<< Objectives >>The aim of the project is to develop competences and exchange experiences of the education staff of the SKOWD Association, the Leave Home Foundation and the Brainery Academy in the field of digital education and computer skills, ecology and public debate. The specific objective is, among others: increasing the knowledge and skills of 17 people from the education staff in the field of methods and tools used in digital and environmental education during 18 months of the project implementation.<< Implementation >>In projects implemented by 5 of these organizations: 2 within the staff, 2 people with employees such as: appointing the staff of employees (for 17 people) and 1 type of mobility: Combined mobility of students, in which participants are people at risk of exclusion from partner organizations (18 people in total).<< Results >>1. Conducting 72 hours of workshops / training during the 3 mobility for educational staff and beneficiaries participating in the mobility. 2. Raising the level of knowledge and skills of 17 people from the partners' staff in the field of methods and tools used in digital education as well as computer skills and ecology during 18 months of project implementation, through participation in trainings and workshops carried out as part of mobility.

<< Objectives >>We believe that everyone, especially people from marginalized groups, should have basic computing skills so they are on equal ground in the job market. Project Cyber Skills aims to do this by developing the digital skills of adult trainers, as they are responsible for educating people about the digital space. Better education will demystify cyber safety and digital skills, and help adult trainers convey these to their students in an accessible way, so they can become more employable. These adult<< Implementation >>We will have three different LTTAsThe first will place emphasis on general IT usage and understanding of computers and mobile devicesThe 2nd will be an activity on the concept of Netiquette and why it is important to be as polite online as you are on the real world, and a health and safety guidance on how to be safe onlineThe 3rd will be on digital marketing; how to create and maintain an online presence, effective online strategies, digital branding, and creating and maintaining user engage<< Results >>The results we are expecting are to have adult trainers ready to train the new generation of digitally-able workers, people that will be able to find a job that requires ICT skills and not be intimidated by any new emergent technologies. We also expect that these adult trainers will be better able to reach people from marginalized groups, such as young women, migrants, etc.

<< Objectives >>With the DEBATE we intend to involve those people defined as vulnerable by offering them activities that include not only socialization, but also the possibility of acquiring in a creative and original way knowledge and skills useful above all for a life of relationship. It is also considered appropriate to provide digital citizenship and skills in English to have the possibility of a peer debate even in a digital environment, thus fostering intercultural dialogue.<< Implementation >>Promotion of a teaching methodology, useful for acquiring transversal skills and encouraging peer learning. DEBATE lends itself well to be included in non-formal adult education because it stimulates creativity, research skills and critical thinking. In a transnational context, courses on the use of digital platforms and the study of the English language will be supported. At the end, a visit to the European institutions in Brussels will be made.<< Results >>The results of the project and its good practices are able to constitute a new resource to promote and support non-formal education understood as semi-structured learning as it is intentional from the user's point of view: adults ask and are willing to learn what they need to know and know how to do to adequately cope with their real life situations. DEBATE membership is expected from educational institutions to promote tournaments.

