The quality of education and learning is one of the Europe 2020 objectives to promote an intelligent, sustainable and inclusive growth of the society. The adult education sector can contribute significantly to the aforementioned growth thanks to the integration of digital tools in learning paths and in the creation of e-learning material for adults.The “AAA-Stepup2ICT” project was aimed at developing training materials and tools to support the professional development of adult educators which play an important role in improving the quality of adult education. The project partners from Italy, Belgium, Lithuania, Spain, Portugal and Switzerland have cooperated in the creation of training materials for adult educators to support their training tasks and offers. The partnership was composed of adult education centres, universities with special focus on adult education and competences in developing online training material.AAA-Stepup2ICT is targeted to adult educators, who are key to the success of adults’ development, to enhance their competences in the use of ICT in the different phases of learning of an adult.During the two years of the project the partners have created an andragogic handbook “ICT for adult educators” (O1) that describes the situation of adult education in the partners countries, it illustrates the profile of an adult educator and the perceived importance of the use of ICT on behalf of the educators themselves. The handbook also contains a categorisation of the educational process (divided into 6 domains), examples of learning activities on the use of ICT in adult education and a description of digital tools to be used during the learning process. The partners have created different open educational resources (OER) which describe activities and tools to be used during learning activities of adults (Output 3) and an online training path for adult educators to enhance professional competences for adult training sessions (Output) 2. The online training programme is structured in 6 modules: Planning and coordinating a training; assessing training needs; Designing training content; Developing training content; Delivering a training; Evaluating a training.Activities and exercises have been created for each module and upon completion the user receives an online badge acknowledging the competences reached within the training module. An online “community” (http://www.stepup2ict.eu/community/) has been created to contribute to the topic with own OER or to share ideas and innovation of the adult education sector. At the moment 200 people are part of the community.The material has been evaluated and validated through constant revisions carried out by 80 adult educators. The evaluation activity has taken place during different online training sessions in each partners country and during a learning/training activity organized in Italy for participants of all partners countries. After each training course there has been an analysis of the results and an improvement phase of the created material. Each partner has organized 1 multiplier event for dissemination of the project results in all partner countries.All AAA-Stepup2ICT outputs and results are available on the project website at: http://www.stepup2ict.eu/

Context/background of projectThe DigComp 2.0 framework contains the statistic, that in average 46 % of European citizens lack in digital competences (DC). Every possible effort must be made to reduce this number of less educated people. This project focuses on typical DC necessary for people to remain well-integrated members in a digitalized society.Objectives of your projectThe project aims to develop missing digital competences of adults (Adult Education AE with a special focus in so-called ”digital immigrants” which are people disadvantaged in society due to their lack of digital competences DC and therefore count to miner educated people in DC) and to enable them to take an active role in the digital society.The objectives are to create, implement and evaluate 15 modules teaching various specific topics related to everyday life covering DCs as a “Digital Immigrants Survival Kit” (DISK), to use flipped learning 3.0 as the training approach, to create an innovative self-evaluation tool based on competency-based self-evaluation mandalas, to create a transferability and implementation guide, to transfer the results and outcomes in a flexible way in other European countries and finally to publish the modules of the DISK Toolkit as Open Educational Resources (OER).Number and profile of participantsThe consortium consists of 5 partners(3 adult education organisations, one university, and a specialist in course quality & Open Educational resources OER) with complementary skills, experiences and approach to adult education.The applicant is the University of Porto that will focus on adults with lower levels of education and create opportunities for their further education, inclusion and full participation as European Citizens and for their survival in a digitalized world. 3 Adult Training organisations are well distributed in Europe and have complementary approaches to Adult Education: Edrase, GR is well-experienced in trainings on remote places, EFQBL, AT has a specific focus on older people while Training 2000, IT is a professional AE training organization providing training to all ages of adults. Ossiannilsson Quality in Open Online Learning (QOOL) Consultancy is a Swedish organization specialized on quality in trainings and the publishing as OER.Description of activitiesThe major activities will be to develop specific training modules for adults to increase DC in a specific field (competences and skills to handle daily routines and tasks with the need of a specific knowledge and experience)Methodology to be used in carrying out the projectThe chosen methodology is a kind of bottom-up strategy: An analysis creating a competence map is used to identify the specific competences (closely linked to the DigComp 2.0 framework, European Commission 2017). The result is used to develop the Training Content and to develop the training path & pilot testing. The proven modules of the toolkit will be published and enhanced by a comprehensive set of OERs. The transferability and implementation guide enabled the transfer to other European countries.Short description of the results and impact envisaged The result of this project will be a set of 15 training modules for adults less educated in DC to enable them to survive in the digitalized world and to act as active citizens (without exclusion from everyday’s tasks based on DC). Topics will be the connectivity by social media. Privacy, data protection, dealing issues with public authorities and similar issues.The trainings because of the project will enable people to handle their digital identity, will tackle literacy issues related to media and health concerns (justifiable with issues such as vulnerability to false/fake news and the relevance of health concerns in older age) in frame of their role as active citizens.Potential longer-term benefitsLonger-term benefits will be the enhancement of basically necessary DC in countries, where the level of DC of citizens is below the European average. The well-structured and developed blended learning courses (based on flipped learning) can easily be used by organisations to reduce the specifically addressed DC gap of adults in the future (estimated for the next 5 to ten years)

