GreeNet aims in improving and innovating inclusion of people with intellectual disabilities through fostering specific actions within the framework of Adult Education and Rehabilitation for people with Intellectual disability (PIDs). The state of affairs for people with intellectual disabilities is that their full social inclusion and active citizenship are not yet a reality, but future challenges. The policies to remove physical barriers have not been extended to the overcoming of mental barriers. Nowhere has this been more evident than in the employment and work based training provided to PIDs. Even though in the last few years there has, been a visible shift at the European level towards integrating PIDs into the labour market, still PIDs are often unable to complete adult education programmes, and are restricted to participating in courses, which do not grant the student any official certification of their gained qualification. Furthermore, the majority of programs, designed for PIDs need the constant participation of a guide or trainer, limiting their autonomy, are designed for use in a “protected environment” and mainly focus on maintaining life skills and not bridge the actual skill gap between PIDs and the general population. Even though, the main effort by such programs is guided toward work place “equality” for people with intellectual disabilities and their peers, the perceived need of supervision leads, to segregation. One of the 8 areas of action defined in the “European Disability Strategy 2010–2020” is to “Promote inclusive education and lifelong learning for pupils and students with disabilities”, furthermore, The Council Directive 2000/78/EC (Employment Framework Directive) aims to promote equal opportunities and combat discrimination on several grounds, including disability, in employment, self-employment and occupation (European Commission, 2000), but still the problem persists. GreeNet aims to create a complete training Course for Adult Educations in Horticulture (Assistant Gardener – PID). Special attention will be given to skills transparency through EQF and ECVET system as well as the certification of the course materials and the trainers and future supervisors themselves. GreenNet is also going to promote Work Based Learning (WBL) and co-training and will involve the trainees working in the community. GreeNet will provide the opportunity to PIDs to obtain a certification for the learning units achieved or the entire curriculum. The course will address the latest’s technological advancements in the supported employment (Assistive Technology solution), in order to bridge this lack of skills, to increase autonomy and maximise social impact. An Assistive Technology toolkit will be prepared to control in real time garden conditions to improve services, to reduce time and resources required, and also reduce the possibilities of human error. The toolkit will include a weather station, soil moisture sensors, sunlight exposure, etc).The main Objectives of the project are:To promote inclusive education and lifelong learning for people with intellectual disabilities. To design and develop an Assistant Gardener curriculum for people with intellectual disabilities of EQF levels 1 and 2.To develop an Assistive Technology toolkit to assist in WBL, but also later on when the certified trainees will work in real jobs helping them to retain their skills and increase their autonomy. To offer easy to read training materials specifically designed from the start, to cover the beneficiaries’ vocational needs. To develop a certification system for the assessment of the training content and the trainees. Each training module will consist of learning outcomes that will correspond to training units.To train 2 trainers professionals working with PID in each country (Greece, Italy, Slovenia, Cyprus and Serbia) in the use of sensor technologies in horticulture and guide them or the successful organisation of the training's with main goal to ensure sustainability of the project resultsTo pilot train 10 PIDs as gardener in all partner countries in order to test the effect of the methodology and the tools. To offer the materials for free through an online platform and the corresponding manuals to be used worldwide.Considering the different institutional, academic and even cultural backgrounds, the partner organisations are aware of avoiding a one-size-fits-all approach and based on that conviction, they stress on the need to develop a very concise overview of the proposed solution and best practices. Meeting these differences and dealing with them is not only about demonstrating the competency for transnational cooperation and the organisation's overall capability, but it is also one pathway to achieve the project targets and a solid resource to improve existing efforts.

