"<< Background >>Our project idea was born from the will of the partnership to create an effective and repeatable learning model at the European through the development of a more attractive training program and corresponding to the individual needs and expectations of adults.Through the activities and the project results we will be able to meet the needs of our target group, consulted already during the application phase by each partner.NEEDS FOR TARGET GROUPTG1- Educators, facilitators, volunteers from partners and associated partners who work to support adults learners.Needs: new teaching methods, digital tools, quality learning opportunities based on the individual needs of adults in the digital environment; possibility to update your personal profile and get to know and exchange new methods and best practices developed at European level in adult education; use of participatory methods and digital methodologies.From this need we have identified the specific objective 1 of our project (OS1)TG2- adult learners with fewer opportunities (low skills, who don't have a diploma, who due to physical, psychological, social and economic conditions do not possess a basic mastery in the 8 key competences for lifelong learning, as revised in 2018 by the Council of the European Union).Needs: have the ability to use digital technologies with familiarity, a critical spirit and responsibility, to learn, to work, to participate consciously in society.From this need we have identified the specific objective 2 of our project (OS2)TG3- Adult organizations working with adult learners with fewer opportunities.Needs: develop internal capabilities to accomplish their mission. Lack of specialized staff for adult education to media education, integrate good practices and new methods, including digital skills, into daily activities.From this need we have identified the specific objective 3 of our project (OS3).The above needs for each TG were identified by partners upon evaluating internal capabilities, discussions with stakeholders, analyses of projects and strategies at national and European level.NEEDS FOR CONSORTIUMHave the possibility to adopt innovative approaches for addressing adult learners with fewer opportunities; to obtain more attractive education and training programs corresponding to the needs and requirements of our target groups; to experiment with the use of participatory and digital methods; greater involvement of local communities in our activities and informal training programs; have the possibility to increase the ability and professionalism of our staff and adult educators to operate at local and European level.<< Objectives >>Media culture has expanded massively over the last decades. There is a range of new media: smartphone, cable and satellite television, computers, laptops, camcorders, new 'on-line' interactive services, video discs and other consumer-oriented interactive software. The movement from analogue to digital coding and the consolidation of communications conglomerates has given rise to a growing interpenetration of media, as genres, themes and contents flow from one to another with increasing fluidity. We are entering a multimedia environment which is increasingly enveloping, involving and experienced as an interconnected whole.Media literacy education is intended to promote awareness of media influence and create an active stance towards both consuming and creating media.At the same time as the importance of media education, we must consider the challenges that digital transformation creates for online safety and cyber hygiene.It is important to strengthen adult’s critical thinking, so they can judge and overcome the ever-present threats of fake news, cyber bullying, radicalization, cybersecurity threats and fraud.Europe’s digital transformation will accelerate with the rapid advance of new technologies like previous major technological advances, digititalization affects how people live, interact, study and work. The COVID-19 emergency situation, has changed work relationships and communications between people, changing relationships globally.Digital has taken on an extremely important role, however the benefits that citizens could derive from the use of digital technologies are limited by some concerns regarding privacy and security and by the lack or lack of access to the Internet, the poor ability to surf on the Internet.When it is over, the Coronavirus pandemic will, as it should be, leave its marks on each of us and on the whole community.This makes investing in one’s digital skills throughout life of the utmost importance.From a comparative analysis conducted by the partners on the ProjectResults platform and on the EPALE platform, we have selected an interesting project that has addressed a topic similar to ours. The project is ""IDEAL - Integrating Digital Education in Adult Literacy"", and has been listed as a success story.The project tried to support adult educators in their work by providing guidelines to be able to transfer knowledge to the target group, but what we believe could have supported educators even more, is having a tool for detection of the preliminary skills of adults, to then act on them.The research that has been conducted on the training needs of adult educators is also interesting. This report is based on an online survey carried out in February-March 2016, in which adult education teachers from Belgium, Finland, Ireland, Italy, the Netherlands and Norway took part. Our idea is to implement this needs analysis in partner countries and update it in light of the new situation linked to COVID-19, which has inevitably changed our lives and that of educators.OBJECTIVESThe project aims to:OS1: Improve the level of skills of 25 EDUCATORS to adequately contribute to enhance the potential of adults, and development of critical thinking and personal responsibility; OS2: Facilitate access of 150 ADULTS to informal learning opportunities and exchanges of experiences,possibility of widening their competencies and developing their skills throughout life, learn to think critically, adults aware, critics and masters of their thinking and their actions;OS3: Enhance the capacity of 15 ADULT ORGANIZATIONS to appropriately valorize adults, equip organizations that work whit adults with new training tools and materials to support the target group on which they operate, improve and expand the offer of personalized quality learning.