expectation by getting to know the field.2. We analyze practices and compare them with a criteria catalogue.3. We test the practice.4. We create a SWOT analysis and reflect on the transferability.5. We document and review the practices with recommendations on where and how to use them.Pedagogic Methodology of the input and impact Training.The design of the trainings will be based on Kolb's experiential learning theory, represented by a four stage cycle:- Concrete Experience - a new experience of situation is encountered- Reflective Observation of the new experience- Abstract Reflection - gives rise to a new idea, or a modification of an existing concept- Active Experimentation - applying the reflections to the world around them to see what resultsThe input training will be more “frontal”, while however following the experiential learning design.

“We empower people from all walks of life to engage and perform in high end science.” Max Kushnier at the ScieCitizens Meeting in Iasi, 2019 Scie-Citizens believes in the power of participation in education. Thus, thhe mission of Scie-Citizens is to advance citizen science through knowledge sharing, collaboration, capacity building, and advocacy. The project encouraged citizens participation science by facilitating a community that shares practices, knowledge, and tools to bring recognition to the value and impact of citizen science.The emerging message from the partnerhship is, first of all, that science has to be accessible by the society. The partners committed to looking for open processes working as bridges, where both scientists and citizens are involved. For Scie-Citizens, science is a multidisciplinary power - making positive changes possible. It’s moved by curiosity of understanding complex systems: human and the contexts where we’re living. It’s based on structured methods and a specific common language, not always understandable and, often, intimidating to the people outside of the scientific bubble. Therefore a smart practice combines different elements to create something new for a specific context with a specific need - it should have the following features: be Open Source, accessible, circular use, process based, building new relations and based on scientists-citizens collaboration.In creating an assessment tool, based on common reviewed indicators we identified 82 practices and published a representative selection in an ebook.The role especially of adult education in citizens science had be defined to four areas:1.Dialogue between science and society2. Co-creation of new knowledge3. Creating positive Change4. support of the society to understand needs and formulate challengesThe 7 partners from Germany (CRN), Italy (School Raising), Romania (CRCE), Greece (EA), Sweden (Changemaker) and Poland (Midicentrum, SAN) addressed directly trainer and teacher in all educational sectors and provided them with a tool-box full of practices ready to be included in their everyday teaching, helping to bridge the gap between science and society.By providing a reviewed dataset of tested practices, we offered both stakeholders and educators an overview of existing training tools and methods helping to overcome barriers to participation. Educitizens believe that instead of reinventing methods, it is more productive to evaluate existing tools in all sectors, focusing on cross-sectoral cooperation. The consortium itself consisted out of partners working in non-formal adult (CRN, CRCE), school education (EA, and School Raising), non-formal education in a public body (Midicentrum) and higher/vocational education (SAN). Additional external stakeholders contributed further to the review of the practices (e.g. High Schools in Poland, Adult and Vocational training provider in Germany, Romania, Italy and Poland,), higher education instiutions in Finland and Poland, SMEs and Policy Maker (Berliner Senatsverwaltung, City of Suwalki, City of Gothenburg).The project thus had direct horizontal impact and contributed to an open and innovative education.ScieCitizens contributed to the growth of a citizen science network with a commitment to future collaborations. The partners gathered inspirations by project itself, the smart practices and ideas on citizen science affecting the worldview and offering knowledge on opportunities to implement new initiatives and collaborations.The partner organisations got familiar with a wealth of smart practices that are incorporated into our science citizens program and stareted to transfer and implement smart practices in internal programs.Finally the organisations and participants got inspired and enriched by the work of the others and their involved staff acquired new skills and knowledge by participating in the workshops developed during the project.The sustainable use of the results is crucial. Collecting, reviewing and documenting the smart practices are considered as a first step. The methods might be the source for training modules on integrating research into the various sectors after the project ended. Since the results are relevant for all education sectors a good documentation is needed. Therefore, the practices are published centrally on a database on the project webpage. The database islinked to all institution web pages of the partnership. The links ensure, that the results will be integrated in the all-day working structure of each partner. The practices has been published as a downloadable ebook and as printed booklet with specific ISBN. The publications have become available and downloadable through library catalogues, and as well the EPALE resource center, where they will be stored sustainable.

