"<< Objectives >>It is our goal to contribute to and enhance the level of diversity in the visual language within adult education. The participating adult education trainers of ScribbleM are enabled to work with non-stereotypical and diversity sensitive images - both offline and online. We will share the images produced by the trainers, to raise awareness about the importance of diversity affirming images and imagery in learning as well as teaching materials within adult education.<< Implementation >>We scribble diversity. All project activities center the production of 400 diversity affirming digital images for adult educational purposes.+ project management ""ScribbleM Monitoring & Control"".+ exchange activity ""ScribbleMEET"". + production activity ""ScribbleMarathon"" - digital imaging.+ trainings activity ""ScribbleLab"".+ digital exchange activity: Digital Closing-Event ""E+ Sharing is Caring"".<< Results >>Tangible output: - ScribbleM image catalogue with a minimum of 400 diversity affirming images.Intangible outputs: - Discourse on and about diverse imageries in adult education and awareness about how to check picture motives for unconscious and unintentional stereotypes. - Exploration of and experience in easy access scribble techniques and their application. - Enhanced drawing skills among the trainer team. - Intercultural exchange."

<< Objectives >>In the “Bodywise-wise body” project 3 partners from Estonia, Italy and Austria explore different art and theatrical methods to improve body-awareness with trainers form marginalised groups. The main objectives are 1) Body Awareness - improving skills and competences, 2) Connecting with marginalised and discriminated people and 3) Release mental stress<< Implementation >>There are 3 activities planned: 1) Bodywise monitoring including the Kick-off-meeting and the management of the project 2) Bodywise-Laboratory, where the partner share onsite and online their knowledge and experience on body-sensing methods and will test it with vulnerable groups they are working with and 3) Wise body Sharing phase, where a manual, audios and videos will be produced and the results will be presented in a dissemination event and on different social media channels.<< Results >>There are 3 activities planned: 1) Bodywise monitoring including the Kick-off-meeting and the management of the project 2) Bodywise-Laboratory, where the partner share onsite and online their knowledge and experience on body-sensing methods and will test it with vulnerable groups they are working with and 3) Wise body Sharing phase, where a manual, audios and videos will be produced and the results will be presented in a dissemination event and on different social media channels.

A practically relevant inclusive leadership approach was developed within the context of the EU project ‘Inclusive Leadership - a new approach towards reinforcing and developing members of disadvantaged groups’. Project was a common initiative of School For Leaders Foundation from Poland, alp activating leadership potential from Austria and EU-Fundraising Association from Germany. The main goal of the project was to increase the effectiveness of the development programs for the individuals from the disadvantaged groups by elaborating an innovative approach of inclusive leadership and introducing it into the practice of the leaders of those circles.The long-term goal of the project is to contribute to the increase of social competences and readiness to develop people from disadvantaged groups (migrants, refugees, people from rural areas and people with disabilities).The School for Leaders is an institution that cares for quality of public life in Poland and Polish Diaspora. Our mission is to support the development of civil society through training and support of leaders who perform their activities within the public sphere in NGOs, local government institutions and political parties.alp is a European network of professionals who are passionate about leadership and learning. alp members combine academic and practitioner backgrounds and experiences in the field of education, personal and organisational development from all over the world. alp brings together different perspectives and approaches in order to contribute to leadership development.The EU-Fundraising Association e.V. (EUFA) is a European oriented organisation that actively promotes European exchange. Registered as a non-profit organisation in 2010, the association is a fast growing network of more than 100 individuals and organisations. EUFA, therefore, actively supports the professionalisation of European cooperation between stakeholders.As part of the project three tools were developed to accompany those interested in inclusive leadership on their journey towards being an inclusive leader:Online Tool for a low-threshold first taste of the topic of inclusive leadership and an initial self-assessment of one’s own practice, as well as recommendations for the next steps to take.Handbook – Theoretical Framework with comprehensive information for a more detailed insight into the topic, as well as support for applying inclusive leadership in day-to-day practice.Manual for Trainers with numerous exercises and a model curriculum to support you when carrying out workshops on inclusive leadership.Within 17 months of the project several activities have been implemented: transnational project meetings, 2 trainings for 31 participants with the goal of developing the competences of raising inclusive leadership approach, several feedback rounds with experts as a support in developing educational tools.Project results have been promoted through 3 events: seminar in Vienna, seminar in Berlin and international conference in Warsaw.The inclusive leadership approach focuses particularly on collaboration with those who have any form of disability, have an immigration or refugee background, or live in remote areas where there is limited infrastructure or access to information.The practical examples and interviews that are part of the working materials, as well as the experts that were consulted in the development of the inclusive leadership approach, come from the fields of work mentioned above and ensure that the inclusive leadership approach is directly related to real practice.It is possible to transfer this approach to work with further target groups or in other work contexts. This has already been practically and successfully attempted during the project. For this reason, it is possible for us in reference to the developed approach to inclusive leadership to talk about a leadership approach that is generally applicable in social and economic contexts.Impact of the project:- Raising the competencies of trainers, educators of leaders in the Inclusive Leadership concept and its application in educational work among disadvantaged groups- Strengthening the competences of 3 organizations in the field of teaching inclusive leadership and conducting educational processes in disadvantaged environments- Organizations participating in the partnership have become the authors and experts of an innovative method of preparing leaders to work in disadvantaged environments - the maintenance of the access through the internet to the intellectual products elaborated as part of the project.In the long-term perspective,the increase of social competencies and the readiness to develop and the empowerment of the people from disadvantaged groups, the introduction of the IL approach into the practice of the leaders of disadvantaged groups, the improvement of the quality of activities with regard to the disadvantaged circles.

