Erasmus+ strategic partnerships in the field of adult learning : compendium 2015.
Date: 2017-10-26
Institutions: Directorate-General for Education, Youth, Sport and Culture
Subjects: EU programme, adult education, educational exchange, student mobility, youth exchange scheme

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ERASMUS+ 

Strategic Partnerships 
in the field of adult 
learning
Compendium 2015

Erasmus+

 
 
 
 
 
 
 
 
EUROPEAN COMMISSION

Directorate-General for Education and Culture
Directorate B – Modernisation of Education II: Education policy and programme, Innovation, EIT and MSCA
Unit EAC/B-1 – Higher Education

Contact: Erasmus+ Higher Education & OLS team

E-mail: eac-unite-b1@ec.europa.eu

European Commission
B-1049 Brussels

ERASMUS+ 

Strategic Partnerships 
in the field of adult 
learning
Compendium 2015

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ISSN 2467-3838 
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Introduction

Under  the  Erasmus+  Programme,  Key  Action  2  promotes  cooperation  for  innovation  and 
exchange of good practices in the fields of education, training and youth. The action sup-
ports a wide range of diverse projects best described as ‘transnational strategic partnerships 
between organisations involved in education, training and/or youth activities or other relevant 
sectors developing and implementing joint initiatives and promoting exchanges of experience 
and know-how’.

Strategic Partnerships are expected to result in development, transfer and implementation of 
innovative practices at organisational, local, regional, national or European level. At systemic 
level,  they  are  expected  to  trigger  modernisation  and  reinforce  the  response  of  education 
and training systems and youth policies to the main challenges of today’s world: employ-
ment; the need to promote social, civic and intercultural competences; intercultural dialogue; 
democratic  values  and  fundamental  rights;  social  inclusion;  non-discrimination;  and  active 
citizenship, critical thinking and media literacy.

The Strategic Partnerships may address an issue in one specific field, but they also seek to 
promote cooperation across the education, training and youth fields and to establish links 
with the world of work. They may vary considerably in scale, ranging from fairly simple coop-
eration projects between small organisations to large-scale projects focusing on the develop-
ment and exchange of innovative outputs in all fields of education, training and youth.

Over  the  lifetime  of  a  project,  partnership  members  have  a  broad  flexibility  in  how  best 
to organise the proposed activities. The emphasis is put on the achieved deliverables and 
expected impact. Activities organised by the projects may include development and adoption 
of innovative practices relating to new curricula or courses and modules; the testing and inte-
gration of a greater variety of study modes (distance, part-time and modular learning); stra-
tegic collaboration between learning providers, local and regional authorities, enterprises and 
other  relevant  players;  joint  study  programmes  and  joint  curricula;  intensive  programmes; 
and common modules between members from different countries, disciplines and economic 
sectors (public and private).

Depending  on  the  priority  and  the  objectives  addressed  by  the  project,  Strategic  Partner-
ships should involve the most appropriate and diverse range of relevant partners (local and 
regional  authorities;  enterprises;  small  and  medium-sized  enterprises;  European  networks; 
social partners; research institutions; civil society organisations; etc.) who possess the neces-
sary profile, experience and expertise to ensure that activities can be implemented efficiently 
and effectively and to produce relevant and high-quality project results.

A strong emphasis is given to potential impact inside and outside the project. This implies a 
timely identification of the relevant stakeholders to be reached at the most appropriate level 
(local, regional, national or European) as well as the identification of project results that can 
be transferred to and used by relevant target groups and in other European countries.

Selection  and  management  of  the  projects  are  decentralised:  implemented  by  National 
Agencies located in each Programme Country. This mode of implementation enables better 

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S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

consideration of the national context, brings project management closer to the beneficiaries 
and helps to ensure stronger relevance and maximum impact of the selected projects.

While the projects are managed by National Agencies at national level, each of them pos-
sess an inherent transnational dimension and is expected to generate results and an impact 
at the European level as well. There is, therefore, a common interest between the European 
Commission’s DG Education, Youth, Sport and Culture and the National Agencies to ensure 
the appropriate level of quality of funded projects. These compendia are part of the DG’s 
contribution to better dissemination of information about ongoing projects, and can also be 
used as a networking tool among project coordinators to identify the projects working on the 
same areas and with similar topics.

The  present  publication  is  dedicated  to  the  projects  that  were  awarded  funding  in 
2015.

In 2015, a total of more than EUR 369 million was granted to 1 910 projects in the fields 
of school education, vocational and educational training, higher education, adult 
education and youth. 

The funded Strategic Partnerships involve more than 10 900 organisations and are ben-
efitting over 450 000 participants in learning, training and teaching activities.

It is also worth stressing that over three quarters of the projects are producing ‘intellectual 
outputs’ such as open educational resources, massive open online courses (MOOCs), e-learn-
ing platforms or other pedagogical material.

Topics covered by selected projects deal with important items on the EU policy agenda, includ-
ing quality in teaching and training; new technologies and digital competencies; employabil-
ity; improving the quality of education/training systems; inclusion and tolerance; and youth 
and education for sustainable development. Among the subjects, there are also health and 
medicine, research and innovation and international cooperation.

In the compendium for adult learning, you will find a short description of each project with 
its objectives, activities, methodology of work, profile of participants and expected impact as 
well as the contact details of the coordinating organisations and a list of partners involved.

The projects are grouped by country and by cluster of topics covered.

This will allow you to easily identify projects coordinated by specific organisations or to obtain 
an overview of themes and subjects covered by projects in particular fields. The compendium 
gathering strategic partnerships of all fields is ISBN 978-92-79-61245-9.

Summary

Strategic Partnership Projects sorted by country ����������������� C7

Austria ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C7

Belgium ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C7

Bulgaria ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C7

Croatia ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C8

Cyprus ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C8

Czech Republic ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C8

Denmark ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C8

Estonia �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C8

Finland ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C9

Former Yugoslav Republic of Macedonia �������������������������������������������������������������������������������������������������������������������������C9

France ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������C9

Germany ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ C10

Greece ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ C11

Hungary �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C11

Iceland ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C11

Ireland ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ C12

Italy ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C12

Latvia �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C12

Lithuania ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C13

Luxembourg �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C13

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S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

Malta ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C13

Netherlands �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C13

Norway ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C13

Poland ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ C14

Portugal ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C14

Romania ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C15

Slovakia ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C15

Slovenia ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C15

Spain ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C16

Sweden ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C17

Turkey ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C17

United Kingdom ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C18

Strategic Partnership Projects sorted by clusters 
of topics ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C18

Education for Sustainable Development ����������������������������������������������������������������������������������������������������������������������� C18

Employability ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C19

Health and Medicine �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C22

Improving the Quality of Education / Training Systems ��������������������������������������������������������������������������� C23

Inclusion and Tolerance ����������������������������������������������������������������������������������������������������������������������������������������������������������������������� C24

International Cooperation ���������������������������������������������������������������������������������������������������������������������������������������������������������������� C30

New Technologies and Digital Competences ������������������������������������������������������������������������������������������������������������ C31

Research and Innovation ������������������������������������������������������������������������������������������������������������������������������������������������������������������� C33

Teaching and Training ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C34

Youth Empowerment ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� C39

Table of contents

Strategic Partnership Projects sorted by country

Austria

KA204 – Strategic Partnerships for adult education

2015-1-AT01-KA204-005011
Community Education Facilitating ...................................................................................................................................................................................................SP2

2015-1-AT01-KA204-005030
Basic education for Roma adults  ....................................................................................................................................................................................................SP4

2015-1-AT01-KA204-005080
TRIAS - Guidance in the workplace: involving employers, reaching low qualified ...................................................................................................SP6

2015-1-AT01-KA204-005093
Synergies – Linking the Competences and Validation Related Needs of Disadvantaged learners in Adult Education with 
the European and National Qualifications Frameworks .......................................................................................................................................................SP8

2015-1-AT01-KA204-005098
Model for Inclusive Community Education  ..............................................................................................................................................................................SP10

2015-1-AT01-KA204-005115
Hosting Social Innovation .................................................................................................................................................................................................................SP13

Belgium

KA204 – Strategic Partnerships for adult education

2015-1-BE01-KA204-013194
Financing Adult Learning and Education ...................................................................................................................................................................................SP15

2015-1-BE01-KA204-013197
Vocational guidance in CLIL .............................................................................................................................................................................................................SP17

2015-1-BE01-KA204-013206
Narrative educational resources for socio professionnal inclusion ..............................................................................................................................SP19

2015-1-BE01-KA204-013212
Education à la Santé des Pairs par les Pairs en milieu carcéral ....................................................................................................................................SP21

2015-1-BE01-KA204-013222
Open tools for analysis of spatial data in life sciences .....................................................................................................................................................SP23

2015-1-BE02-KA204-012282
European Mentoring In Social Care ..............................................................................................................................................................................................SP25

2015-1-BE02-KA204-012356
Teaching coding and mobile devices in telecentres ............................................................................................................................................................SP27

2015-1-BE03-KA204-001598
Media Approach to Elderly and Youngster: Images of Generations .............................................................................................................................SP29

Bulgaria

KA204 – Strategic Partnerships for adult education

2015-1-BG01-KA204-014294
Innovation and good practices exchange through adaptation and testing of Suggestopedia as a highly еffective teaching 
method. ......................................................................................................................................................................................................................................................SP31

2015-1-BG01-KA204-014316
Empower Active Ageing .....................................................................................................................................................................................................................SP34

2015-1-BG01-KA204-014327
Open Mobile Learning Platform for Small and Medium Enterprises ...........................................................................................................................SP36

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2015-1-BG01-KA204-014346
Culinary Arts Education in Support of Youth Employment and Social Inclusion ....................................................................................................SP38

Croatia

KA204 – Strategic Partnerships for adult education

2015-1-HR01-KA204-013053
EDUCAtional THEatre as the place of raising inclusion and employability of People with Disability ......................................................SP215

2015-1-HR01-KA204-013101
EUROPEAN BAGPIPE EDUCATIONAL FORUM – building EU methodology for preservation, playing and building of 
traditional bagpipe instruments .................................................................................................................................................................................................SP217

2015-1-HR01-KA204-013111
COMPetences for Agencies for Sustainable Site conversion .......................................................................................................................................SP219

Cyprus

KA204 – Strategic Partnerships for adult education

2015-1-CY01-KA204-011850
A Toolkit for Developing, Implementing and Monitoring Adult Education Strategies .........................................................................................SP40

2015-1-CY01-KA204-011868
Online Game for Entrepreneurship and Innovation ..............................................................................................................................................................SP42

Czech Republic

KA204 – Strategic Partnerships for adult education

2015-1-CZ01-KA204-013845
Education for Sustainable Countryside ......................................................................................................................................................................................SP44

2015-1-CZ01-KA204-013869
Diversity in Career Counselling .......................................................................................................................................................................................................SP46

2015-1-CZ01-KA204-013925
Competence Kaleidoscope ...............................................................................................................................................................................................................SP48

2015-1-CZ01-KA204-013962
E.U. - Country Artisans ........................................................................................................................................................................................................................SP49

2015-1-CZ01-KA204-014014
ELEVATOR - Efficient movement to the higher quality staff and services in tourism for all  .........................................................................SP51

Denmark

KA204 – Strategic Partnerships for adult education

2015-1-DK01-KA204-004297
Learner-Based Training: An Innovative Approach to Foreign Language Learning................................................................................................SP95

2015-1-DK01-KA204-004325
Video Systems in Education ............................................................................................................................................................................................................SP97

2015-1-DK01-KA204-004326
E-learning Objects for Innovative Science Education  ........................................................................................................................................................SP99

Estonia

KA204 – Strategic Partnerships for adult education

2015-1-EE01-KA204-013469
Reflection tools for supporting individual learning paths of adults ..........................................................................................................................SP101

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Finland

KA204 – Strategic Partnerships for adult education

2015-1-FI01-KA204-008965
Adults Acquiring Digital Skills .......................................................................................................................................................................................................SP176

2015-1-FI01-KA204-009009
Handmade Wellbeing - Collaborative learning in craft and welfare interfaces  ................................................................................................SP178

2015-1-FI01-KA204-009071
Teaching and Learning for Life in Europe ..............................................................................................................................................................................SP180

2015-1-FI01-KA204-009084
IDEAL -  Integrating Digital Education in Adult Literacy .................................................................................................................................................SP182

Former Yugoslav Republic of Macedonia

KA204 – Strategic Partnerships for adult education

2015-1-MK01-KA204-002819
Promoting Webinar-Based Education in Southeast Europe  ........................................................................................................................................SP295

2015-1-MK01-KA204-002828
Addressing the Regional Labor Market Needs through Development and Certification of  New Programs for Adult 
Education  ..............................................................................................................................................................................................................................................SP297

2015-1-MK01-KA204-002834
Professional Development Courses for Engineering Management and Leadership Skills ............................................................................SP299

2015-1-MK01-KA204-002857
Boosting Adult System Education in Agriculture ................................................................................................................................................................SP301

France

KA204 – Strategic Partnerships for adult education

2015-1-FR01-KA204-013720
Training rural farmers in the use of mobile applications for agricultural activities ..........................................................................................SP184

2015-1-FR01-KA204-014896
NEET U Re-mobilizing experienced and resourceful seniors as NEET brokers to help young people change depressed 
NEET situations  ..................................................................................................................................................................................................................................SP186

2015-1-FR01-KA204-014905
L’ENCYCLOPEDIE DES MIGRANTS - Une grande entreprise pédagogique collective de partage d’expériences et de savoirs 
sur le thème des migrations en Europe ..................................................................................................................................................................................SP189

2015-1-FR01-KA204-014943
Key Tutors- A tool and education guidance to enhance key competences ..........................................................................................................SP191

2015-1-FR01-KA204-014955
OPortunities through European Networking .........................................................................................................................................................................SP193

2015-1-FR01-KA204-014959
Développer un référentiel de compétences et des modules de formation favorisant lInclusion des Migrants vers lEurope .....SP195

2015-1-FR01-KA204-014976
Citizen Laboratory ..............................................................................................................................................................................................................................SP198

2015-1-FR01-KA204-014979
Optimiser les compétences des radios associatives, de leurs responsables et acteurs, salariés et bénévoles, dans leur 
mission dinclusion sociale prenant en compte la multiculturalité et le multilinguisme résultant de limmigration   ......................SP200

2015-1-FR01-KA204-015102
Vieillissement Actif et Solidarité Intergénérationnelle en Europe .............................................................................................................................SP202

2015-1-FR01-KA204-015265
Les chemins du bleu en Europe : transversalité des apprentissages  et transculturalité des langages ...............................................SP203

2015-1-FR01-KA204-015334
e-Coaching et Apprentissage des Langues ..........................................................................................................................................................................SP205

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2015-1-FR01-KA204-015349
CITIZENS FOR ENERGY TRANSITION: Educating citizens on the energy transition, improving practices and multiplying 
efforts ......................................................................................................................................................................................................................................................SP207

2015-1-FR01-KA204-015377
Greening the Business: Green Business Management Trainings................................................................................................................................SP209

2015-1-FR01-KA204-015394
ALADDIN and the intergenerational lamp .............................................................................................................................................................................SP211

2015-1-FR01-KA204-015397
Teenagers : the Road with Autism to Independant Living .............................................................................................................................................SP213

Germany

KA204 – Strategic Partnerships for adult education

2015-1-DE02-KA204-002260
Games And Mathematics in Education for Adults - Compendiums, Guidelines and Courses for Numeracy Learning 
Methods Based on Games ...............................................................................................................................................................................................................SP53

2015-1-DE02-KA204-002276
Training in Sexual Education for People with Disabilities .................................................................................................................................................SP55

2015-1-DE02-KA204-002319
European Identity in times of crisis ..............................................................................................................................................................................................SP57

2015-1-DE02-KA204-002327
Let Europe Know about Adult Education ...................................................................................................................................................................................SP58

2015-1-DE02-KA204-002354
Migrant women’s life improvement through body oriented approach  ......................................................................................................................SP60

2015-1-DE02-KA204-002371
Family Trainer International - Network to empower families at risk and single parents ..................................................................................SP62

2015-1-DE02-KA204-002381
RomABC goes Europe! Entwicklung innovativer Instrumente zur Bekämpfung des funktionalen Analphabetismus von 
Roma in Europa  ....................................................................................................................................................................................................................................SP65

2015-1-DE02-KA204-002384
The MALL guidebook for language trainers .............................................................................................................................................................................SP67

2015-1-DE02-KA204-002414
Inter-generational Ecological and Economical Co-learning   ..........................................................................................................................................SP69

2015-1-DE02-KA204-002418
Well-being and Healthy Choices for Older Adults and Their Carers – WHOLE .......................................................................................................SP71

2015-1-DE02-KA204-002427
Let’s talk about Porno - Aufklärung von  Internetpornografie und Sexting im Familienalltag ......................................................................SP73

2015-1-DE02-KA204-002431
Bildung neu denken - formales und nonformales Lernen in Europa ...........................................................................................................................SP75

2015-1-DE02-KA204-002434
EUrbanities - Empowering civil participation through game based learning ..........................................................................................................SP77

2015-1-DE02-KA204-002455
ROMINKO Kompetenzbilanz - ein innovatives Instrument zur Feststellung, Bewertung und Anerkennung informell und 
nicht-formal erworbener Kompetenzen von Roma zur Förderung ihrer Berufsorientierung, Berufswegeplanung und 
Beschäftigungsfähigkeit ....................................................................................................................................................................................................................SP79

2015-1-DE02-KA204-002491
Multifunctional Agriculture as a Driver for Innovation in rural Europe - Diversifizierte Landwirtschaft als Motor für 
Innovation im ländlichen Europa ...................................................................................................................................................................................................SP81

2015-1-DE02-KA204-002492
Educational Path for Emotional well-being  ............................................................................................................................................................................SP83

2015-1-DE02-KA204-002499
Sustainable Communities Incubator Partnership Programme ........................................................................................................................................SP85

I C E L A N D

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2015-1-DE02-KA204-002503
OUT-SIDE-IN: Inclusive Adult Education with Refugees ....................................................................................................................................................SP87

2015-1-DE02-KA204-002504
Sustainable Entrepreneurship based on Multifunctional Agriculture ..........................................................................................................................SP89

2015-1-DE02-KA204-002532
Internet – (k)ein rechtsfreier Raum, Lehren und Lernen durch die Datenschutz-App zur Verbesserung der 
Medienkompetenz im Bereich der Erwachsenen- Jugend- und Schulbildung ........................................................................................................SP91

2015-1-DE02-KA204-002542
Sakralräume als Europäische Erinnerungsorte: Potentiale entwickeln, Kompetenzen stärken ......................................................................SP93

Greece

KA204 – Strategic Partnerships for adult education

2015-1-EL01-KA204-014007
European Region Entrepreneurship Connection – EFEB Network ...............................................................................................................................SP103

2015-1-EL01-KA204-014013
“Strategic partnership and training on the use of music as an additive treatment modality in the detoxification and 
rehabilitation processes of individuals suffering from drug dependence .............................................................................................................SP105

2015-1-EL01-KA204-014053
Incorporate Non- Formal Methods into Language Education for Adult Immigrants ........................................................................................SP107

2015-1-EL01-KA204-014083
Social & Sustainable Fashion Entrepreneurs .......................................................................................................................................................................SP109

2015-1-EL01-KA204-014085
Promoting Cultural Heritage as a Generator of Sustainable Development ..........................................................................................................SP111

2015-1-EL01-KA204-014123
Puzzle. Developing easy to read formats for people with intellectual disabilities.  .........................................................................................SP113

Hungary

KA204 – Strategic Partnerships for adult education

2015-1-HU01-KA204-013503
Sectors united for fostering Employability of young adults  through E-work Development ........................................................................SP221

2015-1-HU01-KA204-013563
Prison, Reintegration, Education. Trainings to support social and labour market (re)integration of people in or after 
detention ................................................................................................................................................................................................................................................SP224

2015-1-HU01-KA204-013570
Sharing The European Pathways................................................................................................................................................................................................SP226

2015-1-HU01-KA204-013640
Path Of Deinstitutionalisation - Urgent Moves ...................................................................................................................................................................SP228

Iceland

KA204 – Strategic Partnerships for adult education

2015-1-IS01-KA204-013162
For integration and tolerance .......................................................................................................................................................................................................SP238

2015-1-IS01-KA204-013167
The Cultural Mediators-identification and training of individuals, with cultural and language competences, as cultural 
mediators within the partner’s countries/regions for welcoming and assisting new-comers. .....................................................................SP240

2015-1-IS01-KA204-013171
Female Rural Enterprise Empowerment .................................................................................................................................................................................SP242

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Ireland

KA204 – Strategic Partnerships for adult education

2015-1-IE01-KA204-008627
Volunteering for the Future: a strategic partnership for innovative learning of European volunteers ....................................................SP230

2015-1-IE01-KA204-008632
Socio-drama Tackling Ageism, Preventing abuse ..............................................................................................................................................................SP232

2015-1-IE01-KA204-008633
Home Based Care - Home Based Education ........................................................................................................................................................................SP234

2015-1-IE01-KA204-008666
Unlocking Freedom through Adult Education: The role of adult education in supporting the de-institutionalisation of 
people with disabilities in the community  ...........................................................................................................................................................................SP236

Italy

KA204 – Strategic Partnerships for adult education

2015-1-IT02-KA204-014775
CREATive Urban Sharing in Europe ............................................................................................................................................................................................SP244

2015-1-IT02-KA204-014787
Proposals and Strategies for Women Entrepreneurs .......................................................................................................................................................SP246

2015-1-IT02-KA204-014847
Learning to Learn by Teaching 2 ................................................................................................................................................................................................SP249

2015-1-IT02-KA204-014891
LARTE DI LEGGERE - alfabetizzazione e teatro in carcere ............................................................................................................................................SP251

2015-1-IT02-KA204-014975
Financial Literacy: a Key Tool to Improve Peoples Life Cycle  .....................................................................................................................................SP253

2015-1-IT02-KA204-015018
Heritage training for young adults  ...........................................................................................................................................................................................SP256

2015-1-IT02-KA204-015049
Education Strategies adult education  ....................................................................................................................................................................................SP257

2015-1-IT02-KA204-015067
M.I.C.R.O. .................................................................................................................................................................................................................................................SP259

2015-1-IT02-KA204-015070
SKILLS FOR FREEDOM – Artistic paths to develop the professional skills of prisoners ..................................................................................SP261

2015-1-IT02-KA204-015090
The Digital Language Diversity Project ...................................................................................................................................................................................SP263

2015-1-IT02-KA204-015147
Competence Assessment and Social Entrepreneurship  ................................................................................................................................................SP265

2015-1-IT02-KA204-015181
i-DIGital Stories – Stories Educational Learning Facilities  ...........................................................................................................................................SP267

2015-1-IT02-KA204-015349
Museums Art & Alzheimer’s ..........................................................................................................................................................................................................SP269

2015-1-IT02-KA204-015467
Economy COrresponsability Learning.......................................................................................................................................................................................SP271

2015-1-IT02-KA204-015472
Senior Plus .............................................................................................................................................................................................................................................SP273

Latvia

KA204 – Strategic Partnerships for adult education

2015-1-LV01-KA204-013388
Developing EU through online innovation ..............................................................................................................................................................................SP290

2015-1-LV01-KA204-013437
Network for Educated European Forest Owners .................................................................................................................................................................SP293

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Lithuania

KA204 – Strategic Partnerships for adult education

2015-1-LT01-KA204-013404
Developing Adult Educators Competences to Promote Learners Life Style Entrepreneurship ...................................................................SP275

2015-1-LT01-KA204-013448
Technological, emotional and linguistic literacy through music .................................................................................................................................SP277

2015-1-LT01-KA204-013460
Andragogy: virtual learning environment for librarians ...................................................................................................................................................SP279

2015-1-LT01-KA204-013493
Granting the Necessary Competencies for the Present Person ..................................................................................................................................SP281

2015-1-LT01-KA204-013494
Forum ROMAnum - Interactive Theatre Games Inclusing Roma Minorities .........................................................................................................SP283

Luxembourg

KA204 – Strategic Partnerships for adult education

2015-1-LU01-KA204-001342
Outil plurilingue pour améliorer lexpression dans le domaine des soins et de la vente ................................................................................SP285

2015-1-LU01-KA204-001346
From Culture of Caring to Culture of Enabling: How to Co-produce Services for People with  Intellectual Disability .....................SP288

Malta

KA204 – Strategic Partnerships for adult education

2015-1-MT01-KA204-003732
Effective Education for Persons Working with Vulnerable People .............................................................................................................................SP303

2015-1-MT01-KA204-003733
Creation of Continuous Professional Development Programme for Educators  ................................................................................................SP305

2015-1-MT01-KA204-003747
Synergising European Volunteer Rescue Teams - A Rescue Operations Manual ..............................................................................................SP306

Netherlands

KA204 – Strategic Partnerships for adult education

2015-1-NL01-KA204-008870
Volunteer career guide ....................................................................................................................................................................................................................SP308

2015-1-NL01-KA204-008924
WorKit: Job Language Kit for Migrants ....................................................................................................................................................................................SP310

2015-1-NL01-KA204-008947
REALLIFE: serious gaming and virtual reality to develop 21st century and employability skills ...............................................................SP312

2015-1-NL01-KA204-009004
Transnational Peer Review for quality assurance in Validation of Non Formal and Informal Learning (VNFIL) Extended ...........SP314

2015-1-NL01-KA204-009009
Zoo Keeper Competency Framework .......................................................................................................................................................................................SP316

Norway

KA204 – Strategic Partnerships for adult education

2015-1-NO01-KA204-013235
Vocational Language for Care and New Opportunities for Migrants .......................................................................................................................SP318

2015-1-NO01-KA204-013265
We are dreamers, we are shapers, we are what we want to be................................................................................................................................SP320

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Poland

KA204 – Strategic Partnerships for adult education

2015-1-PL01-KA204-016365
Cyfroinnowcyjni-nieprzeciętni ......................................................................................................................................................................................................SP322

2015-1-PL01-KA204-016407
Integracja przez Edukację. Innowacyjne metody asystentury rodzinnej narzędziem wyrównywania szans rodzin 
zagrożonych wykluczeniem społecznym. ...............................................................................................................................................................................SP323

2015-1-PL01-KA204-016411
Współczesne technologie narzędziem do edukacji międzykulturowej i zwiększenia świadomości obywatelskiej ...........................SP325

2015-1-PL01-KA204-016518
Deaf learning........................................................................................................................................................................................................................................SP327

2015-1-PL01-KA204-016557
dataBase of Effective opportunities in the field of Validation of non-formal and INformal learning ....................................................SP329

2015-1-PL01-KA204-016599
Europe Fights Food waste through Effective Consumer Training ..............................................................................................................................SP330

2015-1-PL01-KA204-016600
Networking for improvement independency and entrepreneurship to disadvantaged women .................................................................SP332

2015-1-PL01-KA204-016652
Daily innovators and daily educators in the libraries .......................................................................................................................................................SP334

2015-1-PL01-KA204-016845
Wspieranie rodziców w działaniach edukacyjnych - Parenting Initiative PI  ........................................................................................................SP336

2015-1-PL01-KA204-016880
The story of me ...................................................................................................................................................................................................................................SP338

2015-1-PL01-KA204-016889
Safe Education and Internet Surfing in Computer Labs for People with Intellectual Disability .................................................................SP340

2015-1-PL01-KA204-016942
Empowerment through education- gender equality & political leadership ..........................................................................................................SP342

2015-1-PL01-KA204-016976
T&D Stories - Theatre and Digital Storytelling for Teaching and Training Development ..............................................................................SP344

2015-1-PL01-KA204-016999
Knowledge is power, age aint matter! .....................................................................................................................................................................................SP346

2015-1-PL01-KA204-017038
Tell your story .......................................................................................................................................................................................................................................SP348

2015-1-PL01-KA204-017073
Europejska Szkoła Organizowania Społecznościowego .................................................................................................................................................SP349

2015-1-PL01-KA204-017074
Europejskie partnerstwo na rzecz działań włączających osoby zagrożone marginalizacją .........................................................................SP350

2015-1-PL01-KA204-017084
TTT - Train The Trainer! ....................................................................................................................................................................................................................SP352

2015-1-PL01-KA204-017117
Archipelag Pokoleń. Kurs praktyk międzypokoleniowych dla animatorów i edukatorów ...............................................................................SP354

2015-1-PL01-KA204-017144
Silver Sharing Initiative ...................................................................................................................................................................................................................SP356

Portugal

KA204 – Strategic Partnerships for adult education

2015-1-PT01-KA204-012891
Craftsmanship+ fostering a new and competitive approach to crafts and semi-industrial high added-value sectors .................SP358

2015-1-PT01-KA204-012930
Plan Be: Active Senior Volunteers ..............................................................................................................................................................................................SP360

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2015-1-PT01-KA204-013003
Recognition of Informal and Non-Formal Occupational Learning Outcomes of Low Qualified Adults ..................................................SP362

2015-1-PT01-KA204-013062
Radicalization Prevention in Prisons  ........................................................................................................................................................................................SP364

2015-1-PT01-KA204-013132
Learn Building Impact Zero Network ........................................................................................................................................................................................SP366

Romania

KA204 – Strategic Partnerships for adult education

2015-1-RO01-KA204-015001
ROBIN- Reinforcing cOmpetences to Build Inclusion through a New learning methodology ......................................................................SP368

2015-1-RO01-KA204-015022
“Innovative Training System For Young Entrepreneurs base on case studies. ENTREPRENEURS 7x21  .................................................SP370

2015-1-RO01-KA204-015071
Being Deaf in an Inclusive Europe .............................................................................................................................................................................................SP372

2015-1-RO01-KA204-015105
Nonformal and informal strategies and methods for improve  the competencies  of    home caregivers  for  ante 
preschool children   ...........................................................................................................................................................................................................................SP374

2015-1-RO01-KA204-015131
“Us and “Them: dialog, tolerance, collaboration for good coexistence in a multicultural world! ................................................................SP376

2015-1-RO01-KA204-015146
Mentoring Pathways toward Employment ............................................................................................................................................................................SP379

2015-1-RO01-KA204-015155
Dance your way to other cultures ..............................................................................................................................................................................................SP381

2015-1-RO01-KA204-015203
Sociocracy - empowering organizational capacity ............................................................................................................................................................SP383

2015-1-RO01-KA204-015216
Entrepreneurship as a tool of integration ..............................................................................................................................................................................SP385

2015-1-RO01-KA204-015258
Useful usability disposability .......................................................................................................................................................................................................SP387

Slovakia

KA204 – Strategic Partnerships for adult education

2015-1-SK01-KA204-008930
Life from soil ........................................................................................................................................................................................................................................SP396

2015-1-SK01-KA204-008946
Inovácie v kognitívnych tréningoch pre dospelých na európskej úrovni .................................................................................................................SP398

2015-1-SK01-KA204-008958
Vzdelávanie pre trvalo udržateľný rozvoj vidieckych oblastí na Slovensku, v Lotyšsku, Nemecku, Švédsku a Dánsku .................SP399

2015-1-SK01-KA204-008982
MEDART – Methods of Education for Disadvantaged Adults Rooted in Theatre ...............................................................................................SP401

Slovenia

KA204 – Strategic Partnerships for adult education

2015-1-SI01-KA204-012641
In Your Own Time! ..............................................................................................................................................................................................................................SP392

2015-1-SI01-KA204-012651
Flipping the classroom in adult education ............................................................................................................................................................................SP394

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Spain

KA204 – Strategic Partnerships for adult education

2015-1-ES01-KA204-015523
Formación y capacitación en metodologías de intervención socio-educativa a través del Arte a profesionales del ámbito 
educativo para mejorar la equidad, la diversidad,  la inclusión y la motivación ...............................................................................................SP115

2015-1-ES01-KA204-015532
Lights on Rights!      A reflection focus to promote active citizenship of people with Intellectual Disabilities ..................................SP117

2015-1-ES01-KA204-015549
The Transnational Adult School Prototype ............................................................................................................................................................................SP119

2015-1-ES01-KA204-015553
the Disabled Enhance their Skills Through On-line Platforms  ....................................................................................................................................SP121

2015-1-ES01-KA204-015554
Professional Orientation of Vulnerable Young People .....................................................................................................................................................SP123

2015-1-ES01-KA204-015658
Birth of Ideas ........................................................................................................................................................................................................................................SP125

2015-1-ES01-KA204-015718
Adult training on handicraft production of medicinal and aromatic plants ..........................................................................................................SP127

2015-1-ES01-KA204-015869
Textile heritage - from the Wooden loOm Weaving to the Digital ARt ...................................................................................................................SP129

2015-1-ES01-KA204-015882
Promoting self-employment and entrepreneurship through a training network ................................................................................................SP131

2015-1-ES01-KA204-015906
Music for Healing the Soul.............................................................................................................................................................................................................SP133

2015-1-ES01-KA204-015933
Women in Europe – New Yields of Employment in Rural Areas .................................................................................................................................SP135

2015-1-ES01-KA204-015937
Employment and Women on the 21st century in Europe: From Houselhold economy to SME (Small and Medium 
enterprises) like economy ..............................................................................................................................................................................................................SP138

2015-1-ES01-KA204-015995
Fostering Coding Education in Europe .....................................................................................................................................................................................SP140

2015-1-ES01-KA204-016024
Creating leaders for the future: no limits to enterpreneurship and disability ......................................................................................................SP142

2015-1-ES01-KA204-016046
Digital Competences Framework in Practice ........................................................................................................................................................................SP145

2015-1-ES01-KA204-016067
Active citizenship and decent work ...........................................................................................................................................................................................SP148

2015-1-ES01-KA204-016068
“TRODEU: Formación para abrir las puertas a Europa .....................................................................................................................................................SP150

2015-1-ES01-KA204-016072
Environmental  footprint  of fluvial tourism .........................................................................................................................................................................SP152

2015-1-ES01-KA204-016076
Social Digital Mentors ......................................................................................................................................................................................................................SP154

2015-1-ES01-KA204-016079
Adiós al Absentismo en la Educación de Adultos ..............................................................................................................................................................SP157

2015-1-ES01-KA204-016081
Training community actors to foster entrepreneurship education         ..................................................................................................................SP159

2015-1-ES01-KA204-016098
Developing English Communicative Competence through Art ....................................................................................................................................SP161

2015-1-ES01-KA204-016117
TRAIN THE GAP. EUROPEAN LEARNING PATHWAY ON RURAL ENTREPRENEURSHIP  .......................................................................................SP163

2015-1-ES01-KA204-016150
digiUP. Interactive groups for digital inclusion through intergenerational dialogue .........................................................................................SP165

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2015-1-ES01-KA204-016170
Development of a Training Program for Improving the Quality of Life of Persons with Down Syndrome through the 
Prevention of Obesity ......................................................................................................................................................................................................................SP167

2015-1-ES01-KA204-016179
Development of a training program for improving the Quality of Life of Persons with Intellectual Disabilities through the 
use of ICT solutions ...........................................................................................................................................................................................................................SP170

2015-1-ES01-KA204-016287
The adventure of reading ..............................................................................................................................................................................................................SP172

2015-1-ES01-KA204-016354
Education on the way: Introducing technology-enhanced informal learning. ......................................................................................................SP174

Sweden

KA204 – Strategic Partnerships for adult education

2015-1-SE01-KA204-012244
Shortening Distance to Labour Market for young people with risk for unemployment and social exclusion -  Distance 
Education for Coordinated Measures by Regional Stakeholder Networks  ...........................................................................................................SP388

2015-1-SE01-KA204-012260
Food Actions!-participatory learning and training package for food-wise household .....................................................................................SP390

Turkey

KA204 – Strategic Partnerships for adult education

2015-1-TR01-KA204-021237
Opening Minds to Digital Competence ....................................................................................................................................................................................SP403

2015-1-TR01-KA204-021409
Learning of Local Bodies to Integrate Immigrants  ..........................................................................................................................................................SP405

2015-1-TR01-KA204-021511
Each Child is Special .........................................................................................................................................................................................................................SP408

2015-1-TR01-KA204-021516
Participation of Refugees into Social Life..............................................................................................................................................................................SP410

2015-1-TR01-KA204-021940
Parental Training in Families of Children with Disabilities .............................................................................................................................................SP412

2015-1-TR01-KA204-021954
Better e-Learning for All .................................................................................................................................................................................................................SP414

2015-1-TR01-KA204-022101
Reinforcing entrepreneurship in adults ....................................................................................................................................................................................SP416

2015-1-TR01-KA204-022124
Let the Hopes Blossom ...................................................................................................................................................................................................................SP418

2015-1-TR01-KA204-022215
Improving the professional competence and increasing the social development of prison staff ............................................................SP420

2015-1-TR01-KA204-022361
My School is My Home now ..........................................................................................................................................................................................................SP422

2015-1-TR01-KA204-022393
Improving Rational Use of Antibiotics among Adults in Turkey and Turkish Migrants in Germany, Netherlands and Sweden ...SP424

2015-1-TR01-KA204-022424
All Special Kids - Parents ...............................................................................................................................................................................................................SP426

2015-1-TR01-KA204-022441
Establishment of Safer Animal Rescue Capacity ..............................................................................................................................................................SP429

2015-1-TR01-KA204-022469
Devoloping ICT-based training content for occupational safety in construction sector .................................................................................SP431

2015-1-TR01-KA204-022601
Elder Care at Home  ..........................................................................................................................................................................................................................SP433

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2015-1-TR01-KA204-022656
Sharing European Knowledge on Autism: Training Programs for Parents..............................................................................................................SP435

2015-1-TR01-KA204-022719
Live and Let Bee: Training for Ecological Beekeeping .....................................................................................................................................................SP437

United Kingdom

KA204 – Strategic Partnerships for adult education

2015-1-UK01-KA204-013397
Equity and Social Inclusion through Positive Parenting  .................................................................................................................................................SP439

2015-1-UK01-KA204-013485
European Speakers of Other Languages: Teaching Adult Immigrants and Training their Teachers (EU-Speak 3)   ........................SP442

2015-1-UK01-KA204-013550
Migration & Gender: Vocational and Educational counseling  .....................................................................................................................................SP444

2015-1-UK01-KA204-013604
Tackling Educational deficits through Arts and Crafts based Enterprise Learning  ..........................................................................................SP446

2015-1-UK01-KA204-013659
Managing Money: Development of financial capability in adult education using technology....................................................................SP448

2015-1-UK01-KA204-013666
Improving the effectiveness of adult education for disadvantaged groups ........................................................................................................SP450

2015-1-UK01-KA204-013728
Financial Education for Adults .....................................................................................................................................................................................................SP452

2015-1-UK01-KA204-013736
Alternative Routes To Success ....................................................................................................................................................................................................SP454

2015-1-UK01-KA204-013755
Creativity, The Connected Economy and Offenders ..........................................................................................................................................................SP456

2015-1-UK01-KA204-013768
Transversal skills for sustainable rural tourism in lagging areas of Europe .........................................................................................................SP458

2015-1-UK01-KA204-013785
Innovative Quality Mentoring for Social Inclusion .............................................................................................................................................................SP460

2015-1-UK01-KA204-013821
Equality in Learning  .........................................................................................................................................................................................................................SP462

2015-1-UK01-KA204-013882
Validation and Motivation for (in)formal Learning in Prison .........................................................................................................................................SP464

Strategic Partnership Projects sorted by clusters of topics

Education for Sustainable Development
 § Topic: Energy and resources
 § Topic: Environment and climate change
 § Topic: Regional dimension and cooperation
 § Topic: Rural development and urbanisation

2015-1-AT01-KA204-005011
Community Education Facilitating ...................................................................................................................................................................................................SP2

2015-1-CZ01-KA204-013845
Education for Sustainable Countryside ......................................................................................................................................................................................SP44

2015-1-CZ01-KA204-013962
E.U. - Country Artisans ........................................................................................................................................................................................................................SP49

2015-1-DE02-KA204-002491
Multifunctional Agriculture as a Driver for Innovation in rural Europe - Diversifizierte Landwirtschaft als Motor für 
Innovation im ländlichen Europa ...................................................................................................................................................................................................SP81

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2015-1-ES01-KA204-015933
Women in Europe – New Yields of Employment in Rural Areas .................................................................................................................................SP135

2015-1-ES01-KA204-016072
Environmental  footprint  of fluvial tourism .........................................................................................................................................................................SP152

2015-1-ES01-KA204-016117
TRAIN THE GAP. EUROPEAN LEARNING PATHWAY ON RURAL ENTREPRENEURSHIP  .......................................................................................SP163

2015-1-FR01-KA204-013720
Training rural farmers in the use of mobile applications for agricultural activities ..........................................................................................SP184

2015-1-FR01-KA204-015349
CITIZENS FOR ENERGY TRANSITION: Educating citizens on the energy transition, improving practices and multiplying 
efforts ......................................................................................................................................................................................................................................................SP207

2015-1-IT02-KA204-014775
CREATive Urban Sharing in Europe ............................................................................................................................................................................................SP244

2015-1-LV01-KA204-013437
Network for Educated European Forest Owners .................................................................................................................................................................SP293

2015-1-MK01-KA204-002857
Boosting Adult System Education in Agriculture ................................................................................................................................................................SP301

2015-1-MT01-KA204-003747
Synergising European Volunteer Rescue Teams - A Rescue Operations Manual ..............................................................................................SP306

2015-1-PL01-KA204-016599
Europe Fights Food waste through Effective Consumer Training ..............................................................................................................................SP330

2015-1-RO01-KA204-015258
Useful usability disposability .......................................................................................................................................................................................................SP387

2015-1-SE01-KA204-012244
Shortening Distance to Labour Market for young people with risk for unemployment and social exclusion -  Distance 
Education for Coordinated Measures by Regional Stakeholder Networks  ...........................................................................................................SP388

2015-1-SE01-KA204-012260
Food Actions!-participatory learning and training package for food-wise household .....................................................................................SP390

2015-1-SK01-KA204-008958
Vzdelávanie pre trvalo udržateľný rozvoj vidieckych oblastí na Slovensku, v Lotyšsku, Nemecku, Švédsku a Dánsku .................SP399

2015-1-TR01-KA204-022441
Establishment of Safer Animal Rescue Capacity ..............................................................................................................................................................SP429

2015-1-TR01-KA204-022719
Live and Let Bee: Training for Ecological Beekeeping .....................................................................................................................................................SP437

2015-1-UK01-KA204-013768
Transversal skills for sustainable rural tourism in lagging areas of Europe .........................................................................................................SP458

Employability
 § Topic: Enterprise, industry and SMEs (incl. entrepreneurship)
 § Topic: Entrepreneurial learning - entrepreneurship education
 § Topic: Labour market issues incl. career guidance / youth unemployment
 § Topic: Overcoming skills mismatches (basic/transversal)

2015-1-AT01-KA204-005080
TRIAS - Guidance in the workplace: involving employers, reaching low qualified ...................................................................................................SP6

2015-1-AT01-KA204-005115
Hosting Social Innovation .................................................................................................................................................................................................................SP13

2015-1-BE01-KA204-013197
Vocational guidance in CLIL .............................................................................................................................................................................................................SP17

2015-1-BE01-KA204-013206
Narrative educational resources for socio professionnal inclusion ..............................................................................................................................SP19

2015-1-BE01-KA204-013222
Open tools for analysis of spatial data in life sciences .....................................................................................................................................................SP23

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S T R A T E G I C   P A R T N E R S H I P   P R O J E C T S   S O R T E D   B Y   C L U S T E R S   O F   T O P I C S

2015-1-BE02-KA204-012356
Teaching coding and mobile devices in telecentres ............................................................................................................................................................SP27

2015-1-BG01-KA204-014316
Empower Active Ageing .....................................................................................................................................................................................................................SP34

2015-1-BG01-KA204-014327
Open Mobile Learning Platform for Small and Medium Enterprises ...........................................................................................................................SP36

2015-1-BG01-KA204-014346
Culinary Arts Education in Support of Youth Employment and Social Inclusion ....................................................................................................SP38

2015-1-CY01-KA204-011868
Online Game for Entrepreneurship and Innovation ..............................................................................................................................................................SP42

2015-1-CZ01-KA204-013869
Diversity in Career Counselling .......................................................................................................................................................................................................SP46

2015-1-CZ01-KA204-013962
E.U. - Country Artisans ........................................................................................................................................................................................................................SP49

2015-1-DE02-KA204-002414
Inter-generational Ecological and Economical Co-learning   ..........................................................................................................................................SP69

2015-1-DE02-KA204-002455
ROMINKO Kompetenzbilanz - ein innovatives Instrument zur Feststellung, Bewertung und Anerkennung informell und 
nicht-formal erworbener Kompetenzen von Roma zur Förderung ihrer Berufsorientierung, Berufswegeplanung und 
Beschäftigungsfähigkeit ....................................................................................................................................................................................................................SP79

2015-1-DE02-KA204-002491
Multifunctional Agriculture as a Driver for Innovation in rural Europe - Diversifizierte Landwirtschaft als Motor für 
Innovation im ländlichen Europa ...................................................................................................................................................................................................SP81

2015-1-DE02-KA204-002504
Sustainable Entrepreneurship based on Multifunctional Agriculture ..........................................................................................................................SP89

2015-1-EL01-KA204-014007
European Region Entrepreneurship Connection – EFEB Network ...............................................................................................................................SP103

2015-1-EL01-KA204-014083
Social & Sustainable Fashion Entrepreneurs .......................................................................................................................................................................SP109

2015-1-EL01-KA204-014085
Promoting Cultural Heritage as a Generator of Sustainable Development ..........................................................................................................SP111

2015-1-ES01-KA204-015554
Professional Orientation of Vulnerable Young People .....................................................................................................................................................SP123

2015-1-ES01-KA204-015658
Birth of Ideas ........................................................................................................................................................................................................................................SP125

2015-1-ES01-KA204-015718
Adult training on handicraft production of medicinal and aromatic plants ..........................................................................................................SP127

2015-1-ES01-KA204-015882
Promoting self-employment and entrepreneurship through a training network ................................................................................................SP131

2015-1-ES01-KA204-015933
Women in Europe – New Yields of Employment in Rural Areas .................................................................................................................................SP135

2015-1-ES01-KA204-016024
Creating leaders for the future: no limits to enterpreneurship and disability ......................................................................................................SP142

2015-1-ES01-KA204-016072
Environmental  footprint  of fluvial tourism .........................................................................................................................................................................SP152

2015-1-ES01-KA204-016076
Social Digital Mentors ......................................................................................................................................................................................................................SP154

2015-1-ES01-KA204-016081
Training community actors to foster entrepreneurship education         ..................................................................................................................SP159

2015-1-ES01-KA204-016117
TRAIN THE GAP. EUROPEAN LEARNING PATHWAY ON RURAL ENTREPRENEURSHIP  .......................................................................................SP163

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2015-1-FR01-KA204-014896
NEET U Re-mobilizing experienced and resourceful seniors as NEET brokers to help young people change depressed 
NEET situations  ..................................................................................................................................................................................................................................SP186

2015-1-FR01-KA204-014943
Key Tutors- A tool and education guidance to enhance key competences ..........................................................................................................SP191

2015-1-FR01-KA204-014955
OPortunities through European Networking .........................................................................................................................................................................SP193

2015-1-FR01-KA204-014959
Développer un référentiel de compétences et des modules de formation favorisant lInclusion des Migrants vers lEurope .....SP195

2015-1-FR01-KA204-015377
Greening the Business: Green Business Management Trainings................................................................................................................................SP209

2015-1-HR01-KA204-013111
COMPetences for Agencies for Sustainable Site conversion .......................................................................................................................................SP219

2015-1-HU01-KA204-013503
Sectors united for fostering Employability of young adults  through E-work Development ........................................................................SP221

2015-1-IS01-KA204-013162
For integration and tolerance .......................................................................................................................................................................................................SP238

2015-1-IS01-KA204-013171
Female Rural Enterprise Empowerment .................................................................................................................................................................................SP242

2015-1-IT02-KA204-014787
Proposals and Strategies for Women Entrepreneurs .......................................................................................................................................................SP246

2015-1-IT02-KA204-015018
Heritage training for young adults  ...........................................................................................................................................................................................SP256

2015-1-IT02-KA204-015067
M.I.C.R.O. .................................................................................................................................................................................................................................................SP259

2015-1-IT02-KA204-015070
SKILLS FOR FREEDOM – Artistic paths to develop the professional skills of prisoners ..................................................................................SP261

2015-1-IT02-KA204-015147
Competence Assessment and Social Entrepreneurship  ................................................................................................................................................SP265

2015-1-LT01-KA204-013404
Developing Adult Educators Competences to Promote Learners Life Style Entrepreneurship ...................................................................SP275

2015-1-MK01-KA204-002828
Addressing the Regional Labor Market Needs through Development and Certification of  New Programs for Adult 
Education  ..............................................................................................................................................................................................................................................SP297

2015-1-MK01-KA204-002834
Professional Development Courses for Engineering Management and Leadership Skills ............................................................................SP299

2015-1-MT01-KA204-003747
Synergising European Volunteer Rescue Teams - A Rescue Operations Manual ..............................................................................................SP306

2015-1-NL01-KA204-009009
Zoo Keeper Competency Framework .......................................................................................................................................................................................SP316

2015-1-NO01-KA204-013235
Vocational Language for Care and New Opportunities for Migrants .......................................................................................................................SP318

2015-1-NO01-KA204-013265
We are dreamers, we are shapers, we are what we want to be................................................................................................................................SP320

2015-1-PL01-KA204-016365
Cyfroinnowcyjni-nieprzeciętni ......................................................................................................................................................................................................SP322

2015-1-PL01-KA204-016600
Networking for improvement independency and entrepreneurship to disadvantaged women .................................................................SP332

2015-1-PL01-KA204-017084
TTT - Train The Trainer! ....................................................................................................................................................................................................................SP352

2015-1-PT01-KA204-012891
Craftsmanship+ fostering a new and competitive approach to crafts and semi-industrial high added-value sectors .................SP358

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S T R A T E G I C   P A R T N E R S H I P   P R O J E C T S   S O R T E D   B Y   C L U S T E R S   O F   T O P I C S

2015-1-PT01-KA204-013003
Recognition of Informal and Non-Formal Occupational Learning Outcomes of Low Qualified Adults ..................................................SP362

2015-1-RO01-KA204-015022
“Innovative Training System For Young Entrepreneurs base on case studies. ENTREPRENEURS 7x21  .................................................SP370

2015-1-RO01-KA204-015146
Mentoring Pathways toward Employment ............................................................................................................................................................................SP379

2015-1-RO01-KA204-015216
Entrepreneurship as a tool of integration ..............................................................................................................................................................................SP385

2015-1-SE01-KA204-012244
Shortening Distance to Labour Market for young people with risk for unemployment and social exclusion -  Distance 
Education for Coordinated Measures by Regional Stakeholder Networks  ...........................................................................................................SP388

2015-1-SI01-KA204-012641
In Your Own Time! ..............................................................................................................................................................................................................................SP392

2015-1-SK01-KA204-008930
Life from soil ........................................................................................................................................................................................................................................SP396

2015-1-TR01-KA204-022101
Reinforcing entrepreneurship in adults ....................................................................................................................................................................................SP416

2015-1-UK01-KA204-013550
Migration & Gender: Vocational and Educational counseling  .....................................................................................................................................SP444

2015-1-UK01-KA204-013755
Creativity, The Connected Economy and Offenders ..........................................................................................................................................................SP456

2015-1-UK01-KA204-013768
Transversal skills for sustainable rural tourism in lagging areas of Europe .........................................................................................................SP458

2015-1-UK01-KA204-013821
Equality in Learning  .........................................................................................................................................................................................................................SP462

Health and Medicine
 § Topic: Health and wellbeing

2015-1-BE01-KA204-013212
Education à la Santé des Pairs par les Pairs en milieu carcéral ....................................................................................................................................SP21

2015-1-DE02-KA204-002418
Well-being and Healthy Choices for Older Adults and Their Carers – WHOLE .......................................................................................................SP71

2015-1-DE02-KA204-002427
Let’s talk about Porno - Aufklärung von  Internetpornografie und Sexting im Familienalltag ......................................................................SP73

2015-1-DE02-KA204-002492
Educational Path for Emotional well-being  ............................................................................................................................................................................SP83

2015-1-EL01-KA204-014013
“Strategic partnership and training on the use of music as an additive treatment modality in the detoxification and 
rehabilitation processes of individuals suffering from drug dependence .............................................................................................................SP105

2015-1-ES01-KA204-016170
Development of a Training Program for Improving the Quality of Life of Persons with Down Syndrome through the 
Prevention of Obesity ......................................................................................................................................................................................................................SP167

2015-1-FI01-KA204-009009
Handmade Wellbeing - Collaborative learning in craft and welfare interfaces  ................................................................................................SP178

2015-1-FR01-KA204-015397
Teenagers : the Road with Autism to Independant Living .............................................................................................................................................SP213

2015-1-IT02-KA204-015349
Museums Art & Alzheimer’s ..........................................................................................................................................................................................................SP269

2015-1-MT01-KA204-003747
Synergising European Volunteer Rescue Teams - A Rescue Operations Manual ..............................................................................................SP306

2015-1-RO01-KA204-015105
Nonformal and informal strategies and methods for improve  the competencies  of    home caregivers  for  ante 
preschool children   ...........................................................................................................................................................................................................................SP374

I M P R O V I N G   T H E   Q U A L I T Y   O F   E D U C A T I O N   /   T R A I N I N G   S Y S T E M S

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2015-1-TR01-KA204-021511
Each Child is Special .........................................................................................................................................................................................................................SP408

2015-1-TR01-KA204-022393
Improving Rational Use of Antibiotics among Adults in Turkey and Turkish Migrants in Germany, Netherlands and Sweden ...SP424

2015-1-TR01-KA204-022469
Devoloping ICT-based training content for occupational safety in construction sector .................................................................................SP431

Improving the Quality of Education / Training Systems
 § Topic: Quality Assurance
 § Topic: Quality Improvement Institutions and/or methods (incl. school development)
 § Topic: Recognition (non-formal and informal learning/credits)
 § Topic: Recognition, transparency, certification

2015-1-AT01-KA204-005093
Synergies – Linking the Competences and Validation Related Needs of Disadvantaged learners in Adult Education with 
the European and National Qualifications Frameworks .......................................................................................................................................................SP8

2015-1-BE02-KA204-012282
European Mentoring In Social Care ..............................................................................................................................................................................................SP25

2015-1-BG01-KA204-014346
Culinary Arts Education in Support of Youth Employment and Social Inclusion ....................................................................................................SP38

2015-1-CY01-KA204-011850
A Toolkit for Developing, Implementing and Monitoring Adult Education Strategies .........................................................................................SP40

2015-1-DE02-KA204-002431
Bildung neu denken - formales und nonformales Lernen in Europa ...........................................................................................................................SP75

2015-1-DE02-KA204-002455
ROMINKO Kompetenzbilanz - ein innovatives Instrument zur Feststellung, Bewertung und Anerkennung informell und 
nicht-formal erworbener Kompetenzen von Roma zur Förderung ihrer Berufsorientierung, Berufswegeplanung und 
Beschäftigungsfähigkeit ....................................................................................................................................................................................................................SP79

2015-1-DE02-KA204-002492
Educational Path for Emotional well-being  ............................................................................................................................................................................SP83

2015-1-ES01-KA204-015523
Formación y capacitación en metodologías de intervención socio-educativa a través del Arte a profesionales del ámbito 
educativo para mejorar la equidad, la diversidad,  la inclusión y la motivación ...............................................................................................SP115

2015-1-ES01-KA204-015549
The Transnational Adult School Prototype ............................................................................................................................................................................SP119

2015-1-ES01-KA204-015718
Adult training on handicraft production of medicinal and aromatic plants ..........................................................................................................SP127

2015-1-ES01-KA204-015937
Employment and Women on the 21st century in Europe: From Houselhold economy to SME (Small and Medium 
enterprises) like economy ..............................................................................................................................................................................................................SP138

2015-1-ES01-KA204-016046
Digital Competences Framework in Practice ........................................................................................................................................................................SP145

2015-1-ES01-KA204-016068
“TRODEU: Formación para abrir las puertas a Europa .....................................................................................................................................................SP150

2015-1-FR01-KA204-014959
Développer un référentiel de compétences et des modules de formation favorisant lInclusion des Migrants vers lEurope .....SP195

2015-1-FR01-KA204-015102
Vieillissement Actif et Solidarité Intergénérationnelle en Europe .............................................................................................................................SP202

2015-1-HR01-KA204-013101
EUROPEAN BAGPIPE EDUCATIONAL FORUM – building EU methodology for preservation, playing and building of 
traditional bagpipe instruments .................................................................................................................................................................................................SP217

2015-1-IT02-KA204-015070
SKILLS FOR FREEDOM – Artistic paths to develop the professional skills of prisoners ..................................................................................SP261

2015-1-NL01-KA204-008870
Volunteer career guide ....................................................................................................................................................................................................................SP308

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S T R A T E G I C   P A R T N E R S H I P   P R O J E C T S   S O R T E D   B Y   C L U S T E R S   O F   T O P I C S

2015-1-NL01-KA204-009004
Transnational Peer Review for quality assurance in Validation of Non Formal and Informal Learning (VNFIL) Extended ...........SP314

2015-1-PL01-KA204-016557
dataBase of Effective opportunities in the field of Validation of non-formal and INformal learning ....................................................SP329

2015-1-PT01-KA204-013003
Recognition of Informal and Non-Formal Occupational Learning Outcomes of Low Qualified Adults ..................................................SP362

2015-1-PT01-KA204-013132
Learn Building Impact Zero Network ........................................................................................................................................................................................SP366

2015-1-RO01-KA204-015105
Nonformal and informal strategies and methods for improve  the competencies  of    home caregivers  for  ante 
preschool children   ...........................................................................................................................................................................................................................SP374

2015-1-SI01-KA204-012641
In Your Own Time! ..............................................................................................................................................................................................................................SP392

2015-1-TR01-KA204-022215
Improving the professional competence and increasing the social development of prison staff ............................................................SP420

2015-1-UK01-KA204-013666
Improving the effectiveness of adult education for disadvantaged groups ........................................................................................................SP450

2015-1-UK01-KA204-013736
Alternative Routes To Success ....................................................................................................................................................................................................SP454

2015-1-UK01-KA204-013785
Innovative Quality Mentoring for Social Inclusion .............................................................................................................................................................SP460

2015-1-UK01-KA204-013882
Validation and Motivation for (in)formal Learning in Prison .........................................................................................................................................SP464

Inclusion and Tolerance
 § Topic: Access for disadvantaged
 § Topic: Disabilities - special needs
 § Topic: EU Citizenship, EU awareness and Democracy
 § Topic: Gender equality / equal opportunities
 § Topic: Home and justice affairs (human rights &amp; rule of law)
 § Topic: Inclusion - equity
 § Topic: Intercultural/intergenerational education and (lifelong)learning
 § Topic: Romas and/or other minorities
 § Topic: Social dialogue

