One of the biggest global problems in the world is the increasing felling of forest areas, where the wood is used for paper production. Another important issue is the growing paper consumption and excessive consumerism. During the project all learners analyzed situations in their countries and shared their experiences with other participants from partner countries. Project participants learned to produce handmade paper out of collected waste-paper and taught other members of community to do the same. We encouraged the learners to look back to the past. Using our ancestors’ wisdom, we learned to produce ecological dyes extracted from herbs and ground pigments. Ecological dyes were used in the process of handmade paper making. Afterwards, the handmade paper pulp was used to make greeting cards, Christmas and Easter decorations, books tags, interior decorations, Shrovetide masks etc. Our handmade showpieces were exhibited and sold in exhibitions and fairs. Moreover, we not only encouraged people to re-use paper and taught how to bring it back to life, but also inspired to use the knowledge of our ancestors. The whole process of producing handmade paper and ecological dyes was filmed. From all this material we created two films which will are available for all educators to use in their future seminars and training sessions. We also prepared methodologies which included handmade paper and natural dyes techniques and an album with all the showpieces made by the project participants.

TeDiCom stands for Teaching Digital Competences. It is a project that supports educators in adult education to understand and teach digital competences, in particular for activists in social initiatives.Context:The need for an increased level of Digital Competences amongst European citizens has become increasingly relevant for European societies. Fake news campaigns, hate speech and automated bot campaigns threaten the democratic decision-making process. Democratic societies have shown themselves as particularly vulnerable to this new style of influencing. Even at the time of writing this text, activities to destabilise the European Union in the preparation of the European Parliament election, take place and threaten to increase the influence of anti-democratic or populist powers. Objectives:TeDiCom strives to increase the resilience of democratic European societies to resist this new threat. It does so by empowering adult activists to have a better understanding of digital media and their risks and opportunities.Methodology:Digital literacy has traditionally been understood as the individual’s competence to express itself in a digital environment. In recent years, together with the rise of social media, it has become increasingly important to add new competences in order to react to new tendencies in the dissemination of information. At the Davos economic Forum in 2016, the term digital intelligence (DQ) was coined to describe the wide range of competences, which cover social, emotional and cognitive abilities. In a joint communication, the European commission has developed an action plan in December 2018 to fight disinformation. The fourth pillar of this plan calls for raising awareness and an improvement of societal resilience. This pillar will be strengthened by TeDiCom.Adult education is particularly well placed, when it comes to the dissemination of these competences. The building of societal resilience in non-formal educational settings finds ways to reach those adult learners, who do not themselves perceive the demand for DQ. Many adults in our times grew up without the use of social media, and without having learned about the use of social media in the formal education environment. Participants:In our consortium, we have a group of professionals in adult education dealing with adults, who have a message that they want to spread, and that are active users of social media as sending and receiving entities. Each of us has found his or her own ways to tackle the task of digital competences in his or her organisation. With the help of our German research partner we will transform our shared experience into a working concept. At the same time, we will learn about the underlying mechanics and functioning of information in the digital age, in particular regarding the use of social media.Impact:TeDiCom will help the educators to conceptualise their existing training activities, evaluate and focus their impact to make them more relevant for the learners, more transferable for other educators and more useful for society . Activities:During several transnational meetings, educators from the participating organisations will come together to exchange good practice examples from their own organisations and from other organisations within the network. Each partner will send up to two professionals, so that we will have a good dozen of experienced educators from different sectors of adult education. Each of the meetings will be prepared by the hosting organisation, that will show us, how they have dealt with the topic before, what they have achieved and what challenges they have faced. Over the project runtime, we will have learned about a large number of different approaches. Together with the conceptual framework, we will be able to evaluate, focus and potentially the existing practices. This information will be collected and feeds into a handbook of best practices, which can be used by other professionals.The project culminates in a teacher training activity, to which further professionals from adult education will be invited. Together with this wider group of professionals, we will test and evaluate the practical applicability and relevance of our training concept. This activity serves both to disseminate our newly gained competences and to improve our teacher training methodology.Long-term perspective:It is planned to continue our project after the end of TeDiCom with a new strategic partnership, that will develop widely usable training courses for professionals in adult education, based on our results. Already at the end of TeDiCom, though, the handbook will be published on the website of the participating organisations and made available to the interested audience. A dedicated project website will help to disseminate the innovative teacher training