<< Implementation >>The project implementation is divided into 5 phases:Phase (1): Management and CoordinationPhase (2): Design and development of the project outputs - PR1, PR2, PR3, PR4.Phase (3): Pilot testing of the project outputs and their fine-tuningPhase (4): Promotion, dissemination and exploitation activitiesPhase (5): Quality control, Monitoring and EvaluationEach phase has been assigned with one coordinator/lead partner organisation to monitor and supervise the course of the phase. The division of the project as stated above will enable a consistent order concerning the project implementation.Phase (1): Management and CoordinationTransparent rules of management and direct contacts between all project partners will be the foundation of effective project coordination. To ensure the proper project management, EDUPRO will develop the Workplan and Handbook, which will include the timetable defining all activities, project outcomes/products, time limits, project milestones, risk management etc. It will also describe the reporting requirements and the communication rules and tools among the partners.Phase (2): Design, development & capacity buildingThe following outputs will be designed and developed:- ""MECO- Essential needs of educators to support adult learners with fewer opportunities (PR1)- Leader PETIT PAS (IT)- MECO TOOLKIT (PR2) Leader STP CONSULTING (ES)- MECO PLATFORM (O3) Leader LIDI SMART SOLUTIONS (NL)- MECO Competence Assessment (IO4) Leader NIKANOR LTD (BG)In this phase, all outputs will be tested internally and evaluated. They will be designed and developed with the participation of all project partners who will give their input for their development and improvement.Phase (3): Pilot testing of the project outputs (PR2, PR3, PR4) and their fine-tuning. The project products elaborated in the 2nd phase of the project implementation will be tested in every country participating in the project. Based on the testing results (national reports), all outputs will be fine-tuned. The Pilot Testing, Evaluation and fine-tuning will be coordinated by EDUPRO (LT). Target groups and stakeholders of the project will be engaged in this phase in order to pilot, validate and identify possible improvements.Phase (4): Promotion, dissemination and exploitation activitiesPromotion, dissemination and exploitation activities of the project results (coordinated by PETIT PAS-IT) will be carried out during the lifetime of the project. They will be based on the Promotion and Dissemination Plan which will be elaborated at the start of the project. The activities will be also focused on integrating the project results into nationalprogrammes and provision in their respective countries as part of the overall Dissemination Strategy Plan which will be elaborated after the development of the project results.Phase (5): Quality control, Monitoring and EvaluationThe Quality Control, Monitoring and Evaluation, led by NIKANOR LTD (BG) will aim to ensure that the project has a robust quality management plan and has a culture of constant improvement achieved throughout regular evaluation. The project partners will establish an internal quality board which will evaluate the project activities taking into account theplanned products of each output/task, planned time limits and communication between them. Within the Quality & Evaluation Plan, all evaluation indicators, tools and criteria used in the project evaluation will be included. An important part of the evaluation is the feedback from final beneficiaries who will be also asked to assess the project products. The results of the evaluation will be used to improve and adapt the project results to the needs of the target group. The results of the Quality and Evaluation activities will be presented and discussed during each transnational project meeting.<< Results >>During the ""MECO"" implementation, the project partnership will develop Intangible results and 4 relevant project results (PR).Intangible results:1. Increased capabilities of 25 educators of using the modern digital learning environment, incuding critical thinking and media literacy;2. Improved knowledge of 15 educators to testing project results developed, by participation to LTTA, with a theoretical and practical part. This activity will allow to become familiar and competent in using the projects’ results as well as share valuable experience and feedback. 