creICTivity aims to strenghten the ability of adult educators/sector to use creativity in the learning process to increase effectivenes of ICT learning and, consequently, (practical) creativity of the learners – vulnerable adults with low ICT skills. Creativity is seen as something only gifted people have and largely neglected in (adult) education. In reallity everybody can be creative if their creativity is nurtured. Practical creativity is manifested as ability to solve problems. It has strong connection to critical thinking, ability to analyse information and learn, plan actions, adapt to situations. ICT is an excelent way to increase creativity and learn an essential skill at the same time, because it presents problems that allow creative solutions.creICTivity is a 2-year project that brings together 6 partners from Slovenia (Društvo za izobraževanje in socialni razvoj), Poland (NAVICULAM Sp. z o.o.), Germany (Institut für Internationale Bildungs- und Arbeitsmarktprojekte), Croatia (Učilište Magistra), Spain (Neotalentway S. L.) and Turkey (Tokat Gaziosmanpasa University). 169 million or 44% of Europeans between 16 – 74 lack basic ICT skills and 19% of them have zero skills. Lack of ICT skills is strongly linked to (low) education, socio-economic status and older age. They are victims of the digital gap and digital exclusion which will impact EU negatively, economically and socially: 9 of 10 future jobs will require some ICT skills thus a large number of work-age adults will be unable to compete in the job market. They will not be able to find information on education, active citizenship, health, social activities etc., preventing them to become productive members of society, affecting the economy, democratic processes, health systems etc. around EU. Specific group are migrants who are largely without even basic ICT skills. This slows down their ability to learn the language, find information, find jobs and the process of integration significantly.To address this issue we will closely examine the concept of creativity and its applications in (adult) education. We will also explore the needs of low ICT-skilled adults. This will help us create an approach and methodology blending creativity with the needs of low-ICT adults regarding ICT.The main methodology of the project is the Design thinking method which uses empathy to understand the challenges that people face and finds comprehensive solutions through designing and testing tailored solutions. Another core principle that we follow is the creativity-based learning approach. Following this approach, we will create results that will engage the learners, make them active contributors to the learning process and ultimately help them contextualize ICT in a way they can understand and use in their daily lives. This process will also foster their creative potential that will manifest in a better ability for critical thinking and real-life problem solving.There will be 2 results:1. creICTivity framework and methodologyIt will be created after a study of obstacles, fears, motivations and expectations the low ICT-skilled adults have in regard to ICT learning and study of creativity from the perspective of ICT mentors. Here extensive experience of all partners will also be useful. It will present our findings about their needs in regard to ICT learning and propose creative methods and strategies for educators on how to motivate and engage them to achieve better learning outcomes and foster their creativity.2. creICTivity learning modulesThe modules will be constructed as a series of logically connected ICT challenges which will foster creative thinking and when »solved« provide the learners with useful ICT skills and an ability to put what they have learned in context. The modules will be tested by 2 ICT Challenge mentors and a group of adults with low ICT skills. The testing will be evaluated and then the final version of the modules will be created.The aim of creICTivity is also to give ICT educators an opportunity to look at the ICT teaching from a different perspective, to understand and acknowledge the value of creativity in the learning process and use it to connect more with their learners, engage them and foster their own creativity as well as the creativity of the learners. creICTivity has the following overall goals and objectives:Our goals:- identify the needs of low ICT-skilled adults regarding ICT learning and address them through creative learning methods and approaches- increase the capacity of low ICT-skilled adults for creative thinking and its application in daily problem solving.Our objectives: - increase the ability and capacity of adult educators/sector to better understand and use creativity in ICT education and highlite the importance of creativity in (adult) education in general- increase the effectivenes of ICT learning in adults using creative methods- combat effects of digital gap and digital exclusion.

