European households have had a steady contribution of approximately 25-27% to the final energy consumption since 1995. Thus, the overall objective of the C.H.A.N.G.E.R.S. project is to exchange the good examples on adult education of the project partners through 4 short-term joint staff trainings covering three main topics: energy efficiency (EE), renewable energy sources (RES) and sustainability in HOUSEHOLDS. Although several learning materials are available online in these topics, there are social groups e.g. the rural population or senior citizens, who have little or no chance to gain knowledge in these topics. Accordingly, our main target group is rural households with a special focus on rural seniors. It is important to note that Europe's population is getting older while 6% of the EU’s silver generation (55+) has no internet access, and 40% of them never used internet. In this project, all partners have considerable experience in adult education in the field of energy and sustainability, and are committed to improve their related knowledge and skills. The best way to accomplish this improvement is to train the staff members of the PPs’ organizations. The outcomes of the project would be the collection of good examples and a recommendation document that serves as a user guide, explaining the ways the adult trainings might be prepared and done for seniors. The project intends to address both direct and indirect target agents. The direct target group includes the staff of the participating partners but we will try to reach further professionals who would like to complement their skills with a knowledge of this area. The ‘exchange of good examples’ type of project addresses primary the participating organisation. However, the partnership is really committed to disseminate the collection of good examples shared during the project implementation, thus, we intend to reach the indirect target group which consists of households including seniors, especially in the rural areas.Expected results of C.H.A.N.G.E.R.S.’ project:-increased knowledge of educators-increased knowledge at participating partner organisations-opportunity to adapt the presented good examples-better cooperation amongst the participating organisations and improved capacity to work and collaborate in a transnational environment -new opportunity for adult educators to improve their knowledge and competences in the field, and for the stakeholders to educate the households -potential to create new ideas as follow-up of the project or as new, future opportunities for cooperation based on the project resultsThe planned activities were built up in order to achieve the idea of increasing the PPs’ knowledge on sustainability, RES and EE in the field of adult education. JSTs are expected to last 3-4 days with optional programmes besides classroom training such as field trip which helps better understanding the topics.The cooperation of various entities from different countries will strengthen our goal to create a balanced partnership where the knowledge and experience of experts can be shared enabling the partnership to make high-quality adult learning materials in the future, while building bridge amongst the project partners via an international project team. For enhancing the spread and the adaptation of the project results, project partners will prepare a collection of good examples using the best practices shared during the short-term joint staff trainings of the C.H.A.N.G.E.R.S. project implementation which will be completed with a short recommendation on how to use the collection in the most effective way.The partners are committed to disseminate the project results during and even after the project closure. The outcomes will be available on the partners’ websites, thus, it can be used for future projects and for further educational purposes. Duration: 18 monthsPartnership:CAM (HU) is the lead applicant of C.H.A.N.G.E.R.S. CAM, as a company specialized in education and development of professional and awareness-raising materials on energy related issues, has great experiences in the field of EE, RES, sustainability, climate change, VET and adult education, and in international co-operation covering management. PiM is a Malta-based SME. As a multidisciplinary research organisation, it believes in the power of human and technology-centered approaches. Its aim is to promote RES, EE and the intelligent use or reduction of energy requirements in Europe through partnerships, awareness-raising, innovation and strategic actions.EM (IT) is a consulting and training company based in Italy. Its mission is to improve the competitiveness of the European society, through business development, training and creation of transnational partnerships.BSC (SI) is a regional development agency which encourages the development of Grojenska region levels representing 18 municipalities. BSC has several trainings and link to citizens due to its network.