The purpose of the project is to develop a new methodology and teaching and learning model based on gamification for entrepreneurship compiled of both Entrepreneurship and Intrapreneurship. We aim to develop experiential learning model with a game and external business partners who will act as mentors to pupils and guide them in the process. Pupils work in teams to create virtual companies. At the end of the course pupils make expeditions to real companies and investors to present their businesses.The two target groups of NeXT are: - primary target are high school pupils in 10th,11th and 12th grades. Pupils are from general education and specialization in Management and Entrepreneurship.- secondary group - teachers in Geography and Economics; teachers in Entrepreneurship. Small-scale pilots of the model that we are proposing in NeXT have already been undertaken in the participating organisations and they show this model leads to reduction of early school leavers and higher pupils ‘engagement and thus better grades. By developing the project we have the following key objectives:- to take pupils out of their comfort zone via gamification to focus on user empathy, whole-brain thinking, collaboration, and experimentation;- to encourage pupils to start their own innovative businesses - whether or not they proceed and really found enterprises, they will develop entrepreneurial mindset and key business knowledge and skills; - to create better collaboration between schools and real businesses – in the process we foresee the active participation of managers and experts who will provide guidance and mentorship; - to develop necessary digital skills for both target groups - one, we aim for digital (virtual) business creation by student teams and second, lecturers use open educational resources to deliver the course and make it available widely. The project is set to produce four intellectual outputs as follow:-Teaching methodology and course syllabus; -Game, manual and training materials; -Teacher’s manual and study documentation; -Open education space platform. The ultimate outcome is development of a game and digital tools for starting and developing innovative business. The project will start with a detailed description and outline of the game content with the respective templates, tools and other elements that will be developed. We are focusing to equip the young people with the skills and mindset to start their own businesses Thus we develop our methodology in compliance with it as well taking into consideration the concepts we are using as well:- Innovation management with its elements – innovation culture, innovation process and capacity, innovation leadership. - Entrepreneurship – key elements of how to start a business- Intrapreneurship – how to develop the business- Design thinking – as a process to generate innovative products and services following the Stanford’s d.school framework: Empathize, Define, Ideate, Prototype, Test.The project aims to adapt the development of competences to the changing world. The students will not work to learn new things but to think of new things from scratch and interact with the real business. NeXT project is designed for strengthening the links between school education and business and enhancing the entrepreneurial training by building effective methodology and course framework to be implemented across different schools and applicable to various competence levels.

The target group of this project, people 55+, increase in all European countries. We live in aging societies. In this process the group of elder people does differentiate by very different living situations and concepts of life as well as different cultural and religious imprints: early retired people; unemployed elder beings; elders in Life Long Learning Institutions; workaholic elders who need reorientation; elders that feel abandoned and are in the risk of social exclusion such as minorities, immigrants, refugees etc. Characteristic for more or less all European countries is that a growing part of the 55+ are endangered to become separated/ excluded. Social isolation and loneliness in older adults are substantial public health problems, lead increasingly to illness and often to unnecessary health care utilization. Interventions such as peer support, volunteerism, physical activity, arts and recreation- based activities may consequently improve health and well- being. At the same time in many countries of Europe there is a luck of organizations that focusing specially on that age groupTo deal with this multiplicity is a challenge for the whole society. Especially concerning Culture and Education specific offers have to consider life experiences and life conditions of the generation 55+ to improve the chances of cultural and social participation. Due to this project citizens from different countries, cultures and traditions through cultural activities (dances, arts, theatre, photography, cooking, etc), ICT and foreign languages intend to develop intercultural consciousness, limit the prejudices and highlight the commons. This is of high relevance, because the engagement with Arts, ICT, Language and Culture is for many elder people the opening for new opportunities in participation and higher quality of life The main aim of this program is to reinforce people at 55+ to adapt an active, healthy, creative and successful way of living. The objectives concerning a) citizens of 55+ are: to enrich cultural awareness and heritage, enhance personal development, group