This project was about promoting education for sustainable development (ESD) and Global Citizenship (GC) in adult education. It aimed to develop a strategic approach and build capacity in education and training organisations by developing a competence frameworks for sustainable development and global citizenship to improve staff competences. The main objectives of the project were to: 1. Develop a sustainable development competency frameworks for (a) Adult Educators (b) Adults 2. Provide practical guidance to adult educators on approaches and methods of reflecting sustainable development and global citizenship in the core curricula 3. Produce teaching and learning resources in which sustainable development and global citizenship are embedded 4. Improve adult educators’ knowledge and understanding of sustainable development issues, and their pedagogic competence to deliver ESD 5. Mobilise social capital to promote ESD and global citizenship to adult learners 6. Improve the intercultural competence of participants. The project was developed against the background of what is arguably the largest set of complex and multi-faceted challenges that humans have ever faced including: climate change, depletion of natural resources, human rights violations, pollution, environmental degradation, the widening gap between rich and poor, food security, violent conflicts and the impact of globalisation. Following Agenda 21, Kyoto Agreement, COP 21, The MDGs and now (SDGs) countries have been working towards “sustainable development”, defined as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (World Commission on Environment and Development, 1987, p. 43). Sustainable development efforts are now focused on achieving the 17 SDGs, and most countries have a sustainable development strategy, which stresses the important role of education in achieving the goals. Education was seen as having a key role to play in achieving the SDGs, not only in terms of informing and encouraging engagement with SD, but crucially, in acquiring the skills and competence to act and bring about the required changes in the social, economic and environmental domains of sustainable development. The need for ESD was exemplified by the fact that all EU member states have the equivalent of a sustainable development strategy, and ESD now forms part of the school curriculum in compulsory and in some higher and further education institutions. Main project activities included 4 Individual Outputs: ESDGC Competence Framework for Adults, ESDGC Competence Framework for Adult Educators, A Course in ESDGC for Adult Educators, Teaching Learning Resources in the form of embedded materials and Guidance for Adult educators. It involved two training activities of a week's duration for adults involving 20 participants and for adult educators involving 12 participants at which the two competence frameworks and the materials were piloted and evaluated. The overall feedback from the multiplier events was that the project would make a valuable contribution to helping adults understand some of major challenges facing us with training organisations, especially NGOs expressing an intention to engage more actively with the whole issue of sustainable development. One unexpected benefit or outcome from the project was the importance attached to role of digital skills in adult education in general and education for sustainable development and particular, and the need for adult educators to have digital skills so can include the use of digital technologies in the their teaching.

The project was developed against the background of growing interest financial education and evidence of low levels of financial literacy among the general adult population, and the widespread acknowledgment that consumers need to be skilled to make the right decisions and to protect themselves from making costly mistakes. Many national and international surveys have demonstrated consumers' generally low level of understanding of financial matters and of basic economics, at a time when financial system and products are becoming more complex and sophisticated, making them difficult to understand. Few adults have engaged in learning about finance because of a lack of capacity of adult training providers to offer such provision including the lack of competent teachers in the subject. There is growing interest in financial education and the European Commission is supporting the development of capacity to offer it. Its profile has been increasing and it now features very prominently in some state education systems. It is now part of the school curriculum in the UK.This project brings together providers of adult learning from different educational sectors to form a strategic partnership, to strengthen the capacity of institutions to deliver financial education, enhance the professional development of staff and develop innovative approaches to learning including the use of digital technology to improve the overall quality of the provision and stimulate demand for financial education.Within this broad aim the key objectives are to:1. Evaluate current approaches and practices in teaching financial education2. Determine the level of finance competence in finance among teachers 3. Improve the pedagogical and financial competence of teachers4. Equip teachers with new tools to deliver financial education5. Stimulate demand for learning and increase the take-up of financial training6. Improve the accessibility and quality of training in personal finance7. Mobilise social capital to help promote financial education8. Provide guidance to organisations wanting to develop capacity to deliver financial educationThese objectives will be achieved through a number of complementary and interrelated activities. These include research on strategies and plans to promote financial education, a needs analysis in order to identify institutional needs and the specific needs of financial education teachers, identifying the needed by teachers to deliver financial education effectively and developing a competency framework and training course for teachers, developing a financial capability framework and training modules for adult learners, developing learning materials in which functional and digital skills are embedded and a toolkit for organisations and teachers delivering financial education.The project targets two main groups, teachers of adults and learners. The teachers include those currently deliver, as well as who do not, but wish to develop the competences to do so. The adults are those in the community with few or no formal qualifications, especially the unemployed, migrants and minority groups, older adults, in or out of learning. The project will target directly15 teachers and 120 adults across the partnership. The main results of the project will be a toolkit for organisations and teachers delivering financial education containing a financial competency framework and course teachers, a financial capability framework and training modules for adults, learning materials and sample session plans, a website with the learning materials available as Open Education Resource, and a technical paper providing a comparative analysis of policies, strategies and initiates to promote financial education in the participating countries.It is envisaged that participating institutions will have sustainable capacity to deliver financial education, including competent teachers and learning resources that will improve the quality of the provision and stimulate the demand for learning. It is expected that other local and regional providers will be sufficiently impressed by outcomes of the project and decide to build similar capacity and offer financial training in their institution, and engage with European partnership working. The project’s legacy will be the mainstreaming of financial education in adult education provision matched by increased demand for learning about personal finance and a more financially literate population.