Digital progress has taken its head so fast and it is moving forward quickly, low-skilled adults who cannot reach this speed either tend to be left behind or fall into technological traps.Digital ignorance reduces their quality of life by creating obstacles to adults, whether in everyday life, business life or social environment. It is therefore widely accepted that adults tend to withdraw completely from the educational process. Because adult learners have left the age of learning after finishing the school period and are the ones who have mastered the idea that the idea of continuing to school is a waste of time. The only reasons why this idea prevailed emerged early as lack of motivation, skill difficulties and false expectations from courses. Contrary to these negative situations, the richness and critical thinking type of advertising and news flow is considered as one of the necessary skills of the twenty-first century. Adult education instructors and Adult education stakeholders are in constant struggle to overcome this skill gap between generations. In this context, adult education trainers and Adult education stakeholders have developed a number of attractive solutions. For example, describing market needs, demonstrating the benefits of acquiring the skills required for the labor market and the daily life of the 21st century are attractive solutions. Nevertheless, educators with adult education and stakeholders of adult education face the need to maximize the attention of trainees, maintaining the focus of the group and increasing the absorption of information during the session has been the main approach.it is compulsory for the Adult Education process to be held in modern and innovative ways, using modern techniques which include more critical thinking and understanding over memorizing and assimilating information, and which take advantage of the technology at hand.The objective of our project is to hold a series of Training Activities, where the related institutes will be able to share the educational methods/tools they use with one another, and be able to locate the differences and benefits of integrating each methodology/tool in their own processes.The partners from Turkey,Ayeksa (NGO),Sweden Be Creative Association,Romania Rogepa will each task 3 adult trainers related to their institutions to attend the LTTAs, and understand/discuss the processes suggested by the host partner organizations, such as-Game Based Learning (5-day activity)-Critical Thinking and Information Filtering (5-day activity)-Augmented Reality in the Classroom (5-day activity)The target groups regarding this project are: Adult Education Trainers, who will be able to share experiences and upgrade their skillset, Adult Education Stakeholders who will make use of the enhanced skillset of the Trainers, and finally Adults wanting to learn and keep abreast of 21st century skills.Principally, the expected outcomes of the project for the organizations are:-Boost the Trainer skill set on Game Based Learning-Boost the Trainer skill set on Critical Thinking and Information Filtering-Boost the Trainer skill set on Augmented Reality-Presentations of the context and content of each LTTA-Present the results of satisfaction questionnairesThe expected results of the project's activities for the participants are summarized as they will:-be able to use Augmented Reality apps for educational purposes-be able to understand & apply key concepts in logical and critical thinking-be able to apply logic trees (decision trees)-Use GBL and integrate it in their sessions-Design their sessions based on GBL-obtain a better understanding and respect for the cultural diversity within the EU-understand more clearly their European identityThe project has a detailed management plan in effect including 4 TPMs, where the main focus is the qualitative preparation of the participants, the activities and the dissemination activities.Dissemination for the project will occur in often intervals to succeed the maximum impact and keep the target groups' interest of the project peaked.The potential impact is expected to reach a minimum of 1.000 Adult Trainers via the dissemination activities of the project and the dissemination of the associated partners of each participating organization. Of course, locally the participants will greatly add to the dissemination via telling of their experience.The participants and through them and the internal dissemination actions their peers and the organizations will greatly benefit in the long-term as the enhanced skill set of the Adult Trainers will have an added value to the organizations' prestige. The organizations will be able to create courses of increased value, and be able to attract Adult Learners via the new educational methods. The Adult Learns will also clearly benefit and increase their modern day skill sets.

