CONTEXT The interventions developed by Europe focus directly on the inmates and their lack of skills and lack of education through training programs, being developed without having clear the possibilities of access to the labor market, for this reason it is proposed to develop new methodologies and innovative tools that are not focused on training, but on training the staff that works with them, designing a Training Plan for Employment and Labor Insertion to be implemented in any center, with a work methodology, not with training.OBJECTIVE: The main objective of the project is the development of tools and methodologies that serve the tutors and trainers that work with inmates and ex - inmates to develop new work guidelines in the realization of work orientation itineraries.DESCRIPTION OF THE ACTIVITIES CARRIED OUTThrough the project, a methodology based on the following phases has been created:• Phase 1: each partner entity of the project has developed a SWOT analysis and a selection of Good Practices in their respective countries, the objective of this phase has been to obtain a methodology for the organization of the training as well as the advisory services.• Phase 2 Once the methodology has been defined, a training course has been developed, which includes the following units:o Module 1 Employability Guideo Module 2. Common resourceso Module 3: Curriculumo Module 4: JOB CORNER for the professional career of inmates and ex-prisonersIn parallel, a virtual laboratory and a web page have been created in which the products of all the project partners have been housed.

The role and function of a teacher in the modern educational systems is suffering a crisis. The upbringing, educating function of school is diminishing, revealing the shortcomings of its organization, didactic processes, but also the shortcomings of a teacher as an individual (OECD, Education 2030). Primary education shapes views and attitudes of students, that will pay off in the future. The quality of education is linked to teaching standards, which are related to the demands placed upon teachers, the training they receive, the roles they are asked to fill and the resources that are made available for them to carry out their tasks. Therefore consortium proposes a holistic approach, introducing storytelling into teaching and learning practice, through comprehensive TELLaSTORY Program for schools, engaging whole school environment, including teachers educators.Project aim is to create conditions, by August 2023, for implementation of the comprehensive TELLaSTORY Program for primary schools, based on the Story Seekers® method, incorporating storytelling into teaching and learning practice, in order to make both teaching and learning more competence-oriented, attractive and effective. Specific goals:1. Define potential for systemic implementation of TELLaSTORY Program in primary schools2. Increase capacity of partner organizations through development of comprehensive TELLaSTORY Train the Trainer scheme and preparation of 16 teachers educators for the role of ambassadors of the method,3. Support 45 teachers in continuous professional development, through offering them TELLaSTORY trainings and work-based learning, supporting materials and tools (TELLaSTORY Toolkit)4. Reinforce teachers in delivery of competence-based teaching and promoting creative and innovative learning through elaboration of scenarios of lessons and delivery of TELLaSTORY workshops for school kids, with use of game-based learning.5. Shape among students basic social skills like verbal communication, collaboration, empathy, self-presentation skills and learning to learn competence,6. Create conditions for widespread dissemination and introducing ICT to the TELLaSTORY Program through creation of the TELLaSTORY Crowd sourcing portal and TELLaSTORY Network of teachers etc.Innovation of the project is reflected in:- the consistent and whole-school approach to teaching storytelling, involving cascaded system of training starting from teacher trainers, through teachers and students - applied methods: Mike Bosworth’s Story Seekers® method and Trust Model, competence-based learning, game based teaching and learning, ICT in teaching, crowd sourcing and networking of teachers and teacher trainers. These methods were combined to form the whole-school TELLaSTORY Program for implementation of storytelling in primary schools.The following target groups will be involved directly:1. Project partners staff, incl.teacher trainers – 16 persons 2. Teachers at primary school level and principals - 453. school kids in primary schools - 724. schools – as an institution will be the target group for implementation the TELLaSTORY Program 5. key actors - teacher educators, teachers, principals, education policy makers, school education authorities (multiplier events and conference) – 195During the project partners will create a TELLaSTORY brand, defining various project’s outputs.Project envisages:1. Investigate perspectives of implementation of the storytelling as a teaching and learning method (IO1)2. TELLaSTORY toolkit for teachers (Handbook, scenarios of lessons applying storytelling, podcasts, story board card game)-IO23. Elaborate and pilot TELLaSTORY scenarios of school workshops for kids – IO34.Elaborate and pilot TELLaSTORY Train the Trainer Scheme, including Train the trainer program for teacher trainers and program of trainings for teaches.5. TELLaSTORY crowdsourcing portal and network of teachers Activities have been arranged in 7 work packages (WPs), out of which WP1-WP5 are related to intellectual outputs and WP6 (dissemination), WP7 (management) are horizontal activities implemented throughout the project.The partnership is formed by the mix of public and private organizations related to education. The project will have impact on teachers, who will develop competences and be able build more open and creative environment for learning based on trust and empathy, teacher trainers who will form a network of experts in teaching storytelling and students developing emotional intelligence through learning. Headmasters and policymakers will be a target of raising awareness campaign and lobby to enable further introduction of storytelling to the core curriculum. The project has potential for transferability in terms of geographic scope, school levels and sectors. It brings business practices to school education. It seeks to reduce the gap of commences between school edu in Central Europe and more advanced Western EU courntries.

