CONTEXT, AIM AND OBJECTIVESAs the adult education system is expanding rapidly in Europe and in the partners’ countries, there is an increased emphasis on the quality and offer of adult education. In order to improve its quality, we should first educate teachers and trainers and enable them to exchange knowledge and experiences on a national and international level. According to the OECD Teaching and Learning International Survey (TALIS 2013, June 2014) and the Teaching Profession in Europe (Eurydice 2015), adult educators need to develop competences regarding: - teaching learners with special needs - new and innovative teaching methods - inclusive and learner-focused methods - working with other professions and partners - flexibility - addressing learners’ individual needs and growing diversityThe main aim of the project was to improve the adult education system in the five project partners’ countries in order to extend and develop adult teachers' competences.The 01) Questionnaire has been prepared in English and translated into partners' home languages and delivered online. In the period from 1/12/2017 until 31/01/2018, 536 learners (396 female and 140 male) and 498 adult educators (388 female and 110 male) from five project partner countries filled in the questionnaires. One of the aims of the project is to develop and strengthen the competences of teachers involved in adult education, starting with defining the skills and competences of adult teachers that need to be developed according to adult educators’ opinions and adult learners’ expectations.Questionnaire, an external evaluator has been contacted by a researcher from the Faculty of Humanities and Social Sciences in Rijeka, Department of Education, with a specialization in Andragogy.The external evaluator was involved in two moments:- December 2017 (the analysis was focused on the structure of the Questionnaire)- March 2018 (the analysis was focused on the results of the Questionnaire)On the Questionnaire results were based the O2) Competence Development and Training Curriculum for Adult Educators that contains the description of the aim and objectives, the outcomes, contents and assessments. From March to September 2018, partners were involved in the planning of the Curriculum and the piloting was going on from February to June 2019. A total of 109 adult educators/staff members as learners, led by 18 teachers/trainers, in 5 groups (one for each partner) have participated in piloting the Curriculum. PARTICIPANTS, ACTIVITIES, METHODOLOGYAt the very beginning of the project, partners have established a project management team to ensure efficient project management. Four transnational meetings and quarterly Skype meetings have ensured continuous monitoring of the work in progress and achievement of the results. The Participatory Approach and the P.C.M. Methodology have been used for communication and cooperation between partners.34 teachers and staff members of partner institutions have been involved in the 2 short-term joint staff training events held in Lithuania (June 2018) and Croatia (November 2018) to train trainers piloting the Curriculum. There were 5 multiplier events held in October 2018 with more than the 285 planned participants (291 actual participants). DISSEMINATIONThe main dissemination tools and instruments are the project’s and partners’ websites, multiplier events, brochures, photographs, reports, articles workshops, training programmes and teaching/training materials. The target audience dissemination has been: teachers, staff members, and learners in partner institutions and other adult education institutions at the local level, local government bodies and authorities regulating general and adult education, IMPACT The main expected impacts at the end of the project have been: - improved and increased cooperation with EU partners - improved capacity of conducting surveys based on a questionnaire administrated online - improved proposal capacity related to drawing up a new curriculum for competence development - improved the capacity of piloting, monitoring and evaluating a new curriculum for competence development - increased the capacity of project management - increased the capacity of organising an event - improved the capacity of presentation and marketing development - determined the status and perspective of adult education, developed a network of colleagues and experts at the international level - improved adult educators’ competences by defining key competences for all teachers involved in adult education All materials, written documents, and intellectual outputs produced during the project are available to every potential user on: 1. EPALE 2. partners’ websites and project partners' FB sites and project FB site 3. project Google Drive

The Digital solutions for trainers and educators /DIGISOL project addresses the vocational and adult education sectors and the professional individual needs of educators and trainers who are working mostly with the adult learners.The objective of the project is to develop a Curriculum for the training course on the Digital solutions for trainers and educators in the VET and adult education sectors aiming at increasing their digital competences and skills by learning the most demanded and broadly used digital tools in each of the partner organisation countries.There will be 3 Transnational meetings organized in the framework of the project :- Kick-off meeting in Latvia, January 2020 : 8 – 10 teachers/staff members participating.- Intermediate evaluation meeting Germany, August 2020: 8 – 10 teachers/staff members participating.- Final recap’ meeting Estonia, October 2021 : 8 – 10 teachers/staff members participatingIn total there will be up to 40 teachers/staff members in total taking part in the Transnational meetings. 36 teachers and staff members of partner institutions will be involved in the short-term joint staff training events that will be held in:- Estonia in May 2020 .- Latvia in November 2020 - Germany in March 2021.The main outcomes of the project related activities are expected as follows : - trainers and educators know how to use different digital learning tools; - trainers and adult learners have the possibility to have the blended learning approach (face-to-face + online);- they can choose the better digital learning solution for their individual needs;- survey on the specific digital needs of trainers in each partner institution country (100 trainers and 100 adult learners will participate from each country, in total 800 people involved) and its analysis.