<< Background >>BACKGROUND AND RELEVANCE OF THE PROJECT:The Covid-19 crisis reminded us again of the urgently needed transition to a more sustainable economy addressed in the 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT, the PARIS AGREEMENT ON CLIMATE CHANGE and now the GREEN DEAL. Overall sustainable development is based on environmental, economic, and social pillars. In this regard governments agreed that the green economy is a crucial tool for sustainable development. Thus, green economy can be recognized the economy of the future. Developments in this context are now facilitated and bear an opportunity in the period of crisis recovery. To reach a green economy, on the one hand innovations are crucial and on the other hand workforce needs to be prepared for future jobs arising. According to the ILO, 24 million new jobs could be created by 2030 in course of the shift towards a greener economy. Related to this, it is proven that gender equality, also anchored in the SDG’s has to be taken into consideration.The traditional gender work division is still recognizable with women still underrepresented in brown, and also in the green economy due to the emphasis on technical and innovational skills required, though they are considered an important part for reaching green economy as shown in various studies. Additionally, evidence shows that especially women and young people got were severely affected in course of the Covid-19 crisis. It is verified that the career choice of women has lifelong implications on their life in regard to the increasing pay gap and related old-age poverty. Green jobs are essential for sustainable development and this offers new opportunities for women. Young women need to be approached already in the phase of career orientation in this context and career orientation has to be adapted accordingly incorporating existing as well as evolving new green jobs and focusing on gender equality in this respect.The project draws on this and aims at inspiring young women to decide for professions in this future-relevant field, providing them with the information and knowledge required to do so.<< Objectives >>The Women4Green project draws on the mentioned aspects and aims at:-RAISING young women’s awareness and INTEREST in future relevant green economy professions and thus contribute to gender equality in this professional field EMPOWERING young women to decide for a green economy job-INITIATING adaptions in youth career orientation, focusing on job orientation for green economy jobs, taking a gender-sensitive approach into account -PROVIDING a clear understanding and overview of existing/evolving green economy jobs and the required skills/competencies as well as providing information about educational paths in this regard -INDUCING a gender-sensitive approach in recruiting and companies in the field Sustainable development is essential for the future of Europe, but also the whole world. This is also coming along with changes in the work environments of tomorrow. This bears a chance especially for the disadvantaged group of women for long-term employability. The Women4Green consortium is convinced to contribute to gender equality in green jobs with the present project, ensuring the highest possible results and wide dissemination through the strong involvement of the main target groups and thus lead the way a more sustainable and equal Europe.<< Implementation >>Women4Green pursues an action-oriented methodology to produce all deliverables and to realize the project objectives. In this context, we divided all project activities into individual TASKS, each of which leading to an actual result, such as a document or product. This action-based methodology with clearly define TASKS makes actions and their results measurable.The main target groups, young women between 14 and 20 years and career orientation centers will be involve in all stages throughout the Women4Green project development by all partner countries (AT, IT, TK, SE, MT). In total 127 participants of the mentioned target groups will be involved in feedback, pilot tests, interviews, focus groups, workshops and the LTT activity. Further stakeholders will be included in podcasts, community building, interviews and multiplier events.-In R1 a CATALOGUE OF GREEN PROFESSIONS AND SKILLS is developed giving a comprehensive insight into what green economy jobs are in each country and which specific skills/competences are required in course of a desk research and questionnaires. Furthermore, the status of green job in career orientation is evaluated in course of expert interviews. -In R2 a DIDACTIC CONCEPT that ensures a holistic learning experience and a CURRICULUM serving as a basis for the development of the learning material (R4) is developed. -In R3 a COMMUNITY BUILDING STRATEGY is created and implemented including at least 5 WORKSHOPS and 7 PODCASTS, (in EN but also in each partner language) ensuring the widest possible reach, in different formats with relevant stakeholder. -In R4 LEARNING MATERIAL for young women in job orientation is developed according to the latest methodological and didactical findings. -In R5 WORKSHOP SETTINGS AND AN EXPERIENTIAL GAME for career orientation of young women for green jobs are developed. The workshops are conducted, obtaining motivational setcards for the main target group. Additionally, a GIRLS DAY will be planned and conducted, enabling the target group a direct insight in one green economy job in each country.-R6 is providing a final GUIDE FOR CAREER COUNSELLING AND COMPANIES. For a specific and target-group oriented results, the main target group of young women between 14 and 20 years will be involved in course of focus groups.One practical-oriented Learning Teaching Training Activity (C1) will take place involving 20 young women between 14 and 20 years as well as 12 youth workers/trainers, involving a green company visit . And finally, 6 Multiplier Events will be conducted by each of the involved project partners.