"The Europe, which we live in these days is not the same as it was before. It is a dynamic hub with constantly changing schemes and affairs, but, as we want to believe, with the same values as before. These values, they need to be reflected in different structures on local, regional and national level as well as individually. Thanks to the project ""Golden Links- bringing inclusion into multicultural teaching"" we wanted to implement in the European reality, we belive to have impact on educational and social system in their various dimensions, on each mentioned level. The project wanted to tackle on some emerging issues which Partners, who were adult educators, observe in their daily work with adult learners, who came from different cultural, linguistic, religious and sexual backgrounds. These issues concerned both educators and learners in different ways, therefore this project concerned both of these groups, as teaching- learning process needs these two parties to be present and active. We believed however, that these parties should also understand each other very well in order to make the learning process as efective as possible. The efectivness of the process- in case educators- depends on their preparedness and openess. The need to deal with learners from different, and often complicated cultural backgrounds, might cause various misunderstandings and sometimes even unintended results, just becuase of lack of knowledge about certain cultural or lack of intercultural competences. Another problem was poor konwledge of educators about the learning process itslef, motivation strategies, usage of ICT in the classroom, Social Media, educational policies. We believed all these factors were important to conduct an inclusive and proffessional teaching- learning process. We conducted 4 short-term mobilities for 4 educators per organisation: 1. ""Inclusive teaching and learning"" 2. ""Creativity and innovation with ICT"" 3. ""Intercultural competences for Inclusive Educators"" 4. ""Adult educators and local development"" and 1 blended mobility for 4 learners per organisation- ""New trends/ technologies for adult learners""- in order to ensure that these objectives were achieved. The profile of educators- participants was as follows: they were low-skilled in the area concerning the certain mobility and project itself and were motivated to improve these. The learners- participants were the ones who wanted to find out how it is like to learn in a 21st century inclusive environment. Various local activities within each country were carried out during the project duration as well. We planned to implement these activities in the number of 93 per 4 countries and to engage a great number of educators, learners, NGOs, schools and municipalities. All these activities were tailored in cohesion with specialisation each Partner had and with needs their face. Thank to this partnerships we exchanged knowledge and experience within these areas and we ensured the best quality on inclusive teaching and the best care over learners at the risk of social exclusion. We based our teaching on communicative methodology, that was hands-on teaching, getting all participants involved and learning by doing. This approach allowed participants, both educators and learners to put skills into practice whilst learning. The results we wanted achieve in this project can be distinguished on two levels: tangible results and soft results. First of all, we wanted to implement the following: 1. Inclusive Adult Teacher Profile- a set of guidelines how to address heterogenous adult groups in the classroom in particular in the field of teaching literacy, digital skills, languages and intercultural competences. 2. Tool Box- a set of useful tools (online and offline) for adult teachers, that can be easily used in the classroom with adult audience. Soft results we tended to achieve are mostly conected with change in attitudes and general thinking about educator- learner relation in multicultural context and the need to include adult students at risk of exclusion into educational system. This project has the visable impact on various levels: systemic, organisations, learners, staff and within that on the local, regional, national and european level, among others as to: numer of schools, municipalities involded, educational materials produced, lesson scenarios written, meetings in schools conducted, certificates recognised, satisfaction of participants measured. We believe this project is sustainable and therefore we are able to ensure the longer- term benefits: modernizing our organisations and develop Partnership regardless EU funding."

"Knowledge is now the main engine of economy and social life. The presence, however, of forms of exclusion and inequality raises the problem of how to emancipate citizens from the condition of unavailability of knowledge. The increase in literacy levels among the population of adults, in early school leaving, and in people living a situation of social distress are one of the key demands in nowadays Europe, to which the project intends to respond by carrying out a lifelong education in which the educator must be able to integrate different open and flexible teaching methods for meaningful learning in which the subject is active and responsible in structuring his/her learning path to reach knowledge, knowing how to do and knowing how to be. Operators involved in this project are asked to acquire useful skills to contain, prevent and overcome a problem defined as functional illiteracy. The investment in possible strategies to overcome it represents the main goal for all seven partners of this project. An added value for each teacher is being able to highlight, test, appreciate and value all abilities acquired in any field by his/her students. The increasing globalization of labor and economic relations needs to identify means of ""communication"" of people’s knowledge and know-how, other than simply of qualifications or curricula, which are not always able to prove what people really know and can do. Therefore, it is of fundamental importance to tackle the problem of functional illiteracy and to seek solutions not only in formal education but also in non-formal education. The main target group which the project refers to consists of educators / teachers / tutors / facilitators of each partner Institution who will be involved in the creation of practice communities to develop a teaching model that takes into account two fundamental criteria: the first concerns the passage from knowledge to skills; the second refers to the centrality of the user, the final recipient of the educational action, who must become the active main character of his/her learning path. The secondary target group consists of who needs to “learn to learn” in order to keep up with the rapid changes that mainly characterize the world of work. Adult students who rely on these paths need for the acquired knowledge and skills to be appropriately and fairly considered in all European countries for the required purposes. It is therefore necessary to have the validity of the used methods acknowledged and recognized, to disseminate the achieved results, and to undertake the request for a system of recognition of the skills acquired in contexts different from the formal ones throughout Europe. The partnership consists of seven countries: Italy, Spain, Slovenia, Bulgaria, Poland, Greece and Turkey. All organizations are involved in adult education and mainly work with disadvantaged people. The number of participants varies from organization to organization, however it is assumed that at least 600 people are involved between educators / trainers / tutors and users, ie adults with low skills.The partnership, at this early moment of experimentation, shares the fact that more than the quantity of users involved is worth the quality of the education provided that must be expressed according to an inclusive teaching."