- Curriculum for the online training course on the Digital solutions for trainers and educators (DIGISOL) in the VET and adult education sectors. - Pilote of the DIGISOL Course for 2 groups of 12 learners in each partner organization country (96 people in total)- free access to the DIGISOL course through a Moodle platform for everyone.- online testing option and online certificate' availability certifying the acquired digital competence / skills upon the test successful completion.- 3 Multiplier events - open seminar / conference - 1 in each partner institution country, 180 people in total (+ the organizers' team) will be taken part in these events.In labor market perspective, the open access to the the DIGISOL Course modules will increase professional qualifications of VET educators and adult education trainers and help them meet the education sector rapidly digitizing requirements and needs.The course will contain an innovative approach, methodology, schedule of the course, lesson outlines and activities to be ready for the use of trainer and educators from the VET and adult education sectors, but also educators or teachers from every other educational sector. .The course would contain 3 learning modules with different topics. The 3 main modules are :1)Cyber Security & Digitization2) Webinars and other Communication Tools3)Files & Documents Sharing ToolsThe choice of the topics for the each module will be based on the results of the survey - the Assessment Questionnaire on the specific digital needs of VET trainers led in each partner institution country before designing the Curriculum of the Course. The Curriculum will be drawn after the analysis of the results of the Assessment Questionnaire and will be fully based on them.The curriculum and the course will be designed in order to improve EU countries trainers’ and educators’ digital skills and knowledge of different digital solutions used in the new era of teaching / learning, to learn how to use and apply the Information and Communication Technologies, to better understand the concept of the digitization and to apply it in accordance to their competence arias.

Accordingly to the conducted surveys in the OECD countries, successful leadership and management are key drivers of employee engagement in the public service. Therefore OECD recommends using coaching and supervision sessions on the leadership and management skills of middle-level managers, as they will best help civil servants both understand their place and resources for work, as well as help them to better resolve stressful situationsThe objectives of this project are to respond to these recommendations, by developing a Coaching Toolkit (1st result) with clear instructions and tools which would be intended especially for public institutions and which would be ready-to-use by the top and middle managers within public bodies, and to create a Coaching Course (2nd result) for middle-level managers. Both results aim to enable public administration employees to use coaching in different situations in order to effectively address problems with productivity and work quality so that every manager can use them in practice, increasing work productivity and self-awareness. They will also increase the opportunity for any employee to self-educate and become more productive in their work.The direct target group of the project is senior, middle and low-level managers of public institutions, team leaders, project managers, specialists corresponding to middle managers.The indirect target group is:, employees of public institutions, civil servants.Before the project beginning more than 500 will participate in a massive Survey on the use of coaching in the public bodies, and the results of the Survey will help reach the objectives of the project. During the project implementation, more than 200 participants in 3 different countries - Latvia, Poland, and Greece will be involved in the different activities in the framework of the project:- 3 Transnational meetings; - 3 Short-term joint staff training events;- Course Pilot on the coaching techniques for one group;The project will last 22 months, and at the end, the following result ad impact are envisaged:- The development of the Coaching Toolkit with open access for everyone will offer new coaching content for the middle-level managers and civil servants aimed at improvement of their Management and Leadership competence, increasing their self-awareness. - The creation of the Coaching Course for Managers will increase motivation and satisfaction in the daily work of the public sector employees and trainers/coaches involved in the project activities and will allow implementing more strategic and integrated use of coaching tools and techniques in the professional education/training.- The Coaching Course will also create more digitally friendly training environment in all three partner organizations due to the delivery of a part of the Pilot course via online coaching sessions and meetings;- The production of the training course will also impact the availability of professional development and coaching events in all three partner organizations;- A pilot group of coaching will provide an understanding of the use of coaching tools in improving the managers’ work quality. - The pilot group participants will use the developed coaching tools, will monitor their results, and will whiteness changes in the quality of work performance, employee satisfaction and engagement as indicators to identify which tools are working and which need to be improved. It will help with the practical implementation of the next Pilot group and the course.- Individual and group performance evaluations of Policy planners’ and implementers’ and managers’ work increased in the following specific competencies: Interpersonal Effectiveness Competencies, Thinking and problem-solving competencies, Personal effectiveness competencies, Task and process management competencies, Leadership competencies.