2015-1-AT01-KA204-005030
Basic education for Roma adults  ....................................................................................................................................................................................................SP4

2015-1-AT01-KA204-005080
TRIAS - Guidance in the workplace: involving employers, reaching low qualified ...................................................................................................SP6

2015-1-AT01-KA204-005093
Synergies – Linking the Competences and Validation Related Needs of Disadvantaged learners in Adult Education with 
the European and National Qualifications Frameworks .......................................................................................................................................................SP8

2015-1-AT01-KA204-005098
Model for Inclusive Community Education  ..............................................................................................................................................................................SP10

2015-1-BE01-KA204-013194
Financing Adult Learning and Education ...................................................................................................................................................................................SP15

2015-1-BE01-KA204-013206
Narrative educational resources for socio professionnal inclusion ..............................................................................................................................SP19

2015-1-BE01-KA204-013212
Education à la Santé des Pairs par les Pairs en milieu carcéral ....................................................................................................................................SP21

2015-1-BE02-KA204-012282
European Mentoring In Social Care ..............................................................................................................................................................................................SP25

2015-1-BE03-KA204-001598
Media Approach to Elderly and Youngster: Images of Generations .............................................................................................................................SP29

I N C L U S I O N   A N D   T O L E R A N C E

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2015-1-CZ01-KA204-013925
Competence Kaleidoscope ...............................................................................................................................................................................................................SP48

2015-1-CZ01-KA204-014014
ELEVATOR - Efficient movement to the higher quality staff and services in tourism for all  .........................................................................SP51

2015-1-DE02-KA204-002260
Games And Mathematics in Education for Adults - Compendiums, Guidelines and Courses for Numeracy Learning 
Methods Based on Games ...............................................................................................................................................................................................................SP53

2015-1-DE02-KA204-002276
Training in Sexual Education for People with Disabilities .................................................................................................................................................SP55

2015-1-DE02-KA204-002319
European Identity in times of crisis ..............................................................................................................................................................................................SP57

2015-1-DE02-KA204-002327
Let Europe Know about Adult Education ...................................................................................................................................................................................SP58

2015-1-DE02-KA204-002354
Migrant women’s life improvement through body oriented approach  ......................................................................................................................SP60

2015-1-DE02-KA204-002371
Family Trainer International - Network to empower families at risk and single parents ..................................................................................SP62

2015-1-DE02-KA204-002381
RomABC goes Europe! Entwicklung innovativer Instrumente zur Bekämpfung des funktionalen Analphabetismus von 
Roma in Europa  ....................................................................................................................................................................................................................................SP65

2015-1-DE02-KA204-002414
Inter-generational Ecological and Economical Co-learning   ..........................................................................................................................................SP69

2015-1-DE02-KA204-002418
Well-being and Healthy Choices for Older Adults and Their Carers – WHOLE .......................................................................................................SP71

2015-1-DE02-KA204-002431
Bildung neu denken - formales und nonformales Lernen in Europa ...........................................................................................................................SP75

2015-1-DE02-KA204-002434
EUrbanities - Empowering civil participation through game based learning ..........................................................................................................SP77

2015-1-DE02-KA204-002455
ROMINKO Kompetenzbilanz - ein innovatives Instrument zur Feststellung, Bewertung und Anerkennung informell und 
nicht-formal erworbener Kompetenzen von Roma zur Förderung ihrer Berufsorientierung, Berufswegeplanung und 
Beschäftigungsfähigkeit ....................................................................................................................................................................................................................SP79

2015-1-DE02-KA204-002503
OUT-SIDE-IN: Inclusive Adult Education with Refugees ....................................................................................................................................................SP87

2015-1-DE02-KA204-002532
Internet – (k)ein rechtsfreier Raum, Lehren und Lernen durch die Datenschutz-App zur Verbesserung der 
Medienkompetenz im Bereich der Erwachsenen- Jugend- und Schulbildung ........................................................................................................SP91

2015-1-DE02-KA204-002542
Sakralräume als Europäische Erinnerungsorte: Potentiale entwickeln, Kompetenzen stärken ......................................................................SP93

2015-1-EE01-KA204-013469
Reflection tools for supporting individual learning paths of adults ..........................................................................................................................SP101

2015-1-EL01-KA204-014007
European Region Entrepreneurship Connection – EFEB Network ...............................................................................................................................SP103

2015-1-EL01-KA204-014123
Puzzle. Developing easy to read formats for people with intellectual disabilities.  .........................................................................................SP113

2015-1-ES01-KA204-015532
Lights on Rights!      A reflection focus to promote active citizenship of people with Intellectual Disabilities ..................................SP117

2015-1-ES01-KA204-015549
The Transnational Adult School Prototype ............................................................................................................................................................................SP119

2015-1-ES01-KA204-015553
the Disabled Enhance their Skills Through On-line Platforms  ....................................................................................................................................SP121

2015-1-ES01-KA204-015869
Textile heritage - from the Wooden loOm Weaving to the Digital ARt ...................................................................................................................SP129

C26

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2015-1-ES01-KA204-015882
Promoting self-employment and entrepreneurship through a training network ................................................................................................SP131

2015-1-ES01-KA204-015906
Music for Healing the Soul.............................................................................................................................................................................................................SP133

2015-1-ES01-KA204-015933
Women in Europe – New Yields of Employment in Rural Areas .................................................................................................................................SP135

2015-1-ES01-KA204-015937
Employment and Women on the 21st century in Europe: From Houselhold economy to SME (Small and Medium 
enterprises) like economy ..............................................................................................................................................................................................................SP138

2015-1-ES01-KA204-015995
Fostering Coding Education in Europe .....................................................................................................................................................................................SP140

2015-1-ES01-KA204-016024
Creating leaders for the future: no limits to enterpreneurship and disability ......................................................................................................SP142

2015-1-ES01-KA204-016067
Active citizenship and decent work ...........................................................................................................................................................................................SP148

2015-1-ES01-KA204-016079
Adiós al Absentismo en la Educación de Adultos ..............................................................................................................................................................SP157

2015-1-ES01-KA204-016098
Developing English Communicative Competence through Art ....................................................................................................................................SP161

2015-1-ES01-KA204-016117
TRAIN THE GAP. EUROPEAN LEARNING PATHWAY ON RURAL ENTREPRENEURSHIP  .......................................................................................SP163

2015-1-ES01-KA204-016150
digiUP. Interactive groups for digital inclusion through intergenerational dialogue .........................................................................................SP165

2015-1-ES01-KA204-016170
Development of a Training Program for Improving the Quality of Life of Persons with Down Syndrome through the 
Prevention of Obesity ......................................................................................................................................................................................................................SP167

2015-1-ES01-KA204-016179
Development of a training program for improving the Quality of Life of Persons with Intellectual Disabilities through the 
use of ICT solutions ...........................................................................................................................................................................................................................SP170

2015-1-FI01-KA204-009009
Handmade Wellbeing - Collaborative learning in craft and welfare interfaces  ................................................................................................SP178

2015-1-FI01-KA204-009071
Teaching and Learning for Life in Europe ..............................................................................................................................................................................SP180

2015-1-FR01-KA204-014896
NEET U Re-mobilizing experienced and resourceful seniors as NEET brokers to help young people change depressed 
NEET situations  ..................................................................................................................................................................................................................................SP186

2015-1-FR01-KA204-014905
L’ENCYCLOPEDIE DES MIGRANTS - Une grande entreprise pédagogique collective de partage d’expériences et de savoirs 
sur le thème des migrations en Europe ..................................................................................................................................................................................SP189

2015-1-FR01-KA204-014959
Développer un référentiel de compétences et des modules de formation favorisant lInclusion des Migrants vers lEurope .....SP195

2015-1-FR01-KA204-014976
Citizen Laboratory ..............................................................................................................................................................................................................................SP198

2015-1-FR01-KA204-014979
Optimiser les compétences des radios associatives, de leurs responsables et acteurs, salariés et bénévoles, dans leur 
mission dinclusion sociale prenant en compte la multiculturalité et le multilinguisme résultant de limmigration   ......................SP200

2015-1-FR01-KA204-015102
Vieillissement Actif et Solidarité Intergénérationnelle en Europe .............................................................................................................................SP202

2015-1-FR01-KA204-015394
ALADDIN and the intergenerational lamp .............................................................................................................................................................................SP211

2015-1-FR01-KA204-015397
Teenagers : the Road with Autism to Independant Living .............................................................................................................................................SP213

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C27

2015-1-HR01-KA204-013053
EDUCAtional THEatre as the place of raising inclusion and employability of People with Disability ......................................................SP215

2015-1-HR01-KA204-013101
EUROPEAN BAGPIPE EDUCATIONAL FORUM – building EU methodology for preservation, playing and building of 
traditional bagpipe instruments .................................................................................................................................................................................................SP217

2015-1-HU01-KA204-013563
Prison, Reintegration, Education. Trainings to support social and labour market (re)integration of people in or after 
detention ................................................................................................................................................................................................................................................SP224

2015-1-HU01-KA204-013570
Sharing The European Pathways................................................................................................................................................................................................SP226

2015-1-HU01-KA204-013640
Path Of Deinstitutionalisation - Urgent Moves ...................................................................................................................................................................SP228

2015-1-IE01-KA204-008627
Volunteering for the Future: a strategic partnership for innovative learning of European volunteers ....................................................SP230

2015-1-IE01-KA204-008632
Socio-drama Tackling Ageism, Preventing abuse ..............................................................................................................................................................SP232

2015-1-IE01-KA204-008666
Unlocking Freedom through Adult Education: The role of adult education in supporting the de-institutionalisation of 
people with disabilities in the community  ...........................................................................................................................................................................SP236

2015-1-IS01-KA204-013162
For integration and tolerance .......................................................................................................................................................................................................SP238

2015-1-IS01-KA204-013167
The Cultural Mediators-identification and training of individuals, with cultural and language competences, as cultural 
mediators within the partner’s countries/regions for welcoming and assisting new-comers. .....................................................................SP240

2015-1-IS01-KA204-013171
Female Rural Enterprise Empowerment .................................................................................................................................................................................SP242

2015-1-IT02-KA204-014775
CREATive Urban Sharing in Europe ............................................................................................................................................................................................SP244

2015-1-IT02-KA204-014787
Proposals and Strategies for Women Entrepreneurs .......................................................................................................................................................SP246

2015-1-IT02-KA204-014847
Learning to Learn by Teaching 2 ................................................................................................................................................................................................SP249

2015-1-IT02-KA204-014975
Financial Literacy: a Key Tool to Improve Peoples Life Cycle  .....................................................................................................................................SP253

2015-1-IT02-KA204-015067
M.I.C.R.O. .................................................................................................................................................................................................................................................SP259

2015-1-IT02-KA204-015070
SKILLS FOR FREEDOM – Artistic paths to develop the professional skills of prisoners ..................................................................................SP261

2015-1-IT02-KA204-015090
The Digital Language Diversity Project ...................................................................................................................................................................................SP263

2015-1-IT02-KA204-015147
Competence Assessment and Social Entrepreneurship  ................................................................................................................................................SP265

2015-1-IT02-KA204-015181
i-DIGital Stories – Stories Educational Learning Facilities  ...........................................................................................................................................SP267

2015-1-IT02-KA204-015349
Museums Art & Alzheimer’s ..........................................................................................................................................................................................................SP269

2015-1-IT02-KA204-015472
Senior Plus .............................................................................................................................................................................................................................................SP273

2015-1-LT01-KA204-013404
Developing Adult Educators Competences to Promote Learners Life Style Entrepreneurship ...................................................................SP275

2015-1-LT01-KA204-013448
Technological, emotional and linguistic literacy through music .................................................................................................................................SP277

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2015-1-LT01-KA204-013493
Granting the Necessary Competencies for the Present Person ..................................................................................................................................SP281

2015-1-LT01-KA204-013494
Forum ROMAnum - Interactive Theatre Games Inclusing Roma Minorities .........................................................................................................SP283

2015-1-LU01-KA204-001346
From Culture of Caring to Culture of Enabling: How to Co-produce Services for People with  Intellectual Disability .....................SP288

2015-1-MK01-KA204-002828
Addressing the Regional Labor Market Needs through Development and Certification of  New Programs for Adult 
Education  ..............................................................................................................................................................................................................................................SP297

2015-1-MT01-KA204-003732
Effective Education for Persons Working with Vulnerable People .............................................................................................................................SP303

2015-1-MT01-KA204-003733
Creation of Continuous Professional Development Programme for Educators  ................................................................................................SP305

2015-1-NL01-KA204-008924
WorKit: Job Language Kit for Migrants ....................................................................................................................................................................................SP310

2015-1-NL01-KA204-009009
Zoo Keeper Competency Framework .......................................................................................................................................................................................SP316

2015-1-NO01-KA204-013235
Vocational Language for Care and New Opportunities for Migrants .......................................................................................................................SP318

2015-1-NO01-KA204-013265
We are dreamers, we are shapers, we are what we want to be................................................................................................................................SP320

2015-1-PL01-KA204-016407
Integracja przez Edukację. Innowacyjne metody asystentury rodzinnej narzędziem wyrównywania szans rodzin 
zagrożonych wykluczeniem społecznym. ...............................................................................................................................................................................SP323

2015-1-PL01-KA204-016411
Współczesne technologie narzędziem do edukacji międzykulturowej i zwiększenia świadomości obywatelskiej ...........................SP325

2015-1-PL01-KA204-016518
Deaf learning........................................................................................................................................................................................................................................SP327

2015-1-PL01-KA204-016599
Europe Fights Food waste through Effective Consumer Training ..............................................................................................................................SP330

2015-1-PL01-KA204-016600
Networking for improvement independency and entrepreneurship to disadvantaged women .................................................................SP332

2015-1-PL01-KA204-016652
Daily innovators and daily educators in the libraries .......................................................................................................................................................SP334

2015-1-PL01-KA204-016845
Wspieranie rodziców w działaniach edukacyjnych - Parenting Initiative PI  ........................................................................................................SP336

2015-1-PL01-KA204-016880
The story of me ...................................................................................................................................................................................................................................SP338

2015-1-PL01-KA204-016889
Safe Education and Internet Surfing in Computer Labs for People with Intellectual Disability .................................................................SP340

2015-1-PL01-KA204-016942
Empowerment through education- gender equality & political leadership ..........................................................................................................SP342

2015-1-PL01-KA204-016976
T&D Stories - Theatre and Digital Storytelling for Teaching and Training Development ..............................................................................SP344

2015-1-PL01-KA204-016999
Knowledge is power, age aint matter! .....................................................................................................................................................................................SP346

2015-1-PL01-KA204-017038
Tell your story .......................................................................................................................................................................................................................................SP348

2015-1-PL01-KA204-017073
Europejska Szkoła Organizowania Społecznościowego .................................................................................................................................................SP349

2015-1-PL01-KA204-017074
Europejskie partnerstwo na rzecz działań włączających osoby zagrożone marginalizacją .........................................................................SP350

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2015-1-PL01-KA204-017084
TTT - Train The Trainer! ....................................................................................................................................................................................................................SP352

2015-1-PL01-KA204-017117
Archipelag Pokoleń. Kurs praktyk międzypokoleniowych dla animatorów i edukatorów ...............................................................................SP354

2015-1-PL01-KA204-017144
Silver Sharing Initiative ...................................................................................................................................................................................................................SP356

2015-1-PT01-KA204-012930
Plan Be: Active Senior Volunteers ..............................................................................................................................................................................................SP360

2015-1-PT01-KA204-013062
Radicalization Prevention in Prisons  ........................................................................................................................................................................................SP364

2015-1-PT01-KA204-013132
Learn Building Impact Zero Network ........................................................................................................................................................................................SP366

2015-1-RO01-KA204-015001
ROBIN- Reinforcing cOmpetences to Build Inclusion through a New learning methodology ......................................................................SP368

2015-1-RO01-KA204-015071
Being Deaf in an Inclusive Europe .............................................................................................................................................................................................SP372

2015-1-RO01-KA204-015105
Nonformal and informal strategies and methods for improve  the competencies  of    home caregivers  for  ante 
preschool children   ...........................................................................................................................................................................................................................SP374

2015-1-RO01-KA204-015131
“Us and “Them: dialog, tolerance, collaboration for good coexistence in a multicultural world! ................................................................SP376

2015-1-RO01-KA204-015146
Mentoring Pathways toward Employment ............................................................................................................................................................................SP379

2015-1-RO01-KA204-015155
Dance your way to other cultures ..............................................................................................................................................................................................SP381

2015-1-SE01-KA204-012260
Food Actions!-participatory learning and training package for food-wise household .....................................................................................SP390

2015-1-SK01-KA204-008946
Inovácie v kognitívnych tréningoch pre dospelých na európskej úrovni .................................................................................................................SP398

2015-1-SK01-KA204-008958
Vzdelávanie pre trvalo udržateľný rozvoj vidieckych oblastí na Slovensku, v Lotyšsku, Nemecku, Švédsku a Dánsku .................SP399

2015-1-SK01-KA204-008982
MEDART – Methods of Education for Disadvantaged Adults Rooted in Theatre ...............................................................................................SP401

2015-1-TR01-KA204-021237
Opening Minds to Digital Competence ....................................................................................................................................................................................SP403

2015-1-TR01-KA204-021511
Each Child is Special .........................................................................................................................................................................................................................SP408

2015-1-TR01-KA204-021516
Participation of Refugees into Social Life..............................................................................................................................................................................SP410

2015-1-TR01-KA204-021940
Parental Training in Families of Children with Disabilities .............................................................................................................................................SP412

2015-1-TR01-KA204-022361
My School is My Home now ..........................................................................................................................................................................................................SP422

2015-1-TR01-KA204-022393
Improving Rational Use of Antibiotics among Adults in Turkey and Turkish Migrants in Germany, Netherlands and Sweden ...SP424

2015-1-TR01-KA204-022424
All Special Kids - Parents ...............................................................................................................................................................................................................SP426

2015-1-TR01-KA204-022601
Elder Care at Home  ..........................................................................................................................................................................................................................SP433

2015-1-TR01-KA204-022656
Sharing European Knowledge on Autism: Training Programs for Parents..............................................................................................................SP435

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2015-1-UK01-KA204-013397
Equity and Social Inclusion through Positive Parenting  .................................................................................................................................................SP439

2015-1-UK01-KA204-013550
Migration & Gender: Vocational and Educational counseling  .....................................................................................................................................SP444

2015-1-UK01-KA204-013604
Tackling Educational deficits through Arts and Crafts based Enterprise Learning  ..........................................................................................SP446

2015-1-UK01-KA204-013666
Improving the effectiveness of adult education for disadvantaged groups ........................................................................................................SP450

2015-1-UK01-KA204-013736
Alternative Routes To Success ....................................................................................................................................................................................................SP454

2015-1-UK01-KA204-013785
Innovative Quality Mentoring for Social Inclusion .............................................................................................................................................................SP460

2015-1-UK01-KA204-013821
Equality in Learning  .........................................................................................................................................................................................................................SP462

International Cooperation
 § Topic: International cooperation, international relations, development cooperation

2015-1-AT01-KA204-005011
Community Education Facilitating ...................................................................................................................................................................................................SP2

2015-1-CZ01-KA204-014014
ELEVATOR - Efficient movement to the higher quality staff and services in tourism for all  .........................................................................SP51

2015-1-EL01-KA204-014013
“Strategic partnership and training on the use of music as an additive treatment modality in the detoxification and 
rehabilitation processes of individuals suffering from drug dependence .............................................................................................................SP105

2015-1-ES01-KA204-016076
Social Digital Mentors ......................................................................................................................................................................................................................SP154

2015-1-HR01-KA204-013101
EUROPEAN BAGPIPE EDUCATIONAL FORUM – building EU methodology for preservation, playing and building of 
traditional bagpipe instruments .................................................................................................................................................................................................SP217

2015-1-HU01-KA204-013563
Prison, Reintegration, Education. Trainings to support social and labour market (re)integration of people in or after 
detention ................................................................................................................................................................................................................................................SP224

2015-1-IE01-KA204-008627
Volunteering for the Future: a strategic partnership for innovative learning of European volunteers ....................................................SP230

2015-1-IT02-KA204-015467
Economy COrresponsability Learning.......................................................................................................................................................................................SP271

2015-1-LV01-KA204-013437
Network for Educated European Forest Owners .................................................................................................................................................................SP293

2015-1-PL01-KA204-016942
Empowerment through education- gender equality & political leadership ..........................................................................................................SP342

2015-1-PL01-KA204-017073
Europejska Szkoła Organizowania Społecznościowego .................................................................................................................................................SP349

2015-1-TR01-KA204-022101
Reinforcing entrepreneurship in adults ....................................................................................................................................................................................SP416

2015-1-TR01-KA204-022124
Let the Hopes Blossom ...................................................................................................................................................................................................................SP418

2015-1-TR01-KA204-022441
Establishment of Safer Animal Rescue Capacity ..............................................................................................................................................................SP429

2015-1-TR01-KA204-022601
Elder Care at Home  ..........................................................................................................................................................................................................................SP433

2015-1-TR01-KA204-022719
Live and Let Bee: Training for Ecological Beekeeping .....................................................................................................................................................SP437

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2015-1-UK01-KA204-013659
Managing Money: Development of financial capability in adult education using technology....................................................................SP448

New Technologies and Digital Competences
 § Topic: ICT - new technologies - digital competences
 § Topic: Open and distance learning

2015-1-BE01-KA204-013197
Vocational guidance in CLIL .............................................................................................................................................................................................................SP17

2015-1-BE02-KA204-012356
Teaching coding and mobile devices in telecentres ............................................................................................................................................................SP27

2015-1-BE03-KA204-001598
Media Approach to Elderly and Youngster: Images of Generations .............................................................................................................................SP29

2015-1-BG01-KA204-014327
Open Mobile Learning Platform for Small and Medium Enterprises ...........................................................................................................................SP36

2015-1-CY01-KA204-011868
Online Game for Entrepreneurship and Innovation ..............................................................................................................................................................SP42

2015-1-CZ01-KA204-014014
ELEVATOR - Efficient movement to the higher quality staff and services in tourism for all  .........................................................................SP51

2015-1-DE02-KA204-002384
The MALL guidebook for language trainers .............................................................................................................................................................................SP67

2015-1-DE02-KA204-002427
Let’s talk about Porno - Aufklärung von  Internetpornografie und Sexting im Familienalltag ......................................................................SP73

2015-1-DE02-KA204-002434
EUrbanities - Empowering civil participation through game based learning ..........................................................................................................SP77

2015-1-DK01-KA204-004325
Video Systems in Education ............................................................................................................................................................................................................SP97

2015-1-DK01-KA204-004326
E-learning Objects for Innovative Science Education  ........................................................................................................................................................SP99

2015-1-ES01-KA204-015549
The Transnational Adult School Prototype ............................................................................................................................................................................SP119

2015-1-ES01-KA204-015553
the Disabled Enhance their Skills Through On-line Platforms  ....................................................................................................................................SP121

2015-1-ES01-KA204-015554
Professional Orientation of Vulnerable Young People .....................................................................................................................................................SP123

2015-1-ES01-KA204-015995
Fostering Coding Education in Europe .....................................................................................................................................................................................SP140

2015-1-ES01-KA204-016046
Digital Competences Framework in Practice ........................................................................................................................................................................SP145

2015-1-ES01-KA204-016068
“TRODEU: Formación para abrir las puertas a Europa .....................................................................................................................................................SP150

2015-1-ES01-KA204-016072
Environmental  footprint  of fluvial tourism .........................................................................................................................................................................SP152

2015-1-ES01-KA204-016076
Social Digital Mentors ......................................................................................................................................................................................................................SP154

2015-1-ES01-KA204-016098
Developing English Communicative Competence through Art ....................................................................................................................................SP161

2015-1-ES01-KA204-016150
digiUP. Interactive groups for digital inclusion through intergenerational dialogue .........................................................................................SP165

2015-1-ES01-KA204-016170
Development of a Training Program for Improving the Quality of Life of Persons with Down Syndrome through the 
Prevention of Obesity ......................................................................................................................................................................................................................SP167

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S T R A T E G I C   P A R T N E R S H I P   P R O J E C T S   S O R T E D   B Y   C L U S T E R S   O F   T O P I C S

2015-1-ES01-KA204-016179
Development of a training program for improving the Quality of Life of Persons with Intellectual Disabilities through the 
use of ICT solutions ...........................................................................................................................................................................................................................SP170

2015-1-ES01-KA204-016287
The adventure of reading ..............................................................................................................................................................................................................SP172

2015-1-ES01-KA204-016354
Education on the way: Introducing technology-enhanced informal learning. ......................................................................................................SP174

2015-1-FI01-KA204-008965
Adults Acquiring Digital Skills .......................................................................................................................................................................................................SP176

2015-1-FI01-KA204-009071
Teaching and Learning for Life in Europe ..............................................................................................................................................................................SP180

2015-1-FI01-KA204-009084
IDEAL -  Integrating Digital Education in Adult Literacy .................................................................................................................................................SP182

2015-1-FR01-KA204-013720
Training rural farmers in the use of mobile applications for agricultural activities ..........................................................................................SP184

2015-1-FR01-KA204-014976
Citizen Laboratory ..............................................................................................................................................................................................................................SP198

2015-1-FR01-KA204-015334
e-Coaching et Apprentissage des Langues ..........................................................................................................................................................................SP205

2015-1-HU01-KA204-013503
Sectors united for fostering Employability of young adults  through E-work Development ........................................................................SP221

2015-1-IE01-KA204-008633
Home Based Care - Home Based Education ........................................................................................................................................................................SP234

2015-1-IT02-KA204-014787
Proposals and Strategies for Women Entrepreneurs .......................................................................................................................................................SP246

2015-1-IT02-KA204-014847
Learning to Learn by Teaching 2 ................................................................................................................................................................................................SP249

2015-1-IT02-KA204-015049
Education Strategies adult education  ....................................................................................................................................................................................SP257

2015-1-IT02-KA204-015090
The Digital Language Diversity Project ...................................................................................................................................................................................SP263

2015-1-IT02-KA204-015181
i-DIGital Stories – Stories Educational Learning Facilities  ...........................................................................................................................................SP267

2015-1-IT02-KA204-015472
Senior Plus .............................................................................................................................................................................................................................................SP273

2015-1-LT01-KA204-013460
Andragogy: virtual learning environment for librarians ...................................................................................................................................................SP279

2015-1-LU01-KA204-001342
Outil plurilingue pour améliorer lexpression dans le domaine des soins et de la vente ................................................................................SP285

2015-1-LV01-KA204-013388
Developing EU through online innovation ..............................................................................................................................................................................SP290

2015-1-MK01-KA204-002819
Promoting Webinar-Based Education in Southeast Europe  ........................................................................................................................................SP295

2015-1-MK01-KA204-002834
Professional Development Courses for Engineering Management and Leadership Skills ............................................................................SP299

2015-1-NL01-KA204-008947
REALLIFE: serious gaming and virtual reality to develop 21st century and employability skills ...............................................................SP312

2015-1-PL01-KA204-016411
Współczesne technologie narzędziem do edukacji międzykulturowej i zwiększenia świadomości obywatelskiej ...........................SP325

2015-1-PL01-KA204-016600
Networking for improvement independency and entrepreneurship to disadvantaged women .................................................................SP332

R E S E A R C H   A N D   I N N O V A T I O N

C33

2015-1-PL01-KA204-016880
The story of me ...................................................................................................................................................................................................................................SP338

2015-1-PL01-KA204-016889
Safe Education and Internet Surfing in Computer Labs for People with Intellectual Disability .................................................................SP340

2015-1-PL01-KA204-016942
Empowerment through education- gender equality & political leadership ..........................................................................................................SP342

2015-1-PL01-KA204-016976
T&D Stories - Theatre and Digital Storytelling for Teaching and Training Development ..............................................................................SP344

2015-1-PL01-KA204-016999
Knowledge is power, age aint matter! .....................................................................................................................................................................................SP346

2015-1-PL01-KA204-017038
Tell your story .......................................................................................................................................................................................................................................SP348

2015-1-PL01-KA204-017084
TTT - Train The Trainer! ....................................................................................................................................................................................................................SP352

2015-1-PL01-KA204-017144
Silver Sharing Initiative ...................................................................................................................................................................................................................SP356

2015-1-RO01-KA204-015022
“Innovative Training System For Young Entrepreneurs base on case studies. ENTREPRENEURS 7x21  .................................................SP370

2015-1-RO01-KA204-015203
Sociocracy - empowering organizational capacity ............................................................................................................................................................SP383

2015-1-RO01-KA204-015216
Entrepreneurship as a tool of integration ..............................................................................................................................................................................SP385

2015-1-RO01-KA204-015258
Useful usability disposability .......................................................................................................................................................................................................SP387

2015-1-SI01-KA204-012641
In Your Own Time! ..............................................................................................................................................................................................................................SP392

2015-1-SI01-KA204-012651
Flipping the classroom in adult education ............................................................................................................................................................................SP394

2015-1-TR01-KA204-021237
Opening Minds to Digital Competence ....................................................................................................................................................................................SP403

2015-1-TR01-KA204-021409
Learning of Local Bodies to Integrate Immigrants  ..........................................................................................................................................................SP405

2015-1-TR01-KA204-021954
Better e-Learning for All .................................................................................................................................................................................................................SP414

2015-1-TR01-KA204-022215
Improving the professional competence and increasing the social development of prison staff ............................................................SP420

2015-1-TR01-KA204-022361
My School is My Home now ..........................................................................................................................................................................................................SP422

2015-1-TR01-KA204-022424
All Special Kids - Parents ...............................................................................................................................................................................................................SP426

2015-1-TR01-KA204-022469
Devoloping ICT-based training content for occupational safety in construction sector .................................................................................SP431

2015-1-UK01-KA204-013485
European Speakers of Other Languages: Teaching Adult Immigrants and Training their Teachers (EU-Speak 3)   ........................SP442

2015-1-UK01-KA204-013659
Managing Money: Development of financial capability in adult education using technology....................................................................SP448

2015-1-UK01-KA204-013755
Creativity, The Connected Economy and Offenders ..........................................................................................................................................................SP456

Research and Innovation
 § Topic: Research and innovation

2015-1-AT01-KA204-005115
Hosting Social Innovation .................................................................................................................................................................................................................SP13

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2015-1-RO01-KA204-015203
Sociocracy - empowering organizational capacity ............................................................................................................................................................SP383

Teaching and Training
 § Topic: Early School Leaving / combating failure in education
 § Topic: Key Competences (incl. mathematics and literacy) - basic skills
 § Topic: New innovative curricula/educational methods/development of training courses
 § Topic: Pedagogy and didactics
 § Topic: Teaching and learning of foreign languages

2015-1-AT01-KA204-005011
Community Education Facilitating ...................................................................................................................................................................................................SP2

2015-1-AT01-KA204-005030
Basic education for Roma adults  ....................................................................................................................................................................................................SP4

2015-1-AT01-KA204-005115
Hosting Social Innovation .................................................................................................................................................................................................................SP13

2015-1-BE01-KA204-013197
Vocational guidance in CLIL .............................................................................................................................................................................................................SP17

2015-1-BE01-KA204-013222
Open tools for analysis of spatial data in life sciences .....................................................................................................................................................SP23

2015-1-BE02-KA204-012282
European Mentoring In Social Care ..............................................................................................................................................................................................SP25

2015-1-BE02-KA204-012356
Teaching coding and mobile devices in telecentres ............................................................................................................................................................SP27

2015-1-BG01-KA204-014294
Innovation and good practices exchange through adaptation and testing of Suggestopedia as a highly еffective teaching 
method. ......................................................................................................................................................................................................................................................SP31

2015-1-BG01-KA204-014316
Empower Active Ageing .....................................................................................................................................................................................................................SP34

2015-1-BG01-KA204-014346
Culinary Arts Education in Support of Youth Employment and Social Inclusion ....................................................................................................SP38

2015-1-CZ01-KA204-013845
Education for Sustainable Countryside ......................................................................................................................................................................................SP44

2015-1-CZ01-KA204-013925
Competence Kaleidoscope ...............................................................................................................................................................................................................SP48

2015-1-DE02-KA204-002260
Games And Mathematics in Education for Adults - Compendiums, Guidelines and Courses for Numeracy Learning 
Methods Based on Games ...............................................................................................................................................................................................................SP53

2015-1-DE02-KA204-002276
Training in Sexual Education for People with Disabilities .................................................................................................................................................SP55

2015-1-DE02-KA204-002327
Let Europe Know about Adult Education ...................................................................................................................................................................................SP58

2015-1-DE02-KA204-002354
Migrant women’s life improvement through body oriented approach  ......................................................................................................................SP60

2015-1-DE02-KA204-002371
Family Trainer International - Network to empower families at risk and single parents ..................................................................................SP62

2015-1-DE02-KA204-002381
RomABC goes Europe! Entwicklung innovativer Instrumente zur Bekämpfung des funktionalen Analphabetismus von 
Roma in Europa  ....................................................................................................................................................................................................................................SP65

2015-1-DE02-KA204-002384
The MALL guidebook for language trainers .............................................................................................................................................................................SP67

2015-1-DE02-KA204-002418
Well-being and Healthy Choices for Older Adults and Their Carers – WHOLE .......................................................................................................SP71

2015-1-DE02-KA204-002427
Let’s talk about Porno - Aufklärung von  Internetpornografie und Sexting im Familienalltag ......................................................................SP73

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2015-1-DE02-KA204-002431
Bildung neu denken - formales und nonformales Lernen in Europa ...........................................................................................................................SP75

2015-1-DE02-KA204-002434
EUrbanities - Empowering civil participation through game based learning ..........................................................................................................SP77

2015-1-DE02-KA204-002492
Educational Path for Emotional well-being  ............................................................................................................................................................................SP83

2015-1-DE02-KA204-002499
Sustainable Communities Incubator Partnership Programme ........................................................................................................................................SP85

2015-1-DE02-KA204-002503
OUT-SIDE-IN: Inclusive Adult Education with Refugees ....................................................................................................................................................SP87

2015-1-DE02-KA204-002504
Sustainable Entrepreneurship based on Multifunctional Agriculture ..........................................................................................................................SP89

2015-1-DK01-KA204-004297
Learner-Based Training: An Innovative Approach to Foreign Language Learning................................................................................................SP95

2015-1-DK01-KA204-004326
E-learning Objects for Innovative Science Education  ........................................................................................................................................................SP99

2015-1-EE01-KA204-013469
Reflection tools for supporting individual learning paths of adults ..........................................................................................................................SP101

2015-1-EL01-KA204-014013
“Strategic partnership and training on the use of music as an additive treatment modality in the detoxification and 
rehabilitation processes of individuals suffering from drug dependence .............................................................................................................SP105

2015-1-EL01-KA204-014053
Incorporate Non- Formal Methods into Language Education for Adult Immigrants ........................................................................................SP107

2015-1-EL01-KA204-014083
Social & Sustainable Fashion Entrepreneurs .......................................................................................................................................................................SP109

2015-1-EL01-KA204-014085
Promoting Cultural Heritage as a Generator of Sustainable Development ..........................................................................................................SP111

2015-1-EL01-KA204-014123
Puzzle. Developing easy to read formats for people with intellectual disabilities.  .........................................................................................SP113

2015-1-ES01-KA204-015553
the Disabled Enhance their Skills Through On-line Platforms  ....................................................................................................................................SP121

2015-1-ES01-KA204-015718
Adult training on handicraft production of medicinal and aromatic plants ..........................................................................................................SP127

2015-1-ES01-KA204-015869
Textile heritage - from the Wooden loOm Weaving to the Digital ARt ...................................................................................................................SP129

2015-1-ES01-KA204-015995
Fostering Coding Education in Europe .....................................................................................................................................................................................SP140

2015-1-ES01-KA204-016046
Digital Competences Framework in Practice ........................................................................................................................................................................SP145

2015-1-ES01-KA204-016067
Active citizenship and decent work ...........................................................................................................................................................................................SP148

2015-1-ES01-KA204-016079
Adiós al Absentismo en la Educación de Adultos ..............................................................................................................................................................SP157

2015-1-ES01-KA204-016081
Training community actors to foster entrepreneurship education         ..................................................................................................................SP159

2015-1-ES01-KA204-016098
Developing English Communicative Competence through Art ....................................................................................................................................SP161

2015-1-ES01-KA204-016150
digiUP. Interactive groups for digital inclusion through intergenerational dialogue .........................................................................................SP165

2015-1-ES01-KA204-016287
The adventure of reading ..............................................................................................................................................................................................................SP172

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2015-1-ES01-KA204-016354
Education on the way: Introducing technology-enhanced informal learning. ......................................................................................................SP174

2015-1-FI01-KA204-008965
Adults Acquiring Digital Skills .......................................................................................................................................................................................................SP176

2015-1-FI01-KA204-009071
Teaching and Learning for Life in Europe ..............................................................................................................................................................................SP180

2015-1-FI01-KA204-009084
IDEAL -  Integrating Digital Education in Adult Literacy .................................................................................................................................................SP182

2015-1-FR01-KA204-014905
L’ENCYCLOPEDIE DES MIGRANTS - Une grande entreprise pédagogique collective de partage d’expériences et de savoirs 
sur le thème des migrations en Europe ..................................................................................................................................................................................SP189

2015-1-FR01-KA204-014943
Key Tutors- A tool and education guidance to enhance key competences ..........................................................................................................SP191

2015-1-FR01-KA204-014955
OPortunities through European Networking .........................................................................................................................................................................SP193

2015-1-FR01-KA204-015265
Les chemins du bleu en Europe : transversalité des apprentissages  et transculturalité des langages ...............................................SP203

2015-1-FR01-KA204-015334
e-Coaching et Apprentissage des Langues ..........................................................................................................................................................................SP205

2015-1-FR01-KA204-015349
CITIZENS FOR ENERGY TRANSITION: Educating citizens on the energy transition, improving practices and multiplying 
efforts ......................................................................................................................................................................................................................................................SP207

2015-1-FR01-KA204-015377
Greening the Business: Green Business Management Trainings................................................................................................................................SP209

2015-1-FR01-KA204-015394
ALADDIN and the intergenerational lamp .............................................................................................................................................................................SP211

2015-1-HR01-KA204-013111
COMPetences for Agencies for Sustainable Site conversion .......................................................................................................................................SP219

2015-1-HU01-KA204-013503
Sectors united for fostering Employability of young adults  through E-work Development ........................................................................SP221

2015-1-HU01-KA204-013563
Prison, Reintegration, Education. Trainings to support social and labour market (re)integration of people in or after 
detention ................................................................................................................................................................................................................................................SP224

2015-1-HU01-KA204-013570
Sharing The European Pathways................................................................................................................................................................................................SP226

2015-1-HU01-KA204-013640
Path Of Deinstitutionalisation - Urgent Moves ...................................................................................................................................................................SP228

2015-1-IE01-KA204-008627
Volunteering for the Future: a strategic partnership for innovative learning of European volunteers ....................................................SP230

2015-1-IE01-KA204-008632
Socio-drama Tackling Ageism, Preventing abuse ..............................................................................................................................................................SP232

2015-1-IE01-KA204-008666
Unlocking Freedom through Adult Education: The role of adult education in supporting the de-institutionalisation of 
people with disabilities in the community  ...........................................................................................................................................................................SP236

2015-1-IS01-KA204-013162
For integration and tolerance .......................................................................................................................................................................................................SP238

2015-1-IS01-KA204-013167
The Cultural Mediators-identification and training of individuals, with cultural and language competences, as cultural 
mediators within the partner’s countries/regions for welcoming and assisting new-comers. .....................................................................SP240

2015-1-IT02-KA204-014847
Learning to Learn by Teaching 2 ................................................................................................................................................................................................SP249

2015-1-IT02-KA204-014891
LARTE DI LEGGERE - alfabetizzazione e teatro in carcere ............................................................................................................................................SP251

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2015-1-IT02-KA204-014975
Financial Literacy: a Key Tool to Improve Peoples Life Cycle  .....................................................................................................................................SP253

2015-1-IT02-KA204-015018
Heritage training for young adults  ...........................................................................................................................................................................................SP256

2015-1-IT02-KA204-015049
Education Strategies adult education  ....................................................................................................................................................................................SP257

2015-1-IT02-KA204-015090
The Digital Language Diversity Project ...................................................................................................................................................................................SP263

2015-1-IT02-KA204-015147
Competence Assessment and Social Entrepreneurship  ................................................................................................................................................SP265

2015-1-IT02-KA204-015181
i-DIGital Stories – Stories Educational Learning Facilities  ...........................................................................................................................................SP267

2015-1-IT02-KA204-015467
Economy COrresponsability Learning.......................................................................................................................................................................................SP271

2015-1-LT01-KA204-013404
Developing Adult Educators Competences to Promote Learners Life Style Entrepreneurship ...................................................................SP275

2015-1-LT01-KA204-013448
Technological, emotional and linguistic literacy through music .................................................................................................................................SP277

2015-1-LT01-KA204-013460
Andragogy: virtual learning environment for librarians ...................................................................................................................................................SP279

2015-1-LT01-KA204-013493
Granting the Necessary Competencies for the Present Person ..................................................................................................................................SP281

2015-1-LU01-KA204-001342
Outil plurilingue pour améliorer lexpression dans le domaine des soins et de la vente ................................................................................SP285

2015-1-LU01-KA204-001346
From Culture of Caring to Culture of Enabling: How to Co-produce Services for People with  Intellectual Disability .....................SP288

2015-1-LV01-KA204-013388
Developing EU through online innovation ..............................................................................................................................................................................SP290

2015-1-MK01-KA204-002819
Promoting Webinar-Based Education in Southeast Europe  ........................................................................................................................................SP295

2015-1-MK01-KA204-002828
Addressing the Regional Labor Market Needs through Development and Certification of  New Programs for Adult 
Education  ..............................................................................................................................................................................................................................................SP297

2015-1-MK01-KA204-002834
Professional Development Courses for Engineering Management and Leadership Skills ............................................................................SP299

2015-1-MK01-KA204-002857
Boosting Adult System Education in Agriculture ................................................................................................................................................................SP301

2015-1-MT01-KA204-003732
Effective Education for Persons Working with Vulnerable People .............................................................................................................................SP303

2015-1-MT01-KA204-003733
Creation of Continuous Professional Development Programme for Educators  ................................................................................................SP305

2015-1-NL01-KA204-008924
WorKit: Job Language Kit for Migrants ....................................................................................................................................................................................SP310

2015-1-NL01-KA204-008947
REALLIFE: serious gaming and virtual reality to develop 21st century and employability skills ...............................................................SP312

2015-1-NO01-KA204-013235
Vocational Language for Care and New Opportunities for Migrants .......................................................................................................................SP318

2015-1-NO01-KA204-013265
We are dreamers, we are shapers, we are what we want to be................................................................................................................................SP320

2015-1-PL01-KA204-016365
Cyfroinnowcyjni-nieprzeciętni ......................................................................................................................................................................................................SP322

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2015-1-PL01-KA204-016407
Integracja przez Edukację. Innowacyjne metody asystentury rodzinnej narzędziem wyrównywania szans rodzin 
zagrożonych wykluczeniem społecznym. ...............................................................................................................................................................................SP323

2015-1-PL01-KA204-016411
Współczesne technologie narzędziem do edukacji międzykulturowej i zwiększenia świadomości obywatelskiej ...........................SP325

2015-1-PL01-KA204-016518
Deaf learning........................................................................................................................................................................................................................................SP327

2015-1-PL01-KA204-016652
Daily innovators and daily educators in the libraries .......................................................................................................................................................SP334

2015-1-PL01-KA204-016845
Wspieranie rodziców w działaniach edukacyjnych - Parenting Initiative PI  ........................................................................................................SP336

2015-1-PL01-KA204-016976
T&D Stories - Theatre and Digital Storytelling for Teaching and Training Development ..............................................................................SP344

2015-1-PL01-KA204-017038
Tell your story .......................................................................................................................................................................................................................................SP348

2015-1-PL01-KA204-017073
Europejska Szkoła Organizowania Społecznościowego .................................................................................................................................................SP349

2015-1-PL01-KA204-017117
Archipelag Pokoleń. Kurs praktyk międzypokoleniowych dla animatorów i edukatorów ...............................................................................SP354

2015-1-PL01-KA204-017144
Silver Sharing Initiative ...................................................................................................................................................................................................................SP356

2015-1-PT01-KA204-012891
Craftsmanship+ fostering a new and competitive approach to crafts and semi-industrial high added-value sectors .................SP358

2015-1-PT01-KA204-012930
Plan Be: Active Senior Volunteers ..............................................................................................................................................................................................SP360

2015-1-PT01-KA204-013062
Radicalization Prevention in Prisons  ........................................................................................................................................................................................SP364

2015-1-PT01-KA204-013132
Learn Building Impact Zero Network ........................................................................................................................................................................................SP366

2015-1-RO01-KA204-015001
ROBIN- Reinforcing cOmpetences to Build Inclusion through a New learning methodology ......................................................................SP368

2015-1-RO01-KA204-015022
“Innovative Training System For Young Entrepreneurs base on case studies. ENTREPRENEURS 7x21  .................................................SP370

2015-1-RO01-KA204-015155
Dance your way to other cultures ..............................................................................................................................................................................................SP381

2015-1-RO01-KA204-015203
Sociocracy - empowering organizational capacity ............................................................................................................................................................SP383

2015-1-RO01-KA204-015216
Entrepreneurship as a tool of integration ..............................................................................................................................................................................SP385

2015-1-RO01-KA204-015258
Useful usability disposability .......................................................................................................................................................................................................SP387

2015-1-SE01-KA204-012244
Shortening Distance to Labour Market for young people with risk for unemployment and social exclusion -  Distance 
Education for Coordinated Measures by Regional Stakeholder Networks  ...........................................................................................................SP388

2015-1-SE01-KA204-012260
Food Actions!-participatory learning and training package for food-wise household .....................................................................................SP390

2015-1-SI01-KA204-012651
Flipping the classroom in adult education ............................................................................................................................................................................SP394

2015-1-SK01-KA204-008930
Life from soil ........................................................................................................................................................................................................................................SP396

2015-1-SK01-KA204-008946
Inovácie v kognitívnych tréningoch pre dospelých na európskej úrovni .................................................................................................................SP398

Y O U T H   E M P O W E R M E N T

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2015-1-SK01-KA204-008982
MEDART – Methods of Education for Disadvantaged Adults Rooted in Theatre ...............................................................................................SP401

2015-1-TR01-KA204-021409
Learning of Local Bodies to Integrate Immigrants  ..........................................................................................................................................................SP405

2015-1-TR01-KA204-021940
Parental Training in Families of Children with Disabilities .............................................................................................................................................SP412

2015-1-TR01-KA204-021954
Better e-Learning for All .................................................................................................................................................................................................................SP414

2015-1-TR01-KA204-022124
Let the Hopes Blossom ...................................................................................................................................................................................................................SP418

2015-1-TR01-KA204-022215
Improving the professional competence and increasing the social development of prison staff ............................................................SP420

2015-1-TR01-KA204-022393
Improving Rational Use of Antibiotics among Adults in Turkey and Turkish Migrants in Germany, Netherlands and Sweden ...SP424

2015-1-TR01-KA204-022441
Establishment of Safer Animal Rescue Capacity ..............................................................................................................................................................SP429

2015-1-TR01-KA204-022656
Sharing European Knowledge on Autism: Training Programs for Parents..............................................................................................................SP435

2015-1-UK01-KA204-013397
Equity and Social Inclusion through Positive Parenting  .................................................................................................................................................SP439

2015-1-UK01-KA204-013485
European Speakers of Other Languages: Teaching Adult Immigrants and Training their Teachers (EU-Speak 3)   ........................SP442

2015-1-UK01-KA204-013604
Tackling Educational deficits through Arts and Crafts based Enterprise Learning  ..........................................................................................SP446

2015-1-UK01-KA204-013659
Managing Money: Development of financial capability in adult education using technology....................................................................SP448

2015-1-UK01-KA204-013728
Financial Education for Adults .....................................................................................................................................................................................................SP452

2015-1-UK01-KA204-013755
Creativity, The Connected Economy and Offenders ..........................................................................................................................................................SP456

2015-1-UK01-KA204-013768
Transversal skills for sustainable rural tourism in lagging areas of Europe .........................................................................................................SP458

2015-1-UK01-KA204-013785
Innovative Quality Mentoring for Social Inclusion .............................................................................................................................................................SP460

2015-1-UK01-KA204-013882
Validation and Motivation for (in)formal Learning in Prison .........................................................................................................................................SP464

Youth Empowerment
 § Topic: Youth (Participation, Youth Work, Youth Policy) 

2015-1-ES01-KA204-015658
Birth of Ideas ........................................................................................................................................................................................................................................SP125

ERASMUS+ 

Strategic Partnerships 
in the field of adult 
learning
Compendium 2015

PROJECT DESCRIPTIONS

SP2

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-AT01-KA204-005011

 TITLE: 

  COMMUNITY EDUCATION FACILITATING

 DESCRIPTION: 

Community Education Facilitating has to be considered as an overall concept for fostering the implemen-
tation of community education offers in regional /local, urban as well as rural communities. It has become 
evident that community education processes must be initiated, coordinated, guided and accompanied. 
This is the only way to ensure sustainability and avoid pop-up effects. To this end, a professionalized ad-
vanced training is required, which is conceptualized and developed by the project Community Education 
Facilitation.

By Community Educationwe mean an approach which joins lifelong training with social goals. This takes 
place in the context of communities which represent a group of people in the broadest sense who are 
defined by common characteristics. Lifelong training as a principle of CE processes is understood in this 
context from the angle of learning with and from each other, encompassing all age groups and social 
levels. Our experience has taught us that community-based learning processes do not just happen by 
themselves. They must be initiated during a process and must be kept going. Collective learning requires 
support from a CEF in the course of the CE process.

The model is based on two pillars – on the one hand, the advanced training program “Community Educa-
tion Facilitator (CEF), and on the other hand, the advanced training for becoming a “Community Activist 
(CA).

Community Education Facilitators can be described as individuals who are trained professionally to inte-
grate community development processes into community education processes and vice versa. It is about 
enabling community and neighborhood workers as well as regional developers to initiate regional learn-
ing processes and combine them with other activities (social concerns, labor market policies, economic 
policies), or simply learning processes controlled by the community. They are not providers of education 
themselves, but simply act as experts who initiate, accompany and moderate such processes. Further-
more, CEF are employees of adult education facilities who works towards anchoring local educational 
offers and tying them to regional processes, or who want to initiate community education processes in 
the sense of promoting participation.

Community  Activists  are  volunteer  experts  who  try  to  get  community-based  learning  processes  going. 
These  can  consist  in  forms  of  embedded  learning,  i.e.  where  other  activities  are  the  focus  but  where 
learning forms an integral part of the whole, or in initiating proper learning activities and embedding them 
locally – as, for instance, in the form of new places of learning, learning partnerships, learning cafés, etc.

Those who are eventually meant to profit from this are citizens, as they amplify their knowledge, build up 
competencies and further develop their skills.

The project is directed at adult education facilities and freelance trainers, regional development organi-
zations /neighborhood activists and community development organizations, at decision-makers who want 
to make community education processes an integral part of their strategies, as well as at committed 
citizens and volunteer organizations.

The CEF advanced training program will include 6 modules and take 12 days, the one to become a CA will 
take 5 days. The CEF will train the CA in their local environment and continue to mentor them.

The training courses will begin in the fall of 2017.

The involved partners from UK, IT, DE, BU and AT work in cooperation at developing and realizing this 
educational offer and thereby want to contribute to embedding community education in urban and rural 
regions.

 
S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

SP3

 COORDINATOR: 

EB projektmanagement GmbH
Völkendorfer Straße 1 / EG / Top 2
9500 Villach, Austria
www.eb-projektmanagement.at

 CONTACT: 

Elke Beneke

 PARTNERS: 

Glasgow Clyde College, UK;
E.RI.FO.-ENTE DI RICERCA E FORMAZIONE, IT;
VOLKSHOCHSCHULE IM LANDKREIS CHAM EV, DE;
IntegRegio, BG

 GRANT AMOUNT: 

244 847 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Development of high quality work-based VET

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

International cooperation, international relations, development cooperation

New innovative curricula/educational methods/development of training courses

Rural development and urbanisation

 CLUSTER(S): 

International Cooperation; Teaching and Training; Education for Sustainable Development

 
 
 
 
 
 
 
 
 
 
SP4

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-AT01-KA204-005030

 TITLE: 

  BASIC EDUCATION FOR ROMA ADULTS 

 DESCRIPTION: 

The project was developed in order to give adult Romas and Roma families a possibility to gain easier 
access to basic education.

As a 2012 study conducted by the European Union Agency for Fundamental Rights shows, Roma still face 
discrimination and exclusion. Around 20% of Roma adults consider themselves as illiterate, about 14% 
of Roma children dont attend school at all. Not having access to education has a lot of negative aspects 
– increased risk of poverty, high number of unemployment and so on.

Therefore it seems necessary to us to focus on the topic of basic education - meaning not only skills like 
reading, writing and digital skills, but also including topics like education, health and so on.

The six participating organisations from Austria, Bosnia, Italy, Portugal, Romania and Serbia are all work-
ing with Roma people in different projects and have come together to focus on education. The partici-
pating organisations all have noticed in their work with Roma that education is a basis for them to get 
employment, but also to give them perspectives for the future. The project is developed as an European 
project  since  in  our  opinion  the  topic  does  concern  many  countries  and  therefore  solutions  should  be 
looked after on an European level.

In six transnational meetings, experts (including people from Roma minority themselves) will be invited, 
data will be collected and discussed and best practice projects will be analysed. It is important to us to 
not only discuss the topic with experts from the pedagogic field or social work, but also give the target 
group, Roma people, a chance to voice their opinion as well.

At the end of the project, two manuals will be prepared. Those manuals focus on adult Roma on the one 
hand, but also on families on the other hand. They will consider special target groups, for example trav-
elling Roma or Roma living and working outside their home countries. They will include the knowledge of 
experts, the feedback of Roma and the analysis of best practice models in Europe.

One manual will mainly focus on adults, the other one will focus on learning in families since family is a 
very important place for Roma people and is also rarely considered as a learning space in basic education.

The manuals will take into account the specific living and social situation of Roma people and will also be 
developed for use in different countries, according to the resources each country has.

A second goal is to show the value of education to the Roma community. Although the numbers of chil-
dren visiting primary school are increasing, only about 10% of Roma aged 16-24 have been in touch with 
secondary education. Probably due to the high poverty rate and the difficult living situation education is 
not foremost on their minds and that’s something we need to address during this project as well.

Also, it is important for us to make the public aware of the situation of this ethnic minority and increase 
the  awareness  about  discrimination  factors.  To  achieve  this,  dissemination  of  the  project  process  and 
results is crucial as well as the inclusion of the public in the discussion via multiplier events. Furthermore, 
students in pedagogic and social studies will take an active part in the project.

Methods used will be interviews with experts and Roma people, research on the internet, public discussion 
of the results and the development of the manuals.

The  results  the  project  aims  at  are  wide  spread  -  from  raising  awareness  (especially  in  the  areas  of 
politics, pedagogic and social studies) to highten the self-consciousness of Roma by inclusion to develop 
concepts that can be used and implemented easily. The long term results the partners hope to achieve are 
better chances for Roma in the future due to an easier access to education and due to a higher awareness 
in the Roma community itself about the importance of education.

 
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 COORDINATOR: 

Caritas für Menschen in Not
Kapuzinerstraße 47
4020 Linz, Austria
www.caritas-linz.at

 CONTACT: 

  Michaela Haunold

 PARTNERS: 

Cáritas Diocesana de Viseu, PT;
CARITAS BISKUPSKE KONFERENCIJE BOSNE I HERCEGOVINE, BA;
Caritas Subotica, RS;
Asociatia “Caritas - Asistenta Sociala” Filiala Organizatiei Caritas Alba Iulia, RO;
Fondazione Caritas Ambrosiana, IT

 GRANT AMOUNT: 

191 626 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

New innovative curricula/educational methods/development of training courses

Romas and/or other minorities

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
SP6

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 PROJECT NUMBER: 

2015-1-AT01-KA204-005080

 TITLE: 

  TRIAS - GUIDANCE IN THE WORKPLACE: INVOLVING EMPLOYERS, 

REACHING LOW QUALIFIED

 DESCRIPTION: 

The TRIAS project develops an innovative approach of guidance called TRIAS Guidance in the workplace 
and for this purpose focuses on strengenthing the capacities and competences of guidance practioners, 
to increase the range of guidance services and to reach out to the group of the low qualified as one of 
the most important target groups in adult education. Guidance in the workplace is an outstandingly prom-
ising approach to outreach education and guidance work - with the goal of providing guidance services 
to clients, who do not usually use guidance services autonomously. That means: Guidance practitioners 
directly approach companies to offer low-treshold guidance to their employees. The TRIAS project there-
with directly adressses the objective of promoting outreach education work as it can be found in the EU 
action plan on adult education.

TRIAS Guidance in the workplace leads to a new activity field of guidance services with very particular 
challenges for guidance practitioners as companies have to be included in the familiar client-counsel-
lor-relationship. They have to find access to companies, but also know about the corporate way of con-
duct and organisation human-development-strategies. And additionally they have to expand their guid-
ance and consulting portfolio to include promising and innovative concepts like workbased learning (WBL).

For this purpose the project uses experiences of the organisation-based qualification consulting, which 
means the consulting of companies on educational issues. Existing knowledge on company-based ap-
proaches,  methods  and  consulting  tools  are  gathered,  prepared  and  adapted  for  the  use  of  guidance 
practitioners. By focusing on employees as well as employers, the usual distinction into clientsbased and 
companybased approaches is reversed and both approaches are integrated into the more sustainable 
formate of TRIAS guidance. TRIAS guidance promotes the trialogue of three essential actors, to initiate 
educational processes: guidance practitioners as initiators, employees as clients and educational subjects 
as well as companies as partners for implementing further education.

The TRIAS project directly works for and with the target group of guidance practitioners/adult educators. 
For becoming able to actively work in the field of guidance in the workplace, they need additional compe-
tences and know-how. The TRIAS-project compiles a text book (O2) for self-study purposes and develops 
a training format/curriculum (O3) including its piloting. Therewith the project strengthens the quality and 
competences of the work of the guidance practioners in this innovative field of action. Around 60 guid-
ance practitioners will participate in trainings seminars within the TRIAS project.

An additional focus of the project is working with stakeholders to sustainably embed the new guidance 
approach in the national educational landscape. The dialogue with policy makers and other stakeholders 
in the field of adult education, guidance and labour market (about 100 persons and 20 further education 
providers will be reached) will be fostered during the whole project period but especially by organising 
multiplier-events in each country, to further the transfer of the results into national contexts and increase 
the policy impact.

The products of the project will all be elaborated within the project partnership using an analytically struc-
tured and facilitated process in five mutual learning seminars (MLS). Based on thematic expertise and 
good-practice-experiences the inputs will be refined and transformed into concrete results.