Seniors For Education is a common project of adult education institutions, who deliver lifelong learning to people at all ages. Challenges which people over 65 years old are facing in their national and local environment have led partners to propose the project addressing social and civic disengagement of seniors.The project idea unites the power of raising awareness campaigns and trainings to contribute to better use of potential of seniors in favour of the local community. On the other hand this idea is integrated in the processes of lifelong learning and continuous personal development of the elderly, with the support of various organizations and institutions.The project address main problems of seniors accross partner countries, i.e.: low participation in lifelong learning, still undervalued life and provessional expeirience of seniors, misconceptions which create negative image of the old age, isolation and marginalization of seniors, outdated basic social and ICT skills, etc.The project envisages development of training programs for seniors and launching the Senior Friendly School campaing which altogether forms a model of cooperation of seniors/senior organizations and schools in order to improve social and civic engagement of seniors in local community and raise awareness of the old age. Project aim is to create by December 2022 innovative opportunities for social activation and civic engagement of the seniors, through offering quality social skills development opportunities in the framework of training programs, preparing the seniors for the role of ambassadors of the established Senior-Friendly School/University campaign and trainers/facilitators or workshops for school kids. specific goals have been defined: 1.Develop basic trainers competences among 60 seniors to support them in establishing long lasting intergenerational connections and in building understanding of the old age in local communities, by delivery of lectures and workshops for school kids, based on on storytelling, utilising seniors’ life experience and already possessed knowledge in various areas. 2.Building positive intergenerational relations between the elderly and youth by developing and implementation with minimum 60 schools the social campaign Senior-Fiendly School, engaging seniors in collaboration with schools in the role of lecturer/workshop facilitator or ambassadors of the campaign. 3.Shaping social competences among 60 seniors, including communication, active listening, empathy, presentation and basic marketing skills, to promote and expand the Senior-Friendly school campaing4.Shaping seniors’ ICT skills through trainings in use of ICT tools for lectures/workshops delivery.5.Expanding the offer of seniors organizations by providing them with new training and activating opportunities for their participants. 6.Shaping positive image of seniors and the old age and building potential of the seniors as active participants of social, economic and public life of the society. 7.Improvement 12 adult trainers skills in training delivery for the seniors, organization and implementation of awareness raising campaigns and storytelling8.Increase access of the seniors to knowledge related to leading trainings for kids, storytelling and Senior-Friendly school campaign through virtual handbook (IO3)Innovation reflects in the model of cooperation between schools and seniors in the form of raising awareness campaing Senior Friendly School, applying innovative Story Seekers method, work-based learning and applying ICT in seniors education.The following target groups will be involved:1. Project partners staff – 12 persons2. seniors - 1204. schools – 60 institutions5. seniors/representatives of adult education institutions participating in multiplier events, key actors, policy makers, educational authorities etc. - 120The following outputs are planned to be developed:IO1. Train the trainer course for seniors-trainers shaping basic trainers skills, social skills and ICT skillsIO2. Model of Senior Friendly School and training course for seniors-ambassadors of the campaignIO3 Virtual handbook as a follow up educatonal material for seniorsPartners will organize jst event to prepare themselves for pilot implementation of products. They also intend to organize 2 dissemination workshops for schools and one for senior organizations to extend the impact of the SFS Capaign.The partnership is a mix of public and private adult education institutions of different cultual bacground which produce the european added value of intercultural cooperation. The project will have direct impact on seniors an shools in local community, enabling increased engagement of the seniors in social an civic life of the society. It wil also infuence partner orgnaizations other actors of adult learning sector.The project has strong potential of transferability to other countries, by using the model of Senior-Fiendly School campaing.

