The two-year project entitled ’BACK to LEARNING – Developing Key Competence of Adults for High Quality Learning Opportunities’ has been implemented by an 8-member international partnership representing 6 countries (Hungary, Estonia, Ireland, Germany, Malta, Spain) with the coordination of the Government Office of Békés County funded by the Erasmus+ programme.The project focused on the further development of the professional activities of organisations involved in the partnership and mutually becoming acquainted with the best practices applied in the topics of cooperation system of organisations, the organisation of trainings aimed for competence development, curriculum development, the sensitising of professionals engaged in development and those in a position to improve the situation low-skilled adults, and in further professional trainings.The meeting in Hungary in September 2020 was implemented in an online form due to the world pandemic while at all the other venues project staff was at present. The exchange of experiences was realised in the form of holding 2-day transnational partnership meetings in each 6 partner country. During the meetings, apart from carrying out project management related tasks, the hosting organisations presented the best practices, methods and the experiences of implementation applied by them or with organisations cooperating with them in the field of adult education that are in accordance with the project aims. Besides receiving theoretical pieces of information, the participants could meet people implementing as well as participating in the programme in the form of on-site visits. The meeting in Hungary held in September 2020 was implemented in an online form due to the world pandemic while at all the other venues project staff was at present. The project primarily intended to provide further development for professionals responsible for career counselling and guidance, the basic competence development of adults, the education of teachers/experts dealing with basic skills development, adult education and forming employment policies at the particular organisations, however the ultimate aim was to integrate the best practices seen and considered to be adaptable into the operation of the implementing organisations, and to further improve the level of their professional work with amending the methods, if needed.One of the major results of the project is the Brochure of Best Practices presenting the methods and approaches applied by the partner organisations and the results and experiences of their operation in practice. In the document 2 best practices per partner country, in case of Hungary 3 programmes due to the 3 partners, are described to the reader. They can directly or – via the further education and sensitisation of professionals – indirectly contribute to develop adults’ basic skills, to reach motivation towards entering adult education/VET thus their labour market integration. During the implementation, measuring impact received special attention. Each partner selected at least one or some elements of the best practices seen, the testing and later adaptation and application of which they considered to significantly improve their own professional work and the network of stakeholders. The project partners measured the impacts according to a pre-defined system of criteria, in which they described which methods they had chosen to test and in what ways they had integrated them into the operation of their organisation, what the experiences of ‘piloting’ were and what amendments they would suggest in order to improve the method. Another very important outcome of the project is the framework system on the further education of professionals facilitating adults’ basic competence development. In the document a proposal using a ‘learning outcome-based’ approach has been made for the profile and competences to be possessed by professionals of three properly distinguished fields (educators/teachers/trainers, counsellor, support workers).Furthermore, a complex pack of proposals was prepared by each country for policy makers, adult education providers and other organisations in relation to measures and actions necessary to be taken to improve adults’ basic skills development.Besides the Brochure of Best Practices, the study summarising the experiences of integrating the acquired methods into the operation of the organisations, the framework system of training for professionals facilitating basic skills development as well as the country-specific proposals are also available at the http://bekes.munka.hu/Engine.aspx website under the menu item ’International projects’ and the partner organisations’ websites. The results published are recommended for any organisation and professional responsible for the project topics because they offer beneficial guidelines related to acquiring basic skills and thus motivation towards participating in lifelong learning.