The products at a glance:

 § Synthesis report “Guidance in the workplace – experiences in a European overview

 § Text book “TRIAS Guidance – Involving employers, reaching low qualified, (in DE, EN, DK, SL and CZ) 

which includes the following four units:

> “The TRIAS of guidance practitioners, clients and employers in the work-place

> “Identifying and accessing relevant employers as cooperation partners

 
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SP7

> “Providing employees with guidance in the workplace

> “Working with the employer in the guidance process

To be published in English, German, Danish, Slovenian and Czech

 § Curriculum “TRIAS guidance in the workplace – involving employers, reaching low qualified (in DE, EN, 

DK, SL and CZ) incl. the piloting as a two day seminar for guidance practitioners

The project partnership consists of organisations which have experiences either in client-based guidance 
in the workplace or organisation-based qualification consulting. ÖSB Consulting – Austria as project co-
ordinator implements the project jointly with the partners of Peter Plant – Denmark, Büro für berufliche 
Bildungsplanung – Germany, EURUDICIO – Czech Republic and Andragoski Zavod Maribor – Slovenia. 

 COORDINATOR: 

ÖSB Consulting GmbH
Meldemannstraße 12-14
1200 Wien, Austria
www.oesb.at

 CONTACT: 

Rudolf Götz

 PARTNERS: 

PP Peter Plant, DK;
Andragoski zavod Maribor - Ljudska univerza, SI;
ERUDICIO nadacni fond, CZ;
bbb Büro für berufliche Bildungsplanung R. Klein &amp;
Partner GbR, DE

 GRANT AMOUNT: 

229 725 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Provision of information on access to adult learning services

 PRIORITY 2: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Labour market issues incl. career guidance / youth unemployment

Overcoming skills mismatches (basic/transversal)

 CLUSTER(S): 

Inclusion and Tolerance; Employability

 
 
 
 
 
 
 
 
 
SP8

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-AT01-KA204-005093

 TITLE: 

  SYNERGIES – LINKING THE COMPETENCES AND VALIDATION 

RELATED NEEDS OF DISADVANTAGED LEARNERS IN 
ADULT EDUCATION WITH THE EUROPEAN AND NATIONAL 
QUALIFICATIONS FRAMEWORKS

 DESCRIPTION: 

Disadvantaged adult learners like migrants, other minorities, early school leavers and women face a sig-
nificant gap between the quantity and quality of their life related and occupationally relevant knowledge 
and competences they have and their lack of corresponding qualifications that are valued in education 
and on the labour market. This pertains to outcomes of prior and current learning in informal and non-for-
mal contexts, as well as formal qualifications acquired outside of the EU territory. Our experience is that 
especially for disadvantaged learners in adult learning, access to validation that would translate their 
competences into an increased employability and social inclusion is still lacking.

One background is that despite EU-wide advances in validation of learning, there is not yet a coherent 
approach across or within EU member states, but a lose mix of diverse, sometimes contradicting policies, 
structures and practices. Adult education has also not been a focus sector, and its validation relevant 
links to other validation stakeholders have yet to be better established to provide meaningful avenues 
to formal education and labour market insertion. This poses a challenge especially for small and middle 
scale adult education providers to identify and implement best practices in validation, including in relation 
to linkages to other education sectors. This would be a prerequisite for their learners to have access to 
adequate validation.

There also is a discrepancy between the heterogeneity of work related competences held by our learners 
and validation procedures and practices that are often based on more customary standards of skills and 
knowledge. This applies especially to the stages of assessment and certification in validation procedures 
that  lead  to  alternative  qualifications  taken  seriously  by  employers  or  that  lead  to  further  vocation-
al  or  higher  education.  Other  problems  are  the  use  of  assessment  methods  like  written  tests  that  for 
disadvantaged learners can be unnecessarily challenging. The European Qualifications Framework and 
corresponding portfolio approaches like Europass CV provide a better correspondence with our learners’ 
competences,  but  are  underutilised.  All  this  results  in  an  undervaluing  and  further  dis-qualification  of 
disadvantaged learners rather than an adequate appraisal of their competences.

The partnership comprises the following organisations: uniT - Verein für Kultur an der Karl-Franzens-Uni-
versität Graz (Austria), Associació Catalana de Formació Polivalent Aplicada, Baobab (Spain), Associazi-
one ALPHA (Italy) and the Landesarbeitsgemeinschaft für politisch-kulturelle Bildung in Brandenburg e.V. 
(Germany).

As adult learning providers continuously working with different groups of disadvantaged adult learners, 
our interest in this partnership is to contribute to improving the access of disadvantaged learners to an 
adequate validation that translates their individually and economically significant informal, non-formal 
and foreign formal learning outcomes into qualifications improving their social inclusion.

The specific objectives of this project are to a) identify, exchange and test best practices in validation of 
competences of disadvantaged adult learners, including in relation to linkages to relevant public, private 
and third sector actors b) identify procedures to systematically incorporate and mainstream best practic-
es in validation in the educational practices of our and similar organisations; c) design and test training 
courses for adult educators working with disadvantaged learners in order to facilitate their use of and 
provide guidance on validation in their educational activities incorporating the standards and best prac-
tices; d) disseminate intellectual outputs, trainings and training materials to other public, private and third 
sector adult education providers; e) disseminate recommendations with a special focus on the validation 
needs of disadvantaged adult learners to inform relevant stakeholders, including in policy making.

 
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SP9

 COORDINATOR: 

uniT
Zinzendorfgasse 22
8010 Graz, Austria
www.uni-t.org, www.kunstlabor-graz.at, www.dramaforum.at

 CONTACT: 

Edith Draxl

 PARTNERS: 

Associació Catalana de Formació Polivalent Aplicada, Baobab, ES;
Landesarbeitsgemeinschaft für politisch-kulturelle Bildung in Brandenburg e.V., DE;
Associazione ALPHA, IT

 GRANT AMOUNT: 

123 943 EUR

 CONTRACT DURATION:  

30 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Recognition (non-formal and informal learning/credits)

Recognition, transparency, certification

 CLUSTER(S): 

Inclusion and Tolerance; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
SP10

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-AT01-KA204-005098

 TITLE: 

  MODEL FOR INCLUSIVE COMMUNITY EDUCATION 

 DESCRIPTION: 

Summary of MINCE

The UN Convention on the rights of persons with disabilities demands the right of being included in the 
community in Article 19. “States Parties to this Convention recognize the equal right of all persons with 
disabilities to live in the community, with choices equal to others, and shall take effective and appropriate 
measures to facilitate full enjoyment by persons with disabilities of this right and their full inclusion and 
participation in the community

The reality for people with severe intellectual disability does not meet these criteria. Integration and inclu-
sion has been implemented in various steps for people with handicaps or learning disabilities. Yet people 
with  severe  intellectual  disabilities  (Psid)  are  30  years  after  the  beginning  of  integration  –movement 
still not visible in our society. Thus all countries are in charge to develop supporting systems to foster 
the social inclusion and to promote systems that the inclusion and participation of Psid can be ensured.

Aim  of  the  project  is  to  foster  inclusion  of  people  with  severe  intellectual  disability  emphasizing  the 
learning process of the society in developing the Model of Inclusive Community Education. This aim will 
be achieved by raising awareness of the society to meet the needs of Psid on the one hand, on the other 
by promoting community education as a tool to reduce social barriers and discrimination.

Aims and Objectives

 § Raising awareness of the society to meet the needs of MmsiB , as well as the removal of social bar-

riers and discrimination

 § Collaboration with Peer- mediators in the matters of inclusion of people with intellectual disabilities

 § Expert training for Peer-mediators for Advocacy and Inclusion

 § Development  of  professional  skills  for  disability  carers  working  with  People  with  Disabilities  in  the 

community

 § Rethinking the role of organisations in the disability field – Facilitating processes within society

 § Support for the Implementation of Inclusive Community Education

Outcomes:

 § MINCE Curriculum for Peer-Mediators: peer mediators learn to represent the interests of people with 

severe intellectual disabilities in the process of inclusion.

 § MINCE Easy to Read Guide (Toolkit for Peer-Mediators)

 § Mince Curriculum for Disability carers

 § MINCE Guidelines for organizations in the disability field

 § Mince Compendium

 § MINCE Movie

Consortium

The partnership consists of 7 organisations from 7 countries representing a good balance of EU regions 
and also fields of activities. Five partners work in the field of disability services and two partners in the 
field of adult education. All partners are facing similar challenges in terms of collective consciousness 
concerning inclusion of people with intellectual disability.

The partnership was carefully composed to assure that all necessary skills exist in the partnership to, to 
develop, transfer, and implement the MINCE intellectual outputs for the use of all beneficiaries and target 
groups.

 
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SP11

Target Groups

 § People with severe intellectual disability

 § People with intellectual disabilities or learning disfficulties

 § Disability Caregivers

 § Organisations in the disability field

 § Organisations and NGOs in the social field

Activities

Due to the approach of participation in the MINCE project six partner counties will build up focus groups of 
people with intellectual disabilities and disability carers who will contribute their know how into the proj-
ect and test the draft versions of the curricula. In the partner meetings there will be a steadily reflection 
concerning the results and development of the outcomes. The guidelines for organizations in the disability 
field will be developed in a close cooperation with the management boards of the organisations and due 
to the various situations in the partner countries. All outcomes will be produced in a range of languages 
and  will  be  published  on  the  project  website  and  disseminated  through  an  international  exploitation 
seminar.

Impact

 § Inclusion of people with severe intellectual disabilities

 § Empowerment of people with intellectual disability to play an active role in the community

 § Enabling the communities to learn together with people with intellectual disability

 § Facilitating the process of Inclusion of people with severe intellectual disabilities into communities

 § Enhancing the sensibility of communities for the needs of people with severe intellectual disabilities

 § Building  up  an  Inclusive  Community  in  order  to  facilitate  the  de-institutionalization  of  people  with 

 COORDINATOR: 

intellectual disabilities

Lebenshilfen Soziale Dienste GmbH
Conrad-von-Hötzendorf-Straße 37a
8010 Graz, Austria
www.lebenshilfen-sd.at

 CONTACT: 

Karin Kicker Frisinghelli 

 PARTNERS: 

Bulgarian Association for Persons with Intellectual Disabilities (BAPID), BG;
Stephansstift Zentrum für Erwachsenenbildung gemeinnützige GmbH, DE;
SPOLECZNA AKADEMIA NAUK, PL;
Mali dom - Zagreb dnevni centar za rehabilitaciju djece i mladezi, HR;
Center za usposabljanje, delo in varstvo Crna na Koroskem, SI;
FENACERCI - FEDERACAO NACIONAL DE COOPERATIVAS DE SOLIDARIEDADE SOCIAL COOPERATIVA FCRL, 
PT

 GRANT AMOUNT: 

174 943 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

Disabilities - special needs

 
 
 
 
 
 
 
SP12

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 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Inclusion - equity

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
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SP13

 PROJECT NUMBER: 

2015-1-AT01-KA204-005115

 TITLE: 

  HOSTING SOCIAL INNOVATION

 DESCRIPTION: 

Hosting eco-social innovation is a strategic partnership amongst plenum (Austria), Academy of Visionau-
tics (Germany), The Sendzimir Foundation (Poland), and Art Monastery Italia (Italy).

Our goal is a Europe of active citizens in which every person who feels a pressing need has the ability and 
potential to contribute to its solution and to shape his or her own living conditions, ranging from education 
and innovation to inclusion. We envision changemaking as a discipline that is part of life of a European 
citizen just like reading, speaking or eating. Our five basic outcomes are:

More than 5000 people have heard about the benefits of eco-social innovation, over 250 have experi-
enced them.

Tips on where and how to start solving problems on a new level are available via a searchable online 
database, 5 short inspirational films, a 20-page brochure, e-learning courses and workshops.

Methods to touch people’s hearts with beauty (art), fun (gamification) and community (appreciation) to 
encourage sustainable behavior are elaborated in high quality didactical materials. Sixteen facilitators are 
trained and certified in applying them.

More than 250 people know how to create a protective and supportive environment in which they can pro-
totype innovations, behaviors and communication patterns. Once these are elaborated, they can go viral.

More  than  5000  people  know  where  to  turn  to,  to  get  advice  and  support  for  the  implementation  of 
eco-social innovations.

All  stakeholders  of  this  project  will  learn  how  transformational  leadership  and  innovative  hosting  can 
empower people to take care of their social and ecological environment more actively. They will learn 
how to use different methods and what their impacts are on individual motivation, as well as on group 
communication,  collective  intelligence,  community  building,  business  and  sustainability.  By  comparing 
experiences and methods used in the different countries in their specific cultural context, they will reflect 
on the advantages and disadvantages of their own habits and approaches.

Our intellectual outputs are:

Methodological and resource database (O1)

Consisting  of  two  parts,  the  basic  database  (an  open  area  with  easy-to-use  tools)  and  the  advanced 
database (protected area, aimed at multipliers hosting eco-social innovation).

Curriculum and didactical materials for a train the trainer workshop (O2)

(published in the advanced database, 16 eco-social innovation hosts will be trained)

Curriculum and didactical materials for a eco-social innovation workshop (O3)

(published open source in the basic database, addressing 250 people during the project, the advertising 
will have reached more than 5000 people)

Workbook (O4)

The workbook will be available online for free download and for purchase in printed form. It will be trans-
lated into 5 languages: German, Polish, Italian, English and Turkish.

films (O5)

 
SP14

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Five short films will be produced. We expect them to go viral and have a total of at least 10.000 views 
by the end of the project.

e-learning platform (O6)

Three six-week e-learning courses will be organized and taught in English, Polish and German. A total of 
200 trainees will be recruited and educated within this task.

Apart from the above outputs, we expect the following results and impact (selection):

 § a functioning network of four partner organisations focused on training for eco-social innovation will 
have been established, with the potential to undertake follow-up actions, projects and initiatives;

 § the staff of partner organisations will increase their skills in ICT use, becoming proficient in the use of 

Webex for online video conferencing and webinars;

 § as a result of the eco-social innovation training in four different countries, we will have feedback forms 
(at least 100) to facilitate the evaluation of participants’ progress and the aspects of the training that 
need to be modified or changed in the future;

 § the project will enhance all partners’ understanding of theoretical concepts regarding eco-social inno-
vation, as well as their practical implications in view of actions for transition, community building and 
sustainable living;

 § an improved capacity for integrating diversity and transnational cooperation in partner organisations;

 § an improved capacity for learning (including evaluation), knowledge management, and communication 

of new knowledge both within and beyond partner networks;

 § improved international links with similar or complementary initiatives and networks;

 § improved connections with the target groups and local and regional authorities;

 § the fostering of a spirit of European citizenship.

 COORDINATOR: 

plenum GmbH
Lindengasse 2/14
1070 Wien, Austria
plenum.at

 CONTACT: 

Sylvia Brenzel

 PARTNERS: 

Visionautik e.V., DE;
Art Monastery Italia, IT;
Fundacja Sendzimira, PL

 GRANT AMOUNT: 

214 787 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

Research and innovation

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Teaching and Training; Research and Innovation; Employability

 
 
 
 
 
 
 
 
 
 
S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

SP15

 PROJECT NUMBER: 

2015-1-BE01-KA204-013194

 TITLE: 

  FINANCING ADULT LEARNING AND EDUCATION

 DESCRIPTION: 

In most European countries, financing (non-formal) adult education remains problematic. In contrast to 
the formal system, the sources of financing are fragmented. On the side of public authorities, there is a 
distribution across different ministries, regional and local authorities and communes. Employers obviously 
play  an  important  role  as  do  public  employment  services.  In  many  countries,  the  learners  themselves 
contribute through fees. There are a number of different mechanisms and tools, which can be targeted at 
learners directly or at providers.

Whilst the cost of many learning offers remain an obstacle for many Europeans (especially younger or 
older people or persons with low educational attainments as highlighted by the Adult Education Survey), 
funding for adult education has been under increased pressure due to the financial crisis, and even a 
country like Finland is cutting funds for education. This is in contrast with the clear need to increase par-
ticipation in lifelong learning. The PIAAC results have shown that at least 20% of Europeans lack basic 
skills, and the benchmark for participation has decreased in the last few years rather than made progress.

There is an urgent need - and recent survey among EAEA members confirms the importance of this - to 
find answers for questions such as: why do we need to invest in adult education? What are the indicators 
for funding? Where is investment needed? Which instruments work? Which funding mechanisms can en-
gage (more) new learners?

A working group of the European Commission worked on this topic in 2012/13. This project is a reaction 
and follow-up on this work. The consortium believes that there is a need to look into this topic from the 
point of view of civil society only and to update what has been achieved to make proposals for policy and 
financing practice that focuses on the providers and learners.

Indeed, the partnership believes that there is an urgent need across Europe to

 § improve funding of adult education

 § improve efficiency of policies and public expenditure to reconcile the need for sound public finance and 

funding growth-friendly investments from providers and learners points of views

 § propose innovative solutions that can help to improve efficiency and the quality of public spending in 

education and training

 § improve the knowledge about funding instruments and how they work and for whom

 § to increase our knowledge of why and where to invest and then implement the funding instruments

 § continue the debate across Europe about participation in lifelong learning and especially of groups 

that currently do not participate and how to finance this participation

The objective of the project is to provide a set of analyses (such as why invest in adult education, in-
dicators  for  financing  adult  education,  where  to  invest,  etc.)  and  policy  recommendations  targeted  at 
policy-makers of all levels (European, national, regional, local, communal) and at providers to be used as 
advocacy tools. The partnership would like to monitor and analyse adult education policies and funding 
instruments and make proposals on how to improve them. This knowledge also benefits providers and 
adult  education  organisations  as  they  will  be  able  to  use  the  analyses  and  recommendations  in  their 
own work. The partnership believes that this peer learning aspect across Europe will contribute to finding 
the best solutions for adult education in Europe by drawing on European best practices to establish key 
indicators for monitoring and evaluating use of resources.

 COORDINATOR: 

RUE DE L’INDUSTRIE 10
1000 BRUXELLES, Belgium
eaea.org

 CONTACT: 

Regina Ebner

 
 
 
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 PARTNERS: 

Individual Learning Company, UK;
AONTAS, IE;
Dansk Folkeoplysnings Samråd, DK;
KERIGMA - INSTITUTO DE INOVACAO E DESENVOLVIMENTO SOCIAL DE BARCELOS, PT;
Association Européenne des Autorités Régionales et Locales pour l’apprentissage tout au long de la vie, 
BE;
Niedersächischer Bund für freie Erwachsenenbildung e.V., DE;
Verband Österreichischer Volkshochschulen, AT

 GRANT AMOUNT: 

124 429 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Evaluating the effectiveness of adult education policies

 PRIORITY 2: 

Increasing the efficiency of public expenditure and the investment in education, training and youth

 TOPIC 1: 

 TOPIC 2: 

Economic and financial affairs (incl. funding issues)

Inclusion - equity

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
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SP17

 PROJECT NUMBER: 

2015-1-BE01-KA204-013197

 TITLE: 

  VOCATIONAL GUIDANCE IN CLIL

 DESCRIPTION: 

The European Commission considers workers and citizens’ free mobility one of the most important right 
to be encouraged, because it represents an essential component of common labor market, in order to 
stimulate the economic growth and to fight against unemployment.

Given the context of severe economic crisis that characterized Europe at this historical juncture, and the 
consequent difficulty of interpreting the needs of a labor market in a strong contraction, the free mobility 
of European workers might give a major contribution to help tackle the socio-economic changes and thus 
to realize the main targets of Europe 2020 Strategy for growth, jobs, social equity and inclusion. However 
in order to achieve a strong, sustainable and balanced growth European Union needs a skilled workforce.

The project’s objective is to promote free and successful movement of workers in Europe through the use 
of Content and Language Integrated Learning methodology.

The partnership will develop an Open Educational Resources in order to support all those people who 
want to have a job experience in another European Country both in terms of vocational guidance and 
language training.

The Educational resources will be therefore created in partners’ national languages and structured as a 
CLIL course with gradual difficulties in order to constitute also a useful language tool, that will strengthen 
the  communicative  competence  of  the  trainees.  The  contents  will  address  vocational  guidance  topics 
such as: how to write an effective curriculum vitae, how to write an effective cover letter, how to behave 
during an interview, what are the most common employment contracts, what are the best job searching 
channels, how to deal with money/salary issues.

Each  partner  will  produce  the  material  in  its  own  language,  and  the  material  produced  will  train  par-
ticipants from the other partnership’s countries who are planning to look for a job in one of the other 
countries.

The target users of the project outputs and products will be those adults both employed and unemployed 
who completed their education and are planning to look for a job abroad to start their professional life, 
to make an experience that will enrich their competences or to find a better position. 100 members of 
the target groups with different background in terms of age, education, job experience and social status 
will participate to the piloting phase and will be addressed by dissemination and exploitation activities. 
Project implementation:

Firstly the partners will produce a set of guidelines for the production of the materials following the CLIL 
methodology. Secondly they will create a set of guidelines regarding the content learning. They will agree 
on the topics to be treated and on the form they will have (i.e. text, dialogs, videos, audio files, etc..) in or-
der to have homogeneous materials. Following the deadlines, each partner will produce didactic materials 
in its own language using the CLIL methodology and addressing all those topics that are useful to train 
people for working in their country. A set of short videos will be produced to be included among the CLIL 
materials but also to represent a useful tool for dissemination. The partners will select among the topics 
that will be addressed those that are more suitable to be visualized and will agree on their style. All the 
material will be structured as an Open Educational Resource, and be available on a platform accessible 
by the project’s website. The learning materials will be piloted in each country. Every partner will recruit 
5 learners for each of the other 4 languages. The learners feedback will be collected and analyzed by 
administrating questionnaires.

Based on the results of the piloting phase the partners will produce the final version of the OER, putting 
into practice the results of the feedback for each language, in order to produce effective and easily usable 
materials.

The project will contribute to change European workers mindset, and make them plan their professional 
life not only in national but also in European terms.

 
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The project is also going to sensitize trainers and guidance operators to include CLIL methodology-based 
tools into their activities, and thus will contribute to the exploitation of this effective methodology also 
outside of the usual path of the formal education, and affirm the idea that it could be particularly useful 
in the field of adult education.

Ultimately the greatest impact will be to contribute in Europe to the fostering of a well-performing train-
ing system, that provides European workers with the skills required by the labor market and the economy.

The partners and the organization involved in the project’s implementation will embed the OER into their 
usual training and guidance activities, ensuring the sustainability of the results. The structure of the OER 
will give the opportunity to add further languages, and in theory to collect all the languages spoken in 
Europe.

 COORDINATOR: 

INFOREF
RUE DU VERTBOIS 27
4000   LIEGE, Belgium
www.inforef.be

 CONTACT: 

Christine Cloes

 PARTNERS: 

ASTERES, IT;
Apricot Training Management Ltd, UK;
BEST  INSTITUT FUR BERUFSBEZOGENE WEITERBILDUNG UND PERSONALTRAINING GMBH, AT;
UNIVERSIDAD DE MURCIA, ES

 GRANT AMOUNT: 

246 866 EUR

 CONTRACT DURATION:  

30 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Teaching and learning of foreign languages

Open and distance learning

 CLUSTER(S): 

Employability; Teaching and Training; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
 
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SP19

 PROJECT NUMBER: 

2015-1-BE01-KA204-013206

 TITLE: 

  NARRATIVE EDUCATIONAL RESOURCES FOR SOCIO 

PROFESSIONNAL INCLUSION

 DESCRIPTION: 

The project falls within the framework for the fight against unemployment and exclusion. It is based on 
the principle that a lever, of a more equitable and effective social and occupational integration, is based 
on a better understanding of socio-economic environments by people responsible for socioprofessional 
inclusion (SPI), but also on a better knowledge of psychosocial phenomena in connection with social and 
professional exclusion and the world of work.

The general objective is to overcome the lack of effective, open-source educational resources to help 
people affected by socio-professional exclusion. Through these new resources and their proper imple-
mentation methods, we intend to promote effective use by the targeted stakeholders working with the 
socio-professional integration of beneficiaries in different EU contexts.

The project aims to allow the creation and use of open educational resources (OER), to the attention of 
actors whose mission is the social and professional inclusion (SPI) of precarious people.

We postulate that learning using specific biographical narratives are strongly recommended in order to 
achieve some complex levels of learning (learning of cognitive strategies, of synthesis, of analysis, of 
relations between different principles) and to develop a critical thinking.

The project will implement activities in order to create OER. An initial survey will allow an analysis of dif-
ferent national structures dealing with SPI, job profiles and training profiles of SPI worker, and needs as-
sessment. A web platform will allow practitionner to share their work and ressources (OERs and surveys). 
IO activities will lead to create OER : Local activities for collect and build stories, transnational activities 
of scientific and pedagogical resources production (including indexing of it), implementation and testing 
of OER in different educational contexts.

Two joint staff trainings will allow partners to share their knowledge in order to execute the OER produc-
tion tasks.

The project involve 8 partners from 8 countries: 2 universities (Vytautas Magnus University, LT and Lough-
borough University, UK), a HE school (WSBINOZ, PL), a SPI operator/training center (Perspectives, BE), a 
training center for trainer (ELC, ES), an association specialized in digital storytelling (MeP, IT), an associ-
ation of academic staff member specialised in pedagogy of science using narrative methodologies (Re-
search Paths, EL) and an organisation specialised in SPI analysis and training of SPI worker (Transfer, FR)

 COORDINATOR: 

Perspectives
Place Emile Vinck 2/11-13
4400 Flémalle, Belgium
www.performat.be

 CONTACT: 

David Bodart

 PARTNERS: 

European Learning Centre, ES;
MELTING PRO LEARNING, IT;
Research Paths, EL;
WYZSZA SZKOLA BIZNEU I NAUK O ZDROWIU UCZELNIA NIEPANSTWOWA, PL;
LOUGHBOROUGH UNIVERSITY, UK;
VYTAUTO DIDZIOJO UNIVERSITETAS, LT;
TRANSFER, FR

 GRANT AMOUNT: 

195 963 EUR

 CONTRACT DURATION:  

24 months

 
 
 
 
 
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 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

Labour market issues incl. career guidance / youth unemployment

Inclusion - equity

 CLUSTER(S): 

Employability; Inclusion and Tolerance

 
 
 
 
 
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SP21

 PROJECT NUMBER: 

2015-1-BE01-KA204-013212

 TITLE: 

  EDUCATION À LA SANTÉ DES PAIRS PAR LES PAIRS EN MILIEU 

CARCÉRAL

 DESCRIPTION: 

The project “Peer Education for health in jail aims to implement a dynamic of health education, in different 
European prisons, in term of improving prisoners’ quality of life and contributing to the reduction of social 
and health inequalities due to detention. The project targets to enable each prison health care team part-
ner to set up a group of Inmates Health Contact.

Inmates Health Contact is a group of prisoners that receive health training from the prison health care 
team. That training focus on various sensible health topics such as: hepatitis, AIDS, tuberculosis, nutrition, 
hygiene, scabies, communication.... Inmates Health Contact group is trained to become resource persons 
for their peers. Their mission is not only to be resources, but also to set up awareness campaigns accord-
ing to the reality of their prison. They organize prevention campaigns, actions and projects around topics 
chosen according to the health problems in their prison, in order to promote the quality of their health.

Health education is an important issue in jail. Living conditions are difficult (promiscuity, bad quality of 
buildings/blocks), and health risks are significantly presents (high prevalence of tuberculosis, HIV, drugs 
abuses, suicide). Therefore, it is important to combat these risks and enable inmates to evolve in a healthy 
environment in order to preserve their integrity and their social reintegration. Hygiene, physical and social 
well being, and entrepreneurial spirit, are basic skills that prisoners has not often the opportunity to de-
velop or maintain. This project is then an opportunity to develop these skills.

To enable the integration and the follow-up of the group Inmates Health Contact, in a prison, the project 
“Peer Education for health in jail develops a training programme for medical personnel partners. Thus, 
these  health  care  teams  will  be  able  to  establish  and  train  Inmates  Health  Contact  to  public  health 
issues. The training of medical will concentrate on health education, procedures to establish an Inmate 
Health Contact group, group motivation, analysis of group facilities and barriers, project management and 
sharing experience.

The project therefore, includes two groups of participants: the prison health care team (doctors and nurs-
es) and the group of Inmates Health Contact of the same prison.

In this project, eleven members of two health care teams from France and Luxembourg will be involved. 
Each health care team will be responsible for the establishment of an Inmates Health Contact group in 
his establishment. At the end of the project three results are expected:

1.  A group of Inmates Health Contact is established in the prisons and implements projects that the 
group is trained for, such as sensitizing on health thematic (poster and flyers on prevention, sensitiza-
tion via evening debates, advocacy ...).

2.  The  group  of  Inmates  Health  Contact  is  known  and  recognized  in  the  prison  by  the  medical  staff, 
management team and other inmates. Prisoners are aware of Inmates Health Contact actions and 
consider them as the group of resources for advises access to prevention materials, or reorientation 
to skilled services.

3.  The health Care teams carry out continuous training and management of the Inmates Health Contact 
groups. They can help the Inmate health Contact group methodologically and scientifically (theoret-
ical knowledge) and reinforce the group to implement projects and set up different activities. In this 
way, a real collaboration between health care team and prisoners which facilitates the reaching of 
healthy and respectful environment.

With these results, a series of impacts are expected:

 § First of all, the participants (health care teams and Inmates Health Contacts) have the opportunity to 

acquire new knowledge and skills from training, and put it in practice through different projects.

 § The project also has an impact on prisons partners. In fact, the Inmates Health Contact group and 

health care teams work together to improve a healthy lifestyle and a healthy prison population.

 
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 § With the project “Peer Education for health in jail we also aim to present the advantages and oppor-
tunities  of  educational/pedagogy  by  actions  and  participation,  health  education  by  peers,  and  thus 
motivate other prisons, and other health care teams to form news Inmates Health Contact groups. 

 COORDINATOR: 

SES
Chaussée de Waremme, 139
4500 Huy, Belgium
www.ses-asbl.be

 CONTACT: 

Hélène de Viron

 PARTNERS: 

CENTRE HOSPITALIER REGIONAL DE MARS EILLE ASSISTANCE PUBLIQUE-HOPITAUX MARSEILLE, FR;
Centre Hospitalier Luxembourg, LU

 GRANT AMOUNT: 

45 025 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

Health and wellbeing

Inclusion - equity

 CLUSTER(S): 

Health and Medicine; Inclusion and Tolerance

 
 
 
 
 
 
 
 
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SP23

 PROJECT NUMBER: 

2015-1-BE01-KA204-013222

 TITLE: 

  OPEN TOOLS FOR ANALYSIS OF SPATIAL DATA IN LIFE SCIENCES

 DESCRIPTION: 

Geographical data are increasingly available for agriculture and environment applications, as shown by 
the ever growing use of satellite imagery, expanding use of drones for image capture in agriculture and 
environment management and ubiquity of GPS technology in modern data acquisition tools. Therefore, 
professionals in agriculture and environment, among others, need to overcome their current limitations in 
extracting and exploring those important and frequently freely available resources. Professionals might 
also have access to large sets of spatial information through their own institutions (either public or pri-
vate) without having the necessary knowledge and skills to be able to process it. To be able to address 
those challenges, the user does not absolutely need to be an expert in GIS or Statistics, but needs to have 
a sufficient background to address the problems in hand.

This projects aim at improving the skills of those professionals in that respect. It will help them to use 
available open source tools to extract and analyze spatial data which are relevant for their professional 
activity.

This project is developed by three partners : the University of Lisboa, which have a strong background on 
teaching courses on GIS and spatial data analysis with R software, SupAgro Montpellier, which has skills 
on Bayesian statistics, an experience in the creation of mooc and offer technical and logistic supports to 
the project (including a video studio), and the University of Liege, which has experience in the organization 
and management of a master degree in applied statistics and has a dedicated higher education peda-
gogical department (IFRES) which can provide the needed support during the construction and evaluation 
of the learning modules.

Year one will be dedicated to the creation of the training material. In addition to the online communication 
tools, the transnational meetings will be the occasion to exchange practices , meet local stakeholders and 
integrate their constraints into the project. During year 2, the created cursus will be tested on a panel 
of selected students originating from the 3 partners. The efficiency of the chosen learning techniques 
(MOOC, blended learning) will be monitored and analyzed to fine tune the learning activities of year 3. 
Learning activities of year 3, corresponding to 6 ECTS of intensive courses on spatial data analysis with 
open tools will be held in Belgium, but transferable in partners institutions after the project. The activities 
will take form of an introductive MOOC followed by blended learning activities, with a maximum of two 
weeks of face to face activities. During year 3, the results of the monitoring of the learning activities of 
the project will be proposed for a communication in a pedagogical conference, possibly one of the Inter-
national Academy of Technology, Education and Development (IATED), INTED or EDULEARN.

Promotion of the project will be conducted through the creation of a website, a video teaser, a flyer and 
through the organisation of a local seminar in each partners institution, and one international seminar on 
year 2 in Belgium.

For the target groups and stakeholders (entreprises active in life sciences needing expertise in spatial data 
analysis), the project will fill a gap in the training offer, permitting to acquire key competences in spatial 
data analysis in a organisational design especially tailored for their needs and constraints and therefore 
increasing competences in applied statistics for spatial data analysis on the job market and the partial 
filling of the high demand for spatial data analyst workers .

Apart from the creation of the learning modules themselves, we expect creating emulation between part-
ners of the project with other organisations active in data analysis and innovative pedagogy, and using 
the created contacts as well as the experience gathered during the project in order to improve the learning 
offer. The expected impact is a greater experience in transnational teaching, to explore the benefits and 
constraints of such programs. We also expect to create a worthy emulation on innovative teaching meth-
ods by exchange of our mutual experience, acquired before and during the project and use the project 
as a same scale laboratory of learning practices, which will be used to test the long term feasibility of a 
greater scale transnational program, e.a. European Master Degree.

 
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 COORDINATOR: 

ULG
PLACE DU 20 AOUT  7
4000 LIEGE, Belgium
www.ulg.ac.be

 CONTACT: 

Yves Brostaux

 PARTNERS: 

CENTRE INTERNATIONAL D’ETUDES SUPERIEURES EN SCIENCES AGRONOMIQUES DE MONTPELLIER, FR;
UNIVERSIDADE DE LISBOA, PT

 GRANT AMOUNT: 

119 371 EUR

 CONTRACT DURATION:  

30 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

New innovative curricula/educational methods/development of training courses

Overcoming skills mismatches (basic/transversal)

 CLUSTER(S): 

Teaching and Training; Employability

 
 
 
 
 
 
 
 
S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

SP25

 PROJECT NUMBER: 

2015-1-BE02-KA204-012282

 TITLE: 

  EUROPEAN MENTORING IN SOCIAL CARE

 DESCRIPTION: 

De-institutionalisation  &  the  increasing  personalisation  of  services  are  changing  the  skills  &  attitudes 
support staff need in the EU care sector. Social care employers across the EU see that big changes are 
required so that services become person centred & driven by the values of the United Nations Convention 
on the Rights of Persons with Disabilities (UNCRPD) such as rights, inclusion, choice & independence.

The workforce is huge, with a strong tradition in many places of the medical model of care – explicitly 
rejected by the UNCRPD as inappropriate – which needs to be replaced with a new set of values and 
attitudes based on the social model. This project (EMISC) is about helping bring about that attitudinal 
change by delineating & supporting the mentoring role in the social care workplace, aimed directly at front 
line workers who traditionally have had very little training or support, even though their ‘hands on’ role is 
critical to the well-being of people with disabilities.

This is a contribution alongside other EU wide products (such as the Basic European Social Care Learning 
Outcomes (BESCLO) & the European Care Certificate (ECC) which are now available in 20 states) to the 
creation of a European Area of skills and qualification in social care. It offers formal recognition for a role 
which many experienced staff already undertake when they guide and help new staff. It also opens routes 
for mentor and mentees to formal recognition of their learning & skill. In this workforce at this level of 
operation such opportunities for recognition & development are all too rare.

EMISC will produce a set of learning outcomes (LO) covering the mentoring function, with related assess-
ment criteria, a mentoring assessment tool (MAT) and a Mentoring Training Course (MTC) to train new 
mentors. We will also produce a formal curriculum to support the EMISC LO. We will also produce a Train 
The Trainer Course as a start-up device for new countries and a formal report on the issues facing the 
acceptance of transnational learning outcomes, using the experience of our partners.

These products will be tested by 4 cycles of mentoring, with a control group of un-mentored candidates. 
All will be initially assessed and re-assessed at the end & all will sit the European Care Certificate Exam. 
Results will be compared to demonstrate what the beneficial impact of mentoring can be shown to be. 
Universal (in English) & ‘localised’ versions of all products will be freely available.

We conservatively estimate 231 people will be trained and assessed (twice) of which 147 will also re-
ceive mentoring. In addition each training partner in each state will have 4 people who are able to train 
new mentors and they will also have 12 trained mentors, able to use the MAT and undertake mentoring.

The partners will explore formal and informal accreditation options for the EMISC LO, including possibly 
creating  ECVET  points  and  using  Memoranda  of  Understanding  between  regions/  states/  agencies  to 
promote mutual recognition & acceptance of the assessment of mentors. A formal report will be com-
piled, using responses collected by partners in their own countries, on the issues facing the acceptance of 
transnational learning outcomes.

The project’s products will sit alongside the BESCLO & ECC (though they can be used independently of 
these) & will be promoted by the circle of ECC users in 20 states as well as via the umbrella body EA-
SPD’s wider membership across the EU. The aim is to spread the use of mentoring as a means of driving 
changes in services.

The impact on service users, individual new staff and mentors will be immediate, personal and profes-
sional. Across whole teams and organisations, managers will have more options to track changes in at-
titudes & actions of staff in their dealings with the people they support. Inspectors, regulators and those 
commissioning services will also be encouraged to begin looking for mentors in the workplace. This is a 
low cost means of improving care services and marks a beginning of the transfer of power to people who 
use services. Issues of power and control lie at the heart of attitudes of staff in care services and the 
UNCRPD is clear with its slogan of ‘Nothing about us without us’ that staff must be prepared to empower 
users to get a ‘real life’ – with all that means.

 
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Over time, this is yet another means of eradicating the old ‘medical model’ of care and creating a com-
mon foundation across all care services in the EU, based on the rights, inclusion choice & independence 
of disabled people seeking to take their rightful place in society.

 COORDINATOR: 

EASPD
AVENUE D’AUDERGHEM 63
1040 BRUXELLES, Belgium
www.easpd.eu

 CONTACT: 

Sonia Staskowiak

 PARTNERS: 

Socialna asociacija Sv. Andrej Bulgaro-Germansko sdruzhenie s nestopanska cel, BG;
Social Care Training Ltd, UK;
Katrijn Dekoninck (inproof: international project office), BE;
CUDV Draga, SI;
L.C.EDUCATIONAL LTD, CY;
Kézenfogva Összefogás a Fogyatékosokért Alapítvány, HU;
Fundatia Alpha Transilvana, RO;
C.E.C.D. MIRA SINTRA, CENTRO DE EDUCAÇÃO PARA O CIDADÃO COM DEFICIÊNCIA, CRL, PT;
Job-Link vzw, BE

 GRANT AMOUNT: 

333 164 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

New innovative curricula/educational methods/development of training courses

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
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SP27

 PROJECT NUMBER: 

2015-1-BE02-KA204-012356

 TITLE: 

  TEACHING CODING AND MOBILE DEVICES IN TELECENTRES

 DESCRIPTION: 

Context/background:

This  project  is  based  on  the  long-standing  experience  of  the  participating  organisations  in  developing 
training courses for end users and training e-facilitators, as well as on the identified needs for developing 
training courses on coding and mobile devices in telecentres. These too topics are demanded by the end 
users, and are especially relevant for young jobseekers. E-facilitators (educational staff in telecentres) 
need to be prepared for teaching these courses. The partners are experienced in developing a comprehen-
sive curriculum with 11 modules for capacity building of e-facilitators in two previous projects.

Objectives:

The overall objective of this project is to improve the delivery of key digital competences in telecentres. 
This objective is two-fold: on one hand, we want to develop the digital competences of unemployed youth 
through innovative introductory courses on coding and mobile devices. On the other – to enhance e-facil-
itators’ competences by training them how to deliver these courses.

Number and profile of participants:

Direct participants of the project will be 20 e-facilitators, who will participate in blended learning mobility 
including face-to-face training and online learning experience. They will be trained to teach coding and 
mobile devices according to the curricula for e-facilitators, which would be developed for this purpose. 
Additionally, 200 e-facilitators are expected to benefit from the online learning resources, which would be 
part of the curricula and will be available on the CODEMOB platform. 60 young job seekers will take part 
in the pilot trainings in four countries, led by the trained e-facilitators.

Description of activities:

The activities are related to the achievement of the main intellectual output:

 § Needs analysis and mapping of existing curricula for teaching coding and mobile devices;

 § Drafting of needs analysis report;

 § Developing curricula for end-users on each topic;

 § Developing curricula for e-facilitators on each topic;

 § Carrying out the face-to-face training course for e-facilitators;

 § Carrying out the online learning activities for e-facilitators;

 § Organising curricula validation workshop with other Telecentre Europe members;

 § Carrying out pilot trainings with end users;

 § Stock-taking, refining of the curricula and producing the final outputs.

 § Final even for valorisation and exploitation of the two courses.

Methodology:

CODEMOB will achieve its objectives by designing two new courses on coding and efficient use of mobile 
devices for telecentres. Each course will follow the same approach and will consist of two parts: 1. Train-
ing curriculum for end users in telecentres and 2. training curriculum for the e-facilitators to train them 
how to teach those courses in telecentres. Each course will be developed by two field partners – one will 
be in charge of the training curriculum for end users and the other will develop the training materials for 
e-facilitators. The 20 e-facilitators will be trained in both courses during a one-week face-to-face training 
and follow-up online training. The development of the curricula will be preceded by a needs analysis and 
followed by a validation workshop and piloting with end users. Both courses will be piloted with end users 
in all four participating countries (Belgium, Croatia, Spain and Hungary).

 
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Results and impact:

The main expected results of the project are two training courses – on coding and on the use of mobile 
devices – and the benefits that come with them. The project will equip the four partner organisations with 
structured programmes for teaching coding and mobile devices, which will be added to their training offer.

E-facilitators will increase their capacity for teaching coding and mobile devices and will exchange good 
practices with other e-faciltiators teaching those topics in telecentres. The project will increase the knowl-
edge of the unemployed young people (the end users of the courses) on the two topics, equipping them 
with new skills, which would help them to find employment, and possibly motivate them to pursue an ICT 
career by giving them a “taste of the numerous possibilities that ICT offers.

Potential longer-term benefits:

The long-term desired impact of the project on the European level is that telecentres are recognised as 
innovative trainings hubs, capable of catching up with the latest developments in digital economy and 
teaching digital skills as transversal skills in an accessible way to their specific target groups.

 COORDINATOR: 

Telecentre-Europe
RUE DU MERIDIEN 30
1210 BRUXELLES, Belgium
http://www.telecentre-europe.org

 CONTACT: 

Peter Palvolgyi

 PARTNERS: 

TECHNISCHE UNIVERSITAT DORTMUND, DE;
Interface3, BE;
Associacio per a Joves Teb, ES;
Alapítvány a Közösségi Hálózatokért, HU;
Telecentar, HR

 GRANT AMOUNT: 

240 292 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Strengthening education and training paths of educators and youth workers

 PRIORITY 3: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Overcoming skills mismatches (basic/transversal)

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
 
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SP29

 PROJECT NUMBER: 

2015-1-BE03-KA204-001598

 TITLE: 

  MEDIA APPROACH TO ELDERLY AND YOUNGSTER: IMAGES OF 

GENERATIONS

 DESCRIPTION: 

Currently, the ageing of European society raises lots of social, economic and health problems. Moreover, 
older people have problems while adapting to this new stage of life due to their isolation. As they get 
older, they cannot maintain an active life. Furthermore, their main problem stems from communication 
gap with the younger generation. Although there are some psychological reasons behind the generation 
clash,  the  effect  of  technology  cannot  be  ignored.  Communication  problem  between  the  elderly  and 
youngster rises as the technology develops. As the elderly cannot keep up-to-date about technological 
developments, they become the disadvantaged group. The younger generation does not speak even the 
same language with the elderly, the computer illiterate group. They use the terms of computer and espe-
cially the terms of social media. Therefore, it is significant to keep in touch with elderly.This project aiming 
to bring elderly, older than 50, and youngster together will seek to adapt elderly to the new technology 
of media. Firstly, we will organise psychological discussion sessions, oval tables and seminars. Younger 
generation will teach them computer based technology and the use of social media such as Facebook 
and Twitter so that elderly do not feel out of date. In addition, art and media workshops will be organised 
to bring youngster and elderly together in each partner country. Older people will learn from the younger 
and vice versa. The objective is to learn from each other, cooperate and act together. We will prepare the 
descriptions of these workshop activities and put them on the projects web page for use. At the end of the 
project, in the last mobility, we will organise an exhibition so that each country can present what they have 
done in these workshops.Main objective of the project is:To create and maintain the dialogue between 
generations and support the social participation of the older generationConcrete objectives- to use art & 
technology based/cultural activities as a tool to end the feeling of isolation of elderly by bringing different 
generations together.- to increase life quality, self-esteem and well-being of elderly.- to appreciate older 
people’s skills and knowledge in the local communities.- to exchange ideas, good practices and experi-
ence and to improve cooperation  between  partner  organizations by  activating  elderly.- to  explore  and 
learn partners countries’ cultures.- to disseminate the results of the project.The project will address the 
following problems and subjects:- to build social bridges between younger and elder people by increasing 
social connections and well-being. - to recognize the needs and the willingness of elderly to make them 
feel active and useful in the society they live.- to give a European dimension to workshops and seminars.- 
to integrate the valuable partners’ experience into the local communities- to contribute to older people’s 
social inclusion - to learn new innovative practices from our European partners.Approach taken to achieve 
the objectivesUnder the motto Culture, Education and Life, a cooperation of all ages are encouraged in 
order to promote the exchange of thoughts, ideas, perspectives, skills and experiences between different 
generations of our society. Experienced and accepted practices should lead to the discovery of different 
lifestyles of generations. In order to maintain the dialogue between young and old, the project aims to 
bring different generations together with workshops and technology based courses. It should be helping 
people  of  a  variety  of  ages  so  that  interplay  between  giving  and  receiving  can  be  achieved.  We  will 
achieve our goals through sharing experience and preparing various workshop activities on our web page 
and trough uniting older and younger generation while teaching ICT and mobile technology.

 COORDINATOR: 

VHS Bildungsinstitut
Rotenbergplatz 19
4700 Eupen, Belgium
www.vhs-ostkantone.org

 CONTACT: 

Liliane Mreyen

 PARTNERS: 

AKDENIZ UNIVERSITY, TR;
Project Management Association, RO;
Agape Social Cooperative Onlus, IT;
VILNIAUS GEDIMINO TECHNIKOS UNIVERSITETAS, LT;
DUBLIN CITY UNIVERSITY, IE;
Keski-Pohjanmaan koulutusyhtymä, FI

 GRANT AMOUNT: 

72 000 EUR

 
 
 
 
 
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 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Social dialogue

Intercultural/intergenerational education and (lifelong)learning

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance

 
 
 
 
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SP31

 PROJECT NUMBER: 

2015-1-BG01-KA204-014294

 TITLE: 

 DESCRIPTION: 

INNOVATION AND GOOD PRACTICES EXCHANGE THROUGH 
ADAPTATION AND TESTING OF SUGGESTOPEDIA AS A HIGHLY 
ЕFFECTIVE TEACHING METHOD.

Basic skills (literacy, numeracy, science, technology, English as a second language) are the foundation for 
further learning and are a gateway to employment and social inclusion, according Europe 2020 - the EUs 
strategic growth strategy. A key factor for achieving smart, sustainable, and inclusive growth is to imple-
ment policies, programmes and projects aimed at raising attainment levels and improving attitudes, with 
a particular emphasis on low-achievers. A special focus is needed to the achievements of adult learners 
and to their need of adaptation to the dynamic needs of the labour market and social inclusion. One of 
the main objectives of the project IGETADAPT is to respond to the needs of adult learners of short-term 
and effective method for acquiring knowledge and skills contributing to their professional realization re-
gardless of the field of career.

The project IGETADAPT is based on transfer of the Suggestopedia educational system and its adaptation 
to the methodologies used in trainings and education on Basic skills for adults.

Suggestopedia is a combination of pedagogy and psychology. This is original system for efficient learning:

 § In a positive and spontaneous way

 § Without stress or fatigue

 § Through mental relaxation and concentration unstressed

 § With the help of art

The innovation within the project consists in the adaptation of the Suggestopetia system to the method-
ologies for Basic skills trainings. The Suggestopedia system is mostly used for foreign language education 
but in the last 5 years the methodology is applied experimentally and with high level of success in Bulgar-
ia also for trainings and education on literacy and numeracy. With this project the system of Suggestope-
dia will serve as a basis for development of innovative methodology for Basic skills education of adults.

In order to achieve project’s objectives, the following activities are defined for implementation:

1)  Common Methodological framework developement

Transnational Meeting

Thematic seminar - Suggestopedia system in Basic skills adult education – including 30 representatives 
of stakeholders

2)  Basic Skills Suggestopedia Tools (BSS Tools)

Transnational Meeting

Short term learning activity - Train the Trainers course – including 9 trainers to be trained

3)  Testing Evaluation reports – including 60 representatives of the target group - adult learners partici-

pating in the testing of the BSS Tools;

Transnational Meeting

Evaluation Round Table – including 30 representatives of stakeholders

4)  Final Report

Final Conference - including 30 representatives of stakeholders

In addition to the main activities, the following results are envisaged:

 
 
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 § Guide for application of Common Methodological framework - 500 copies;

 § Interactive media presentation of the BSS Tools - 500 copies on Flash memories drive

 § 1 Final press-conference - at least 10 representatives of media will be invited to the Final Press-con-

ference in Bulgaria;

 § IGETADAPT web site

 § 1 Final round table – at least 20 representatives of local, regional and national authorities and repre-

sentatives of the non-governmental sector will be invited to the final round-table in Bulgaria.

GETADAPT project will have a direct impact on the local communities that benefit from the project but it 
will also have an indirect impact at national, and European level by developing and promoting an innova-
tive effective system for Basic skills adult learning.

In fact, people dont mastering the basic skills can benefit from projects tools which will help them to 
access further education and  labour market  -  the  level  of unemployment  in these communities could 
decrease because of the increase in the level of skills.

The newly developed under IGETADAPT project methodology for fast and effective Basic skills training will 
impact the target group through giving tools for successful adaptation of an adult learners to the specifics 
of labour market and social life. In this context the impact on the target group consists in decreasing the 
level of exclusion of adults from the labour market due to low achievements in learning ativities.

It is therefore very important to note that the impact of the project on a long term basis and if recognised 
for its value will be as follows:

 § Increase in the level of skills of those isolated communities (rise in qualifications)

 § Stopping the increase of the levels of exclusion

 § Reduction of the level of unemployment in population categories

 § Increase of the general feeling of well-being and quality of life.

Therefore we believe that the project will have a positive impact at local, national and European level 
by highlighting (to local, regional, national and European authorities) the issues and creating the tools to 
engage adults from these isolated communities in learning.

 COORDINATOR: 

Technical Training Bulgaria Ltd
146 Vitosha blvd., entry B, office 25
1463 Sofia, Bulgaria

 CONTACT: 

Radoslav  Trendov 

 PARTNERS: 

Chamber of Commerce and Industry of Kyustendil, BG;
SCUOLA CENTRALE FORMAZIONE ASSOCIAZIONE SCF, IT;
Medialys, FR;
T.T. Technical Training Centre Larnaca LTD, CY

 GRANT AMOUNT: 

243 395 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Addressing low achievement in basic skills through more effective teaching methods

 
 
 
 
 
 
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 TOPIC 1: 

Key Competences (incl. mathematics and literacy) - basic skills

 CLUSTER(S): 

Teaching and Training

 
 
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 PROJECT NUMBER: 

2015-1-BG01-KA204-014316

 TITLE: 

  EMPOWER ACTIVE AGEING

 DESCRIPTION: 

It is well documented and widely accepted that active ageing can give the opportunity to adults 50+ to 
be more competitive and productive by improving their skills through training.

The Europe 2020 strategy recognizes that more adult learning can help overcoming the economic crisis, 
meet the need for new skills and keep its ageing citizens productive. Learning is also essential for social 
inclusion and active citizenship. A good number of research papers and EU programmes cover priorities 
associated with active aging.

The way adults approach learning and their capacity to learn, is different compared to the younger gen-
eration. For instance, they are more self-guided in their learning, they bring more to a learning situation, 
because of their wider experience and they require learning to make sense. Although older people may 
have spent their entire careers in paid employment, gaining along the way lots of experience and a cer-
tain skills-set, they often luck the set of skills necessary to become more competitive in their jobs. This 
project, through carefully crafted learning methodology / tools, will directly respond to these challenges. 
The actions and outcomes associated with providing learning and mentoring to adults is considered new.

The project promotes the participation of older people from any background, including those in disadvan-
taged rural areas and including those who have not completed basic education. The project is open to any 
person, age 50+, willing to improve its skills. The project will actively encourage participation of people 
from different socioeconomic backgrounds, including immigrant groups, irrespective of racial, ethnic, re-
ligious, sexual orientation. Promoting equality between men and women will be particularly addressed, 
since EU research reveals weak representation of women in entrepreneurship - self employment.

The development of the online portal is also innovative and new. To the best of our knowledge there is 
no such interactive tool addressed directly to older people, but also accessed and used by other stake-
holders. The tool will allow users to explore their occupational interests in relation to other candidates of 
the same interest.

Face-to-face courses, group workshops and mentoring support directly related to adults 50+ are con-
sidered new. Among other skills, participants will learn how to use social media tools thought a learn-
ing-by-doing activity, benefiting at the same time from establishing cooperation and creating networks 
– this is considered new for the particular target group.

The project aims to:

 § Improve low-skilled adults through non-formal and informal learning

 § Validate skills and competencies

 § Reduce the number of low-skilled adults (50+)

 § Create active citizenship

 § Provide acquired new work skills in order to increase competitiveness and employability

 § Educate,  train  and  support  adults  (50+)  to  help  turn  their  experience  and  good  ideas  for  personal 

development and fulfillment

 § Promote social cohesion

In achieving those aims the project will implement the following objectives:

 § Educate and support mentors in order to give value added services to the target group. The topics will 

be developed are relating not only the development of ICT skills but also in social skills.

 § Develop an online portal where the beneficiaries can explore their occupational interests in relation to 
other candidates of the same interest and promote on line one stop shop website for the extraction 
of information regarding formal and non-formal training courses, group workshops and mentoring.

 
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 § Develop  and  implement  an  adults’  (50+)  training  programme,  which  enables  them  to  understand, 

support and increase their skills in order to be competitive and productive

The project activities are compatible with the aim of Europe 2020 and fulfill priorities associated with 
the reduction of low-skilled adults by educate, train and re-skilling them through informal and non formal 
learning.

 COORDINATOR: 

Step by Step program Foundation
boulevard Hristo Botev 21
1606 Sofia, Bulgaria
www.stepbystep-bg.org

 CONTACT: 

Emil Buzov

 PARTNERS: 

ECOLE - ENTI CONFINDUSTRIALI LOMBARDI PER L’EDUCATION - SOCIETA’ CONSORTILE A R.L., IT;
European Office of Cyprus, CY;
ENOROS CONSULTING LIMITED, CY;
UNIVERSITY OF PIRAEUS RESEARCH CENTER, EL;
INSTITUTO POLITÉCNICO DE PORTALEGRE, PT

 GRANT AMOUNT: 

120 328 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

Overcoming skills mismatches (basic/transversal)

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-BG01-KA204-014327

 TITLE: 

  OPEN MOBILE LEARNING PLATFORM FOR SMALL AND MEDIUM 

ENTERPRISES

 DESCRIPTION: 

Despite the level of unemployment in some EU countries is high (Spain – 25.7%, Portugal – 13.9%, Bul-
garia – 11.1%, Czech Republic – 5.8%(source The Statistic Portal, Nov. 2014) a number of industries suf-
fers from a lack of qualified staff. Along with it, the youth unemployment is growing and the employment 
opportunities for adults over 50’s is decreasing.

A survey conducted by Ernst & Young, Germany, estimates that qualified personnel deficiency causes the 
lost profits from revenue aspect circa 33 billion euro only in Germany. Particularly affected are SMEs. A 
weak point for them is the fact a lot of them can’t afford professional HR management, or the firms are 
placed in non-attractive areas – agricultural regions, small towns or villages, and the like.

The business searches for solutions of the above problems, relying on long term training, paying more 
attention to older employees, or trying to attract personnel from other countries.

The magnitude of the problem could  be  estimated  taking  into  account the  number of the enterprises 
in the EU exceeds 25 million. The index of the start-ups is about 10% of that number. The index of the 
launched in 2009 SMEs and survived within 1 year is about 81%, while the launched in 2005 and survived 
within 5 years is only about 46% (Eurostat, 2012).

The obvious conclusion is that millions of people across the EU are willing to take the risk and start a 
new business, but are unable to build a sustainable business model to monetize their technical expertise, 
mainly due to the lack of appropriate business competencies for the development and survival.

For all these people who have taken the risk to start a business or working for the most common sector 
- micro, small and medium enterprises, is very hard to interrupt their business activities in order to sup-
plement own competencies. For the unemployed, especially young people and those at the end of their 
active age, it is a problem to finance a good business training, and there is a lack of VET organizations 
offering the needed skills in small villages and distant regions. Therefore, the only available access for the 
affected citizens seems to be training through the modern ICT.

According to eMarketer 196.6 millions of people in Europe own smartphones. The smart phones pene-
tration in a number of EU members exceeds 50% in 2014. Most people in EU, including the youth, have 
a broadband mobile or fixed internet access and a wide range of mobile devices - smartphones, tablets, 
laptops, traditional desktop computers, smart TVs, game consoles, etc.

Hence the availability of these facilities creates conditions for the delivery of educational content and 
training opportunities anywhere at any time. If it is appropriately designed and available, the educational 
content could be used at the workplace, on public transport or at home.

The Open MLP project objectives are:

1.  Building  a  strategic  partnership  between  educational  and  business  organizations  for  the  develop-
ment, delivery and usage of educational content for the needs of the today’s global business environ-
ment and the business development in the EU

2.  Exchange of best practices and programmes on training of business competencies

3.  Creation of a sustainable open business model for development of mobile educational content, which 
will give a possibility for further development after the lifespan of the project and an open access for 
development of a network of VET providers and other partners in order to become self-financing

4.  Development and delivery of educational content and competencies with a focus on SMEs

5.  Development of accessible (free) mobile application (app) for the implementation of training pro-

grammes on a wide range of modern mobile devices– smartphones, tablets, laptops, etc.

 
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6.  Development of a standard structure of the educational content, which will be used by the project 
partners for the implementation of the pilot testing of the programmes and after completion of the 
project, by other VET and business organizations, students, entrepreneurs and interested parties.