"The COVID-19 virus has shown that Smart Working is essential in critical situations but can be adapted even after the pandemic to avoid pollution and work more efficiently. A lot of people trainers and end users especially with disadvantages are not able to understand and apply the technology and prepare themselves psychologically and physically for the new way of working. The recognision of the issues to combatting COVID-19 will grow and the inclusion of disadvantaged members of society will be even more crucial. It is unclear how the world will be effected by COVID-19 in the long term but a new recognition of the importance of social distancing and the environmental benefits of reducing travel are creating an upward trend to the popularity of working from home, or Smart Working. Therefor supporting the uptake of innovative approaches and digital technologies for teaching and learning becomes fundamental to society itself. The project introducing systematic approach to, and opportunities for, the initial and continuous professional development of VET teachers which work with disadvantaged (Disabled, NEETs, rural communities, economical & health issues). We will exchange good practise with a work-based setting to develop a guidelines (e-book) & pathway for digital and practical tools in SmartWorking. This will raise the attractiveness of the professions for VET teachers , trainers, mentors and leaders, especially in VET organisations working with disadvantage students. The project aims to deliver outputs appropriate for VET trainers, mentors and leaders which work with disadvantaged and disabled members of society. To combat the threat of COVID-19 and social distancing and the consequential growing trend of working from home, that is Smart Working. The group of disadvantaged students are a difficult to reach one at the best of times, and suffor of social isolation, now with the COVID-19 issues there are even more at risk of isolation. It is crucial that we have trained VET teachers, trainers and mentor which have the correct skill to firstly be able to do SmartWorking themselves, but secondly be able to provide the disadvantage students with the right skills to tackle the challenges. It needs a systematic approach . The partnership will share good practise and create a guideline book for SmartWorking considering the physiological aspects and difficulties of working with disadvantaged students. Research carried out by the European Commission “Shaping Europe’s digital future” explained how Shaping ""A European approach to digital transformation means empowering and including every citizen, strengthening the potential of every business and meeting global challenges with our European core values."" The Digital Innovation Hubs are putting digital technology to work on real-world problems. On 25 March 2020 the Hub exchanged ideas on how to swiftly help with the consequences of the COVICOVID-19 crisis through collaboration tools, video conferencing, delivery and payment solutions, and uptake of technology that makes a real difference to people’s daily lives. A strong and competitive economy that masters and shapes technology in a way that respects European values and includes disadvantaged and disabled members of society are an important group of society who are excluded from these solutions to combat COVID-19. This needs a development of partnerships which are able to promote the digital tools in work environment. We will train the partnership VET trainer in work-based learning through our blended Transnational Meetings and on-line on digital tools useful for SmartWorking, including e-conferencing, webinars, interviews, video curriculum, etc. The 60 VET trainers participants in the Blended transnational meetings will then train locally 5 Vet trainers (25 total) working with disadvantaged students.The project is 24 months and involved 5 organisation from Italy, the UK, Romania and Austria."

“I.C.T. (I Can Teach) ADULTS” project was an exchange of good practices project which was organised by Gebze Halk Egitimi Merkezi. There were five institutions from Turkey, German, England, Romania and Italy that work on adult education. The background of this project is based on an analysis of the partner institutions. Before shaping this project, a questionnaire in partner institutions were applied to our educators. The survey focused on access to and use of information and communication technologies (ICT) in teaching and learning, and on attitudes towards the use of ICT in teaching and learning. The results showed that ICT tools weren’t used well in partner institutions, there was a need for effective use of ICT tools in adult education and our educators did not find themselves capable and motivated enough to use the latest technology in their classes. In this project, each partner had experience and expertise on different aspects of adult education and ICT use; Turkish coordinator on Android platform, German partner on programming, Italian partner on virtual classroom, English partner on curriculums and Romanian partner on web design. This diversity helped us create a project that will contribute all partners and other relevant institutions. We primarily aimed to develop our educators' competences in using ICT in adult education. In order to achieve that, we organised LTT meetings at each partner organisation. The meetings had activities related with the topic of each meeting and the expertise of each partner. Our trainings were planned as five days and during them, training sessions were held on the subjects stated above. At the beginning of each training, the theoretical part was introduced to the participants. With this, we aimed to make all participants have enough knowledge about the topic and the applications. After theoretical part, there were applied lessons. During these lessons, all participants were actively prepared their own software or design that they can use in their classes. Apart from applied lessons, hosting partner informed participants about modifying the current curriculum or creating new ones which contain ICT and adult teaching, and organised seminars about the importance of using ICT tools in adult education. Also, the participants were trained about the basics of adult education and the methods used.To get the good examples of each partner country, we organised trips to other institutions/companies that work on education and ICT. During our meetings, the participants had a chance to visit institutions/companies that create virtual laboratories and design simulations for education. Apart from these activities, the participants shared their experiences on adult education during and after training sessions. They could see different methods and applications on different countries. These training events also contributed to the participants culturally. They could improve their foreign language abilities and perspectives on other cultures. Between LTT meetings, we organised online lessons for educators at partner institutions. They joined these lessons from their own institution and that was a great chance for them to see ICT tools in use. We reached the results and impacts of our project as planned. Thanks to training they got, all the educators improved their abilities and knowledge on using technology in adult education. Not only our participants but also other educators at partner institutions benefited from our project because after each meeting, the participants shared their experiences with their colleagues. Now, they can use the latest platforms, programmes and software, design their own media and websites, modify the curriculums and do programming with different programming languages and platforms. The partner institutions understood better ways to improve their facilities and make their sources work more effectively in education. Not only our participants and partner organisations but also other people and institutions around us could benefit from our project. We organised meetings with other relevant institutions and local press to share our experiences. This contributed to our dissemination activities because we could reach many people. We also shared our activities on our project website, social media accounts and EPALE platform. This platform allowed us to reach many people from all around Europe. Moreover, the Turkish coordinator was invited to EPALE meetings in Turkey and had a chance to share the project activities and results in people from different parts of the country. This project had an important effect on participating institutions, teachers and adult learners at our institutions. Since the technology is continuously developing, it is important to understand its role in education. This project became a starting point for all of us to include technology in our classes and helped all partners improve their levels on adult education.

