The project aims at stimulating curiosity, innovative ideas and awareness about general consumption, waste production and therefore reuse of waste material among the involved educators. The main goal is to create a partnership for a better awareness of the target group educators working with vulnerable group - prisoners in the areas of sustainable development, environmental issues and reuse of waste material.The main result of the project is to disseminate ideas to reuse waste material to as many educators as possible and to the general public. The project will establish a consortium of partners working in different fields and performing different activities for vulnerable target groups. Our end users are prisoners. This will increase the competences and expertise of educators to work with end users (prisoners) and introduce them to innovative working methods. This will allow prisoners to:- gain new competences,- higher employability,- positive self-image,- raising the quality of life inside the prison.The project is recognizing the need for new teaching methods and forms of work for the target group and to raise awareness of consumption habits and waste production. In its annual report 2018, the Ministry of Justice, Administration of the Republic of Slovenia for the Execution of Criminal Sanctions, states that education can assist in the rehabilitation process and reduce the negative effects of imprisonment, and that special attention should be paid to education.For these reasons, our project idea aims at four goals:1. Provide educators with new skills that they can pass on to end users (prisoners).2. Pilot implementation at the prison in Lithuania.3. Issue a handbook on reuse of waste material.4. Exhibition.We would like to establish network of re-use centers and prisons; in which we will provide prisoners with newly designed educational workshops.The main purpose of education is to overcome the lack of knowledge about environmental issues, the impact of an individual's actions on the environment and the behavior itself. In this way, we aim to motivate participants to take action, thereby achieving a change in environmental awareness that is expressed in environmentally friendly behavior.The objectives of the project are:1. To develop a handbook for educators on how to reuse waste items2. To improve the competences of educators to transfer knowledge in the field of re-use and environmental awareness3. To promote sustainable lifestyles and consumer habits by introducing the 3R concept (reuse, repair, reduce)4. To organize learning workshop for educators and a pilot implementation in the prison5. To provide guidance on more diverse teaching techniques, innovative methods for educators to work with prisoners6. Strengthen the engagement and professional development of educators7. Testing innovative practices that will prepare educators and end users to become real actors of change (3R concept - reuse, repair, reduce)8. Raising awareness of the target group of educators and end-users (prisoners) to develop social and work competencies in the circular economy - empowering them to live in scarce resources

<< Objectives >>The objectives of this project is to improve green and digital skills by the partner groups of the different organizations.We will create different kind of materials that will be available afterwards free of charge.With our project we want to help adult learners to learn new digital and green competences which are vital for a normal healthy life in the 21th century. Without a basic knowledge of digital skills, people become isolated and can't participate on daily activities.<< Implementation >>We want to make learning materials in the different languages of the project partners.Those learning materials will help people to live in the digital jungle. We will not only make learning materials but also use them together with our target groups.Publications of the project will disseminate the results and help other learners.The partner meetings are vital for a good project. You learn the best from your project partners in their own country and European environment.<< Results >>We expect that more adult learners will have the basic digital skills that are needed to participate in our European digital society.We want to learn them green digital skills so we make people aware of climate change but we offer also little and durable steps to work on the solutions.With this project we expect that more people will use digital tools in their daily live and less people get frustrated and angry because they can't for example buy a train ticket in a digital way.

