Na rynku pracy w UE istnieje zapotrzebowanie na pracowników technicznych i pomocniczych w branży filmowej i muzycznej. Kształci sie reżyserów, montażystów, operatorów obrazu/kamery, kierowników produkcji. Tymczasem kształcenie oświetleniowców, wózkarzy, dźwiękowców, rekwizytorów zanika.Główną ideą projektu jest dostarczenie na rynek pracy przeszkolonych oświetleniowców i dźwiękowców poprzez szkolenia zawodowe ze światła i dźwięku powstałe w wyniku pracy międzynarodowego zespołu na podstawie wymiany doświadczeń oraz wiedzy między specjalistami z tego zakresu. W projekcie weźmie udział 5 różnych instytucji: szkoły zawodowe o różnych profilach i specjalizacjach, fundacji oraz spółki produkcyjno-edukacyjnej. Wybrani specjaliści z wymienionych instytucji będą się spotykać i pracować na programami szkoleń zawodowych by później je testować. Główne produkty projektu, czyli szkolenia zawodowe wejdą na stałe w ofertę edukacji zawodowej organizacji biorących udział w projekcie.W ramach projektu zostanie opracowany słownik pojęć specjalistycznych by przygotowywać absolwentów kursów zawodowych do pracy w środowiskach międzynarodowych. Grupę docelową stanowią pracownicy branży filmowej i muzycznej, uczniowie ostatnich lat szkół branżowych i techników, osoby, które chcą kształcić się w zawodach związanych z filmem i sceną muzyczną pod kątem światła i dźwięku.

The project SENSE (of) Community represents a strategic partnership supporting cooperation for exchange of good practices involving adult education organizations from 5 European countries: Romania, Croatia, Italy, Portugal and Bulgaria. The project will be developed on 17 months period between 1.10.2020 to 28.02.2022 and it addresses social inclusion, employability and entrepreneurial initiative of disadvantaged adult learners from rural regions and/or deprived communities and it aims to exploit the capability of a community-based entrepreneurship model as tool to raise employment, foster social inclusion and lifelong learning participation on 3 levels:- training of adult educators to be able to support low skilled and low qualified adults to better contribute in their communities and thus overcoming barriers- training of disadvantaged adult learners from our communities to be able to overcome barriers and benefit from life long learning opportunities- community development and social inclusion of our communities at a wider audience through the implementation of community-based businesses which will offer examples to key actors on how they can support community development through human development and empowering opportunities for community members Specific objectives of the project are: - To develop knowledge, skills and abilities of 20 adult educators from the partner countries in order to create community based entrepreneurship opportunities aimed at empowering disadvantaged adult learners from rural region and/or deprived communities through promotion of mutual employment of strengths and peer learning activities at international level. - To increase social inclusion, employability and entrepreneurial initiative among 25 disadvantaged adult learners from rural regions and/or deprived communities by delivering of 1 international learning activity on community-based entrepreneurship and 1 experiential learning program.The partners will put great efforts in ensuring project visibility and dissemination with a view to promote various approaches in terms of social inclusion, employability and entrepreneurial initiative among disadvantaged adults, to foster involvement of local experts and collaborating stakeholders in the flow of communication according to specific phases of the project, especially the experiential learning program to guarantee the initiative also after the completion of the project. In all the partners communities, the project will contribute to the strengthening of the professional development of our staff. Through the share of experiences and practices in the areas covered by the project, the partners will build on the existing methodologies, thus fostering the quality and improvement in adult education services and activities developed for the benefit of own adult learners. The trained adult educators will use the knowledge and skills acquired within our organizations and at community at large. At local level the project will improve the social and educational support for adults and social inclusion, increased attention in life long learning opportunities for the partner communities where is a strong need for this, an insight image on how community-based entrepreneurship can foster social inclusion and employability of adult learners. Through the implementation of the community-based businesses which will address the existent needs, the project will foster our communities development and will serve as good practice example and as a mean to raise interest of other community members for E+ opportunities and life long learning opportunities. At the national level, learning and applying the good practices in adult education helps to draw attention to the problems in the national adult education and make suggestions through national adult education networks to develop lifelong learning.At the European level, cooperation in adult education will increase among the partner countries. The good practices from different European countries set an example for the countries participating in the project to develop training activities and new offers and therefore align the quality of adult education in Europe. The partners will focus on ensuring a strong dissemination strategy to cover the promotion of various approaches in terms of social inclusion, employability and entrepreneurial initiative among disadvantaged adults in rural areas and transmitting the project's contribution to a wide range of initiatives and objectives at European and national level, such as the National lifelong learning strategies, the European agenda for adult education.