The project is implemented by three public administration organizations training state civil servants: the LSPA – the Latvian School of Public Administration, the KSAP – The Lech Kaczyński National School of Public Administration of Poland and the HAUS Finnish Institute of Public Management. CONTEXTThe initial idea about creating the course was based on the analysis which showed that: a) there are no large scale professional development activities for trainers teaching adults in public administration, no opportunity to become a trainer educator and no guidelines for trainers in public administration. b) The public administration sector lacks training on how to open up the government and the public sector to innovations and include the innovation in the services provided by the state government. OBJECTIVESThe objective of the project was to develop a Trainer Educator Training Course (TEC) for the trainers in public administration sector and upon the course develop the Guidelines for training which would contain a new approach, a methodology, a schedule of the course, lesson outlines and activities to be ready for the use in in-service training of trainer educators in public administration institutions. NUMBER AND TYPE/PROFILE OF PARTICIPANTSThe direct target audience is training facilitators, trainer educators and also trainers in the public administration sector. These are about 2000 people in all three partner countries together. The participants were professionals relevant to the Adult Education, Higher Education, non-formal education sectors and public administration sector; also the training staff working at LSPA, KSAP, and HAUS. DESCRIPTION OF UNDERTAKEN ACTIVITIES- 3 short-term-joint-staff training events organized in Poland, Finland and Latvia, related to 7 topics aka Modules of the TEC.- 9 Training demonstration workshops in Latvia, 3 in Poland and 3 in Finland after each short-term joint staff training event. - Informative briefing sessions for the staff of each institution involved in the implementation of the project ad by relevant stakeholders.- 2 day International conference attended by 35 trainers from various public sector institutions, educational centers and universities of Latvia in order to learn about the aims and scope of the project, specific subjects related to the adult education and try out the activities presented in the TEC.- 3 different 3 hours long workshops on the topics based on the content of the TEC as a part of the Multiplier Event, attended by 32 trainers/educators from various public sector institutions, educational centres and universities. RESULTS AND IMPACT ATTAINED- The Innovative Trainer Educator Course (TEC) for the trainer educators and trainers in the public administration sector which stimulates innovative and interactive approaches to training and learning in the public sector. The Course provides an opportunity to embrace the main areas of key competencies for trainers/ trainer educators in public administration and enhance them with the knowledge about the innovative ways of training their subjects of expertise. The highlight of the course is to make trainers more competitive and employable as well as to improve services provided for the general public by public administration organizations. The Course will impact the improvement of trainers’ facilitation skills; will develop their design thinking; will impact the more efficient use of the ICT; will give the better understanding of the concept of the innovation which trainers will apply in accordance to their competence arias and to the specific educational needs of public servants. The Course can be easily adapted to any other training and education sector if necessary.- Guidelines for trainers working in the public administration sector on how to apply Training Educator Training Course to all of the areas of adult education, on how to conduct it. The Guidelines will allow every educational organization to train their trainers on how to become trainer educator, so they could in their turn train other trainers on how to effectively deliver their specific subject and contribute to the implementation of innovations on every level of the society, aiming particularly the public service sector. LONGER-TERM BENEFITS- Guidelines for trainers for applying and conducting the TEC will be used in the in-house documents of LSPA, KSAP, and HAUS to ensure a unified approach to the training delivery.- There are going to be organized at least two teachers/ trainers training events a year on the basis of the produced results.- The LSPA and the KSAP will share the course and the guidelines with the public service administrating institution – the State Chancellery and will make the course a part of the regular training program in the LSPA and KSAP.- The Course and the Guidelines in English, Latvian and Polish languages are freely available on the web pages of the 3 partner institutions.

<< Background >>Corruption is an important priority at EU level and since 2020 has become one of the pillars of the newly established European Rule of Law Mechanism which provides a process for an annual dialogue between the Commission, the Council and the European Parliament together with Member States as well as national parliaments, civil society and other stakeholders.Education with regards to anticorruption, ethics and integrity is considered a major priority by the Group of States Against Corruption (GRECO). GRECO recommended to almost all the countries assessed to organize regular training on corruption prevention, integrity and conflicts of interests, conducted by qualified trainers. GRECO also pointed out that all preventive tools should be explained to the public, thus gaining trust and support.Anticorruption agencies have adressed the problem with specialized short-term trainings, and the methods take specific form of vocational education using a curriculum dedicated to the beneficiary target groups, designed in accordance with general training practices and concepts.The development of training activities at the level of all partner countries and institutions and the interactions of trainers with different target groups and other partner institutions highlighted the need for innovation and consolidation of training methods and techniques, with a higher emphasis on digitalization, elements of practice and active involvement of participants.In this conext, the project adresses the following specific needs:- to diversify and inovate training in anticorruption, ethics and integrity,- to improve training techniques for trainers on ethics and integrity, - to include and develop innovative training techniques, digital pedagogy, ways with working with groups and expertise in the use of digital tools,- to increase the capacity of anticorruption agencies and training institutions to manage and effect change in training process and methods in the field of ethics and integrity, including through digital education.