3. Improve the knowledge of at least 150 adults about a conscious approach to the use of media4. enhance attention, concentration and memory skills of adults5. increase the desire to learn6. adults aware, trained, critics and masters of their thinking and acting7. Ability to understand reality and social changes8. Support positive and long-lasting effects on the participating organizations, systems, and individuals directly and indirectly involved9. Extended professional network of partners at national level (adult organizations, adult educators, facilitators, policy makers) by getting in contact with them for interviews, piloting, focus groups and further for participation to MEs to disseminate and exploit the MECO's results.Tangible results:PR1 ""MECO- Essential needs of educators to support adult learners with fewer opportunities""PR1 represents a comprehensive needs analyses report comprising several aspects of adult education from the needs of educators that work with adult learners with fewer opportunities, to the methods of to encourage adults to engage in lifelong learning and social activities.PR2 MECO TOOLKITThe objective of this PR is to create a training material that provides the project’s target groups with high-quality knowledge and skills needed to guide adult educators to teach to develop critical thinking among the adults and abilities to recognize the fraudulent use of the web.PR3: MECO PLATFORMThe ""e-learning Platform"" will serve as an open education digital platform for the provision of the training material developed throughout the project. It is an innovative way to engagedistant learners in the training procedure. Through this digital platform, training will be conducted more efficiently, by overcoming physical and time limitations. Moreover, the platform will support equal access to good quality education as everyone will have access to the training material and resources.The platform will be user-friendly, with tutoring availability, and relevant user guide.PR4 MECO Competence Assessment (incl. User’s guide of the ICT tool).The main aim of the ICT tool for Competence Assessment will be to evaluate the knowledge and starting skills of the target group, identification of the needs of the specific target groups that need to be addressed in order to provide them with useful skills.All PRs will be available in various media and all partner languages (IT, NL, BG, ES, LT) and in English. Moreover, all project Outputs will be flexible and easily adaptable to be transferred to other sectors and to other EU countries.During the project implementation, the partnership will also develop other results to support:a) Process of elaboration of the results / pilot testing in every project country, templates, guidelines and reports summarizing the particular activities and giving recommendations for the results.b) Promotion and dissemination activities / Promotion and, Dissemination Plan, project website, leaflet and brochure, newsletters, promotion and dissemination reports of the project partnersc) The exploitation of the results /exploitation strategy at the partnership level and outside;d) Evaluation and quality control of the project activities and products/ Monitoring and Evaluation Plan, quality reports;e) Management / Workplan and Handbook, progress reports, interim report, and final report."

CHAT2LEARN is a 30-month project focusing on the innovative use of Technology Enhanced Learning and chatbot technologies into adult education, especially for teaching digital entrepreneurship. It brings the capacity of 5 different organisations – one university, two adult education providers, one chamber of commerce and one SME specialised in digital educational solutions from Cyprus, Bulgaria, Spain, Italy, and the Netherlands. Through the project, we will answer to the raised expectations of nowadays learners, especially economically active people and entrepreneurs, who need innovative educational practices that create unique and tailor-made learning experiences, will equip adult educators, teachers, tutors and training professionals with innovative tools, methodologies and resources for teaching digital entrepreneurship and to raise their awareness about the possibilities which chatbot-based technologies and AI-based tools give for improving the educational process. Our overall objective is to promote Technology Enhanced Self-learning in the field of digital entrepreneurship and to equip adult educators and training professionals with new methodologies and tools on how to apply the chatbot learning environment into the educational process. The specific objectives are:1.Creating opportunities for adult educators, trainers, entrepreneurs, and adult learners, in general, to combine e-learning education and open pedagogy with innovative AI-based tools based on Technology Enhanced Learning and chatbot technologies;2.Enriching self-learning opportunities of adult learners in the field of digital entrepreneurship by developing an inter-disciplinary Training Programme based on chatbot technology;3.Improving competences of non-formal and informal adult educators and training professionals by developing a Methodology on how to incorporate chatbot technologies into the educational process and a ToT Handbook on how to create and use chatbot educational content for teaching entrepreneurship;4.Creating a network of professionals in the field of formal, non-formal and informal education, who are familiar with or interested in Technology Enhanced Learning and chatbot technologies; 5.Promoting cross-sector and transnational cooperation and exchange of experience, best practices and lessons learned between partner countries, and educational and training centers from formal, non-formal and informal education.Our target groups are adult learners, who want to improve their digital entrepreneurship skills, and adult educators (teachers, trainers, tutors). Indirect target groups are formal and non-formal training providers and small and micro-sized entrepreneurs, including social entrepreneurs, who want to include chatbot technologies in their daily practices. The innovativeness of the project is in the approach which we will use to combine e-learning education and open pedagogy with AI-based tools based on Technology Enhanced Learning and chatbot technologies. In order to do so, we will use the learner-centered model of education and principles of open source and user-friendly software. The project includes 3 IOs and the following activities: collecting best practices and tools on Technology Enhanced Learning and creation of a Resource Library on the topic; developing a Methodology how to incorporate chatbot technologies