7.  Development of a multilingual learning content, accessible for people and companies in the EU in the 

framework of Erasmus+ programme

8. 

Implementation of innovative practice for vocational training

9.  Creation of available educational content and training for young people through modern mobile de-
vices, which most of them already possess, and the utilization of modern ICT technology in favor of 
enhancing the professional competencies, entrepreneurship and micro and SMEs

10. Transfer of technology (a free mobile application, an open standard format of educational content) to 

the interested actors within the EU and all countries participating in Erasmus+

11. Dissemination and exploitation of results

Strategic Partners: 5 organizations from 5 EU Countries with a bilateral representative.

 COORDINATOR: 

SBC  School of business competences
‘Tzar Simeon’ Str. 200
1303 Sofia, Bulgaria
www.sbc.bg

 CONTACT: 

Stoyan Drenski

 PARTNERS: 

Bilateral Chamber of Commerce Bulgaria-Romania, BG;
INSTITUTO TECNOLOGICO DE CANARIAS, S.A., ES;
Business &amp;
Professional Women Praha II, CZ;
MENTORTEC SERVICOS DE APOIO A PROJECTOS TECNOLOGICOS SA, PT

 GRANT AMOUNT: 

167 725 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Increasing attainment levels

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Enterprise, industry and SMEs (incl. entrepreneurship)

Open and distance learning

 CLUSTER(S): 

New Technologies and Digital Competences; Employability

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-BG01-KA204-014346

 TITLE: 

  CULINARY ARTS EDUCATION IN SUPPORT OF YOUTH EMPLOYMENT 

AND SOCIAL INCLUSION

 DESCRIPTION: 

The project’s objectives are to:

1)  enhance the quality and relevance of the adult learning offer in culinary arts, by developing new and 

innovative approaches and disseminating best practices;

2)  contribute to increasing the labour market relevance of adult learning programmes and qualifications 

in culinary arts;

3) 

improve guidance into lifelong learning and facilitate the transition of culinary arts learners through 
different levels and types of formal and non-formal education, in particular through the use of Euro-
pean reference tools for the recognition and validation of qualifications;

4)  contribute to increasing degree productivity in education and training institutions offering adult learn-

ing and other forms of education and training in culinary arts;

5)  foster youth employment and the gradual reorientation of the culinary business toward social ob-
jectives, impact and responsibility, in  particular  by  integrating  into  culinary  arts  training  the  social, 
sustainability and innovation dimensions of business, and by establishing a social incubator for the 
culinary business.

The project focuses on:

 § young people, especially those that are not in employment, education or training (NEETs)

 § development  of  higher  competencies  in  culinary  arts,  with  special  attention  to  innovation  and  the 

emerging business trend of acting socially responsibly.

These objectives are achieved through:

 § development of an interdisciplinary culinary arts training course suitable for adult learning and easily 
adaptable  to  tertiary  and  vocational  education.  The  topics  are  related  to  the  sustainability,  social 
and innovation aspects of culinary arts. The course is complemented by flexible learning pathways 
between different types and levels of education and training, an LLL guidance system, a trainee reten-
tion and degree productivity strategy for adult learning providers and a procedure for the validation of 
skills acquired through informal and non-formal learning and work experience. The course will also be 
delivered in the form of e-learning, where the online training platform will be digitally integrated with 
a blog on culinary innovations designed to make trainees co-creators in the teaching process;

 § creation of a Social Incubator dedicated to providing consultation, advice and assistance to culinary 
businesses engaged in innovations or wishing to undertake activities aimed at having social impact, at 
implementing social and environmental responsibility initiatives. The Social Incubator shall implement 
a set of pilot activities aimed at mobilizing the social impact of the culinary business and at demon-
strating  the  interconnections  between  the  labour  market  on  the  one  hand,  and  formal,  non-formal 
education, vocational training and other forms of learning on the other hand.

In  order  to  facilitate  the  achievement  of  the  objectives,  8  multiplier  dissemination  events  will  be  or-
ganized in the project’s 7 countries – Bulgaria, Italy, Lithuania, Latvia, Spain, the UK and Slovenia. The 
partnership will also carry out two targeted trainings for adult learners and for its own staff respectively.

The  extent  and  membership  of  the  partnership  finds  a  balance  between  various  types  of  institutions 
and thus a balance of viewpoints and constituencies. The project is a joint effort of two higher education 
institutions – the University of Salford (UK) and Mariampole College (LT); two VET and adult learning in-
stitutions – International College (BG) and FASE (ES); a regional culinary business cluster – CAHA (BG); a 
social enterprise GEA (SL); and two LLL and stakeholder organizations – YouNet (IT) and BEHA (LT).

The expected long-term impacts of the project are:

 § gradual improvement of the adult learning offer in the field of culinary arts;

 
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 § further development and wider use of digitally-based learning methods in adult education;

 § attraction of more unemployed youth and NEETs into the culinary sector due to increased flexibility 
of the pathways between various types of education and training and due to better opportunities for 
recognition and validation of skills gained outside formal education;

 § increased visibility and credibility of social objectives and social impact within the culinary business 

community and among their customers;

 § increased knowledge and strengthened competencies for social business and innovation among em-

ployees and managers in the culinary sector;

 § a  stronger  culture  of  entrepreneurship  in  the  culinary  sector,  including  in  relation  to  social 

entrepreneurship.

 § a gradual overall shift toward a more socially and environmentally responsible culinary business. 

 COORDINATOR: 

  MK OOD

3, Bulgaria str.
9300 Dobrich, Bulgaria
http://www.mk-edu.eu

 CONTACT: 

Klara Dimitrova

 PARTNERS: 

THE UNIVERSITY OF SALFORD, UK;
Marijampole College, LT;
ASOTSIATSIYA KULINARNI IZKUSTVA I GOSTOPRIEMSTVO, BG;
Biedriba Eurofortis, LV;
YOUNET, IT;
Formacion y Asesores en Seleccion y Empleo SL, ES;
Zaposlitveni center GEA, zavod za usposabljanje in zaposlovanje invalidov, SI

 GRANT AMOUNT: 

235 701 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

New innovative curricula/educational methods/development of training courses

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Employability; Teaching and Training; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-CY01-KA204-011850

 TITLE: 

  A TOOLKIT FOR DEVELOPING, IMPLEMENTING AND MONITORING 

ADULT EDUCATION STRATEGIES

 DESCRIPTION: 

The Europe 2020 strategy for smart, sustainable and inclusive growth acknowledges lifelong learning and 
skills development as key elements in response to the current economic crisis, to demographic ageing 
and to the broader economic and social strategy of the EU. The crisis has highlighted the major role which 
adult learning can play in achieving the Europe 2020 goals, by enabling adults - in particular the low-
skilled and older workers - to improve their ability to adapt to changes in the labor market and society. 
Participation in adult learning has continued to fall, from 9,8 % of the 25-64 year-old population in 2005 
to only 9,1 % in 2010, thus making the increased ‘ET2020’ target of 15 % by 2020 an even greater chal-
lenge. One of the challenges faced today is the fact that some MS do not have comprehensive strategies 
on Adult Education, whilst, where they exist no measures are taken for updating and monitoring them, 
identifying gaps and being at the same time in line with the ET2020 strategy.

The development of a comprehensive strategy on Adult Education will enable local and national author-
ities to contribute towards the achievement of the above EU target and increase adults’ participation in 
education and training in a lifelong learning perspective. The strategy will be in line with other EU tools 
such as the EQF and NQF as well as the mechanisms for validating non-formal and in-formal learning. 
What are the effective policies to be taken into account for the development of an effective strategy, 
who are the major stakeholders to participate in the development of the strategy, how the strategy can 
be put into practice, what are some practical tools needed to facilitated these processes, are some of the 
questions that will seek answer during the project lifespan.

The project objectives are fully align with the EU priorities and are the following:

 § Designing and implementing effective strategies  for enhancing basic skills  for  specific  adult target 

groups, increasing incentives for adult training

 § Stimulating the development and use of innovative approaches and tools to assess and increase the 
efficiency of public expenditure and the investment in education, training and youth, including through 
new  funding  models  such  as  public-private  partnerships,  cost-sharing,  etc.  (Erasmus  +  ,  horizontal 
priority)

 § Evaluating  the  effectiveness  of  adult  education  policies  at  national,  regional  and  local  levels  level 

(Erasmus +, field specific priority).

 § EU benchmark referring to the Adult Participation in lifelong learning (15% until 2020)

 § Priorities of the EU Agenda on Adult Learning 2014-15

The consortium consist of 6 partners, from 5 European countries which cover a wide range of expertise 
related to the aims of the DIMA project, as well they have a Pan-European outreach in their activities:

1.MOEC  has  extensive  experience  in  working  with  cross-discipline  and  cross-sector  project  teams  and 
developed educational activities

2.CARDET is an international education research center with global expertise in Adult Education strategies

3.Maynooth University is composed by experts and professionals, who were involved in various EU Adult 
Education projects

4.Slovenian Institute for Adult Education is the main national institution for research, education, validation 
& promotional informative activities in the field of adult education

5.The National Lifelong Learning Institute set up for the provision and fulfillment of tasks within the area 
of lifelong learning and further education in Slovakia

6.The  European  Association  for  the  Education  of  Adults  is  the  voice  of  non-formal  and  informal  adult 
education in Europe. EAEA is a transnational, non-profit association with 126 members in 42 countries.

 
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The selection of partners has been based on the needs and matching of abilities identified for the suc-
cessful implantation of the project and the delivery of high quality outcomes, reflected in their profiles, 
presented in the previous section. MOEC has endeavored to bring together partners from countries at 
different stages of development relevant to the project target groups and development activities.

The consortium has all the skills necessary to support the successful development, implementation and 
dissemination of the project and the following project activities.

1.  State of the art on literature and best practices on how strategies are developed and monitored in the 

adult education

2.  Needs  assessment  for  collecting  research  data  and  empirical  information  to  assess  target  group 

needs

3.  Development of a practical and innovative toolkit

4.  Curriculum development and training material

5.  Online development for further dissemination and exploitation of DIMA toolkit and training material

6.  E-learning modules and OER

7.  Pilot  implementations  in  each  country  with  stakeholders.  Case  studies  of  implementation  will  be 

show-cased in order to convince more stakeholders to utilize project products.

 COORDINATOR: 

  MOEC  

Kimonos and Thoukydide Corner 
1434  Nicosia , Cyprus
www.moec.gov.cy

 CONTACT: 

Niki Papadopoulou-Papa

 PARTNERS: 

NARODNY USTAV CELOZIVOTNEHO VZDELAVANIA, SK;
NATIONAL UNIVERSITY OF IRELAND MAYNOOTH, IE;
CENTRE  FOR  ADVANCEMENT  OF  RESEARCH  AND  DEVELOPMENT  IN  EDUCATIONAL  TECHNOLOGY  LTD-
CARDET, CY;
ANDRAGOSKI CENTER REPUBLIKE SLOVENIJE, SI;
EUROPEAN ASSOCIATION FOR THE EDUCATION OF ADULTS, BE

 GRANT AMOUNT: 

213 729 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Evaluating the effectiveness of adult education policies

 PRIORITY 2: 

Contributing to the development of a European Area of Skills and Qualifications

 TOPIC 1: 

 TOPIC 2: 

Reaching the policy level/dialogue with decision makers

Recognition, transparency, certification

 CLUSTER(S): 

Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-CY01-KA204-011868

 TITLE: 

  ONLINE GAME FOR ENTREPRENEURSHIP AND INNOVATION

 DESCRIPTION: 

  Millions of users around the world are gaming regularly. Even though online gaming was primarily de-
signed for entertainment and profit, quite recently it moved beyond private industry and turned into a re-
search field in educational, training and learning disciplines. Gaming is based on interaction, collaboration, 
active and dynamic learning and an informal educational process that is invaluable. Such activities can 
help users to dynamically develop skills such as collaboration, networking, engagement, experimentation, 
creativity, problem solving and decision making which constitute basic attributes of a progressive, entre-
preneurial and market based economy and society.

However, the majority of literature on the field, reports that existing online games in the field remain too 
“formal and informative, rather than interactive and motivational, focusing of skills and attitudes empow-
erment. Therefore, the field of gaming and seek to propose alternatives ways design, development and 
provision of such games. Adventure and role-playing games allow users to explore hitherto unattainable 
situations and learn from simulated experience enhancing critical reflection on multiple circumstances 
and building skills that will lead to the inception of an entrepreneurial culture in EU, both within the market 
and the society.

According to the Horizon 2020 EU Framework Programme for Research and Innovation, the reduction of 
inequality and social exclusion in Europe (80 million people at risk of poverty, 14 million young people not 
in education, employment or training) remains as one of the biggest challenges for the future of Europe. 
Tackling unemployment rates of 12% in general and 20% among the youth (Eurostat, 2015) have yet to 
be overcome.

In this context, EntrInno addresses the demands of revisiting the notions of entrepreneurship and innova-
tion, as the driving forces of a new EU culture that will be sustainably developed financially and socially 
and enhance users’ aptitudes for new socio-economic initiatives and interventions. EntrInno satisfies a 
number of ERASMUS+ objectives.

 § develop an online game designed to educate and equip young adult learners with transversal skills 
such as entrepreneurship and innovation, and basic skills such as digital literacy, communication and 
networking skills

•provide an innovative ICT–based educational practice that will motivate young adults to commit in active 
learning

 § validate gaming as a novel form of non-formal learning practice

 § strengthen cooperation and exchange of information and good practices between different areas of 

Europe

 § support the development of the EU as a knowledge-based society

The work of the consortium will be broken down into a series of overlapping phases incorporating research 
and  analysis,  design  and  development,  testing  and  implementation,  validation,  localization,  communi-
cation and exploitation of project outputs. Underpinning the work through all phases will be competent 
management and effective monitoring of the scheduled activities, on-going assessment and evaluation 
of project outcomes, rigorous quality management and appropriate dissemination activities to generate 
awareness of the aims and objectives of EntrInno and the innovative tools and resources developed.

The consortium consists of 9 partners from 8 European countries, which cover a wide range of expertise 
and  experience  related  to  the  scope  and  the  aims  of  the  EntrInno,  as  well  as  they  have  a  European 
outreach in their activities. The diversity within the partnership facilitates the exchange of best practice 
and learning from others which is an important added-value. The achievements of partners in their local 
settings  as  well  as  in  European  ones,  inspires  confidence  that  the  consortium  will  be  able  to  engage 
effectively with all target groups. The consortium has all the skills necessary to support the successful 
development, implementation and dissemination of the project.

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Longer term benefits: Sustainability will be boosted by involving members of the target groups and stake-
holders in all project phases. Case studies of successful implementation will be show-cased in order to 
convince more stakeholders to utilize project products and results. Critical aspect for securing sustain-
ability  is  the  extended  networks  of  partners  which  consist  of  more  than  20000  organizations.  Those 
organizations are in need of innovative tools that could boost the motivation of adults to be involved in 
entrepreneurship education and learning processes. It has been ensured during the proposal preparation 
phase that Adult Training Centres, NGOs, Local and European Networks and Institutions, Local and Nation-
al Authorities will integrate the EntrInno in their normal training, communication and promotion activities 
in the field of entrepreneurship and innovation skills build-up.

 COORDINATOR: 

CARDET
LYKAVITOU AVENUE 29 1ST FLOOR ENGOMI
2401 LEFKOSIA, Cyprus
www.cardet.org

 CONTACT: 

Sotiris Themistokleous

 PARTNERS: 

INNOVADE LI LTD, CY;
SOCIALINIU INOVACIJU FONDAS, LT;
Kopin (Koperazzjoni Internazzjonali - Malta), MT;
ASOCIATIA CENTRUL DE DEZVOLTARE ARAD, RO;
CSV MARCHE CENTRO SERVIZI PER IL VOLONTARIATO DELLE MARCHE, IT;
Danmar Computers sp z o.o., PL;
KENTRO MERIMNAS OIKOGENEIAS KAI PAIDIOU, EL;
INOVA CONSULTANCY LTD, UK

 GRANT AMOUNT: 

255 433 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Overcoming skills mismatches (basic/transversal)

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

New Technologies and Digital Competences; Employability

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-CZ01-KA204-013845

 TITLE: 

  EDUCATION FOR SUSTAINABLE COUNTRYSIDE

 DESCRIPTION: 

At present there does not exist offer of the systematic education in the fields crucial for sustainable de-
velopment of rural areas for target groups from rural areas (local producers, suppliers of the connected 
services, multipliers/disseminators of information, consumers) - at least in the partner countries (Czech 
Republic, Hungary, Slovakia).

In the frame of the project there will be therefore designed, piloted and developed three types of educa-
tional modules plus handbook , which will cover the description of the educational modules, study mate-
rials, practical tips, experience of organizers and participants and outputs from evaluation. The handbook 
will respect the national and local specifics and differences but at the same time it will be developed 
in such a way that it can be transfered and used for implementation of similar training courses in other 
regions and other countries. Each of the three partners will create one type of module and will test it in 
practice, then will share the experience with other partners and they will implement two other modules, 
feed back on them and help to improve them. In this way there will be implemented 9 educational courses 
(3 in each country, one with the topic Regional/Local Production/Local products, Environmentally sound 
products, second one with the topic Environmentally sound agriculture, care for landscape, organic agri-
cultural products, and the third one with the topic Environmentally sound tourism (visitor and information 
centers, (nature) guides, lodging facilities).

Each module includes 5 one day workshops at home region, two e-learning lessons and 5-day study tour 
to the partner countries.

By implementation of the project there will be supported international dimension of education. We expect 
that there will be trained 180 participants in 9 different courses (3 topics in 3 countries). The target group 
of the course are local producers, farmers, suppliers of services - such as bed and breakfast providers , 
restaurants, tourist guides, staff of tourist information centers and visitor centers, educators, employees 
of public administration.

The output of the project will be described 3 types of educational modules and handbook, which will 
include curriculum of modules, reflecting also national and local specifics, syllaby of the seminars and 
workshops, study materials, experience of partners from organization of modules and experience of par-
ticipants  and  evaluation  report  (evaluating  the  shifts  of  knowledge  of  participants  and  quality  of  the 
educational process).

Created educational modules will be distributed through conferences/workshops for adult educators and 
trainers which will be visited also by foreign lecturers. The handbook will be available for free download 
from pages of all the partners (in national language and in English, furthermore it will be available locally 
in libraries, offices and information centers and nation-wide in educational institutions.

By implementation of the project there will be supported the principles of sustainable development in 
practice, will be improved services, supported agriculture, handicrafts, increased prestige of the education 
and raised awareness about sustainable development among public.

 COORDINATOR: 

Středisko ekologické výchovy a etiky Rýchory-SEVER, Brontosaurus Krkonoše
Horská 175
54226 Horni Marsov, Czech Republic
sever.ekologickavychova.cz

 CONTACT: 

  Milada Dobiášová

 PARTNERS: 

  Magosfa Környezeti Nevelési és Ökoturisztikai Alapítvány, HU;

Centrum environmentálnych aktivít, SK

 GRANT AMOUNT: 

282 655 EUR

 
 
 
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 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

Regional dimension and cooperation

Rural development and urbanisation

 CLUSTER(S): 

Teaching and Training; Education for Sustainable Development

 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-CZ01-KA204-013869

 TITLE: 

  DIVERSITY IN CAREER COUNSELLING

 DESCRIPTION: 

The  project  “Diversity  in  career  counselling  focuses  on  exchange  of  good  practices  and  implementing 
innovations in the field of training and education of career counsellors. This will be achieved via a newly 
established partnership between four different institutions from three European countries (Czech Repub-
lic, UK and Denmark), each of them having a different background and expertise in career counselling.

The aim of the project is to:

 § Bring innovative and transferable methods as well as different perspectives into the training of career 

counsellors.

 § Exchange practical as well as theoretical experience on counselling methods which address specific 

diversity issues such as age, gender, religion, ethnic origin, language and disability.

 § Compare different qualification requirements on career counsellors in the three countries and its im-
plementation within different educational systems and find a common qualification model applicable 
on the European level.

 § Create a handbook for career counsellors applicable in all European countries which will bring a prac-

tical insight into the profession of a career counsellor in Europe in 21st century.

 § Develop a stable cooperation in order to exchange trainers from partner organisations in future proj-

ects and to bring inspiration and different know-how to our clients across Europe.

The partners are:

 § European Contact Group (EKS): training and counselling organisation providing career guidance of dis-

advantaged groups and training of career counsellors. EKS is the coordinator of the project.

 § The University of Derby (UK)

 § VIA University College (Denmark)

 § Justice Prince (UK) is a community centre based in Newcastle, focussed on grass root training and 

development in deprived areas in the North East of England.

The project starts on the 1st of September 2015 and finishes on the 1st of September 2017. Following 
activities will be carried out within its two years’ course:

 § 5 transnational meetings (2x Prague, Aarhus, Derby and Newcastle) which will last from 3 to 5 days. 
Their  program  will  consist  of  a  mixture  of  local  visits  and  exposures,  sharing  of  methods  of  work, 
preparation of intellectual output and expert discussions. Each partner will send 2 participants to 4 
meetings and 1 to the 5th final meeting.

 § Producing a handbook for carrier counsellors. It will be based on practical experiences of professionals 
from four partner organisations, semi structured interviews with career counsellors from partner or-
ganisations, tips for effective career counselling methods etc.

 § A dissemination seminar. It will take place in Prague and its aim is to introduce the handbook and 
also to offer a small international pilot training (using the pool of trainers within the partnership) for 
stakeholders in CZ.

The key outcome of the project is the above mentioned handbook for career counsellors. It will be pub-
lished in electronic version in English and further on translated into Czech and printed in 500 copies. The 
Czech partner will use it as a tool to promote carrier counselling as an effective and important service 
among the other counselling services in CZ. Other project outcomes are linked to modifications of work-
ing methods of each partners inspired by the project (e.g. integration of new elements into the training 
syllabuses, enlargement of the range of courses for career counsellors, sharing of new know-how with 
colleagues, new approaches in counselling etc. ).

Dissemination and evaluation

 
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Dissemination  of  the  project  results  will  be  carried  out  according  to  the  dissemination  plan  by  all  the 
partner organisations. The key event will be the seminar in Prague in June 2017, which will introduce the 
handbook. Additional promotion activities will be press releases, articles, web/Facebook news, presenta-
tions in the expert or public events etc. Evaluation will have three levels – self- evaluation of the individu-
al progress, group evaluation in meetings and final evaluation in the end of the project. The sustainability 
of the project results will be guaranteed by handbook dissemination, implication of new know-how into 
the daily work of partners and follow up planning.

 COORDINATOR: 

Evropská kontaktní skupina
Dejvická 28
16000 Praha 6, Czech Republic
www.ekscr.cz

 CONTACT: 

Helena  Košťálová

 PARTNERS: 

UNIVERSITY OF DERBY, UK;
Justice Prince CIC, UK;
VIA UNIVERSITY COLLEGE , DK

 GRANT AMOUNT: 

89 639 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

Labour market issues incl. career guidance / youth unemployment

 CLUSTER(S): 

Employability

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-CZ01-KA204-013925

 TITLE: 

  COMPETENCE KALEIDOSCOPE

 DESCRIPTION: 

Competence Kaleidoscope is a three-year long strategic partnership project carried out by four organisa-
tions - Akropolis (Czech Republic), GIC NORA (Czech Republic), migrare (Austria) and Miesto pod Slnkom 
(Slovakia). The main objective of the project is to develop, pilot and disseminate a new method of compe-
tence mapping which will benefit the target group and improve its situation in the job market. The target 
group is formed by those who are disadvantaged in the job market and who face obstacles preventing 
them from participating in social and professional life.

The project brings together organisations widely experienced in working with the target group. Each or-
ganisation supplies a different type of expertise: some work with the socially excluded or those suffering 
from poverty, others with the poorly educated, minorities or migrants.

In the project 80 participants of the target group will be trained in the newly designed method. Moreover 
three dissemination conferences will be organised, one will take place in each of the countries involved, i. 
e. Czech Republic, Austria and Slovakia. 

 COORDINATOR: 

Akropolis, z.s.
Stará Tenice 1195
686 01 Uherské Hradiště, Czech Republic
www.akropolis-uh.cz

 CONTACT: 

Jitka Janiková

 PARTNERS: 

  MIESTO POD SLNKOM, n.o., SK;

Genderove informacni centrum NORA, o.p.s., CZ;
migrare - Zentrum für MigrantInnen OÖ, AT

 GRANT AMOUNT: 

195 477 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-CZ01-KA204-013962

 TITLE: 

  E.U. - COUNTRY ARTISANS

 DESCRIPTION: 

Considering the importance the EU gives to education and training beeing essential to unlocking the po-
tential of people, regardless the age or the backgrounds, our organization propose the project EU COUN-
TRY ARTISANS designed to follow the identified needs at the organizational level and the social needs 
identified at the regional level. We want to develop our organizations activities locally and regionally, and 
also we want to be sure of its internationalization by realising partnerships with foreign organizations.

The  objectives  of  this  project  arise  directly  from  the  general  and  specific  objectives  of  the  Erasmus+ 
programme and are in accordance with Europe 2020.

The general objective is:

 § Helping  adults  from  socially  disadvantaged  groups  to  identify  the  opportunities  of  overcoming  the 

economic crisis through entrepreneurship.

The specific objectives are:

1.  The identification of potential crafts in the region and the establishment of some ways to improve the 

social life of rural residents.

2.  Realising  entrepreneurship,  IT  and  marketing  online  courses  for  the  socially  disadvantaged  groups 

identified as the target group.

3.  The  establishment  of  a  network  at  EU  level  with  craftsmen  who  want  to  participate  through  an 
electronic platform, which will bring together the artisans, craft products made by them in order to be 
commercialised, to improve living standards.

We believe that this entrepreneurship project, will sketch the implementation of a social entrepreneurship 
project, as we seek to resolve a social problem with a business solutions. Through the online platform the 
socially disadvantaged adults, the target group, following the course of entrepreneurship and following 
the practical activities where they learn the secret of a craft, they will be able to open their own small 
business.

Being present on the online platform that brings together craftsmen from partner countries, will allow 
them to be known locally and internationally and they will be able to sell their products. In this way, their 
income  will  increase,  their  social  status  will  be  improved  and  the  rural  area  will  become  prosper  with 
people who work and have a good income.

The existence of the online platform will guarantee the sustainability of the project. We will implement 
as intellectual outputs the online Platform, the Handicrafts Catalogue that brings together artisans and 
crafts from the partner countries, the entrepreneurship online course posted on the Internet and other 
learning/teaching materials.

The outcomes obtained by implementing the project will be:

 § improving practical skills related to project management ;

 § improving skills related to the development and the management of a business plan, proper prepara-

tion of the budget, the correct interpretation of the legal requirements;

 § improving networking skills related to teamwork and cooperation with partners from different cultural 

backgrounds;

 § building successful partnerships with national and international organizations;

 § knowledge  and  practical  information  on  EU  funding  opportunities  for  2014-2020  in  education  and 

training;

 § improving communication skills in a foreign language that provides the ability to build relationships 

internationally.

 
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The dissemination plan will include real activities and realistic deadlines to complete. Particularly import-
ant will be the multiplier events that will bring people from outside of the project organisations. 

 COORDINATOR: 

Educational Association,z.s.
Nad hradním vodojemem 35
162 00 Praha, Czech Republic
www.educationalassociation.eu

 CONTACT: 

Hana Čiháková

 PARTNERS: 

Biedriba Eurofortis, LV;
BEST  INSTITUT FUR BERUFSBEZOGENE WEITERBILDUNG UND PERSONALTRAINING GMBH, AT;
FUNDATIA DIMITRIE CANTEMIR, RO

 GRANT AMOUNT: 

172 205 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Evaluating the effectiveness of adult education policies

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

Rural development and urbanisation

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Education for Sustainable Development; Employability

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-CZ01-KA204-014014

 TITLE: 

  ELEVATOR - EFFICIENT MOVEMENT TO THE HIGHER QUALITY STAFF 

AND SERVICES IN TOURISM FOR ALL 

 DESCRIPTION: 

The project focuses on adult education and business development (business competencies) in the field 
of accessible tourism for all. Name of the project „Elevator“ represents the effort to raise the quality of 
human resources and services in tourism to a higher, more competitive level.

Tourism for all is an integral part of sustainable, high-quality tourism and in terms of expected trends in 
tourism and society also a necessary condition for maintaining its competitiveness. It is based on three 
important  values:  independence,  equity  and  dignity.  Accessibility  is  not  only  about  physical  access  to 
the buildings, a truly accessible tourism product minimises or removes physical, attitudinal, information, 
financial and other barriers.

The performance of well-trained professionals is fundamental for people with disabilities to be able to 
participate in the industry. There is still a huge lack of knowledge amongst tourism industry professionals 
about who are customers with access needs, what do they need, how to treat them and how to organize 
a visit for them so that they can participate on an equal footing with other tourists as well as low interest 
in educate themselves in this field.

The aim of the project is to exchange good practices in adult education for accessible tourism and develop 
and disseminate three innovative intellectual outputs:

1)  Comparative analysis of existing tools and conditions for development of competencies for acces-
sible  tourism  in  partners’  countries  incl.  the  suggestion  of  transferable  curriculum  with  innovative 
approaches to adult education and vocational training for accessible tourism;

2)  Open Educational Resource for Tourist and Travel Guides raising their awareness of requests of tour-
ists with special needs and skills for adaptation of guided tours which allow access and enjoyment for 
those tourists

3)  Accessible tourism guideline presenting in the style of “elevator speech i.e. briefly, comprehensibly 
and attractively the substance of accessible tourism, good example and recommendation which could 
foster tourism providers’ and social entrepreneurs´ mind-sets and take-up of accessible tourism to-
wards tangible actions.

Project participants: partners’ staff (trainers, researchers etc.), tourist guides, teachers/trainers of (acces-
sible) tourism, national/regional/local policy and opinion makers, tourism destination organisation, SMEs 
providing tourism services etc. – in total ca 200 persons. They will participate in transnational meetings, 
intellectual output creation and evaluation and in dissemination activities.

Project, which will last 3 years, includes 4 main activities:

1)  Project management

2)  Transnational meetings with thematic workshop on education for accessible tourism

3) 

Intellectual output creation and evaluation

4)  Multiplier event

In carrying out the project there will be used methodologies such as team/individual work, research and 
development, quality evaluation and pilot testing, promotion and dissemination, mutual learning, transfer 
of innovation, cooperation etc. Expected results are primarily above mentioned innovative outputs (avail-
able for free on internet in 5 languages) and first-hand knowledge of current practices in education and 
training for accessible tourism through sharing experiences.

The potential longer term benefits are: better quality, efficiency and relevance of education for accessible 
tourism, higher attractiveness and interest in education for accessible tourism among training/education 
and tourism services providers, better access to education in accessible tourism for individual learners, 

 
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professional development of tourist/travel guides, more accessible tourist destinations and facilities, ex-
tended tourism offer and higher involvement of disabled people and seniors in travelling.

 COORDINATOR: 

Kazuist, spol. s r.o.
Husova 401
73961 Třinec, Czech Republic
www.kazuist.cz

 CONTACT: 

Jana Szczuková

 PARTNERS: 

TANDEM SOCIETA COOPERATIVA SOCIALE INTEGRATA, IT;
EUROPEAN NETWORK FOR ACCESSIBLE TOURISM ASBL, BE;
PREMIKI - ZAVOD ZA SVETOVANJE, PROMOCIJO IN RAZVOJ DOSTOPNEGA TURIZMALJUBLJANA, SI

 GRANT AMOUNT: 

249 477 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

International cooperation, international relations, development cooperation

Open and distance learning

 CLUSTER(S): 

Inclusion and Tolerance; International Cooperation; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
 
S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

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 PROJECT NUMBER: 

2015-1-DE02-KA204-002260

 TITLE: 

  GAMES AND MATHEMATICS IN EDUCATION FOR ADULTS - 

COMPENDIUMS, GUIDELINES AND COURSES FOR NUMERACY 
LEARNING METHODS BASED ON GAMES

 DESCRIPTION: 

The project MathGAMES - Games And Mathematics in Education for Adults – Compendiums, Guidelines 
and Courses for Numeracy Learning Methods Based on Games is producing a compendium and a guide-
book  in  9  languages,  which  should  give  the  answer  to  two  main  questions  while  rising  numeracy  in 
education:

1.  How can we reduce the number of under skilled adults to promote social integration and participation 

into our society:

a. how can we increase incentives for adult training by using games,

b. how can we offer tailored learning opportunities to individual learners by using games,

c. how can we provide information on access to the services of adult learning.

2.  How can we save traditional and famous games in different countries from a loss?

During the project, the project partners will collect real examples, in which playing traditional games could 
bring low-skilled people out of isolation and helps participating in our society. In this part the mobility 
of trainers is necessary. In parts normal skilled people will play these games together with lower-skilled 
persons. The results are the MathGAMES Compendium of Famous Traditional Games, which are books in 
9 languages.

After that the partners of the project will prove, how traditional games could be implemented in their 
learning program for a better understanding, especially for lower-skilled people. The result are the “Math-
GAMES Numeracy Learning Guidebooks in 9 languages.

At the third part of the project the project partners will prove by doing and testing during real courses and 
seminars that playing games between people with different skills assist the social integration and thus 
traditional games will be saved from a loss by transferring it to other people. The result is a MathGAMES 
Teacher Training Course, which is held for the next 10 years in different countries. The e-presentation, the 
seminar and the teacher training course are published in English.

Finally the MathGAMES Testing and Evaluation Report is published. It is a report about the project, the 
work, the activities during the lessons, the competitions in schools, the meetings and the evaluation. The 
MathGAMES Project Report is published in English.

In total the project gives examples of good practice and hints for creating learning courses for using tra-
ditional games with normal and lower-skilled people fighting numeracy.

At the end of this project “MathGAMES - Games And Mathematics in Education for Adults – Compendiums, 
Guidelines and Courses for Numeracy Learning Methods Based on Games we have produced 9 compen-
diums and 9 guidebooks, both are available as printed books and e-books, a website, in which we will 
present all the material, guidelines for a teacher training course and a detailed report about e.g.:

 § A big part with a list of different traditional transnational games (photos, game instructions), which can 
provide social integration. Traditional games can be board games, card games, role plays, acts, folk 
games involving dramatics, e. g. but not computer games.

 § A general, more theoretical short part about the theme: “Social integration and participation of low-
er-skilled people by using traditional games. It should show learners in adult education, how precious 
it can be to add games in teaching lessons and offer so tailored learning opportunities to individual 
learners.

 
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 § Some example of best practice from the participating countries and organizations, how lower-skilled 
people are socially integrated by using traditional games (photos and description of the activity, place 
and country, effects on the people)

 § Some example of best practice from the participating countries and organizations, how lower-skilled 

people is getting information on access to lifelong learning services in the local adult education.

 § A description of the origin of games and their symbolic significance, e.g. games about “capture and 

release, birth, ritual, etc.

 § Interviews of participating people in their homes, care residences, etc. so that a compendium of au-

thentic testimonies is created.

 § “Games in performance in front of small audiences of people, who are then given the opportunity to 
interpret the games and to perform them with the lower-skilled participants on their own, with the 
participants as audience.

 § Filming, photographing and documentation of parts of the project to upload on our website.

 COORDINATOR: 

VHS SOB
LENBACHSTRASSE 22
86529 SCHROBENHAUSEN, Germany
http://www.vhs-sob.de

 CONTACT: 

Roland Schneidt

 PARTNERS: 

CENTRE PÚBLIC D’EDUCACIÓ DE PERSONES ADULTES BENIASSENT, ES;
Yeni Kusak Educators Association, TR;
KRUG Youth Center (Krug Art Movement), BG;
Asociatia Femeilor Jurnaliste din Romania “Ariadna”, RO;
Istituto Comprensivo Cena, IT;
Agentur Kultur e.V., DE;
Kypriaki Mathimatiki Etaireia, CY;
2nd Gymnasium of Messini, EL;
Association Connexion Roumanie, FR

 GRANT AMOUNT: 

415 990 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Addressing low achievement in basic skills through more effective teaching methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Early School Leaving / combating failure in education

Key Competences (incl. mathematics and literacy) - basic skills

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-DE02-KA204-002276

 TITLE: 

  TRAINING IN SEXUAL EDUCATION FOR PEOPLE WITH DISABILITIES

 DESCRIPTION: 

The project “Training in Sexual Education for People with Disabilities – TRASE with partners from DE, BE, 
NL, PT, LT, and UK focuses on training adult educators, multipliers, counsellors, staff, and parents of people 
with mental disabilities. The TRASE course will enable these target groups to perform sexual education for 
people with disabilities (final beneficiaries).

The  UN  Convention  on  the  Rights  of  Persons  with  Disabilities  emphasises  amongst  others  their  right 
to have equal access to programmes and information about sexual and reproductive health (Art. 25a). 
Different studies show that people with disabilities are at a significant higher risk of experiencing sexual 
violence than people of the same age without disabilities. This is amongst others due to a lack of sexual 
education for people with mental disabilities (see i.a. WHO World Report on Disability (2011)). Without 
sexual education people with mental disabilities often lack expressions to talk about assaults as well as 
the ability for sexual self-determination. The majority of professionals working with people with disabil-
ities have not been trained to talk about sexuality or even to acknowledge the sexual and reproductive 
rights and needs of their clients.

To improve this situation the LLP Grundtvig project SEAD created a tool kit for sexual education for people 
with mental disabilities. There has been a great interest in this tool kit. However the target groups showed 
insecurity in using the tools and adapting them to the needs of their specific settings.

This is why TRASE aims to develop a training course for the users of the SEAD tool kit.

TRASE aims to develop new approaches to strengthen the education and training paths of prospective 
and practicing educators and caretakers, equipping them with all competences and skills needed to de-
liver high quality services and address increasingly diverse needs arising by acknowledgement of the UN 
Convention on the Rights of Persons with Disabilities (2006). TRASE contributes to the access to sexual 
and reproductive programmes and information of people with disabilities as stipulated in this Convention. 
Therefore the following results will be created:

a. An extended and adapted SEAD Tool Kit (incl. approx. 3-5 new tools and 10 revised existing tools).

b. A training course handbook (incl. curriculum and manual) to qualify professionals and parents to con-
duct sexual education for people with mental disabilities focussing on an adequate language, awareness 
of the impact of their own values and sexualisation, and most importantly appliance and adaptation of 
the SEAD Tool Kit depending on the respective settings.

c. Accreditation of TRASE for the curricula at different universities in the participating partner countries to 
improve the education of prospective professionals in the field.

d. Dissemination of TRASE to different multipliers and organisations in the field which train active profes-
sionals to conduct sexual education.

e. Establishment of a TRASE homepage and e-learning platform providing all documents (i.a. TRASE hand-
book, extended SEAD tools) as well as e-learning modules for professionals and parents who do not have 
direct access to a TRASE training course.

In order to design such a training course all six well chosen partners (two universities, a day care centre, 
an umbrella organisation for people with disabilities, an education network, and an expert in new media 
solutions for people with disabilities) contribute with their own expertise and in close cooperation with 
their National Focus Group (3-5 professionals from partner organisations in their country) to its develop-
ment. All partners are assigned the lead a specific parts of the project (intellectual outputs) .To ensure 
effective trans-European collaboration all decisions will be made consensually and the partners will meet 
four times during the project process for face-to-face workshops. Additionally, the two involved univer-
sities (DE and NL) will meet twice to intensively work on the main project outputs: the TRASE curriculum 
and TRASE manual.

 
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In order to promote and evaluate the training course different multiplier events will take place in all part-
ner countries as well as on a European basis during the project lifetime. Approximately 300 participants 
(e.g. adult educators, professionals, parents, policy-makers, media and people with mental disabilities) 
will be reached by these events and will give valuable feedback on the quality of the training course as 
well as function as multipliers in their organisations and networks.

The long term benefits of TRASE will be:

 § awareness raising of the sexual and reproductive rights of people with disabilities,

 § trained staff to support people with disabilities in being aware and making use of their rights,

 § public awareness for the rights of people with disabilities,

 § improved  institutional  settings  to  enable  training  of  staff  and  sexual  education  for  clients  with 

 COORDINATOR: 

disabilities.

FH
GEUSAER STRASSE 88
06217   MERSEBURG, Germany
www.hs-merseburg.de 

 CONTACT: 

Heinz-Juergen Voss

 PARTNERS: 

Österreichisches Institut für Sexualpädagogik und Sexualtherapien, AT;
Kauno neigaliojo jaunimo uzimtumo centras, LT;
AUTISME-EUROPE AISBL, BE;
Agrupamento de Escolas de Oliveira do Bairro, PT;
Elearning Studios Ltd, UK;
UNIVERSITE DU LUXEMBOURG, LU

 GRANT AMOUNT: 

255 439 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Contributing to the development of a European Area of Skills and Qualifications

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-DE02-KA204-002319

 TITLE: 

  EUROPEAN IDENTITY IN TIMES OF CRISIS

 DESCRIPTION: 

It  would  be  a  European  target  to  many  educational  institutions  -  and  those  of  further  education  -  to 
integrate young and elder adults from less educational environmants, persons applying for asylum, and 
increasingly those labelled as so-called poverty migrants from Europe, into the respective societies edu-
cational system.

Every participating institution of further education (three german partners: two colleges for further edu-
cation as well as one educational institution covered by MOT (TÜV Nord), a Dutch institution (Euricon) and 
three institutions for further education in Denmark (VUC Frederici), Greece ans Spain are involved with the 
complex of problems in different ways and commonly want to deal with it. Therefore they want to change 
their institution sustainably on different levels with the aim to develop a cognisable European identity: 
By implementation of cultural European references due to curricula and programs by concrete regional 
analysis of social consequences of the European crisis (normalcy classes) as well as by innovative meth-
ods, the target groups are to be led to their institutions and to be fostered by education (examinations/
certificates).

The methods, closely developed in the context of the projectwith highschool teachers, will be didacti-
calised and made available on an open platform. This project will be externally evaluated by a group of 
researchers (Prof. Bellenberg).

 COORDINATOR: 

Rahel Varnhagen Kolleg
Eugen Richter Str. 77-79
58089 Hagen, Germany
www.rvkonline.de

 CONTACT: 

Tim Schlotbohm

 PARTNERS: 

IDRIMA NEOLAIAS KAI DIA BIOU MATHISIS, EL;
TÜV NORD Bildung GmbH &amp;
Co. KG, DE;
Abendgymnasium-Koeln, DE;
STICHTING EURICON, NL;
HF og VUC Fredericia, DK;
Centro Comarcal Educación Adultos Infante, ES

 GRANT AMOUNT: 

250 427 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

EU Citizenship, EU awareness and Democracy

Quality Improvement Institutions and/or methods (incl. school development)

Romas and/or other minorities

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-DE02-KA204-002327

 TITLE: 

  LET EUROPE KNOW ABOUT ADULT EDUCATION

 DESCRIPTION: 

Research has shown that several target groups, including adult learners and adult education profession-
als, can best be reached in a journalistic manner. Therefore journalistic means, such as journalistic articles, 
campaigns, online media and mass media play an important role in raising the knowledge and awareness 
about learning as an adult. However, adult education institutions often do not have the professional staff 
experienced in media and journalistic activities. Adult educators do not know and are not trained on how 
to go about it and how to transfer the message in a journalistic way.

This is the first project to address journalistic competence as an important professional competence of 
adult education staff. While some universities offer studies in adult education, we know that nevertheless 
there is a high number of adult education staff who does not have formal training in adult education and 
in particular in journalistic work. Therefore the main objective for the project is to increase the profession-
alization and quality within the adult education sector, with special focus on information work of adult 
education staff. Adult education actors must improve their competencies in communication in particular 
with the actors of other countries, backgrounds and cultures.

The  foundation  and  starting  point  of  this  strategic  partnership  is  the  European  InfoNet  Adult  Educa-
tion Grundtvig network (www.infonet-ae.eu), which has developed since 2005 and is now comprehensive 
information  portal  on  adult  education  in  Europe,  based  on  professional  journalistic  contributions  from 
correspondents  all  over  Europe.  Based  on  this  experience,  the  consortium  believes  that  disseminating 
information and reporting on trends, project/research results, developments, best practice and news in the 
area of adult all across Europe is needed.

Therefore the main OBJECTIVES of the project are to:

1.  Enhance adult educator’s competences through better training and understanding of

 § how to write journalistic articles for print and online media

 § how to report about adult education in mass media

 § how to increase adult educators’ competences in writing about adult education for a European audience

 § how to write for readers living in an another geographical, cultural, political and educational environment

 § how to write articles that are relevant and understandable for the target groups

 § how to write articles for EPALE

2.  Awareness raising for and promoting of Adult Education in Europe through:

 § developing trainings and tools on how to improve peoples awareness and knowledge on adult learning, 

which means an increase in the lifelong learning benchmark through journalistic activities

 § reaching and informing a wider European audience about adult education through journalistic means

 § professionalization of adult education staff on journalistic ways of working

 § providing incentives and expertise for the adult education community to initiate more journalistic ac-

tivities on adult learning

 § awareness raising measures about the high numbers of persons with low literacy levels

 § improvement of the level of key competences and transversal skills of adult education staff

 § Enhancing ICT uptake in work of the adult education

-sharing best practice examples on how to inform about low literacy levels among adults

 § exchanging experiences on how to reach disadvantaged learners (in particular with low literacy levels)

 § informing about and motivating national, regional and local policy makers to invest in LLL

The project will develop its products in three phases:

 
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 § Year 1 DEVELOPMENT: The first project year will focus on the development of the Intellectual Outputs: 
a Training tool box: “Journalism for adult educators (O1) together with a simulation game “Journalism 
and  literacy  (O2),  an  e-learning  tool  “Journalism  for  adult  educators  (O3)  including  a  handbook  on 
webinar methodology (O4) and a brochure on Informing Europe about Adult Education (O5).

 § Year 2 TESTING: the second project year will be designated to the national consultation on the prod-
ucts developed. Partners will test the IOs in learning/training situations or ask experts for their feed-
back on the products.

 § Year 3 “ROLL-OUT: during the final project year all partners will organise multiplier events on national 

levels in order to present and receive feedback to the project and its products.

RESULTS

 § Adult educators, trainers and provider will share and receive good practice examples on how to write 
about adult education for an international audience and how to reach out in the best way to the target 
groups. They will profit from each others innovations and knowledge and will have a broader knowl-
edge about the mass-media coverage on adult education.

 § Policy-makers will receive better feedback from adult education institutions, which is based on better 
knowledge. They will get to know and use the European dimensions of adult education on a well-in-
formed a

 COORDINATOR: 

KEB Deutschland
Joachimstraße 1
53113 Bonn, Germany
www.keb-deutschland.de

 CONTACT: 

Andrea Hoffmeier

 PARTNERS: 

VRIJE UNIVERSITEIT BRUSSEL, BE;
Caixa de Mitos Lda, PT;
EUROPEAN ASSOCIATION FOR THE EDUCATION OF ADULTS, BE;
Nordic Network for Adult Learning, NO;
ASOCIATIA EUROED, RO;
Dansk Folkeoplysnings Samråd, DK;
Akademie Klausenhof gGmbH, DE;
CONEDU - Verein für Bildungsforschung und -medien, AT;
KANSANVALISTUSSEURA, FI

 GRANT AMOUNT: 

263 370 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

Pedagogy and didactics

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-DE02-KA204-002354

 TITLE: 

  MIGRANT WOMEN’S LIFE IMPROVEMENT THROUGH BODY 

ORIENTED APPROACH 

 DESCRIPTION: 

This project focuses on the situation of migrant women in different European countries who are signifi-
cant by a high risk of poverty, a weak financial position which frequently comes together with a lack of 
self-confidence and a negative wellbeing.

The aim of the project is to develop a high quality training to support these women in improving their lives 
by changing their financial situation, building up employability, working on their self-esteem and emo-
tional balance. Five consortium partners cooperate in a two-year lasting strategic partnership to develop 
and implement an innovative training tool for adult education by working out a body-oriented approach.

The five partners from Germany (2 partners), Italy, the Netherlands and Turkey contribute their different 
qualities into this project:

 § they focus on different groups of migrant women (from North-Africa, Eastern Europe, the Caribbean, 

Turkey, Morocco and Russia),

 § they have different positions in the process of integration (migrant-self-help organizations, advisory 

support, training-service and governmental support),

 § they are experts in intercultural competences,

 § they are familiar with gender-related issues,

 § they are familiar with the body-oriented approach. One of the partners (Eubikus/D) brings extensive 

knowledge and experience with the body-oriented approach into the consortium.

The transfer of the body-oriented approach into the training activities in combination with intercultural 
and gender-skills is the core of this project. By using body-work as methodological approach the bodily 
experiences gets the central tool of learning and developing consciousness about someone self. The part-
ners are convinced that this approach will lead to sustainable results of the trainings.

As a first step the consortium realizes a staff-education program for 18 participants from all involved 
partners to develop the necessary professional skills (in body-oriented approach, intercultural skills, gen-
der-skills) to implement the training-tool with migrant women. This program for 18 trainers will be real-
ized in three steps:

a) face-to-face workshop in Germany

b) e-learning-program

c) face-to-face workshop in Turkey.

As a second step four partners will develop local activities to realize a try-out of the training-tool with 
the target group of migrant women. This training includes 14 modules in seven steps. To do justice to the 
different migrant group the tool will need to be tuned on the specific needs and conditions. 64 women in 
4 countries will participate in the try-out in give feedback about the effect of the training.

Based on this profound evaluation of the try-out the training will get improved. The partners will work out 
different options on how to reach out migrant organizations on one hand and get in touch with stake-
holders from labor market and public entities on the other hand to implement the training tool in local 
networks. Each partner will implement two more trainings with migrant women following this approach 
during the time of this project (128 women will be reached).

The output will be a well-founded trainer´s guide that explains the training tool, but also includes re-
search about the target-group, intercultural and gender-skills. This guide will be accompanied by tutorial 
videos to give an impression of the body-oriented approach. In a brochure the consortium will document 
the staff-education program. A website will be developed for professionals in adult-education, migrant 

 
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organisations, NGOs and labor-market to work on employability and wellbeing on migrant women and to 
make use of body-oriented approach.

We intend that the project will have results and impact on several levels:

For our target group of migrant women the risk of poverty gets reduced, because they will be able and 
motivated to take steps to improve their lives (including their financial situation and emotional wellbeing).

For the organizations active in adult education the quality of their programs will improve by working with 
this innovative approach. They will be working on a subject with high relevance and getting in touch with 
stakeholders  representing  migrant-groups  as  well  as  work-supporting  systems.  Trainers  will  gain  new 
skills in using body-oriented and gender-related training-tools for different cultural groups.

In a long term perspective we foresee that the situation of migrant will get better in terms of financial 
independency  and  emotional  wellbeing.  Migrants  should  be  able  to  build  up  a  satisfied  life  with  the 
integration of their migration as enriching life-experiences. Therefore they need space for personal de-
velopment, as we offer it within our training. But they also need to face a positive attitude by trainers, 
employers and public entities.

With our project we contribute to an appreciative attitude towards migrant women – as well within them-
selves as also by the society as a whole.

 COORDINATOR: 

Europäische Vereinigung für Bildung, Kultur und Soziales ewiv
Am Frauenberg 50
36251 Bad Hersfeld, Germany
www.eubikus.eu

 CONTACT: 

Regina Rauw

 PARTNERS: 

A.RE.S. scarl, IT;
IZMIR VALILIGI, TR;
Interkulturelles Forum Fulda e.V., DE;
Stichting Tour, NL

 GRANT AMOUNT: 

165 370 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Gender equality / equal opportunities

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-DE02-KA204-002371

 TITLE: 

  FAMILY TRAINER INTERNATIONAL - NETWORK TO EMPOWER 

FAMILIES AT RISK AND SINGLE PARENTS

 DESCRIPTION: 

The objective of the strategic partnership Family Trainer International - Network to empower families and 
single parents is to

strengthen the target group of disadvantaged families and single parents trough a qualification of social 
workers and volunteers

working in the social sector to facilitate an equitable participation in social, cultural and political life in a 
national and transnational

context.

The “Family trainer international works according to the motto: “spot and strengthen the strengths

The project “Family Trainer International therefore effects different social structures on different educa-
tional levels. It takes action

on with the heterogeneous and challenging field of working with disadvantaged families and single par-
ents, in the sector of

advanced training and qualification for qualified employees and volunteers in the social sector and also 
embraces the political level.

 § The seven partner organizations already work with families and single parents so far mainly on a local 

base and strive to expand

and intensify the approach

 § All partners are non-profit organizations which want to offer high-quality formats to families / single 

parents that due to the

economic difficulties of the target group can only cost little.

 § Furthermore, all partners operate in the field of (non-formal) education and social work.

 § Connections to the regional family policy

These priorities will be combined to the strategic partnership and are the build the base of the project 
work together.

For three years the coordinating organization works with so-called voluntary family leaders. This approach 
has proved to be

sustainable in the national context and meets with great interest of our partners, especially abroad.

The project strategy allots first of all the conception of the training curriculum Family Trainer International. 
In that training course

there will be 28 multipliers from all partner organizations and 2 trainers participating. In the theoretical 
part features of the target

group, socio-educational basics and d methodological approaches will be taught and steadied.

In the start of the training a discussion of the term families in various characteristics will be stimulated, 
needs of the target group

 
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will be derived and ways of integration will be defined. Studies show that family is still the important 
center of life for people.

Different countries all over Europe agree on that value system.

Other contents are:

 § the legal system to work with the target group on a country comparison level;

 § communication and crisis management especially in the area of family work;

 § planning template for family work in theory and methodically application

 § concrete methods of non-formal learning that apply for the work with parents and kids together

 § portfolio of appropriate methods

 § Intercultural training flanks the entire training, ( tools for bridging the language barriers)

The theoretical part is followed by two practical modules in which the multipliers will apply the theoretical 
basics. Families and

single parents are actively involved in the two modules .

All the results of the training mobilities lead to the publishing of a training manual, translated in every 
language of the participant

countries to perpetuate and disseminate the knowledge. This also enables a transnational adaptation of 
the training curriculum.

We  are  aware  that  lobbying  is  essential  for  a  sustainable  improvement  of  the  situation  of  the  target 
group. The political level will

therefore be involved from the beginning of the project. The project partners will initially establish con-
tacts to multipliers in the

regional family policy. The variety of activities (described in the application) leads to a strategic multipli-
ers event and to the

agreement on common guidelines of the subject “inclusion of disadvantaged families and single parents. 
Thus, the political

discourse will be stimulated and the perpetuation of lobbying the target group will be supported.

The project structure in the transnational context includes:

 § Project meeting “Kick off ( exchange of good practice and approaches)

 § three  learning  mobilities  to  test  the  training  curriculum  “Family  Trainer  International  (in  theory  and 

practice)

 § Multipliers event with politicians (Family politics)

 § Final Project meeting ( publication and distribution of the manual /guideline)

The transnational activities are flanked by local actions.

 COORDINATOR: 

Naturfreunde Thüringen
Hirschlachufer 71
99084 Erfurt, Germany
www.naturfreundejugend-thueringen.de

 CONTACT: 

Kristine Müller

 
 
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 PARTNERS: 

CENTRO PER LO SVILUPPO CREATIVO DANILO DOLCI, IT;
Magisztrátus Alapítvány, HU;
Mihai Eminescu National College, RO;
Stowarzyszenie Rozwoju i Integracji Mlodziezy, PL;
Point Europa, UK

 GRANT AMOUNT: 

184 088 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Strengthening education and training paths of educators and youth workers

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

Reaching the policy level/dialogue with decision makers

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
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SP65

 PROJECT NUMBER: 

2015-1-DE02-KA204-002381

 TITLE: 

  ROMABC GOES EUROPE! ENTWICKLUNG INNOVATIVER 
INSTRUMENTE ZUR BEKÄMPFUNG DES FUNKTIONALEN 
ANALPHABETISMUS VON ROMA IN EUROPA 

 DESCRIPTION: 

  Whe nyo ur eadt hi ste xty ouk no whow itfe elsi fyo uc ann otr eadp rop er ly. (source of the German text: 

Grundbildung in Europa: Projekte und Perspektiven, NA BIBB).

According to UNESCO, an estimated number of 73 million adult Europeans are considered as functional 
illiterates. This is equal to 1/5 of the employable population aged 18 to 64 years. In the partner coun-
tries of the project this concerns totally 13.8 million adults. According to experts the share of functional 
illiterates among adult Roma there is 40 to 60 per cent. Comparibly high is the share among the 25 to 
40 year old Roma.

Thus, often functional illiteracy is the reason for the hindered access of Roma to education and employ-
ment. It also hinders the maintenance or increasing of their employability.

In the partner countries alphabetisation measures are offered nationwide for the majority population and 
partially for migrants, but not particularly for Roma. This is necessary to consider their special needs in 
the improvement of their reading and writing skills. Existing offers lack co-ordination and interdisciplinary 
co-operation  in  the  planning  and  implementation.  Binding  respectively  uniform  quality  standards  are 
completely missing.

Therefore, the development of basis curricula for the increasing of literacy of adult Roma as well as the 
modification of quality standards applied in the Free State Saxony for alphabetisation measures funded 
by the ESF and the elaboration and implementation of co-ordination concpets for alphabetisation mea-
sures are in the centre of our project. The created products will be tested in practise and optimised. In an 
according training, adult education experts will be enabled to use them for the first time already during 
the project.

RomABC goes Europe! will be realised by partners from Germany, Hungary, Romania and Portugal and 
aims particularly at the reduction of the number of functional illiterates among adult Roma, the improve-
ment of their employability and the increasing of their participation in adult education measures. With 
that, the project contributes concretely to the implementation of the EU Framework for national strategies 
for the integration of Roma until 2020 and the national strategies of the partner countries as part of the 
Europe 2020 strategy including the European Agenda Adult Learning, particularly the increasing of the 
employment rate and the reduction of the number of Roma concerned by poverty and social exclusion. 

 COORDINATOR: 

Kontakte für Europa e.V.
Reinsdorfer Straße 23
08527 Plauen, Germany
www.kontakte-fuer-europa.eu

 CONTACT: 

Isabelle Jahn

 PARTNERS: 

IEBA Centro de Iniciativas Empresariais e Sociais, PT;
Bundesverband Alphabetisierung und Grundbildung e.V., DE;
Asociatia Vox Civica, RO;
Human Eröforrasert Egyesület Del-Alföldi Regio, HU;
Inspectoratul Scolar Judetean Buzau, RO;
JUGENDSTIL EV, DE

 GRANT AMOUNT: 

281 548 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 
 
 
 
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 PRIORITY 2: 

Increasing the efficiency of public expenditure and the investment in education, training and youth

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

Romas and/or other minorities

 CLUSTER(S): 

Teaching and Training; Inclusion and Tolerance

 
 
 
 
 
 
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SP67

 PROJECT NUMBER: 

2015-1-DE02-KA204-002384

 TITLE: 

  THE MALL GUIDEBOOK FOR LANGUAGE TRAINERS

 DESCRIPTION: 

  We have recognized that there is not one specific way of learning, but rather there are different types of 
learners and teaching methods. Consequently, the curricula must be adapted to these different needs. 
Learning activities are no longer strictly related to face-to-face classroom situations, and we are begin-
ning to accept that learning is a continuous process. It goes through many stages and can take place at 
many different scenarios.