<< Objectives >>This project intends to contribute to the improvement of training techniques for trainers on ethics and integrity, including by developing innovative training techniques, digital pedagogy, ways with working with groups and expertise in the use of digital tools, which the trainers will embrace and apply in every day work.All partner countries (Romania, Bulgaria, Italy, Spain and Latvia) intend to capitalize on the potential of good practices of other specialized authorities and institutions at EU level in the field of ethics and integrity training, so as to improve professional training skills, and, on the other hand, to foster the development of digital skills and or use of appropriate resources to meet learning needs. Specific objectives:1. Improve the training skills of ethics and integrity trainers, including through the development of digital pedagogy and expertise in the use of digital tools for trainers2. Improving the training methods and techinques used in the field of ethics and integrity in the partner countries3. Foster attitude change of the civil servants and law enforcement at the beginning of their careers, with a view of improving quality of anticorruption and ethical training for the civil servants and law enforcement officials at the beginning of their careers.<< Implementation >>Within the project, we have included the following activities:- The production of 3 Project Results Project Result 1 - Training curriculum in the field of anti-corruption, ethics, integrity for initial employee training (e.g. law enforcement initial training) with a focus on the non-formal context of the trainigProject Result 2 - Training curriculum in the field of anti-corruption, ethics and integrity to be used in the continuous training and dedicated anticorruption courses for the public officials or civil societyProject Result 3 - Training curricullum/ guideline for the anti-corruption trainers with a view of supporting the training activities either in the academic environment or in the field of continuous training: integrity adviser, anti-corruption trainers- Organizing of 6 Learning, Teaching and Training ActivitiesActivity C1 - Job shadowing activity to facilitate practice exchange and critical assessment with regards to training of ethics and integrity in academic environment in ItalyActivity C2 - Job shadowing activity to facilitate practice exchange and critical assessment with regards to training of ethics and integrity in anticorruption agencies and training institutions in LatviaActivity C3 - Job shadowing activity to facilitate practice exchange and critical assessment with regards to training of ethics and integrity in anticorruption agencies and training institutions in BulgariaActivity C4 - Pilot training using the Training curriculum in the field of anti-corruption, ethics, integrity for initial employee training (e.g. law enforcement initial training) with a focus on the non-formal context of the trainingActivity C5 -Pilot training using the Training curriculum in the field of anti-corruption, ethics and integrity to be used in the dedicated anticorruption courses for the public officials or civil societyActivity C6 - Pilot training using the Training curriculum/guideline for the anti-corruption trainers with a view of supporting the training activities either in the academic environment or in the field of continuous trainingA number of 6 transnational meetings will be held (in every country) in order to ensure the proper monitoring and coordination of all project activities. The foreseen participants are representatives of the project staff, as well, if needed, persons with responsibilities of project monitoring and financial coordination. In case that phisical meetings will be very difficult or impossible to organise, these will be organised through online platforms.DGA will ensure the project management through their dedicated Coordination Team (Project Manager, Deputy Project Manager, Financial Coordinator, Monitoring Responsible, Implementation Responsible) with a view to implement management/coordination processes, decision making & conflict resolution, risk assessment & mitigation planning. A number of 3 multiplyer events will be organized in order to share our project results and ensure an increased visibility for the project. The target group will consist of integrity/ethic advisors, experts in the NGO sector, representatives of public institutions with competencies in anticorruption and integrity (e.g. Ministry of Justice, National Integrity Agency), as well as other stakeholders.The objectives of the event will be to raise awareness on the following:1) lack of training events and programs for trainers;2) the need of strategic professional development planning3) the necessity of professional networks and partnerships at EU level;4) the existence of 3 ready-to-use professional Curricula in the field of anticorruption, ethics and integrity.<< Results >>The project will allow for the increase of the capacity of anticorruption agencies, training institutions, academia and civil society to manage and effect change in training process and methods in the field of ethics and integrity, including through digital education.The project will also contribute to the improvement of training techniques for trainers on ethics and integrity, including by developing innovative training techniques, digital pedagogy, ways with working with groups and expertise in the use of digital tools, which the trainers will embrace and apply in every day work.The proect will develop 3 training curricula which will impact the improvement of trainers’ facilitation skills, will develop their design thinking and stimulate the use of coaching techniques and other innovative training methods. It will also equip VET and public administration sector trainers with the training skills, expertise and aptitudes allowing them to bring the innovation concept into their subjects of expertise which is mandatory for providing successful and effective training for civil servants. At the same time, the target groups (teachers/trainers/civil servants) from within anticorruption agencies, training institutions, academia and civil society will benefit from applied training sessions in the field of ethics, integrity and anti-corruption, with a high level of quality, coherence and implementation into practical activity. The results of the project will be available to all stakeholders, the partners agreeing to share them.