In general, the flipped classroom methodology supports self-directed learning and has the potential of improving the quality of learning. However, this methodology can be challenging for adult educators with students who lack study skills, have literacy issues and/or have limited access to internet and technical facilities. This target group was our main interest as there was little existing material or guidance available on flipped learning in adult basic education context. The aim of the project was to promote the use of flipped classroom methodologies in adult education, and to create engaging and accessible content for adult learners with low digital competences and/or basic skills. In the project we produced open learning material for adult educators on flipped learning.In particular, the objectives included:- To develop practical tools for increasing adult educators’ competences in implementing and adapting flipped classroom methodology when teaching adults learning basic skills- To develop adult learners’ basic skills, particularly literacy, digital skills and independent learning skills through quality learning opportunities around blended and flipped learning- To increase the strategic and integrated use of ICT in adult education, using tools such as virtual learning environments and games (eg. Seppo, Moodle, Edmodo)- To develop Open Digital Badge process to recognise the professional development of adult educators in the area of flipped classroom and effective use of ICT in teaching of literacy, numeracy and basic skills- To network and share experiences with European adult education partners on using flipped classroom in practiceACTIVITIESThe learning, teaching and training (LTT) 4-day event benefited in total 27 participants ranging from second language teachers to vocational teachers and adult basic education teachers. Having these diverse target groups in each partner country allowed us also to change practices and ideas of how flipped learning can be adapted in different contexts to engage learners better. Partners shared their earlier expertise related to digital pedagogy and learnt new skills both through peer-learning and through external experts. The participants were accredited with an advanced level Open Digital Badge for their learning.After the LTT event, the 27 adult educators trained continued and pilot their learning in practical teaching work. These piloting activities were central in the creation and development of the Intellectual Outputs of the project: participants developed short videos for the online course (IO2) and descriptions of good practice (IO3). LTT participants also organised internal training sessions in each partner organisation to tutor their colleagues on flipped learning.Four Intellectual Outputs were developed to offer support for integrating flipped classroom approach in adult education.- IO1, Theoretical context: explores the pedagogy behind the flipped classroom method and looks at ways to adapt flipped classroom method for the target groups of adults learning basic skills- IO2, Online course for adult educators: presents cases and experiences from real-life on the use of flipped classroom with adults learning basic skills- IO3, Good practice guidelines: offers guidance to create good quality content for flipped classroom purposes in adult education- IO4, Open Digital Badge system: explains why and how to use Open Badges to accredit adult educators’ and learners’ skills and competencesRESULTS AND IMPACT By training educators, developing project outputs and disseminating the learning resources created in the project, we have increased adult educators' competence in implementing and adapting of the flipped classroom methodology for teaching adult learners basic skills (literacy, digital and learning to learn competences). The outputs provide educators with tools and approaches they can use for planning their lessons and delivering the content, and also increase awareness and knowledge of the challenges and benefits of using the flipped classroom methodology with adult learners.The project has also increased understanding of how to capture and measure impact of learning and professional development through Open Digital Badges. In total 130 Open Badges “FLIPing the Adult Classroom” related to project results were released between December 2020 and February 2021. Overall, the project reached:- 27 adult educators (4+ from each partner) trained in the flipped classroom methodology- 150 educators trained internally in our partner organisations- 244 adult learners involved in the piloting phase, hundreds more later on- Over 2300 stakeholders directly through project dissemination efforts: workshops, events or presentations - Thousands of people through the FLIP-IDEAL website, national EPALE sites, e-newsletters, and social media

Leaders, entrepreneurs, executives, managers and workers in general are obliged to develop new skills and strategies for a new market which is seeing advances in science and technology that have together been dubbed the Fourth Industrial Revolution. Success in this new era will therefore require managing teams of highly specialised technical experts: “knowledge workers” such as scientists, engineers, data analysts... In parallel, the world’s increasing interconnectivity is giving us a new form of globalisation in which ever more diverse teams of people are working together. Managing these teams requires a very different mindset to “standard” leadership and motivational models. It needs an approach that recognizes the heterogeneity, ambition and sophistication of such staff integrating new and relevant skills.In this line, the World Economic Forum published in 2016 (and updated in 2018) the report ‘The Future of Jobs’, highlighting that “current shifts underway in the workforce will displace some workers while at the same time create new opportunities for others,” the Forum’s report said talking about a “growing skills instability” where technology changes the profiles of many current jobs and different competencies are required”. It estimates that more than half of all employees will require significant re- and upskilling in the coming years, a context where it is easy to accept that the role of the leader and his kind of leadership needs to adapt to the new scenario.This context is the departure point of THL The Hexagonal Leader, which takes as main reference