There are millions of people in Europe without proper reading and writing, numeracy and digital skills. The PIAAC survey from 2014/2015 showed that 1 of 4 Europeans have struggle with basic numeracy. In addition the survey showed distribution of skills also has significant implications for how the benefits of economic growth are shared within societies. As Europe rushes into 4th industrial revolution there is a growing demand for high-level skills and transversal skills such as critical and innovative thinking, entrepreneurial mind-set, creativity… that will put individuals with these skills in favourable position. Concerns are regularly raised about a further deterioration in the position of the low-skilled in the near future, for example as the demand for their labour declines due to automation, robotisation and relocation of work.Therefore it is crucial to raise basic skills with low-skilled adults which are the basis for developing advanced skills needed for future occupations.The MAIN AIM of the project is to develop/boost “Problem solving in technology-rich environments” skill which the latest PIAAC study has shown to be low among adults. At the same time this skill is of a key importance for the successful functioning in the current professions and future occupations, as well as for successful operation in everyday activities. “Problem solving in technology-rich environments” is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks and it is a combination of managing different basic skills: digital, literacy and numeracy in information society.To this aim we will develop a comprehensive and participatory curriculum and methodology for adult educators for information society basic skills development with gamification, serious games and LARP that take into consideration adult learning principles (knowledge, experience and motivation), thus making learning experience more interesting, engaging and effective. The curriculum and methodology will be supported by curriculum and methodology implemetation MOOC for teachers.Implementation and mainstreaming be enabled by developed policy recommendation on multiplication of the curriculum and implementation methodology into EU adult education systems. Thus we will achieve long term impact and enaible continuos PROJECT SPECIFIC OBJECTIVES:- to develop competences of adult educators/teachers in use of gamification, serious games and LARP in teaching low-skilled adults- to increase learning opportunities for low-skilled adults with tailor-made skills developmenbt programmes to participate fully in society and manage successfully transitions in the labour market- to enhance Problem solving in technology-rich environments skill of adults which is a combination of basic skills (numeracy, literacy and digital), thus improve their participation in labour market and every-day life- to mainstream and sustain the innovative curriculum and methodology adapted to the target group, that includes adult learning principles (knowledge, experience and motivation), thus making learning experience more interesting, engaging and effective.PROJECT ACTIVITIES that lead to development of above mentioned outputs are:There are 7 project activities, 3 of them are administrative and 4 implementation activities:Administrative activities: Activity 1: Project management and coordination, Activity 2: Dissemination and sustainability actionsActivity 3: Project evaluation and quality assurance Implementation activities Activity 4: PROTOTYPING PHASE – NEEDS ANALYSIS Activity 5: CURRICULUM AND METHODOLOGY ON USE OF GAMIFICATION, SERIOUS GAMES AND LARP WITH THE DEVELOPMENT OF “PROBLEM SOLVING IN TECHNOLOGY-RICH ENVIRONMENTS” SKILLActivity 6: CURRICULUM AND METHODOLOGY IMPLEMENTATION MOOC FOR ADULT EDUCATORS Activity 7: RECOMMENDATION FOR IMPLEMENTATION AND MAINSTREAMING OF THE CURRICULUM INTO EU ADULT EDUCATION SYSTEMSPROJECT IMPACT:The Curriculum on use of gamification, serious games and LARP with the development of “Problem solving in technology-rich environments” skill acompanied with curriculum and methodology implementation MOOC will offer the opportunity to all interested parties, within the education community, or within the wider community of stakeholders, to benefit from them as learning resources, or as awareness-raising and information resources. The package of curriculum, methodology, MOOC and recommendations and train-the-trainer programme will be the key product for sustaining the impact of the project in the future, explaining and urging stakeholders to use the methodology and tools.The added value of the curriculum is to teach the adult educators how to use innovative teaching methods (gamification) in basics skills development with adults.