<< Background >>The two-year long strategic partnership project is implemented by Hungarian and Romanian public employment bodies, a Spanish and Hungarian higher education institution, a German community college, Estonian and Hungarian vocational training institution also providing adult education, and an Estonian private company facilitating the implementation of industrial digitalisation.The Fourth Industrial Revolution, the digitisation poses increasing challenges for adult education as well, across Europe. In order to better address the more and more tangible workforce shortage, new ways should be sought in training that is adapted to participants, taking into account their skills structure when combining the various methods and teaching materials applied in education.During the pandemic, adult training courses across Europe were partly organised in a digital work schedule. We have found that disadvantaged, low-skilled adults have been able to engage in this form of training with little efficiency in the absence of appropriate technical tools and digital competences. Research conducted by the coordinator institution among educators and experts in adult education, and among adults participating in training has also confirmed that the lack of digital competences for disadvantaged adults, and the deficiencies of modern educational methodologies of training providers are a barrier to the digital switchover of adult education. New demand has emerged in education professionals for the digital competence development of adults, and for learning about new approaches - applicable in adult education - that effectively apply the achievements of digitalisation, as well as for renewing their methodological toolkit. We looked at the situation of the 4 partner countries, reviewed local research and professional materials on the subject. According to feedback from partner organisations – although to varying degrees - this problem is identified everywhere, as well as the need for the methodological development of professionals engaged in adult education. In order to meet common needs, the partnership has decided to implement a project in international cooperation, in the adult education sector in line with the Digital Transformation priority.In adult education – from an employment policy perspective – the need for the development of digital knowledge emerges in two different target groups. Due to the renewal of technologies, a large number of professionals working in companies are in need to renew their knowledge, at the same time, the knowledge of disadvantaged available labour force (including the inactive and the unemployed) also need to be improved in order to be able to work in the digitised working environment. The system of services and aids operated by the employment organisations, including the system of demand-driven labour market trainings, shall be continuously developed. Adult education providers must be prepared to provide education supported by modern teaching methods and digital tools that take into account individual needs and prior knowledge. In order to improve the efficiency of the professional activities of the partner organisations, it is necessary to develop the specific competence of staff in the field. The members of the partnership also want to contribute to the higher quality of the work of staff by providing more qualified human resources to achieve our strategic goals. In the professional further training system of the partner organisations, learning about innovative methods applied on the international stage is a priority. We would also like to increase the quality and efficiency of the organisations’ professional activities by integrating them into the operation. The Erasmus+ programme has created the possibility for this.<< Objectives >>The main objective of the project is to ensure that partner organisations can expand their toolbox of methods for developing adult digital competences and digital awareness through learning from each other. Partner organisations share the methods they apply in the provision of services/guidance for adults with low digital skills, in determining the level of digital competence and its recognition in studies, the wide use of digital tools in adult education, the preparation of trainers for digital education, in differentiated (e.g.: adults of different generations, therefore with different digital skills structures) teaching methods. Our further goal is to network organisations that are stakeholders in adult learning and employment; strengthen cooperation, and this way exchange experience in the operation of local cooperation systems.Employment organisations do not organise trainings, but participation is supported through complex labour market programmes (including services and training aid). The aid is awarded to the jobseekers, and in case of the employed, to the employer. They operate a demand-driven labour market training system; trainings for qualifications that meet the needs of the labour market are implemented by officially licensed adult education institutions cooperating with them.One important element of labour market trainings is the development of basic skills, including digital skills – required both for learning and employment - for people in employment and for jobseekers. Low-skilled adults can only join higher levels of education matching employers’ needs after catching-up. However, the success of access to learning opportunities also depends on the quality of counselling. By implementing the project, employment bodies want to contribute to better addressing demand and supply needs in the labour market through developing human resources, renewing existing methodologies, integrating innovative approaches into day-to-day work of their staff and the organisation. The development of basic skills, including digital competences in adults, and the application of modern methods (including digital teaching methods and tools) facilitating differentiated teaching (taking into account the needs of adults with different skills and motivation levels, and of different age groups) require specific teacher competences and preparedness. The two Hungarian, the German, the Spanish and the Estonian partner organisations are adult education providers, thus, from their point of view, an important objective for the dissemination of digital education is to increase the capacity of their institutions to use digital technology, improve the methodological training of their teaching professionals and to improve the effectiveness of counselling in order to utilise the benefits of innovation. By implementing the project - from the point of view of adult education providers - we would like to achieve the increase of methodological knowledge of adult education professionals in the field of digital skills development and digital awareness development of adults, as well as in education that can match the needs of adults of different backgrounds and utilise the achievements of digitalisation.