"European Agenda for Adult Learning highlights the need to significantly increase adult participation in formal, non-formal and informal learning whether to acquire work skills, for active citizenship, or for personal development and fulfilment. The Agenda outlines a vision of how adult learning should develop in Europe by 2020 and sets the following specific priorities for the years 2015 – 2020, including effective outreach, guidance and motivation strategies to reach and assist adult learners. One of the most pressing challenges for Latvia is strengthening its competitiveness to increase prosperity by reducing the productivity gap with other developed economies, while addressing the impact of the economy on climate (environmental) change, ensuring equal education possibilities in all regions of Latvia. One of the main lines of action is investing in growth of human capital in all levels and increasing business efficiency. Information Report on the Proposal for the National Development Plan 2021-2027 objectives, priorities and lines of action, stress the ""Changing Paradigm and habits - the Way to Development"", which means that many obstacles to development, including our attitudes, habits and thinking need to be changed - both in terms of environment, work, education and collaboration with peers. We want to increase the number of inhabitants who learns and make informed decissions conected to economic, financial and environmental questions. We want to activate local governments to invest in education and awareness of our people, focusing on the educational needs on different target groups - the socially vulnerable and socially and economically active persons and to capacity building for SMEs, to show the upcoming needs of digital-literacy expressed by enterprises, public bodies and, more in general, by the local labour market. We will achieve this goal by giving possibility to learn and exchange good practices, tools and methods of local authorities in different countries to support adult education and raise knowledge and awareness of their citizens, entrepreneurs and employees. Learning, discussions and exchange of experience will be organized for staff and adult educators of partner organizations, which will get selfconficdence and knowledge to lobby AE in local municipalities. In multiplyer events and in electronic way to local municipalities and to other interested stakeholders the project results will be disseminated. Project partners are convinced that the transnational cooperation between them will enhance activities of municipalities, develop an innovative approaches, build new networks, improve methods of work, transfer good practices and a new perspectives and increase the number of inhabitants who learns and make informed decisions.Target groups are staff of local governments, Adult Education Associations and adult education providers.Objectives are:1.Familiarize participants with tools, techniques and approaches of good practice examples of municipalities support to adult education; 2. Increase participants’ knowledge and understanding of the role of non formal education, about effective approaches to adult education development and different possibilities of local municipalities to support adult education;3. Facilitate the sharing of diverse experiences of partner Countries involved in adult education;4. Improve the cultural intelligence of participants;5. Improve the confidence of adult educators to lobby support to adult education;6. Promote cooperation and partnership among local municipalities and adult educators from different European Countries to further embed the European Dimension."

"The aim of the project ""to improve Learning to Learn (L2L) abilities of adult learners"" is achieved. The project results help adult learners (who have problems with learning skills (migrants, adult returners to learning, young adults in VET, prisoners and similar) to develop Learn to Learn competences and become more effective learners. The Project aim is achieved by two major project results: First: The on-line L2L self-assessment tool in 5 languages (English, Estonian, German, Lithuanian and Spanish) is designed and presented in the form of the web-site (http://www.learntolearn.eu/). The self-assessment tool has two parts: 1 )L2L Self-assessment questionnaire which allows to measure the level of L2L competence which might be: Low, Average and High. The questionnaire is designed to measure the level of five sub-competences of L2L competence: time management, information management, team work, reflection, motivation and self-esteem. The results demonstrate individual learners’ profile. 2) Computer generated recommendations are designed. Based on individual results, the computer generates individual recommendations of strategies for personal development of L2L competences for more effective learning. L2L self-assessment tool can be used by adult learner for self- development or as the basic information for adult teachers in guiding adult learners in their path for development of L2L competences. Second: L2L tutors (guides) are trained to advise adult learners on developing their L2L abilities. As learning skills of our target group are quite low, it is obvious that having the L2L competence self-assessment tool is not enough as learners might not be able to understand the recommendations and not be able to transfer the results of self-assessment into real learning practices. Therefore we created a pool of 19 teachers who are able to guide the learners in their journey for L2L competence. Those teachers are guides in their institutions and wider in the country. To this end we organized training sessions for adult teachers on two major topics: 1) understanding of L2L self-assessment tool and 2) how to guide their learners in developing their L2L competence. Trained teachers are used by project partners as source of information and multipliers for ensuring sustainability of project results. From one hand, project encourages adult learners to develop their L2L competences for more effective learning and adaptation in contemporary society, and from the other hand it encourages organizations dealing with adult learning to be proactive in improving L2L competences of adult learners by applying on-line L2L self assessment tool and guiding adult learners in developing their L2L competences."