CHALLENGEAccess to, quality, effectiveness and benefits of adult education remains elusive for many people with health-related conditions. Learners with health issues, who are often more in need of education to increase opportunities for social inclusion and employability, actually benefit less from it, because adult education (AE) providers do not often account for associated challenges. There is a moral and social obligation to improve AE providers’ functions and provide learning offerings adapted to the needs of all, as a means of strengthening social inclusion. The lack of systematic evaluation & monitoring of impact on learners with health-related conditions prevents AE providers from designing improved practices. AE providers can significantly benefit from a systematic review of their effectiveness and from cross-fertilisation and transfer of experience on relevant policies; they need to adopt a systematic monitoring system to assess their impact on learners with health issues and develop informed quality improvement plans.OBJECTIVES1. Develop an integrated framework for AE providers that will cater for the specific needs & particularities of people with health-related conditions1. Identify the factors that affect AE effectiveness on learners with health problems2. Provide an integrated framework, for AE providers to evaluate the impact of their offerings on learners with health problems 3. Share recommendations to enable AE providers to successfully address the needs of persons with health-related issues PARTNERSHIPINDUCATE brings together 5 organisations from the worlds of adult learning provision, educational research & policy development, from 5 EU countries with different experience in monitoring AE effectiveness. PLUS is experienced in educational research, social pedagogy and research on inclusion of disadvantaged people. AGORA is an AE provider, experienced in the establishment of frameworks in AE and addressing adults from vulnerable groups at risk of social exclusion. PROMEA has extensive experience in design and implementation of research activities for education and projects targeting the improvement of adult education. ZIDINIO offers educational services to adults focusing on socially disadvantaged groups and the development of teaching tools. GIP-FCIP CRÉTEIL is experienced in adult education policies & programmes, qualification and training for people with disabilities.ACTIVITIES & METHODOLOGY1. Research on factors affecting AE effectiveness on learners with health-related conditions2. Develop an Integrated Assessment Framework & online tool for adult learning providers to measure their effectiveness on learners with health problems3. Produce road-map with recommendations for AE providers on how to successfully address the needs of persons with health related issues 4. Activities for valorisation of INDUCATE results and creation of an INDUCATE network & repository of self-assessment reports, quality improvement plans and a Memorandum of Cooperation5. Transnational training workshop on the use of the INDUCATE framework and the design of institution specific measures for improvement6. Promotion of INDUCATE outputs through 5 multipliers events in partner countries.RESULTS & IMPACT1. Analysis of factors for measuring adult education effectiveness on learners with health-related conditions to provide trainers and staff of adult leaning providers with greater understanding on needs of adults with health-related problems and help them design & deliver more efficient education programmes (4500 individuals to be reached).2. A framework and online tool for the evaluation of the effectiveness of adult learning providers towards persons with health-related issues to engage AE providers in a self-assessment process to evaluate impact of their programmes on learners with health problems and enable them to develop quality improvement plans (450 providers).3. Road-map with recommendations for adult learning providers to help them improve their effectiveness, adapting education provision to the needs of learners with health problems.4. Network of INDUCATE adopters: signed Memorandum of Cooperation & repository of assessment results and quality improvement plans to allow the exchange of practices and promote the adoption of INDUCATE outputs (60 adopters during project life).5. 5 national infodays to reach and involve target groups (300 participants).LONG-TERM BENEFITS1. Uptake and adaptation of INDUCATE Assessment Framework and Tools by AE providers in EU.2. Uptake of INDUCATE framework from national bodies involved in monitoring, quality assurance and evaluation of AE systems in Europe, with the aim to improve current monitoring techniques.3. Participation of a growing number of adult learners with health related issues in lifelong learning programmes that have been improved based on INDUCATE outputs, resulting in social inclusion or persons with health-related conditions.