<< Implementation >>The further training of experts of the partner organizations is provided through professional exchange of experience, and learning from each other, which is realized in transnational meetings. There will be a total of 5 partner meetings in 5 countries with all partner organizations participating. During the meetings in addition to performing project management tasks, good practices applied by the host institution and its partners are always presented. Practices are to be presented in a practice-oriented manner; in addition to the transfer of theoretical knowledge, the participants also meet the implementers of the given programme and the training participants. After the partner meetings the participants present the good practices they learnt in a professional report and their proposals for the applicability. Reports are to be in English and shared within the partnership, and presented at the next partner meeting. The quality of implementing the partner meeting is assessed by the participants in a questionnaire. The Questionnaire Survey provides feedback, which is considered during the preparation of the next partnership meeting.After the partnership meetings each partner begins internal dissemination activity within its organization. The staff participating in the meetings will work together with colleagues responsible for the management and coordination of professional activities in the project field. Taking into account the legislation and operation requirements, partners analyse the applicability of the given best practice. If a practice or its elements are considered applicable to be incorporated into the operation of the partner organisations the practice will be tested. Colleagues working in the field of the project, who did not attend the meeting, are also involved in this process. We intend to motivate them to participate in innovation during Information Days.If a good practice is considered suitable to be adapted in inter-organizational cooperation as well, we will also propose methods to be tested with the involvement of partner organizations cooperating with at national level, and discuss the application of the method.We strive to pay special attention to evaluate the project objectives, activities undertaken, and the project progress. Methods and tools of evaluation are set in documents developed in the preparatory phase of the project, such as the Organisational and Operational Rules, Work Programme, Risk Management Plan, Dissemination and Communication Strategy. In the implementation phase, the preparation of the professional products of the project and quality control of the products are supported by guidelines and criteria. Documents ensuring the appropriate quality of the project are always discussed and adopted at the partner meetings.During the project implementation we will measure the impact of the project. On the one hand, this will be done by applying the expected impacts defined by the partner organizations in the preparatory phase to the indicators assigned to the impacts. According to local possibilities each partner intends to test one best practice. In case of trial, before the end of the project - on the basis of pre-agreed guidelines - each partner prepares a summary about the result of testing, including any proposals for further improvements.Project results will be disseminated continuously outside the partnership as well. The partner organizations implementing the project will also directly inform the local organizations they work closely with in the field of the project about the project results through their cooperation channels. Each partner keeps its target audience and interested parties informed on its own website. The partner organizations' websites will also include project press materials, a general description of the project, contact details of the partners, interim results and the main products of the project. We also use the EPALE platform in the dissemination.<< Results >>In the Brochure of best practices two good practices per partner countries including the experiences and results of their operations will be presented. The collection presents methods that will be relevant in the future, lasting and valid in the post-project period, and can be integrated into the adult education system of any country.In the professional material prepared as the other main product of the project, we will propose a framework for in-service training - applicable at the EU level - ensuring the methodological preparation of the professionals participating in adult education (training organizers, educators, curriculum developers). The framework includes required learning results necessary for the development of digital competences and the application of differentiated teaching methods. We strive to that the professional material can be the base of developing further training programmes in any European countries. The partner organizations will make a proposal on what improvements they consider necessary in their country after the project period, taking into account their country's adult education system, the needs of their own organization and the shortcomings in this professional field, as well as the experience gained during implementation. The development proposals are made for policy makers, adult education and other relevant institutions. In the Project Impact Summary, we present the effects of the project implementation on the partner organizations.These documents will be accessed by the public in electronic form and downloaded without any restriction. Products will be available on the website of the project partners and both on the EPALE and Project Result platform.By implementing the project at local level we expect that each partner organisation will incorporate a good practice and methods learnt from the partners into its operation and, through them, into the work of organizations that still work closely with them on the project topic.Using innovative methods can contribute to the digital competence development of adults and thus to their access to higher level trainings, and to completion of these training programmes in a more effective way. This can result that the number of dropouts decrease and adults can acquire knowledge in higher quality and thus they can be integrated or return to the labour market as well as they will be able to keep their work placements.Through the professional dissemination of the project results by the project partner in a wide range, results can be built into the work of institutions operating in geographically remote areas carrying out the same activities so that results can be of great use in a wide geographical area. The methods collected will be available to all interested organizations and professionals, can be applied in any Member State and adapted according to local rules.Results of the project will also be shared with policy makers in the partner countries and thus, as a social impact of the project, changes in legislation and modifications in regulatory in the partner countries may allow good practices to be incorporated into work processes.As a social impact in a long-term we expect that the digital awareness of inhabitants will increase, adult education institutions will organize their trainings in a more effective and flexible way according to individual needs and using a combination of traditional presence-based and digitally-supported absentee educationIn terms of partners good practices shared during the partner meetings can generate more and new project ideas, and as set out in the development proposals, the preparation of another innovative project proposal may begin in the post-project period.