CHALLENGEAccess to, quality, effectiveness and benefits of adult education remains elusive for many people with health-related conditions. Learners with health issues, who are often more in need of education to increase opportunities for social inclusion and employability, actually benefit less from it, because adult education (AE) providers do not often account for associated challenges. There is a moral and social obligation to improve AE providers’ functions and provide learning offerings adapted to the needs of all, as a means of strengthening social inclusion. The lack of systematic evaluation & monitoring of impact on learners with health-related conditions prevents AE providers from designing improved practices. AE providers can significantly benefit from a systematic review of their effectiveness and from cross-fertilisation and transfer of experience on relevant policies; they need to adopt a systematic monitoring system to assess their impact on learners with health issues and develop informed quality improvement plans.OBJECTIVES1. Develop an integrated framework for AE providers that will cater for the specific needs & particularities of people with health-related conditions1. Identify the factors that affect AE effectiveness on learners with health problems2. Provide an integrated framework, for AE providers to evaluate the impact of their offerings on learners with health problems 3. Share recommendations to enable AE providers to successfully address the needs of persons with health-related issues PARTNERSHIPINDUCATE brings together 5 organisations from the worlds of adult learning provision, educational research & policy development, from 5 EU countries with different experience in monitoring AE effectiveness. PLUS is experienced in educational research, social pedagogy and research on inclusion of disadvantaged people. AGORA is an AE provider, experienced in the establishment of frameworks in AE and addressing adults from vulnerable groups at risk of social exclusion. PROMEA has extensive experience in design and implementation of research activities for education and projects targeting the improvement of adult education. ZIDINIO offers educational services to adults focusing on socially disadvantaged groups and the development of teaching tools. GIP-FCIP CRÉTEIL is experienced in adult education policies & programmes, qualification and training for people with disabilities.ACTIVITIES & METHODOLOGY1. Research on factors affecting AE effectiveness on learners with health-related conditions2. Develop an Integrated Assessment Framework & online tool for adult learning providers to measure their effectiveness on learners with health problems3. Produce road-map with recommendations for AE providers on how to successfully address the needs of persons with health related issues 4. Activities for valorisation of INDUCATE results and creation of an INDUCATE network & repository of self-assessment reports, quality improvement plans and a Memorandum of Cooperation5. Transnational training workshop on the use of the INDUCATE framework and the design of institution specific measures for improvement6. Promotion of INDUCATE outputs through 5 multipliers events in partner countries.RESULTS & IMPACT1. Analysis of factors for measuring adult education effectiveness on learners with health-related conditions to provide trainers and staff of adult leaning providers with greater understanding on needs of adults with health-related problems and help them design & deliver more efficient education programmes (4500 individuals to be reached).2. A framework and online tool for the evaluation of the effectiveness of adult learning providers towards persons with health-related issues to engage AE providers in a self-assessment process to evaluate impact of their programmes on learners with health problems and enable them to develop quality improvement plans (450 providers).3. Road-map with recommendations for adult learning providers to help them improve their effectiveness, adapting education provision to the needs of learners with health problems.4. Network of INDUCATE adopters: signed Memorandum of Cooperation & repository of assessment results and quality improvement plans to allow the exchange of practices and promote the adoption of INDUCATE outputs (60 adopters during project life).5. 5 national infodays to reach and involve target groups (300 participants).LONG-TERM BENEFITS1. Uptake and adaptation of INDUCATE Assessment Framework and Tools by AE providers in EU.2. Uptake of INDUCATE framework from national bodies involved in monitoring, quality assurance and evaluation of AE systems in Europe, with the aim to improve current monitoring techniques.3. Participation of a growing number of adult learners with health related issues in lifelong learning programmes that have been improved based on INDUCATE outputs, resulting in social inclusion or persons with health-related conditions.