"<< Objectives >>*Exchange and reflection on Informal Moments (IM) onsite/online in adult learning, as ways to develop competences and consolidate learnings. * Improve the quality of digital trainings by including IM into in the learning process. This will alleviate psychological stress caused by excessive time spent online. *Via the eMO lab, aim is to involve trainers and experts working with marginalised groups, thereby taking steps towards conducting more inclusive learning opportunities in the future.<< Implementation >>*An online and in-situ research in IT by the partners' trainers for finding common ground to define IM. *An eMoLab in AT to explore and discuss, with external experts/trainers from marginalized target groups, the added value of IM in trainings and ways to create them. Testing period on the base of the ”Framework for IM” poduced will follow.*A production Lab in DE with the partners' trainers to elaborate iMOtion Podcasts+BlogArticles.*Monitoring+admin+finance+dissemination+graphic<< Results >>* iMOtion 20/30 page online publication ""Framework for IM” in Italian, German, English, that outlines IM as a concept and is enhanced with ready to use best practice examples and methodology for trainers in adult education*6 ""iMOtionPodcasts"" 10-20 min audio source in English *12 one page written web ""iMOtionBlo*Raising awareness of IM among European adult educators*Trainers of the project partners have acquired podcast production competencies to enrich their online learning offers"

The project ’Connecting EQ to Leadership Development’ (ConnEQt) has developed an up-to-date and sustainable concept for an educational opportunity for adults, consisting of a 12 weeks long blended learning course that is unique in delivering personal (leadership) development opportunities for individuals in the purpose of raising awareness of the combination of leadership activity in relation to Emotional Intelligence, both as a competency element of the leader, and the leader's awareness of and alignment of leadership style according to emotional contexts or situations of the follower(s).Taking into account the busy time for leaders as well as the ongoing plead for sustainability, the period of learning is 12 weeks, of which only one is dedicated as a residential on-site course for the attendants. All other learning activities, including supervision, coaching, and networking, is intended to be remote, either online or offline, still in close connection to a personal coach, mentor, or supervisor. This should leave time for each learner to read. practice, digest, and reflect in the most convenient time and place - as an optimized learning environment. However, the project also aimed at exploring how a sensitive topic like Emotional Intelligence could be handled through (partly) remote and virtual learning media.The project was aiming at using a thorough literature study about the combination of leadership activities and emotional intelligence to invent, describe and pilot learning activities that can assist the holistic personal development about emotional intelligence. The additional aspect of human senses to support the full body learning can be made possible through physical, visual, olfactory, and auditive activity development. The initial time of this project has therefore been spent on theoretical literature studies, resulting in 2 publications: 1) a reference framework describing the connections between Emotional Intelligence and the skills of an emotional intelligent leader living out a relational leadership, and 2) a compilation of short theoretical articles covering the main topics included in the blended learning course. These 2 publications are meant to support interested individuals and institutions in exploring the topic, and can be used for future blended learning courses of this kind. Before piloting the concept, all involved staff, facilitators, coaches, and lecturers, went through an intense staff training in Italy in May 2018, in order both to create the concept and to practice potential activities in the aim of refining and prioritizing the learning activities. This lead to a thorough curriculum for a 12 week blended learning course, including description of methodologies, learning, practicing, and mindfulness activities, and a suggestion for setting up a similar course. The curriculum was piloted February through May 2019 with remote, online webinars before and after a 5 day on-site residential course in Spain, with 17 participants from different working environments throughout Europe. Along with this, the activities have been piloted during several national multiplier events in Spain, Italy, Austria, and Denmark.The products of the project are the mentioned Curriculum and artcles, joined by a descriptive reference framework publication for stakeholders and interest organizations. Along with this, an interactive I-book is set up as a (self-)learning and materials platform for future blended learning courses. Publications, I-book, and concept description will be accessible through the European network and through the information channels of the partner organizations.University College South Denmark (UCSYD) was the lead partner of the 23 months project, with the 3 partners alp (Austria), Euroaccion (Spain), and Kamaleonte (Italy).