Touriboost project consists of a series of five Intellectual Outputs organised into 16 tasks.Each task is connected to deliverables, which are project results involving all partners, participants and stakeholders.The project management was composed of:-Three in-person meetings, Konya, Budapest and Modena and one virtual (due pandemic) covering Istanbul meeting. Including Agenda, Certificates, Minutes, signatures, study visit and documentation of the activities.Konya: https://drive.google.com/drive/u/1/folders/1Mk4gTdVggdumfgFYfsjUBE_Vi1QhVQ4KBudapest: https://touriboostproject.org/mng/budapest/Modena: https://touriboostproject.org/mng/modena/Istanbul: https://drive.google.com/drive/folders/1fxJNb45-SvVdvnhAK2bycEydXHUJQTvj-After meetings quality and content evaluation -Six months financial reports on budget control and project implementation-One intermedia report with partners contribution-Follow up of dissemination activities and local impact https://touriboostproject.org/dissemination/-Multiplier events conducted in Greece, Italy and the Netherlandshttps://drive.google.com/drive/u/2/folders/119oXQVwbsWNBBEzQ5SEfNzkeYSvxC8SDProject implementation:The Project has five intellectual outputs; each IO has different tasks that enable the smooth performance and delivers results.To see all IOS tasks and results go here: https://touriboostproject.org/ios/The IO1 activate three tasks being the first step to make and focus on: development of a methodological framework to assist the capacity building of tourism stakeholders for heritage tourism development.T1: Survey study on entrepreneurial needs of tourism stakeholdersT2: 6 stakeholder workshopsT3: Research report - business model IO1 delivers:-6 reports-6 Business Models-6 local workshopshttps://touriboostproject.org/ios/io1/Once this is achieved, IO2 is implemented focusing on linking stakeholder education to essential tourism experiences and quality services in the territory.T1: MOOC training courseT2: the 4-module curriculumT3: the pocket libraryT4: the attraction design tool​IO2 delivers:-The MOOC platform-The modules of the curriculum-The LAP (local attraction plan tool)-The library with a consistent source of resourceshttps://touriboostproject.org/ios/io2/IO3 focus on applying project-based-learning to engage local stakeholders in tourism innovation.The tasks of the IO was to implement a local visit study in Konya, Budapest, Modena and Istanbul based on the selected heritage.After the visit, a workshop is conducted involving the stakeholders that enable a fruitful dialogue to understand the real needs of innovation and what new services needed to be developed or which ones needed to be improved.The central core deliverable of this IO are: the Local Attraction Planhttps://drive.google.com/drive/u/2/folders/1vrg441dyxoiSyzWemVvcApg1bVH_YwXDThe iBooks brings into light hidden heritagehttps://touriboostproject.org/ios/ibooks/IO4 focus validating professional skills to support local stakeholders access key tourism markets and invest in tourism innovationWith the previous deliverables in place, the Project implemented the EQF certification. NEU and Koljani Universities are making this available to any student today and in the future to gain an EQF certificate.https://touriboostproject.org/ios/io4/IO5 has to do with smart skills observatory in heritage tourism.Through three different but connected tasks:T1: project area attraction clusterT2 marketing and distribution strategy T3: smart skills observatory the Project look for a more considerable impact and bring into the light of new hidden heritage.https://touriboostproject.org/ios/io5/The project website provides the key results of the Project at one click giving excellent visibility to the Project results and methodology. https://touriboostproject.orgTouriboost project includes 30 geolocations some of them were a hidden heritage that the Project made available to the public.A new online training curriculum implemented delivering 36 heritage planners with EQF certification in cooperation with the two Universities NEU and KJU.104 Stakeholder were involved in training and tourism cooperation.164 participants from the tourism sector participated in the Multiplier events.More than 120 pieces of dissemination have been created covering from newsletters, flyer, books, research papers, videos and national TV. See https://touriboostproject.org/dissemination/6 iBooks for Android and iPhone published. https://touriboostproject.org/ios/ibooks/