<< Results >>RESULTS The results are available Europe-wide, with unlimited access in 5 languages (EN, GER, TK, SE, IT). All results are available via the project website as well as the Erasmus+ result platform and can be easily adapted, further developed and applied what is highly supported. Following results are developed in course of the project: -CATALOGUE OF GREEN PROFESSIONS AND SKILLS including a comprehensive insight into green economy jobs and required skills/competences and a status of green job career orientation -DIDACTIC CONCEPT enabling a comprehensive learning experience and CURRICULUM for the learning material (R41). -COMMUNITY BUILDING STRATEGY and PODCAST ensuring effective community building. -LEARNING MATERIAL on the green economy and green jobs coming along, required skills/competencies and job profiles in the sector -WORKSHOP SETTINGS and AN EXPERIENTIAL GAME for career orientation of young women for green jobs -GUIDE for career counselling and companies to specifically attract women to green economy jobs IMPACTS AND LONGTERM BENEFITSWomen4Green has a special focus on long-term and broad dissemination and will have lasting impacts on all geographical levels: - increasing number of women interested in green jobs and taking on their professional career in this field -broadening community of women in green jobs -adaptions in career orientation increasingly involving existing/arising green jobs, paying specific attention to a gender-equal approach. -adjustments in companies/recruiting in the field focusing on a gender-sensitive approach To ensure those long-term impacts of Women4Green the broad network of the consortium as well as the established community will be strongly involved in disseminating the project’s results. This will result in a broad debate about interesting and empowering women for green economy jobs and thus accomplishing change and adjustments in career orientation as well as in recruiting.

TestU Online is a free of charge, multilingual, online e-learning platform enabling easy and fast creation of various quizzes, tests, and exercises primarily intended for learning languages. The platform users will be mainly teachers, coaches/lecturers as well as their pupils, who are attending elementary schools, or other forms of education, whether formal or informal. The reasons for creating such a platform can be explained by the necessity for allowing a young generation to access free education despite their socio-economic, religious, or national background, geographical limitations, or even various kinds of disabilities. While there are similar platforms available already, they are usually very limited in their functions, they are not that comprehensive, not very easy to use or even they require a fee to access them. Such drawbacks ultimately prevent people from freely gaining the knowledge they might need as not everybody has equal means to access them. The lack of such a free platform, in general, is especially obvious during the current times of the worldwide pandemic as many people are at the moment physically prevented from accessing educative institutions, either because the schools are shut down, or because they might be in quarantine themselves. In order for people to continue educating themselves during such times, there is a crucial need for projects which allow for easy and fast creation of learning materials, which could be used both online or offline.As it was mentioned above, our target group will primarily consist of the teachers and lecturers who may find the use of our platform very useful as it will allow them to very easily and quickly create new tests and exercises for their students or simply use one of the existing test or quiz uploaded in the system previously created by another teacher. Furthermore, the teachers and coaches could use this platform in order to find out crucial information about their pupils, and thus be able to adapt the teaching according to their personal needs. As an example, assigning a quiz through TestU Online would allow us to find out information about their students, such as how fast they respond, which types of mistakes they make, when is it that they respond, how long does it take them to answer certain questions, etc. The pupils could get feedback instantaneously, and they might find the interactive way of learning more fun and entertaining as opposed to the traditional lecture-based approach, which does not provide the same level of interaction. A modern approach to learning through TestU would result in a boost in their motivation and attentiveness.During the project, most activities will be directly dedicated to the development of the intellectual outputs including the development and design of the website, analysis, and didactic methodology for the classroom and online usage, but for the most the creation of the content (quizzes, tests, and exercises). The project cycle is planned to allow for joint creation and understanding of planned objectives that lead to the successful completion of the project by active and balanced participation of all partners. Sufficient time will be allocated to each activity to allow for thorough research, to develop the end product properly. We will devote a substantial period of time to assessing the current situation and addressing the detailed needs of our target groups in order to collect enough intelligence to develop our product in the complexity and quality it requires.The final product (output) of the project will be also an online platform, which enables: 1) to create new tests/quizzes/exercises, and/or 2) to find already created content in the existing library. The result of our project will be increased free e-learning offers. The website will be an innovative new tool for learning languages (and not only them) and will have an impact on the improvement of education among pupils. Self-learners will be able to use a new resource, which is not only a set of individual modules but a really comprehensive portal for learning languages, full of useful tools. What is even more important the content will be available in many languages of the consortium as well as in English for a further reach of the portal, but also in other languages (cs, hu, eo, ru). This way the portal will be accessible to the majority of young learners, who do not speak English well enough to use e-learning resources, which are very frequently available only in English. As the Internet technologies are changing very quickly, we will constantly keep the portal up-to-date because it is one of the most important measures for ensuring sustainability and long-lasting users' satisfaction, which will further lead to the constant growth of the new users.