into the educational process and a ToT Handbook how to create and use chatbot educational content for teaching entrepreneurship; technical development of a chatbot learning environment and creation of an inter-disciplinary Training programme with 5 lessons on digital entrepreneurship. We will involve 20 adult learners in each project country to test the practical applicability of the lessons. All resources and materials will be done in English, with translation in all partner languages and will be available on the project website. The project will be widely disseminated in partners’ countries through different channels and activities and organisation of 4 local multiplier events and one International Dissemination Conference in Cyprus. The expected impact is: 1) to raise digital and professional competences of adult educators and training professionals about the many applications of AI-based tools and Technology Enhanced Learning into formal, non-formal and informal adult education and how to apply chatbot learning environment into their daily practices, especially when teaching entrepreneurship; 2) to raise the knowledge and skills of adult learners in the field of digital entrepreneurship and to encourage them to use modern digital self-learning tools based on chatbot technologies; 3) through the project to promote networking between adult education and training providers, universities, chambers of commerce and public bodies at national and international level and to encourage them to use AI-based tools and chatbot learning environments for improving the educational process.

"<< Background >>Rapidly-changing rules that govern the competitive labour market force teachers, educators and also students to respond to the needs of the economy. The needs of the changing world also entail huge educational challenges. STEAM aims at helping secondary school students be able to succeed in their higher levels of education, however, according to the EU policy in VET sector on average, 50% of young Europeans aged 15-19 participate in I-VET at upper secondary level. It is worth underlining that the Council of the EU adopted a Recommendation on VET for sustainable competitiveness, social fairness and resilience. It defines key principles for ensuring that VET is agile in that it adapts swiftly to labour market needs and provides quality learning opportunities for young people. The EU needs a skills revolution to ensure people can thrive in the green and digital transitions, and to help in the recovery from the coronavirus pandemic. A more digitalised and sustainable approach to acquiring specific skills will contribute to that goal for sure. Through this project we would like to increase an interest in quality VET education, among students and teachers, to enhance their unique and transversal skills, we want to increase their adaptability to rapidly-changing labour market, attract their attention to the process of digitisation in education, as well as tendencies to green economy. At the same time we aspire to equip them in non-trivial competences, which will make them outstanding in the competitive labour market.As stated in the European Skills Agenda 2020, we desire to:-strengthen skills and intelligence among engineering students, -support the green and digital transitions, -increase the number of STE(A)M graduates, -foster entrepreneurial and transversal skills, incl. skills for life,-help future jobseekers (in niche professions) to effectively promote their achievements.The diagnosed needs of secondary level engineering students:- to possess unique skills which can open up their new career opportunities, including STEAM- to participate in innovative online courses which can be also recognized on the non-formal learning pathway- to raise their digital and new-tech skills indispensable in their future job- to boost their skills for life and soft skills (e.g. to non-trivially promote one's own achievements)- to develop their talents and interests, also at extracurricular activities (to raise self-esteem and realize what they are good at)- to better adapt to the business world and make business relationships more easilyAll partners’ motivation is to improve quality in education and follow some innovative methodologies and guidelines on how to support them in future career, provide extracurricular activities and tailor-made vocational support, create innovative learning environments adapted to students' specific needs and talents, boost students' vocational skills and skills for life but also improve vocational and transversal skills of VET (engineering) teachers through STEAM approach, increase students interest in STE(A)M and pursue a STE(A)M career. All partners believe that STEAM education creates critical thinkers, increases science literacy and enables the next generation of innovators. Also through STEAM, students develop key skills including problem solving, increase team collaboration and creativity and develop communication skills that can use in all areas of their lives.