As adult educators we find that the perspectives of adult learners are particularly diverse, yet parallel with the immediate needs of an inclusive, democratic society that is constantly changing. We looked at challenges in our organisations and found that our needs, such as the need to develop a bottom-up and participatory approach that allows learners to choose the contents, methods, and tools that best satisfy their learning goals, correlate with EU priorities for adult education. Another need is teacher training that addresses the specific skill to be adult educators. Moreover, teachers in adult education require new skills in order to plan efficient blended learning or e-learning environments, as ICT and digital literacy become crucial skills in opportunities for lifelong learning.Based on our experiences institutions for adult education in different countries are trying to solve similar challenges in different ways. We wish to exchange good practices to enable the implementation and continuous improvement of student-oriented communities of open learning in adult education. The idea is based on the Open Class of SCVO Encora in Belgium, which is also implemented in Sweden. We are a partnership of six institutions that provide adult education, with different yet complementary areas of expertise related to the aim of the partnership. We believe that “Communities of Open Learning” (CoOL) need to be carried by four pillars: quality in values, pedagogy and methods (1), with effective use of the available ICT-tools (2), self-sufficient teams of educators and other personnel that function in an open feedback culture (3), supported by rich networks that connect the school to the job market and available support systems (4).By exchanging our experiences and investigating solutions we want to realize models for adult education that can be used in different contexts and in different countries. We will do this by focusing on the aforementioned four pillars for the exchange of best practices.The partnership will hold six Project Meetings (TPM). Two meetings will be digital and the remaining four will be face-to-face TPM and they will be followed by short term LTTA. In each of them we will be focusing on one or two main themes: (1) Networking in class and world, (2) Self-governing teams + Quality of learning for staff and learners, (3) ICT in support of community-learning without borders, and (4) Open Learning Communities (integration of all of the above into a comprehensive and effective system in support of learning in an open society).The methodology of the project will be based on a collaborative approach concerning both organisation of activities and a methodology of LTTA. Teachers and staff of our schools will be the main agent of the exchange of best practices during LTTA. After every LTTA each organisation will organise dissemination activities in their own organisation which will contribute to the sustainability of knowledge and skills. As a result of the project, we expect to reach a comprehensive exchange of the best practices in high quality according to the four pillars presented above. On the external level, we will produce a project website that presents the partnership, our aims and objectives, and results. Internally, all project documents and plans for implementation and dissemination including measurable key indicators, will be set out for all actions proposed. All project activities will help the educators/trainers in their professional development by learning from each other, changing their attitude in teaching adults, merging knowledge towards a new thinking and new approach in adult education. The expected end result is a well functioning partnership of adult education schools that continues to innovate the development of quality, based on a flexible and open teaching model. The main target will be the formation of skilled development teams which can be a driving force within our institutions. New perspectives on adult education, new ways of teaching, more open learning environments will help our students shape their own learning trajectory. It will empower them, contribute to their personal development and prepare them for (working) life. We want to inspire each other, and other schools for adult education at the local, regional and European level. Since the project will spread a new methodological approach for adult education, both organizations working with adults, and European adult learners will benefit from it. With this project we want to stimulate the uptake of flexible learning in adult education by empowering educators in the sector. We also want to collate our tacit knowledge, based on know-how and daily experiences, showcasing the best practices adopted by our institutions in an international approach within the EU. As educators we hope to do much more than teach knowledge and skills; we want to be and support learners who can self-govern, collaborate, and form a community.

With the Erasmus + KA2 project “European Senior Exchange”, the five partners of this project want to give an answer on the call from the European Commission to the new priority: offering activities of education and exchanges of experiences to seniors with a view of building and adding solidity to the European identity. This new priority is designed to encourage applicants to propose activities that can benefit senior adult learners. Communication is in a lot of projects the weakest point. With this partnership, we want to improve the knowledge of the common language, English in this case, so our senior adult learners can go abroad an exchange their ideas with each other. To reach this goal, we will use the Callan Method and the electronic learning environment of our Croatian partner. From the second transnational meeting on, there will be two parts of the meeting. One part is specific for the staff and one part for the senior adult learners. By bringing them together on common teaching, learning and training activity, we want to encourage the exchange of ideas, knowledge, and vision.By offering an intergenerational learning environment for the senior adult learners, each transnational meeting will be an opportunity for the seniors of the different European partners to talk with each other in a common language and to build a solid European identity. We believe that only by the exchange of senior adult learners, the networks between them and their countries will become stronger.Because we live in a digital era, a good knowledge of ICT and the right information is essential. For the staff, all the persons who work with senior adult learners, this project wants to improve the knowledge of the staff on the ICT level. This will be done by exchanging tips, ideas, best practices, workshops, the digital learning environment, leaflets with pedagogical methods and so on. The exchange of innovative ICT tools will be done during the transnational project meetings. With stronger teachers, accompanying persons and volunteers, the senior adult learners will benefit the most. Because they will have the possibility to be helped in the most suitable way and a strong link to our digital society.The best way to promote Erasmus + among European citizens is by mobilities between the different countries. This project will focus on the mobility of staff and senior adult learners through Europe in this digital era. With the right plan, digital tools and pedagogical methods to explain them to all the participants.Fighting e-illiteracy starts with the improvement of their own knowledge of ICT. The exchange of good (ICT)practices, innovative ICT tools and the use of them in daily life will encourage senior adults to use them and to pass this knowledge.Our website with tutorials, digitals leaflets about pedagogy and example of good practices is available for everybody and free of charge.This project can only succeed with the help of many volunteers. By recruiting, training, activating and motivating those volunteers, the project will live on after the official project end. Only in this structured way of supporting the transnational meetings and exchange of senior adult learners, we can be sure of the sustainability of the project.The participants of the transnational meetings and the learning, teaching, and training activities, will be the best ambassadors for Erasmus +. Presentations given by the participants of all the organizations will be done if asked by the national agency because nothing is as inspiring as a volunteer that gives a presentation of Erasmus + with a smile on his face and the willingness to go on with Erasmus +.