The Innovate to Create project was a two year cultural and creative learning project, exploring and testing new ideas around performance and multimedia work within schools. The project was delivered by a partnership of four schools across the European Union. The partnership included Regent High School, a co-educational comprehensive school of 1000 students in north London that has extensive cultural learning expertise and offers students an exciting and diverse range of creative and cultural learning opportunities throughout their school life; Kodolanyi Janos Gimnazium es Szakgimnazium, based in Szekesfehervar, Hungary, with some 700 students; IES Mossèn Alcover, a state school situated in Manacor, Spain, with around 800 students; and IGS Bertha von Suttner Kaiserslautern, which is an inclusive secondary school of 1200 students situated in Kaiserslautern, Germany. The project has fulfilled a need within all four schools to inspire disadvantaged students to re-engage with their learning and fulfil their potential, going on to achieve higher level qualifications and gaining necessary skills and experiences to enable them to access higher education and/or employment, in particular in the cultural and creative industries. Innovate to Create has seen students and staff experimenting with digital technologies and performance, giving all participants skills relevant to the 21st century and jobs in the creative and cultural sector. It has also developed students' creativity skills, which are transferable to all subjects and future goals. The project had five main objectives:1) To develop new creative learning methodologies which extend student and staff skills and knowledge of digital technologies and their use within the creative process 2) To increase the value students place on their own heritage, their local community and the broader European context3) To test new ideas around peer learning (on a local and international level) for both students and staff in order to extend knowledge and skills4) To explore interactions between creative and cultural professionals, staff and students to test new ideas of performance, music and art5) To test the use of digital technologies as a tool for pan-European communication.Innovate to Create offered 144 students aged 15-18 the opportunity to take part in exciting and engaging workshops and lessons which tested ideas around performance, digital technologies and interdisciplinary work. Students used the theme of democracy and the history of how artists explore and question politics as a starting point to create new and theatrical works. Students were offered multiple opportunities to communicate and work collaboratively with students in the partner countries through virtual experiences and during two face-to-face student mobilities. The project saw students develop a deeper understanding of other cultures and knowledge of other European countries through activities such as online communication, social networking, video conferencing and written communication to build partnerships, professional networks and long-lasting friendships. Students were able to take part in peer-learning opportunities through activities set up with partner schools and also partnerships with cultural organisations. 20 staff members worked alongside professional creative practitioners to extend their knowledge and skills and take their own professional development further, and the core staff group met to share and explore ideas in three staff meetings.Innovate to Create aimed to achieve the following impacts at local and regional levels:Participants:- Improvements in student attainment- Increases in self-esteem and motivation to learn- Increases in student aspirations and understanding of options after leaving school, including further study or work- Deeper understanding of cultural diversity and an increase in the development of positive attitudes towards European values and each others' cultural heritage.- Increase in digital competence- Successful application to higher education and improved employability- Increase in creativity skills- Increase in ability to express and share positive feelings of the local and regional environmentStaff:- Better understanding of good practices, policies and systems in schools across EU- Improvements in staff motivation and increased self-worth within the workplace- Ability to develop new and innovative methodologies for use in future teaching - A deeper understanding of other European cultures and a positive attitude towards European valuesCreative partners:- Development of long-lasting relationships between partners and schools that will last beyond the lifetime of the project- Development of a better understanding of the schools, their students and cohortsThe project achieved each of these objectives successfully and has provided students and staff with new ways of thinking and creating.