According to ISCED, educational attainment is the visible output of education systems and a measure of their success. For individuals, achievement levels have a major impact, both personally and professionally, on the quality of life and job opportunities while EUROSTAT data concerning educational attainment of the age group 55-74 are unfavourable: low educational attainment 37.4%, medium educational attainment 42.6%, high educational attainment 20.0 % (EUROSTAT, Statistical data on educational attainment, 2015) which is far from the level projected by the Lisbon Treaty. A great number of adults with low educational attainment are people aged over 45 that need to be attracted to remain in adult education in order to improve their skills and competences and, thus, be (re)included in the labour market. A key role in this process play adult educators, a target group of this project. While most of them are rather versatile dealing with students with higher levels of education attainment, they sometimes don't know what to expect and how to proceed when they have low literates as students. Adult educators and various practitioners may not be familiar with the phenomenon of low literacy, characteristics of low literate and low educated students (functional illiteracy) and how low educated learners learn. They may lack knowledge and skills about motivation and motivating strategies etc. They might not know how to gain their students confidence. If low educated students become more confident, they forget about their aversion towards changes and can stay in education and keep their job. The project seeks to contribute to empowerment of adult educators with the knowledge and skills necessary for a greater involvement of older people into lifelong education through effective outreach, guidance and motivation. To do this, different motivational strategies and technique will be offered to adult educators who test them in their adult education centres in the partner countries. In order to have these materials available for an international audience, there will be created an open educational platform with interactive resources for adult educators and other practitioners, which includes: national literature on literacy/ motivation/ learning and teaching strategies in partner languages; best practices in the field of teaching of basic skills to adult learners; an online interactive handbook of existing motivational strategies used by adult educators working with low-educated adult learners. The ultimate goal of the project is to elaborate an online learning environment to extend professional competences of adult educators based on learning and teaching strategies: knowledge, approaches, face-to-face and on-line methods and formats (webinars), techniques helping adult educators to train low educated 45+ workers as well as trigger and maintain their primary motivation for learning. The partners expect to have the following results on project completion: 1) benchmarking report on the state of the art of adult educators in EU countries prepared and available on the project website; 2) a user-friendly interactive platform containing pedagogical resources for adult educators created; 3) online interactive handbook of motivational strategies for adult educators working with low-educated learners elaborated; 4) the courses for adult educators developed; 5) 12 adult educators participated in a face-to-face training activity organised in Ljubliana in June 2019; 6) 60 adult educators from partner countries took part in the piloting of the online course; 7) Open Educational Pack for adult educators developed in English and partner languages; 8) 4 transnational meetings organised (1TM - Dec 2017 in Slovenia; 2TM – July 2018 in Italy; 3TM- March 2019 in Cyprus; 4TM – Dec 2019 in Spain); 9) 3 dissemination conferences organised in Zalec (20 local participants), Ljubliana (20 local and 10 international participants) and Nicosia (20 local and 10 international participants) in December 2019. The project will also foster and provide grounds for highly professional national and cross-border cooperation in the field of professional competences of adult educators and learning/education in later life.

Build you future piece by piece is a strategic partnership in the adult education field aimed to support educators, by extending and developing their competences and improving teaching methods and tools through effective use of innovative solutions .The main idea of the project consists in providing new educational methodology called BBU (Building Based Upskilling) to adult educators in order to be able to use it with their learners, more specific NEETs, to enhance their transversal and key competences (according to ESCO and Advice recommendation given by European Parliament and Council on 22th May 2008). Moreover this project is meant to offer indirect learning support for adults with low qualification and other socio-demographic disadvantages.Over the years, there has been limited growth in the share of adults participating in education and training during the last 4 weeks in the EU – from 9.5% in 2008 to 11.1% in 2018. In addition, in practically in all EU countries people with little or no qualifications in education – those most in need of access to learning – are the least likely to benefit from it. Age and educational attainment matter when it comes to adult participation in learning. European Union countries face a big issue regarding the difficulty of adults with low qualifications to integrate in the labour market. Together with the early drop out, the lack of soft skills and key competences prevents a big percentage of the NEETs to access a labour market in which all the previously mentioned are required. According to the Catalogue of transversal competences key for employability those competences are: intercultural skills and global awarness, organization and time management, team work, empathy and the ability to built relationships, problem solving, learning process, negotiation skills, leadership and collecting and processing information.Adult learning is a sector in which educators need to be prepared to face the numerous reasons which lead to the lack of motivation of their trainees. Educators need innovative and engaging methods to be able to attract adults into courses, especially the underqualified ones, who are facing difficulties to understand abstract concepts and the fast changing demands in the labour market. Designing an innovative methodology based on lego, building blocks and puzzles in order to materialize abstract concept is a real need among the adult educators. By doing this we also adress the reason behing the lack of participation and