Despite extensive challenges, some marginalized young adults ultimately fare very well as adults, and their hopes and aspirations are similar to those of young people who have not been marginalized. Young adults are resilient and adaptable, and many make remarkable accomplishments, demonstrating an extraordinary capacity for creative insight and innovation. At the same time, however, too many young adults are struggling to find a path to employment, economic security and well-being. In 2018, 9.4 % of people aged 16-29 years in the EU lived in households with very low work intensity (Eurostat, 2019). Marginalized young adults as low skilled NEETs, migrants, disabled, with criminal background, etc. are much less likely than other young adults to experience a successful transition to adulthood. They have not had the same opportunities as their peers for exposure to career preparation options like mentoring. Usually they play at best a passive role in their own career-planning process. This may reflect low expectations that either they or others have, learned dependency or the perceived need for protection and support. Lack of appropriate vocational and social skills increase their social exclusion since they are at high risk of long-lasting unemployment and isolation or deviancy. In 2018, the rate of young people aged 16-29 years at risk of poverty or social exclusion in the EU was 26.3 %, or 20.6 million young people (Eurostat, 2019).Project will support adult educators with an innovative career focused mentoring methodology for fostering the inclusion and employability of low skilled marginalized young adults; support adult educators to extend their services with innovative curricula and methodology for career mentoring and promote high-quality educational services in non-formal education institutions and organisations; seek to professionalise adult educators and enable them to support individual career development and aspirations of low skilled, unemployed young learners overcome skills mismatches in high demanding labour market.Two main groups will be involved in the project: adult educators and marginalized young adults as low skilled NEETs, migrants, disabled, with criminal background, etc. During short-term joint staff training of trainers 14 adult educators-tutors will be trained. Trained adult educators-tutors will provide trainings for selected adult educators-mentors from local non-formal education institutions and organisations (42 total) in each partner’s country. Trained mentors (42) will perform the pilot mentoring with 84 final beneficiaries - marginalized young adults. 180 participants will enter dissemination workshops in LT, UK, IS, BG, CY and SI. Final conference in FR will involve 60 participants. Indirect involvement: approx 800 followers on social network Facebook accounts; by signing an agreement letters with stakeholders (14) we will reach all employees of mentioned organizations (approx 100) by media; by using online newsletters delivered to hundreds of addresses, multilingual press releases and media events we expect to reach approx 1400 stakeholders; by publishing Guidelines of Career-mentoring Erasmus+ Project Results Platform we expect to reach even wider auditorium of interest parties; by using narrative method of all project participants we expect to reach even wider auditorium of interested parties.In 2 years project implementation period guidelines for career-focused mentoring and training material for tutors and mentors will be elaborated. The impact of developed intellectual outputs:- adult educators will extend their services with innovative curricula and methodology for career mentoring and promote high-quality educational services adapted to individual learning needs of low skilled marginalized young adults;- innovative career mentoring methodology will facilitate access to upskilling pathways and extend learning offers;- extended competences will professionalize adult educators and enable them to support individual career development and aspirations of low skilled marginalized young adults to overcome skills mismatches in high demanding labour market;- elaborated tools for the assessment of soft/transversal skills and trained tutors on how to interpret the psychometrics, understand an individual’s soft skills, work role preferences and learning styles etc. will improve employability of target groups;- innovative curricula and methodology for career mentoring will support low skilled marginalized young adults who lack of appropriate vocational and social skills and thus increase their social exclusion since they are at high risk of long-lasting unemployment, isolation or deviancy;- project will foster employability and socioeducational and personal development of low skilled marginalized young adults with new tools which will be developed with the aim to acquire and develop their high-quality career management skills and competences.