Globalization and mobility, economic diversity and the emergence of vulnerable social groups, migrants, asylum seekers and the Roma, require effective responses to many challenges.High unemployment rates, social exclusion, religious and national inequalities and differences, further marginalization of particular social strata remain major social and economic problems in almost all countries irrespective of their current development and status.The main objective of the Project was to contribute to the enhancing of synergies between education and the labour market by designing innovativeprogrammes in the field of adult education with the aim of strengthening partner organizations. The objective has been achieved through the development of an innovative curriculum for the new occupation,accompanying pedagogical materials and training of 2 persons in each partner organization (except Osijek).The objective was also achieved by research and analysis as the third intellectual outcome, the purpose of which was to obtain relevant data on the position of the secondary target group in the eyes of employers in partner countries and on issues underlying their employment.The Project involved 6 partner organizations and the Open University Koprivnica as the coordinator.INFOR ELEA, Italy, a consortium of 250 legal entities engaged in the development and acquisition of entrepreneurial skills for employers, the unemployed and employees. Slovo 21, the Czech Republic, a non-profit and non-governmental organization with a wealth of experience in implementing education and cultural programmes for migrants and the Roma. The Vilnius Židinio Gymnasium for adults, Lithuania, has extensive experience in adult education and in applying new technologies in education. Spoleczna akademia Nauk, Poland, a private university with valuable experience in creating programmes for disadvantaged adults (migrants). MBM Training and Development Center, UK, an international non-profit organization that provides educational programmes for individual jobs and develops innovative UK programmes that affect community development. The Faculty of Educational Sciences from Osijek is engaged in the development of lifelong learning programmes and in encouraging the mobility of teaching staff.The main activities were related to 3 intellectual outcomes:1.Designing a curriculum for the profession: Expert for the coordination of education and employment - each of the partners has been the carrier of a specific module according to their profile of activities, while other partners have been actively involved in providing constructive advice and supplementing the subject matter, accordingly.2.Designing pedagogical materials that accompany each curriculum module. Each partner who worked on the module was responsible for the accompanying pedagogical materials, and all other partners actively participated in providing suggestions and supplementing the subject matter. At the same time, each partner contributed with extensive scientific and professional literature for supporting the contents of each module.3.Designing the third intellectual outcome-research and analysis. The main purpose of the research was to obtain data from surveyed legal entities and respondents on employment issues of target group members in general and in surveyed legal entities in partner countries. The analysis of the results showed, according to the specificities of partner countries, a relatively wide range of data that allows further use. The results from 287 completed questionnaires provide valuable data that can have impact on policies, as well as strategic and action planning in the field of education and labour market issues in the widest sense.Within the framework of educational activities, a presentation of each module was held for 2 persons from each partner organization who passed an online knowledge exam and received the certificate “Short term expert for the coordination of education and employment”.The Project's long-term benefit is in the strengthened staffing capacity of partner organizations through their education and taking exams based on the programme in order to be able to continue to work easier and access a secondary target group for the purpose of linking it to business entities in the capacity of employer. They will be able to detect the needs of the labour market more easily and in cooperation with the secondary target group and employer find a solution through the development of new curricula tailored to the specific needs of the employer.The Project's impact is visible in new contacts at local, regional, national and international level. Brochures were published O1, O2, O3 in all the languages of partner countries and the intellectual outcomes were uploaded on the Project's website and on the dissemination platform. The outcomes are the basis for further expansion of the consortium with the aim of upgrading the existing outcomes and creating new projects.