Project Oxygen, a Google internal study which sets the six key attributes that Google instills in its managers, specially guiding the transition from employee or individual contributor to leader. These six skills, the base of the Hexagonal Leader training system, are:- Mindset and values. - Emotional Intelligence (EI). - Manager transition. - Coaching. - Feedback. - Decision making.THL wants to raise awareness of the importance of human skills in a new economic model and a new working world. Entrepreneurs’ ability to be successful is dependent on their resilience and ability to be innovative. Thus, the project aims at developing a training system for leaders according to these features, but also taking into account the skills and needs demanded by the new labour market. Then, the project will be double focused, both on leaders (the main target group) but also in employees, which will be the final beneficiaries of a new and adequate kind of leadership bur also in the development of self-leadership.The project consortium is composed of 6 organisations from 5 different EU countries (PO, SP, IRL, SL, ITA) and shows cooperation between new and old European Member States. A comprehensive partnership has been established, consisting of a solid group of training companies with long experience in the implementation of in company programs, some of them with a solid career in European projects and some newcomers.To achieve the objectives of the project three Intellectual Outputs will be developed, tested and multiplied: the ‘HEXAGONAL TRAINING’ is a training system for leaders in the new skills demanded by the labour context in the Fourth Industrial Revolution, which will be supplemented by ‘THLE’ (O2), a best practice case study. These will be the umbrella for ‘HEXAWORKERS’ (O3), a self-leadership kit with training tools for employees. All outputs produced will be freely accessible for the public within and beyond the project’s lifetime.THL is likely to have sustainable direct impacts within and beyond the project lifetime on three target groups: 1) entrepreneurs and managers, 2) employees 3) Companies and organizations active in the field of training and advisory services.By creating training tools for improving skills and key competences of trainers, managers and employees, the consortium expects to achieve the overall objective of the project: (a) evaluate the effectiveness of developing alternative kinds of leadership, and (b) assess the effectiveness of self-leadership training in the labour context, especially in situations where a specific approach should be revised and adjusted to conform to changes in context.

"<< Background >>The key problem addressed by the project is filling an important gap, consisting in the lack of systemic solutions enabling companies to manage employee support in the area of mental health, and in this way - to take care of the mental condition of the staff, which has a direct impact on commitment or work effects. This gap is to be filled by creating a standard for the new professional role of ""Mental Health Leader"" – which is responsible for the coordination, professionalization and regularity of companies' activities in the field of mental health.<< Objectives >>The goal of the project is to create, test, implement in testing companies and promote a new professional role (function), referred to as ""Mental Health Leader"" (until 31.12.2022), operating in the fields of:•building systemic support for mental health in the organization,•coordination of activities - prevention / coping with a psychological crisis;•peer-supporting managers and employees;•promoting behaviors that help maintain good mental condition.<< Implementation >>Achieving goal will be possible by developing complementary solutions:•standard of the new role (professional profile);•description of the process of selecting (selecting) a new role;•recommendations on the implementation of the new role;•a detailed description of the development process (syllabus / training program + trainer manual);•practical tips for performing a new role (handbook);•enabling the promotion of a new role in the organization (educational and promotional materials).<< Results >>All results will be developed in close cooperation with the target group (design thinking and users experience methodology, consultation of each result), which guarantees their adequacy and increases sustainability.The immediate target group are working people who are ready to take on the role of MH Leader, as well as organizations employing them, under which the new role will be implemented. The constitution of the new role means that the project has an impact on a wider group of recipients - employees of the companies in which the Leader will operate, and organization of the business environment with which he will cooperate (NGOs, administration etc.). The project also has an overall impact on raising awareness of the importance of mental health in the workplace.The innovation of the project is to create a systemic, comprehensive solution developed in the ""ready to self-use"" formula that is extremely practical; is directly in line with the VET priorities, has a strong justification in research and market need (and is not available on the market) and whose importance was highlighted by the epidemiological crisis situation, gives the possibility of rapid implementation without the participation of external advisors; responds to the professional needs of employees and has a direct social impact - touching on a topic that is important from a professional and social point of view, which is at the forefront of the challenges facing Europe in connection with a) rapid increase in indicators regarding mental condition, b) breaking taboos around mental health;Thanks to complementary design solutions, it will be possible to achieve long-term results - creating a new professional role (ready for implementation in any organization), promoting the role of Mental Health Leader as a support tool in solving mental health problems and promoting / promoting mental health in the work environment, creating a standard for professional development and implementing a new role (educational materials) and increasing mental health awareness in companies.The project has pan-European significance, creates an easily transferable solution and fits in with VET's priorities regarding work-based and job-based learning."