The partners of this project shared the opinion that, as the global economic crisis had caused a high level of unemployment, it was much harder for people to find jobs. This also caused more cross-border mobility of EU citizens among EU countries in order to find a job or gain experience abroad. So, it was essential to improve the competitiveness of an employee in the labour market and therefore there was a growing necessity not only to improve English language competence but to improve also new skills – the transferable skills that are absolutely significant for finding a job – through English.Transferable skills are relevant in various areas of life, especially in the professional field, and therefore it was necessary to develop a better matching between skills and labour market needs as well as to bridge the gap between education and work; and the goal of our project was to help our learners do just that.Another important incentive for starting this project was the fact that the EU is now facing a wave of migration. Some of the institutions in our project could have had migrants as students, so they could really have benefited from our project, because they could have learned about transferable skills, the English language, cultural differences and business etiquette in different EU countries, and it could have helped them integrate and discover our cultures. Our two-year project developed in two stages and targeted different and various participants.During the first year, the focus was on:- the exchange of good practices among the partners, in which 21 teachers from 6 partner institutions worked together;- two trainings of the teachers of the partner institutions: 1) ICT possibilities in a classroom environment – in Brugge, Belgium;2) new methodologies for teaching transferable skills, and the preparation of the teaching activities for the curriculum for transferable skills through English (B1 level) – in Rijeka, Croatia.In total, there were 40 teachers from 6 partner institutions who participated in these activities.During the second year, the focus was on:1) the implementation of the curriculum for transferable skills through English for 53 learners in total who participated in classes (80 academic hours) at their local institutions;2) three learners’ mobilities, which provided an opportunity to 41 of them to practice the transferable skills in different companies they visited in Spain, Estonia, Latvia, and Belgium. The main objectives, results, and impact attained for the participating teachers were:- exchanging good practices in order to provide a new teaching curriculum;- cooperating to design common assessment grids, common tests, common activities enhancing cross-cultural communication;- reflecting on and exchanging ideas regarding how various teaching methods could be implemented to teach transferable skills in an innovative and efficient way;- refreshing and expanding their knowledge of cultural differences as well as the business etiquette in different societies, resulting in both personal development and more insightful lessons provided on these topics to their learners;- answering the teachers’ need for continuous training and lifelong learning: the improvement of their teaching skills, teaching by means of ICT and new methodologies. The main objectives, results, and impact attained for the participating learners were:- reflecting on their language skills and improving them;- developing transferable skills through English for more competitiveness and employability in the EU labour market;- exchanging good practices about how to adapt in a different job-related cultural context;- becoming familiar with the business etiquette in different societies for better inclusion in the job market;- improving their awareness of European citizenship and becoming aware of how cultural differences influence the business etiquette. For both teachers and learners, the participation in this project provided continuing professional development, thus supporting their career growth. For the learners, the project facilitated higher employability across the EU borders as well as their inclusion in the EU labour market and reduced social exclusion. Our project helped people of different age groups and different origins and social groups to learn both transferable skills and English language skills; and, as an additional benefit, while visiting business companies in the countries of partner institutions for practising transferable skills and English in a real-life job-related context but in a different cultural context than they were accustomed to, our learners also exchanged experience and learned about cultural differences and business etiquette in different societies. They also expanded their personal and professional networks with new friends and potential partners from the partner countries through personal contacts during the project, as well as enhanced their self-confidence in

