The labour market is being seriously affected by the global pandemic, which has not only become a great threat to public health, but also, economically and socially, has led to an unprecedented collapse. The European Union’s (EU) unemployment rate rose to 7.1% in June, according to Eurostat, and the upward progression of the data does not suggest a favourable shift in the nearest future. Distance education, remote teaching, and online instruction are not new approaches to pedagogy or curriculum design, but they have taken on renewed salience.As the new competence required in the 21st century, digital capability, particularly digital pedagogies, has become even more prominent during this unprecedented Coronavirus pandemic. How to apply the innovative digital pedagogies? How to effectively motivate the online students to study proactively? How to use various digital pedagogical tools to ensure teaching quality, efficiency and engagement? How to collaborate online with colleagues in curriculum design, planning, evaluation? How to manage the online education offer according to the standards? All these are the actual problems encountered by C_VET teachers and centers.Taking into account that the Continuous Vocational Training (C_VET) is the set of instruments and tools, aimed at providing workers (both active and unemployed) and companies, the necessary tools to adapt themselves to changes in the labour market and maintain employment, today takes more prominence than ever.C_VET, key to guaranteeing the employability of workers, faces the challenge of dealing with a new approach in which it is necessary to adapt different dimensions such as: pedagogical, organizational, coordination, communication and training.But in this new scenario, where online training has become in the present and in the future, C-VET teachers have been forced to readjust themselves in record time, within the framework of a still uncertain scenario, which has highlighted the lack of Digital Pedagogy skills of teachers. What is more; one of the main challenges of the trainers of training for employment is that they have to face the training of very heterogeneous groups, with very different technological skills, and this means that the solution is not only to invest in more educational technology but in training the trainer in the creation of content flexible enough to be adapted to the different technological realities of the students.In the digital reality in which the online offer is contextualized, digital pedagogy takes on enormous relevance. And this is even more important taking into account that it is one of the main handicaps when evolving from face-to-face training to 100% online. Therefore, it is essential not only to invest more in technology but also in considering how to develop educational content adaptable to different technological realities.For this reason, our main objective will be to equip trainers with the necessary skills to use digital technology in a creative way in order to giving an answer to the trainees needs in terms of digital competence, improving for that their Digital Pedagogy competences, because Digital Pedagogy is too much that introduces the technology in the Classroom. Digital pedagogy It is not about the technology, although clearly digital delivery requires technology, it is about the way we want to teach, and the way students want to learn, being facilitated by technology. The technology should not be the master. C-VET trainers want to be able to use new technologies effectively and they want to know ways that will result in positive learning outcomes. This is where a digital pedagogy comes in. It provides them with the ability to meet new digital technologies and be able to use them effectively icontributing to mitigate the impact of Coronavirus crisis.

In a European context, in which it is increasingly clear that the so-called 21st Century Competencies are essential to understand and peform in the world today, we find groups that for various reasons do not participate in activities aimed at developing these competences. Since 2017, the European Commission (after public consultation) highlighted the key importance of 3 competences: mathematical competences, literacy and digital competencies.Some key data allowed profiling the main target group of the project: adults. For example, about 55 million adults between 15 and 65 have difficulties with reading-writing in their own language; 24% of the EU population have a level 1 or below in maths (on the five-point scale); and 44% of Europeans have no basic digital skills.On the other hand, the technological innovation that has broken into the last decades implied structural changes that decisively influenced virtually all areas of our lives. Technology changed the way we relate with others, our habits and lifestyles, our way of understanding and enjoying leisure time and also our way of learning and teaching.Thus, the App4skills project focused on the development of a web application that allows, in a playful-educational context, to improve the basic skills of European adults in mathematics, literacy and digital skills.The project focused its activities towards the fulfillment of the following objectives:- Improve creativity and develop in students the ability to create new problems / activities, ask questions and share relevant ideas.- Improve students' perception of learning mathematics, improve their literacy skills and promote their digital skills, increasing their interest, motivation, flexibility and perseverance, and correcting negative attitudes traditionally linked to lack of trust, low self-esteem or the anxiety that can be generated by formal learning settings.- Prepare students for continuous and autonomous learning, developing critical thinking and promoting equity, social cohesion and active citizenship.- Promote the professional development of adult trainers in basic skills, providing them with a new tool for use in informal and non-formal contexts.The project implementation counted on specialists from five countries (Spain, Finland, Poland, Italy and Turkey), members of the partners' work teams, but also from other local, national and European entities linked to them. Professional networks were activated and dinamysed to obtain valuable feedback for the project.In addition, the project counted on the direct participation of 391 people in the phases of testing of the prototype and in the presentations made in the different multiplier events. All of them representatives of the project's target groups: adults and their trainers.The web application was developed in several phases, which we could summarize in 3: design and development of the prototype, testing with real users, adaptation and inclusion of improvements for the development of the final version.It is worth noting the wide participation of users in the testing phase (159 people, of which 123 were adults and 36 trainers), and the positive feedback received. As an example, we can highlight that 91.82% of the participants considered that the webapp meets their expectations and 91% believed that its design is attractive.In addition to the direct positive impact on these users, the project continuously carried out networking and dissemination actions with the objective of gathering the interest and collaboration of other entities for the use of the webapp, once the project is finished. In this sense, some interesting connections have already been made, and the data recorded in the web application show that the number of activities has increased from 300 published by the partners to 342, which is a sign of their use by third parties.

