"“In most countries there is a consensus that quality assurance systems should be developed for the adult learning sector, and especially for the non-formal sector. Most countries are currently developing or revising their legislative framework for adult learning, putting more focus on quality assurance mechanisms. In the last few years, most countries produced white papers, communications, policy proposals and lifelong learning strategies in which they emphasise the importance of quality assurance. Nevertheless, the main challenge is to implement these strategies. Experience shows that it takes a long time to build consensus on the idea and content of quality systems”. Moving from this idea, PRALINE partners have set up a double action strategy that whilst rises the awareness of the importance of investing in Quality by initiating AL providers through a “Warming-up Strategy for developing a Quality Culture"", calls for a different mind-set offering an engaging tool, based on a bottom-up approach, friendly, able to ensure a focus on learning outcomes and aware of the different/flexible needs of adult learners: Peer Review. It combines self-evaluation and external evaluation carried out by ""persons of equal standing"" with the persons whose performance is reviewed: Peers. Already implemented successfully in iVET and cVET in previous EU projects by some of the partners it has proven easy to be used and coherent with the primarily informal approaches that characterise AL at large.PRALINE has worked to develop innovative and sustainable initiatives to support Adult Learning providers, specifically those of the non-formal domain, in approaching Quality Assurance in their organization and training provision. After three years of project implementation partners and the many organizations involved in the activities are more and more convinced of the importance of a strong Quality culture, intended as aware focus on learning outcomes, sector professionals' training, resources, models of management, organizational patterns, as a way to ensure the ""possibilities for adults to access high-quality learning opportunities, regardless of gender and their personal and family circumstances"". PRALINE multi-actor Consortium from IT, LT, AT, PT, MT, HU and FR has contributed to turn quality in Formal and Non-formal AL providers into practice by:• Designing the “Warming-up strategy for developing a quality culture”, based on a in-depth desk analysis of needs and challenges of the Adult Learning Sector, also integrated by the results of two level need analysis and implemented awareness-raising activities as part of the national Executive Plans• Adapting the European Peer Review Methodology for the AL sectors, developing ad-hoc Quality Areas (Criteria, indicators and sources of evidences)• Training 17 professionals during the Transnational training for trainers• training over 80 professionals during the Training for Peers at national level • Piloting the Adapted Peer Review methodology in 15 Formal & Non formal AL providers in IT, PT, LT, MT and FR• monitoring and assessing the results of the piloting through qualitative analysis and with the involvement of AL providers, learners, stakeholder and policy makers• Producing Recommendations for developing a quality culture and implementing peer review in formal and non-formal adult learning sector, based on existing policy documents and taking into account the most recent developments at EU level• Disseminating the results to over 10.000 people.The following Intellectual Outputs have been produced:O1 Warming-up Strategy for QualityO2 Tool-Box of the European Peer Review methodologyO3 Manual of the European Peer Review methodologyO4 Qualitative Analysis on the piloting of PR in ALO5 RecommendationsThe process of transferring and adaptation of the PR methodology, by producing Quality Areas and indicators adequate to AL sector, represents an innovative contribution to the European discussion on quality in adult learning and on the possibility of developing a common overarching framework for quality in education. To this regard, PRALINE has already assessed the coherency of the developed Quality Areas with the EQAVET+ indicators. In addition, the following long-term impacts are expected:- adoption of the methodology by CPIAs in IT and other organizations in partners’ countries;- insertion of the methodology among those recognised by the newly reformed QA system in France;- insertion of PRALINE approach and adapted methodology among the good practices by the Qualification and EVT Centre in LT;- continuing of reciprocal PRs among the piloting organizations in PT and LT;- new editions of Training for Peers already scheduled, also targeting professionals from countries external to the partnership.Follow us on www.praline-project.eu and on Facebook https://www.facebook.com/pralineproject/!"