"<< Background >>Art and culture are central factors of socialisation, instruments of access to the world and the basis for the acquisition of key competencies. Cultural education promotes tolerance, broadens the view of the world, invites reflection and differentiated discourse, and is an essential cement for a united European society. We live in turbulent times, the migration crisis, advancing digitalisation and the COVID19 pandemic create a lot of uncertainty - especially among people affected by obstacles such as educational distance, long-time unemployment, language barriers or economic obstacles. Challenges of our time can only be solved together, and this requires cohesion and a common cultural understanding of a colorful, diverse, common Europe. But when it comes to European culture, to understanding that everyone is an important part of Europe, especially the group of young adults with restrictions face some difficulties. They perceive culture as something abstract and elitist that does not touch their own life reality, and they do not feel interested in participating in cultural events. Therefore, it would be important to shorten the distance between this group of people and European culture, to show them that culture can be fun and that they can shape culture easily on their own. A cultural education that guides these people would be of high importance.But at the moment, educational measures for adults are limited in most cases to concrete ""on the job"" applicable skills or to the acquisition of language. In the field of cultural education, there are not freely accessible and digitally available materials for adults, according to the preliminary research for the project. Therefore, the project CisU provides awareness raising and cultural education for a large target group (adult learners with diverse restrictions). The project supports people in developing their abilities to participate in and contribute to society. Culture should not be (mis)understood as something abstract and elitist, but is part of the common identity to which all people in Europe belong and which should be shared and shaped by everyone. We want to show these people that culture is not the preserve of a particular group of people, but that everyone can easily contribute to European culture, we want to show them that CULTURE IS YOU.<< Objectives >>The OVERALL GOAL of this project is to foster cultural awareness and understanding among young adults with restrictions (low level of qualifications, long-time unemployment, economic obstacles, migrant background, etc.). We want to contribute to making culture more accessible for this group of people and to integrate them better into society.Providing basic cultural education for all people in a society has positive effects on the whole society as well as on the individuals. People who are trained in this way are better integrated into society, gain easier access to culture, gain self-confidence, but also access to the labour market or opportunities for career advancement are increased. For the society as a whole, it is expected that this project will have a positive impact on integration efforts, help to reduce polarisation and division and contribute to building a European sense of community.SPECIFIC OBJECTIVES of this project are:- Bringing European culture closer to people with disabilities and letting them actively experience and shape culture- Providing adult educators with a teaching concept and materials regarding cultural education they can directly use in their trainings- Raising awareness of the importance of culture- Supporting the acceptance and understanding of cultures of different European countries- Preventing exclusion through the inclusion of young adults with different restrictions in a cultural Europe- Supporting cultural institutions by opening up for a new target group<< Implementation >>ACTIVITIES AND METHODOLOGY: To create materials tailored to the target group of young adult learners that face different restrictions and educators who are training these learners in cultural education, it is crucial to involve them in all activities of the project. In PR1 we will create a DIDACTICAL CONCEPT and a CURRICULUM as basis for the learning materials, the videos and the game that are developed within the other results. To assess the special needs of our target groups and ensure a high practical relevance of these results, we conduct INTERVIEWS with at least 3 