<< Objectives >>The main objectives of the project is to contribute to climate change education; to strengthen teacher education and to foster creation and dissemination of knowledge through online education to create better practices in order to adapt the effects of climate change at European and global level.<< Implementation >>There will be a flexible training programme that is offered online for secondary school teachers participants from partner institutions. After the completion of this program, teachers are invited to include the online course and interactive heatwave game in their classrooms. The aim is to teach the new curriculum for an audience of most of the secondary school students from partner institutions. All training programmes continue to be accessible at least 2 years after the project.<< Results >>The main result of the project is the interdisciplinary collaboration of partners for increasing knowledge on climate change in Europe; an innovative heatwave awareness course; an online platform that utilizes interactive materials and educational games; and a training programme for teachers. It is expected that most of the teachers and students from participant schools will interact with the platform by the end of the project, with observable improvements on their sustainability competencies.

CONTEXTOn 15th March 2018, the Council Recommendation on a European Framework for Quality and Effective Apprenticeships has detected the work-based learning as essential.In effect, especially for low-skilled and migrants, there is a strong need to receive efficient and integrated guidance services and access to practical training and tools. As declared by the OECD, it is more and more important to provide opportunities to acquire skills that are in demand in the labour market. But this is challenging in the context of constantly changing skill needs.At European level, the EC has detected that:- many in Europe cannot find a job because they do not have the right skills or they are working in jobs that do not match their talents- at the same time, 40% of employers cannot find people with the right skills to fill their vacancies and with mind-sets and competences to look for new opportunities.REASON AND OBJECTIVE OF THE PROPOSALIP4J project would like to develop, test and introduce a brand-new approach to the work-based learning for low-skilled and migrants starting from the career orientation/guidance and providing practical VISUAL training tools (booklet, videos, APP) for jobs in demand on the market.The proposal is based on the introduction of creative and novel ways for the initial and continuous VET thanks to the intensive use of ICT in order to stimulate the accessibility to the training materials for a vocational system and to increase the occupational chances.It is about the development of some innovative tools ready to be used by VET providers and trainers dealing with low-skilled and migrant students.The project idea is coming from another Erasmus+ VET project Innovation in VET for Jobs and Employment (IV4J) named as “Good Practice” by the German National Agency and involving the coordinator and the Italian partner. During this project, it came out the evidence of a strong need to use practical training tools such as videos and visual Open Educational Resources.OUTCOMES/OUTPUTSThe PROJECT PARTNERSHIP will:- Realise a TOOLKIT for a more effective ORIENTATION AND GUIDANCE FOR LOW-SKILLED AND MIGRANTS able to support to identify the useful skills and select the best individual career pathways in accordance with the market and employment real needs;- Develop a series of visual and interactive BOOKLETS conceived as Open Educational Resources about real market needs such as Kitchen Help, Gardening and landscape care, Cleaning Services, Handicraft and artistic products;- Release some interesting and practical VIDEO TUTORIALS CONTAINING clear and detailed DIY instructions to be published in a YouTube project channel;- Produce an APP for ANDROID devices to permit access to the training materials also for mobile learners;- Research and collect in a handbook the BEST PRACTICES about effective ways to orient and train low -skilled and migrant across Europe;- Built-up a NETWORK OF EXPERTS with a new PROFESSIONAL PROFILE limited to project partners’ staff as “European Innovative and Practical Trainer for low-skilled and migrants” recognised under the ECVET and EUROPASS systems;- Launch a WEBSITE integrated with Social Networks containing a DATABASE OF MATERIALS TRANSLATED in different languages to promote and encourage extensive exploitation and dissemination;- Arrange a series of MULTIPLIER EVENTS with the participation of a large number of stakeholders to foster the dissemination and exploitation of PROJECT Intellectual Outputs and results;- Distribute some materials to increase the dissemination such as LEAFLETS and NEWSLETTERS;- Publish a large series of OPEN EDUCATIONAL RESOURCES in ISSUU digital platform and on different European portals.IMPACT ENVISAGEDThe partnership is composed of partners coming from different countries and their stakeholders, with the synergic power to reach a very large and diverse audience. The project's outcomes are going to be released as OER in 6 different European National languages with an evident benefit in terms of dissemination and exploitation of the project results. The double-route for the project results is:- Equip the VET teachers, trainers and mentors with practical and engaging tools/materials ready to be used in the training of low-skilled and migrants- Recognise and validate the knowledge within partner staff thanks to the ECVET system and a Memorandum of Understanding to create a “European Innovative and Practical Trainer for low-skilled and migrants” profile.METHODOLOGIES/APPROACHESThe methodologies and approaches to be used for the realisation of the project outputs are:- Work-Based Learning with I-VET and C-VET practical activities- Creative Problem Solving methodology- Professional Career guidance- Career identification with LEGO® bricks- Peer-learning within partners' staff during the Joint Staff Training Event- Educational training with videos- Learning in digital contexts- Educational APP for mobile devices