<< Objectives >>Now, more than ever, the whole EU needs a paradigm-shift on skills. One that delivers a bold skills agenda for jobs to drive the twin transitions and ensure recovery from the socio-economic impact of the COVID-19 pandemic that affected the whole Europe. This recovery momentum mainly relies on vocational and training sector, re-skilling and up-skilling.The project’s objectives correspond to a New Strategic Agenda for the EU 2019-2024 – building a climate-neutral, green, fair and social Europe. The initiative remains in compliance with European Commission’s priorities for 2019-2024 (Political Guidelines): an European Green Deal and a Europe fit for the digital age. This is also supported in European Skills Agenda 2020 which thoroughly specifies main skills for jobs and among others it emphasizes skills to support the green and digital transitions. Our project gives the sound opportunity to strengthen the vocational skills of VET students specialised in engineering through the setting up of a well-structured outcomes through which they will: - boost knowledge and awareness regarding environmental issues such as: climate change, renewable energy sources, smog and carbon footprint;- gain and expand specific knowledge in the field of design, engineering and dedicated graphic design software platforms taking the selected environmental issues into account while designing; - develop passions and vocational competences leading to the choice of a career pathway;- boost digital and media literacy for effective online promotion purposes;- increase interest in STEAM-based approach to acquire peculiar skills, making their position in the labour market stronger than ever;- increase employability opportunities through the development of specific skills.We wish to make VET training offer more attractive and focus on digital and eco-oriented sustainable professions, to be precise on those which can contribute to green economy and may thrive in a virtual environment.Through the implementation of this project all partners will equip secondary school students specialised in engineering with the adequate vocational, specific and unique skills which will allow them to work more effectively and competitively in the EU labour market, take advantage of advanced technologies and prevent labour market mismatches in a long-term perspective.<< Implementation >>MANAGEMENT/ COORDINATION/ COMMUNICATION – EDUKATOR will manage the project and will make their Work-space available to the project (e.g. Google Drive; Huddle/ Admin, etc.). As a Project Coordinator EDUKATOR has overall responsibility for project planning, time management, budget, finances and reporting and effective communication with all partners.PROMOTION – through partners’ websites and social media, project’s FB page, local/ regional mass media, informative brochures. Meeting with stakeholders, webinars, taking special care of the project's visibility (logos, information about the project, disclaimers), etc.DISSEMINATION Channels:- personal networks: colleagues, partners through former national/international projects- Internet- social media- local press - regional/national seminars (for up to 20 people)- round-table discussions with policy-makers (at least in 2 partner countries)- open final seminar- EU Dissemination/ Project results platform- Eurodesk- School Education GatewayDissemination activities will be based on:- ongoing commitment of stakeholders,- strong project branding and actionable information on the website/ in social media,- press releases,- production and distribution of materials such as newsletters distributed to our wide stakeholder database,- multiplier events and participation in other related events at regional and national level.FINANCIAL MONITORING – through progress and interim reports and Mobility+ system.EVALUATION based on Integrated Evaluation Strategy.SUSTAINABILITY – based on an Integrated Sustainability Strategy and a well-structured database of stakeholders and other contacts which can contribute to the multiplication of project results.Besides, we are going to:- organise 4 Transnational Project Meetings and supplementary online meetings (at least 8)- organise 6 Multiplier events to widely present and disseminate the project results- develop 3 Intellectual Outputs: a. Green Best Practce Guide enriched with 3 podcasts (IO1) b. Design Course ""The Art of Green Districts"" available conventionally and in an online form on Moodle platform (IO2) c. A Young Engineer's e-Portfolio Handbook (YEP Handbook) (IO3)<< Results >>DURING THE IMPLEMENTATION STAGE WE WILL PRODUCE:- Project Management, Collaboration and Communication Plan- Quality Assurance and Evaluation - Dissemination and Sustainability Plan- Minutes following each partner project meetings (4 F2F and 8 Skype)- Reports (e.g. activity, financial, dissemination, evaluation) - Creation and distribution of informative printed material (leaflets, poster etc.)- A Project Management Handbook - A Project Brand Manual- A Quality Assurance and Risk Management (QARM) strategy- 4 Newsletters developed and disseminated after important project milestones - Project logo, website, Instagram, project facebook page- Stakeholder contact database and all important stakeholder register (Excel file)AT THE END OF THE PROJECT WE WILL PRODUCE:- green best practice guide through top desk research (IO1)- 3 podcasts on green good practices related to IO1- design course “The Art of Green Districts” (IO2)- interactive teaching materials and complimentary lesson plans (30 in total/ 5 per partner) - design course on Moodle platform (course in virtual reality)- guidelines on Online Badge System- a Young Engineer’s e-Portfolio (YEP) Handbook- 6 Multiplier events - 60 students, 30 VET staff to be trained- 180 posts to be uploaded on social media within the project duration (30 per partner) OTHER OUTCOMESDuring the project and after its completion, the partners expect that secondary school students specialised in engineering will be more adaptable to the needs of the labour market through the well-structured design course, which for sure will equip them with peculiar skills and help them enhance their uniqueness in the competitive labour market in this specific profession, providing climate-neutral, green and digital-oriented services. Students will be also capable of presenting their achievements through a non-trivial e-portfolio. VET/ STEAM specialists/ teachers will reinforce their didactic skills in a specific field through the introduction of innovative tools in their pedagogical routine. Thanks to the innovative course they will be more digitally literate as well."