Technology is changing the way our society operates. It offers us new opportunities and gives us access 
to sources we never could have imagined before. Unfortunately, our rigid education system is not flexible 
enough to apply all these free opportunities. Our education institutions and consequently, our trainers 
and teachers do not receive enough support and training to adapt their teaching plans to their learners’ 
needs. Missing skills, tight schedules and lack of time for training preparation are the main reasons for not 
experimenting with new teaching methods and strategies.

This project aims to combat these problems by creating a reference guide for language trainers that will 
support them in acquiring or improving their digital competencies. The guidebook will encourage them in 
to use ICT solutions in their teaching and will facilitate the implementation of Mobile Assisted Language 
Learning (MALL) in their future classes.

The MALL Guidebook for Language Trainers will consist of:

 § An online Catalogue compiling the most relevant digital learning tools, especially MALLs for SLA in 

partners’ countries

 § A guideline for trainers covering the methodological and technical aspects of the tools compiled in the 

catalogue

 § A toolbox with five examples of possible implementations of the tools for language teaching

 § Testing of the implementations

 § A toolbox with five new developed tools for language teaching using OERs

 § Testing the developed tools

 § A concluding interactive online guidebook made up of all previously developed outcomes and a new 

section for links for further development programs and funding opportunities for trainers

Although the project is targeted to SLA adult education trainers, it also covers the needs of language 
teachers and trainers, trainers in general, language learners and education institutions.

The project aims to promote linguistic diversity and second language acquisition. This project will not only 
create new language tools, but its goal is the creation of various reference tools for trainers to inform, 
motivate and support them by implementing MALL applications in their teaching.

We expect a positive impact on trainers, learners and education institutions.

Trainers and teachers will develop new skills for creating more flexible learning pathways in relation to 
the learners’ needs and new digital expectancies. Their opportunities for professional development will 
also increase.

Learners will improve their attitude towards language teaching methods, increase their motivation for 
learning languages, and improve their abilities in foreign languages.

Learning providers will find support to enhance digital integration in teaching and training. They will be 
able to adopt innovative practices in education and effectively address students’ needs. Lastly, they will 
become aware of the interconnection between formal education, non – formal education and informal 
education.

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 COORDINATOR: 

iberika education group gGmbH
Mehringdamm 29
10961 Berlin, Germany
www.iberika.de

 CONTACT: 

Emil Arnaudov

 PARTNERS: 

Active Citizens Partnership, EL;
Danmar Computers sp z o.o., PL;
Dacorum Council for Voluntary Service, UK;
RUNI CENTER, BG

 GRANT AMOUNT: 

209 763 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Pedagogy and didactics

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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SP69

 PROJECT NUMBER: 

2015-1-DE02-KA204-002414

 TITLE: 

 DESCRIPTION: 

INTER-GENERATIONAL ECOLOGICAL AND ECONOMICAL 
CO-LEARNING  

ECOLE_IG implements informal local knowledge exchange structures in six European localities to facil-
itate inter-generational knowledge exchange and collaborative innovation with the aim to equip young 
people  in  underprivileged  areas  (rural  remote,  difficult  urban)  with  the  skills,  confidence  and  support 
network to set up new entrepreneurial structures which are rooted in their local or regional traditions.

Europe’s  rural  and  peripheral  communities  have  longstanding  and  often  successful  local  and  regional 
manufacturing and farming traditions. They often still have access to once-functioning infrastructures 
(eg. agricultural co-operatives, common land rights, communal bake houses etc), means and spaces of 
production (farms, workshops, tools, machinery, etc.) and related skills and knowledge, but lack long-term 
engagement, innovation skills and strategic developments by the younger generation.

Additionally many of these communities have suffered from global economic pressures and a general 
exodus  of  a  younger  entrepreneurial  and  technically  skilled  generation  to  the  European  metropolitan 
centres of creative industries and IT.

ECOLE_IG focuses on bringing these two groups together: the young who want and need to set up local 
sustainable and resilient futures, and the older generation who holds relevant and precious local knowl-
edge, access to resources and skills.

ECOLE_IG stands for Inter-generational Ecological and Economical Co-learning and sets up a new network 
practice-led learning infrastructure across six exemplary European communities (from the remote rural 
to  the  deprived  suburban)  in  order  to  initiate  and  stimulate  cross-generational  and  cross-disciplinary 
learning  and  subsequently  practiced  entrepreneurship  in  places  where  a  more  traditional  and  organic 
passing-on of knowledge and resources has been interrupted.

ECOLE_IG will publish and widely distribute a case-study based on-line and printed manual to explain 
and demonstrate its methodology and parameters for application. The manual aims to encourage other 
educational organisation, communities and researchers to consider and replicate such an approach for 
future sustainable local resilience building and socio-economic development.

The ECOLE_IG project will take place in Leipzig and its rural hinterland (DE), at the University of Sheffield 
and the village of Ballykinlar (UK), in rural Friesland (NL), the Parisian suburb of Colombes (FR), remote 
mountain communities in the Valcea County (RO) and the Vallagarina disrict in Nothern Italy.

Participants include local communities of young people and older generations with different professional 
and educational backgrounds, unemployed young adults, pedagogues and trainers with a broad knowl-
edge horizon, local organisations and NGOs and invited experts from the field of design, local economies 
and  community-led  development.  Participants  in  the  two  international  action  research  dissemination 
events include teachers and pedagogues from a wide range of organisations, cultural institutions and 
outreach workers, and researchers from the realm of sustainability, socio-economical development and 
resilience building.

The  accompanying  ECOLE_IG  Manual  will  be  promoted  and  distributed  locally,  nationally  and  interna-
tionally with the ambition to encourage other communities and education facilitators and providers to 
replicate this locality specific inter-relational training model.

 COORDINATOR: 

Galerie für Zeitgenössische Kunst
Karl-Tauchnitz-Str. 9-11
04107 Leipzig, Germany
www.gfzk.de

 CONTACT: 

Kathrin Böhm

 
 
 
 
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 PARTNERS: 

Brave New Alps, IT;
THE UNIVERSITY OF SHEFFIELD, UK;
ASOCIATIA PRO-TURISM NEDEEA VALCEANA, RO;
Myvillages.org, NL;
atelier d’architecture autogeree, FR

 GRANT AMOUNT: 

100 316 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Intercultural/intergenerational education and (lifelong)learning

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Inclusion and Tolerance; Employability

 
 
 
 
 
 
 
 
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SP71

 PROJECT NUMBER: 

2015-1-DE02-KA204-002418

 TITLE: 

  WELL-BEING AND HEALTHY CHOICES FOR OLDER ADULTS AND 

THEIR CARERS – WHOLE

 DESCRIPTION: 

Benefits of exercise have been shown in various populations of older adults: healthy and frail, with mul-
timorbidity or specific diseases such as dementia and depression, and those who experience major life 
events such as trauma, surgery, and bereavement. In spite of these benefits of exercise, a major part of 
the older population in Europe does not get a sufficient amount of physical activity. The higher the age, 
the harder it is to be sufficiently physically active (Curriculum EUNAAPA).

It is obvious that as people are getting older, it becomes more difficult for them to participate in active 
ageing  actions.  Reasons  for  this  are  emerging  restricting  factors  as  frailty,  mobility  problems,  chronic 
diseases, lack of mood and motivation, and even not sufficient information.

So what about those elderly people who almost or entirely they are confined into their home environ-
ment? How can adapted active ageing actions and initiatives reach them and help them preserve the 
quality of life and level of functionality they have?

It is obvious in this case that active ageing must be correlated with the EU policy directives for empow-
erment of older people to remain independent in their homes for as long as possible, and for long term 
care to shift towards home-based care, as many governments pursue the concept of ‘ageing in place’ 
(OECD, 2005).

WHOLE projects main objective is to promote active and healthy ageing through physical training for frail 
seniors and elderly people at home, using as a mean the personalized home care services provided to 
them by formal and informal carers. At the same time, WHOLE project equally emphasizes on the effect 
of the physical training on wellbeing and relief of formal and especially informal care givers.

WHOLE project’s specific objective is to develop a basic e-learning platform for physical exercising and 
healthy diet at home to train formal and informal care givers to use it as an integral part of the home care 
services they provide, specified to the prevention of functional decline and frailty among elderly people.

Subsequently the main innovation of WHOLE is that it aims to bring physical training into the daily routine 
not only of the elderly but of the formal/informal carers as well, as an essential component of the care 
giving tasks.

The general idea of WHOLE projects methodology is to collect and to exchange good practices between 
the  partners,  but  also  to  include  their  local  networks  and  stakeholders  on  different  levels,  e.g.  seniors 
and family members, formal and informal carers, social workers and other professionals, care providers, 
community and social welfare representatives and researchers.

WHOLE intends to use physical exercising and nutrition counseling as a tool for a) introducing healthy and 
active living into the homes of elderly people, b) using the care giving services as an initial, immediate 
measure for uplifting the physical and mental condition of the elderly people for preventing any aggra-
vating situations, and c) at the same time benefiting the caregivers by providing them with opportunities 
to relax and to retain their physical and mental agility.

The expected impact for the social carers and formal/informal caregivers is:

 § Creation of useful learning contents that will improve the quality and range of the work and services 

provided

 § Improving the qualification of workers through the promotion of new transversal competencies

 § Flexibility of care methods available for the benefit of the elderly

 § Improvement of the communication channel between the carer and the patient

For the elderly:

 
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 § Avoiding hospitalization and promoting healthy living

 § New activities to battle a feeling of confinement in the home environment

 § Motivation to be active in daily living

The project has 7 participants:

WWU contributes research in nursing and preventive activities with frail elderly and will coordinate the 
project.

WIN is one of the world-known research institutes in physical activity and is responsible for the content 
development.

PRO will contribute their adult training experience from the perspective of community development.

DIFAS will be a major agent, for their vast experience in working with older adults in home care and res-
idential care.

BFI is the most experienced partner in EU projects in the field of education and training, thus is able to 
lead dissemination and sustainability aspects of the project.

ATOM Life long learning center has extensive experience in social care educational and training programs 
and projects, and is part of APHOI KOUMANAKOU & SIA association will develop the market analysis and 
the business plan of the project.

GEN will substantially contribute in the validation of the projects results.

 COORDINATOR: 

  WWU

SCHLOSSPLATZ  2
48149 MUENSTER, Germany
www.uni-muenster.de  

 CONTACT: 

Nils Neuber

 PARTNERS: 

  Wohlfahrtswerk für Baden-Württemberg, DE;

ProActivate Ireland Limited, IE;
The Zinman College of Physical Education and Sport Sciences at the Wingate Institute, IL;
BERUFSFORDERUNGSINSTITUT OBEROSTERREICH, AT;
Deutsches Institut für angewandte Sportgerontologie e.V., DE;
Association Generations, BG;
APHOI KOUMANAKOU &amp;
SIA EE, EL

 GRANT AMOUNT: 

401 924 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Health and wellbeing

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Health and Medicine; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
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SP73

 PROJECT NUMBER: 

2015-1-DE02-KA204-002427

 TITLE: 

  LET’S TALK ABOUT PORNO - AUFKLÄRUNG VON  

INTERNETPORNOGRAFIE UND SEXTING IM FAMILIENALLTAG 

 DESCRIPTION: 

Each year, more than 3,7 million children are born in Europe, growing into a tight rearranged media world, 
whose development entails an unstoppable media embossing. In our view, the biggest challenge in the 
history of education, combined with a permanent task of prevention debate, because families are the 
place where the future course for the electronic media use is provided.

The Internet has become a formative element in everyday life of growing children. However, in addition to 
a variety of possibilities and opportunities that new media offer, they also involve risks and hazards. One 
of these risks, which is increasingly brought into focus of public attention within the last years, is Internet 
pornography and sexting.

Sexual concepts are the most demanded in all search processes and our growing children experience an 
almost unlimited availability. Thus they can practice an unprotected inconspicuous consumer behavior. 
Worldwide there are already 200.000 pages with pornographic content. In addition, they are filming or 
photographing their own sexual activities and disseminating them, called sexting.

Hence it is important to make young people aware of their responsibilities. Privacy filters are insufficient 
and access barriers can be overridden using the mouse. This sensitization needs first of all parental ed-
ucation and this has no alternative and is uncompromising. Parents are therefore the direct target group 
of IPUS 2015. They are an “emotional training camp between enhancing control and encouragement of 
autonomy.

However, it is a topic for the children, which is full of shame and therefore difficult to discuss with the 
parents. In addition, pornography is a taboo for parents too. 52% of parents whose children have seen sex 
pictures on the Internet deny that their children have seen such things, according to the study Euro Kids 
Online. Anyway, 12% of European children and adolescents between 9 and 16 years have already had 
experiences with the Internet, which were uncomfortable for them. This taboo topic we want to work on 
with a consortium of 7 European Member States DE, RO, BE, SL, AT, BG and SI and give families access 
through the language of these embarrassing topic.

We counter this sustained educational task with a dual strategy, which is on the one hand based on teach-
ing instrumental-qualification skills, and which serves a critical and reflective handling on the other hand. 
It is our goal to combine the two aspects and to integrate them into the social context of sex-education 
in the family.

For the implementation, the following results are expected (more be sought):

1.  An interactive Internet platform in at least 7 languages with the following content.

2.  Prevention / knowledge transfer in digital literacy through online learning units.

3.  Learning modules for intervention and early detection through guidelines for conversation.

The  Chairman  of  the  Childrens  Commission  of  the  German  “Bundestag  Eckhard  Pols  as  patron  of  this 
meaningful educational mission and an European project advisory committee will promote the under-
standing  of  these  socio-political  theme  and  reinforce  the  commitment  to  political  participation  as  an 
interface to the youth media- protection.

The state of research, the view and the experience in Europe is different, so we need a transnational 
learning in professional exchange, in search of solution approaches. With the implementation of “IPUS 
2015 we work actively on the European cross-section issue: Media Literacy Education by interpersonal, 
intercultural and social competences in Europe. The common challenge of strengthening media compe-
tencies of the parents softens culturally-traditionally well-established methods of education and creates 
space for effective, sustainable learning.

 
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 COORDINATOR: 

Gemeinnützige Stiftung
Quellenweg 14
21339 Lüneburg, Germany
www.stiftung-medienundonlinesucht.de

 CONTACT: 

Arnhild Zorr-Werner

 PARTNERS: 

Inter-kulturo, d.o.o., SI;
Fundatia romano-germana de pregatire si perfectionare profesionala in domeniul constructiilor, RO;
Sambucusforum vzw, BE;
UCHEBNA RABOTILNITSA EVROPA SDRUZHENIE, BG;
Studio Gaus GmbH, DE;
Edukácia@Internet, SK;
Österreichische Gesellschaft für Kinderphilosophie, AT

 GRANT AMOUNT: 

257 354 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Health and wellbeing

Key Competences (incl. mathematics and literacy) - basic skills

 CLUSTER(S): 

New Technologies and Digital Competences; Health and Medicine; Teaching and Training

 
 
 
 
 
 
 
 
 
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SP75

 PROJECT NUMBER: 

2015-1-DE02-KA204-002431

 TITLE: 

  BILDUNG NEU DENKEN - FORMALES UND NONFORMALES LERNEN 

IN EUROPA

 DESCRIPTION: 

The permanent change in our societies requires a review of our understanding of education and learning. 
Scientists and educators requires an adaptation of the structure and content of education to the latest 
outcomes  of  research  in  the  field  of  learning-theory  in  the  context  of  changing  social  structures  and 
globalization.

As part of the discussion about a new culture of learning in the field of education informal and nonformal 
learning get more and more into the focus of observations and becomes more important. Increasingly, it 
is assumed that education takes place both in formal but especially in non-formal and informal processes 
not linked to a specific location or a certain age (lifelong learning).

The four partner - structures work within their national educational contexts at the interface between for-
mal and non-formal education and express a real need to learn other concepts and methods which could 
eliminate the limits of the classical separation of this educational pillars.

The aim of this learning partnership is to rethink and questioning the concept of education and formal 
and nonformal learning in Europe and to demonstrate innovative methods and reflections that allows a 
different learning that focus to the challenges of the 21st century.

Involved are four structures; Schoolclash of Venlo, the Netherlands; Intercultural life of Granada, Spain, 
Hundested Skole from Hofedstaden, Denmark and interkulturelles netzwerk from Germany.

At this learning partnership will participate responsible for training and multipliers of the named structures 
as well as local partners. During four mobilities in the participating countries we want to make visits to 
projects and discuss alternative pedagogical concepts as well as testing methods. These are analyzed by 
the participants to a potential transfer to the own educational practice.

In addition to extending the personal skills of the participants, we expect a change in the educational 
profile of the participating structures. The results of the learning process as well as a presentation of the 
treated concepts and methods we want to publish in a manual of good practice / best practice which will 
be available for anyone interested free of charge.

 COORDINATOR: 

Interkulturelles Netzwerk e.V.
Karl Marx Str. 33
16816 Neuruppin, Germany
www.interkulturelles-netzwerk.de

 CONTACT: 

Sebastian Maass

 PARTNERS: 

Stichting Schoolclash, NL;
Hundested Skole, DK;
Intercultural life - educación activa por un mundo intercultural, ES

 GRANT AMOUNT: 

59 655 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 
 
 
 
 
 
 
 
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 TOPIC 3: 

Quality Improvement Institutions and/or methods (incl. school development)

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training; Improving the Quality of Education / Training Systems

 
 
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SP77

 PROJECT NUMBER: 

2015-1-DE02-KA204-002434

 TITLE: 

  EURBANITIES - EMPOWERING CIVIL PARTICIPATION THROUGH 

GAME BASED LEARNING

 DESCRIPTION: 

Among the main challenges European cities are facing today, new patterns of social and spatial inequality 
are among the most pressing. Furthermore, the impacts of exclusion, displacement, gentrification and 
other processes associated with urban change are most visible at the neighbourhood level. The main pur-
pose of the present project is to help empower citizens to more effectively influence local development 
processes that directly impact on their environments.

All over Europe, citizen participation is often hindered by a lack of information, a lack of communication 
and cooperation between affected stakeholders as well as limited access to knowledge of the options 
available for voicing local interests. Citizens and stakeholders therefore require tools that can help them 
overcome  barriers  to  participation.  Our  project  involves  the  creation  of  a  game  based  tool  simulating 
neighbourhood participation to be used in training and teaching activities targeted at empowerment of 
citizens.  The  main  target  group  of  EUrbanities  project  is  therefore  composed  by  trainers  and  teachers 
who are actively working in different fields of education, related to empowerment of citizens and citizen 
participation: trainings of people working “on the field as social workers, local development agents, etc; 
trainings in adult education or for youth for active citizenship.

In order to achieve this main product EUrbanities project will follow a three years long project cycle or-
ganised in three main phases:

1.  construction of the knowledge: experience evaluations on neighborhood level development programs

2.  creation of the game tool: identification of scenarios of participation and the creation of an interactive 

online game facilitating the simulation of these scenarios

3.  promotion and sustainability of the game tool: development of a list of pedagogical recommenda-

tions and of a Product Dissemination Plan.

Along these three main phases, the main outcomes of the project will be as follows:

1.  An ebook and a printed booklet presenting the experience evaluations and the methods used

2.  An ebook and a printed booklet presenting the identified scenarios of citizen participation and the 

methods of simulation games

3.  An online game tool facilitating the simulation of participation in training

4.  A list of pedagogical recommendations for the use of the game tool in trainings and teaching

5.  A Product Dissemination Plan identifying the activities needed for the sustainable extension of the 

use of the tool

EUrbanities will be built around different types of interactive transnational meetings and training ses-
sions: transnational meetings for the presentation and exchange of experience evaluations, transnational 
meetings for the practical simulation of scenarios of citizen participation, two training courses and trans-
national meetings for the experimentation  of the  tool.  The project will be closed by a large  multiplier 
event.

Teaching  and  learning  activities  will  be  continuously  present  in  the  project  via  non  formal  and  formal 
training.

The lead consortium partner consists will engage 7 members. As a common background, they are all en-
gaged in urban and social issues, with a particular focus on questions of locality, civil participation, social 
aspects of urban development.. However, the consortium’s various approaches, activities and organiza-
tional forms reflect different remits and approaches:

1.institutional (basic) research (higher education);

 
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2.locally embedded action research (vocational, primary and secondary education);

3.intercultural dialogue activities and trainings (non-formal and adult education)

as well as further special focuses on e-media, web development and game producing.

The project lead partner, Comparative Research Network has a sound experience in multidisciplinary re-
search as well as in the organisation of international workshops and trainings in intercultural dialogue, 
digital storytelling, action research on bordering processes.

EUrbanities will have a direct impact on approximately 4000 people including participants of meetings 
and trainings, visitors of the project web site and the project’s sites on the social media, readers of articles 
on the project and of course those who consult the project’s results. As the main indirect effect played by 
the project is on urban neighbourhoods where local development projects take place (or will take place), 
we may presume that the indirect impact of the project have long-term relevance for a large section of 
the EU’s population.

The sustainability of the project’s results and the extension of its use on further stakeholders in other 
countries is at the core of the dissemination plan of the project. The Product Dissemination Plan will iden-
tify the main actions needed for the extension and sustainability of the game tool and all stakeholders 
will be invited to sign it and to commit themselves in some of the identified actions.

 COORDINATOR: 

Comparative Research Network
Kreuzbergstr. 43
10965 Berlin, Germany
www.comparative-research.net

 CONTACT: 

  Martin Barthel

 PARTNERS: 

  MINE VAGANTI NGO, IT;

UrbanisTimo, FI;
ASOCIATIA PENTRU TRANZITIA URBANA, RO;
EURO-NET, IT;
INSTYTUT ROZWOJU MIAST, PL;
MAGYAR TUDOMANYOS AKADEMIA KOZGAZDASAG- ES REGIONALIS TUDOMANYI KUTATOKOZPONT, HU

 GRANT AMOUNT: 

203 865 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Social dialogue

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
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SP79

 PROJECT NUMBER: 

2015-1-DE02-KA204-002455

 TITLE: 

  ROMINKO KOMPETENZBILANZ - EIN INNOVATIVES INSTRUMENT 

ZUR FESTSTELLUNG, BEWERTUNG UND ANERKENNUNG 
INFORMELL UND NICHT-FORMAL ERWORBENER KOMPETENZEN 
VON ROMA ZUR FÖRDERUNG IHRER BERUFSORIENTIERUNG, 
BERUFSWEGEPLANUNG UND BESCHÄFTIGUNGSFÄHIGKEIT

 DESCRIPTION: 

  With 10 to 12 million members, Roma are the biggest ethnic minority in Europe. A relevant reason for their 
permanent discrimination is their low education level. Due to that the disadvantages are especially obvi-
ous in the education sector. A real segregation exists. Of course, actual education deficits, discrimination, 
prejudices and clichés of the majority population as well as missing motivation, self-chosen isolation and 
the lack of self-knowledge of Roma are responsible for their limited access to education and employment.

A large threshold for the access to education and employment, however, is the missing prove of their 
informally and non-formally acquired competences. Therefore, the recording, assessment and acknowl-
edgment of those competences of Roma are the centre of our project. This way it will contribute to the 
implementation of the national Roma Integration Strategies in the partner countries as part of the Europe 
2020 Strategy, particularly to the increasing of the employment rate and the reduction of the threat of 
poverty of Roma.

ROMINKO will be realised by partner organisations from Germany, France, Greece, Hungary and Romania 
and aims concretely at the modification of the French Model of Competence Balance for Roma older than 
35 years because they are especially concerned by unemployment and limited education opportunities. 
After the successful test this target group will obtain tools for their new professional orientation, career 
planning  and  the  improvement  of  their  employability.  For  the  exploitation  of  these  tools  Competence 
Councillors are needed. Therefore, education and labour market actors from Germany, Greece, Hungary 
and Romania will be trained based on developed training material who will again educate additional mul-
tipliers in their countries. In order to be able to provide Competence Balance in the partner countries, four 
adult education institutions will be certified as Competence Balance Centre within the project duration. 
Political decision makers ensure a broad and sustainable application and use of the Competence Balance 
for the target group in the partner countries.

The project enables the target group in all partner countries for the first time to give a clear image of 
their personality and to recognise and assess existing strengths and weaknesses clearly. Based on this, 
they can plan a realistic future, check education and employment plans and build up motivations in order 
to face requirements of the education and labour market due to their strengths. Educational institutions, 
labour administrations, NGO and employers are familiar with the target group Roma and receive through 
the project appropriate instruments, methods and practices to involve Roma as learners, apprentices, job 
seekers, employees and partners and to make their participation in education and employment possible. 

 COORDINATOR: 

JUGENSTIL
MESSBACHER STRASSE 59
08527 PLAUEN, Germany
www.jugendstil-ev.de

 CONTACT: 

Ronald Schönknecht

 PARTNERS: 

Terno drom, DE;
OIKOKOINONIA Citizens’ initiative for the support of vulnerable social groups, EL;
INSTITOUTO ANAPTIXIS EPICHEIRIMATIKOTITAS ASTIKI ETAIREIA, EL;
FEDERAT EURO CENTRES BILAN ORIENT PROF, FR;
KISKUNHALAS VAROS ONKORMANYZATA, HU;
Buzau Municiplity (Buzau City Hall), RO;
Association for the Promotion of Human Resources in the South Great Plain, HU;
Asociatia Vox Civica, RO

 
 
 
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 GRANT AMOUNT: 

288 377 EUR

 CONTRACT DURATION:  

28 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Recognition (non-formal and informal learning/credits)

Romas and/or other minorities

 CLUSTER(S): 

Employability; Improving the Quality of Education / Training Systems; Inclusion and Tolerance

 
 
 
 
 
 
 
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SP81

 PROJECT NUMBER: 

2015-1-DE02-KA204-002491

 TITLE: 

 DESCRIPTION: 

  MULTIFUNCTIONAL AGRICULTURE AS A DRIVER FOR INNOVATION 
IN RURAL EUROPE - DIVERSIFIZIERTE LANDWIRTSCHAFT ALS 
MOTOR FÜR INNOVATION IM LÄNDLICHEN EUROPA

The rural space of Europe, that is about 80% - 90% of the overall landscape, is still in the process of 
change. One of the major problems is the lack of prospects, especially among young people in economi-
cally underdeveloped regions with no appropriate infrastructure and jobs and therefore no promissing fu-
ture. The major target-group of this project contains farmers, lumberjacks and Small-&-Mediumsized-En-
terprises (SME) of farmers, as well as food-processing companies.

This  project  bundles  the  Know-How  and  experience  of  its  partners  in  their  particular  countries.  During 
the last years, agricultural cooperative societies did provide the regions of the partners of this project 
with new jobs in agriculture and forestry, in conjunction with new projects - dealing with Marketing, Tour-
ism, nature conservation and environmental education. Those will be analysed and developed under the 
perspective of combined European measures. As a result, this process will provide the cooperatives of 
the local stakeholders with innovative, transferable business-models, able to cope with the needs of a 
tougher growing and highly competitive market – and therefore enabling the stakeholders to get into their 
own niche and provide the market with local products. The project created in this context 3 intellectual 
Outcomes. These are 3 Business Scenarios for cooperatives in the areas of bioenergy / wood biomass, 
tourism and local landscape development and cooperative marketing of agricultural products & services, 
and environmental education

For those rural enterprises, diversification of their services and products is the future. Cooperation is the 
key – in Marketing and promotion of the products of local producers, as well as non-agricultural services, 
like tourism, generation of energy, environmental education and preservation of nature.

One of the most important factors of survival and success of a private enterprise is access to education 
and as a part of it, innovation-skills of the Management. Here, the project enters the process with a train-
ing of the staff of the project partners. The knowledge and skills gained by this training will be passed on 
to the target-group and their companies by further education and guidance. In order to gain something of 
the results of the project – and simultaneously get the attention of as much people of the target-group 
as possible – 4 members of each NGO will be further educated, trained and qualified to act as multipliers. 
The trainings will be held in two seminar-blocks of 6 and 8 days.

A detailed case-study will address the surrounding environment of the target-group in the rural areas, by 
analyzing the strengths and weaknesses (a.w.a. advantages-disadvantages) of the former methods and 
the new developed best-practise models of the partners.

At the end of the project, all outcomes will be presented to a professional audience as well as to the local 
and general public on a special event of the multipliers. All the results and the developed educational 
tools of the project will be available on an online platform to provide on-going and lasting access and 
provide a tool that ensures professional dialog of former and future partners of the network.

 COORDINATOR: 

STARKMACHER
SECKENHEIMER HAUPTSTRASSE 72 GESCHAFTSSTELLE MANNHEIM
68239 MANNHEIM, Germany
www.starkmacher.eu

 CONTACT: 

Christian Röser

 PARTNERS: 

Terre di loppiano srl, IT;
County Governor of Hordaland, NO;
NAK Agrárszolgáltató Nonprofit Korlátolt Felelosségu Társaság, HU;
Luonnonvarakeskus, FI

 GRANT AMOUNT: 

292 201 EUR

 
 
 
 
 
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 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Strengthening quality through mobility and cross-border cooperation

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Agriculture, forestry and fisheries

Rural development and urbanisation

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Education for Sustainable Development; Employability

 
 
 
 
 
 
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SP83

 PROJECT NUMBER: 

2015-1-DE02-KA204-002492

 TITLE: 

  EDUCATIONAL PATH FOR EMOTIONAL WELL-BEING 

 DESCRIPTION: 

The project Educational Path for Emotional Wellbeing will create an innovative training path in the field of 
emotional health, crisis intervention, social inclusion. The project consortium includes 10 partners from 4 
EU countries: Germany, Italy, Hungary, the Netherlands. The partners are the most expert European NGOs, 
Associations of volunteers and HEIs committed to Emotional Support, and will identify, through recent 
common projects and within the preliminary phase of “Educational Path for Emotional Well-being propos-
al, the main research needs of emotional telephone emergency services and quality-improving measures 
in the areas of emotional health amongst the Association’s Members, as well encouraging pan-European 
cooperation. The project, that will last 24 months, will create a model of training curriculum on 5 key areas 
involved in Emotional Wellbeing:

1.  Human resource skills related to emotional and mental health in various cultural and professional 

environments

2.  Development of emotional intelligence, communication and interpersonal skills

3.  Strengthening of coping skills and problem solving

4.  Societal and individual needs, soft skills requested in present society and labour market

5.  Social inclusion and sustainability

These macro areas have been provisionally identified during the proposal preparatory phase and will be 
re-designed according to the results of the initial project phase (leading to the development of Output 
1- Emotional well being Initiatives Toward a Mindset Change). Within this phase, partners will undertake 
a survey aimed at identifying new Emotional well being models, training opportunities and needs, as to 
update the state of art of mental health problems, such as anxiety or stress, impact on productivity; a 
comparative analysis of the results will be carried out as to have a picture of what is going on in Europe 
on Emotional well being. As result of this work, inventories will be created and made available on line, 
respectively of initiatives and training opportunities in Emotional well being, with a focus on identifying 
existing modules and resources to be further adapted and developed to respond to the target groups 
needs.The training path (Output 2 - EMOTIONAL WELL-BEING MODULES AND RESOURCES) will be com-
posed by a set of 5 modules, each composed by 30 h structured at distance courses and in presence. 
This will result in a training offer of 120 h (70 h as e-learning, 40 h as one-week intensive course). The 
full  set  of  modules  will  be  tested  in  a  joint  demonstrative  blended  course,  that  will  involve  150  par-
ticipants from partner countries representing HEIs, NGOs, Foundations, Research Institutes and PA. The 
part of the course to be realized in presence will be implemented through a blended mobility action in 
Munchen  aimed  at  strengthening  knowledge  and  methodological  exchanges.  After  testing  the  course, 
the curriculum will be improved and standardized according to partner HEI regulations and included in 
already existing MSc degree courses (Output 3 -MODEL AND RECOMMENDATIONS FOR AN EMOTIONAL 
WELL-BEING CURRICULUM).The model of curriculum will be accompanied by a set of policy recommenda-
tions for the validation and recognition of 30 ECTS with reference to the EQF Level 6,7 and the validating 
the new profile (Listener), ensuring long term project sustainability. The proposal aims at making lifelong 
learning and mobility a reality, by creating flexible learning pathways and addressing to adult learners 
which can be entered at different stage of their life encouraging the networking. The project will adopt a 
participatory approach with active involvement of stakeholders in the different project phases. Further-
more, by creating and validating a set of collaborative modules and resources in the test blended course 
will serve as an example of transnational Society-University-Welfare Cooperation that may be adapted 
to any other course subject, providing long-term sustainability of the project outcomes. EmPoWEring dis-
semination will raise awareness on Emotional Wellbeing across Europe, opening the path for Emotional 
Support initiatives in reaching different pedagogical goals and global challenges (all those in emotional 
distress, youth unemployment, elderly neglect or burn- out prevention) and that of local governments in 
social development. Dissemination will be ensured by a dedicated website and use of social networks, 
promotional video, and a eNewsletter to be distributed in partner countries and all over Europe.A strong 
link with relevant scientific societies (International Association of Suicide Prevention, World Federation 
for Mental Health, the World Alliance of Crisis Helplines and World Health Organisation will enable long-
term sustainability and acessibility of project outputs. Within the projects, three multiplier events will be 

 
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realized in Hungary, Italy and in Bamberg with a final international conference where a EU Networking for 
emergency service will be launched.

 COORDINATOR: 

IFOTES Europe
Dödter Straße 10
58095 Hagen, Germany
www.ifotes.org

 CONTACT: 

Stefan Schumacher

 PARTNERS: 

Erzdiözese München und Freising Körperschaft des Öffentlichen Rechts - Kath. TelefonSeelsorge München, 
DE;
Sensoor Zuid Holland Zuid Midden, NL;
Scuola Nazionale Servizi Foundation, IT;
RUPRECHT-KARLS-UNIVERSITAET HEIDELBERG, DE;
STICHTING NEDERLANDS INSTITUUT VOOR ONDERZOEK VAN DE GEZONDHEIDSZORG, NL;
Magyar Lelki Elsosegely Telefonszolgalatok Szovetsege (LESZ), HU;
Végeken Egészséglélektani Alapítvány, HU;
Telefono Amico Italia, IT;
Studio Rucli, IT

 GRANT AMOUNT: 

283 694 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Strengthening education and training paths of educators and youth workers

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Health and wellbeing

New innovative curricula/educational methods/development of training courses

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Health and Medicine; Teaching and Training; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
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SP85

 PROJECT NUMBER: 

2015-1-DE02-KA204-002499

 TITLE: 

  SUSTAINABLE COMMUNITIES INCUBATOR PARTNERSHIP 

PROGRAMME

 DESCRIPTION: 

Rationale

A growing amount of civil initiatives and grassroots movements all over Europe is creating innovative 
sustainable projects and new lifestyles in their transition to a more just, sustainable and resilient future. 
Creating a low carbon society needs active engagement of civil society. This project aims to assist and 
support groups starting community-led sustainable projects with an adult education response, especially 
in terms of social skills as it turns out that many projects are failing due to lack of the necessary social 
and group communication skills. The project is created in response to a need for such increased levels 
of  awareness  and  collaborative  practice  to  spark  change  and  development  in  a  specific,  sustainable 
direction. This project addresses the need for an integrated approach in Education for Sustainable Devel-
opment that blends ecological, economic, social and cultural aspects in a balanced way.

Partnership

The nine organisations that form SCIPP represent large groups of sustainable communities and grassroots 
initiatives throughout Europe. All project partners are active in the field of adult education for sustain-
able development in which ecological, economical, social and cultural aspects are integrated in a holistic 
approach. The partnership is based on shared, converging interests within change processes in response 
to increasingly interconnected global challenges. The partners are GEN-Europe (lead partner), RIE (Spain), 
RIVE (Italy), Trajnostni Park Istra (Slovenia), GEN NL (Netherlands), MTÜ Eesti Ökokogukondade Ühendus 
(GEN Estonia), LØS (Denmark), Fundacja Ogrody Permakultury (Poland) and GEN International (UK).

Sustainable Communities Incubator - Educational material and trainings

In the project training material from all partner countries will be gathered and brought together in an open 
source incubator framework. Four of the partners have been involved in the development of the Ecovil-
lage Design Education. The Italian and Spanish partners have further developed national programmes to 
assist the development of new projects, communities and eco-initiatives. In a series of six transnational 
meetings the existing training materials will be transformed in a collective and co-creative way into an 
Incubator Framework for Incubator Training and a supplementary TOT (training of trainers). Besides these 
training  materials  a  comprehensive  ICT  e-learning  platform  will  be  created  to  back  up  the  Incubator 
Framework. This will include an innovative support system for online consultancy.

Dissemination

The project results will be disseminated through the wider networks of the partners consisting of networks 
of ecological communities, on both local, regional, national, European and international levels by utilizing 
existing channels, both internal and external. The project partners will provide a valuable and legitimate 
contribution to the adult education sector, but add a more innovative and entrepreneurial dimension in 
also wider green business circles.

At a regional and local level the project will provide incubator trainings to local rural and urban com-
munities. The project and materials will also be presented nationally to relevant stakeholders, like adult 
education providers within the non formal education sector, but also to universities, research institutes 
and students, to municipalities and decision making bodies, NGO’s with similar goals. As the organisations 
have strong links on both European and in some cased international level, the project and the produced 
materials will be presented on an European and international scale at international events.

Target groups

Target groups of the partnership are 1) the facilitators, trainers and consultants that will actively engage 
in the partnership and the trainees of the pilot incubator training, 2) trainers, educators and facilitators ac-
tive in the field of ESD, 3) people from urban and rural sustainable communities and initiatives, traditional 

 
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communities and villages, ecovillages, cohousing projects and ecological quarters, 4) green and social 
entrepreneurs and 5) other relevant stakeholders such as research institutes and universities, municipal-
ities, decision makers and other government bodies as well as (international) NGO’s active in sustainable 
development. Special target groups will be people in disadvantaged and rural areas and green and social 
entrepreneurs.

Outcome of the project

The outcomes of this project will strengthen community-led projects all over Europe by spreading access 
and knowledge about innovative tools for community building and social project design. It will provide a 
better understanding of participatory structures towards cooperative thinking approaches and co-creation 
attitudes and a network approach of thinking and doing in the creation of projects. 

 COORDINATOR: 

Rosa-Luxemburg-Str. 89
14806 Bad Belzig, Germany
WWW.GEN-EUROPE.ORG

 CONTACT: 

Ulrike Schimmel

 PARTNERS: 

Asociacion Red Iberica de Ecoaldeas, ES;
Global Ecovillage Network, UK;
Fundacja “Ogrody Permakultury”, PL;
TRAJNOSTNI PARK ISTRA, raziskovalno-izobrazevalni zavod za trajnostni razvoj, Gazon, SI;
Stichting EcodorpenNetwerk, NL;
Landsforeningen for Økosamfund, DK;
MTÜ Eesti Ökokogukondade Ühendus, EE;
Rete italiana villaggi ecologici - RIVE, IT

 GRANT AMOUNT: 

173 533 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Teaching and Training

 
 
 
 
 
 
 
 
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SP87

 PROJECT NUMBER: 

2015-1-DE02-KA204-002503

 TITLE: 

  OUT-SIDE-IN: INCLUSIVE ADULT EDUCATION WITH REFUGEES

 DESCRIPTION: 

2015 starts with global crises a new record number of refugees and provides European host countries 
with major challenges: ghettos in the largest refugee Country Sweden, followed by populist movements 
as PEGIDA in Germany and the classic first asylum country Italy, violence rise against asylum seekers in 
Greece, refugee tents as untenable terminals in transit countries such as Turkey and Slovenia.

General policy questions, are followed by the ones of everyday urban life and the new coexistence of 
majority population and refugees door-to-door. Host societies often show stabilization of prejudices and 
reservations, which are hardly broken on both sides: as refugees social participation opportunities and 
ways of communicating are missing, there are hardly any opportunities to meet with locals (contact hy-
pothesis). This seriously hamperes the social integration of refugees (2013 Federal Office for Migration 
and Refugees), nourishes new waves of foreigners hostilities and leaves the majority society unprepared 
for intercultural coexistence in immigrant societies.

Educational institutions can take in a key role in the tension between integration and separation of these 
two social groups. Although the educational landscape of inclusion debates are running on (European 
Agency / UNESCO) and the technical staff must rely on teaching intercultural competencies to success-
fully work with heterogeneous groups, still the target group of refugees remain a left out space. The new 
term inclusive adult-education (2012 Kil) tries to grab this gap and promotes a comprehensive commit-
ment of adult education for inclusion. This means the accessibility of educational opportunities for all 
people regardless of (..) ethnicity, (..) social or economic conditions. Especially adult and elderly refugees 
experience the threat of social exclusion.

OUT-SIDE-IN therefore is committed to qualify multipliers for the inclusion of refugees in adult education, 
offering new opportunities of interacting and channels of communication between these groups aiming to 
soften prejudices and to promote awareness and respect of multiple perspectives in todays´ immigration 
societies.

For this purpose, Out Side In developed a 5-module program for multipliers qualifying them for inclusive 
adult education with refugees:

A. At the micro level of the class:

1.  Background knowledge and self-reflection to the target group Refugees (cognitive, affective Level)

2.  Exercise  instructions  for  new  anti-discriminative  learning  together  in  groups  including  refugees 

(behavioral)

3.  Guide for group reflections for prejudice reduction and awareness in groups including refugees (cog-

nitive, affective)

4. 

Inclusive communication skills through innovative creative methods

B. Meso level of structural organization of education:

5.  Sustainable outreach strategies for the target group of refugees

With 9 partners in the 6 mentioned countries, Out-Side-In will provide needs analysis for target groups, 
develop and test innovative educational material and methods for learner groups with refugees, train 
and support 150 multipliers for sustainable implementation and publish all project- results for public free 
access on its website.

Out-Side-In provides results that qualify educational staff in inclusive teaching and learning skills by cre-
ative methods for moderating groups including refugees, raise awareness for multiple perspectives and 
understanding between the majority society and refugees, reduces prejudices and offers new arrange-
ments for their relationships, provide opportunities for participation and learning for refugees. Overall Out-
Side-In contributes an educational puzzle that contributes its part for reaching more inclusive societies.

 
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Out-side in includes 3 target groups

a Primary: multpliers for adult education

b. Secondary: refugees (minority)

c. Secondary: Participants (majority society) in the education of the adult education

Out-Side-In works in an international team of experts for refugee work, adult education, creative teaching 
methods and science. The partners are located in transit and classical receiving countries for refugees and 
therefore are facing pressing challenges of integration of refugees into the local context. Differentiated 
common illumination of these international phenomena, sustainable responses with a European perspec-
tive can be developed in a fruitful collaborative way. Gaps in European adult education can thus be used 
to forward social inclusion.

 COORDINATOR: 

LUH
Welfengarten 1
30167 HANNOVER, Germany
www.uni-hannover.de

 CONTACT: 

Dirk Lange

 PARTNERS: 

UNIVERSITAET SIEGEN, DE;
FOLKUNIVERSITETET STIFTELSEN VID LUNDS UNIVERSITET, SE;
ZNANSTVENORAZISKOVALNI CENTER SLOVENSKE AKADEMIJE ZNANOSTI IN UMETNOSTI, SI;
Konya Metropolitan Municipality, TR;
Provincia di Parma, IT;
ASTIKI MI KERDOSKOPIKI ETAIREIA KAIMI KUBERNITIKI ORGANOSI FOUR ELEMENTS, EL;
Speha Fresia, IT;
SYNERGEIO MOUSIKOU THEATROU ASTIKI MI KERDOSKOPIKI ETAIREIA, EL;
DEUTSCHER VOLKSHOCHSCHUL-VERBAND EV, DE

 GRANT AMOUNT: 

416 574 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

New innovative curricula/educational methods/development of training courses

Romas and/or other minorities

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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SP89

 PROJECT NUMBER: 

2015-1-DE02-KA204-002504

 TITLE: 

  SUSTAINABLE ENTREPRENEURSHIP BASED ON MULTIFUNCTIONAL 

AGRICULTURE

 DESCRIPTION: 

The EU has clearly identified the need for European agriculture to be reshaped towards greater sustain-
ability. Multifunctional agriculture is the key concept underlying the reformed agricultural and rural devel-
opment policy aiming at increasing sustainability of agriculture, while at the same time being competitive 
at  the  European  and  global  market.  Most  farmers,  especially  young  farmers  and  managers  of  family 
farms, however, lack the skills necessary to successfully engage in and implement the EUs measures aim-
ing at multifunctional agriculture. This is less due to a lack of attitude or technical (agricultural) knowledge 
but rather a matter of missing economic, organisational and entrepreneurial skills. Thus the SEMA project 
addresses the nexus of multifunctional agriculture and the necessary entrepreneurial skills among young 
and family farmers.

The SEMA project aims at providing high quality learning opportunities on multifunctional agriculture ori-
ented entrepreneurial skills and capacities for European farmers, and increasing competencies of trainers 
and facilitators of organisations relevant for agricultural training at a regional and local level. Specifically 
targeting young farmers and family farm managers, the capacity building approach offers opportunities 
for farmers beyond formal vocational training and further education at low cost and low entry thresholds. 
The project will use innovative ways of implementation through the combination of online training mate-
rial with best practices examples and face-to-face training of farmers, mentors and trainers.

The project consortium is composed of 7 organisations from 5 different EU countries (DE, ES, LT, RO, PL) 
and shows cooperation between new and old European Member States. A comprehensive partnership has 
been established, consisting of a research and consulting organisation (IfLS), adult education organisa-
tions (DEFOIN, AEPMR, ARID), a regional farmer organisation (ASAJA), a private agricultural consulting firm 
(HuL) and an institute of ICT and education technologies (BETI).

To achieve the objectives of the project three Intellectual Outputs will be developed, tested and multi-
plied: the ‘Training system on entrepreneurial skills for multifunctional agriculture’ (O1) acting as an um-
brella for the ‘In depth case studies on entrepreneurial multifunctional farmers’ (O2), and the ‘Mentoring 
programme on entrepreneurial skills for multifunctional agriculture’ (O3). Main results produced within O1 
are a training needs assessment, Open Educational Resource modules on multifunctional farming and 
guidelines for learners and facilitators. The SEMA training system approach is based on the innovative 
educational method ‘flipped classroom training’, during which learners first use the OERs independently 
and then discuss the learning outcomes with the facilitator. The online system will also feature a platform 
for interactions between learners, facilitators, mentors and mentees, and other stakeholders. All outputs 
produced will be freely accessible for the public within and beyond the project’s lifetime.

The project will have beneficial impacts on young farmers and family farmers through increasing their 
entrepreneurial  skills  and  applying  these  to  successfully  develop  new  business  strategies  and  action 
plans  for  setting  in  value  multifunctional  agriculture.  Furthermore  agricultural  organisations  active  in 
farm management related training will strengthen their capacities to offer high quality ICT-based tailored 
learning opportunities for individual learners. Finally, the awareness of stakeholders about the importance 
of entrepreneurial skills for multifunctional agriculture will be raised, and their knowledge on availability 
of the SEMA training system and mentoring programme will enable stakeholders to mainstream project 
results into the respective national and European policies.

The envisaged longer term benefits of the project are an increased competitiveness of farms which are 
at the same time contribute to the provision of public goods such as functional water and nutrient cycles 
or landscape attractiveness. Thus SEMA will contribute to an increased overall sustainability of agricul-
tural activities and viability of rural areas on a regional level. Last, it will also strengthen the position of 
younger and family farmers, thus maintaining the diversity of farm structures while supporting the new 
rural paradigm.

 
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 COORDINATOR: 

KURFUERSTENSTRASSE  49
60486 FRANKFURT AM MAIN, Germany
www.ifls.de

 CONTACT: 

Ulrich Gehrlein

 PARTNERS: 

Asociatia Pentru Educatie Permanenta in Mediul Rural, RO;
ASOCIACION AGRARIA JOVENES AGRICULTORES ASAJA GRANADA, ES;
Stowarzyszenie Rozwoju Inicjatyw Regionalnych “Lacjum”, PL;
Viesoji istaiga Baltijos edukaciniu technologiju institutas, LT;
DEFOIN Formacion para el Desarrollo y la Inserción, ES;
Hof und Leben GmbH, DE

 GRANT AMOUNT: 

287 832 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Agriculture, forestry and fisheries

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
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SP91

 PROJECT NUMBER: 

2015-1-DE02-KA204-002532

 TITLE: 

 DESCRIPTION: 

INTERNET – (K)EIN RECHTSFREIER RAUM, LEHREN UND LERNEN 
DURCH DIE DATENSCHUTZ-APP ZUR VERBESSERUNG DER 
MEDIENKOMPETENZ IM BEREICH DER ERWACHSENEN- JUGEND- 
UND SCHULBILDUNG

The European parliament prepared a proposal for a new data protection ordinance – at the same time e.g. 
in Turkey internet platforms like twitter were forbidden. Concerning to the topic data protection still people 
are really upset, so there is a high need to transform a wide spread feeling of insecurity into a feeling of 
security through education. The Consortium (consisting of experts from DE, FI, SL, TU and SI) will offer the 
project “Internet – no (an) extralegal room as an opportunity for parents and consumers to enforce more 
personal responsibility regarding to data protection and data security. The Data-Protection-App (DAPPS) is 
the tool representing this opportunity. The consortium especially focuses on the data security of children 
and adolescents.

The  European  Parliament  in  2012  already  called  for  “to  identify  and  apply  all  present  possibilities  to 
protect children against dangers from the digital world and to train and educate parents systematically 
how they can protect their children. The intention of the project “Internet – no (an) extralegal room is to 
contribute something to this appeal. With our project we want to help parents to protect and appreciate 
the value freedom (in form of data protection) for their children and adolescents. Privacy is an important 
concern in our democracy, which is requiring from the parents and citizen online-competence. Within the 
population sufficient knowledge about the system of justice including provision for data protection is rare. 
Consequently, the internet for many parents and consumers seems to be an extralegal room. Education 
about justice concerning media use is a central concern of parental media education, which for a long 
time carved and shadowy existence. Insecurity and mistakes regarding to the use of new media are a 
consequence, which also affects sons and daughters. “Internet – no (an) extralegal room will offer an 
educational tool in form of a Data-Security-App (DAPPS). In addition to that, important information about 
the  topics  “copyright  law,  technical  security,  contextual  security,  advertisement,  cybermobbing  etc.  will 
be created in form of three minutes lasting educational cinema movies, which will be spreaded also by 
the App. Background information regarding to the previously mentioned topics will extend the offer for 
parents to address also the target audience consumers.

The App will increase the understanding and sensibility of users of screen media for data protection. A 
password-check system will be available through the App in mobile form. The goal is that parents and 
their  children  can  use  the  internet  in  a  secure  way  and  that  all  involved  people  are  best  as  possible 
informed about the topic data protection and data security. To reach this goal we want to address par-
ents there, where also their children are: Through knowledge-spreading-events in schools. The education 
offer:Internet – no (an) extralegal room will prepare these events for schools and will perform them as 
an example together with all partners of the project. Today, where it is common that children and ad-
olescents get already early in contact with media use, data protection and data security is a question 
of appreciation of the democracy and personal freedom. With this meaningful learning idea, justice in 
Europe wants to create in a consortium sensibility for data protection and in addition to that wants with 
its results to contribute for security and enlightment. Within the closing symposium we want to discuss 
about the topic data protection and data security for children and adolescents together with representa-
tives of schools, with data protection officers, politicians (regional, national and European) and also with 
representatives of the parents. During this symposium the tool APPS will be presented as a competent 
solution by offering concrete competence for action.

A “positioning paper containing wishes and desires regarding to the topic security and protection of chil-
dren  and  adolescents  within  the  internet  will  be  given  to  the  politics.  We  are  actively  contributing  to 
the creation process of the European cross-cutting issue “Education for media-competence, through the 
App by training of interpersonal, intercultural and social competences in Europe. The joint challenge for 
strengthening of media-competences of parents will necessarily soften cultural and traditional estab-
lished educational methods and will create room for intelligent, sustainable and integrative learning. For 
spreading, in each partner country will be performed a generic major event in one school. Through the 
necessary procedure for estimating the demand for training and information regarding to the topic data 

 
 
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security we get through to approximately 4000 parents in each country, who we invite for the generic 
major event in a school. For parents and consumers by DAPPS will be closed a huge leakage of data 
protection.

 COORDINATOR: 

RECHT IN EUROPA EV
WEISSENFELSER STRASSE 13
07743 JENA, Germany
www.recht-in-europa.eu

 CONTACT: 

Bernd Werner

 PARTNERS: 

UCHEBNA RABOTILNITSA EVROPA SDRUZHENIE, BG;
K MILIOS AND SIA OE, EL;
BERUFSFORDERUNGSINSTITUT OBEROSTERREICH, AT;
Inter-kulturo, d.o.o., SI;
Bartin Lisesi, TR;
Sambucusforum vzw, BE;
Stiftung Medien- und Onlinesucht, DE

 GRANT AMOUNT: 

225 474 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

EU Citizenship, EU awareness and Democracy

Intercultural/intergenerational education and (lifelong)learning

Reaching the policy level/dialogue with decision makers

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
 
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SP93

 PROJECT NUMBER: 

2015-1-DE02-KA204-002542

 TITLE: 

 DESCRIPTION: 

  SAKRALRÄUME ALS EUROPÄISCHE ERINNERUNGSORTE: 
POTENTIALE ENTWICKELN, KOMPETENZEN STÄRKEN

“Sacral buildings as European locations of remembrance: developing potentials, strengthening compe-
tences is the title of this Erasmus+ project (project period of two years from September 2015). Given 
the Kirchensterben in Europe (the phenomenon of abandoned churches) ten partners from Germany, the 
Netherlands, Austria, Czech Republic, Poland, Romania, Italy and Latvia foster new perspectives for the 
heritage of European religious heritage site with the conception of innovative resources of education. Aim 
of the project is to look for sacral buildings to become accessible as cultural capital for the general public. 
This cultural capital finds expression in sacral buildings as “European sites for remembrance, since they 
embody a European identity that exceeds the mere function of a religious connoted place or just a tourist 
sight. Such a look certainly is not only relevant for churches alone, but includes synagogues and mosques. 
The driving force to give a qualitative impetus for education is the practical experience of people who are 
engaged locally with the subject for many years. They witness a need for education that is further con-
ceptualized by practitioners, whereas a top down approach is considered as misleading. Hence, the task 
is to foster a knowledge transfer from the bottom that reaches the actors. The need for mutual learning 
as a social process finds recognition in the heterogeneous composition of the consortium. Practitioners 
with an economical religious bias as well as partners that approach the subject from a rather cultural and 
historical stance are included. Furthermore, actors from adult education university sector are associated. 
Above all, the project seeks to address and connect relevant civil initiatives, educational institutions and 
multipliers that share the aspiration of a long-term strategic commitment to strengthen the potential of 
sacral buildings as cultural capital. The project strengthens respective competences by developing mod-
ules feasible for adult education, school education, university sector and vocational training. The modules 
have a multidisciplinary conception, are based on the experience of practitioners and include elements of 
computer pedagogics with a focus on sacral room as analytical space of perception an space of mean-
ing. They refer to a concrete local situation, are applied at six project meetings, presented publicly at a 
local place of remembrance and get evaluated by extern experts. In the follow-up of each meeting, the 
modules will be enhanced and documented to make them reproducible for educational offer. Members 
of civilian initiatives, persons working in educational institutions as well multipliers are integrated at the 
project meetings in order to foster networking on the local level and discuss the possibilities of certifica-
tion. In addition, modules are tested at a summer school in the broader framework of further education of 
staff in the educational sector. Embedded in the jubilee of reformation in 2017, a multiplier event takes 
place in Berlin to reach the professional audience. Besides the curriculum a 3 d visualization is produced 
that explains a fundamental understanding of sacral room. The outcomes of the project recognize the 
special need of people with disabilities. They are distributed in form of multilingual booklet, as well as 
digital as a DVD, the project website plus an app version and via social media. Furthermore, the basis for a 
digital atlas of sacral buildings via Google maps is set and further developed. The project covers European 
history and common European identity and links sacral buildings as European places of remembrance to 
core issues of European history such as migration and departure, banishment, rule and submission as well 
as understanding of people, intercultural dialogue, empowerment and renovation. Hence, the project aims 
to reinforce civil society structures and contributes to the awareness of European culture of memory.

 COORDINATOR: 

OBAK
Choriner Str. 82
10119 Berlin, Germany
www.otto-bartning.de

 CONTACT: 

Immo Wittig

 
 
 
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 PARTNERS: 

TECHNICKA UNIVERZITA V LIBERCI, CZ;
stichting DEZINNEN, NL;
Fundacja Borussia, PL;
LINGUISTICA s.r.l., IT;
Consistoriul Superior al Bisericii Evanghelice C.A. din Romania, departamentul Centrul de dialog si cultura 
Friedrich Teutsch al Bisericii Evanghelice C.A. din Romania, RO;
Sudargo evangeliku liuteronu parapija, LT;
Herzogsägmühle (Innere Mission München - Diakonie in München und Oberbayern e.V.), DE;
Kerk in Den Haag, NL;
Kulturzentrum bei den Minoriten in Graz, AT;
The North Bohemian Museum in Liberec, CZ

 GRANT AMOUNT: 

236 075 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

EU Citizenship, EU awareness and Democracy

Ethics, religion and philosophy (incl. Inter-religious dialogue)

Inclusion - equity

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
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SP95

 PROJECT NUMBER: 

2015-1-DK01-KA204-004297

 TITLE: 

  LEARNER-BASED TRAINING: AN INNOVATIVE APPROACH TO 

FOREIGN LANGUAGE LEARNING

 DESCRIPTION: 

The number of students participating in language learning for adults is declining in most EU countries. 
We believe that one of the reasons why adults decide not to engage in language learning is that it is still 
characterised by industrial society’s view on learning and the use of an audio-lingual method (presen-
tation - controlled practice - use). However, the individual in the knowledge society is demanding more 
communicative and individualised teaching.

The latest research in adult education and second language learning is clear regarding how second lan-
guage learning for adults can meet these challenges. The latest neurodidactic research shows that mod-
ern second language learning must be communicative, based on the individual student’s learning style, 
qualifications, needs and wants. If the practical implementation of the communicative method involves 
teaching methods such as cooperative learning, task-based teaching and similar tools, students will find 
it relevant and motivating, and learning outcomes will improve. Alongside classroom teaching, well-func-
tioning digital tools are making it possible to combine students’ individual needs with the advantages of 
student-centred classroom teaching.

Therefore, the aim of the project is to build a bridge between the latest research in second language 
learning and daily teaching practices. We want to determine how we in the best possible way can trans-
late these research results into daily teaching practices and thereby attract more adults back to language 
learning. In the project, we will combine the best from communicative classroom based teaching with an 
individual coaching process that meets the individual participant’s needs and wants.