we change the face of adult learning into an accessible and easy to understand one.The OBJECTIVES of the projects are providing adult educators innovative educational tools and know hows through which to facilitate the learning process and developing of key and transversal competences of their trainees; Designing new models and educational resources adapted to adult education ; Change the image of adult learning into a more attractive, accesible and usefull through innovative educational methods, in which the learners are involved and active in their learning process, being motivated to improve their competences and knowledge marked in the European parameters.The MAIN IDEA of the project consists in designing a new educational methodology Building Based Upskilling and strategic activities based on it and to provide them to adult educators in order to be able to use it with their learners, more specific NEETs, to enhance their trasnversal and key competences (according to ESCO and Advice reccomendation 22th May 2008). Moreover this project is meant to offer indirect learning support for adults with low qualification, other socio-demographic disadvantages and NEETs.In order to fullfill the objectives, the following ACTIVITIES will be performed:• Design a Handbook of strategic activities based on the BBU methodology o Pilot phase in which the educators will be trained on the BBU methodology and activitieso Second pilot phase in which educators will implement the innovative methodology and activities with their adult learnerso Final design of the methodolgy and its activities into the Handbook after collecting the feedback from the educators and learnersThe main RESULTS of the project will be:• A Handbook of strategic activities based on the BBU methodology corelated with the development of each key/transversal competence• An innovative methodology BBU based on the usage of Lego, building blocks and puzzles • 12 strategic BBU activities meant to develop the 12 transversal competences according to the Catalogue of transversal competences• A training plan to implement BBU methodology and its strategic activitiesThe TARGET GROUP involved is represented by:• DIRECT TARGET GROUP: adult educators, trainers, facilitators, coaches• INDIRECT TARGET GROUP: low skilled adults, NEETs

The AppMod.E project was carried out between November 1, 2017 and October 31, 2019 over a period of 24 months in 6 different countries: France, Greece, Italy, Bulgaria, Romania, Spain.The AppMod.E project aimed to promote the acquisition of entrepreneurial skills among adult apprentices / students accommodated in training centers. In this perspective, the project includes the development of partnerships between training centers and companies. The learning model includes the methods of gamification and problem-solving learning (PBL).As part of this project, a consortium of 6 European partners has been brought together (IDEC-Greece, EUROCREA-Italy, RCCI-Bulgaria, AOA Age-Romania, PIT-Spain, Sud Concept-France). All these partners work in the field of professional training.The project consisted of creating collaboration between training centers and companies for the benefit of apprentices. This is why, each partner, as a training center, has signed three agreements with different companies. In all, the project will have involved 18 companies in the following sectors: silver economy, cooperative of generalist entrepreneurs, heritage preservation, electronics and security system, sales and marketing, mechanics, project administration.The AppMod.E project made it possible to develop 3 intellectual productions:- A learning model for acquiring entrepreneurial spirit and skills- A trainers' guide for trainers in training establishments and companies- A guide for implementing partnerships between training centers and companies for learning.In addition, the project was nourished and was supplemented by activities allowing the involvement of people and outside organizations.A seminar bringing together 87 people was organized to make the trainers (training centers and companies) aware of the teaching methods chosen for this project: gamification and Problem based learning.An experimentation phase of the learning model involving 16 students and 16 trainers was set up. A webinar with 19 participants was conducted to present the AppMod.E project: methodologies (Gamification and PBL), EntreComp Framework, EQF levels , evaluation methods. A dissemination event presenting the results of the project was carried out in each partner country, bringing together more than 150 people, from all countries.The project has enabled the implementation of a total of 18 agreements between training centers and companies. It made it possible to involve 19 apprentices in total.The project raised the awareness of around 200 trainers and tutors to the method proposed within the framework of the AppMod.E project, all actions taken together.The project enabled the creation of three deliverables available free of charge on the website created within the framework of the project (www.appmode.eu).In the short and medium term, the impacts / benefits observed on trainers (in training centers) and on tutors in companies are the improvement of the transmission of entrepreneurial skills, better management of the human resources needs of companies: trainees / apprentices, a better match between the tasks entrusted and the initial skills of the apprentices, an improvement in the perception of learning and an increased motivation of the company, better preparation of the trainer, better collaboration between trainers and tutors.The tools proposed within the framework of the AppMod.E project will in particular have made it possible to transmit a learning design model integrated with gamification and PBL methodologies, while proposing an evaluation and monitoring method with the implementation of objectives and success in the training of apprentices, standards / results and the concept of perceptions and recommendations.With regard to apprentices, the learning model developed by AppMod.E promotes motivation and the acquisition of skills necessary for business creation among former apprentices involved in the experimentation phase as evidenced by the course of some apprentices as a result of their involvement in AppMod.E. Indeed, the project allowed apprentices to improve their entrepreneurial skills in the following areas: strategies and development, organization and planning, ingenuity, decision making, problem solvingOver the longer term and in general, the project made it possible to implement a real process of collaboration between training centers and companies which led to better monitoring of apprentices.