TRauma Awareness For FIrst Responders (TRAFFIR) - addressing identified skills gaps in critical incident stress and trauma intervention.Aims: To develop a whole systems approach to improve key competences in dealing with emergency first response situations in order to mitigate the impact of repeated or singular exposure to a critical stress incident.Objectives:By the end of the project we will have created the TRAFFIR Train the Trainers Programme toolkit resource that will contribute to the development of a European Area of Skills and Qualifications by preparing, implementing, evaluating and reviewing 6 modules of learning that the partnership feels best suited to addressing psychological first aid needs and trauma intervention identified in 6 separate European Comparison Analyses.Context/Background:Research (Everly, Flannery, & Mitchell, in press; Flannery, 1998; Everly & Mitchell, 1997) has shown that any form of crisis (trauma) incident stress management requires a suite of intervention tools in order to minimise the risk of PTSD (Post Traumatic Stress Disorder) amongst first responders. Whilst this research is 20 years old, there is still no whole systems’ provision for educators in this field.Many first aiders in schools, colleges, community centres and emergency service workers do not have training or qualifications that match a job role in being the first responder at a critical stress/traumatic incident. Certainly police and fire officers are repeatedly exposed to traumatic incidents rather than carrying out their prime function (combating crime/putting out fires). This has led to rising levels of Post Traumatic Stress Syndrome and depression that often results in attempted suicide (for example, in the UK 1 in 4 have thought about it).TRAFFIR will address gaps in trauma interventions with a robustly evaluated development of a training programme flexible enough to be delivered in 5 different countries with learning outcomes and mapped to the descriptors of level 3 European Qualifications Framework (EQF) for other organisations in other countries to adapt for local use.Six participants:PADM (UK): Plymouth And District Mind Mental Health Charity’s Plymouth Recovery College and Training Division working with the Blue Light Services in the South West of EnglandKWC (UK): Kilcooley Women’s Centre – working with 14 communities in Bangor region of Northern IrelandIRIS (Po): Fundacja Instytut Re-Integracji Społecznej – provide first aid courses schools and works closely with the Police Department in Lodz, PolandBUCOVINA (Ro): experienced psychotherapists but no first responder training as none exists in RomaniaDOMSpain (Spain): training and consulting organisation that works closely with the Police and Fire Departments in Reus and province of Tarragona, Catalonia, SpainNIKANOR ltd (Bg): Educational Centre works with volunteers training them how to act in critical situations. However, there is no training system on TRAFFIR issues in BulgariaActivities:Two attendees from each partner will participate in 6 transnational meetings with a purpose to plan, implement pilot delivery, evaluate and review a fit for purpose the TRAFFIR toolkit; each partner will host a learning/transnational meeting and also send 4 staff to a short term staff training event to pilot the toolkit then cascade to others upon their return to their own organisation.Methodology:Four phases in line with EQAVET guidelines: preparation, implementation, evaluation and review. Each partner will form local stakeholder committees recruiting 4 other stakeholders. The Plymouth Development Tool for Vocational Training (PTDVT) will underpin a comprehensive framework for the planning, implementation, review and response for new vocational training programmes, and create a review framework in order to evaluate the project as a whole and the training programme in particular. Initially, partners will research the extent of the lack of training in this field and conduct direct needs analyses with emergency first responders and those who may become a first responder to a traumatic incident as a consequence of their working role.Results:Partners have identified six key workshops, that combined, will create a systems approach to address current skills gaps. We will work with stakeholders to populate the modules with appropriate content and learning outcomes. The final training programme will be cascaded locally with learning outcomes mapped to EQF level 3 descriptors.IMPACT: the development of on-line training programme to address skills gaps which will be freely available to the sector in partner languages. TRAFFIR will be presented to 240 attendees at 6 local multiplier event conferences and made available on the project web site.Longer term benefits:Long term, the outputs of the project will become embedded in the daily practices of each project partner organisation as part of their training curriculum.