CONTEXTIt is proven that being in direct contact with the nature,doing things with our own hands has a positive physical and mental impact on all of us, but specially on those living with mental illness. Regrettably, we have lost our connection with the earth, we have forgotten that we are all a community and it is urgent that all of us learn it again, including people with ALL abilities. Europe needs a mind change; we have to be aware about the risks of exploiting the land as we have been doing until now. Another approach is feasible and a change needs to be done if we want to slow down the degeneration of our planet. PERMIND faces this issue through the permaculture philosophy that promotes the care and respect towards the natural cycles of the nature as well as towards the people living around. Respect is what people with mental problems ask for, respect and a chance to show what they are able to do. PERMIND arrives to give to people with psychic discomfort an opportunity to show the rest of the European society that we are all a community. No matter which difficulties you have to overcome, as a member of this community we are all responsible of taking care of the earth we inhabit. OBJECTIVEProviding high quality training in permaculture for people with mental health issues to create sustainable slow growing communities in order to: -Improve their welbeing, - Increase their knowledge, key competencies and work opportunities - Fight against the stigma and stereotypes related to mental illness, approaching people with mental illness to their neighborhood.TARGET GROUP: 72 people with mental health challengesDESCRIPTION PERMIND is an innovative eLearning platform addressed to the professionals working for people with severe and prolonged mental problems to learn how to create a therapeutic garden following the principles of the permaculture and how to take advantage of its processes to foster the development of transversal competencies useful for social and labour integration of people with mental condition. The PERMIND platform includes free teaching contents adapted to the special needs of the target group: didactic units (curriculum and methodology), tutorial videos, success stories, and tips for creating a social mix cooperative. PERMIND teaching contents are also available in a mobile app, perfect to be used during the gardening activity.ACTIVITIES- TRAINING OF TRAINERS: Trainers have been trained in Tenerife by the ADP (partner expert in permaculture)- TECHNICAL DEVELOPMENT OF THE eLEARNING PLATFORM. - DEVELOPMENT OF THE PERMACULTURE CURRICULUM: Development of the teaching units about permaculture using a methodology that improves the social skills and transversal abilities of the trainee- PEDAGOGY TEST IN ALL PARTNERS' COUNTRIES: The PERMIND platform and its teaching contents has been tested during one year in five different pilot experiences in Spain, Slovenia, Greece and Sweden with a total number of 72 people with mental illness. The learning by doing methodology used (to ensure concentration, interest and involvement) as well as on the co-production principles, where the user/client plays a major and active role in their recovery process. Giving voice to the participants in the training course is a powerful empowerment tool that can be used not only in this training on eco-therapy but also in other training initiatives. - FOCUS GROUPS AFTER THE PEDAGOGY TEST: Once the pilot experiences were finished, each national group has implemented several focus group to check the strong and weak points of the course, their fedback has been used to improve and amend the curriculum based on their experience- CASE STUDY DESCRIPTION.: A collection of sucess stories have been identified to serve as inspiration for other people and organizations. These case studies are published in the eLearning platform.- EVALUATION OF THE SOCIAL CHANGE: 4 surveys have been performed to measure the impact in the closer communities.- CREATION OF THE PERMIND LEARNING APP: The course is also available in a mobile app, that has been fed with practical videos by trainees during the training.RESULTS AND IMPACT1- In the participants a) Therapy: All of them, and also people closer to them, admit to feel better after the practice of permaculture, they are more relax with better mood and more optimistics. b) Social relations and skills: participants have stablished or strengthen frienships with their peers. c) They have increased their practical knowledge and developed competences as social and communicative skills, decission making, problem solving, innitiative, etc.2-In the organizations, the project has become a permanent line of work, involving different departments.3- In the neighbourhood: the project has promoted the inclusion of the participants in the surrounding neighbourhood and a change in the image of mental health. Moreover neighbors have also learnt and get interest about permaculture.

