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.

Recent research has proven that gamification is a valuable tool for e-participation and educational and learning disciplines targeted at youth, based on interaction, collaboration, networking experimentation and creativity. The gaming experience offers a diversified, active and dynamic learning tool in the context of informal education, which contributes significantly in developing civic, social and intercultural skills and ICT literacy.Based on this, the best way to rebrand social engagement and politics in an interesting and engaging way and to help young people to participate in political and social life is through a creative, innovate and modern gamified platform. These platforms should offer basic education and training on democratic principles and imaginative activities, and engage young EU citizens in discussions about democracy, access to rights and active citizen participation. The scope of the EmpoweringYou project was to promote political and social participation of young EU citizens through the design and development of an interactive gamified platform, which is available online and via a mobile app -http://empoweringyouproject.eu/game/login/index.php or https://play.google.com/store/apps/details?id=org.cardet.empoweringyouproject. The main objectives of the project were to:•Educate and equip young EU citizens with civic skills through an entertaining and engaging learning environment.•Create an innovative, inclusive non-formal educational tool which addresses diversity in education and training, developing social, civic and intercultural competences and media literacy.•Provide an accessible way for EU young citizens to express their political, economic and social views.•Strengthen civic cooperation, exchange of information and good practices across EU.•Combat against social exclusion and civic apathy of EU young adults.The target group of the project were young adults aged 13-30 who were considered to be 'disadvantaged', i.e. early school leavers, NEET, having behavioural difficulties etc. We also targeted key stakeholders, such as youth workers, teachers and others working directly with young people or who have the potential to influence policy in this area. During the course of the project we have worked with over 400 young people and 350 stakeholders.The project began with a period of research, where we worked with young people and stakeholders to gain a better understanding of the learning and training needs of young people and how they currently engage with online training and social/political issues. This work led to the development of a curriculum which was used to produce the content for the online 'gamified' platform which is the main outcome of the project. The platform leads the user through a series of scenarios linked to key topics such as climate change, voting and migration. Each scenario aims to provide a basic introduction to the topic and help young people understand how they can get involved. During the project, the platform has been piloted with both young people and stakeholders. Partners collected feedback in order to understand the potential impact of the platform and see where improvements could be made. Finally, partners have developed a guide for teachers and trainers which gives advice on using 'gamification' in the classroom and, in particular, how the EmpoweringYou platform could be implemented in educational settings.The key results of the project are:•A Situation and Needs Analysis Report, outlining training needs and current provision for young people in terms of engagement with political/social issues.•An ‘EmpoweringYou Curriculum’ outlining the learning objectives and content for the gamified platform.•The Platform itself, which is a ‘gamified’ environment taking users through a series of ‘missions’ which help them to start thinking about key topics and how they can take action/have their voices heard on issues they care about.•A Training User Handbook, which is a guide for teachers/trainers to help them understand the impact of gaming and ‘gamification’ in learning settings and how they can use the EmpoweringYou Platform in their own contexts.The project has:•Increased the capacity of young citizens to successfully participate in public life.•Promoted youth engagement in political, civic and social participation.•Enhanced capacities and knowledge of young participants in democratic values, access to rights, national and European governance principles.•Contributed to the self-empowerment and self-esteem of young EU citizens.•Boosted public awareness on values of democracy, access to rights, freedom and intercultural dialogue among young adult communities.•Rebranded social engagement and European politics in an interesting, engaging way and helped young people to participate in political, civic and social life.•Enhanced the capacity of partner organisations to promote youth civic participation in the political, social and economic field.