In a society in which individuals change jobs more and more often, and the pace of innovation and new technologies keeps increasing, individuals need to be prepared for repeated transitions and adaptation to change. All learning might become relevant at some stage in one’s life, with non-formal and informal learning becoming as important as formal education in maintaining an adequate level of skills.The Council resolution on lifelong guidance encourages Member States to consider ways of ‘enabling people to benefit from support in obtaining validation and recognition on the labour market of their formal, non-formal and informal learning outcomes, in order to safeguard their employment and maintain their employability, in particular during the second part of their careers’ (Council, 2008, p. 6).EU countries have already some form of guidance services for adult learners or specific policy strategies that focus on educational guidance and orientation. However, the existing services or the structures on which these services rely, are not suitable to reach the adults mostly in need of education. Furthermore, existing services are often focusing on short term employment and less on identifying educational pathways that lead to more sustainable employment and social inclusion. Due to a lack of commonly arranged procedures in the system of identifying and validating non-formal and informal knowledge, it is extremely difficult for professionals in adult education and guidance to direct adults to further education and training programs.The main aim of the project is to develop Methodology for assessment and validation of ICT, numeracy and language skill for adult education and guidance services practitioners complied th Implementation Guidelines that will provide concrete measures and common principles for basic skills assessment and validation. In the project we will include low-skilled adults in the process of screening, assessment and validation of their basic skills. After the procedure they will receive an individual's skills record, which will include the counsellor’s opinion of achieved level of skills in coherence with EQF, and recommendations for further education and training programs (eg. strong areas, weak areas, recommendations for the future)There are many tools for identifying and evaluating non-formally acquired adult knowledge that may be extremely good across EU, but counsellors are not familiar with them because there is no common EU repository where these tools would be collected and available for professionals in guidance services to use them EU-wide. Moreover the professionals in adult education and guidance services do not have enough knowledge or commonly agreed and accepted instructions on how to assess non-formal learning, or how to interpret the results of different tools for identifying skills and finally how to record the findings. To this aim we are going to establish EU-wide Online repository of different tools for assessment and validation of ICT, numeracy and language skill. The repository will also have a chat room that will enable practitioners to exchange knowledge and experience.PROJECT MAIN OBJECTIVES:-to support the setting up of and access to upskilling pathways for adults through skills identification and validation -to extend competences of professionals in adult education and guidance through improvement of their teaching and guidance methods and toolsIn the project we are addressing two main TARGET GROUPS:- adult education and guidance services practitioners- low-skilled adultsPROJECT ACTIVITIES that lead to development of above mentioned outputs are:Administrative activities:Activity 1: Project management and coordination,Activity 2: Dissemination and sustainability actionsActivity 3: Project evaluation and quality assuranceImplementation activities:Activity 4: IO1: Establishment of EU-wide Online repository of different tools for assessment and validation of ICT, numeracy and language skill - lead CIK TrebnjeActivity 5: IO2: Methodology for assessment and validation of ICT, mathematic and language skill for adult education and guidance services practitioners - lead UVAActivity 6: IO3: Implementation guidelines for adult education and guidance services practitioners - lead SLPActivity 7: IO4: Recommendation for mainstreaming of Methodology into EU Adult Education System and Guidance Services - lead EAEAPROJECT IMPACT:The Methodology for assessment and validation of basic skills and implementation guidelines will support the adult education and guidance practitioners to assist and guide low-skilled adults to maximize development of their literacy, mathematic, digital, and also social skills and thus their competition in the labour market and quality of life will be improved. They will be directly involved in skills assessment and validation process and thus will have a better overview to their skills and a set plan towards skills development.