In the individual courses, we will combine the following:

 § The good experiences German universities have had with coaching and self-learning courses.

 § Individual supervision and guidance in second language learning, which has been tested in Denmark 

and Spain.

 § An analysis of each student’s individual learning style and learning biography.

 § The inclusion of digital media in a database that delivers both didactic and authentic material. The 
database will enable the student to experience the selected language in a virtual environment, which 
will simulate immersion learning and allow each student to choose the subjects they consider relevant 
to them. The database will be developed as part of the project.

 § The students’ individual progress will be measured on a platform that also allows group activities.

Alongside these individual courses, the students will meet regularly in groups and a teacher will facilitate 
classroom based activities to practice the language. The teacher will act as an initiator and facilitator and 
it is the students who are active.

It  vital  to  the  project  that  the  teachers  are  able  to  transfer  the  theory  into  practical  learning  courses. 
Therefore, the project will also include targeted professional training for the participating teachers, which 
will include a foundation introduction to coaching and supervision, an introduction to modern teaching 
methods and digital media within second language learning. The teacher training programme consist of 
different flexible courses with an initial online phase, a classroom based phase and a final online phase 
for reflection and quality assurance of the practical implementation.

The complete learning programme will be developed for English, German and Spanish and will be regu-
larly evaluated and optimised with regards to the content and effect, compared with the latest research. 
After the project has been completed, an innovative and modern second language learning programme 
will have been produced and thus we can offer a relevant and appropriate language learning course to 
the post-modern individual. In this way, we expect to win the students back who have decided not to 
choose traditional language learning. All tools and experiences from the project will be readily available 

 
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on an open platform, and we expect to be able to provide language learning across Europe with an im-
portant and innovative resource bank.

A strong consortium will guarantee the high quality and relevance of our product: Folkeuniversiteterne 
in Norway and Sweden, Studieskolen in Denmark and Volkshochschule Wiesbaden represent the largest 
providers of second language learning to adults in their countries and will be responsible for the produc-
tion of the complete learning programme. The Danish Defence Academy and the teacher training center 
in Sibiu, Romania, will contribute their expertise from a more formal learning environment, while a team 
of researchers from Roskilde University, Copenhagen University and Universitat Autònoma de Barcelona 
will provide scientific sparring and quality assurance. The International Association of Language Schools, 
ICC, and the Danish national umbrella organisation, DFS, will guarantee the relevance and dissemination 
of our product outside the consortium.

 COORDINATOR: 

Studieskolen
Borgergade 12
1300 København K, Denmark
studieskolen.dk

 CONTACT: 

Christoph Schepers

 PARTNERS: 

International Certificate Conference e.V., DE;
Volkshochschule Wiesbaden e.V., DE;
Studieforbundet Folkeuniversitetet, NO;
Centrul pentru Formarea Continua in Limba Germana, RO;
FORSVARET OG FORSVARSMINISTERIETS STYRELSER, DK;
Folkuniversitetet, SE;
UNIVERSITAT AUTONOMA DE BARCELONA, ES;
Dansk Folkeoplysnings Samråd, DK

 GRANT AMOUNT: 

247 975 EUR

 CONTRACT DURATION:  

27 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

Pedagogy and didactics

Teaching and learning of foreign languages

 CLUSTER(S): 

Teaching and Training

 
 
 
 
 
 
 
 
 
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SP97

 PROJECT NUMBER: 

2015-1-DK01-KA204-004325

 TITLE: 

  VIDEO SYSTEMS IN EDUCATION

 DESCRIPTION: 

Video learning systems can be an important element in the development of the European educational 
system. However It takes specialist skills to develop and implement a video learning strategy and most 
schools have a lack of knowledge and information on video learning systems.

The  ViSE  project  will  produce  an  interactive  guidebook  on  implementation  of  video  learning  systems, 
Massive Open and Online Courses (MOOCs) to develop the skills af school staff towards implementation 
of video learning systems and teaching practice with use of video learning systems.

The 5 partners in the ViSE project represent more sectors and they all have one or more important expert 
skill on video learning:

1.  VUC Storstrøm, applicant organisation and DK partner. Adult educational center. Expert in real pres-
ence video conferencing systems in general adult education and upper secondary education (Global 
Classroom).

2.  Kaunas University of Technology, LT partner. Offers master level (MSc) on ICT in learning, expert in 
MOOCs and other large scale online educations, experts in learning management systems as provider 
and  service  center  for  the  school  intranet  learning  system  and  the  video  conference  and  webinar 
platform for schools in Lithuania.

3.  Tampere Adult Education Centre (Tampereen Aikuiskoulutuskeskus, TAKK), FI partner, offers a range of 
vocational adult educations. TAKK have specialized in motivating adult learners to learn, progress and 
succeed together despite cultural differences and language barrieres. They have adult students from 
over 40 countries studying in Finnish every day. TAKK uses video conference to connect with distant 
learners and partners.

4. 

Institut Obert de Catalunya (IOC), ES partner, provides distance learning educations on more levels up 
to Upper secondary for more than 15.000 learners. They are specialist in learning materials for digital 
distance learning and on-line counseling services.

5.  Algemeen  Pedagogisch  Studiecentrum  (APS),  NL  partner,  works  with  school  and  learning  develop-

ment. They are specialist in digital learning systems as the Flipped Classroom

The interactive guidebook will present 40 - 50 show cases, i.e. 6 - 9 showcases in 6 topics:

1.  Motivating learners – video used in innovative collaboration in the virtual classroom. Headed by FI 

partner.

2.  Distance learning and guest teaching with use of video conference. Headed by ES partner.

3. 

Innovation methods and knowledge sharing systems – anchoring the ICT development in the organi-
sation. Headed by DK.

4.  Flipping the classroom – a new learning concept. Headed by NL partner

5.  Webinars and MOOCs – live video streaming. Headed by LT partner.

6.  Global Classroom – learners connected with use of real presence videoconferencing. Headed by DK 

partner.

The showcases will be developed in innovation work groups with other partners and with specialist super-
vision from one of the partners. All showcases will be documentation of the actual implementations of a 
video learning elements in real live situations in different sectors in the school system.

The work groups will use the Innovation method for development of ICT learning. The method is devel-
oped in the Global Classroom project by Aalborg University, DK and the DK partner.

We believe that the way to success in these matters goes through co-operation between the school man-
agement, the teachers and the learners (students, pupils, adult learners …). The teachers and their skills 
are in focus in this project as each of them will implement one or more new elements in their teaching. 

 
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But during the process each partner will produce documentation on how the new framework is prepared 
by the management and how the learners respond to the new elements.

The ViSE project will use MOOCs and internal and external training courses for the exploitation and dis-
semination of the project results. We aim at presenting the MOOCs for a large audience across the school 
sector in Europe. The impact will be measured by the number of participants in the MOOCs and the num-
ber of guests we will account on the interactive guidebook.

The long term benefits will be that the school sector will have a solid, practical and applicable tool for 
development of both strategies and specific choice of video learning element.

 COORDINATOR: 

VUC Storstrøm
Bispegade 5
4800 Nykøbing, Denmark
www.vucstor.dk

 CONTACT: 

Kristian Madsen

 PARTNERS: 

KAUNO TECHNOLOGIJOS UNIVERSITETAS, LT;
Tampere Adult Education Foundation, FI;
Berufsförderungsinstitut Wien, AT;
Institut Obert de Catalunya, ES

 GRANT AMOUNT: 

235 530 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 TOPIC 1: 

 TOPIC 2: 

ICT - new technologies - digital competences

Open and distance learning

 CLUSTER(S): 

New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
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SP99

 PROJECT NUMBER: 

2015-1-DK01-KA204-004326

 TITLE: 

  E-LEARNING OBJECTS FOR INNOVATIVE SCIENCE EDUCATION 

 DESCRIPTION: 

The basic idea of the project “E-learning Objects for Innovative Science Education (E-LOISE) is to improve 
adult education and teachers´ skills and knowledge in using interactive objects in all types of science ed-
ucation, as well as providing inspiration for new ideas in teaching. One aim of the project is to explore how 
to utilize the many opportunities for adaptive and self-paced learning, how to take advantage of the new-
est ICT-technologies to create more tailored, differentiated and individualized material to accommodate 
modern students need for targeted feedback and how to develop tools giving teachers the opportunity to 
easily create resources on their own.

In summary the objectives of the project are:

to produce at least 3 templates for adaptive E-learning objects for science education. These reusable 
tools serve teachers to design their own E-learning with little or no help from technicians.

to produce at least 25 E-learning objects for science education using these or similar tools.

to explore the state-of-the-art of E-learning pedagogy and didactics in adult and higher education

to share methods and knowledge with the partners

to develop didactic approaches relevant for the new generation of adaptive E-learning

to produce a MOOC (Massive Open Online Courses)on how to use interactive learning objects in natural 
science teaching

The activities closely linked to the objectives will include 6 transnational partner meetings with pre-as-
signed topics corresponding to the E-learning products being produced and the didactics of new E-learn-
ing methods. In E-LOISE we will develop objects in a sustainable,i.e. reusable, quality.

The partnership consists of 5 partners from Scandinavia, Central, Western and South East Europe. The 
institutions have had very reliable and productive partnership experiences before encouraging them to 
intensify their exchange of ideas, concepts and experiences. We can build on different traditions and ex-
periences and on previous European collaborations. Our experience is that sharing, along with catalyzing 
new ideas, also helps us think “outside the accustomed frame.

The project is based on trust in existing qualities of the partners, their good reputation and on their experi-
ence and expertise. The most important criteria for choosing were their motivation and the urgent need to 
improve didactics. All the partners have a long experience in producing E-learning material and of critical 
implementation. Moreover, all have a substantial stake in adult education and lifelong learning, but in 
E-learning the entrance points are very different:

KVUC: Offers courses at secondary school levels for adult second chance learners, and E-learning as one 
of many demanded alternatives to classical classes.

BKS: Berufskolleg Senne offers courses for adult vocational and academic training.

It  faces  a  fast  growing  demand  for  E-learning  modules  to  fit  individual  learner’s  needs  in  courses  for 
adults.

UC, CLL and EUC: The Universities have a strong focus on researching the different aspects of E-learning 
and on theoretical didactics. But all of the Universities in this project also offer E-learning courses and are 
in the need for new types of objects to improve those.

Cooperation between the partners will be secured by setting up work-contracts on concrete objectives 
and tasks/roles based on this application and new ideas coming up during the project, by creating activity 
plans for the time between the meetings, by discussing agendas for the meetings well before the date. A 

 
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steering group will be responsible for collecting relevant information, for checking task-related progress, 
for evaluating the activities and for collecting results from testing the materials.

The project results we hope to get, besides the E-learning objects for science, are a stronger awareness 
for E-learning didactics and how to transfer this into different learning environments, ie. E-learning in other 
subjects, in blended learning environments, in Flipped Classroom teaching and in students’ self learning. 
The material produced during this project will be used in MOOC’s provided by the participants. The objects, 
templates and other products will be freely available after the project period.

This, enhanced by the quality of the material, will provide the opportunity for strong impact in the partner 
institutions as all have a strong strategic and practical need to modernize their pedagogical tools. The 
expected longer term effects are difficult to foresee, but the aim is that all the objects gain relevance to 
existing and coming E-learning offers in the participating institutions. This will of course have an effect on 
the students sharing those courses or activities.

As all the institutions have an impact on how E-learning is viewed in their countries, the impact on the 
partner  institutions  will  in  turn  have  effect  on  the  practice  of  other  institutions  collaborating  with  the 
partner institutions.

 COORDINATOR: 

KVUC
Vognmagergade 8
1120 København K, Denmark
www.kvuc.dk

 CONTACT: 

Lene Hedegaard Jensen

 PARTNERS: 

ABO AKADEMI, FI;
Berufskolleg Senne der Stadt Bielefeld, DE;
UNIVERSIDADE DE COIMBRA, PT;
European University Cyprus, CY

 GRANT AMOUNT: 

119 253 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Natural sciences

Pedagogy and didactics

Open and distance learning

 CLUSTER(S): 

Teaching and Training; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
 
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SP101

 PROJECT NUMBER: 

2015-1-EE01-KA204-013469

 TITLE: 

  REFLECTION TOOLS FOR SUPPORTING INDIVIDUAL LEARNING 

PATHS OF ADULTS

 DESCRIPTION: 

The main aim of the strategic cooperation is to develop reflection tools for supporting individual learning 
paths of adults.

Effective tools will improve quality in adult education and training and increase the level of learning out-
comes. The adult educators who take part in the project will learn the necessity and ways of using various 
reflection methods for adults. During our partnership we will also learn how to accompany, support, guide 
and encourage the adult learner through reflective partners. We will share the knowledge we have from 
our previous experience and develop common guidelines and advices for facilitator of reflection practice. 
The handbook with results of researches, tools (learning diaries, journals, reflections sheets, methods) and 
recommendations will be available for all stakeholders in the sphere of adult education and it will give 
a chance to improve quality of learning and competences of adult educators to arrange learner-focused 
programmes.

The project team consists of professionals who work with various groups of adults: adult educators, edu-
cational managers, teachers of compulsory and vocational schools, decision-makers, adult learners with 
immigrant background, long-term unemployed, housewives, entrepreneurs, etc. Transnational cooperation 
is necessary for taking into consideration peculiarities of different cultures and backgrounds, test the tools 
with various groups and see how they work and what needs to be adjusted. Such kind of cooperation will 
ensure possibility to use the tools elsewhere in Europe.

The project partners are Vestifex and ITC Professional Developmen (Estonia), Konsultfirma Ivan Häuser 
(Denmark), Sintagmi (Italy), Kapademi (Turkey) and Centre for flexible learning (Sweden).

All the partners have their share of responsibility:

Vestifex, Estonia - leader of development of learning diaries and learners portfolio

ITC Professional Development, Estonia - coordination of supportive tools for effective collaboration in the 
project (Google Drive, Facebook group, Hangouts videoconferencing), working out web-based solutions for 
the tools worked out in the project.

Konsultfirma Ivan Häuser, Denmark - leading partner in dialogue-based reflection practices.

Sintagmi, Italy - reflection tools in learning in collaborative economy (open education and person-to-per-
son learning models that democratize education), gender aspects of reflection.

Kapademi , Turkey - reflection worksheets and recommendations for use for various learning styles

Centre for flexible learning, Sweden - reflection in work-based and distance learning.

The  project  work  is  based  on  the  previous  researches,  strategies  of  European  education,  principles  of 
lifelong learning, forecasts of future education and labour market.

Each partner is responsible for testing the reflection tools with at least 30 adult learners locally and 4 
through international mobilities.

The  expected  results  are:  1.  Improvement  of  adult  educators  competences  in  the  partner  institutions 
(developing  learner-centred  programmes,  supporting  reflection  and  self-directed  learning,  facilitating 
adult  learning,  improved  fluency  in  English,  skills  of  intercultural  cooperation).  2.  More  learner-centred 
programmes in adult education.

 
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 COORDINATOR: 

OÜ Vestifex
Kalevi 14
29022 Narva-Jõesuu, Estonia
www.vestifex.com

 CONTACT: 

Galina Kušanova

 PARTNERS: 

HAUSER IVAN WINTHER, DK;
Centrum för flexibelt lärande (CFL), SE;
Kapadokya Egitim Akademisi Dernegi, TR;
Mittetulundusühing Rahvusvaheline Arengukeskus ITC Professional Development, EE;
Sintagmi srl, IT

 GRANT AMOUNT: 

79 845 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

Pedagogy and didactics

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
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SP103

 PROJECT NUMBER: 

2015-1-EL01-KA204-014007

 TITLE: 

  EUROPEAN REGION ENTREPRENEURSHIP CONNECTION – EFEB 

NETWORK

 DESCRIPTION: 

EFEB Network’s main objective is to train, mentor and develop the entrepreneurship skills of women en-
trepreneurs involving them in VET partnership with great potential for development and raising the public 
awareness, supporting women empowerment and providing new economic and social opportunities for a 
prosperous European Region. In this respect, among the project’s proposal main tasks is to enhance the 
new skills education and to create a climate that is favorable to increasing the number of women entre-
preneurs and the size of the women-led businesses and new jobs. Furthermore, the project proposal aims 
at promoting the gender equity stressing out the importance of a strong women social entrepreneurship 
sector and at implementing activities focusing on motivational support to women entrepreneurs through 
education, information, training, good practices.

The aim of the proposal EFEB is the development of strong partnership in the field of educational de-
velopment, training and support activities and the area of female entrepreneurship and especially in the 
ground of social entrepreneurship, eco-innovation and digital economy. The participating organizations 
are divided in groups, depending of their basic objectives of work: educational institutions, SMEs, Associ-
ations supporting the female entrepreneurship.

Presented as an individual’s ability to turn ideas into actions, entrepreneurship has evolved over time to 
embrace creativity, innovation and risk taking, as well as the ability to set-up and run a business.

Entrepreneurship is now considered as a key competence for all which should be promoted at all levels of 
education (from primary school to university) as well as through lifelong learning.

The European Commission has adopted two framework documents highlighting the importance of entre-
preneurship education and training: in November 2012 a new strategy on education and training entitled 
“Rethinking Education and, in January 2013, an Entrepreneurship Action Plan. The Commission notably 
invites Member States to reinforce entrepreneurship education at all levels and to strengthen the links 
between education and employers.

The European Parliament, which in a 2006 Recommendation had recognized the sense of initiative and 
entrepreneurship as one of the key competences for lifelong learning, has since then supported entrepre-
neurship education in several resolutions

The project EFEB is closely oriented to the main objectives of the European policies and expresses the 
following long-term aims:

 § Making lifelong learning and mobility a reality – progress is needed in the implementation of lifelong 
learning  strategies,  the  development  of  national  qualifications  frameworks  linked  to  the  European 
Qualifications Framework and more flexible learning pathways in the field of social entrepreneurship. 
Mobility should be expanded and the European Quality Charter for Mobility should be applied;

 § Improving the quality and efficiency of education and training – experts need to be able to acquire key 
competencies and all levels of education and training need to be made more attractive and efficient;

 § Enhancing creativity and innovation, including social entrepreneurship, at all levels of education and 
training – the acquisition of transversal competences by experts from different countries should be 
promoted and the functioning of the knowledge triangle (education-research-innovation) should be 
ensured.  Partnerships  between  enterprises  and  educational  institutions  as  well  as  broader  learning 
communities with civil society and other stakeholders should be promoted

The project EFEB answers to the needs adult training educations, following the rules of the Erasmus+ 
program and related to the following main topics:

 § Place a stronger focus on higher and more relevant skills (Rethinking Education) in the field of female 

entrepreneurship

 
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 § Create a strengthen links between education/training, mobility and the labor market aiming in reducing 

the unemployment

 § Adapting to internalization trends through exchanging of best practices

 § Ensuring overall coherence of tools and policies in all the participating countries

 COORDINATOR: 

SEGE
Olympiou Diamanti 14
546 24 THESSALONIKI, Greece
WWW.SEGE.GR

 CONTACT: 

Athanasia Ioannidou

 PARTNERS: 

BALTIJAS  JURAS  REGIONA  KLASTERU  EKSPERTI  BIEDRIBAS-CLUSTER  EXPERTS  BALTIC  SEA  REGION  CE 
BSR, LV;
ECIPA UMBRIA - Ente Confederale Istruzione Professionale Artigianato e Piccola Impresa, IT;
Georgian association”Women in Business:”, GE;
WESTFALISCHE HOCHSCHULE GELSENKIRCHEN, BOCHOLT, RECKLINHAUSEN, DE;
Esteem, UK;
INNOGATE TO EUROPE CONSULTORIA DE PROYECTOS EUROPEOS SL, ES;
VsI Socialiniu inovaciju centras, LT;
NGO Agricola, UA

 GRANT AMOUNT: 

146 286 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

  Making the knowledge triangle work

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

Gender equality / equal opportunities

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Inclusion and Tolerance; Employability

 
 
 
 
 
 
 
 
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SP105

 PROJECT NUMBER: 

2015-1-EL01-KA204-014013

 TITLE: 

  “STRATEGIC PARTNERSHIP AND TRAINING ON THE USE 

OF MUSIC AS AN ADDITIVE TREATMENT MODALITY IN THE 
DETOXIFICATION AND REHABILITATION PROCESSES OF 
INDIVIDUALS SUFFERING FROM DRUG DEPENDENCE

 DESCRIPTION: 

Among the contemporary social and medical problems, drug dependence ranks as one of the most dev-
astating and costly. According to EMCDDA, there were 1.3 million opioid users in Europe for 2014 alone, 
among which 30.000 pregnant women and 6,000 users who passed away due to drug use. The main 
suggested therapies for the drug withdrawal period and relapse prevention are pharmacological, such 
as the administration of opioid agonists, non-agonists and antagonists. However, scientific research has 
shown that these forms of treatment carry a high risk for continued physical dependence and have been 
found to be insufficient in treating substance dependence without additional treatment. For these rea-
sons different therapeutic modalities have been introduced independently or as an adjunct therapy and 
have proven to be effective in facilitating detoxification and sustaining abstinence during drug rehabil-
itation. Music therapy is one of them, as it has gained therapists interest due to its capacity to have a 
significantly positive impact on the physical, psychological, mental and social functions of drug addicted 
individuals. However, despite the scientific evidence concerning the benefits of musical interventions for 
the treatment of drug addiction, a surprisingly large gap exists in regards to a properly organized network 
of information dissemination and, more importantly, of professionals education and training.

The  aim  of  the  proposed  project  is  the  creation  of  a  European-level  strategic  partnership  and  know-
how exchange network and the preparation, development and implementation of a large-scale training 
program  on  the  use  of  music  as  an  complementary  therapeutic  intervention  during  the  detoxification 
and  rehabilitation  processes  of  individuals  suffering  from  drug  dependence.  The  projects  acronym  is 
MUS.I.C.D.A.RE. (MUSic In Creative Detoxification And REhabilitation). The target population of the project 
are 210 carers, therapists, psychologists, social workers, volunteers and ex-drug dependent individuals 
employed or intending to be actively involved or employed in drug detoxification and rehabilitation cen-
ters in Europe. Emphasis will be given on balancing transnational and national participants in the training 
programs, and in attracting ex-drug addicted individuals to participate as trainees.

The project will consist of the following activities:

1)  Exchange of know-how, expertise and best practices among researchers, specialists and practitioners 
in the specific field of using music as an interventional therapeutic approach in the detoxification and 
rehabilitation processes of drug dependent individuals.

2)  Design of a unified - accredited - training program for the aforementioned target group, on the use 
of music in the detoxification and rehabilitation process of drug dependent individuals, consisting of 
educating participants on the theoretical principles, research findings but mainly of providing work-
shop-type learning experiences (experiential learning of principles, methodology and practical appli-
cations) through study visits, on-site observations, and learning-by-doing.

3)  Creation of the project’s portal.

4) 

Implementation of the 7-day MUS.I.C.D.A.RE. joint staff training program in the three participating 
countries.

5)  Development and implementation of the E-course (E-MUS.I.C.D.A.RE.) with participants from across 

Europe for multiplying effects.

6)  Evaluation  of  the  three  implementations  of  the  7-day  MUS.I.C.D.A.RE  training  event  and  the 

E-MUS.I.C.D.A.RE course.

7)  Creation  of  an  E-book  titled  Handbook  of  Best  Practices:  Music  in  Creative  Detoxification  and 

Rehabilitation.

8)  Multiplier Activities: Mid- conference, final conference, closing festival.

9)  Dissemination activities throughout the life of the project.

 
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10 Creation of the MUS.I.C.D.A.RE. Network.

The proposed partnership is expected to offer high quality learning opportunities and expand profession-
al knowledge and skills of professionals and/or practitioners employed or interested to be employed in 
detoxification and rehabilitation centers for drug-addicted individuals. It will also bridge the gap between 
the scientific community, the active field of addiction treatment and the related labor markets via the 
exchange of significant know-how. This can result in the amelioration of the strategic development, orga-
nizational management and quality of learning provision both for scientific experts and the therapeutic 
personnel of the rehabilitation centers. Furthermore, this partnership envisions fostering equity, inclusion 
and  high  quality  targeted  activities  in  education,  training  and  youth  in  order  to  promote  the  personal, 
social and professional growth and reinsertion of ex- drug addicted individuals. The project aspires that by 
the time it ends, a different picture in the additive treatment modalities for drug addiction will be created, 
not only at national but also at European and international level.

 COORDINATOR: 

EGNATIA STREET 156
540 06 THESSALONIKI, Greece
www.uom.gr

 CONTACT: 

Lelouda  Stamou

 PARTNERS: 

Université de Nîmes, FR;
PYE GLOBAL, UK;
GENIKO NOSOKOMEIO THESSALONIKIS G.PAPANIKOLAOU, EL

 GRANT AMOUNT: 

237 815 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Strengthening education and training paths of educators and youth workers

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Health and wellbeing

International cooperation, international relations, development cooperation

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Health and Medicine; International Cooperation; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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SP107

 PROJECT NUMBER: 

2015-1-EL01-KA204-014053

 TITLE: 

 DESCRIPTION: 

INCORPORATE NON- FORMAL METHODS INTO LANGUAGE 
EDUCATION FOR ADULT IMMIGRANTS

The first asset that an immigrant needs upon his arrival in a new country of residence and the lack of 
which  is  a  key  factor  that  hinders  his  inclusion  is  the  knowledge  of  the  spoken  language  in  the  host 
country. This fact makes the work offered by the sector of adult education in the field really valuable and 
useful for the immigrants themselves and for the society as a whole. For the successful implementation 
of this work it is necessary the sector to be continuously supplied by new methods and practices and the 
skills of the people that are active in this sector to be continuously improved. Whether its learning within 
formal education institutions either non-formal education institutions (the latest show growing preoccu-
pation with this issue and cover the majority of programs in the field), teaching is usually based on spe-
cific textbooks and performed with traditional methods and formal learning techniques. On the other hand 
non formal learning methods are gaining more and more recognition and are indicated as highly effective 
means of acquiring knowledge and skills and are able to offer a more innovative and participatory learn-
ing process that can develop simultaneously varying abilities and skills of apprentices. In this context, the 
proposed project aims to:

1)  Explore  the  potential  of  non-formal  learning  methods  in  adult  education  and  more  specifically  in 

language learning.

2)  Promote peer learning among people offering or organizing language lessons for adult immigrants in 

formal and non-formal education.

3) 

Improve the skills of educators already working in the field or wishing to work in the application of 
non-formal learning activities.

4)  Create a series of activities based on non-formal learning methods that can be incorporated in lan-

guage teaching for immigrants.

5)  Make learning process more attractive for immigrants and enrich it with participatory and innovative 

activities.

6)  Change perceptions about the validity of non-formal learning methods.

The ultimate goal of the project is to improve the sector and better serve the linguistic needs of immi-
grants that will decisively contribute to their personal development and social integration.

During the project a booklet with innovative activities based on methods of non-formal learning and in-
formation material on the principles, the nature and dynamics of these methods will be created. Big part 
of its content will be created by educators active in the field and through the participation of the latest 
in different activities such as focus groups and workshops. Meetings with institutions and organizations 
for collecting practices and methods will also be held. The final creation of the booklet will be held by an 
experienced team and then events and meetings for presenting the booklet will be held while educational 
seminars will prepare the target group for its effective utilization.

The proposed project will directly involve about 195 current or potential adult educators while more 300 
people are expected to get the booklet without participating directly in the project activities.

Project’s methodology is based on three main foci: ongoing dialogue and information sharing, collabo-
rative learning and active participation of the target group. The project has been divided into interlinked 
work packages that require the active participation and engagement of all partners for their implemen-
tation. Non-formal learning methods are in the core of the project’s methodology and will be applied in 
almost all the planned activities.

The main results of the proposed project is the booklet, the enhanced skills of adult educators and insti-
tutions working in the field, increased understanding and cooperation between educators in formal and 
non-formal education and the more positive attitudes towards non-formal learning methods. These in 
long term will lead to improvements in adult linguistic learning sector that will be more capable to meet 
immigrants’ language needs and to create favorable learning conditions for adult immigrants. These will 

 
 
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significantly enhance the integration process of this particular social group in society and will help them 
to improve their everyday life.

 COORDINATOR: 

  M.K.O. CIVIS PLUS

40-42 KOLETTI STREET
106 77 ATHENS, Greece
www.civisplus.gr

 CONTACT: 

ΔΗΜΗΤΡΙΟΣ ΑΝΤΩΝΙΑΔΗΣ

 PARTNERS: 

PANCYPRIOS POLITISTIKOS KAI EKPEDEFTIKOS SYNDESMOS “EVROPOLITISMOS”, CY;
Neo Sapiens S.L.U., ES

 GRANT AMOUNT: 

48 410 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

Teaching and learning of foreign languages

 CLUSTER(S): 

Teaching and Training

 
 
 
 
 
 
 
 
 
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SP109

 PROJECT NUMBER: 

2015-1-EL01-KA204-014083

 TITLE: 

  SOCIAL & SUSTAINABLE FASHION ENTREPRENEURS

 DESCRIPTION: 

‘SoFE’ stands for ‘Social and Sustainable Fashion Entrepreneurs’ it is a pedagogical training programme 
in the fashion industry addressing the biggest challenges of the sector and some of the most burning 
issues of societies today. These being the protection of the environment, the work integration of young 
unemployed people and the return of the production of the fashion industry back to Europe. The objective 
of the training programme are twofold on one hand to promote co-creation and collaborative processes 
and on the other hand to promote entrepreneurship skills that lead to innovation, creativity, competitive-
ness, sustainability, ethics and social entrepreneurship in all facets of the fashion industry. The target 
population is primarily young unemployed prospective social entrepreneurs; whom we want to empower 
start-up their own sustainable and ethical fashion enterprises in collaboration with other people. We also 
want to promote a new mindset in the sector so we are also targeting existing and early start-up fashion 
entrepreneurs who will be trained in these new values and skills.

The partnership consists of 7 partners from 5 European countries capturing the various cultural groups 
of  Europe  including  The  UK,  The  Netherlands,  Poland,  Spain  and  Greece.  All  partners  are  strategically 
situated in the fashion industry and the social entrepreneurship sector having an intrinsic interest and 
a deep expertise in the area. The consortium captures all different aspects of the fashion industry from 
Universities  expert  in  Sustainability,  to  Business  Schools,  social  entrepreneurs,  fashion  incubators,  and 
fashion producers.

The methodology of the project is firstly the conduct of an exploratory mixed methods research in all 
partners’ countries and through their networks, if possible, to the rest European countries. This will provide 
the framework based on which the content of the learning programme will be designed. Once the needs 
and challenges of fashion entrepreneurs have been identified the partners will create an inspiring and 
pioneering in its approach Handbook containing the learning that needs to be delivered. The modules will 
be designed from the Handbook to be offered electronically and the e-learning platform will be created. 
The pilot learning programme will begin after a pre-testing on the partners and on a small sample of the 
target population. The recruiting of the pilot will take place making sure that the right mixture of partic-
ipants will have been recruited in all 5 partner countries. The training will last 6 months leaving time for 
reflection and application of theory into practice. Parallel to the Handbook and the E-learning platform 
the participants will receive 6 monthly individual mentoring sessions and will take part into two 3 day 
face to face workshops that will follow design thinking and action learning methodologies. The face to 
face workshops will support them in self-reflection techniques, in ideation, in business canvas modeling 
and in developing skills on how to pitch to attract investors and support. At the end of the programme 
the participants will take part in the closing conference where they will have the opportunity to pitch and 
showcase their work to investors and sponsors. They will also have the opportunity to be awarded one of 
the excellence sustainability and social entrepreneurship awards that will be given at the final conference.

The programme is expected to be delivered through the partners and other stakeholders after the end of 
the funding. The expected impact of the programme and its benefits are: work integration for the partici-
pants through entrepreneurship or employment in the creative industry sector for unemployed people; to 
empower participants to start-up and grow their enterprises, to innovate, gain competitive advantages 
and increase efficiency, up to date training on sustainability in the fashion industry; to promote a sus-
tainable, ethical and socially responsible fashion industry; to develop and use sustainable materials; to 
promote co-sharing skills to be able to collaborate and jointly innovate new products, new materials, new 
production practices and techniques, new distribution channels, etc; to increase their creativity and levels 
of innovation; the development of joined cross-sectoral European proposal combining the approach and 
philosophy of innovation, sustainability, ethics and social entrepreneurship; protection of the environment; 
to create a network and an online forum on the fashion industry; and finally work integration opportunities 
for battling youth unemployment, structural unemployment, exclusion of vulnerable groups.

 COORDINATOR: 

AUEB-RC
KEFALLINIAS STREET 46
11251 ATHENS, Greece

 
 
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 CONTACT: 

Evangelia Krepia

 PARTNERS: 

EOLAS S.L. , ES;
BRUNEL UNIVERSITY LONDON, UK;
The Nest Social Cooperative Enterprise, EL;
WAGENINGEN UNIVERSITY, NL;
Authenticitys Experiences SL, ES;
SPOLECZNA AKADEMIA NAUK, PL

 GRANT AMOUNT: 

207 526 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
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SP111

 PROJECT NUMBER: 

2015-1-EL01-KA204-014085

 TITLE: 

  PROMOTING CULTURAL HERITAGE AS A GENERATOR OF 

SUSTAINABLE DEVELOPMENT

 DESCRIPTION: 

Context / background.

Over the last decades, in an era of holistic and integrative thinking for sustainable development, Cul-
tural Heritage is gaining attention of scholars and policy makers alike as an instrument for sustainable 
development. Critics consider use as a threat to heritage, leading to commercialization, exploitation and 
destruction. The view, however, that heritage preservation occurs when heritage elements are in actual 
use, thus generating revenue to sustain preservation is gaining momentum. Further, there are arguments 
that many if not most of the benefits derived from cultural heritage are realized only in the course of 
actual use. Economic science has recently developed pertinent tools and concepts, initially used for envi-
ronmental goods and services that are suitable in assessing the economic value of Cultural Heritage and 
help realizing its development potential and at the same time supporting preservation.

Objectives.

The Strategic objectives of the project are to promote public awareness for the sustainable development 
potential of cultural heritage and to establish social initiatives building new entrepreneurial partnerships 
investing on local and regional cultural heritage. These objectives are in line with the transversal policy 
priorities for education, training and youth, as defined by Europe 2020 for building a smart, sustainable 
and inclusive economy. This overall concern is addressed by means of the sustainable, social-economical 
and environmental, positive effect of cultural heritage; a field entailing a dynamic potential touching all 
the aforementioned factors and highlighting a transnational common ground.

Number and profile of participants.

The project aims to directly reach 2200 people who will be directly involved in four countries through 
seven partners and a series of activities. However, the project objective is to reach a high multiple of this 
number indirectly because it is investing on rising public awareness on the dynamic potential of cultural 
heritage for sustainable development. In that sense, the indirect benefit of the wider public, apart from 
the people participating in its activities, is inherent in the project logic. Throughout the projects implemen-
tation a series of occasions for contact with a wider audience and set of interlocutors exist.

Description of activities.

Project activities include creating a platform as an interactive tool for information and communication, 
surveying international good practices, developing material that will be useful for training individuals in 
cultural heritage in general and related social entrepreneurship initiatives in specific, customising the ped-
agogical material by allowing its adaptivity to different local contexts, organising seminars and hands-on 
workshops, together with open lectures and on-line videos for deepening as well as disseminating project 
outputs. At the same time some project activities are more tailor-made for the entrepreneurial audience, 
administrative authorities and consumers at local level, while others target the academic community.

Methodology to be used in carrying out the project.

The main issue that this project addresses is a change in thinking of stakeholders on how they approach 
cultural heritage. For achieving project objectives, the project will start with a survey of best practices at 
global level of cultural heritage based sustainable development and of how opportunities and barriers 
were addressed. Subsequently, project partners will apply this knowledge to survey the local context in 
three case studies. These case studies will be investigated using thematic analysis for opportunities and 
barriers of using cultural capital for growth and sustainable development. On the basis of the results of 
the case studies project partners will develop educational material for skill development, entrepreneur-
ship strategies, institutional initiatives and public awareness. The resulting integrated framework of prac-
tice for a cultural heritage based sustainable development model will be the major output of the project 
and will be disseminated across the EU.

 
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Potential longer term benefits.

The project provides a paradigm at the European level. It will raise awareness about the development 
potential of cultural heritage and will equip stakeholders with knowledge on how to weigh the different 
values and trade-offs between conservation and development. Furthermore, the project will help local 
and regional authorities to introduce incentives that are essential for achieving integrated conservation. 
Finally, the project is expected to enhance the combination of public and private investment to promote 
both, economic development and heritage preservation. The project is expected to have a substantial 
development impact on local and regional economies, responsible institutions and communities, demon-
strating that culture can and should play a major role in development programmes. 

 COORDINATOR: 

TUC
BUILDING E4 CAMPUS KONOUPIDIANA
73132 CHANIA, Greece
www.tuc.gr

 CONTACT: 

Iakovos Rigos

 PARTNERS: 

ETHNIKO KAI KAPODISTRIAKO PANEPISTIMIO ATHINON, EL;
KEPPEDIH-KAM Koinofelis Epiheirisi Politismou kai Perivallontos Dimou Chanion-Kentro Arxitektonikis tis 
Mesogeiou, EL;
Fondazione Flaminia, IT;
MIDDLESEX UNIVERSITY HIGHER EDUCATION CORPORATION, UK;
Maniatakeion Foundation-Gift of Dimitris and Eleni Maniataki, EL;
NEAPOLIS UNIVERSITY, CY

 GRANT AMOUNT: 

280 060 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
 
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SP113

 PROJECT NUMBER: 

2015-1-EL01-KA204-014123

 TITLE: 

  PUZZLE. DEVELOPING EASY TO READ FORMATS FOR PEOPLE WITH 

INTELLECTUAL DISABILITIES. 

 DESCRIPTION: 

Despite the progress made there is still a significant gap in the opportunities that young adults and adults 
with intellectual disabilities in European countries such as Greece, Poland, and Lithuania have for educa-
tion and training or for participation in the social and economic spheres of life. Among the contributing 
factors are: a) the lack of trained educators or other staff working with people with intellectual disabilities 
on  text  transformation  processes  in  forms  that  are  adapted  to  the  needs  and  language  skills  of  such 
persons, and b) the low utilization of ICT for learning purposes with the use of adapted materials, both 
because of lack of educators awareness about and availability of suitable digital tools and because they 
lack appropriate knowledge and skills.

In  response  to  this  problem  is  proposed  the  transfer  knowledge  and  experience  from  experts  of  the 
Swedish governmental agency for accessible media MTM on the use of the easy to read method, which 
facilitates the transformation of text into forms that are easily understandable by people with limited 
capabilities in reading. The expertise of the Rix Research of the East London University (UEL) in Britain, 
which is a pioneer in the development of applications friendly to people with disabilities, is also utilized 
to integrate the use of the easy to read method in environments designed specifically for people with 
limited reading comprehension capabilities. The Foundation for Research and Technology Hellas (FORTH) 
from Greece, which also has extensive experience in the development of related applications, will further 
contribute to this effort.

The main part of the project focuses on training professionals from Greece, Poland and Lithuania who 
work in agencies providing educational services for people with intellectual disabilities. These bodies are 
doing exceptional work and are well networked in their countries. An international team of 12 profes-
sionals will be trained in two short training sessions by the MTM specialists on the easy to read method 
and by the UEL specialists on how to exploit the potentials offered by new technologies for people with 
intellectual disabilities.

During the project there will be developed a manual on the easy to read method and learning material 
with the latest developments in the field of electronic applications for people with intellectual disabilities. 
Research will further be conducted in Greece, Lithuania and Poland to assess the needs of people with 
intellectual disabilities for information and learning on human rights issues. The above will lead to the 
development of an e-learning platform and mobile application with information and learning materials in 
easy to read format on human rights issues, and finally to the design and pilot testing in EL, LT and PL of 
a series of lesson plans that utilize the easy to read method for the education of people with intellectual 
disabilities on their basic rights.

The implementation of the project is expected to motivate more professionals and organizations to de-
velop  their  skills  and  use  easy  to  read  texts  through  electronic  applications  for  the  benefit  of  people 
with intellectual disabilities. It is also expected to produce important information / educational materials 
and tools in easy to read format, for free use by any person with difficulties in reading comprehension. 
The benefits of the project are significant and extend beyond the end of its life-cycle. It is expected to 
empower significantly professionals and organizations in the field and widen considerably the learning 
opportunities of people with difficulties in reading comprehension.

 COORDINATOR: 

FORTH
N PLASTIRA STR 100
70013 HERAKLION, Greece
www.forth.gr

 CONTACT: 

Katerina - Kiki Papadaki

 
 
 
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 PARTNERS: 

  Myndigheten för tillgängliga medier, SE;

Stowarzyszenie Na Rzecz Mlodziezy Sprawnej Inaczej “Smialek”, PL;
UNIVERSITY OF EAST LONDON, UK;
Jaunuoliu dienos centras, LT

 GRANT AMOUNT: 

177 725 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Access for disadvantaged

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
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SP115

 PROJECT NUMBER: 

2015-1-ES01-KA204-015523

 TITLE: 

  FORMACIÓN Y CAPACITACIÓN EN METODOLOGÍAS DE 

INTERVENCIÓN SOCIO-EDUCATIVA A TRAVÉS DEL ARTE A 
PROFESIONALES DEL ÁMBITO EDUCATIVO PARA MEJORAR LA 
EQUIDAD, LA DIVERSIDAD,  LA INCLUSIÓN Y LA MOTIVACIÓN

 DESCRIPTION: 

Coordinator: Fundación Yehudi Menuhin España (Spain).

Participating  entities:  International  Yehudi  Menuhin  Foundation  (Belgium),  AssciaÇao  Menuhin  Portugal 
(Portugal), MUS-E Deutschland (Germany), MUS-E Magyarország Közhasznú Egyesület (Hungary), Caritas 
del Erzdiözese Wien (Austria) y The Jaffa Institute (Netherlands).

Other collaborating entities: The Jaffa Institute (Israel), University of Evora, University of Extremadura, 
University  Complutense  of  Madrid,  University  Autónoma  of  Madrid,  University  of  Budapest,  lUniversité 
libre de Bruxelles and Catholic University of Lovain.

Priorities:

Project of innovation for equity, diversity and inclusion from a pedagogical-artistic approach and devel-
opment of emotional intelligence. It allows the improvement of the skills of students and the training of 
educational professionals in new tools.

Creation of a practical methodology to be effective against the growing complexity and diversity of Eu-
ropean classrooms, reducing dropout and improving learning through Arts. Implementation of products 
and methodologies of good practices of permanent exchange between formal and non-formal learning. 
Application of an interdisciplinary approach.

Objectives:

1.  Creation of a network based on a methodology of socio-educational intervention through art as a 
tool of transformation that supports the development of individual skills in education and promote 
entrepreneurship based on a theoretical and practical methodology of competitions.

2.  Exchange between formal and informal learning that promotes the work by competencies.

3.  Development of emotional intelligence to encourage imagination, creation and entrepreneurship.

4.  Preparation of materials that collect the experience and enable the training of future professionals of 

the national networks of each participating partner.

5.  Promotion of the entrepreneurial capacity of the participating professionals, in order for them to create 

networks and models of good practices that promote active citizenship and social entrepreneurship.

6.  Training of artists, and support the creation of jobs for professional artists in the field of education.

7 Supportive collaboration from an intercultural perspective.

8.  Promotion of cooperation between regional authorities, ministries of education and municipal admin-

istrations. Implementation of integrated models of education between participating countries.

Project Description:

It  is  an  international  project  aimed  at  more  350  professionals  (teachers,  management  teams  from 
schools, pedagogical coordinators, psychologists, educators and social workers, artists and technicians of 
public administration). The project proposes the training of these professionals to implement their work 
in the field of education in primary and secondary schools to improve social cohesion. The project has 
an intersectoral character since it implies responsibles for different educational environments: manage-
ment  teams,  teachers  and  parent  associations  (at  school  level)),  local  public  responsibles,  autonomic, 
regional and national responsibles, associations and cultural enterprises (training artists), internships and 

 
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volunteers. The project is linked with the acquisition of new methodologies that foster creativity and en-
trepreneurship, and is based on a process of learning and service.

Each country will implement a training meeting attended by professional members of its national net-
work. The training will be directed by a team of specialized trainers, ambassadors of good practices. This 
team (composed of 21 people) will be multidisciplinary (it will include artistic and pedagogical disciplines) 
and multi-sectoral. Each trainer will provide artistic, social and/or pedagogical specific and differentiated 
teaching. The training team will rotate through all participating countries.

Training meetings consist of initial theoretical training (2-3 days). Once the theoretical training has been 
finished, participating professionals receive practical training (additional 2-3 days) in different institutions 
of the training hosting country, based on observation and participation in artistic workshops, sessions and 
training laboratories in schools situated in areas of priority attention. The workshops will be held with 
children, their families and their teachers. During these practical experiences participating professionals 
will  learn  how  to  implement  the  practical  application  of  social  and  pedagogical  tools  acquired  in  the 
theoretical methodological training.

There will also be meetings of coordination, planning, monitoring and evaluation of the process, which will 
count with the presence of partners of the project, as well as experts in pedagogical-artistic methodolo-
gies in the field of the European Union.

Intellectual products:

European methodological guide of socio-educational intervention through arts, Evaluation report, a multi-
media good practices guide, WIKI space, and a Mediated Learning Experience guide.

 COORDINATOR: 

FUNDACION YEHUDI MENUHIN ESPAÑA
Avda. Ciudad de Barcelona 208 1ºA
28007 Madrid, Spain
www.fundacionyehudimenuhin.org

 CONTACT: 

Antonio Merino Collantes

 PARTNERS: 

Associação dos Amigos da Fundação Internacional Yehudi Menuhin em Portugal, PT;
INTERNATIONAL YEHUDI MENUHIN FOUNDATION, BE;
MUS-E Magyarország Közhasznú Egyseület, HU;
MUS-E Deutschland e.V., DE;
Caritas der Erzdiözese Wien - Hilfe in Not, AT;
Stichting Jaffa Project Nederland, NL

 GRANT AMOUNT: 

94 546 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Quality Improvement Institutions and/or methods (incl. school development)

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
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SP117

 PROJECT NUMBER: 

2015-1-ES01-KA204-015532

 TITLE: 

  LIGHTS ON RIGHTS!      A REFLECTION FOCUS TO PROMOTE ACTIVE 

CITIZENSHIP OF PEOPLE WITH INTELLECTUAL DISABILITIES

 DESCRIPTION: 

Our project “Lights on Rights! A Focus for Reflection on the Promotion of Active Citizenship of Persons with 
Intellectual Disabilities is part of the European Union strategy on Disabilities. Moreover, 2015 will be a 
year in which we will be informed of the recommendations of the UN Committee on the Rights of Persons 
with Disabilities in Europe. With this project we intend to illuminate the rights, emphasize them, publicize 
them and divulge them.

The state of affairs for ID people is that their full social inclusion and active citizenship are not yet a 
reality,  but  future  challenges.  The  policies  to  remove  physical  barriers  have  not  been  extended  to  the 
overcoming of mental barriers.

All innovative models of care suggest that ID persons, currently mere recipients of support, have to be-
come contributors for the common good.

Our project provides an answer to the need for further progress in the full conquest of rights, such that our 
ID learners will have an active role in this process which involves thousands of European citizens. They 
will not only be recipients but also contributors, offering their experiences, reflections, creations… their 
voices. As opposed to being isolated in their group or environment, they will participate in open forums, 
directly sharing their experiences and opinions, and engaging in personal dialogues with disability people 
from all over Europe.

The Erasmus Plus project offers the opportunity to shape this movement. To reflection, and voice, one can 
add the value of exchange. For people with disabilities, this transnational educational exchange means 
not just an opportunity to develop experiences but also ensures the proper exercise of their rights, mobil-
ity, freedom, transportation, and equality, in other words Full Citizenship.

Our objectives aimed at our learners, their relatives and also professionals are as follows:

 § Awareness of the UN Convention on the Rights of Persons with Disabilities and its recommendations 

for Europe

 § The promotion of respect for human rights in micro, meso and macro environments, detecting situations 
of vulnerability, developing visibilization strategies and through the active teaching the citizenship.

 § An increase in practices that are based on the participation of ID people.

 § An improvement in the quality of life of ID persons.

 § The establishment of synergies among different partnerships and European forums.

The learner beneficiaries of the project from all countries are ID adults in different situations: some are 
incorporated into the labor market, others perform occupational, educational, and social empowerment 
activities. Others are in residential facilities throughout the day and are highly dependent. Therefore, each 
partner will adapt the type of activities to groups that it caters to, to their abilities and theirs interests. At 
least 450 learners will benefit from our programme for a period of three years.

The partners will review the General programme of activities. Thus, activities will be adapted to introduce 
the rights in linguistic preparation workshops, adaptation of ICTs, familiarity with digital tools, educational 
and  social  skills  workshops,  quality  advisory,  Plastic  Art  Expression,  Verbal  Expression  or  occupational 
training as the as the thematic focuses. In these activities we will obtain tangible results that can be 
touched, manipulated, and appreciated directly. Other intangible results, have to do with values, inclusion 
and with the wellbeing of the ID people, involving all those actions that help build a more respectful and 
inclusive environment.

Our publishable products will be:

 
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 § Methodological Guideline for the Promotion of the Rights of Citizens with Disabilities that can help 
disseminate our knowledge and work programmes to other interested centers and professionals all 
over Europe.

 § A computerized database to facilitate research.

 § Research  conducted  to  establish  the  projects  impact  on  ID  people  and  their  immediate  social  en-
vironment.  Our  previous  assumptions  are  that  both  the  quality  of  life  and  the  self-esteem  of  the 
participants will be increased through awareness and assertion of their rights, contributing to this the 
increased awareness of these rights by the social environment.

All our partners form part of the Federations at the European level, therefore we can make a great impact 
upon and reach out to thousands of people through the proactive inclusion and participation in these 
networks, and forums of representation of persons with disabilities.

Our goals are ambitious, from the gathering of information to the implementation of actions. Yet it is 
important to respect the pace of our learners, and facilitate participation to all. Therefore, we propose 
a 36-month project, because it will allow us to deploy actions relating to all our goals, and to overcome 
difficulties and limitations, at the same time respecting the learning pace of our learners and providing 
them with a horizon of hope for 3 years

 COORDINATOR: 

CALLE DOCTOR ANTONI PUJADES  42
08830 BARCELONA, Spain
www.pssjd.org

 CONTACT: 

Silvia Angel Buil

 PARTNERS: 

FUB Stockholm, SE;
Kézenfogva Összefogás a Fogyatékosokért Alapítvány, HU;
BONIFRATERSKA FUNDACJA DOBROCZYNNA, PL;
CUDV Draga, SI

 GRANT AMOUNT: 

178 592 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Access for disadvantaged

Inclusion - equity

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
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SP119

 PROJECT NUMBER: 

2015-1-ES01-KA204-015549

 TITLE: 

  THE TRANSNATIONAL ADULT SCHOOL PROTOTYPE

 DESCRIPTION: 

The main objective of this project is to create an experimental and transnational adult school, structured 
and organized as such, where the participants share responsibilities at all levels: administration and or-
ganization of the school, teaching, couselling, students association, etc. The number of participants is 10 
and all of them have experience in the field of Adult Education.

The rationale supporting this project lies on the idea of effective cooperation, that is to say, the kind of 
cooperation that goes a step forward and aims not only for the exchange of ideas, but also for the con-
cept of shared responsibility in a school for adults from different cultures and backgrounds. After having 
interrupted their education at some points in their lives because of previous failures and/or other personal 
circumstances, the adult students participating in this project will have the chance to benefit from an 
added value in their education thanks to the following basic principles: transnational scope, intercultural 
and interdisciplinary approach aiming for European certification and validation of non-formal education, 
lifelong learning and development of basic and transversal competences, the use of new technologies in 
blended education and prevention of school abandonment by means of an innovative approach to edu-
cation. In this respect, the T.A.S.P. institution will provide guidance and instruction in key competences and 
content areas, by means of innovative technologies in the area of blended education through Moodle. The 
creation of this prototype school for adults responds, in the first place, to the necessity for improving the 
capacities of schools, especially the organizational management, shared in this case, by all the partner 
institutions. Secondly, the demand for the type of flexibility which is offered through blended education 
in order to provide a flexible program and prevent drop-outs. Thirdly, the quality of instruction by means 
of research and implementation of best practices and by means of transnational teaching and learning 
activities, as well as the development of ICT skills and, finally, the need for counseling and equity from a 
transnational and intercultural approach.

As any other school, the T.A.S.P. institution will offer courses for the students to develop key competences 
relevant in adult education such as linguistic competence in the mother tongue and in English, Science 
and Technology, ICT, learning skills, social and civil competence with an emphasis on European citizenship, 
entrepreneurial skills, as well as cultural and artistic competence. Besides, the T.A.S.P institution will pro-
vide teacher training and student counseling by means of specific departments, as an integrated part of 
the project, embedded in the regular project activities.

More specific objectives are :

 § To  contribute  to  cross-border  cooperation  by  the  creation  and  foundation  of  a  Transnational  Adult 
School Prototype, structured as such (with adminsistrators, instruction departments, teacher training 
department, counsellor and students association).

 § To contribute to improve the quality by creating innovative courses with a basic course curriculum, 

teaching materials from an intercultural point of view, multimedia and assessment tools.

 § To contribute to the development of innovative methods by engaging students and teachers in innova-
tive approaches in blended learning and transnational cooperation with a European dimension during 
the informative sessions and the registration of new students.

 § To develop the students´ basic and transversal competences by means of on-line courses especially 
designed by the 10 partners, for instruction in areas such as Foreing Language, Comparative Grammar, 
Basic English, Science, Arts and Design, European Citizenship Entrepreneurial Skills, Literature, History 
and Culture , and implemented during two school semesters.

 § To contribute to the reduction of drop-outs by means of a research on best practices and students 
satisfaction  so  that  we  determine  the  best  practices  and  the  students´points  of  view.  This  line  of 
reserearch will be conducted by observation and questionnaires.

 § To contribute to the increase in the number of students who wish to continue their at a higher level by 
means of the information and support provided by the TASP counsellor and by means of a database 
created by the 10 partners with information about organizations relevant in each content area as well 
as Higher Education institutions in different countries.

 
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This project will have a direct impact not only on the students participating in the project, but also in other 
fields of education thanks to the dissemination plans and the mulitplier events taking place in all the 
participating countries, in order to present the intellectual outputs.

 COORDINATOR: 

IES La Puebla
C/ Platón, 5
04738 Vícar, Spain
www.ieslapuebla.com

 CONTACT: 

  Marina Martínez Aguilera

 PARTNERS: 

ARIF MOLU MESLEKI VE TEKNIK ANADOLU LISESI, TR;
LJUDSKA UNIVERZA, ZAVOD ZA IZOBRAZEVANJE IN KULTURO, ROGASKA SLATINA, SI;
USTAV SOCIALNICH INOVACI OPS, CZ;
Comitato per i Gemellaggi del Comune di Ceregnano, IT;
Utenos svietimo centras, LT;
Senior High school  for adults of Sitia, EL;
Colegiul Tehnic “Iuliu Maniu”, RO;
Centur za profesionalno obuchenie kum “London Kolidzh Dublin” OOD, BG;
I.I.S.-I.T.I.-I.P.S.I.A “ E.Aletti”, IT

 GRANT AMOUNT: 

228 922 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

 CLUSTER(S): 

Intercultural/intergenerational education and (lifelong)learning

Quality Improvement Institutions and/or methods (incl. school development)

Open and distance learning

Inclusion and Tolerance; Improving the Quality of Education / Training Systems; New Technologies and 
Digital Competences

 
 
 
 
 
 
 
 
 
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SP121

 PROJECT NUMBER: 

2015-1-ES01-KA204-015553

 TITLE: 

  THE DISABLED ENHANCE THEIR SKILLS THROUGH ON-LINE 

PLATFORMS 

 DESCRIPTION: 

According  to  European  Commission’s  statistics,  for  people  with  disabilities  the  rate  of  poverty  is  70% 
higher than the average.

An effective intervention to reduce this gap in Europe cannot consider moving from traditional teaching 
methods to innovative digital learning possibilities for adults with disabilities, allowing them to access 
education and gain employable skills making use of mobile ICT tools and programmes.

Effectively, the global revolution of internet and the unstoppable development of Information and Com-
munication Technologies in education systems and job market open up an outstanding chance for adults 
with disabilities to regain skills and access today job opportunities in a quick and effective way.

DESkTOP project is designed to take on this challenge through the development of a digital educational 
pathway that involves adult teachers, social carers and adult learners with disabilities. A pathway that 
focuses on the creation, test and exploitation of a special Mobile Application aimed at facilitating and 
speed up the learning process of adult persons with disabilities.

DESkTOP consortium is made up of 9 organizations from 8 different EU Member States and is coordinated 
by Juan Ciudad Foundation (Spain). Educational and social care organizations collaborate together with 
Vodafone Spain Foundation and Hospitality Europe, liaising with the EU Institutions.

More than 42 adult educators, 105 adult learners with disability, plus 15 persons (administrators, staff, 
etc.) at consortium level are involved in the strategic partnership.

A set of 8 occupational activities will be primarily identified by the partners: such activities will be the 
object of an innovative digital educational pathway engaging both teachers and adult learners with dis-
abilities. A new educational Mobile Application will be developed by the DESkTOP partners as the main 
didactical tool to implement the educational pathway and capacitation process of adult persons with 
disabilities.  The  Mobile  Application  will  be  easy  accessible  by  adult  learners  and  will  include  8  e-pro-
grammes specifically adapted to facilitate the learning process of each one of the 8 selected occupa-
tional activities.

Partners will split in groups to carry out two pilot sessions for testing and improving the initial versions of 
the learning programmes. At the end of the two sessions, the ultimate version of the Mobile Application 
will be defined together with a Manual for a digital educational pathway, containing all the guidelines and 
practical advices for an effective teaching to adult persons with disabilities making use of modern ICT 
devices, adapted Mobile Applications and interactive software.

Besides the learning activities conducted at local level and four steering committee’s meetings, a blended 
mobility of adult learners will be organized, giving the opportunity to persons with disabilities and educa-
tional staff to meet, exchange their experience and knowledge gained at local level and establish contin-
uative connections to be maintained through an interactive platform accessible in the Mobile Application.

A final conference in Madrid (Spain) will conclude the activities of DESkTOP project and at the same time 
open up the outputs and benefits at European level.

The Mobile Application and the Manual for the digital educational pathway developed during the project 
implementation will bring benefits to a wide range of stakeholders in the adult education filed, in addition 
to the direct impact on the target groups and participants. The educational pathway and outputs will con-
tribute directly and indirectly to modernization of learning opportunities for adult person with disabilities, 
fostering also their social inclusion and accessibility to job market.