adult educators and 3 adult learners per partner organisation regarding the contents and methodology that should be included in the materials.The results of PR2 are LEARNING MATERIALS and VIDEOS that contribute to the further development of the cultural competences and the raising of interest in cultural activities of adult learners with restrictions. To ensure a high potential of use and attractiveness of these materials and videos, we organise a PILOT TESTING with our target groups (trainers with their young adult learners) in each partner organisation.In PR3 we develop a HAPTIC BOARD GAME and INSTRUCTIONS for this game. This game will also be PILOT TESTED by the target groups when we organise the testing for the learning materials and videos because our aim is to make it as userfriendly and fun as possible.PR4 contains the creation of a WORKSHOP CONCEPT that can be directly used by trainers in their educational programmes. Furthermore, we compile a GUIDE for adult educators on how to use all the developed materials and tools in the most effective way. To ensure again a high practical relevance, there will be at least two TRAINERS per partner organisation that USE THE MATERIALS and tools WITHIN THEIR COURSES and give feedback on the quality and impact of the results. In addition, we organise an INTERNATIONAL EXCHANGE EVENT where adult educators that have tested our materials can exchange their experience and build new networks. This event will be held online via an appropriate communication tool and is part of this project result.MULTIPLIER EVENTS:To disseminate the results of this project as widely as possible, each partner organisation will organise a Multiplier Event with the involvement of key stakeholders.<< Results >>In the project CisU, we realise the following four project results:PR1 – Development of a DIDACTIC CONCEPT and a CURRICULUM for the learning materials and videos (PR2) as well as the board game (PR3): We create a concept and curriculum based on the latest didactical and methodological findings to be able to develop user-friendly learning materials, videos and the game. These outputs include the contents of the following results, but, what is of the same importance, they also show HOW these contents can be taught in the best way to the target group.PR2 – Development of LEARNING MATERIALS and LEARNING VIDEOS to bring our target group closer to European culture: We create learning materials and videos that contain information about culture in general, about different cultural fields and about how the learners can participate in cultural events. But we do not only give them information on these topics, but we create interactive contents where they can learn by doing and trying new things out. The goal is to show them that culture can be fun and to raise their interest in participating in further cultural programmes.PR3 – Creation of a HAPTIC BOARD GAME: We create a board game that can be played in educational contexts, but also in private context. It should bring them closer to culture in a playful and fun way and make the players experiencing and enjoying culture. To ensure a smooth gameplay, we also develop game instructions that are visually appealing and easy to understand.PR4 – Development of a WORKSHOP CONCEPT and a TRAINERS’ GUIDE: To give trainers an idea on how they can include our developed materials into their teaching, we develop a workshop concept for an online as well as for an offline course. In addition, we compile a guide that explains how the developed materials and tools are interrelated and how they can be used in order to exploit their full potential. The CisU project will have the following impacts and long-term benefits on all geographical levels: - adult learners get access to cultural education, get into social dialogue, understand European culture better and thus get better included into society - adult learners become more motivated to participate at further educational programmes - adult educators know how they can train their adult learners in cultural education - awareness of diverse target groups for the importance of being part of European cultureThe OPEN SOURCE ACCESS to all project results will be guaranteed for at least 5 years after project end. Our aimed impact is to bring young adults with disabilities closer to European culture, to support them in shaping culture by themselves and thus to contribute to a better inclusion of these people into society."