CONTEXTThe concept of mental health has progressed during the last decades. Currently, according to the World Health Organization, a good mental health is related to mental and psychological well-being. In the last years, diverse perspectives such as education have incorporated to this concept. In fact, the Mental Health Action Plan (MHAP) 2013 – 2020 mentions the importance of providing “a comprehensive, integrated and responsive mental health and social care services in community-based settings” and the need of basing the strategies and interventions on scientific evidence and/or best practice. During the last four years, Agora has applied a Successful Educational Action, Dialogic Literary Gatherings, to a new context: mental health services users, with the aim of supporting the rehabilitation process as well as the social inclusion of all the participants. The great results among participants in Barcelona pointed out to an opportunity to transfer this activity and its benefits to other organisations in Europe. OBJECTIVES1. Contribute to the social inclusion of the adult users of mental health services2. Improve some of their basic skills and competences as well as the wellbeing 3. Offer a tool to support the process of mental health advancement and promote the accessand transition to further educational activities and opportunities of the participants4. Obtain evidence of the impact and benefits of DLGs on mental health users in order toencourage other centers to implement them5. Train professionals and volunteers to act as moderators of the DLGs with mental health users6. Raise awareness between policy makers and stakeholders about the importance ofincluding Successful Educational Actions, like DLGs, to support the mental health process and promote the social inclusion. PARTICIPANTS- Mental health users older than 18, especially those from vulnerable groups (low socieconomic status, low level of education, unemployed, etc.)- Mental health and adult education professionals- Stakeholders and policy makers working in mental health and adult education ACTIVITIESOUTPUT 1: Case studies and scientific article about the impact and benefits of DLGs on mental health usersIn order to obtain evidences, we will implement DLGs in 3 different European organisations in Spain, Greece and Bulgaria.OUTPUT 2: MOOC course on how to implement DLGs with mental health usersWill be implemented online by 10 adult education and/or mental health professionals from each participant country.OUTPUT 3: Dialogic Policy Recommendations and Manifesto about the impact and benefits of the implementation of Successful Educational Actions with mental health usersWe will carry out a participative process in partner countries to elaborate them. Education and training policy makers, the whole mental health and education community and mental health users, will be part of the participative process and everything will be agreed between all of them using egalitarian dialogue METHODOLOGYThe project uses the dialogic methodology and Dialogic Literary Gatherings. They were defined as one of the Successful Educational Actions within the framework of the INCLUD-ED project Strategies for inclusion and social cohesion in Europe from education (2006-2011), a study carried out by 15 European research institutions and focused on successful educational actions (SEAs) with evidence of their impact on academic achievement and social cohesion. RESULTS, IMPACT AND BENEFITS 1. Improved educational and instrumental skills, as well as better communication skills and critical thinking2. More self-confidence and self-esteem and therefore, better future expectations3. More active participation in society and community activities4. Increased demand and take-up of adult educational opportunities by mental health services users5. Increased number of organisations implementing SEAs like DLGs6. Raised awareness among policy makers and relevant stakeholders about the importance of incorporating SEAs like DLGs to support the mental health rehabilitation and social inclusion

The digiUP project is based on the Digital Agenda results for 2014, the priorities of the Adult Education Agenda and contributions from previous research studies such as Includ-ed; as nowadays it is necessary to address the digital competence learning in Europe specifically among disadvantage groups in order to avoid the social, educative and labour exclusion of most of them, and also among the workforce in a context of economic crisis situation. The digiUP project aims to improve the digital competence among disadvantage groups in Europe by implementing the SEA “interactive group” - heterogeneous grouping in the classroom - in ICT courses aimed to achieve the five areas of digital competence: information, communication, content-creation, safety and problem-solving. It is addressed to the disadvantage group identified in the Digital Agenda Report as the most vulnerable (aged 55-74, low educated, unemployed, retired and inactive people) focusing on migrant and Roma who are those suffering more educative and employment exclusion at this moment in Europe. The project will be based in a participative and intergenerational approach. The digiUP will also benefit adult educators and institutions providing them innovative and successful tools and contributing to improve and increase the high quality educative offer to adult people in ICT area; the project will also offer to policy makers with responsibilities in adult education, basic skills, Roma and migrant inclusion, active ageing and active citizenship a concrete proposal, and a methodology, to achieve improvements in all of these areas. The digiUP project brings innovations to the current situation because is based on the international scientific community recommendations; because digiUP project will be leaded by the main target group through the creation of National Coordination Committees – as decisions bodies - and its working groups will be an active part of the coordination project teams and also will be able to develop the methodology, the main project contribution. The main outputs of the project are: The digiUP Methodology - a methodology on how to implement interactive groups in digital competence learning courses- ; the digiUP Interactive Guide - addressed to adults educators and adult education providers about how to implement the methodology created -; and the digiUP Training Courses – addresses to adult educators and other stakeholders to facilitate the implementation and to know in depth the interactive guide-. Also activities to disseminate the main outputs at National and European level will be held by the Project Consortium as well as a Final Conference. The project will be assured through and internal evaluation and external evaluation through the creation of a Quality Evaluation Group. Through the project, almost 80 adult learners at risk around Europe will enhance the digital competences at the end of the project because of the digiUP Methodology, and 60 educators, adult providers and volunteers will be trained to impart ICT learning to learners from disadvantage group; in summary the present project will provide an innovative education solution for a mainstream problem and will also improve the quality of formative offer of adults at European level based on scientific bases and various assessments throughout the project duration.