After the 1997 Kyoto Protocol and the 2015 Paris Agreement, the European Union (EU) took a very important and radical step in terms of climate change obligation in December 2019. The European Union (EU) shared the text titled “European Green Deal” with the public. This text includes plans to slow down global warming, reduce its effects and reduce carbon leakage by at least 50% to 55% within the framework of 2030 and 2050 targets In Europe,while these developments are taking place, several projects are in Turkey by the Ministry of Energy and Natural Resources and other public institutions, including our Presidential especially for a greener world for increasing the green production capacity has been enacted (Presidential Annual Program, 2019). Presidency of Republic of Turkey has made legal arrangements to increase energy efficiency and the reduction of carbon leakage. For this purpose, in 2005 the Renewable Energy Law and in 2007 the Geothermal Law were enacted (World Wide Fund for Nature , 2018). The Republic of Turkey Ministry of National Education has made significant projects such as ‘’ I am coding the future with our energy’’,’’ I Model’’, ’’ I Produce’’,’’ Tiny Theme,’’ ‘’ÇEVKO Child and Zero Waste ‘’to protect nature. In the light of these national and international developments, Tokat Provincial Directorate of National Education has also carried out projects such as Zero Waste, Clean Environment Project, Waters Clean, Fish Delicious, Afforestation and Environmental Cleaning. It has started to implement the “Clean Air Action Plan” with the Provincial Directorate of Environment and Urbanization, covering the years 2020-2024, and continues to work by updating the strategic plan.With the project, it is aimed to design education and training materials in the fields of energy efficiency and renewable energy in the light of EU resource efficiency principles with foreign partners. It is aimed to develop open education resources in the field of STEM, Virtual Learning Environments and Digital Educational Games, and to develop digital competencies for free open source education software.The project that we want to realize wants to demonstrate the climatic and environmental challenges of technology, in three main areas (STEM, Virtual Learning and Digital Educational Game), examples of good practice, educational materials and educational methods. The change that takes place in the traditional education process with technology will be supported by EU targets and will guide the national and international education policy and the actions to be taken.During the project, a total of six meetings will be held, quarterly. The first of these meetings will be in the coordinator country and the others in the countries where the partners are located. In four of the mobilities to be carried out, the participants are oriented towards global environmental problems and solutions; They will receive digital educational game development training, virtual reality training and STEM training. Participants in these trainings will gain awareness about global environmental issues, and will contribute to the highest level of development in virtual reality, digital educational game and STEM activities development processes. Those who attend these trainings will contribute to the best quality of the content developed in cooperation and communication with the responsible institution, even if they do not have their own responsibility at the point of content development. In addition, each participant in the trainings will have basic competence and skills in developing their own virtual reality application, digital educational game and STEM effectiveness. Applications developed in the sixth mobility to be realized in Spain will be given to the students to be applied in the real education environment. Thus ensuring final, making evaluation of educational aspects of the practice in recent mobility which will be held in verilecektir. Turkey project staff and receive training related to digital educational content development with virtual reality application participating teachers will be possible to acquire basic competencies related to global environmental and climate issues with this technology . In this mobility, participants will acquire theoretical knowledge about virtual reality technology, learn about tools and equipment used in this technology, learn to use Unity program to develop applications, and understand the principles of designing educational materials with this technology.The intended outputs at the end of the project are: digital educational games, virtual reality applications and problem-based STEM activities. All of these outputs will be published on the project interactive website. Anyone entering the website through the Internet will be able to access the project outputs without being exposed to any financial, legal and technical obstacle. they will be able to save, print and link to their personal computers.

"CONTEXT: In the community support framework 2,000-2006 and the 2007-2013 financial framework of 39% of all projects had implications for rural development. These data should be added to the Community initiative LEADER + rural development specific. Does not exist in the Member States a vocational qualification, or Transversal competence in community rural development within the professional families of MEC (Marco Europeo de las Cualificaciones), without specific training to prepare versatile professionals adapted to these specific needs. OBJETIVES: 1) Develop, recognize and validate a Transversal Competence (horizontal Priority Strategic Partnerships in the field of education, training and youth ) in the European Qualifications Framework ( EQF) for a new professional profile "" rural community development technician HORIZON 2020 ""to contribute to European rural development strategy that takes into account the regulations and related EU directives rural areas . Transferable skill that will be included in the professional qualifications of the following professional families of related INCUAL rural areas in the EU: 1) land ; 2) hospitality and tourism ; 3) food industries; 4) safety and environment ; 5 ) energy and water; 6) sociocultural community services and 7) physical and sports activities .2) Increase transparency of this new professional competence to influence qualifications and employability through the professionalization of rural development. Over 60% of workers in the sector or have no formal qualifications or are not high and unrecognized . They are necessary qualified