This project was about promoting and reflecting global education in adult learning in the context of the Sustainable Development Goals. It was developed and implemented against a background of unprecedented challenges and opportunities facing the world such increasing globalisation, a digitally connected and interdependent world, international and religious conflicts, mass movement of people from conflict zones and poor countries to Europe, the refugee crisis, climate change and environmental degradation, the Sustainable Development Goals, BREXIT, the rise of populism and the right, and the recently published OECD “global competency for an inclusive world”. The aim was to build and strengthen the capacity and ability of organisations providing learning opportunities to adults by developing a strategic approach that empowers educators with the competences to teach adults about global and international development issues; effectively opening a window on the world to help see the ‘bigger picture'. The objectives were to:1.Provide information about the adult global education landscape in Europe 2.Identify the global competences required by adults and adult educators3.Empower at least 14 adult educators to facilitate the development of adults’ global competences4.Improve the knowledge and understanding of global and international developments of 600 adults through participation in discussions, debate, seminars, and training.5.Create resources including guidance for embedding global and international development issues in adult education6.Improve the intercultural competence of participants.The main project activities were undertaking transnational project meetings, organising blended learning of adults, joint staff training, multiplier events in each partner country and producing 5 major intellectual outputs. All transnational meetings took place as planned, each attended by representatives from all partner organisations. Except for the final meeting which as virtual, the other meetings were face-to-face and took place before restrictions were put in place.The main groups of participants were adult educators and adult learners from partner organisations with involvement of a few stakeholders in adult education. They participated in the training activities and attended some of the multiplier events.Multiplier events were held in each partner country, most virtually, but some face-to-face. A few partners held the events over different dates in view of Covid-19 restrictions around socialising and large gatherings. The multipliers attracted 234 participants across the partnership. The partnership produced 6 intellectual outputs1.A report on the adult global education landscape in each partner country2.Global competence frameworks in the context of the ESDGs for (a) Adults and (b) Adult Educators stipulating the global competences required adults and adult educators 3.Course in Global Education for Educators – consists of two courses: a blended course and an online course. Materials for delivering the blended course was also produced as part of this output.4.Embedded materials – curriculum materials in which global themes/issues are embedded. 5.Guidance for Adult educations- this publication provides guidance for adult educators and organisations wanting to introduce and embed global education in their work with adults. 6.Thematic Workshops – based on the global themes identified in the competence frameworks these consist of resources to deliver global education workshops on a standalone basis in each of the global competence areas contained in the framework. The overall feedback from participants was positive. The main 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 and they could engage sustainable development. Those attending the training activities said that they now had a better knowledge and understanding of global issues. Some educators were sufficiently inspired and expressed an interest in organising global awareness workshops in their local areas. They also welcomed the resources developed by the project and said they would be extremely useful, as global education was something new to most of them and would need help and support in reflecting global themes in adult education. 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 impact of the project was recognition of the importance of digital skills in delivering global education. The educators were very keen to improve their digital so can include the use of digital technologies in their teaching which, which led the development of a digital skills module in the course on global competence for educators.