Vocational training in forestry is characterized by a vast amount of challenges. These are due to many factors, starting from the multitude of topics associated to forestry, ranging from the regional specifications, the outdoor based training, the economic and ecological impact, the rapid evolution in forestry techniques and science, to the increasing need for wood as a renewable resource. Through transnational cooperation, forestry schools, teachers and students try to keep themselves up-to-date, learn from each other and put their resources in common in order to improve their quality of training. Thus this project, called SILVAforum, defines several aims to meet these expectations: - Comparison of forestry and forestry training in different countries - Knowledge transfer between partners - Sharing and creation of educational material (video-tutorials, dictionaries...) - Elaboration of ECVET units The partners are VET schools (or associations of schools) of the green sector from Austria, Finland, France, Luxembourg, Romania and Sweden. Every partner defines his field of excellence. This is a forestry topic, technique or know how where the partner organization excels not only by their knowledge, but also by the means to teach the related competencies. For every field of excellence there are 4 actions: 1. Workshop for multipliers 2. Workshop for students 3. Publication of related open source training material 4. Elaboration of an ECVET unit The workshops will last at least a week. The workshop for multipliers (mostly teachers) will be open for every partner. All the participant partners will not only attend the workshop in order to learn its content, but will participate actively if possible to compare the teaching of this topic in his country/school. Video tutorials, interactive learning material will be done by the hosting partner, but translations and additional training resources will be made available by the other participants. During this workshop there will be discussions how to make an ECVET unit about this topic and a group of three people at least will be in charge to elaborate this. A second workshop will be held afterwards, this time aimed for students of the partner organisations, which will focus on the training aspect, but also spare some time for cultural aspects and international exchange. Of course it will use the previously elaborated training resources in preparation of the workshop or during this latter. All the elaborated resources will be made permanently available through the EUROPEA homepage (www.europea.org). In addition to these workshops, there will be the biannual meetings of the steering group. Due to the increased contact of the partner schools, student exchange and work placements will be promoted and made easier. Many participants take regularly part in forestry skills competitions, partners will be invited to compete as well. Partners will notify each other if some interesting activities (like seminars, excursions, workshops...), which are not part of the project, take place and are invited to participate if possible. It is expected that this cooperation will last, even after the project end. Resulting ECVET units, some of the workshops can be organised for interested groups after the end of the project.

Due to struggle with a growing number of young graduates unable to succeed in the labour market in all five participating countries, the project tries to develop skills and competences which are essential for successful professional and personal life.The long-term objectives of the project are based on outcomes of distributed and analysed questionnaires among all participants.They all have realised that the key factors of prosperity and well-being of all members of society are those stated in the project aims and objectives.They create the stepping stones of labour market flexibility and are essential part of future prosperity of all members of EU. In order to achieve the goals, the first step is to modernize education systems,to focus our efforts on motivation of students who face any kind of ostracism and discrimination.In this project, 96 students and 26 teachers will be involved directly in learning activities which will be hosted by participating schools.Around 360 students and 36 teachers will be involved in the project indirectly through skype/online learning activities - which will be organised between learning activities and their role is to involve a greater number of target persons / students and teachers/.They will work in internationally mixed teams to improve their language and collaboration skills.Thanks to varied courses they will be able to approach tasks from different angles.Students participating in learning activities study in following courses: Business Academy, International Business Relations, Logistics, Economics,Technical Maintance, Chemistry, Informatics and Business Administration or from General Secondary School students dealing with entrepreneurial actvities. Teachers in all five participating countries call for opportunities to share ideas, support from more experienced fellow teachers and informal exchange of examples of good practice among European countries. During each learning activity participants will create their own modules on Innovative Markets. Each module will consist of tutorials, presentations, interactive activities, worksheets, self-assessment tests and many others that will be available to students, teachers and public not only in participating countries but worldwide. Through implementing innovative approach - using learning and teaching modules / via Moodle/, concepts of blended learning and the flipped classroom, introducing methods to improve teaching and learning foreign languages: Content and Language Integrated Learning (CLIL) and Computer Assisted Language Learning (CALL), we will be able to deliver necessary skills and competencies not only to pupils but to teachers as well through attending both types of learning activities. In this project we want to concentrate on implementing entrepreneurship education, so young people studying different courses can start their own companies that might operate on global market. We want them to overcome fear and doubts, because thanks to active participation in the project and its follow-up activities they might be self-confident, ambitious and active young entrepreneurs. Our plan is to make them break stereotypes and stand up for themselves. We want to teach them how they can create businesses where they will contribute not only to the country welfare but also European community taking into account local/regional/world society needs in future. They will learn how to follow the rules of fair trade promoting local and regional suppliers and meet the environmental needs in terms of being nature friendly and ecological. Crucial outcomes of this project are development of key skills and competencies, such as criticalthinking, communication, financial literacy and very important collaboration skills ( ability to cooperate in multiracial, multicultural and multilingual envronment) . They need to be goal-oriented and creative to be able to solve problems and come up with innovations. Thanks to 'Create you Innovative Market' all participating countries will be able to improve the education and students learning outcomes. Due to its feasibility and accessibility this ambitious project has a potential to serve as an open source learning platform and ensure its long-term sustainability. All participating countries plan to shareproject outcomes in other projects and cooperations on different platforms, such as eTwinning and other programmes of European Union.PS: Summary in French in annexes.