"CONTEXT AND PURPOSEProjekt „StudEnts fight food and packaging waste throuGh entrepreneurial education and Game-baSed learning”, acronym EGGS is a project aimed at increasing the sense of initiative and the entrepreneurial spirits of students (11-15 years old) in order in increase their school engagement, sense of responsibility and digital competences. The EGGS online game was created in the serious game technology, i.e. it gives the opportunity to learn based on games (learning while having fun), where students will learn and play how to be food waste and packaging entrepreneurs. The game, not only will teach students about how to reduce food and water waste, labelling and recycling, but it will also make them learning by doing providing real tasks that they have to develop in the real world (especially in schools and back home with the family). The score will be calculated in terms of money saved and the social value of the actions. In this way, students will learn by doing that their daily actions can contribute to make the world a better place to live, increasing their self-esteem and responsibility. The game consists of three modules: school, shop and home. The hero of the game moves between these locations, meeting various people along the way (e.g. colleagues, teachers). He gains knowledge on how to reduce food and packaging waste, and also convinces others to change their behaviour in this matter. An advantage is not only developing the awareness of the social responsibility of players, how to live in accordance with the idea of zero waste, but also entrepreneurship.TARGET GROUPThe target group is students aged 11-15. The indirect target group is teachers/trainers and school staff as they were involved into the project activities due to the young age of the participants. Thanks to the networks of partners of the consortium, the involvement of the teachers were constant during the all life duration of the project. The indirect target group was involved in the project activities and the selection of learning content appropriate to the age of the students, so that this didactic approach and game could be used by professionals working with children as a means of reaching children more effectively and informing them about the benefits of not wasting food, packaging waste, but also entrepreneurship education.PROJECT RESULTS AND INNOVATIONThe main result of the project is the EGGS game, which includes 3 innovative elements: the SROI model (Social Return on Investment) - IO1; Game-based educational content where students will learn through the game how to prevent food and packaging waste at school, outdoors and at home with the family to ensure sustainable consumption and production patterns - IO2; an EGGS game that allows students to learn while having fun to make the planet a more sustainable system where waste is transformed back into resource-generating value. Calculating SROI will enable students to become aware of the social impact of their circular economy activities. The idea behind the project was to develop an entrepreneurial mind set in students to strengthen their ability to act in society as citizens of tomorrow's society. The challenge here is to move from entrepreneurship with a business focus to a newer entrepreneurial trend that focuses on an entrepreneurial mind set and behaviour. Entrepreneurship education is an empowering method that enables students to take the future into their own hands by promoting learning by doing, self-efficacy and influence on others and their motivation. In addition, students engaging in activities for the benefit of society by engaging in entrepreneurial activities will have a higher self-esteem and a sense of belonging to society, and thus it will affect their willingness to stay in school, develop, educate and drop out of the desire to leave school too early.In order to achieve the objectives of the project, 5 partner organizations associating students, teachers and school staff, food banks and a training centre, NGOs, city offices were involved in its implementation. The EGGS project ""Students fight food waste and packaging through entrepreneurship education and game-based learning"", focused on the challenges of ""Education and Training 2020"" (ET2020) in the following areas: 1) Improving the quality and efficiency of education and training; 2) promoting equality, social cohesion and active citizenship; and 3) enhancing creativity and innovation, including entrepreneurship, at all levels of education and training."