"The project ""Fit 4 Digital Linguistic Education” aims at 1) creating a European knowledge base of digital competences for language educators and 2) providing the European adult educational landscape with a newly developed online assessment tool.CONTEXTLanguage is seen as the gateway to the world, as an instrument for better mutual understanding, exchange and as a basis for communicating and living common values and views. However, knowledge of the language of the respective country of residence is also the basis for survival in the job market.Europe is confronted with immense challenges - many languages are available in a geographically very small area, which makes mutual exchange, the growing together of the individual countries and the transfer of knowledge and labor mobility more difficult. In addition to these challenges, Europe was and is confronted with a large number of asylum seekers who - as soon as the status of asylum or subsidiary protection is final - must be integrated into the labor market as quickly as possible in order to become full and valuable members of the host country. Efforts in this direction are essential, on the one hand, in order not to overstretch the national budgets of the member states financially and, on the other hand, to strengthen the perception of the migrant population as valuable members of society and to maintain social peace. However, language learning is time and cost intensive and requires an incredible amount of resources. New ways of teaching language skills are therefore needed at this point. The digitalization of recent years has created opportunities to teach even complex content in online tools and courses. In order to be able to use these efficiently in language teaching, teachers in this field also need the corresponding skills. This is precisely the subject of the ""Fit4DigiLinE"" project. PROJECT OBJECTIVES1. increase competences on digital language education2. encourage the use of digital learning and assessment tools by language teachers3. develop a European wide knowledge base of digital competences connected to personal and social competences4. ensuring the employability and further development of language educators in a digitalized world5. support the monitoring of competences for individuals as well as for education providersPARTICIPANTSIn total 36 language teachers from 5 project countries (AT, IT, ES, FI + GR) will participate in 2 LTT events.PARTNERORGANISATIONSThe partnership consisted 6 European organizations: 2 adult education centers (AT+FI), 1 language school (ES), 1 innovative educational technology & research company (GR), 1 private training agency + consultancy body (IT) and 1 state-approved assessment center + developer of languages tests (AT).ACTIVITIES + METHODOLOGYWe pursue an action-oriented methodology to produce all deliverables and to realize our project objectives. In this vein, we divided all project activities into individual TASKS, each of which leading to an actual output or interim result, such as a document or product. This action-based methodology with clearly define TASKS makes actions and their results measurable.PROJECT RESULTS1) A REPORT on Motivation and limitations for digital transfer of languages including the results of a survey about demands and needs of educators and participants, best practice examples about digital tools and their usage as well as learning materials2) E-LEARNING COURSE: trainer modules incl. videos and self-reflection tasks on personal, social and digital competences for teaching languages in a digital setting3) ASSESSMENT TOOL for digital, social and personal competences4) TRAIN-THE-TRAINER GUIDE to use the assessment center5) MOOC: digital competences for languages educatorsIMPACT AND LONG-TERM BENEFITThe impact of Fit 4 DigiLinE will have the following impact on all geographical levels: ~ better informed language educators on the possibilities of digital teaching in their specific field~ empowerment of language educators on assessing the learner’s development~ awareness about the connection of digital competences with personal and social competences and their importance in online language teaching ~ transnational informed language educators and other stakeholders through the MOOC course time and place independentThe OPEN SOURCE ACCESS to all project outputs will be guaranteed for at least 5 years after project end. Our aimed impact is to initiate a broad debate on the importance of digital competences within language education and to equip as many educators as possible with the tools.Continuous development of results is also planned within the consortium based on their business models.A TRANSFERABILITY of the results is given – the E-Learning-course is created in a way, that the content can be incorporated in various LMS´s. All information gathered and developed can be transferred to primary, secondary and high schools as well as to Universities."

<< Background >>Due to the ongoing DIGITAL TRANSFORMATION of the last decade and the associated changes in the professional world, the need for qualification in adult education has increased immensely. Particularly low-skilled people are disproportionately often employed in jobs that could be substituted by technologies or that are affected by changes in the job profile. For example, the World Economic Forum predicts an enormous need for adult skills training at the 2020 meeting in Davos. For Europe, it is predicted that almost every second adult will need further training within the next 5 years. Low-skilled people in particular are therefore disproportionately affected by the threat of job losses due to technological substitution or changes in job profiles and need ACCESS TO TRAINING to remain competitive in the labour market. Increasingly, training offers are being switched to distance or blended learning, a trend that has intensified in the wake of the COVID pandemic. However, it is precisely these learning opportunities that are often difficult to access for low-skilled people because they LACK VARIOUS BASIC SKILLS to be able to use these learning opportunities. The GAP between low-skilled and higher-skilled people is WIDENING, with immense consequences for the labour market and social cohesion. Therefore, it would be of great importance to integrate low-skilled learners into these new forms of learning. However, the problem is that there is a prejudice that blended learning is not suitable for low-skilled learners and, in addition, these learners very often lack the digital and cognitive skills they would need to participate in blended learning programmes.In order to close this educational gap, it is therefore important to break down this prejudice and support low-skilled learners in developing basic digital and cognitive skills, thus facilitating their access to different educational programmes - especially blended learning settings.