Adult educators and teaching staff will acquire new competencies and skills that will make them able of 
teaching the persons with disabilities through modern ICT devices (smartphones, tablets) and making use 

 
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of an adapted Mobile Application. Operating in a virtual learning environment will facilitate their tasks 
and at the same time speed up the teaching process. The acquisition of ICT skills will also contribute to 
opening up new career opportunities for the educators, as they will upgrade their profiles with the current 
requests of the labour market.

The new Mobile Application together with other educational materials will be freely available and down-
loadable from digital distribution platforms: in this way, a multiplication of users and spread of the proj-
ect’s benefits and outcomes at global level will provide DESkTOP with a unique long term effectiveness.

 COORDINATOR: 

FJC
calle Herreros de Tejada 3
28016 Madrid, Spain
www.sanjuandedios-fjc.org

 CONTACT: 

Javier Martínez Llorca

 PARTNERS: 

Hospitality Europe, BE;
FUNDACION VODAFONE ESPANA, ES;
Instituto das Irmãs Hospitaleiras do Sagrado Coração de Jesus, PT;
Association Benoît Menni, FR;
SJOG Community Services Limited, IE;
Johannes von Gott-Pflegezentrum, AT;
Barmherzige Brüder gGmbH, DE;
BONIFRATERSKA FUNDACJA DOBROCZYNNA, PL

 GRANT AMOUNT: 

175 644 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Disabilities - special needs

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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SP123

 PROJECT NUMBER: 

2015-1-ES01-KA204-015554

 TITLE: 

  PROFESSIONAL ORIENTATION OF VULNERABLE YOUNG PEOPLE

 DESCRIPTION: 

Reducing youth unemployment is a big challenge for all MS in Europe. The improvement of career guid-
ance (of which professional orientation is one part) is a very important task to improve the knowledge, 
skills and competences, in particular for adult learners in vulnerable situations.

In line with the Europe 2020 Strategy and the European Agenda for Adult Learning, the ‘Professional Ori-
entation of Vulnerable Young People’ project seeks to promote re-skilling and up-skilling across 8 Member 
States providing vulnerable young people with e-career guidance and improving the orientation measures 
offered by the AEPs in the field.

The Specific objectives seek to:

 § identify and share good practices and experiences from 8 EU countries, which results will contribute 
to the overall improvement of professional orientation of vulnerable young people offered by adult 
education providers & educational institutions throughout EU

 § develop and submit policy recommendations at European, National, Regional and Local Level for bet-

ter regulation of the career guidance provided in adult education

 § promote and support adoption of Open Educational Resource (OER) in 8 EU languages, providing ac-
cess to learning to vulnerable young people, often in situation of discrimination and social exclusion, 
including people with fewer opportunities

 § develop e-career guidance tool, enhancing digital integration in learning, teaching, training and offer-

ing tailored learning opportunities to disadvantaged learners

 § promote professional development of Adult Education staff in ICT methodology, improving adult ed-
ucators  teaching  competences,  enabling  exchange  of  experiences  and  validation  of  the  developed 
learning modules on career guidance at EU level

 § raise the awareness of vulnerable young people on new learning approaches aiming at re-skilling and 

up-skilling

 § develop and maintain educational portal as multiplier and sustainable learning tool at EU level

The PROVYP project objectives could be achieved only by implementing the project activities at transna-
tional level, as the cross-border cooperation is crucial for combating the youth unemployment at national 
and European level by exchange of best practices, common recommendations for better career guidance 
and joint development of high quality learning tool in different EU languages.

The project will address VULNERABLE YOUNG PEOPLE between 18 and 30 years old - NEETs, low-skilled, 
unemployed. The partners consider it important to provide the group of vulnerable youth with new ways 
of learning and to improve their skills, promoting inclusion to the labour market, active participation in the 
social, political, economic and cultural life of the societies in which they live and promote self-employ-
ment solutions, including social economy tools.

Another  target  group  addressed  by  the  project  is  of  key  professionals:  AEPs,  social  workers,  trainers, 
mediators, coaches, professional job counselors from different EU countries, who working in common EU 
context will be able to respond to the European market-related challenges, disseminate best practices, 
implement innovative models and jointly address policy objectives, challenges and needs of the AE field 
at European level.

The  suggested  consortium  brings  together  10  organisations,  each  of  them  with  special  expertise.  The 
PROVYP  project  will  reflect  on  the  strengths  and  weaknesses  of  different  approaches  in  professional 
orientation applied in the partner countries and produce a consolidated European report and policy rec-
ommendations for improvement of the career guidance regulations.

The  partners  will  develop  OER  for  the  vulnerable  young  people  to  provide  career  guidance  for  their 
skills’ improvement by using multiplier and sustainable tools. The staff educators will also improve their 

 
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competences by offering new ways of learning, as a result of the joint training and exchange of experi-
ences at international level.

The  methodological  approach  taken  by  PROVYP  to  achieve  the  proposed  objectives  is  one  of  mutual 
decision taking and regular exchange of information in order to ensure that all consortium members are 
involved in the project’s progress. All partners commit themselves to share their knowledge and experi-
ence within the action, being aware of specific strengths of particular partners.

The whole project duration is 24 months, calculated in order to implement correctly the planned activi-
ties and achieve the project objectives. Total of 252 direct beneficiaries will be involved in the multiplier 
events + 80 participants with fewer opportunities. Additionally 30 adult educators will take part in Joint 
staff training and exchange of experience + 10 assistants with special needs (at a distance).

The involvement of experts from 8 European Member States will consist an added value towards achiev-
ing the expected results and respond effectively to the initiatives and strategies undertaken by the Euro-
pean institutions in the field. 

 COORDINATOR: 

FAFV
CALLE PEDRO UNANUE 14
28045 MADRID, Spain
www.afranciscodevitoria.org

 CONTACT: 

Clara Úbeda

 PARTNERS: 

Lithuanian centre of non-formal youth education, LT;
DIRECCIÓN GENERAL DE SERVICIOS SOCIALES E INTEGRACION SOCIAL, COMUNIDAD DE MADRID, ES;
EUROPEACE YOUTH, UK;
IL FILO D ARIANNA, IT;
EDEX - EDUCATIONAL EXCELLENCE CORPORATION LIMITED, CY;
Humanity and Longevity Ltd., BG;
AE2O - Associação para a Educação de Segunda Oportunidade, PT;
Viesoji istaiga Vilniaus verslo kolegija, LT;
BIDA e.V.Kultur und Bildung, DE

 GRANT AMOUNT: 

170 620 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Overcoming skills mismatches (basic/transversal)

Open and distance learning

 CLUSTER(S): 

Employability; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
 
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SP125

 PROJECT NUMBER: 

2015-1-ES01-KA204-015658

 TITLE: 

  BIRTH OF IDEAS

 DESCRIPTION: 

The  Green  Paper.  Entrepreneurship  in  Europe  (Brussels,  21.1.2003.  COM(2003)  27  final)  and  the  Ac-
tion Plan: The European agenda for Entrepreneurship. Brussels, 11.02.2004, pose the need to work on 
entrepreneurship.

The Birth of Ideas will boost to the entrepreneurship, presenting creative projects models and highlighting 
the responsible behaviour of many entrepreneurs who respect both today’s and the future needs of our 
rural zones, specially between young people in rural areas.

The project has a strong link with the European policies for employment and education. The “Europe 2020 
strategy  for  growth  and  employment  sets  a  target  to  achieve  a  75%  employment  rate  for  the  work-
ing-age population (20-64 years). The European Commission acknowledges that growth and employment 
in Europe crucially depend on its population having the right skills. .

The following objectives were defined by the project’s partners:

-To  train  social  and  economic  agents  for  promoting  creativity  and  analyse  rural  experiences  of 
entrepreneurs.

 § To facilitate access to social and economic agents training by offering online learning based on Open 

Educational Resources (OERs) tailored for individual learners.

 § To make aware about self-employment of young people in rural areas.

 § To foster the provision of adult learners’ key competences coherent with employment-related issues, 

particularly on the sense of initiative and entrepreneurship.

 § To  strengthen  the  capacities  of  adult  education  (AE)  organisations  active  in  the  field  of  employ-
ment-related  training  to  offer  a  high  quality  ICT-based  training  tailored  for  individual  learners  with 
disadvantaged background and fewer opportunities; such as rural youth

 § To enhance the professional development of AE staff by introducing new innovative educational meth-
ods:  Open  Educational  Resources  (OERs),  blended  learning  approach  and  new  role  of  trainer  as  a 
facilitator.

 § To raise awareness of the options offered by the rural heritage.

 § To help keeping the rural population and prevent migration to big cities.

 § To boost the economy of rural areas.

 § To improve the quality of life in rural areas.

The profile of direct participants are at least 75 trainers/facilitators will enhance their professional com-
petences on using innovative facilitating methods and promoting facilitator-support services within AE 
organisations  by  participating  at  national  workshops  for  adult  education  staff,  through  the  5  national 
workshops for facilitators on implementation of models (O1), 5 national workshops for AE organisations 
and social and economic partners. On the other hand, the partners will involve totally 75 participants with 
fewer opportunities into the activities of the project, namely: 15 facing cultural differences (including mi-
grants and ethnic minorities), 20 facing economic obstacles (including low income people) and 40 facing 
geographical obstacles (including people from rural areas).

Seeking to address these objectives two main intellectual outputs will be developed:

 § Innovative model for training the creative skills of young entrepreneurs in rural areas and rural busi-

ness experiences analysis (IMCRA model) (O1).

 § Innovative model, Organisation modernisation for the entrepreneurship in rural areas model (OMRA 
model) (O2), to ensure the effective implementation of the new methods and tools developed within 
the IMCRA model.

 
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Dissemination activities are essencial to potential longer term benefits: website (AE organisations’ part) 
where  adult  educators  can  openly  access  the  OMRA  model,  and  the  leaflet  for  AE  organisations  and 
stakeholders.

 COORDINATOR: 

GAL CAMPIÑA DE JEREZ
LA BARCA DE LA FLORIDA- PLAZA DEL AYUNTAMIENTO -EDIF CREA PLANTA 1ª
11570 JEREZ DE LA FRONTERA, Spain
www.jerezrural.com

 CONTACT: 

Joaquin Gonzalez Alvarez

 PARTNERS: 

Hof und Leben GmbH, DE;
Association “BULGARIA TRAINING”, BG;
Equipo Funámbula S.L.L., ES;
Stowarzyszenie Rozwoju Inicjatyw Regionalnych “Lacjum”, PL;
CENTRUL PENTRU PROMOVAREA INVATARII PERMANENTE TIMISOARA ASOCIATIA, RO

 GRANT AMOUNT: 

156 470 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Youth (Participation, Youth Work, Youth Policy) 

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Youth Empowerment; Employability

 
 
 
 
 
 
 
 
 
 
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SP127

 PROJECT NUMBER: 

2015-1-ES01-KA204-015718

 TITLE: 

  ADULT TRAINING ON HANDICRAFT PRODUCTION OF MEDICINAL 

AND AROMATIC PLANTS

 DESCRIPTION: 

In the Mediterranean area there are plenty of small-scale farms due to the land distribution by legacy and 
to geographical aspects characterized by mountainous areas. Many entrepreneurs have seen medicinal 
and aromatic plants (MAPs), known as well as herbs, as an alternative crop to be implemented in these 
areas where traditional ones (cereal, vineyard, olive trees…) have no place because they are not profit-
able. Also people escaping from urban areas due the economic crisis see an opportunity in this.

But then they face to the reality: the small productions are not enough to bulk-selling to wholesalers, and 
decide to elaborate products made of herbs to sell directly to consumer. So they have to deal with differ-
ent aspects (processing, safety aspects, norms and procedures, marketing, etc.) that go far beyond those 
simply producing herbs (cultivating and raw material transformation). Even more, most of them have not 
the capacity to invest in expensive industrial equipments, so they focus in producing in a high quality and 
traditional way, becoming herbal craftsmen.

But there no exists specific legal regulation for this profession, so no specialised training is addressed for 
this craftsmanship.

The main objective of HERBARTIS project is to achieve the professional development of adult learners 
by developing useful tools and methods, improving the offer of high quality learning opportunities, and 
validating the non-formal learning and career guidance. For this reason its specific objective is to provide 
educators  with  all  the  competences  and  skills  needed  to  deliver  high  quality  services  and  to  develop 
training tools addressed to adult learners from the primary agricultural production to achieve professional 
skills’ recognition of craft processing of aromatic and medicinal plants for obtaining high quality products.

A partnership of different Mediterranean organisations dealing with education, research, rural develop-
ment and business assessment within the medicinal and aromatic plants’ production, industrial process-
ing, quality and marketing will work together with this aim: Centre Tecnològic Forestal de Catalunya and 
Institut de Recerca i Tecnologies Agroalimentàries (Spain), Université Européenne des Senteurs & Saveurs 
(France), Associação para o Desenvolvimento do Concelho de Moura (Portugal), Associazione Terre dei 
Savoia and Consiglio per la Ricerca in Agricultura e lAnalisi dellEconomia Agraria (Italy).

To reach the objectives the methodology is based in knowing deeply the herbs craft’s production sector 
needs, the existing training, designing a new curricula and the syllabus of a blended course (virtual/face-
to-face), developing a high quality learning material according to technical and legal requirements and 
implementing a useful, practical and reachable training to adult learners using ICT tools and transnational 
mobilities, to enhance the peer-learning and the contact with existing businesses.

So, 4 blended courses on herbal craft’s production will be implemented, one per country. Each course will 
have an on-line course, face-to-face practical workshops and virtual networking activities. These courses 
will be complemented with transnational training activities (one per country) where a technical seminar, 
networking workshops and professional visits to sector’s companies will take place.

4 intellectual outputs are previewed:

 § Guidelines  of  training  methodologies  and  policy  recommendations  for  qualification  recognition  of 

herbal craft’s production (book and reports).

 § E-learning platform on herbal craft’s production (Moodle).

 § Syllabus of a blended course on herbal craft’s production (brochure)

 § Training materials on herbal craft’s production (course texts, training videos, seminars’ proceedings, 

herbal companies’ reports, networking conclusions).

This project will allow participating partners’ staff improving their teaching skills on MAPs processing and 
find a common workspace to strengthen their collaboration, enhancing the knowledge chain, technology 

 
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transfer and networking with MAPs sector stakeholders. Adult learners participating in blended courses 
will have the opportunity to improve multilingualism, technical, digital and social skills, and to interact 
with other learners and realities in the blended transnational mobilities. Other MAPs sector stakeholders 
(producers, craftsmen, entrepreneurs, companies, students) and education providers will be able to access 
to open educational resources that will improve their knowledge and training opportunities. Finally, the 
guidelines provided by the project will be useful to influence education, agriculture, industry and business 
decision makers about the sector requirements and training needs, and strengthen the network with MAPs 
sector  stakeholders  and  professional  associations  from  other  countries,  in  order  to  address  to  similar 
problems and jointly find solutions and driving specifications proposals to policy makers.

 COORDINATOR: 

CTFC
CTRA SANT LLORENC DE MORUNYS  KM 2
25280 SOLSONA, Spain
http://www.ctfc.cat

 CONTACT: 

Eva Moré

 PARTNERS: 

Université Européenne des Saveurs et Senteurs, FR;
Associação para o Desenvolvimento do Concelho de Moura, PT;
Le Terre dei Savoia, IT;
INSTITUT DE RECERCA I TECNOLOGIA AGROALIMENTARIES, ES;
CONSIGLIO PER LA RICERCA IN AGRICOLTURA E L’ANALISI DELL’ECONOMIA AGRARIA, IT

 GRANT AMOUNT: 

187 105 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

Recognition (non-formal and informal learning/credits)

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Teaching and Training; Improving the Quality of Education / Training Systems; Employability

 
 
 
 
 
 
 
 
 
 
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SP129

 PROJECT NUMBER: 

2015-1-ES01-KA204-015869

 TITLE: 

  TEXTILE HERITAGE - FROM THE WOODEN LOOM WEAVING TO THE 

DIGITAL ART

 DESCRIPTION: 

The world textile industry is in a process of transformation from what it is today to looking back to what 
it has been in the past – new technologies, globalization and ecology are the three main forces that influ-
ence this process with the usual pressure on resources, markets for products and FASHION. At the same 
time, improving European educational and training system quality has been set as a key target in Europe’s 
strategy for becoming a smart, sustainable and inclusive economy by 2020 (Council of European Union, 
2010). As such specific goal to improve skills within the adult’s education are seen in a key role.

In this context, “Textile heritage - from the Wooden loOm Weaving to the Digital ARt (DARE2WOW) brings 
together 6 countries from all over Europe (Spain, Italy, Bulgaria, the UK, Latvia & Greece) to support the 
development,  transfer  and  implementation  of  innovative  practices  within  the  partnering  organizations 
and Europe by implementing the project’s joint initiatives that promote cooperation, peer learning and 
exchange of experience at European level in the area of textile production and exploitation.

There are many methods for general improvement of adults’ manual skill on the market; however, there is 
clearly a lack of model that identifies the capabilities (knowledge, skills and insights) to fill skill gaps in the 
area of textile production. There is a need for more flexible learning process - one that uses the innovative 
access to new technologies and peer-learning opportunities opposite to any of the few existing laborious 
and increasingly demanding educational programs of the formal education that stress on complexity and 
difficult terms with little connection to the two subject – manual work and digital capability.

“Textile heritage - from the Wooden loOm Weaving to the Digital ARt (DARE2WOW) project proposes a 
flexible and collaborative method, processes and tools for adults to increase their skill, knowledge and 
insights in their own pace and within their own understanding. The project promotes and strengthens the 
European cooperation while designing and piloting a new model, new tools and a new virtual platform be-
tween the partnering institutions but also for free access to all stakeholders to learn, develop and create 
a new understanding of the textile industry where technology, globalization and ecology are part of their 
textile production and exploitation. This will also be a space for discussing, trying and learning along the 
new concepts that could potentially improve one’s life and bring prosperity and wellness while keeping 
eyes on the objectives, learning from others’ experience and stimulating reflectivity on the possibilities 
that are out there when finding its place within the large textile industry. The project creates a tool for 
finding the best possible partners when looking for courses for adults, as well as a place for networking, 
sharing experiences, information and best practices.

The project implementation is based on common activities: conducting six transnational meetings that 
will be attended by representatives and experts from all participating countries; developing research and 
analysis on the methods used by the formal and in-formal education for adults in the participating country 
– shared experiences and case studies of good practice; developing a training module based on the Cur-
riculum for Adults Education. The project derives from the experiences and actual needs distinguished in 
the partnering organizations to develop an adult educational tool and as such exploits the project results 
directly during its implementation. Thus the final result is to offer its beneficiaries an innovative tool that 
is well equipped to be directly applied in everyday life starting from the era of the digital art and going 
back to the way of wooden-loom weaving.

 COORDINATOR: 

EPA de Ourense
Rua Alvarez de Sotomayor, 4.
32002 Ourense, Spain
epa.ourense@edu.xunta.es

 CONTACT: 

Jacqueline Agrelo Filgueira

 
 
 
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 PARTNERS: 

Biedriba “Islices sieviesu klubs “Ritausma””, LV;
Bulgara Centre for Development, BG;
Istituto professionale statale per i servizi aziendali, turistici, grafici, sociali e alberghieri L.Cossa, IT;
Sisu Consulting Ltd, UK;
AETOI THESSALONIKIS, EL;
IPSIA Luigi Cremona Pavia, IT

 GRANT AMOUNT: 

105 954 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
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SP131

 PROJECT NUMBER: 

2015-1-ES01-KA204-015882

 TITLE: 

  PROMOTING SELF-EMPLOYMENT AND ENTREPRENEURSHIP 

THROUGH A TRAINING NETWORK

 DESCRIPTION: 

ENT-NET project aims to promote and enhance entrepreneurship and self-employment to tackle three 
main problems that young people face nowadays: high unemployment rates, lack of basic knowledge for 
opening and running a business and deeply theorical character of the entrepreneurial education. There-
fore, partners from Spain, Italy, Greece and Romania aim to create a sustainable  network to  develop, 
transfer and implement innovative and good practices and methods on training for young entrepreneurs.

Target groups are young adults (18-35) qualified and low and no qualified. Participation of women will be 
assessed by specific indicators to measure gender equality of the project.

The project aims to directly involve over 1000 people as direct participants in training activities and indi-
rect target groups, which will take place in the countries where partners are based. Some of participants 
could attend to training courses abroad.

Project activities will be the following:

 § To create an accessible web training platform

 § To develop a common curriculum by exchanging best practices and methods from partners.

 § To write up a Methodology Training for Entrepreneurs Trainers.

 § To design a training course in English and in the different languages of partners.

 § To  carry  out  and  test  four  training  courses  in  four  partners  countries  involving  local  and  foreign 

participants.

Expected impacts for participants:

 § to increase business and entrepreneurial capacity and skills of participants,

 § to increase ICT skills of participants applied to business creation.

 § to increase participants opportunities for professional development.

 § to increase business creation by young people.

 § to improve participants perception of self-employment as a feasible alternative.

Long-term benefits will be firstly for participants who will get in early age entrepreneurial skills and com-
petences to start and run a business, acquired in a training course at European level, developed basing on 
best practices and methods. Secondly, partners will improve and uniformize their training actions in order 
to develop an European network on entreprenerurship.

Methodology used in this project could be transferred to European stakeholders, such as Chambers of 
Commerce, entrepreneurs associations, schools from different educative levels, public entities, training 
companies ...

 COORDINATOR: 

FEDEMP
Calle Villaamil 36-38 bajo
28039 Madrid, Spain

 CONTACT: 

  Miguel Caneda Barreiros

 PARTNERS: 

PANEPISTIMIO THESSALIAS, EL;
Centrul de Incubare Creativ Inovativ de Afaceri, RO;
EURO-NET, IT

 
 
 
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 GRANT AMOUNT: 

110 290 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Gender equality / equal opportunities

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Employability; Inclusion and Tolerance

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-015906

 TITLE: 

  MUSIC FOR HEALING THE SOUL

 DESCRIPTION: 

People who are in a disadvantaged situation suffer consequences that go beyond the mere fact of their 
basic needs: they are in a situation of isolation and loneliness, from which it is very difficult to get out 
by themselves. Music therapy through formal and informal education can help these people rebuild their 
reality.

Therefore, the overall objective of MHS is to go in deep the knowledge and experimentation of non-formal 
and informal educational tools of this discipline in order to better respond to the universal needs of people 
in social exclusion.

The specific objectives are aimed at achieving an exchange of working methods of the professional of 
the partner institutions to compare them and learn new Music Therapy techniques and apply them in a 
context different from usual.

They also expect to improve the quality of life, the state of physical, moral and spiritual health of people 
in social exclusion and / or homeless, lowering their levels of anxiety and stress and helping them in the 
recovery of self-esteem, overcoming isolation, loneliness and disconnection, not only social, but affective.

The  group  of  professionals  directly  involved  in  the  project  include  therapists,  social  action  technicians 
(social workers, psychologists, educators) and skilled laws professionals specialized in the administrative 
field and project management (national, European and international). All staff has extensive experience in 
working with people in social exclusion. Moreover, the target population (the users of the various partner 
organizations of this project) will actively participate in it.

The activities that will be carried out will focus on the Music Therapy formal and informal education tech-
niques, being shared among the professional partners to develop joint working tools that expand their 
knowledge and enable experimentation and for the users to reach a psychophysical wellbeing.

An active-participatory methodology in which the transnational meetings will be used in order to plan 
the sharing of the different techniques of Music Therapy approach tested in the partner associations will 
be displayed. Its application will be evaluated in different contexts through their experimentation (in the 
workshops and activities adapted to the different training levels and personal and group characteristics 
of participants). In addition, the results obtained to ensure implementation of Music Therapy in a disad-
vantaged socio-cultural context will be processed.

Among the expected qualitative results would highlight the acquisition of knowledge about Music Therapy 
techniques applied to different realities and the possibility of experiencing these innovative techniques to 
meet the different needs posed the users.

It is intended that these techniques can benefit professional’s interdisciplinary teams involved, who will 
share  innovative  Music  Therapy  methodology,  and  practitioners  in  the  health  area  from  the  different 
participating countries.

It is also expected that the application of Music Therapy works to treat imbalances in the behaviour of 
users and non-formal and that informal education can help them to meet their emotions, stimulating the 
necessary changes to achieve the comprehensive healing of the person that make possible to improve 
their socio-professional reintegration.

Emphasis will be placed on minimizing the social and personal risks that adversely affect the employ-
ability  of  the  most  vulnerable  people,  improving  their  skills  and  providing  them  with  tools  to  become 
individuals that are more autonomous.

In addition, through the mutual enrichment that provides a transnational project, professionals will expand 
their knowledge and working tools producing a strong impact using explanatory sessions and social net-
works as platforms, as well as all the institutions with which we work in network in all partner countries.

 
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 COORDINATOR: 

SERCA ARAGON
Paseo Cuellar 10
50006 Zaragoza, Spain
www.centrosocialsanantonio.es

 CONTACT: 

José Manuel Cortés Pérez

 PARTNERS: 

ANDIRIVIENI, IT;
Verbund sozial-kultureller Migrantenvereine Dortmund e.V, DE

 GRANT AMOUNT: 

54 641 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Professional development of VET teachers and trainers

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Gender equality / equal opportunities

Inclusion - equity

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-015933

 TITLE: 

  WOMEN IN EUROPE – NEW YIELDS OF EMPLOYMENT IN RURAL 

AREAS

 DESCRIPTION: 

The crisis that Europe is facing has led to a sharp decline in economic activity and recession. The labour 
market is being severely hit and unemployment rates are increasing thus negatively affecting the EU’s 
potential growth. In this scenario, the aim  is  for  Europe  to become a  smart, sustainable  and inclusive 
economy.

EU rural development policy focuses on jobs, growth and sustainability as basic pillars. Rural areas shall 
fully exploit their potential, resources and human capital, and create high-quality and sustainable jobs. 
EU’s rural areas are diverse in terms of population, demography, economic and social structures, but most 
of them are highly suffering the negative impact of the crisis in terms of unemployment rate.

To the known problems suffered by the general population in EU’s rural areas:

 § Ageing population.

 § Mass exodus to the cities.

 § Gaps in facilities.

 § Reduction of rural employment and lack of entrepreneurs.

 § Income p/c in rural areas is nearly half of urban income p/c.

 § Skills and educational attainment is generally lower in rural areas.

We have to add specific problems facing by rural women:

 § Invisibility of her work.

 § Lack of infrastructure to balance their work and family life.

 § Serious difficulties in accessing the labour market.

And relating self-employment, rural women could face to the following obstacles:

 § Territorial and social isolation problems.

 § Lack of confidence to raise their business ideas.

 § Minor number of business information points for supporting and accompanying.

 § Weaker marketing channels.

 § Difficult access to ICTs.

So, general objective of WE-RUN project is to offer new opportunities and innovative instruments to adult 
women living in rural areas for improving their qualifications and thus their levels of employability and 
integration into the labour market, mainly through entrepreneurship activities related to the New Yields of 
Employment (NYE) and emerging sectors.

Therefore, main direct beneficiaries of WE-RUN will be women living in rural areas (especially lowly qual-
ified adults). Furthermore important stakeholders for the development of the project will be: rural women 
associations, adult education and training organizations, local businesses/enterprises associations, local/
regional authorities and citizens in general.

Main activities will be:

 § Study-analysis on the relation between rural women and NYE and emerging sectors

 § Catalogue of innovative best practices on entrepreneurial rural women and NYE and emerging sectors

 § Training for rural women in entrepreneurship on NYE and emerging sectors

 
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 § European Virtual Community of entrepreneurial rural women and NYE

 § Piloting: Launch time

 § Two Multiplier events

WE-RUN, implemented through a partnership which includes 7 organisations from 6 countries, will allow 
reaching the following impacts:

 § Increasing levels of employability of rural women through the acquisition of new skills and competences.

 § Development of entrepreneurial capacity, primarily related to NYE.

 § Training in personal skills (autonomy, adaptability, sense of responsibility, communication, etc.).

 § Getting in touch directly with women from other EUs rural areas.

 § Increasing the self confidence of rural women in an individual and collective way.

 § Receiving a professional and individual counseling and tutoring for running its own business.

 § Active  participation  in  consultation  processes  and  in  the  design  and  implementation  of  innovative 

tools specifically addressed to the needs of female populations from different regions.

 § Identification of the existing relations between women from rural areas and the NYE.

 § Recognition of specific sectors with potential for being developed by rural women through entrepre-

neurship activities.

 § Reaching an optimal exploitation of  existing social  resources  in the rural  areas  to  achieve  the  real 

conciliation and make the leap to self-employment.

 § Awareness about the importance of training and the improvement of skills for rural women.

 § Assuring the transfer of best practices and experiences among EU organizations.

 § Improving the quality of life in rural areas and encouraging diversification.

 § Building local capacity for employment and diversification.

 § Creation of permanent transnational networks for fostering the exchange of knowledge, experiences 

and expertise.

 § Increasing of the competitiveness of businesses in the rural regions.

 § Creating synergies between public and private actors.

 § Fostering cooperation between partners and the main actors involved in the European labour market.

In conclusion, WE-RUN will be focusing on enabling women from rural areas to acquire and develop skills 
and competences needed for their employability and personal fulfillment, mainly through entrepreneur-
ship in NYE, which is one of the strategic priorities recognized in the Strategic Framework for European 
Cooperation in Education and Training (ET 2020).

 COORDINATOR: 

SODEBUR
PASEO DEL ESPOLON, 34
09003 BURGOS, Spain
www.sodebur.es

 CONTACT: 

Ricardo Pizarro

 PARTNERS: 

Fundación Juventud y Cultura, ES;
Institut für gesellschaftswissenschaftliche Forschung, Bildung und Information, AT;
FONDAZIONE HALLGARTEN-FRANCHETTI CENTRO STUDI VILLA MONTESCA, IT;
eShopSystem s.r.o., CZ;
Association of Woman Entrepreneurs in Bulgaria SELENA, BG;
GIP-FCIP de l’académie de Caen, FR

 GRANT AMOUNT: 

117 992 EUR

 
 
 
 
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 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

Rural development and urbanisation

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Inclusion and Tolerance; Education for Sustainable Development; Employability

 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-015937

 TITLE: 

 DESCRIPTION: 

  EMPLOYMENT AND WOMEN ON THE 21ST CENTURY IN EUROPE: 
FROM HOUSELHOLD ECONOMY TO SME (SMALL AND MEDIUM 
ENTERPRISES) LIKE ECONOMY

The economic crisis has led to a massive incorporation of housewives into the labor market, in order to 
compensate the unemployment of their spouses or to become an economic support in their household 
economy. Many studies have evidenced that working at home implies the development of a series of 
capacities like self managing, financial control and activities planning, that can be easily transferred into 
the SME sector, although there is not a real consciousness of it.

The project MUPYME attempts at raising awareness about the abilities of housewives that can be trans-
ferred to enterprises economy and finding out which is the best way to enhance them. This project tries 
to take into account the social reality of this collective in a wide range of countries, to share the best 
practices regarding working promotion and to purpose common solutions applicable to these realities.

The general objectives of MUPYME are: (1) facilitating that housewives can move from being managers of 
households to be managers or promoters of new SMEs or Micro SMEs, building a professional qualification 
for this collective, focused on reflection and knowledge of their own abilities and capacities, reinforced and 
maximized with an entrepreneurial approach and (2) raising the qualification of instructors of the differ-
ent organisms in charge of training adults, generating a training program adapted to the target collective 
having a greater impact on the possibilities of getting incorporated into the labor world and focused on 
personal motivation and on the enhancement of competences.

The participant entities are 8: FEUP and ARIEMA (Spain), DVV (Germany), ADAE (Macedonia), DAFNI KEK 
(Greece), KERIGMA (Portugal), UPF (Italy) and CAEA (Cyprus). All of them work in the field of adults training, 
social integration of disadvantaged groups and social conflicts resolution, among others, excepting ARIE-
MA, entity experienced in R+D+I projects, training, events organization and dissemination tasks.

Project implementation goes through phases: (1) General Coordination (2) Analysis and research (3) Pro-
jection of gender categorizations and powers strengthened in the domestic economy (4) Application of 
the prospects of the project (5) Monitoring activities and (6) Dissemination and communication of results.

The  methodology  used  in  the  project  consists  on  the  analysis  and  research  of  the  skills  of  the  target 
group, posterior sharing between trainers in the partner institutions of the consortium through workshops 
and meetings for collaboration. Educational materials will be developed with contributions from trainers 
involved in the project, from the target group and from the external experts committee that will also con-
tribute with their objective input about the quality and professionalism of the work done.

The results of MUPYME will be:

1-  Characterization of housework under professiographic profile and recognition of skills developed at 

home.

2-  Analysis of the skills acquired at home, and previously acquired, with option to be provided with an 

entrepreneurial approach.

3-  Generation of a training strategy tailored to the target group.

4-  Generation of dissemination materials adapted to new technologies.

5-  Offering a training model aimed at facilitating the incorporation of women into the workplace and 

promoting entrepreneurship.

Two types of impacts are foreseen: Qualitative impact, related with the achievement that housewives, 
who tend to see themselves as disqualified subjects for taking part in the economic management of SME 
type, break with this false consciousness and develop self-esteem mechanisms that drive them into the 
progress of their training process aimed at generating entrepreneurial activities (new SMEs) or participat-
ing/managing existing mycropymes; and quantitative impact, related with the deployment of the activities 

 
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developed in the project and the achievement of the objectives. Since the consortium is international, but 
designed to be executed by Popular Universities and other specialized agencies in adult education rooted 
in very specific areas of the geographies of each of the countries, this enables the impact generated by 
the results of the project to have local, regional, national and European character.

So, the project MUPYME, apart from raising awareness about the need for customized training and using 
new technologies that make training more friendly and flexible, it also has direct benefit in generating 
employment and social inclusion of disadvantaged groups.

At the same time, the methodologies and instructional materials generated in the project may be fed back 
while being taught in different schools, improving if possible and adjusting everything to the target group. 
MUPYME will generate alive and useful resources intended to be permanent in time.

 COORDINATOR: 

Spanish Federation of Popular Universities (FEUP)
C/ Los Madrazo, nº 3. 1º
28014 Madrid, Spain
www.feup.org

 CONTACT: 

  Montserrat Morales Corraliza

 PARTNERS: 

Università Popolare di Firenze, IT;
SYNDESMOS EKPEDEFSIS ENILIKON KYPROU, CY;
ARIEMA ENERGIA Y MEDIOAMBIENTE SL, ES;
Kerigma, Instituto de Inovação e Desenvolvimento Social de Barcelos, PT;
Association Alliance for Development of Adult Education and Lifelong Learning, MK;
DAFNI KENTRO EPAGGELMATIKIS KATARTISIS, EL;
DEUTSCHER VOLKSHOCHSCHUL-VERBAND EV, DE

 GRANT AMOUNT: 

242 275 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 PRIORITY 3: 

Fostering access to continuing VET, including groups at risk

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Intercultural/intergenerational education and (lifelong)learning

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Inclusion and Tolerance; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-015995

 TITLE: 

  FOSTERING CODING EDUCATION IN EUROPE

 DESCRIPTION: 

The project intends to deliver a completely innovative training system based on gamification and inter-
active tools, helping adults to acquire basic knowledge of computer programming and promote an active 
and conscious usage of IT tools in households. This will help them improve their digital and transveral 
skills and their ability to support their children in the use of ICT.

Software is becoming the language of our world. In the future, not knowing the language of computers 
will be as challenging as being illiterate or innumerate are today. For this reason it is very important to 
invest in digital literacy and coding education both for adult people, especially in view of the growing life 
expectancy.

According  to  the  “The  Survey  of  Adult  Skills  (EC-PIAAC)  the  function  of  adult  education  should  be  to 
support economic growth and competitiveness, assure inclusive and equitable development, provide so-
cio-economic benefit, but also individual benefits, in terms of personal and professional development, 
empowerement, adaptability, employability and active participation in society.

This is exaclty what the present project intends to do, by promoting coding education among European 
adult learners. Coding education is not only about equipping the current and next generation to work as 
software engineers, it is about promoting computational thinking, i.e. a problem solving method that uses 
computer science techniques. It combines mathematics, logic and algorithms, and teaches a new way to 
think about the world. Computational thinking teaches how to tackle large problems by breaking them 
down into a sequence of smaller, more manageable problems, it helps our logic go from specific solutions 
to general ones.

The direct target group is composed of adult people of any age and status, workers, parents, retired.

However, the development of contents and tools will cater for the needs of specific sub-groups, such as 
women, men and young adults. Represetatives of the end-beneficiaries, about 200 per country, 1000 in 
total, will be involved in several stages of the project: during the initial in-depth analysis of adult learners 
attitude to coding, in the delivery and assessment of the training and in the framework of demonstration 
events. Moreover, the partners will organise local contests to stimulate participation and creativity.

Indirect  target  groups  are  the  stakeholders  that  can  exploit  the  results  in  different  contexts  and  will 
be  reached  mainly  thorugh  dissemination  and  exploitation  activities:  training  and  educational  centres, 
schools, civil society organisaitons, public authorities and decision-makers. They can use the platform, 
contents and games to organise courses and events on coding education, to train teaching staff or to 
promote digital learning towards policy-makers.

Thanks  to  dissemination  activities,  it  is  expected  to  reach  and  involve  about  5.000  people  and  2000 
organisations.

The main tangible result will be an interactive, multifunctional platform for adult coding education.

The platform will be user-friendly and will host contents and tools targeted to the different sub-groups.

Moreover, the training path will offer interactive tools and quizzes for assessment of knowledge through 
informal learning (using badges for certification of acquired competences) and also practical exercises 
and gadgets to be used with children and teenagers, so to favour intergenerational learning.

The expected result is to promote digital learning and key competences of adult people in Europe, in line 
with the Agenda for Adult Learning, set up by the European Commission.

As for intangible expected results in the medium and long term, the foreseen outcomes are the following:

 § Improvement of personal skills and motivation of adult learners through coding education

 
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 § Favouring active participation and better understanding of the digital world we live in

 § Improved professional opportunities as basic coding skills is also needed for many jobs, plus it helps 

developing transversal skills such as problem solving that are needed in any job

 § Favouring the promotion of non-formal and informal learning among adult people usually excluded 

from mainstream and traditional education pathways.

 § Improved intergenerational learning and safer usage of ICT by kids and adults. By using the practical 
tools to code and play on coding with their children, parents have the opportunity to teach their kids 
the basics of computer programming, be more prepared in supporting their children homework, play a 
more active role in assisting their kids when using technology devices.

The project is implemented by a consortium of 7partners from 5 European countries (SP, IT, GR, PL, NO), 
including fundations for local development, schools, adult education providers, civil society organisations, 
software house and university.

 COORDINATOR: 

FUNDITEC
C VENECUELA NUM 103 PLANTA 01
08019 BARCELONA, Spain
www.funditec.es

 CONTACT: 

Eri Vázquez

 PARTNERS: 

POLITECHNIKA LODZKA, PL;
EUROPEAN CENTRE FOR WOMEN AND TECHNOLOGY (ECWT) FORENING, NO;
EUROCREA MERCHANT SRL, IT;
Fundació Jesuïtes Educació, ES;
CRYSTALCLEARSOFT ANONYMOS ETAIREIA PAROCHIS YPIRESION LOGISMIKOU, EL;
FUNDACION PARA EL DESARROLLO INFOTECNOLOGICO DE EMPRESAS Y SOCIEDAD, ES

 GRANT AMOUNT: 

165 133 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

Key Competences (incl. mathematics and literacy) - basic skills

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-016024

 TITLE: 

  CREATING LEADERS FOR THE FUTURE: NO LIMITS TO 

ENTERPRENEURSHIP AND DISABILITY

 DESCRIPTION: 

This  project  is  based  on  transnational  cooperation  of  educational  training  centers,  companies  and 
non-profit organizations, as a way to support the acquisition of specific and general skills that foster en-
trepreneurship of a group of people that besides of problems inherent in their physical or mental condition 
have to face with general problems of young people in all Europe, as such as, high unemployment rates, 
social exclusion risk, dropout, etc. It is the collective of disabled people.

The general objective is to foster the social and workplace integration of people with disabilities by means 
of supporting and assisting them during their entrepreneurship journey. Specifically to provide entrepre-
neurs with the necessary specific knowledge for a start-up or a business acceleration ; to offer support by 
means of mentorship with expert professionals that participate as volunteers (They are workers of large 
companies or multinational companies ), to boost networking opportunities among the academic field, 
businesses  and  all  the  entrepreneurs;  to  increase  their  employability  and  to  help  remove  barriers  and 
discrimination attitudes of the society with this collective in terms of opportunities of employment. All the 
objectives of the project are related with the targets of Erasmus + Program, with ET 2020

The data show that an alarming % of the total population in Europe is in risk of exclusion. In 2011, about 
31 % of the population aged 16 or more in the EU-28 and having an activity limitation was at risk of 
poverty or social exclusion, compared with 21 % of those with no limitation

With regard to people with disabilities, their employment rates are clearly below the average due to many 
different obstacles. There is a general perception that they will be less efficient, less productive and, in 
general, less “able to perform if compared to the general population. However, an outstanding quantity 
of disabled people has proven to possess a huge source of talent, as well as high commitment, bravery, 
empathy and ambition, all of them absolutely necessary to start successful and sustainable businesses.

The transnational dimension is required because the knowledge of diverse policies, actions or activities 
will enrich the project and will allow designing the best tools to this collective. The situation is diverse 
around Europe, there are countries with a good development of policies to facilitate the employment as 
entrepreneurs in disable people and others countries (as some partners of this project) with a low devel-
opment of them. So the transnationality and transference of knowledges will be essential to reach the 
objectives of the project.

The expected results of the project are to contribute to the awareness of success experiences in support-
ing disabled entrepreneurs,to promote transnational cooperation between different sectors, organisations 
of the educational and business world (tutors) in an area of particular sensitivity,to help in the profession 
improvement of the beneficiaries and to contribute to increasing the motivation and autonomy of the 
entrepreneurs by overcoming the barriers on access to the jobs market

In the long term the potential impact expected is to contribute to the elimination of the barriers on access 
to the jobs market , to promote and support entrepreneurship among this group of the population, to raise 
awareness of its capacities and to increase its rates of employment

It is foreseen aprox. 3.000 participants direct and indirect in the project :

48 entrepreneur/students (disabled)

16 tutors will participate in the activities of the project

192 people .Families of each entrepreneur.

30Entities aimed at employing the disabled

20Large national and multinational companies

 
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30 volunteers (awareness raising and information/training on the disabled):

20 Public and private universities

1500 Recipients of iformation, visitors website

The partners are

PREVENT Foundation. Spain

LIBER.. Spain

CONSORZIO IES. Italy

Foundation Aktywizacja.Poland

MINA DE TALENT. France

A participative methodology will be used to perform the project. All partners will participate in the whole 
project, but every WP will have an entity that will be responsible for defining a common working meth-
odology for all partners and the technical coordination of this WP. The work programme will be formed by 
the following activities:

WP1. Coordination and management

WP 2. Identification of Good practices

WP 3. Development of methodologies and training material

WP 4. Pilot project:

WP.5. Apprentice Validation Europass

As result of the projects will be elaborated the following intelectual outputs

 § Analysis of European Good Practices in entrepreneurship for people with disabilities

 § Training methodology and materials for entrepreneurship

 § Transversal training methodology and materials

 § Guide to work systems and accompaniment activities

 § Process for validating the training for disabled entr

 COORDINATOR: 

DURATION. 24 months

FUNDACION PREVENT
Avenida Josep Tarradellas, 8-10, 7ª 4ª
08029 Barcelona, Spain
www.fundacionprevent.com

 CONTACT: 

DORIANA BAGNOLI

 PARTNERS: 

Fundacja Aktywizacja, PL;
Consorzio I.E.S. - Inclusione Europa Sviluppo  Soc. Coop. Sociale, IT;
Centro Liber Formación, S.L, ES;
Mine de Talents, FR

 GRANT AMOUNT: 

123 660 EUR

 CONTRACT DURATION:  

24 months

 
 
 
 
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 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 PRIORITY 3: 

Promoting high-quality of youth work.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

Overcoming skills mismatches (basic/transversal)

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Inclusion and Tolerance; Employability

 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-016046

 TITLE: 

  DIGITAL COMPETENCES FRAMEWORK IN PRACTICE

 DESCRIPTION: 

Digital competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the 
European Union and it involves the confident and critical use of information society technology (IST) and 
thus basic skills in information and communication technology (ICT).

As a consequence, the proposal main objectives are:

 § To create a Process of Revision of the existing Framework for Developing and understanding Digital 
Competences in Europe and an analysis, adaptation and updating of the required digital competence 
(DC) for the following profiles: Teachers/trainers and users/learners in Communication and social mar-
keting, Digital Touristic management and Digital Tour Guide. That is, to create a specific Digital Com-
petence Grid and a Self-Assessment grid for all these profiles as the prior step to create useful training 
materials for teachers in these areas and users/learners in order to be a master in these competences. 
(Validation and recognition).

-Creation of a specific framework identifying, for each profile, all the required digital competences, and 
provide for each competence a description, descriptors, examples of levels, attitudes, skills and examples 
of applicability in different contexts and different purposes.

-Designing of an innovative educational portal, a e-Learning Training Web Centre to organise and to test 
the training materials of the two on-line expected Digital Competences courses (one for trainers/teachers 
[O3] and another to learners [O5], On-line courses would be attended by 48 trainers/teachers and 120 
learners.

-To create a Methodological guide Handbook stating the on-line training courses methodology, content, 
style, achieved results (Digital Competences improvements and learners outputs) and mode.

-To create a Digital Competence Certification for the following profiles: experts in communication and 
social marketing, Digital Touristic management and Digital Tour Guide experts. The Certificate will repre-
sent the competences and learning outcomes and will serve as the basic document for recognition and 
transparency.

There would be two different target Groups.

On the one hand:

-Teachers/Trainers in Communication and social marketing.

-Teachers/Trainers in Digital Touristic management.

-Digital Tour Guide teachers/trainers.

On the other hand:

-Learners/Technicians in Communication and social marketing. That is, learners and Technicians that want 
to  work  in  the  following  areas:  communication  area,  social  and  digital  marketing  experts,  community 
managers, Link building (SEO and SEM) or Web 2.0/3.0 experts.

-Learners/Technicians in Digital Touristic management. Learners and Technicians that want to work in the 
following areas: on-line booking management, touristic contents developers and management, touristic 
social media (Facebook, Google+, YouTube, Instagram and Twitter for tourism), touristic blogs, webs and 
wikis managers, etc

-Learners/Technicians to be Digital Tour Guide. Learners and Technicians that want to work as future Dig-
ital Travel Guide, touristic on-line books, Touristic App guides developers and App guides management, 
Internet city guides data management.

 
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Participating Countries are: SPAIN (two partners), GERMANY (two partners), ITALY (one partner), GREECE 
(one partner) & TURKEY (one partner).

The current proposal include:

A Kick-off meeting, 3 Management meetings, one final meeting and one Multiplier Event.

Management meetings will be built around Stage Plans (of which there will be four), and are planned for 
Kick-off and then a five/six months intervals, meeting are:

-Kick-off: Birmingham, United Kingdom, September 2015.

Kick-off tasks: Task planning and sharing responsibilities, financial guidelines and evidence requirements. 
Planning to deliver O1 and O2. Dissemination activities initial report.

-1st Management Meeting: A Coruña, Spain, February 2016.

Report on completed O1 and O2. Planning to deliver O3. Dissemination activities report.

-2nd Management Meeting: Arezzo, Italy, September 2016.

Report on completed O3. Planning to deliver O4 and O5. Dissemination activities report.

-3rd Management Meeting: Oldemburg, Germany, April 2017.

Report on completed O4 and progress O6. Planning to deliver O6. Dissemination activities report.

-Final Meeting: A Coruña, Spain, August / September 2017.

Final Meeting: Report on completed dissemination activities, completed activities and Financial Reports, 
and closure.

In addition, there will be a Multiplier Event hosted in A Coruña, Spain in February 2016. The Multiplier 
event would be celebrated the same days of the 1 management meeting in order partners experts can 
attend the event.

 COORDINATOR: 

Integra Consultoria Coruña SL
Calle Adelaida Muro, 1B - bajo A
15002 A Coruña, Spain

 CONTACT: 

Luis Miguel Díaz Losada

 PARTNERS: 

GECKO PROGRAMMES LIMITED, UK;
GAZI UNIVERSITESI, TR;
IHK-Projektgesellschaft mbH, DE;
Arezzo Innovazione, IT;
Academia Postal 3 Vigo S.L., ES;
AKTO S.A., EL;
Bildungswerk der Niedersächsischen Wirtschaft gemeinn. GmbH, DE

 GRANT AMOUNT: 

169 771 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 
 
 
 
 
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 PRIORITY 3: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

 CLUSTER(S): 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Recognition, transparency, certification

New Technologies and Digital Competences; Teaching and Training; Improving the Quality of Education / 
Training Systems

 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-016067

 TITLE: 

  ACTIVE CITIZENSHIP AND DECENT WORK

 DESCRIPTION: 

Over the next decade employment opportunities for young people will improve, but will concentrate on 
the most qualified -for their formal level of education and key competences- young people, while those 
with lowest educational levels and skills will remain outside the labor market, accentuating labor inequal-
ities observed during the crisis.

Without efforts to improve the employability of low-skilled young people, their risk of exclusion from the 
labor market is high. In addition to the years of education, the competences and skills acquired by these 
young people are also very important.

The  ‘Education  and  Training  2010’  work  programme  emphasizes  that  education  and  training  have  a 
crucial role to play in meeting the many socio-economic, demographic, environmental and technological 
challenges facing Europe and its citizens today and in the years ahead.

Education and training policy should enable all citizens, irrespective of their personal, social or economic 
circumstances, to acquire, update and develop over a lifetime both job-specific skills and the key com-
petences needed for their employability and to foster further learning, active citizenship and intercultural 
dialogue. Education should promote intercultural competences, democratic values and respect for fun-
damental rights and the environment, as well as combat all forms of discrimination, equipping all young 
people to interact positively with their peers from diverse backgrounds.

Key competences for lifelong learning are a combination of knowledge, skills and attitudes appropriate 
to the context. They are particularly necessary for personal fulfillment and development, social inclusion, 
active citizenship and employment.

The acquisition of key competences fits in with the principles of equality and access for all. This applies 
in particular to disadvantaged groups whose educational potential requires support. Examples of such 
groups include people with low basic skills, early school leavers, long-term unemployed, people with dis-
abilities, migrants, ethnic minorities, etc.

The European reference framework for European Union countries and the Commission defines eight key 
competences. This project will focus in social and civic competences and in the sense of initiative and 
entrepreneurship.

Young people with fewer opportunities face specific difficulties associated with their disadvantaged back-
grounds. Their participation in democratic, economic and cultural life of society, on equal opportunities, 
requires special attention at national and EU level.

They have to be able to face with a variety of situations, they need the ability to communicate construc-
tively in different environments, to show tolerance, express and understand different viewpoints, negoti-
ate creating confidence, feel empathy, take risks, plan objectives and new projects... In short, they need to 
develop their social and civic competences and the sense of initiative and entrepreneurship in order to be 
active citizens and to improve their opportunities in the labor market.

This Project wants to supports young people with fewer opportunities by helping them to realize their full 
potential and strengthening their participation in society. Our main aim is to develop active learning meth-
odologies, pedagogical approaches and training materials especially designed to improve social and civic 
competencies and the sense of initiative and entrepreneurship of young adults with fewer opportunities.

Objectives:

 § Design  a  teaching-learning  methodology  tailored  to  young  adults  with  fewer  opportunities  to  de-
velop their social and civic competences and the sense of initiative and entrepreneurship, focus on 
the  competences  linked  to  the  world  of  work,  especially  for  decent  work  (ILO  concept)  and  social 
entrepreneurship.

 
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 § Implement pilot experiences in partner’s countries to test the intellectual output developed.

 § Promote equal opportunities for young people with fewer opportunities.

 § Improve the employability of young adults with fewer opportunities.

 § Promote European values according to article 2 of the European Union Treaty and a more positive 

attitude towards the European project.

 § Disseminate all over Europe the intellectual outputs elaborated in the project.

Intellectual output created in the project: Toolkit to support a training program to develop social and civic 
competencies and the sense of initiative and entrepreneurship of young adults with fewer opportunities.

The toolkit includes:

 § Trainers course – Book and Support Pack

 § Key competences training book for students

This pack will be created to support trainer’s activities in delivering a training program designed to develop 
social and civic competencies and the sense of initiative and entrepreneurship of young adults with fewer 
opportunities. However, this pack contains helpful advice that we hope may be useful on other training 
courses.

 COORDINATOR: 

FOREM
CALLE LAS MERCEDES 19
28020 MADRID, Spain
www.forem.es

 CONTACT: 

OLGA LÓPEZ MAEZTU

 PARTNERS: 

DIMITRA Ekpaideutiki Symvouleutiki AE, EL;
Consorzio Lavoro e Ambiente, IT;
Joniskio zemes ukio mokykla, LT;
Masarykova univerzita, CZ;
Fundación de formación y empleo Navarra, ES

 GRANT AMOUNT: 

148 015 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-016068

 TITLE: 

  “TRODEU: FORMACIÓN PARA ABRIR LAS PUERTAS A EUROPA

 DESCRIPTION: 

TRODEU was born when a group of European teachers, after meeting and checking their common interests 
in reversing the current situation of adult education in their respective countries, decided to join together 
to achieve common goals. Previously it had been found that problems in their respective countries were 
similar and the work each partner performed separately towards this improvement was complementary.

This association was established under the aim of improving the educational process in adult education 
through: progressing in teacher training, stopping school failure through a new methodology, and driving 
improvements overlooking the insertion both in the working and social world, especially in disadvantaged 
groups.

With this transnational proposal we will provide: a methodological change in the teaching-learning pro-
cess of adults; to know and provide solutions to address the real causes of failure and dropout at this 
level; an adult training according to the times we are living, to promote the use of ICT, language and 
integration into society for disadvantaged people. All this will be produced in order to create synergies to 
foster relationships between different areas: starting from results of school life we pretend to connect 
them with teacher training, research, continuing education, employment and social inclusion, in order to 
propose those results to different administrations, as the final aim.

The association has proven that most of the problems adult European students currently have, are based 
on deficiencies in understanding and expression aspects, both oral and written, and this fact has a huge 
impact on performance in all other areas and therefore, in the subsequent insertion into the working field. 
That is why we have built a project which will design innovative activities using new tools and proposals 
for action in order to achieve progress in adult students, especially those students who have failed to 
achieve basic skills.

We are very conscious about that context has changed in the last times and that it is essential to be 
adapted to it, so TRODEU starts on that premise:Teaching nice and make it nice while learning The more 
students have the feeling they are enjoying, the more they learn. Starting from knowing our students´ 
interests we will accordingly act, because that is the best way for motivation. We will create open, creative 
and  diverse  classrooms  to  encourage  the  development  of  the  students´  skills  through  learning,  being 
more practical, what will make easier for students to adapt the content to the real world. Students will 
co-design their own learning. Work will be based on competences and teachers will apply collaborative 
learning and the use of ICT. We assume that we live in a digital world in which students must be protago-
nists of their own learning; in this sense, technology is a great ally to get it. There will be closer relationship 
with direct experience, so a systematic opening to the environment will occur. Students will no longer be 
spectators and will become participants. It will consolidate the competency approach, focusing education 
through skills and not just in knowledge. We aim to achieve: SCHOOLS OPEN ALL DAY; for this we will 
promote hybrid learning and digital backpack. All these proposals will shape the final result, the training 
course: Training proposal for improving the teaching-learning process in adults.

TRODEU will get: a) a methodological impact on the formation, b) a social impact in institutions and fam-
ilies, c) a scientific impact with different proposals which will generate success and d) a political impact, 
establishing a bridge between methodological, scientific and social field, proposing policies of govern-
ments, organizations and collectives actions to ensure real educational improvement.

With all this, TRODEU will achieve profits during its development, but especially long-term benefits, main-
ly because the intellectual product will be expanded regionally, nationally and internationally. It will be 
available to anyone who requests it. Once the project is completed, cooperation with different administra-
tions and institutions will be sought, offering them the organization of the training course.

TRODEU components are: SOCAEAN (Spain) as coordinator country, ICE (Portugal), Finska Folkhögskolans 
Stiftelse (Sweden) and KU Leuven University (Belgium). All these institutions are working in adult edu-
cation but in different fields. Each of them will bring their different but complementary work, enriching 

 
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the association, achieving synergies which will converge in an innovative and open training proposal to 
improve the teaching-learning process in adult education.

 COORDINATOR: 

SOCAEAN
LOPE DE VEGA  37
38005 S/C. de Tenerife, Spain
www.socaean.org

 CONTACT: 

JESÚS LUIS-RAVELO GONZÁLEZ

 PARTNERS: 

Finska folkhögskolans stiftelse, SE;
ICE-Instituto das Comunidades Educativas, PT;
KATHOLIEKE UNIVERSITEIT LEUVEN, BE

 GRANT AMOUNT: 

59 925 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Quality Improvement Institutions and/or methods (incl. school development)

Open and distance learning

 CLUSTER(S): 

New Technologies and Digital Competences; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-016072

 TITLE: 

  ENVIRONMENTAL  FOOTPRINT  OF FLUVIAL TOURISM

 DESCRIPTION: 

Activities on fluvial tourism - river, lakes and lagoons- have a great capacity to attract visitors and gener-
ate wealth in the areas where these take place. To satisfy the increasing demand for this type tourism, the 
investment in facilities (e.g. ports) has been increasing significantly, and these actions have not always 
been carried out from an environmental point of view. At the same time tourists value more and more 
respectful  behaviour  in  natural  spaces  and  water  ecosystems,  which  need  to  be  protected.  Protecting 
measures not only comprise the immediate actions, but also those measures that aim to raise awareness 
and information amongst all the stakeholders involved (tourist SMEs, managers and owners of river ports, 
experts and unemployed people in this field and other related, such the environment, local community, 
visitors, etc.), as well as their training and learning by user-friendly tools which promote their knowledge 
acquisition, the exchange of best practices and the searching of new solutions within this field.

EFF tourism as such gives an answer to several important needs:

EFF tourism will provide to all those involved with the skills and competences to reduce their environmen-
tal footprint.

Contribute to satisfy the need of preservation and sustainability of the natural spaces and water ecosys-
tems by boosting responsible behaviours and measures.

It will help users improve their professional profiles and be more competitive, enhancing their employabili-
ty. Moreover, these measures lay the foundations for new business opportunities, as well as for innovation 
and cooperation in this field.

By giving to the target group a self-assessment tool which measures their environmental footprint on the 
spaces where their tourism activities are developed, EFF TOURISM aims to encourage those people who a 
have a low footprint to share their good practices with the rest of the community and, on the other hand, 
it is a warning signal for those who have a high footprint, letting them be aware that their behaviour is not 
sustainable and encouraging them to carry out responsible and green actions.