"Many learners don’t connect learning to something rewarding or fulfilling, but to effort and exertion – something that needs to be done, but takes energy. The project partners understand learning as a social, emotional and cognitive process. Unfortunately in many classrooms the cognitive process is emphasized the most and the other two parts are sometimes even disregarded. We believe however that the social and emotional processes for learning are the crucial part to enhance motivation for learning. Disadvantaged learners, who have breaks and gaps in their formal education background, often have a negative attitude towards learning and are not very open for life-long learning. They might see it as a necessity, but not as a way to evolve themselves. In our opinion, educators have a key role in influencing the motivation and learning outcomes of their students. That is why we seek further professional training of educators in connection with disadvantaged learners, migrants and refugees in particular. We see a chance for educators to break the negative attitude and build bridges between different learning cultures if they take a closer look on social and emotional processes during learning. The project objective is the development of a social and emotional teaching approach as a resource for multipliers to increase learners' learning motivation and the joy for life long learning. In the project we want to achieve, that we explore the topic of learning motivation for our organizations, train our multipliers (3 persons from each partner) and let them work with new methods and a fresh approach. Concrete project results are: Two trainings and reports that compiles the content and outcomes of the trainings. Three multipliers from each partner (18 in total) took part in two Learning/Training/Teaching (LTT)-Activities with the topics of Emotions in Learning and Social Learning.The content of the trainings are based on scientific findings and practical instructions/teaching methods resulting from those findings. The theory was scientifically presented, new methods for the practical implementation of the theory was tested in this seminar, also best practice examples and dealing with disadvantaged learners in the respective country was presented. The participating multipliers received new didactic and methodical ideas on the topic that the respective partner was presenting. They gained insight into the country-specific structures in dealing with disadvantaged learner groups. They were supposed to experience and reflect hurdles of intercultural communication, as well as to understand what different learning cultures, teaching and learning methods mean for heterogeneous classes. The scientific basis as well as a collection of corresponding methods was collected and published. These publications contain relevant knowledge, guidelines and methods, that could be used e.g. in language courses, basic education courses, in job placement measures, for educational support of learners in vocational training or in the teaching of ""life skills"". For multipliers, teachers, pedagogues, social worker and students of pedagogy, the texts will provide an overview of scientific theories on learning motivation and ideas for practical implementation and methods. With new resources for successful learning, multipliers will be enabled to face challenges in their educational work with socially disadvantaged and low qualified learners. Challenges as early dropout, repeatedly attending the same course, underachievement through overstrain and learning problems, heterogeneous groups, early entry into unqualified work instead of longer path of vocational training and education, cultural conflicts, etc. The long term benefits will be an improvement of the learning environment and creation of protected learning spaces. For multipliers to have more resources for successful learning situations and to enhance the learners learning motivation, enjoyment of lifelong learning and intrinsic motivation for personal development will lead in long term to an improvement of the learner’s perspectives for a successful professional life and/or integration/re-socialization."

"SoJUST project aims to improve the quality and efficacy of the life long guidance addressed to low-educated adult migrants, by adopting a social justice approach that acts, at individual level, on the development of specific guidance competences of educators and, at organizational level, on the promoting of social justice-focused environments and practices. European documents and scientific research reveal a persistent lack of homogeneity in access to guidance services and express concerns with regard to the limits of guidance practices to address everyone's needs and supporting mobility into educational systems of people from ""non-dominant groups"". There is growing attention paid to social justice as a guide value for guidance practices aimed at low-educated adult migrants who suffer a cumulative disadvantage, linked to the migration background and low qualification levels.Based on these reviews, the project Partners carried out a monitoring activity of their guidance systems compared to some key factors identified by the European Lifelong Guidance Policy Network Guidelines (ELGPN, 2015):- Prioritise the role of lifelong guidance as instrument of social equity and social inclusion and ensure training to lifelong guidance practitioners in order to enable them A) to work effectively with these groups (Guideline n.18. Lifelong Guidance for disadvantaged groups); B) to be sensitive and ready to work with different types of adult learners (Guideline n.13)-promote the development of shared professional quality standards that apply to the supply and products of guidance (Guideline No. 3: Lifelong Guidance for Adult Learners)The following PROBLEMS emerged from the analysis:1) unavailability of a shared conceptual framework on social justice-focused guidance, which determines an ambiguity within and among PP with regard to the methodological-operational application of guidance interventions able of assuring social justice;2) insufficient implementation of actions for the continuous professional development and updating of adult educators aimed to enhancing social justice competences;3) inadequated guidance practices target-oriented with a focus on social justice with negative impacts in terms of: A) achievement of guidance needs; B) recognition of prior learning; C) supply of customized training.The TARGET GROUP of the project are adult educators and other personnel who support adult learners with guidance roles. The main beneficiaries are low-educated migrant adults.SPECIFIC OBJECTIVES are:1) enhanced understanding of social justice in lifelong guidance practice;2) built common and mutually recognized framework for the referencing of competences of adult educators social justice-focused into guidance;3) increased adult educators' competences in the implementation of quality and more effective guidance practices in order to support upskilling pathways;4) strengthened targeted-guidance aimed at reaching people who need special motivation (2016 / C 484/01), as a driver for equity and encouragement of participation.The following Intellectual outputs will be developed: - EQF-Social justice-focused competences Profile for guidance aimed at low-educated adult migrants (IO1); -OER-Pilot Learning Curriculum for social justice-focused guidance (IO2). They will be tested by Adult education centers PP in order to evaluate their effectiveness and impact on the beneficiaries. From the insights and further knowledge that emerged during the Pilot Test, an Handbook of social justice-focused guidance practices (IO3) will be developed.The main methods used are: exploratory research (Incident Critique Tecnique); Research-Action-Training Laboratories. The participation of migrants and their representatives in the design, planning, implementation, and monitoring of lifelong guidance services and products for them according to their specific strengths and their specific needs (ELGNV 2015) will be encouraged. That means to put into effect the approach according to which the empowerment of people through adult edcuation is a process that it must be ""forged and made"" with them not for them (Boyadjieva and Ilieva-Trichkova, 2017; 2018).The project will have positive impacts on migrant adults by strengthening their agenticity and learning motivation, and on educators by increasing their skills in the implementation of guidance practices that is actually transformative."