The project 'Promoting Accreditation of Learning' (PAL) is a KA2 for the Cooperation for Innovation and the Exchange of Good Practices under the Action of Strategic Partnerships in the Field of Strategic Partnerships of Vocational Education and Training.This 24 month project ran from September 2014 to August 2016.The partners were City of Dublin Education and Training Board, Ireland (CDETB), Kodolanyi Janos Foiskola, Hungary (KJF), Kaunas University of Technology, Lithuania (KTU) and Akademia Humanistyczno-Ekonomiczna w Lodzi, Poland (AHE) with Belfast Metropolitan College, Northern Ireland, United Kingdom being the lead partner.Belfast Met & CDETB initiated the project and searched for other European countries which were experiencing similar challenges in the area of PAL in their education systems. Hungary, Poland and Lithuania were identified as the countries that would most benefit in a sharing process with Ireland and Northern Ireland as regards having a mechanism to capture the formal and informal process of Continuing Professional Development (CPD) for VET tutors.The profile of the five organisations was an important element in the selection process in the context of securing a mix of core pedagogical elements that could be pulled together to produce the effective mechanisms that are essential for capturing tutors’ formal and informal learning.VET programmes are core elements of the partners included in this project. One of the key objectives of this project was to promote and strengthen peer to peer learning within VET areas. Learning champions exist in most VET organisations; they are those tutors who undertake informal sharing of their resources, expertise and strategies with others and promote the value of learning to others. They act as “pals” to others and as role models/champions for learning but are often unrecognised and their contribution is not captured by Human Resources department for either trainer or trainee. Project Objectives and Main Activities achieved1.Establish how the VET sector currently recognises and accredits tutors’ formal CPD;2.Identify the breadth of informal VET sector professional learning opportunities that are available as cost effective and sustainable mechanisms to support and enhance formal CPD;3.Design an organisational system of recognising, recording and rewarding informal professional learning activities and achievements (CPD credits) aligned to the strategic objectives of an organisation and national priorities;4.Produce a Toolkit of strategies to support the informal sharing of learning from professional experiences;5.Produce a recording tool to monitor, track and verify individual professional learning;6.Recognise role models within organisations as champions of learning/learning professionals through accreditation/certification; and 7.Share the project outcomes with the VET and wider sectors responsible for professional learning.Through this project’s outputs, VET organisations can foster a climate which will enable collaborative informal learning, both planned and incidental, to thrive, be recognised and aligned to their strategic objectives to create a culture of VET learning champions.The target groups are VET tutors, managers, organisations and policy makers. The project aims to support the professionalisation of VET tutors and managers in VET participants in the partner countries in the areas of IT and Science, Technology, Engineering and Mathematics (STEM). This will be achieved through the development and testing of a toolkit, framework and tracking tool based on research of existing practice to support them to engage in informal learning and allow organisations to capture, assess and accredit informal learning activities aligned to their strategic objectives. They will also have the opportunity to have their informal learning acknowledged through the recognition of learning champions as a sustainable and cost-effective contribution to a VET organisation's management of its CPD programme.Although the project has ended, the website www.palcpd.eu remains live and members of public and other institutions are welcome to access the materials and adapt them to use within their own organisations for the purpose of promoting the sharing of informal learning and recognising those tutors who had contributed to the process.