<< Background >>*Project idea:In this age of rapid technological and economic change life-long learning is becoming a way of life but the COVID-19 pandemic has presented unique challenges to all types and levels of learning including vocational education training (VET) and adult learning in general. On a more negative note, a great number of adult education programmes have stopped due to the crisis meaning that learning has been disrupted for many adult learners. This is impacting the most disadvantaged and vulnerable groups in society more prominently - all the more so as they are the ones most in need of face-to-face courses. Cedefop’s findings show that vulnerable groups are women, older employees, migrants, those lacking basic skills, low-qualified and low-educated adults. Also, the learning provided in the workplace delivered online, which is no longer taking place given that workers are not present in the workplace. The COVID-19 pandemic has forced a digitalisation of education and rapidly pushed education and training systems to explore new ways of teaching and learning. The crisis, and its widespread impact on economies and societies globally, has also highlighted the prominent role for adult learning in a COVID-19 affected world. Within and beyond the crisis, adult learning is key in ensuring people can obtain the (new) skills and competences required in a COVID-affected labour market and society. Adult learning is increasingly seen as a potentially important ‘tool’ in the response to the crisis. However, adult learning providers and educators face multiple challenges in continuing their learning offers and adapting to the situation.*The aim of the project:Therefore the project consortium has identified the need to improve and require new skills, competencies for educators and other adult education staff. Specifically the aim of the project: to enhance the digital and teaching skills and competencies of the adult learning providers, VET providers, and educators required in the digital age, as well as allow them to face the multiple challenges needed for a Covid affected society and continuing their learning offers and adapting to the new situation.Through this project, we want to directly help the adult educators, or the wannabe adult educators to learn how the adults learn online – and at a distance, the VET providers and all the institutions of adult education to make the transition to distance learning.Also, we want indirectly help the persons in disadvantaged and vulnerable positions ( low skills adults, women, immigrants, elders, unemployed, etc.) Participation in learning throughout each person’s working life is crucial and must continue through the COVID-19 era even with online distance learning. It helps maintain existing work-related skills and acquire new in-demand ones (OECD, 2019). In particular, training will be important for the increased number of unemployed to gain skills that are likely to be in high demand in the post-COVID‑19 world. Yet, today, only about 40% of adults, on average in OECD countries, participate in formal and non-formal job-related2 training annually and they are disproportionately high-skilled. Among the low-skilled, the incidence of adult learning is just over 20% on average (OECD, 2019). Lack of time, scheduling conflicts and distance constraints are among the key barriers reported by those who do not undertake any training, along with a lack of financial resources. Online learning has the potential to address these barriers to training.*Project target group: The project’s target group is primarily the educators, i.e. groups of people who are responsible for vocational education and training, ideally, to bring about sustainable change. This group of persons includes, for example, trainers of instructors, instructors in companies, head of the department, institution leader, consultants, mentors and in inter-company training centers as well as teachers of vocational schools.<< Objectives >>The COVID-19 pandemic has presented unique challenges to all types and levels of learning including vocational education and training (VET), adult learning, etcWith the current global crisis caused by COVID-19 and the education and training system paralised in Europe, learning continuity may only be ensured thanks to educators and educators digital skills, flexibility and creativity to develop and use creative solutions with online resources. Unfortunately, not all educators and trainers are equally prepared. In a profession exercised predominantly in its traditional format, where personal interactivity and proximity are essential, social distancing certainly poses new roles and challenges for VET trainers, educators, mentros, etc. The online learning environments require them to demonstrate high-quality digital delivery skills, knowing about data security issues, digital tools, confidence in using web conferencing solutions, etc. it is vital to protect and support the education and training system, within and beyond the crisis, adult learning is key in ensuring people can obtain the (new) skills and competences required in a COVID-affected labour market and society.Therefore the project consortium has identified the need to improve and require new skills, competencies for educators and other adult education staff. Specifically the aim of the project: to enhance the digital and teaching skills and competencies of the adult learning providers, VET providers, and educators are required in the digital age and allow them to face the multiple challenges needed for a Covid affected society, continue their learning offers, and adapt to the new situation.In the last decades ( it is an EU EU 2020 goal of 15% of learners’ participation in lifelong learning) life-long learning has become a way of life and it is vital to maintain that and to overcome the barriers of the COVID crisis. *Specifically the objectives of the project are:In this project, they will discover how to use the newest educational methods to create a learner-centered classroom and online classroom that's perfectly suited for adult learners.