"Educational scientists have been trying to develop new techniques, methods, and material since the very beginning of teaching and training as formally and informally for students. The methods and techniques have started to change as student-oriented that is compatible with students' needs in the last 10 years from teacher oriented. While the times have been changing along with the technology, even the fun methods and techniques away from ICT have started to fade away both amongst the students and teachers. We as 5 partner countries (Turkey, Italy, Slovakia, France, Czechia) active in the field of secondary education decided to develop the social media tools that we already use and get better results by cooperation and sharing our knowledge and skills with this Project, SMPE- Social Media to Promote Education besides fun. We all are secondary schools that have students aged between 14-19. The reason why we all are secondary schools is that our students’ motivation level towards the lessons as Literature and Foreign Language is lower because they are mostly concentrated on the subjects just needed for academic success. But, for those lessons such as Maths and Science etc., they only focus on solving tests and do not deal with the content. We would like to rescue them from a test solving system. That's why we decided to reorganize these lessons by cooperating and developing new ways to spice up our lessons and raise our students’ motivation, knowledge and skills level. Another reason why we want to run this project is to raise the knowledge and skills of our teachers that have to be compatible with the new generation. As we all know, to stay away from social media and its tools is not much possible if you are living in a modern environment and these tools have already started to integrate into all our lives including almost every field of life from private life to work, economy and politics. The new generation also loves to spend their time on these platforms and that's why we decided to use these tools to raise the motivation and knowledge level of our students with the tools that they already love to use every moment of their lives.In this project, we organized 3 students ltt activity and 2 staff ltt activity and home activities to address our needs. In our LTTAs, there will be concrete outcomes such as a social media e-guide regarding how to integrate popular social media tools into our lessons after the 1st LTTAan e-list describing the classes with or without social media tools after the 2nd LTTAa guide about How to become a true e-reader on Digital literacy after the 3rd LTTAa ''safe use of social media e-guide'' for their peers after the 4th LTTAa handy e-book for all teachers and local or International authorıties that can be used to strengthen their professions or can be used as source material for many surveys after the 5th LTTAWith this project we aim to get these results:1) Increase our student's motivation level so that to address their underachievement in lessons.2) Strengthen the Professional skills of teachers3) Improve the profile of our teachers by letting them have a chance to work on new educational tools.4) Enhance the educational service that our schools provide for their students.5) Change the bad image of social media and show people that these tools can be turned into a very practical and fun educational tool if we learn how to use and integrate them into classes.Thanks to SMPE, we aim to raise students' motivation towards the lessons. We as all partner schools have a shared problem about raising students’ motivation towards the basic competencies that our students usually have less motivation regarding Maths, Literature, Foreign Language, and other school subjects. Our students think that they do not need these lessons and because of the workload, they have. We want to improve the basic skills and key competencies of our students regarding these lessons by using social media tools in a fun way during the lessons and improve their basic school subject skills that they need at least as much as vocational knowledge and skills. Besides, by developing and sharing the ways of using social media for classes, we will also strengthen the profile of our teachers. They will learn from each other how to use different social media tools during lessons and improve their teaching techniques. Our motto is "" The More Motivated, The More Successful"", ""The Newer, The More Interesting"".SMPE will be a Project not only for the participant schools but also for the whole World because the outcomes of it will be able to be used as main sources and samples for any teacher from any part of the World. The reasons for writing this Project are the same all over the World and in many countries, there are too many acts to stop students using their phones at school while trying to use ICT more and more in classes. SMPE will help lots of us to find a true way to solve this climax and get success."