The “Timeless” project is the result of the partners concerns about the lack of awareness on older adults’ participation in lifelong learning, social and cultural initiatives in their societies, and the implications it has for adult educators. Besides, the partners believe that it is crucial to promote initiatives launched in 2018, the Year of EU Cultural Heritage, and raise awareness about EU culture and heritage common values and principles and, at the same time, address major challenges in adult education, such as engaging of older learners in lifelong learning as well as the lack of foreign languages and digital competences among seniors. In this context, “Timeless”, will aim at enhancing professional development of adult educators working with older adults through new training opportunities leading to development of EFL learning materials based on cultural heritage in collaboration with adult learners. With such a goal in mind, the partners will count with the collaboration of experienced adult educators and motivated seniors who, together with the project team, will carry out all project activities. Carrying out the project transnationally will guarantee that, being the project priorities of EU concern, not only national communities benefit from the outcomes of the project, but also all developed products and materials reach out a wider audience. The direct project target groups are adult educators (teachers, mentors, etc., especially those working with older learners) and seniors/ older adults. Indirectly, “Timeless” will involve numerous national and international stakeholders: educational centres, organisations active in the field of adult education, bodies involved in culture and heritage activities (NGOs, civic organisations, libraries, etc.); policy makers in the field of education and culture/heritage (public bodies staff, managers and heads of departments, etc.)“Timeless” envisages the development of three main Intellectual Outputs: IO1: Interactive database for adult educators IO2: Development and delivery of a blended course for adult educators IO3: Development of a Digital Book “Hidden Culture”: teaching/learning materials developed by older learners in EFL and recommendations for adult educatorsThe partners will create an interactive database for adult educators with two main sections. The first will be a database of EU good practices and initiatives which will take advantage of using cultural and intercultural materials in teaching foreign languages and IT to older learners. The second part - “Inclusive Culture Classroom Guide” – will address the issue of social inclusion of older adults and promote equity and non-discrimination as well as make learning offers and environments accessible to seniors. Then, an online course for adult educators will be elaborated, deployed (including a face-to-face learning activity), and adapted to a blended learning format so that adult educators can pilot it in partner communities. The participants of the course will then monitor the work of informal groups of older learners who will develop (1) an Art-and-Culture Dictionary, (2) “Hidden Culture” Digital Book, (3) artistic pictures to illustrate the book. Through this collaborative process, older learners supported by adult educators will prepare EFL materials for their English classes tailored to their needs and interests that can be used in other adult education centres working with seniors. In its turn, adult educators will enhance their knowledge on instructional design in informal and non-formal EFL learning environments and social inclusion of older learners. Based on the experience acquired and results obtained within these stages, the partners will elaborate recommendations for adult educators on how to use effectively the developed materials in informal and non-formal learning of seniors.The learning materials tailored to the needs of older learners and developed by them together with adult educators will promote participation and persistence of older learners in lifelong learning and also improve their digital, linguistic and intercultural skills. This partnership aims to identify and develop new and innovative ways to combine the above stated working fields in order to create educational materials and methodologies leading to the improvement of teaching competences of adult educators and triggering of older learners’ motivation for learning. In this way, “Timeless” will support during and after the project the extension of professional competences of adult educators and, at the same time, try to reduce disparities among older adults in access to lifelong learning. Finally, the project will raise appreciation of local and common European heritage, increase cultural awareness, foster intercultural dialogue through interpretation of common European patrimony in the context of non-formal and informal adult education.