According to the EADA survey (INE-2013)the population with low qualification in Spain (ISED 0-2) represents the 45% of total population between 15-64 years, whereas the EU-27 average reaches to 27% of this collective. However there are serious differences between countries. Countries as Finland, Sweden, Czech Republic or UK obtain percentages under the European average (from 7% to 17%). The difference are even higher if we analyze these data considering the age groups, the different are higher, reaching in the case of Spain and Portugal to 80 - 90% of people over 65 years. EU average is about 45% of this group and countries as Finland, Sweden or Switzerland fall to 30% (EUROSTAT - Education survey 2013).Several research papers show that there are some key elements of the knowledge society - i.e. development of basic skills for life, participation in adult learning, blighting against the unemployment and social inclusion (among others) - are directly related to population level of qualification. The Survey of Adult Skills (PIAAC - OCDE 2013), carried out in 2011-12 across 17 European countries, found that one in five adults has only the most basic level of literacy and a quarter has only the basic level of numeracy. Countries such as the Netherlands, Finland and Sweden perform much better than average on adult basic skills, whereas other countries, such as Spain and Italy, have a concentration of adults with a low level of basic skills. Nearly half (43%) of adults only have a basic level of technology- proficiency and a significant minority (13%) either lacked any computer experience or had such low levels of proficiency that they could not be tested.COGNOS project aims to contribute to the EU2020 strategy, improving the improve the level of key competences and skills, with particular regard to their relevance for the labour market and their contribution to a cohesive society through the development of basic skills (specially literacy and digital skills) in adult education and contributing to reduce the low skilled adults who are in in risk of social exclusion. For that, we will develop a open, flexible and innovative learning pathway on literacy and digital competences, based on intergenerational learning communities, in which youngers will be adults’ trainers.Promoted by Fundación Juan de los Toyos, COGNOS project will be developed by an European consortia, formed by partners from 5 different countries: Spain; Bulgaria, Portugal, Sweden and UK. Intended to respond the strategic approach of the partnership, each institution offer different background and expertise area to the project: Civil society institutions that promote learning activities to improve basic skills, learning community with experience in the use of intergenerational mentoring methodologies, institutions with a wider experience in the promotion of adult learning, consultancy with experience in development training pathways and methodologies and expertise on social research.Through project implementation we will obtain three main intellectual outputs:IO3. COGNOS Trainers’ handbookIO4. COGNOS Guide for Intergenerational Trainers IO5. Learners’ COGNOS guide. What and how learn.The project main outputs will be addressed to the collective that works in adult education as: Facilitators, literacy tutors and basic education teachers/trainers, Adults education professionals, Volunteers, Educators, Social workers, Psychologists, career counselors and pedagogics, Instructors. Besides it will impact on the direct beneficiaries adults with low basic competences on literacy and ICT.At the end, the project will impact on training structures - Improving the learning environment for adults;- Providing a new methodology to train adults on basic skills;- Creating a critical mass about the development of basic skills and new learning methodologies.The project will have a total duration of 24 month, starting in September 2014 and ending on August 2016.