to advise , train, assist and implement the work of all stakeholder rural professionals.3) innovative pedagogical approach based on TRAINING IN ALTERNATING OR DUAL referred to alternating learning in rural enterprise ( multiple jobs ) and the school as a successful recipe for successful transitions to work and having the following 4) Develop a methodology for cooperation centers formal and non-formal agricultural unions, local authorities and local action groups of LEADER , to facilitate the development Itinerary serve rural economies.5 ) Design the units cross competition (valid for seven professional families ) and appropriate for the development of the training on 7 areas with the completion of a pilot training course in 6 countries to validate the technical manuals professional profile.PARTICIPANTS- ACTIVITIES: 1 ) Each partner will perform in the first six months 6 local seminars informative, explaining the project to sign RURALITY 25 accessions to the stakeholder project (total 175 indirect beneficiaries).2) For the selection of the 20 students in the course structured pilot training each of the 7 partner contacted over 450 potential beneficiaries: a) agricultural centers, formal or informal training working in vocational training. b) Local Action Groups (LEADER projects) working in the area of rural development and help start-ups. c) family and small business companies where the Agent is a tool to facilitate communication with job seekers, improving demand-employment relationship needs real labor. d) Unemployed receive support Agent Development to abandon their unemployment by contacting with companies or individuals and counseling for self-employment, management training needs. e) national / regional for approval and government agencies who need professional development (municipalities, municipal councils, prefectures, regional authorities, local action groups, agricultural unions) educational authorities.3) Indirect beneficiaries through INTELLECTUAL OUTPUTS contemplating applying ICT (Facebook, Website, Linkedin, New Letter ..) and will be approximately 2,200 indirect beneficiaries.RESULTS-IMPACT: 1) Study and analysis of the occupational families and existing qualifications in Europe to adapt to Cross competition with professional qualification level 1, 2 and 3 of the following professional families.2) Community rules required Research 2014-2020 report on the potential for job creation in rural areas and entrepreneurship in 2020. HORIZON to know the potential of R & D applied to rural areas, which is a priority of the EAFRD Regulation and HORIZON 2020.3) Development of competencies: curriculum complete with the following training modules and pilot course in six countries.4) Teaching materials for students: alternating training twofold: the part of an innovative Guide alternating pedagogical methodology based learning approach between enterprises and schools; union of theory and practice, systematic and random. Rural business practices are considered an important factor in student learning.5) The materials methodology Guide Open Educational Resources ""rurality"" (OER); publishing the results according to. free ""digitized materials offered and open to educators, students and self-learneS."

CONTEXT: 1. Population studies indicate that within the rural areas there are groups socially excluded such as women who emigrate because of lack of professional perspectives and the existence of a large number of people over 40 years old with few or none possibilities of employment. 2. The European Strategy of Employment (ESE) proposes an elaboration of new educational models and tools that allow adult training; this will favor the training and labor insertion of people “less qualified” and “less advantaged groups” of the rural areas. 3. Agriculture and rural areas in general are going through an educational, cultural, social and economical delay leading this sector to be in clear disadvantage when compared to urban areas. In the center you find many necessities that have blocked a population very much in need of help. 4. According to the Eropean Rural Development Fund (ERDF) it is necessary to look for alternative formulas supported by emergent products (organic agriculture - OA) to improve the social and economic conditions as well as the fixation of population in areas of strong depopulation. 5. The necessity to increase the rate of participation in adult training is still one of main European goals especially in the southern countries of Europe and in the new members of the EU.SIGNIFICANT DATA: 1. Rate of unemployment in rural areas: marginalized groups 42%, rural women 28%, physically disabled 23%, young people without vocational qualifications 27%, people over 40 76%. 2. Non existence of specialized curriculum in non vocational training of adults in organic agriculture. 3. Lack of adult training tools capable of responding to the necessities detected. Indicators: 1. 87% of EU citizens consider that guarantying safe foods is an essential role of the CAP (Common Agricultural Policy). 2. 89% believe that it is essential to protect the environment. 3. Organic agriculture in the EU has increased at an average rate of 500.000 hectares per year. Currently in the entire EU there are more than 186.000 organic agriculture farm businesses. 4. In 2011 more than 225.000 organic farmers were registered in the EU. 5. Women represent 24% of the agriculture entrepreneurs of European organic agriculture holdings. In some countries this percentage is higher: Letonia 41 %, Croatia 32 %, Italy 30 %.Political Priorities: 1. At a European level: a. the new institutional framework of the Lisbon Treating redefines the budgetary framework with the new strategy “Europe 2020” of the EU economic growth supported by the potentiating of organic production. b. The CAP in force since 2014 till 2020 supports the organic agricultural sector. c. The training of adults is a vital component of the permanent education policy of the European Commission.2. The proposal reinforces, through training, the postulates of the Maastrich Summit (1991) and the EAFRD legislation regarding agriculture and environment that sustain the national and the EU agriculture politics.3. Experts in rural development and other activities related with the “Europe of Knowledge” have detected through the DAFO reports developed by the Rural Development Programs, Encouragement Plans, local Agenda 21…, that there does not exist itinerary of non vocational training with European dimension in the organic agriculture sector. GOALS: 1. Develop a Competency Unit (CU) in OA for the non vocational teaching of adults. 