Today, financial education is especially low among young adults at risk, that is, young low-skilled adults (18-34 years) without compulsory education. A solid financial training is needed in order to form a critical and informed youth able to understand and make decisions concerning all financial aspects. To face this situation, the FinanceGO Project aimed to train educators to be qualified to offer a quality financial education to young adults at risk of social exclusion taking into account their own needs and expectations giving them the opportunity to learn about the importance that Financial Literacy has in their Daily life, and how knowing Financial Literacy can help them to make better decisions for their future. The development of the FinanceGO Guide (O2) and Training Course for educators and volunteers, allowed the partner institutions to consolidate a line of work started with the EDUFIN Project (2014 - 2016). Along the whole project, the consortium organized national Events (focus groups) to gather recommendations on Financial Literacy for Adult Education, which allowed us to create a network of organizations and public administrations interested in taking advantage of the European financial education curriculum and the FinanceGO Guide for educators on how to carry out Financial Literacy classes for young people at risk of social exclusion (Output 2). A training course was also implemented in Italy and Spain, ensuring the impact on target groups of the project, in this case educators, who will apply them.The expected results from the FinanceGO project was linked to the FinanceGO Guide for educators on how to carry out Financial Literacy classes for young people at risk of social exclusion, the main output of the project, with the objective of: Disseminating and exploiting the European curriculum on financial literacy’s contents for young adults at risk, training educators on how to implement financial literacy courses for young adults at risk and giving access successfully to financial literacy to youth at risk. During the closure phase of the project, a Multiplier event was organized in Austria for disseminating the output generated along the project, with the objective of making them arrive to all organizations and educators as possible which will guarantee their use and its sustainability once the project is over. The FinanceGO project was be organized into four phases: Preparation phase contains all the activities that were be carried out during the first two months of the project, including activities related to management, dissemination and quality. Implementation phase includes the activities related to the achievement of the main output of the project. Follow-up phase ensures that the project reaches to a European level. Closure phase contains mainly the organization of the Multiplier event of the project’s output. The project consortium met on four international meetings and a monthly online meeting. The methodology to develop the present project’s outputs was the Communicative Methodology which is based on the principles of equality, inclusion and relevance of all participants. Voices of educators and young adults at risk were incorporated on the development of the output when discussing about it during the National Coordination Committee meetings, young adult at risk were also included to guarantee that their needs are taken into account. Finally, for the development of the Training Course, the methodology used was Dialogical learning (Flecha, 1997) which claims that learning is produced through equality interactions. In order to guarantee a bigger number of young adults will receive a quality financial education, it is necessary not just training educators but also giving access to the outputs that have been created along this project. That is why all output contents will be available in EPALE in order to be used by other centers interested in how to carry out financial literacy courses to young people at risk of social exclusion.