•First, they will be introduced to adult learners' unique needs and motivations and find out just what expectations they have. •After that, they will examine their learners' different learning styles and multiple intelligences and look at how they can teach to each learner's strengths.•Next, they will delve into a host of innovative teaching techniques that will turn their adult learners into active learners and set them up for success. They will discover high-tech, low-tech, and no-tech educational tools they can use to capture and hold their students' attention.•They learn how to design their materials effectively and their courses. They will also explore a wide range of assessments and how to grade them. Finally, they will learn how making your classroom accessible and enjoyable for students with disabilities*Skills the educator will learn•Designing online training activities•Design online assessment•Supporting diverse learners online•Teaching online•Selecting learning technologies•Developing persuasive arguments•Design online courses<< Implementation >>1. Management and coordination includes all tasks related with the administrative management and coordination of the project and partnership. 2. Communication, dissemination and exploitation, includes all activities related with the communication of the project outside the partnership, multiplier events aiming dissemination and strategies for the exploitation of the IO and sustainability of the results after the end of the project3. Monitoring, evaluation and quality management will include activities aiming to follow the project development, achievement of goals and indicators, identification of constraints, obstacles and delays and implementation of corrective measures in order to ensure the success of the project. *The partners focused on the development of innovation, from which will result Intellectual Outputs are: 1. EduAdult self-assessment tool and training course 2. The mobile application, the key output of the project, aiming to deliver a completely autonomous self-assessment, learning platform and contents to the final user 3. Finally, the Piloting will aim to experiment the training course and mobile app with the final users. *Across these IOs PMI will be carried out related with: • Management and coordination of the project, including administrative, financial and reporting activities;• Development and implementation of the communication strategy and exploitation planning, including preparation of communication materials, dissemination of information, animation of social network pages, preparation of scientific papers;• Involvement of key stakeholders, including the creation of the LAG• Development of tools, implementation of monitoring and evaluating activities and preparation of reports to support decision making by the partnership;• Preparatory work for the pilot phase, including, preparation of privacy policies, involvement and follow up of participants, preparation and implementation of piloting evaluation;• Development of sustainability plan, including the exploitation and IPR agreements;• Administrative support to IO development;• Management of participants and stakeholder engagement• Management of translation process.<< Results >>Within the project 2 types of results are expected during the project implementation and on its completion:1) direct outputs of the project implementation will be:To achieve the objectives of the project, the partnership will develop 3 IOs:1.1 - IO1 The EduAdult curriculum for vet providers (The aim of the syllabus is to define the framework for developing of the training content in the application under the IO3. )1.2 - IO2: The EduAdult Handbook and Self-assessment tool1.3 - IO3: The EduAdult learning application for adult educators Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 5 thematic parts: Each part will be coordinated by another partner:1.Skills / characteristics of an adult educator2.Teaching methods and techniques3.Digital tools of distance learning 4.Cultural awareness 5.Designing online teaching and learning activities, courses, and assessment1.3. Multiplier events – each partner will carry out an information seminar where project, its aim and activities implemented in its region will be presented, at least 40 people and 80 people the lead parnter will bepresent (240 altogether)2) outcomes achieved through the implementation of the project:- Prepared basis for establishing online distance learning courses- Developed innovative educational materials with very relevant and actual topics, important for educators and VET teachers,- Better educational preparation for new educators and VET teachers in the distance learning- New knowledge gained from neighbouring regions and also from regionAll results (intellectual outputs, multiplier events and training activities) are described in bellow parts of the proposal.