cohesion, socialization and sense of belonging and b) trainers/staff are to exchange ideas, experiences, good practices, reinforce cooperation and improve management competencies and internationalization strategies. The partners of this project- 7 organizations from Greece, Italy, Germany, Bulgaria, Georgia- are expertise on the fields of Arts, Culture, ICT with seniors and are willing to be innovative in giving seniors some tools and resources from their shared experiences and practicesThe project aims to reach out to the widest possible audience inside (>600) or outside the project (>1500), in particular local communities and regions. For the achievement of the project there will be a precise planning with a clear division of responsibilities and detailed control and coordination. Each partner will determine from the outset who will be responsible for each action and will receive frequent feedback on the process. The coordinator will supervise and be responsible for information such as exact timetable, funding, agreements etc. Five transnational meetings will be used to establish face to face contact, review the project progress and for training and work shop purposes. Each meeting will be reported by the coordinator. At the first phase questionnaires focusing on Clarification of the needs and the expectations, Cultural Awareness, Quality of life will be given to point out the profile of the target group. The design and implementation of the activities concerning Arts (Folklore Dance, Painting, Theatre etc.) Culture, Language and ICT will be conducted by each partner. A variety of events such as Performances, visits in Museums etc. are going to be held. On line courses, webinars, digital games etc. are going to be conducted as well. All these activities and events are going to be recording and evaluated by each organization. Good Practices will be selected and as a result, a Compendium of Good Practices will be published. This Compendium will be available online on the project's website, on the partner organizations' websites and fb pages and thus, available to many people inside and outside this project. An online platform for this project with all the material will be installed. A list of members will be created, information and possible involvement of other organizations and associations will be empowered. Another expected result of this project is to create an EU network of seniors to keep up with traditional culture, be familiar with an active way of living and gain well-being. In addition, the creation of a network of professionals/staff to promote communication, cohesion and exchanging of professional skills. This could be a prerequisite for designing a new European project Partnership Strategies that would involve intercourse and interaction between the stakeholders with multiplier events and intellectual outputs.

Light Commercial Vehicles (LCV) under 3.5 tons are an important part of the vehicle fleet and over the past years have taken over a consistently increasing portion of the transport capacity in Europe. As the link between logistics centres and retail or the end-user, LCV have established themselves in the supply chain throughout the EU. But also in the fast and flexible goods and commodities long-distance transport sector, as well as in the courier and delivery service branch, vans are a mainstay. Education and training opportunities for drivers are sorely lacking in the area of LCV logistics, as traditional face-to-face teaching methods tend to be nearly impossible to implement in their daily operations.The SPRINTER Pro Driver project seeks to pilot and test innovative training methodologies for LCV drivers based on: - The evelopment of learning materials geared toward the specific needs of LCV drivers - The adaptation of existing Web-based technologies for training purposes; This will eliminate the necessity for the driver to attend training during his/her weekly rest periods (week-ends) or during leave, and increase the learning motivation. The project will introduce the following innovations: - The development of a training path dedicated to LCV drivers in order to align their competence standards to the transport sectors and society needs - Development of modern and flexible training instruments that are aligned with the actual daily work of the drivers (learning independent of time and place).To enhance the cost-benefit ratio of further qualification through the development of digital educational content. - The definition of the professional qualification of LCV Driver in line with ECVET system. Eight (8) partners from Austria, Italy, Ireland, Finland and Switzerland will contribute to the SPRINTER pro driver project. The partnership consists of Associations in the transport sector (representing both the driver and the business side of things), VET organisations, training and consultancy organisations. Two associated partners will support the project with dedicated tools and networking activities. The main target group of the project are drivers who are addressed by professional qualification training and mainly drivers’ of road freight transport holding licenses B and B+E. A second target group are vocational trainers working in VET centres: these are key actors to be engaged in the activities of the project. They will be upskilled and empowered in the use of new training methodologies and tools in order to enhance the drivers motivation in participating in training and professional development. The core activity of the project consists of the creation of specially designed training course material, and the SPRINTER pro driver training path, which will contain material for trainers on the innovative methodologies of web-based training. LCV drivers will benefit from a flexible learning path adaptable to their specific work conditions. The trainee/practitioner training will be enhanced and extended beyond the learning experience, reference material can be accessed at any time and be a memory aide for informal learning. All stakeholders of the transport and training sectors will be involved from the very beginning in the activities of project. The local networks will be able to assure the dissemination and the sustainability of the project's results. All stakeholders will be introduced to an online platform where they will be enhanced to share ideas, issues, and experiences related to the transport sector and more specifically to the training of LCV professional drivers.