2. Potentiate the development of permanent learning: teaching, contents, alternant practices and handling ICT (information and Communication Technologies). 3. Involve the most vulnerable social sectors in a process of non vocational training of adults. 4. Incorporate in the adult training activities that can manage new ways of living: active aging, recreation and free time management and therapy activity.Number and Profile of the participants: 1. Adults (over 40) in rural areas, unemployed, in risk of exclusion and disabled. 2. European organizations that work with retired people in rural areas. 3. Instructors and professionals specialized in adult training. 4. Professionals and social agents dedicated to work with adults in rural areas. 5. Universities that investigate the subject of active aging. 6. Authorities in charge of making the decisions in this area.ACTIVITIES 1. Coordination and evaluation of the Project. 2. Development of the work tools. 3. Training, teaching and learning activities with 15 people per partner, belonging to the destined group. 4. Dissemination of the results.METHODS:a) Innovative working techniques: 1. Exchange of experiences within the transnational association. 2. Implication of the partners in the collective activities. 3. Comparison of the results for further corrections. 4. Adaptation of the tools to the concrete necessities of each country. 5. Allow the participation of local social agents, teachers, specialists and destined group. 6. Use of multimedia tools. 7. The destined groups will participate in the Project

"Context:Nowadays in a highly globalized world, territories are losing their identity, their intangible cultural heritage. Cultural heritage includes monuments, places, objects but also cultural traditions, oral traditions, knowledge, practices and skills in order to for example create traditional crafts (Source: UNESCO, What is intangible cultural heritage?""). Senior people own a knowledge about their municipalities’ history, skills used in creating local traditional crafts etc., which will disappear once they are no longer here. Our cultural heritage is something that differentiates Europe from other tourist destinations. The task is to put stories in an attractive and modern way with the use of technologies, in order to make Europe the preferred destination for both Europeans and tourists and enhance the cultural richness that is to be found. Objective:The objective of the project is to develop an innovative and available for everybody tourism product, by collecting cultural heritage from senior people and making possible intergenerational walks. This will enable citizens to share their videos about local places, local stories and so on through an app, while at the same time motivating the locals, the tourists, the senior people and the youngsters to become active and walk the itinerary - this will keep them healthy (healthy bodies, healthy minds) and socially active. Partnership: DGI Vestjylland (DGI), Denmark. Sport NGO. Ayuntamiento de Ceutí, Spain. Local authority. HOP Ubiquitos (HOPU), Spain. SME Colegiul Economic Buzau, Romania. VET-school. Gaziosmanpasa University (GOPU), Turkey. University. Stowarzyszenie Szansa dla Aktywnych (SDA), Poland. NGO. Graz Varazdin, Croatia. Local authority. Undertaken activities:The project consortium developed and worked with each other and with local stakeholders on subjects such as: - Formation and dynamization of intergenerational groups (how to create intergenerational groups, how to ensure a good dynamic, how and where to recruit the seniors for the project etc.)- Storytelling as a communication tool (once the seniors were recruited the focus moved onto how to prepare them for storytelling, what defines a good story, how to find the best local stories and how to prepare, design and present the story).- Designing cultural walks (with help from local collaborators and associated partners, all the partners designed walks and tested those walks with local stakeholders)- Co+Crew App/ Walk-a-story app was developed (the app was created and coded by HOPU, but all partners participated with their feedback in designing the app, adding new features, providing stories from their municipalities and creating local ecosystems). - Stories connect us to each other - handbook (the handbook was coordinated by GOPU, but all partners contributed with content). Some of the activities correlated to the handbook were: finding good examples where technology is used in order to promote products, places, countries etc., applying the toolkit on local stories together with local partners and document the results, etc.). Results and impact attained: The project was successfully implemented and the results and the impact can be seen cross sectors:- in the field of cultural heritage (preserving the knowledge of the elderly in Walk-a-story app, app that can for free be used by other countries, other organizations and municipalities across Europe)- Outcomes in the field of social services, sport and health (by creating activities addressing the three dimensions of physical, mental and social health) - Outcomes in the field of tourism (having a new product translated in partners' languages but also in English and French). The impact is also cross-sectorial, the process and the results reaching out to representatives from the VET sector, Health sector, sport organizations, NGOs, municipalities, tourist offices and other partners alike. - Municipalities learned about how to create intergenerational walks and convert them into an attractive product for citizens and tourists alike. - VET schools and universities. Teachers and their students learned how to build itineraries in their community, learned about available technologies in this field altogether with learning how to revive and use in the contemporary era ‘old’ knowledge and cultural heritage. - HOPU learned how to adapt their work to different users and countries.- DGI professionals learned new ways on how to promote physical activity by linking it with cultural values.- NGO’s professionals learned how to work with different target groups across society Longer-term benefitsSustainability is ensured through the Walk-a-story recorder (app), where citizens are trained through the available tutorials on how to create and upload their stories. The handbook also ensures longer-term benefits, by documenting our experiences, methodology and making available toolkits for storytelling."