<< Background >>Over four in five employers state English is by far the most important foreign language in industry (https://op.europa.eu/en/publication-detail/-/publication/6e68f7e0-dd4a-11e6-ad7c-01aa75ed71a1). However, one third of employers find it difficult to fill positions due to applicants’ insufficient foreign language skills. In fact, a Council Recommendation of 22nd May 2019 states national governments should support VET providers to better align language learning with the foreign language needs of occupations that they train students for (https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32019H0605(02)&from=EN). It’s not only language skills deemed crucial in the labour market, though. A European Commission report on ‘Promoting Adult Learning in the Workplace’ states that people entering the workplace should acquire a combination of transversal core skills, English foreign language skills and specific skills needed for a job (https://op.europa.eu/en/publication-detail/-/publication/71427d31-7b46-11e8-ac6a-01aa75ed71a1/language-en). These transversal core skills include (among others) problem solving, communicating, leadership, and collaboration (https://op.europa.eu/en/publication-detail/-/publication/71427d31-7b46-11e8-ac6a-01aa75ed71a1/language-en). How, though, can we develop VET learners’ foreign language and transversal core skills more effectively?<< Objectives >>Research advocates for a task-based learning (TBL) approach, which argues language teaching should be delivered through the context of ‘real-world’, authentic tasks. In doing so, language proficiency and transferable skills develop due to the approach’s ability to facilitate language learning through relevant task performance that aligns with a learner’s existing language knowledge (Long, 2015). A needs analysis identifies relevant target tasks the learner will have to do in the foreign language, which are then broken down into pedagogic tasks. A syllabus is designed around this sequence of pedagogic tasks and is implemented according to certain methodological principles, which include encouraging inductive and collaborative learning, and a focus on linguistic form. What about materials design and assessing learning outcomes, though? This project sets out to not just address these points through creation of a materials bank and a teacher training course that among other things covers material design and learner assessment, but to ultimately foster greater employability prospects for VET learners.<< Implementation >>This very innovative project will focus on providing language teachers all over Europe with the knowledge and tools that are necessary to effectively implement a task-based syllabus within their own teaching contexts. This will involve the design of a task-based syllabus, the design of a materials bank which will support the implementation of the task-based syllabus, and the creation of a teacher training programme which will be adapted to the needs of those active in the tourism sector. It will equip teachers and trainers with the skills needed to both successfully implement a task-based syllabus and convince other stakeholders of the importance and relevance of a task-based approach to English foreign language learning. Through greater targeting of support for these teachers using this approach towards English foreign language learning, those active in tourism industry will be better able to acquire the language and soft skills required by sector and or in the workplace of their selected vocation. The desired outcome is that they will then be able to achieve higher levels of employability, showcase their businesses and be more resilient to crisis situations due to the fact that they will have a core set of foreign language and transversal competencies that make them a far more lucrative asset in the European labour market.<< Results >>The project is looking to achieve the following results, and they are describe and justified in much detail in the project results sector, so we are laying out here some different aspects of their use and value:1. TBL tasks for tourism: A comprehensive identification of jobs in tourism as well as needs analysis and identification of series of target tasks. It is of key importance to teacher and trainers to have a clear view of the needs analysis to help them easily create lessons.2. TBL pedagogical syllabus with previously identified target tasks that will be synthesised to a series of pedagogical tasks and then be organised into a syllabus. The design of the syllabus will also involve the creation of a series of example materials to support the delivery.3. TBL training course that will help VET language trainers deliver a task-based syllabus. This course will be delivered in a training session towards the end of the project, and those trained will then be accredited to deliver it to trainers in their own contexts/countries.There is one learning, teaching and training activity planned, lasting 3 days in Barcelona (Spain). This is of criticial importance for the success of the project. Also it is important to have a list of participating staff, who have the potential to use the tools developed, and thus have maximum impact measured by the changes in their teaching practices and the number/variety of learners they influence.