<< Objectives >>The OVERALL GOAL of the Access2Learn project is to contribute to the INCLUSION of disadvantaged learners in all fields of education, especially in blended learning programmes. This is crucial to sustainably support low-skilled people to find a job or to keep their job even if their job profile changes.SPECIFIC OBJECTIVES of this project are:1) to draw attention to and counter the prejudice that low-qualified adult learners could not participate in blended learning programmes2) to raise awareness of the importance of developing cognitive competences for the participation at blended learning programmes3) to promote positive attitudes towards blended learning concepts 4) to support adult learners with developing the required digital and cognitive competences for blended learning5) to motivate low-skilled learners to participate at further education programmes 6) to support trainers in training low-qualified learners in blended learning settings 7) to provide trainers with different exercises and tips they can use when preparing their learners for blended learning<< Implementation >>ACTIVITIES AND METHODOLOGY:To create materials tailored to the target groups of low-qualified learners and educators who are training this group in blended learning settings, it is crucial to involve them in all activities of the project.In PR1 we will conduct FOCUS GROUPS and INDIVIDUAL INTERVIEWS to develop recommendations for action for decision-makers and to break down the prejudice that low-skilled learners are not suitable for blended learning. In addition, we will compile TWO QUESTIONNAIRES for adult educators and low-qualified learners to determine the competences that are needed for participating in blended learning programmes. The outputs of PR1 will be a POLICY PAPER as well as a COMPETENCE CATALOGUE which serve as basis for PR2 and PR3.In PR2 we will develop LEARNING MATERIALS and EXPLANATORY VIDEOS for low-qualified learners to support them in enhancing their digital and cognitive competences.In PR3 TRAINING MATERIALS for adult educators are developed. To assess the learners’ competences, we will develop an ASSESSMENT TOOL and additionally we support trainers in choosing appropriate learning materials for each learner by ILLUSTRATING A PROCESS for different situations. Furthermore, we compile a SEMINAR DESIGN for training low-qualified learners (on-the-job and in job-orientation) and we create a PODCAST to raise awareness for the importance of the inclusion of low-skilled people. To round it all off, we develop a HANDBOOK and GUIDANCE for trainers.NATIONAL WORKSHOPS:Within PR3 each partner organisation will organise a national workshop for adult educators who are training low-qualified adult learners in blended learning settings. Within this workshop they use the developed materials in their everyday training and proof their practicality. The feedback of this workshop is an essential part for our project.MULTIPLIER EVENTS:Each partner organization will organise a Multiplier Event with the involvement of key stakeholders to disseminate the results of this project as widely as possible.<< Results >>In this project we will realise the following three results:(1) Creation of a POLICY PAPER and a COMPETENCE CATALOGUE: In this Project Result we compile a policy paper that highlights the disadvantage of low-skilled adults in relation to blended learning and provides recommendations for decision makers to facilitate the inclusion of this group of learners in new forms of learning. In addition, we create a competence catalogue that explains the competences learners need for blended learning.(2) Development of LEARNING MATERIALS for low-qualified adult learners:Learning materials and explanatory videos for low-qualified adult learners are developed to support them in developing basic digital and cognitive competences they need for participating at blended learning programmes. The materials and videos can be used by adult educators in their trainings as well as HR managers or organisations who want to further educate their employees.(3) Development of TRAINING MATERIALS and AWARENESS BUILDING for adult educators: We develop materials and tools trainers can use when training low-qualified adults in blended learning settings. These include: an assessment tool to assess the competences of the learners and the illustration of individual learning processes in relation to the assessment tool, a seminar design in blended learning format for training on-the-job as well as for job orientation, podcast episodes for awareness building and with tipps for training low-qualified learners and a handbook with information about the interrelations of the different outputs to ensure an efficient use of all results.The Access2Learn project will have the following impacts and long-term benefits on all geographical levels:- low-qualified learners get access to and are prepared for blended learning programmes- adult learners become more motivated to participate at further educational programmes- adult educators know how they can prepare their low-qualified learners for blended learning- awareness for the importance of the development of learning competences on the part of the learners before conducting blended learning coursesThe OPEN SOURCE ACCESS to all project results will be guaranteed for at least 5 years after project end. Our aimed impact is to initiate a broad debate on the importance of the inclusion of disadvantaged learners in new formats of learning and to support as many low-qualified learners as possible in developing the required competences for successfully participating in blended learning programmes.