In order to improve the current insufficient participation of adults in learning in partner countries and across Europe, we need to provide high-quality education opportunities and identify main barriers that hinder participation and persistence of adults in learning. The aim of the project is to address problems and difficulties and respond to the needs of adult education providers and adult learners. The project aim is to contribute to:- increasing adult participation in learning- adult learners' demands for quality education provision that offers necessary support and takes into account learner needs- adult education providers' needs for teachers and staff equipped with necessary competences, strategies, and tools for motivating and engaging adult learners as well as maintaining their persistence in learningThe partners are proposing to develop the following intellectual outputs in order to accomplish the set project aims.IO1 How to Motivate and Engage Adult Learners: A Training Programme for Adult Education Staff and Teachers A training programme aimed at increasing motivation competences of teachers and staff in adult education. IO2 Open Source Online Platform for Adult Education Staff and Teachers An online platform featuring activities and tools in English and partner languages aimed at supporting adult education staff and teachers participating in the training programme. IO3 Information Guide for Policy MakersGuidelines for policy makers responsible for adult education regarding the deployment of professional staff and educators about the importance of their motivation and on how to develop a vision about the importance of adult education in relation to their responsibility for quality assurance and role in the labour market.The project plans to increase the target groups' quality of interaction with adult learners due to increased communication, and motivation competences, better cooperation, and communication through ICT tools. Thanks to the online platform, the target groups will also improve their access and use of online collections of digital training material and they will need less time to select motivation messages and instruments.The piloting of the IO1 will be based on practical and interactive training approach and tools in order to ensure that the target group will have the opportunity to apply marketing tools and methods contextualized in their role. The desired result is to have more competent and professional AE staff that can progress beyond their traditional approach to and culture of education.The project will also have positive results for the participating organisations since project partners will improve their in-person and digital training approaches, strengthen their cooperation with the relevant AE institutions in their regions and countries as well as relevant stakeholders in other countries, contributing to their internationalisation.

"Key competences foster the ability to participate in social life, widen job opportunities and improve the socio-occupational conditions of citizens, among these the project ""Digital Clil for all"" wants to strengthen the digital and multilingual skills of adults. According to what is indicated by the recommendations of the Council of the European Union in 2018, one of the characteristics of key competences is the possibility of being acquired and strengthened during the whole life and the fact that they represent the base to exercise an active citizenship. Despite the importance of soft skills, the latest reports on the topic show a European contest still lagging behind, especially with regard to the adult population: 44% of the population holds basic digital skills and 35.2% knows an extra language compared to the native. Given the importance of strengthening transversal skills throughout the entire life, and finding that the level of digital and multilingual skills for the adult population is still too low, the ""Digitalclil 4all"" project aims to create a new teaching methodology to be used for adult learning. The Dital Clil method integrates the CLIL approach (Content and Language Integrated Learning), which uses a second language to convey non-linguistic disciplines, with the use of ICT, enhancing the digital dimension in the teaching process. The general objective is therefore to improve and strengthen the digital and linguistic skills of adult learners for a more active participation in the labour market and European society, to this aim the project will support the teaching staff in the ability of improving the level of soft skills of adult learners through the digital clil methodology and will update the teaching methods for adult learning based on the digital and linguistic experience.The project involves the creation of two Intellectual Outputs: • COMPENDIUM OF BEST PRACTICES ON CLIL AND DIGITAL DIDACTIC METHODOLOGY • GUIDELINES FOR APPLYING DIDACTIC METHODOLOGY DIGITAL CLIL IN LEARNING FOR ADULTSAll the materials produced by the project will be available in 6 languages (Italian, Romanian, Croatian, Greek, Spanish and English) to ensure maximum usability both in the national contexts where the project will be implemented and in other European countries.In conclusion, 20 teachers will be directly involved in the research and output definition activities, which will test the digital clil methodology in 10 pilot courses. Precisely, the teachers will participate in a 5-day training event (4 teachers for each partner country) and they will be provided with all the tools necessary to use the ""digital Clil"" methodology in the classroom. Once back, 10 pilot courses will be launched (2 in Romania, 2 in Cyprus, 2 in Croatia, 2 in Spain and 2 in Italy) in which the methodology will be used in adult classes and for teaching different disciplines chosen by the partner institutions . The results of the pilot courses will be useful to adapt and improve the methodology and deliver a tested product. During the implementation of the project and in order to share the methodology with the stakeholders of the sector, in addition to the 20 teachers, 100 students, 15 experts in innovative teaching methods in the field of linguistic and digital skills, 10 adult training institutes and 200 teachers will be involved. Through the dissemination plan we expect to reach at least 3000 stakeholders (teachers, managers of training institutes and public institutions), 3000 adult citizens."