"<< Background >>The Club of Rome pointed already in 1972 pointed out that an economic concept based on constant growth cannot work because resources are limited. Nonetheless, these so-called planetary boundaries are still being exceeded by far, especially in the industrialized countries. Among other things, the threatening consequences of climate change make clear that a quick change of direction is becoming more and more urgent. Last but not least, the corona pandemic shows how vulnerable our entire economic and social system is and that more resilient structures are urgently needed in order to avoid further disasters.Sustainable development is only possible if people understand systemic relations, i.e. understand the consequences of the actions of everyone and each individual and how one can help shape the future society. ESD (Education for Sustainable Development) is intended to enable learners to take responsibility for shaping a socially, ecologically and economically sustainable future.On May 16, 2021, Federal Education Minister Karliczek demanded that further training and adult education in the future must play a greater role in educating people about climate-awareness and sustainable behavior. The so far low contribution to ESD is attributed to various reasons, e.g. the demand orientation and heterogeneity of the adult education sector.However, we see a further cause in the fact that there is no really applicable competence concept for ESD in adult education. In adult education, competency concepts imported from the school sector often turn out to be cumbersome, since competencies in school contexts are mainly related to methodological and technical contexts. In connection with the goal of sustainable development, however, the evolution strategies of competencies, i.e. the goal of finding the best possible solution to a problem in terms of sustainable development, are much more relevant.Seen in this way, sustainable action can be understood a development task that every person has to master. The aim of the 5P-Competences project is to develop a competence framework based on analyses of the above-mentioned development tasks, which is specifically tailored to the life situation of adults. The competency framework to be created should form a basis for formal and informal learning. Therefore, the competencies and competence categories are formulated under the aspect of their teachability.The next step is to create a digital competence framework that is to be used in virtual learning environments. In a fourth step, a further training program for full-time and voluntary adult educators is being developed and tested, in which the theoretical basics, elements and practical application possibilities within the framework of ESD are conveyed.Finally, the partnership develops a European network and community of practice in which educational practitioners and those responsible for education come together, exchange experiences and good practices, and learn from one another.<< Objectives >>The aim of the project is to develop a competence framework that is tailored to the specific needs of adult education, and in the narrower sense of education for sustainable development. At the same time, a common frame of reference for learning opportunities in the area of ​​ESD is created with the competence framework at the local level.The competence framework is intended to support full-time and voluntary teaching staff in the development of courses and course programs on sustainability topics, and to help ensure that educational offers can be tailored more precisely to the needs of the course participants. Secondly, the participants in the training (teaching staff) shall develop a basic understanding of the developmental tasks that adults must master on the way to sustainable action, as well as the skills required to master these tasks. Thirdly, the digital competence framework is intended to support teachers in developing online learning opportunities on ESD-relevant topics. Last but not least, the Community of Practice promotes the development of a common understanding of ESD and the creation of cooperative structures by enabling the exchange of experiences and best practices between different actors in ESD.<< Implementation >>Management and project implementation activities- Day-to-day management, strategic management- Quality management and monitoring- Dissemination and promotional activitiesActivities related to the development of intellectual outputsFramework concept: development tasks in ESDa) Analysis of documents and strategy papers of the municipalities for the implementation of ESD (all partners)b) Consultation of education officers and experts at local level (all partners)d) Analysis of international, European, national, regional documents (including UNESCO documents on the implementation of ESD) - all partnerse) Analysis of scientific publications (all partners)g) Documentation of the results in a research report (partner 1 LMU Munich)Competence framework for sustainable developmenta) Formation of competence categories based on the results of IO1b) Development of the individual competencies, descriptors and description as ""learning outcomes""c) Development of the preliminary competence frameworkd) Test of the competence framework with teachers, documentationd) Discussion in focus groups, documentatione) Creation of the final competence frameworkf) Translation of the competence framework into the partner languagesDigital competence framework for sustainable developmenta) Preparation of the competence categories and individual competencies developed in IO2 according to the requirements of the learning management systemb) Translation of the digital competence framework into the partner languagesc) Test run in the participating countries (P2 creates guidelines for this)d) Summary of the results in a test report (in English)Training modulesDevelopment of multilingual advanced training modules on the following topics1) Background information on the project2) Introduction to the subject3) Theoretical foundations of the competence concept4) Description and explanation of the competence framework5) Practical application in the context of the creation and evaluation of courses (level: course planning, target group: course instructors and lecturers)6) Use of the competence framework as part of the planning and development of entire course programs (level: event planning, target group: training providers)7) Recommendations for Practice and Good Practice8) Exemplary implementation of the competence framework for ESD topics: 8a) environmental protection and climate change, 8b) Inclusion and equity in education 8c) sustainable management, 8d) migration and flight, 8e) Democracy, participation and participationNetwork and Community of PracticeBuilding the network- Acquisition of participants (all partners)- Member lists (P2)Building the community of practice- Setting up the workspace (P2 and P3)- Setting up multilingualism (P3)- Setting of OER and contributions (all partners)- Commitment of the moderators (all partners)- 3 webinars: Introduction for moderators (P3, all partners)- Official start of the Community of Practice (June 15, 2022)- Start of moderation activities (all partners)- Acquisition of members (all partners)- Community Management (all partners)- Monitoring of community activities (end of each month)<< Results >>The project aims to develop 5 types of results (intellectual outputs):1) A framework model of development tasks that are relevant for sustainable development, that individuals have to face at different points in their lifetime.2) An action-oriented competence framework for ESD (Education for Sustainable Development), which is tailored to the needs of adult education. The competence framework supports teaching staff working in adult education in developing ESD-relevant events and courses that are oriented towards the real developmental tasks of learners.3) Digital competence framework for ESD, which can be read into online learning systems, and be used to develop online courses and programs4) Online training modules on competence-based ESD in adult education. In further education, full-time and voluntary teachers acquire the knowledge and skills that are required to develop competence-based courses and programs on sustainability topics.5) European online network and community of practice for sharing best practice."