<< Background >>As part of our strategy for Europe 2020, the European Commission has chosen to respond to these challenges by moving to a more restorative economic system that drives substantial and lasting improvements of our resource productivity. The circular economy is a sustainability-concept that is embraced by an increasing number of decision makers and companies. The main idea is, to ensure the re-usage of resources, in a way that products are made to be made again. The circular economy reacts on the most urgent questions of mankind, like depletion of resources, pollution, inequalities and climate change. The SMILECE project aims to enforce the philosophy and activities to promote circular economy within the Beer Brewing sector across the entire EU region.<< Objectives >>The SMILECE project, more specifically, targets the ever evolving Craft Beer/independent Brewery industry in Europe, and builds on the outputs of the previous SMILE* project.SMILECE is offering incumbents and new entrants, exposure to new techniques, culture and ideas from circular economy (CE) which has recently gained traction in European policymaking as a positive, solutions-based perspective for achieving economic development within increasing environmental constraints. The main outcome of the project will be the SMILEce platform, which together with the learning objects, other resources and its pedagogical model will respond to both the EU/National priorities and the needs identified within the sector.<< Implementation >>SMILEce project will: - Identify specific processes and services for circular economy in the entire craft brewing value chain- Certify (through the learning objects developed in the project) the competences for circular brewing- Improve and update work-based learning methodologies<< Results >>The project will have a positive impact on the brewing landscape in several forms including:-- Helping develop the business skills of micro-brewers to sustain enterprise and employment and compete effectively against the global multinational beer producers.- Helping train brewers to develop leadership and responsibility in relation to sustainability and the Circular Economy- Reinforcing knowledge of the important link between, brewing, agriculture and the natural environment- Supporting knowledge creation and exchange in the fields of brewing, malting and fermentation science within the increasing environmental constraints of the ‘European Green Deal’- Developing the competences and competitiveness of the European micro brewing sector and further encourage the positive contribution that European beer can make to the sustainable economy- Encouraging the ongoing improvement and dissemination of best available practices and techniques in respect of sustainability within the brewing sector- Supporting the EU’s drive towards sustainable consumption and production *The SMILE project, www.smilebrewing.com, developed a new, accredited, apprenticeship type training programme which address the needs of this sector.

DesigningVET – reflecting on design skills and strategies in VET Keywords like design thinking, SCRUM, agility are currently fashionable and are used specifically in project and business management heavily. However in the VET education the concepts are little known and educators are not aware of the benefits and limits of those methods. Social and experience design have the advantages that knowledge is not just transferred on a cognitive level but through emotional and experiential learning, which enables a deeper understanding of skills and values. Experience design is especially important for ethics, intercultural skills, leadership and conflict resolution, while design thinking is encouraging co-creation and co-working processes, based on community and collective intelligence. The content of a learning experience aims to provide the things that your learners need to be able to do a task. The structure of the content reflects the most logical order in which the content should be presented to support the completion of a task. Human beings respond to experiences and learn from them. For educational design, it means to create “experiences” for the learners, meeting their needs. Designing VET will explore other practices and contexts, in which other design methods might be used. Our interest is to help VET providers in Europe to adapt to the modern work skills enshrined in experience design and design thinking, thest their applicability, by teaching, applying and testing the practices and create tangible results for the participating organisations, but as well to European VET providers in general.The European Commission aims to accelerate the take-up of design in industrial and innovation activities at European, national and regional level. The importance of design as an activity to bring new ideas to the market has been recognised in the Innovation Union, a flagship initiative of the Europe 2020 Growth Strategy.In order to fully exploit the design's potential to boost innovation, growth and job creation, the European Commission presented an action plan to promote the use of design in innovation.Design is of particular importance to the Commission and is recognized as a key discipline and activity to bring ideas to market, transforming them into user-friendly and appealing products. Although some European countries are world leaders in design, others lack a robust design infrastructure and design capability. The action plan aims to tackle this systematic gap and to promote design driven innovation in industries and the public sector across Europe.Project Activities: The project will start with a needs assessment within each consortium member, identifying strength and weaknesses in their practices in using design thinking, experience and spatial design in job, VET and entrepreneurship training. Based on the needs, the partnership will develop indicators and create a self-assessment grid on the practices used by the partners on needs and offer in the field. Based on the resulting SWOT the partnership will seek and present smart practices, addressing specifically the weaknesses commonly identified by the partnership. At the same time there will be a common Input training, where the staff of the organisations will learn some of the most current practices and methods.Based on the input and the collected practices, but as well the self-assessment, there will be an open EduLab, in which the participants will respond to challenges, given by the partnership, to create prototypes and action plans for methods, tools and campaigns, which can be actually used and implemented by the partnership. The process, the practices and the assessment grid will be published in an eBook and can be the basis for a future training plan on target audience communication, not just for the partners themselves, but for any other interested organisation.Designing VET results will be:•Elaborating at least 12 smart practices on using design in VET•Organising 2 Training, where the techniques and methods will be discussed and put into practice.•Creating an interactive map visualising the smart practices•A process to assess needs and practices and implement them in action plans•A self-evaluation grid for design practices in VET, which will be spread outside of the partnership•Creating an Ebook collection the methods, practices and process, to enable other educators to work on the topics•Action plans and prototypes of solutions on implementing design skills in VET- A European narrative of education in the shape of an online archive.