In order to achieve these objectives, a well-balanced consortium of 7 members with the right mix of skills 
and knowledge: experts in environmental consultancy, in regional tourism and SMEs on fluvial tourism.

All the learning & training materials provided by EFF TOURISM will contribute to improve the professional 
profile of those If those offering professional activities in the field of fluvial tourism sector (inland ports; 
SMEs; and other fluvial activities), while improving at the same time the competitiveness of the sector.

Moreover, the adoption of sustainable and responsible measures usually means saving resources , more 
effective waste management, making the businesses be more profitable and sustainable. The general-
ization of these kind of behaviors among all the agents who integrate the fluvial tourism sector of a given 
natural space lets to improve its positioning of the area as a sustainable destination increasing thus its 
attractiveness as a tourism destination.

It will also have a positive impact on enterprise development in the areas, as the EFF tourism results can 
be taken up by entrepreneurs and use as input or basis for the development of new products and services 
in the field of sustainable fluvial tourism.

The fluvial tourists, and especially the vessel owners will benefit by reducing the carbon footprint of their 
vessels, taking up measures to reduce the environmental footprint can also lead to a reduction in the 
costs related to their activity and contribute to the protection of the so-much enjoyed water-ecosystem 
(and generating a sense of responsibility and pride). The latter is also true for the tourists that rents a 
boat/vessel or participates in an activity related to fluvial tourism. Apart from increasing the feeling of 
contributing to a sustainable environment and to enjoying the water-ecosystems now and in the future, 
they  possibly  will  demand  more  sustainable  tourism  options  thus  creating  a  spill-over  effect  to  other 
tourism services and offers in the surroundings.

 
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 COORDINATOR: 

CLUTUREX
AVENIDA DE LA UNIVERSIDAD S/N EDIFICIO VALHONDO
10003 CACERES, Spain
clusterturismoextremadura.es

 CONTACT: 

  Maria Blázquez Hidalgo

 PARTNERS: 

VELENCEI-TAVI FEJLESZTESI NONPROFITKORLATOLT FELELOSSEGU TARSASAG, HU;
Fédération Européenne de Destinations Touristiques Nautiques, FR;
INGENIERIA Y CONSULTORIA MEJORA S L, ES;
KARUSKOSE OU, EE;
Institut za napredno upravljanje komunikacij, Miklavz na Dravskem polju, SI;
SZKOLA GLOWNA TURYSTYKI I REKREACJI, PL

 GRANT AMOUNT: 

167 640 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Enterprise, industry and SMEs (incl. entrepreneurship)

Environment and climate change

Open and distance learning

 CLUSTER(S): 

Employability; Education for Sustainable Development; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-016076

 TITLE: 

  SOCIAL DIGITAL MENTORS

 DESCRIPTION: 

CONTEXT

The Europe 2020 Strategy has defined among others, one key priority that is to raise Europe’s employ-
ment rate – more and better jobs, especially for women, young people and older workers so to achieve 
a benchmarkl of 75% employment rate for women and men aged 20-64 by 2020– achieved by getting 
more people into work.

The achievement of this important goal, that has important implication for the more general objectives 
of at least 4 of the five headline targets that have been set for the EU to achieve by the end of 2020 as 
employment; research and development; education; social inclusion and poverty reduction, is threatened 
by the economic crisis and the consequent loss of job opportunities that in many countries lead the un-
employment rates to achieve record percentages.

Older workers are more exposed to unemployment and exclusion from good careers opportunities, with 
rates that often reach 35% and more in European Countries and due to the economical crisis and low 
qualification.

Within this context the partners of this project will explore these issues and identify solutions to help 
older people to be inserted in the labor market establishing effective links between adult schools and the 
world of work.

NEEDS

Adult learners, Adult teachers and enterprises need to break the barriers caused by the digital divide which 
separate them from the netFor helping adullt learners to join the labour market using social media, we 
will train mentors on how to write an European CV, how to find a job using social empolyment portals 
and how to create, maintain and preserve the digital identity for the world of work. Social online Mentors 
will be 10 adult learners in each country. Mentors will offer support, advice an information related on the 
project issues to the other adult learners using the social mentor office.

The project will use Mentoring interpairs like a methodology of shared learning and growth izens (Internet, 
first-class citizens), and the rest of people who, due to their lack of knowledge or domain in relation to the 
use of web social media tools, are considered as the new digital illiterates of the 21st century.

The use of Social media and ICT is not widespread among adults, they need to know how to use social 
media to socialize, communicate and searching job oportunities.

Social Media and Internet are now very often used by the companies for selecting in an effective way 
their future employees.

Adult learners need to know how to create and preserve his digital identity where they could keep on their 
competences, language knowledge, etc. to become an optimal candidate to be reincorporated in labour 
market in the most rapid an efficient way.

AIM

The aim of the project is to promote employment for long term unemplyed adult people, through an ef-
fective use of social media , ICT and through the training of 10 adult learners in each participant country 
that will be called “ social digital mentors

ACTIVITIES

-Learning community

-Social mentors training package

 
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-Workshops will adult teachers

-Training the Social digital mentors

-Barcamps with personal recruitment managers of companies.

-Social Online Mentors office

-Conference about “social digital mentors

CONSORTIUM

the project will involve 7 institutions of 5 different European countries.

The partnership is composed by institutions with experience in training adult teachers and learners and in 
the development of innovative projects for adult education.

OUTCOMES

-Online social digital mentoring training package, The training package will contain a guide and a collec-
tion of useful training materials with at least the following chapters:how to create your European curric-
ulum,the most demanded profesional profiles, how to look for work in an effective way in Europe using 
Euroepan employment portals,how to create personal professional profile, how to monitor and improve 
personal and professional profile, how to organize personal development plan, tools for creating, con-
trolling, maintaining and improving your own reputation. For creating (select your name, social networks 
(pages on facebook, twitter, linkedin,foursquare, etc), blogs, youtube, flikr, slideshare etc., for controlling 
(google alerts, google analytics, Tweetreach, google inside, facebookinside, howsocialble, etc), for improve 
and  maintain  (tweetdeck,  hootsuite  ,etc.)  The  training  packate  will  contain  too  a  collection  of  training 
materials (videos, online games, images, documents, links, interview, etc)

-Social digital mentors website and social media pages

-Social mentors office.A mailbox and facebook on the homepage website will be created, where all inter-
ested adult learners may consult their questions or make an appointment with the social online mentors.

IMPACT

People involved in the project.

-70 adult teachers

-2000 adult learners

-45 professionals in the field of the recruitment of employees

 COORDINATOR: 

-45 enterprises

ESMOVIA
C/ Pintor Martinez Cubells, 2, pta 6
46002 Valencia, Spain
www.esmovia.es

 CONTACT: 

  Maria Angeles Ruiz Gámez

 
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 PARTNERS: 

Agrupamento de Escolas de Vilela, PT;
Kairos Europe Limited, UK;
K POULOPOULOS E.P.E., EL;
Comune di Anzola dell’Emilia, IT;
Xano Channel asociación para el desarrollo comunitario, ES;
Marketing Research Team Marco Panuccio, IT

 GRANT AMOUNT: 

110 040 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Labour market issues incl. career guidance / youth unemployment

International cooperation, international relations, development cooperation

 CLUSTER(S): 

New Technologies and Digital Competences; Employability; International Cooperation

 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-ES01-KA204-016079

 TITLE: 

  ADIÓS AL ABSENTISMO EN LA EDUCACIÓN DE ADULTOS

 DESCRIPTION: 

The project Farewell Absenteeism in Adult Education (FAAE) aims to reduce absenteeism in adult edu-
cation, the life of the project is 24 months. Its objectives include creating a methodology for motivating 
and efficient work, focused on diversity and educational needs of adult students also highlight encourage 
digital competence to prevent digital illiteracy and a blog was created with the name of the project which 
will be published all information and outcomes of interest. One of the main objectives is to analyze the 
educational contexts and ways of working of each partner country to create a new methodology that is 
innovative, since it will go beyond basic education and explore how working in Vocational Training for the 
jump a basic education to FP is not so abrupt and not cause abandonment in the next step. In addition, 
we want this change to be productive for students and motivated to complete their studies, so you can 
access the labor market.

Four partners participate, one of Spain, another Norwegian and two in France; all members are related to 
adult education and most of them have an extensive experience in national and international projects on 
education and training, through eTwinning we have managed this strategic partnership and we want to 
solve a problem that crosses borders, absenteeism. In addition, a partner is already working locally with 
young dropouts who have a difficult life.

The  activities  and  project  management  will  organise  in  transnational  meetings,  it  will  be  developped 
some activities for teachers to improve the teaching-learning process and always it will present how they 
will benefit the students to not demotivate and finish their formation. The methodology will be active and 
participatory further learning will be significant and will be implemented in working life of each profes-
sional. The results are expected to be positive and that absenteeism also decreases, the expected impact 
is intended to cross borders and it can help any adult center in this situation. The long term benefits will 
implement the new methodology and they will be published the advantages in the blog, always with Cre-
ative Commons license; Therefore, it is intended that the impact is local, national and transnational level 
since it was answer to all comments from interested parties.

To sum up, it aims to analyze the educational context of each center, creating an innovative methodology 
for preventing school failure and absenteeism in adult education, it will be considered a blended educa-
tion preventing digital illiteracy and work cooperatively achieving theobjectives jointly and transnationally.

 COORDINATOR: 

FPA ORIHUELA
18 Oriolanos ausentes street
03300 ORIHUELA, Spain
www.epavegabaja.com

 CONTACT: 

José Luis Muniesa Aznar

 PARTNERS: 

Folkeuniversitetet Midt-Norge, NO;
DELORETTE, FR;
GIP FCIP DE PARIS, FR

 GRANT AMOUNT: 

34 970 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Increasing attainment levels

 TOPIC 1: 

Early School Leaving / combating failure in education

 
 
 
 
 
 
 
 
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 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

Pedagogy and didactics

 CLUSTER(S): 

Teaching and Training; Inclusion and Tolerance

 
 
 
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SP159

 PROJECT NUMBER: 

2015-1-ES01-KA204-016081

 TITLE: 

  TRAINING COMMUNITY ACTORS TO FOSTER ENTREPRENEURSHIP 

EDUCATION        

 DESCRIPTION: 

The initiative wants to transfer and adapt a model of promotion of entrepreneurship and entrepreneur-
ship education based on the key concept that education, and in this case entrepreneurship education, 
happens everywhere, particularly in those environments in which children and young people receives first 
education (family, school, local community). The original project was developed in Extremadura and has 
involved 38 AMPAs (parents’ associations) teaching them basic concepts and methodologies so that they 
help their children to be more entrepreneurial.

With that focus that entrepreneurship education has to be taught at school and outside school, that is as 
a formal and non formal education transversal content, the aim of this project is that parents, trainers, 
youth workers, public authorities have to receive a basic training to enhance and facilitate (as facilita-
tors) the talent of young people, whether they still are students or not, so that they all acquire basic and 
transversal  entrepreneurial  skills.  If  these  environments  and  their  operators  are  not  ready  to  transfer 
entrepreneurial competences, skills and knowledge, young people will not be able to start thinking, acting 
and seeing themselves as entrepreneurial EU citizens.

Therefore  the  consortium  is  made  of  7  partners  that  ensure  reach  to  local  community  actors  (Public 
Authority in charge of local policy for employment and entrepreneurship), one European network repre-
senting one of the target group (teachers), two experts organizations on the topic of entrepreneurship ed-
ucation, a technical partner in charge of the networking and e-learning platform, a partner with experience 
in research and analysis and the last partner with wide experience and representation of training activity 
for community actors, operators (families, teachers, social workers).

The structure of the project that will last for 24 months will be based on five phases. The first one will 
be an analysis and research work to better understand context and needs of local community actors with 
regard  to  entrepreneurship.  The  second  step  will  focus  on  project  implementation  mainly  through  the 
transfer and adaptation of original project to new target group. The third phase will consist on two sets 
of the new training pilot sessions, first at national level and then at European level, taking into account 
between the two sessions applicability of contents of first session to the daily work of participants and 
adaptation to real detected needs for the second one. The pilot test will be a training the trainers activity. 
The  programme  will  include  different  contents  (concepts,  techniques  and  tools,  alternative  education 
references, entrepreneurship examples, etc.) that will be addressed through a learning by doing method.

All the contents developed for, during and after the pilot sessions will be available for any EU stakeholder 
through a social platform. It will be the channel used for a repository of lessons, tools, videos, and exercis-
es making the experience of the target group lasting even after the pilot phase. Each partner will also host 
a final dissemination event to make public the results of the two-years project so that any local, regional 
or national entity is able to exploit this EU-shared knowledge.

We expect several impacts for the project. The direct impact on the community operators participating in 
the trainings will be partly intangible (motivation, awareness) and partly tangible (knowledge acquisition, 
posterior  use  of  the  techniques  learnt  for  their  daily  work).  Their  belonging  organisation  will  gain  new 
insight in how to stimulate entrepreneurial spirit in young people and also in the overall community. The 
local/regional community of each partner/participant will also be more aware of the need to work on new 
approaches towards entrepreneurship. The partners will improve internal competences making them able 
to exploit project results and outputs to expand their field of activity.

The indirect target groups include families, school teachers, children and young people, but also policy 
makers, by having a community aware of the importance of entrepreneurship for all. The VET sector and 
trainers will also be reached.

 
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 COORDINATOR: 

Paseo de Roma s/n
06800 Mérida, Spain
www.gobex.es

 CONTACT: 

Carolina Apolo Llerena

 PARTNERS: 

ASSIST SOFTWARE SRL , RO;
Association Européenne des Enseignants, BE;
SYNTHESIS CENTER FOR RESEARCH AND EDUCATION LTD, CY;
CONSORZIO MATERAHUB INDUSTRIE CULTURALI E CREATIVE, IT;
Berufsfortbildungswerk Gemeinnützige Bildungseinrichtung des DGB GmbH (bfw), DE;
STICHTING BUSINESS DEVELOPMENT FRIESLAND, NL

 GRANT AMOUNT: 

136 580 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Strengthening education and training paths of educators and youth workers

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
 
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SP161

 PROJECT NUMBER: 

2015-1-ES01-KA204-016098

 TITLE: 

  DEVELOPING ENGLISH COMMUNICATIVE COMPETENCE THROUGH 

ART

 DESCRIPTION: 

Developing English Communicative Competence through Art (DECCA) focuses on how the different ways 
in which learners’ cultural and linguistic backgrounds deeply influence their experiences in the classroom 
and when learning in non formal environments. . DECCA is a project to improve English Learning, enhancing 
students’ communicative competence and, together with other methodologies: gallery walk, freeze frame 
or mental walk, it is mainly based on the research done by Philip Yeawine, using Art to deepen learning 
across School disciplines. DECCA project has adapted Yenawines method, together with other innovative 
teaching teacnicques and strategies to get the most of our learners by developing their critical thinking 
and language skills. This partnership arises from the previous research done by the Spanish institutions 
participating in this project and the collaboration of two European organisations committed to innovate 
our classroom and find innovative methods to help our students to successs. These participating orga-
nizations are: EOI Las Palmas de Gran Canaria and EOI Telde (Spain), two adult state Language Schools 
and Westfalen-Kolleg Bielefeld (Germany) and Mullsjö folkhögskola (Sweden), two second chance adult 
institutions.

Our three main objectives are:

1)  To enhance English learning communicative competence through art allow by using learners creativity 

and

2)  To bring adults closer to the world or art and increase their interest in Art galleries and museums so 

as to build an intercultural awareness.

3)  To use the target language in non formal contexts to motivate learners

Art has always been used as a tool to teach a language. Describing pictures is an activity all course books 
or textbooks make use of in order to introduce a topic, make students focus their attention on the board 
or as a warming-up activity, just to mention a few, and it is also an activity teachers often use in their 
lesson plans. However, based on our experience, the use of this material is basically the same: describing 
landscapes and physical appearance to practice vocabulary.

DECCA project goes  further. Not only do  we wish to  increase  learners’ vocabulary, but also  open  their 
minds to creativity through a work of art. The project does not intend to be an art class but an English 
class with an added element: ART. A new methodology that will lead students to make their own interpre-
tations based on observation of a particular work of art regardless of their style. DECCA is a whole-brain 
methodology project which explores hemisphericity and invites to learn a language through visits to mu-
seums and art galleries and enjoying creative activities. The project includes Art debates in class as well 
as visits to Museums and Art galleries.

DECCA  is  Art  integration  into  English  language  classrooms  and  in  non  formal  learning  contexts  giving 
students  the  opportunity  to  engage  into  new  and  varied  approaches  while  gaining  emotional  positive 
responses to learning, understanding and communicating their own ideas through art.

The project is expected to have a very positive impact, first , in all participating Schools, especially in the 
English and Art departments and be extended to other learning languages at schools as a valuable tool 
for language teachers and second, to spread the project to other teachers and institutions as a way to 
transform schools into engaging, exciting laboratories for critical thinking and communication skills.

DECCA Project intends, among other activities, to use social networks to help learners in writen commu-
nication and Web Quests as an ICT research tool to approch them to Art. Besides, the project will offer 
an Open Licence Resource Guide enjoyable activity book for teachers and students of English to be used 
in class or at our local Museum . Our purpose is to develop learning interpretive strategies that promote 
visual comprehension and to facilitate a variety of learning experiences centered on the works of art.

 
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 COORDINATOR: 

Escuela Oficial de Idiomas Las Palmas de Gran Canaria
Fernando Guanarteme 51
35007 Las Palmas de Gran Canaria, Spain
www.eoilpgc.com

 CONTACT: 

Norberto Ojeda Zamora

 PARTNERS: 

  Westfalen-Kolleg Bielefeld, DE;

Mullsjö folkhögskola, SE;
ESCUELA OFICIAL DE IDIOMAS DE TELDE, ES

 GRANT AMOUNT: 

99 550 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Strengthening the profile of the teaching professions

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

Teaching and learning of foreign languages

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
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SP163

 PROJECT NUMBER: 

2015-1-ES01-KA204-016117

 TITLE: 

  TRAIN THE GAP. EUROPEAN LEARNING PATHWAY ON RURAL 

ENTREPRENEURSHIP 

 DESCRIPTION: 

GENDER  GAP  can  be  defined  “as  the  differences  between  women  and  men,  especially  as  reflected  in 
social,  political,  intellectual,  cultural,  or  economic  attainments  or  attitudes  (dictionary.com)  or  as  “the 
discrepancy in opportunities, status, attitudes, etc., between men and women. (Oxford dictionary).

Despite a general trend towards more equality in society and the labour market, progress remains slow 
and significant gender gaps persist. Economic independence is a prerequisite for enabling both women 
and men to exercise control over their lives. Gender mainstreaming can make make a real difference in 
closing gender gaps by integrating the gender perspective into all policy areas and identifying, addressing 
and monitoring impacts on inequalities.

However, and after several strategic attempts to overcome the gender gap, the different between men 
and women persist. Global Gender Gap Report (WEF, 2014) analyzed gender gap in 142 countries, through 
the assessment of 4 variable related to the women participation and visibility in the society. Economic 
participation and opportunity; Educational Attainment; Health and Survival; and political empowerment. 
According  to  the  results,  disparity  between  European  countries  is  too  great.  Five  European  countries 
(Iceland, Norway, Finland, Sweden and Denmark) lead the ranking. On the contrary,other five European 
countries  are  in  bottom  of  the  ranking  (Slovakia,  Greece,  Hungary,  Cyprus  and  Czech  Republic).  But,  if 
we analyze more in detail each variable,gender gap in Economic participation and opportunity in some 
European countries is higher than in others, meaning that those countries theoretically don’t spend too 
many resources to promote the gender equality.

Having said that, European countries countries have achieved gender parity in education attainment, but 
women remain severely under-represented in key, growth-enhancing fields of education such as science, 
technology, engineering and mathematics. Labour markets also exhibit many “gender gaps. Women are 
less likely to work for pay, and are more likely to have lower hourly earnings, do more unpaid housework 
than men. The proportion of female entrepreneurs, at 33% (Labour Survey 2013) (30% in start-ups), is 
some way short of optimum and most women still do not consider entrepreneurship as a relevant career 
option. The implementation of European directive on self-employed women should remove a major barri-
er to female entrepreneurship. But the difference still. In this sense, Strategy for equality between women 
and men 2010-2015 proposed:

 § Support the promotion of gender equality in the implementation of all aspects and flagship initiatives 

of the Europe 2020 strategy; and

 § Promote female entrepreneurship and self-employment.

Fostering entrepreneurship is a key policy goal for governments of all countries which share the expecta-
tion that high rates of entrepreneurial activity will bring sustained job creation and boost the development 
of new products, processes, and organisational innovation. The report “ENHANCING WOMEN’S ECONOMIC 
EMPOWERMENT THROUGH ENTREPRENEURSHIP AND ENTREPRENEURSHIP (OECD 2014) highlighted the 
importance to train women on entrepreneurship to empower collective and help overcome unbalance of 
gender gap in Europe.

Thus, TRAIN THE GAP is aimed TO DEFINE AN EUROPEAN LEARNING PATHWAY ON RURAL WOMEN EN-
TREPRENEURS THAT IMPROVES ENTREPRENEURIAL COMPETENCES AND SKILLS EMPOWERING WOMEN 
OF RURAL AREAS. In order to obtain this main objective, project sets the following operational objectives:

 § To define a European learning pathway on rural women entrepreneurship according to EFQ;

 § To develop a course for women to promote basic and transversal skills to be entrepreneur;

 § To define a training methodology that improve the learning process;

 § To develop facilitators teaching skills to motivate womens participation;

 § To involve trainees and trainers in learning process; and

 
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 § To  provide  an  environment  that  promotes  the  knowledge  management,  exchange  and  creation  on 

social entrepreneurship.

TRAIN THE GAP partnership is formed by five different institutions coming from four European countries 
(Spain,  Ireland,  Lithuania  and  Sweden)  and  each  of  them  representing  different  actors  in  the  project: 
women association, training providers, university and innovative social research.

Project is addressed to different collectives as follows:

 § Women of rural areas

 § Facilitators, literacy tutors and basic education teachers/trainers

 § Adults education professionals

 § Researchers on competences development

 § Researchers on gender

 § Educators

 § Social workers

 § Psychologists, career counselors and pedagogics

 § Instructors

 § Expert on training/activities

 § Policy makers

 § Stakeholders

Train the Gap project duration will be of 24 months, staring in October 2015 and ending in September 
2017.

 COORDINATOR: 

AFAMMER
Calle Montesa, 9, Bajo B
13001 Ciudad Real, Spain
www.afammer.es

 CONTACT: 

Carmen Quintanilla Barba

 PARTNERS: 

  Mullingar Employment Action Group, IE;

FOLKUNIVERSITETET STIFTELSEN VID LUNDS UNIVERSITET, SE;
DRAMBLYS, ES;
VYTAUTO DIDZIOJO UNIVERSITETAS, LT

 GRANT AMOUNT: 

154 898 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Gender equality / equal opportunities

Overcoming skills mismatches (basic/transversal)

Rural development and urbanisation

 CLUSTER(S): 

Inclusion and Tolerance; Employability; Education for Sustainable Development

 
 
 
 
 
 
 
 
 
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SP165

 PROJECT NUMBER: 

2015-1-ES01-KA204-016150

 TITLE: 

  DIGIUP. INTERACTIVE GROUPS FOR DIGITAL INCLUSION THROUGH 

INTERGENERATIONAL DIALOGUE

 DESCRIPTION: 

The digiUP project is based on the Digital Agenda results for 2014, the priorities of the Adult Education 
Agenda and contributions from previous research studies such as Includ-ed; as nowadays it is necessary 
to address the digital competence learning in Europe specifically among disadvantage groups in order 
to avoid the social, educative and labour exclusion of most of them, and also among the workforce in a 
context of economic crisis situation. The digiUP project aims to improve the digital competence among 
disadvantage groups in Europe  by implementing the  SEA  “interactive  group - heterogeneous  grouping 
in  the  classroom  -  in  ICT  courses  aimed  to  achieve  the  five  areas  of  digital  competence:  information, 
communication, content-creation, safety and problem-solving. It is addressed to the disadvantage group 
identified in the Digital Agenda Report as the most vulnerable (aged 55-74, low educated, unemployed, 
retired and inactive people) focusing on migrant and Roma who are those suffering more educative and 
employment exclusion at this moment in Europe. The project will be based in a participative and intergen-
erational approach. The digiUP will also benefit adult educators and institutions providing them innovative 
and successful tools and contributing to improve and increase the high quality educative offer to adult 
people in ICT area; the project will also offer to policy makers with responsibilities in adult education, 
basic skills, Roma and migrant inclusion, active ageing and active citizenship a concrete proposal, and a 
methodology, to achieve improvements in all of these areas. The digiUP project brings innovations to the 
current situation because is based on the international scientific community recommendations; because 
digiUP  project  will  be  leaded  by  the  main  target  group  through  the  creation  of  National  Coordination 
Committees  –  as  decisions  bodies  -  and  its  working  groups  will  be  an  active  part  of  the  coordination 
project teams and also will be able to develop the methodology, the main project contribution. The main 
outputs of the project are: The digiUP Methodology - a methodology on how to implement interactive 
groups in digital competence learning courses- ; the digiUP Interactive Guide - addressed to adults edu-
cators and adult education providers about how to implement the methodology created -; and the digiUP 
Training Courses – addresses to adult educators and other stakeholders to facilitate the implementation 
and to know in depth the interactive guide-. Also activities to disseminate the main outputs at National 
and European level will be held by the Project Consortium as well as a Final Conference. The project will 
be  assured  through  and  internal  evaluation  and  external  evaluation  through  the  creation  of  a  Quality 
Evaluation Group. Through the project, almost 80 adult learners at risk around Europe will enhance the 
digital competences at the end of the project because of the digiUP Methodology, and 60 educators, adult 
providers and volunteers will be trained to impart ICT learning to learners from disadvantage group; in 
summary the present project will provide an innovative education solution for a mainstream problem and 
will also improve the quality of formative offer of adults at European level based on scientific bases and 
various assessments throughout the project duration.

 COORDINATOR: 

Claramunt 4, local 2
08030 Barcelona, Spain
www.facepa.org

 CONTACT: 

Ana María Lebrón Ruiz

 PARTNERS: 

ASOCIACION DE PERSONAS PARTICIPANTES AGORA, ES;
CHANCENGLEICH in Europa e.V., DE;
RORELSEFOLKHOGSKOLORNAS INTRESSEORGANISATION, SE;
Amalipe Center za mezhduetnicheski dialog i tolerantnost, BG

 GRANT AMOUNT: 

155 254 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 
 
 
 
 
 
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 PRIORITY 3: 

Addressing low achievement in basic skills through more effective teaching methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Access for disadvantaged

Key Competences (incl. mathematics and literacy) - basic skills

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
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SP167

 PROJECT NUMBER: 

2015-1-ES01-KA204-016170

 TITLE: 

  DEVELOPMENT OF A TRAINING PROGRAM FOR IMPROVING 

THE QUALITY OF LIFE OF PERSONS WITH DOWN SYNDROME 
THROUGH THE PREVENTION OF OBESITY

 DESCRIPTION: 

Persons with Down syndrome (PDS) have a higher genetic predisposition to obesity, which reduces their 
quality of life and even life expectancy.

Healthy Lifestyles are the way to control obesity in PDS. A sensible approach to nutrition, eating, regular 
exercise  and  healthy  routines  helps  to  prevent  and  reduce  weight  gain  in  childhood,  adolescence  and 
adult life

Healthy Lifestyles are not implemented enough due to a lack of i) awareness and understanding of PDS 
and their families; ii) empowerment of PDS reducing their motivation and medium-long term effects; iii) 
rigorous technical information,; iv) a tailored and accessible training methodology and tools adapted to 
PDS, families and professionals

Main objective of HEALTHY DS is increasing the competences (attitudes, skills, knowledge) of the col-
lective around Down Syndrome (DS) (PDS, families and professionals) about how to prevent and reduce 
obesity in PDS while increasing their empowerment, through a innovative training program. The project 
has the next specific objectives:

 § Increasing the awareness and understanding of PDS and their families on the impact of Healthy Life-

styles and Empowerment

 § Collection and evaluation of technical information, existing cases and success factors for transferring 

Healthy Lifestyles and Empowerment practices

 § Developing a Training Methodology based in the combination of Healthy Lifestyle and Empowerment 

approaches

 § Adaptation of the Training Materials, Practical Activities and Tools to the different capacities of the 

DS collective

 § Development of accessible and usable ICT Tools for supporting the Training Methodology

Next partners from 6 countries will participate:

 § 5 entities working in the field of supporting PDS involving a big collective of persons, families and 

professionals.

 § 1 University & Clinic specialized in Nutrition and Healthy Lifesytles, FLA_UV, with experience in training 

actions in this field, addressed to persons with special needs

 § 1 Technological Centre, IAT, specialized in development of ICT solutions adapted to collectives with 

special needs

The next results will be obtained;

 § Determination of key success factors and lessons learnt for the implementation and training of Healthy 
Lifestyle Models within an Empowerment environment for persons with Down Syndrome (PDS) involv-
ing families and professionals

 § Determination of the specifications for the development of a successful Training Program

 § Development of 1 Training Methodology and 1 Set of Training Materials, Practical Activities and Tools

 § Development of 1 e-Training Platform, including awareness, training contents and tailored and adapt-

ed ICT solutions based on gaming for supporting the Training Methodology

 § Creation of 5 HEALTHY DS UNITS in the Associations belonging to the Consortium for the sustainable 

exploitation of the project

 § Development of Dissemination Actions

 
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The next methodology will be applied.

Revision of critical aspects for a Healthy Lifestyles transference and implementation

Guidelines for Healthy Lifestyles (nutrition, exercise, habits) of PDS within an Empowerment environment. 
Nutrition needs of PDS and healthy alternatives as well as applicable indoor & outdoor physic activities 
and habits will be determined.

Successful  implementation  factors  for  transference,  empowerment  practices,  exploitation  of  ICT  Tools 
and competences development will be identified

Development of Training Materials and Activities

Development of Training Materials and Activities adapted to PDS, families and professionals and roles 
(trainers and trainees), including specificities based on age, health situation, weight, country…It will be 
develop;

 § Adapted Training Materials; bases for improving Healthy Lifestyles of PDS within an Empowerment 
environment, among others: Awareness; Nutrition needs; Healthy Lifestyle Pyramid; Food alternatives; 
Menus combinations; Customized diets; Eating practices, food portions sizes; Indoor&Outdoor activi-
ties; Habits, resting, hygiene…);Self-decision making process.

 § Adapted Practical Activities to be implemented both in professional assistance and private/ domestic 
/family environments; Development of Healthy Menus; Healthy and Autonomous Purchasing in local 
markets; Healthy Cooking; Practicing Healthy Outdoor Activities; Practicing Healthy Indoor Activities

Development of ICT supporting tools and e-Training Platform

Development of ICT Tools integrated in an e-Platform/Website for boosting the implementation of the 
training methodology. They will be based on gaming and accessibilityf or motivating PDS and facilitate its 
exploitation: Self-diagnosis of Healthy Lifestyle, Selection of healthy food and activities…

Project Activities will be completed with Management and Implementation actions

IMPACT during the project lifetime:

150-200 PDS and their families and 25 professionals will be trained through validation actions

2300 persons families and professionals with Down Syndrome will be aware

 COORDINATOR: 

FUNDACION ASINDOWN
Jose María Bayarri, 6 bjo
46014 Valencia, Spain
www.asindown.org

 CONTACT: 

Sergio Senabre Badenes

 PARTNERS: 

Associação Portuguesa de Portadores de Trissomia 21, PT;
FUNDACIÓ LLUÍS ALCANYÍS UNIVERSITAT DE VALENCIA DE LA COMUNITAT VALENCIANA, ES;
DOWN Egyesület, HU;
WESTFALISCHE HOCHSCHULE GELSENKIRCHEN, BOCHOLT, RECKLINGHAUSEN, DE;
Downov sindrom Slovenija - Drustvo za kakovostno zivljenje ljudi z Downovim sindromom, SI;
Asociatia Langdon Down Oltenia Centrul Educational Teodora, RO

 GRANT AMOUNT: 

176 090 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 
 
 
 
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 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Disabilities - special needs

Health and wellbeing

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Health and Medicine

 
 
 
 
 
 
SP170

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 PROJECT NUMBER: 

2015-1-ES01-KA204-016179

 TITLE: 

 DESCRIPTION: 

  DEVELOPMENT OF A TRAINING PROGRAM FOR IMPROVING 
THE QUALITY OF LIFE OF PERSONS WITH INTELLECTUAL 
DISABILITIES THROUGH THE USE OF ICT SOLUTIONS

Removing barriers to accessing Information and Communication Technologies (ICTs) by persons with In-
tellectual Disabilities (IDPs) is crucial. Being excluded from ICTs implies being shut down from the infor-
mation society, but also from accessing essential public services, as well as from the opportunity of living 
an independent life. Application of ICTs for IDPs must be evaluated based their contribution to Quality of 
Life dimensions.

To eliminate the digital divide in IDPs it´s needed, “a comprehensive training program for all participants 
in the ICT environment, including IDPs, parents, teachers, ICT support staff, administrators and web tech-
nology professionals

IdICT has the General Objective of increasing the competences of IDPs, their families and the profession-
als that work with them for exploiting ICTs with a Quality of Life approach.

Specific Objectives are:  i) To identify competences  related to use of  ICT  by  IDP  with a  Quality  of Life 
approach; ii) To identify, assess, prioritize, grade and link to Quality of Life dimensions “free of charge 
existing ICTs following Universal Design Criteria (accessibility and usability); iii) To motivate IDPs, their 
families and professionals, about using ICTs for improving their quality of life; iv) To develop a Training 
Methodology, focused in the transference to accessible and usable guidelines addressed to IDPs, their 
families and professionals working with them about the appropriated use of ICTs; v)To develop an ac-
cessible and usable online Training Platform, supporting the Training Methodology linking to selected and 
grouped ICT tools

The consortium includes 5 entities working in the field of supporting persons with Intellectual Disabilities 
(COPAVA,  HURT,  CUDV  DRAGA,  CERGIGUI  AND  CSS),  involving  a  big  collective  of  persons,  families  and 
professionals and 2 Technological Centres (IBV and IAT) specialized in the development of ICT solutions 
adapted to collectives with special needs and IDPs

The next results will be obtained;

 § Identification, selection, assessment, prioritization and grading of current and potential ICT tools (Apps 

and software) related with each of the Quality of Life model dimension.

 § Determination of key success factors and lessons learnt related to the transference of knowledge to 

IDPs through adapted training methodologies including the exploitation of e-training tools

 § Determination of criteria for the development and adaptation of a training program, training materials 
and an online training platform to the specific needs and characteristics of the trainees profiles (IDPs, 
families and professionals).

 § Determination  of  the  Specifications  for  the  development  of  a  successful  Training  Program  and  an 
e-Training Platform addressed to Quality of Life Model and the ICTs, within an empowered environ-
ment for IDPs.

 § Development of 1 Training Program and Methodology, and 1 Set of Training Materials and Tools ad-
dressed to IDPs, families and professionals for facilitating the implementation of Quality of Life Model 
trough the use of ICTs, based on empowerment of these persons and the involvement of families and 
professionals supporting them.

 § Development of 1 e-Training Platform, based in Universal Design criteria including awareness, training 
contents and tailored and adapted training materials for the proper use of the selected ICT solutions 
based on improving the quality of life of IDP. Trainees and trainers will directly access to the training 
materials, guidelines and linked selected ICT tools (Apps and Software)

 § Creation of 5 idICT Units in the 5 Associations belonging to the Consortium, in order to ensure the 

sustainable exploitation of the project after the project lifetime.

 
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idICT project will benefit a number of persons during the project lifetime:

 § 150-200  IDPs,  families  and  the  professionals  devoted  to  them,  will  be  trained,  through  validation 

actions of Training Materials and e-Training Platform.

 § 1800 IDPs, their families and the professionals devoted to them will be aware, through dissemination 

actions

 § 500 European persons related to Intellectual Disability through the project dissemination done using 

their own networks

After the project lifetime, and through the idICT Units, we estimate to create a multiplier effect achieving 
the next impact:

 § 150 persons including IDPs, families and professionals will be trained yearly during the 5 years after 

the completion of the project

 § 1000 IDPs families and professionals will be aware yearly during the 5 years after the completion of 

the project, through the dissemination actions

 COORDINATOR: 

COPAVA
C/ pintor Pinazo, 55
46110 Godella, Spain
www.copava.org

 CONTACT: 

NURIA POLL BORRÀS

 PARTNERS: 

INSTITUTO DE BIOMECANICA DE VALENCIA, ES;
CERCIGUI, PT;
WESTFALISCHE HOCHSCHULE GELSENKIRCHEN, BOCHOLT, RECKLINGHAUSEN, DE;
CUDV Draga, SI;
Consorzio Solidarietà Sociale Forlì-Cesena società cooperativa sociale, IT;
Hrvatska udruga radnih terapeuta, HR

 GRANT AMOUNT: 

216 870 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Disabilities - special needs

Inclusion - equity

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
 
SP172

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 PROJECT NUMBER: 

2015-1-ES01-KA204-016287

 TITLE: 

  THE ADVENTURE OF READING

 DESCRIPTION: 

THE ADVENTURE OF READING

It’s a strategy for the development of capabilities of adults, like educators to promote reading, promote 
reading habits through creative approaches for the cultural dynamization, and to promote multilinguistic 
and cultural interaction. We are seeking to create an integral methodology that’s innovative, practical and 
transferable to any context and social realism, for the animation of reading through diverse activities: 
study and identification of good practices in the three countries, the experimentation with methods and 
activities during the execution of local initiatives, online tutorials and an exhaustive evaluation process 
of all of these measures. Two intellectual products will be prepared and disseminated, as a result of this 
process: a methodological guide for promotion of reading habits and animated reading; and a compilation 
of didactic and creative guides of selected readings: analysis and activities proposal for its dynamization. 
These guides can be useful for a number of collective professionals: professors and educators, cultural 
programmers and technicians, editors, booksellers, librarians, students, storytellers and oral narrators, and 
other interested persons... All of the products of the association will be multilinguistic and will be available 
on line using Creative Commons.

The entire project of the conviction of the importance of integrating four thematic axis that always work 
in an isolated way when speaking of animation of the reading: a) the importance of the tradition and oral 
narration; b) the need for updated and trained mediators; c) the importance of creating new (and uncon-
ventional) spaces / scenarios / methods for animating the reading through creative, artistic and partici-
patory approaches; d) the needs to count on an ample, diverse and rich literary repertoire. Our challenge 
and mission is to articulate a methodology which satisfies all of these elements in a coherent, rigorous, 
integral, didactic way and, at the same time, is transferable and susceptible to introduction and use in any 
context of social and/or cultural reality.

For them, three European organization which work in the animation of reading/literature through different 
approaches (tradition and oral narration; theatre and resource creation; mediation for reading/literature 
animation) and with local and diverse realities and backgrounds (rural sphere, semiurban and urban) will 
share their knowledge and experiences with their respective local and transnational partners to create and 
test new approaches and innovative methods for the promotion of the habitual reader. All of this diversity 
and interdisciplinary support for the project will furnish it a positive richness.

 COORDINATOR: 

XANDOBELA
Avenida Quiroga Palacios 6-baixo
15703 Santiago de Compostela, Spain

 CONTACT: 

Nerea Couselo Ferández

 PARTNERS: 

La Corte della Carta, IT;
Associação para o Desenvolvimento de Pitões, PT

 GRANT AMOUNT: 

59 400 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Professional development of VET teachers and trainers

 TOPIC 1: 

Creativity and culture

 
 
 
 
 
 
 
 
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SP173

 TOPIC 2: 

 TOPIC 3: 

Pedagogy and didactics

Open and distance learning

 CLUSTER(S): 

Teaching and Training; New Technologies and Digital Competences

 
 
 
SP174

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 PROJECT NUMBER: 

2015-1-ES01-KA204-016354

 TITLE: 

  EDUCATION ON THE WAY: INTRODUCING TECHNOLOGY-ENHANCED 

INFORMAL LEARNING.

 DESCRIPTION: 

In a world where technology seems to grow faster than what we sometimes are capable of assimilating, a 
new phenomenon is awakening among our european ans world-wide societies: the arise of new channels 
for (self-) learning and for the transmission of values (Tv, Internet, social media...). Even more impressive 
is to realize how effective this new channels can get to be under their informal/non-formal nature when 
blended with the possibilities of certain technologies (Internet of Things, wearables, social networks, in-
stant messaging...).

The global objective of the project is to facilitate, by means of utilization of new (common and wide-
spread) technologies, the recognition and use of informal and non-formal learning (and its permeability 
with interdisciplinary formal pathways) in the field of adult education and training (including seniors as a 
fundamental part of the intelligence society), paying particular attention to the acquisition of personal, 
social and formal skills as well as qualifications and values.

For this purpose, the project counts on the expertise of a perfectly balanced team of professional re-
searchers,  educators  and  technicians  from  Spain  (SME),  Ireland  (University),  Germany  (University)  and 
Romania (NGO). All of them with a long record of experience in the field of adult and senior education 
while making use of technology-enhanced learning environments and methodologies.

The Ed-Way project will contribute to spread the advantages described before among educators, prac-
titioners and facilitators through the creation of a solid theoretical background that will be published in 
paper and online/in electronic format. The transmission of this background will be additionally achieved 
by  the  development  of  an  online  training  course  that  will  include  short  professional  video/multimedia 
productions that will be used according to the informal/non-formal nature of the project.

This project is established on the solid basis of a milestone methodology and the distribution of the intel-
lectual outputs and activities to achieve based on the partners expertise and background. As a final result 
we will find a very innovative and updated contribution to train european and international educators, 
trainers and facilitators in the most current and effective methodologies in the adquisiton of knowledge, 
skills, qualifications and values.

The own idiosyncracy of the Ed-Way project and its visual, open and free presentation format guarantees 
the broad and probably viral dissemination of these techniques and methodologies internationally in the 
pursue of a more evolved, qualified and humanistic Europe.

 COORDINATOR: 

CIDET
Alcudia de Veo, 4
12006 Castellon, Spain
www.cidet.es

 CONTACT: 

  Moisés Esteller Curto

 PARTNERS: 

GRUPUL PENTRU INTEGRARE EUROPEANA ASOCIATIE, RO;
FRIEDRICH-ALEXANDER-UNIVERSITAT ERLANGEN NURNBERG, DE;
DUBLIN CITY UNIVERSITY, IE

 GRANT AMOUNT: 

149 715 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 
 
 
 
 
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SP175

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Pedagogy and didactics

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
SP176

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 PROJECT NUMBER: 

2015-1-FI01-KA204-008965

 TITLE: 

  ADULTS ACQUIRING DIGITAL SKILLS

 DESCRIPTION: 

In Digi4Adults, Adults Acquiring Digital Skills (Erasmus+ K2), there are five adult learning organisations in 
the partnership, two of which provide vocational adult education i.e. Tampere Adult Education Centre (Fin-
land) and BFI Wien, Vocational Training Institute Vienna (Austria) and three of which basic and secondary 
adult education i.e. VUC Storstrøm (Denmark), Sundsvalls Kommun Adult Education (Sweden) and CEPA 
San Bartolome de Tirajana (Spain).

The objective of Digi4Adults (Adults Acquiring Digital Skills) is to create an international on-going collab-
orative grassroots approach for trainers in adult learning in developing and sharing methods of teaching 
different aspects of digital competence to adult learners in need of such competence to improve their 
skills for life and their employability. The aim is to enhance the digital competence of trainers and their 
ability  to  apply  methods  of  teaching  digital  competence.  The  project  collects  and  develops  methods 
adapted to adult learning which allow the development of various aspects of digital skills, and which 
are suitable for being embedded in most types of adult education. The approach integrates digital skills 
in learning the actual learning content and has similarities to content and language integrated learning, 
(CLIL), which in our case would turn to Content and Digital Competence Integrated Learning, CDCIL. In ad-
dition, the project pays attention to the organisational level knowledge management issues by adopting 
a model of a peer support in taking on new skills.

The  novelty  of  Digi4Adults  is  to  adopt  a  wider  (not  focusing  only  on  technical  skills)  and  context  and 
needs driven. in a way more functional, definition of digital competence which emphasizes its’ transversal 
nature. This approach brings the needs of the trainers to the light as a starting point. Generally, the focus 
and training for enhancing trainers digital competences is less transversal and needs focused. Digi4Adults 
in innovative in taking a grassroots approach in supporting the acqusition and develpment of digital skills 
together with peer teachers/trainers in other partner countries. Trainers work in transnational peer pairs 
using English not necessarily part of their local work routines as a trainer in adult learning.

The need for enhancing digital competence is noted e.g. in the European Commision’s Open Up Education 
Initiative (2013) which points out that 70% of teachers wish to get more training in developing their ICT-
skills and that there are not yet enough teaching content and applications in differrent topics in different 
European languages. Teachers and trainers are the primary target group of Digi4Adults. As teachers gain 
more confidence and competence, adult learners benefit in acquiring skills required in increasingly more 
digital working life. Trainers in adult learning organisations can play a key role in helping to meet the 
needs of the 64% of disadvantaged people i.e. aged 55+, low educated, unemployed or inactive who 
have insufficient level of digital skills. They give training in basics skills not only for inclusion in society but 
also to improve the employability of adults.

Digi4Adults addresses the lack of collaborative methods on learning digital skills, which are predominant-
ly conveyed in a manner of conventional staff training. In addition, the trainers are encouraged to develop 
content  and  digital  competence  integrated  learning  methods  in  collaboration  with  the  adult  learners, 
hence supporting the teachers role shift from a leader to a facilitator where applicable.

As  the  main  output,  the  project  produces  the  Digi4Adults  Caselet  Track,  an  ongoing  blog-based  and 
peer-supported collection of caselets (mini-cases) including methods for content and digital competence 
integrated learning, available for all interested trainers in all project languages. The blog is linked to Eu-
ropean open educational resources on adult learnings (Open Education Europa and EPALE). A Digi4Adults 
Training Scheme and Digi4Adults Model for Digital Competence Development (as chains of peer trainers) 
with focus on systematic organisational competence development are also available through the blog.

The Digi4Adults project activities towards the implementation of the intellectual outputs are designed 
so as to integrate the impact on digital competence development at various levels (local, regional, Eu-
ropean), on various target groups and audiences throughout the project implementation not only at the 
final stage of the project. The impact is aimed at becoming sustainable by implementing some activities 
several times in order to create continuity, on the one hand and, to increase familiarity, on the other hand. 
Sustainability is built in the project design and implementation towards the completion of outputs.

 
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 COORDINATOR: 

TAKK
Tampereen Valtatie 15
33821 Tampere, Finland
www.takk.fi

 CONTACT: 

Henna-Riikka Ahvenjärvi

 PARTNERS: 

Berufsförderungsinstitut Wien, AT;
CENTRO DE EDUCACIÓN DE PERSONAS ADULTAS DE SAN BARTOLOME DE TIRAJANA, ES;
Sundsvalls kommun, SE;
VUC Storstrøm, DK

 GRANT AMOUNT: 

183 340 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-FI01-KA204-009009

 TITLE: 

  HANDMADE WELLBEING - COLLABORATIVE LEARNING IN CRAFT 

AND WELFARE INTERFACES 

 DESCRIPTION: 

This project focuses on the co-design of education models in order to coach art and craft professionals to 
work with different target groups in Social and Health care. Craft teachers and arts and crafts profession-
als are employed increasingly in areas outside the traditional core and ability to work in cooperation with 
other experts in other fields is needed. Especially wellbeing and health-related services could offer new 
kinds of employment opportunities to craft culture experts. Due to this an international multi-disciplinary 
and multi-professional focus on research and development of creative wellbeing activities and services 
is needed. Art, crafts and design offer creative and empowering activities that should be provided in the 
future Well-being and Care Centres.

The main tasks of the project are:

 § expanding professional competences and internationalization of craft sector

 § co-creation of novel educational models to learn cross-sectoral collaboration

 § developing creative wellbeing services (in particular based on crafts and visual arts)

 § changing good practices which encourage and promote co-creation of services

 § researching links between creative activity and physical and mental wellbeing

 § evaluation and investigations of impacts and effectiveness of creative wellbeing services

 § distribution of educational models, working methods and research results

Together with European partners and their national networks (education units, craftsmen, designers and 
operators in Social and Health care), we study together novel wellbeing activities and services that will 
help craft teachers and craftsmen cross the border employment opportunities. We share our experiences 
and spread good practices to the stakeholders in both sectors in the European platform.

Throughout the project, the dissemination of project information will be carried out via the project man-
agement  platform,  the  existing  websites,  partner  organisations,  local  authorities  etc.  The  database  of 
educational materials, useful literature, and recommendations are produced on the project management 
platform. Documentation material, reports and research results are published and sent to the stakehold-
ers in participating countries and in European level. The stakeholders within both national and internation-
al culture and welfare sector will be kept informed. Research results are published also in an international 
scientific journals.

 COORDINATOR: 

YLIOPISTONKATU  4
00014 HELSINGIN YLIOPISTO, Finland
www.helsinki.fi

 CONTACT: 

Sirpa Kokko

 PARTNERS: 

TARTU ULIKOOL, EE;
uniT - Verein für Kultur an der Karl-Franzens-Universität Graz, AT;
SUPERACT! COMMUNITY INTEREST COMPANY, UK

 GRANT AMOUNT: 

221 140 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

High quality learning opportunities

 
 
 
 
 
 
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SP179

 PRIORITY 3: 

Improving the quality and relevance of higher education

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Health and wellbeing

Intercultural/intergenerational education and (lifelong)learning

 CLUSTER(S): 

Health and Medicine; Inclusion and Tolerance

 
 
 
 
 
SP180

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 PROJECT NUMBER: 

2015-1-FI01-KA204-009071

 TITLE: 

  TEACHING AND LEARNING FOR LIFE IN EUROPE

 DESCRIPTION: 

TEACHING AND LEARNING FOR LIFE IN EUROPE (TELLE), 2015-2017

1.  Boosting Professional Profile and Curricula

TELLE is a transnational teacher training project of five active, internationally-oriented and competent 
local adult educations in five European countries: Finland, Estonia, Iceland, Norway and Germany. The aim 
of the project is to update adult teachers professional profile, promote the use of new technologies and 
renew the curricula for developing education supply for the diverse learner groups.

The project arose from the partners need and desire to combine their experiences, expertise and innova-
tive ideas. These resources will be is utilized to tackle the socio-economic challenges, internationalization 
and digitalization that are rapidly changing our teaching and learning cultures. The purpose is to find and 
share methods to offer more relevant education services for the growing numbers of learner groups such 
as the unemployed and low-skilled young people, seniors, learners with learning difficulties, immigrants 
and working adults with low skills, high stress-levels and other challenges.

2.  Transnational Training Survey and Events

The partners mapped systematically the training needs and interests of their educational staff in January 
and February 2015. The web link to the survey was sent to over 200 professionals of whom 104 replied. 
The survey covered the teachers profile, transversal and professional training needs according to different 
subject areas.

During the project each project partner will organize a five days long transnational thematic training event 
including several training and mini workshop sessions lasting 4-8 teaching hours. Including the host orga-
nizations participants at least100 teachers will participate the transnational training events. Based on the 
training survey the partners have planned 55 mini workshops and training sessions introducing different 
working methods and teaching techniques. The training sessions are taught by full-time and part-time 
teachers of the hosting and other partner organizations. The transnational project activities include two 
teaching visits in two partner organizations.

The  transnational  mini  workshop  and  training  sessions  include  important  and  relevant  themes  for  all 
teachers. The following themes will be learnt by all teachers together:

 § International communication and understanding

 § ICT; use of web and social media, photo and video editing

 § Europass and related recognition and validation instruments

The  professional  skills  are  learnt  and  shared  in  the  mini  workshops  for  teachers  of  different  subjects: 
Languages, Arts, Crafts, Psychology and Learning, Health and Sports.

3.  Course Idea Bank and Pilot Courses

The teacher of each transnational mini workshop session will prepare a written description together with 
audiovisual material of the session for the projects website. The description will be published in English 
and the teachers own local language. The multilingual course idea bank will offer an effective forum for 
documenting, sharing, utilizing and disseminating the projects results.

During the two years 500 learners and teachers will participate the local pilot workshops and courses. 
The projects dissemination activities will reach numerous organisations and 500 individuals through the 
partners events and networks. The transnational idea bank will be valuable a resource for finding new 
course ideas and material for local and international workshops in the future.

 
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 COORDINATOR: 

Kultasepänkatu 7
04201 Kerava, Finland
www.kerava.fi

 CONTACT: 

Sanna Iranta

 PARTNERS: 

Sihtasutus Tuuru, EE;
Landesverband der Volkshochschulen Sachsen-Anhalt e.V., DE;
Rogaland skole og bedriftsutviklingsforening, NO;
MIDSTOD SIMENNTUNAR A SUDURNESJUM, IS

 GRANT AMOUNT: 

140 581 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
SP182

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 PROJECT NUMBER: 

2015-1-FI01-KA204-009084

 TITLE: 

 DESCRIPTION: 

IDEAL -  INTEGRATING DIGITAL EDUCATION IN ADULT LITERACY

The IDEAL - Integrationg Digital Education in Adult Literacy project aims to provide guidance and training 
for teacher and trainers across Europe how to use ICT tools and digital methods to deliver basic skills 
education. The project will develop an integrative approach in collecting, sharing and disseminating best 
practices focused on the use of ICT. The project team have members from six different countries: Finland, 
Ireland, Norway, Belgium, The Netherlands and Italy. Five of the organizations are adult education provid-
ers and one partner is NGO. The project aims to arrange 2 teaching activities for 24 teachers.

The definitions of skills needed in the 21st century include digital skills. Research results and relevant na-
tional background information concerning the target groups, such as the Programme for the International 
Assessment of Adult Competencies (PIAAC) results, will be taken into account as a reference framework 
for the further development of the project. This makes a solid foundation for the relevance of our propos-
al, which focuses on sharing of pedagogical methods for teachers/trainers to work on these digital skills 
when teaching or training low skilled adult learners. The direct target group are teachers and trainers of 
adult basic skills and the indirect targetgroups include post-18 students (immigrants, early school leavers, 
unemployed people, disadvanteged groups, people with special needs and people with literacy and nu-
meracy difficulties). The proposal outlines an innovative implementation structure incorporating a meth-
odology of chain reaction also as a project implementation method across partnership target groups.

The consortium will initially look into the needs of the direct and indirect target groups within their own 
organisations by developing a needs analysis based on an online survey and focus groups with teachers/
trainers of low skilled adult learners. These low skilled adult learners will be interviewed to get a better 
idea of their skills and learning needs.

Based  on  their  own  experiences  with  certain  IT  tools  to  teach/train  numeracy  and  literacy  skills,  each 
partner organization will then develop pedagogical guidelines for teachers/trainers, taking into account 
they are teaching/training low skilled adult learners. After presenting and testing these guidelines during 
transnational meetings and teaching activities, partner organisations will test these guidelines out them-
selves. As each partner identified a different prior target group, the guidelines will be adapted based on 
the teaching experiences of teachers/trainers when teaching these different target groups. The intellec-
tual oputputs developed within the project include an Online Toolkit with Context and Needs analysis, 
Good Practice Guidelines and Video tutorials. These output will be available online and integrated in the 
learning programs in the partner organizations.

 COORDINATOR: 

Luksia
Toivonkatu 4
08100 Lohja, Finland
www.luksia.fi

 CONTACT: 

Riikka  Suhonen

 PARTNERS: 

SCHOLENGROEP 1 ANTWERPEN, BE;
FONDAZIONE MONDO DIGITALE, IT;
Kildare and Wicklow Education and Training Board, IE;
Arendal Voksenopplæring/Arendal Adult Education Centre, NO;
Stichting ROC West-Brabant, NL

 GRANT AMOUNT: 

197 851 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 
 
 
 
 
 
 
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 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-FR01-KA204-013720

 TITLE: 

  TRAINING RURAL FARMERS IN THE USE OF MOBILE APPLICATIONS 

FOR AGRICULTURAL ACTIVITIES

 DESCRIPTION: 

The acquisition of basic digital skills has been identified as one of the principal adults´ training needs to 
acquire to match the requirements of today´s changing labour markets. This is important particularly in 
rural areas where the spread of ICT has been lower than in urban areas, therefore rural citizens find more 
difficulties in order to access ICT training.

There are many mobile applications offering great potential to facilitate agricultural, stockbreeding and 
forestry activities that traditionally require great effort. Applications to locate livestock or monitor pesti-
cide applications on large areas through GPS positioning are just some examples. However, the lack of 
specialised training of rural population remains as the main factor that hinders the use of ICT in agricul-
tural activities.

In this context, Smart Rural aims to create a learning programme on the use of ICT mobile applications 
for adult farmers in rural areas in order to promote their access to technological innovations that will fa-
cilitate their working conditions and social inclusion as ICT represent a way to communicate with the rest 
of the world and being informed.

Smart Rural project is structured in the creation of three Intellectual Outputs covering analysis, training 
and dissemination, in particular:

O1- Study of identified barriers and needs of farmers from rural areas to use mobile applications.

Personal  interviews  and  focus  groups  with  farmers  will  be  developed.  Once  the  ICT  training  needs  of 
farmers have been identified focus groups with relevant stakeholders of the agricultural sector will be 
conducted to complete and corroborate the previously detected training needs. An individual analysis will 
be subsequently developed in each partner country to report on the conclusions reached to subsequently 
develop a transnational study compiling common patterns and conclusions at European level.

O2 – Mobile applications action programme for farmers in rural areas.

The action programme will represent the main intellectual output of Smart Rural being transferable at 
European level and including the contents and structure of the training modules devoted to train rural 
farmers in ICT mobile technologies. The programme will be put into practice in three partner organisations, 
benefiting between 108 and 135 rural farmers. Lastly, a focus group with the trainers will be conducted 
to correct possible errors and further improvement. The training programme resulted will be translated 
into several languages, therefore, promoting its transferability at European level. The different character 
of the selected organisations and correspondent countries strengthen the transferable aim of this project

O3 -Dissemination plan

A comprehensive dissemination plan to increase Smart Rural visibility, spread its objectives and results 
and facilitate networking activities across Europe will be developed. It envisages an on-line strategy with 
a dedicated website, project image, networking activity and an extensive media coverage. In addition, 
each partner will organise a multiplier event.

Smart Rural will achieve the following results during the project lifetime:

 § A mobile applications Action programme for rural farmers.

 § A Transnational study of the ICT and mobile applications needs of farmers from rural areas to facili-

tate their daily activities.

 § Four regional analysis on target groups’ needs.

 § At least 100 interviews with the target group and 8 focus groups with farmers.

 § Four regional assessment teams (at least 32 members) and 8 focus groups with these teams.

 
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 § Four multiplier events.

 § 3 training courses for farmers (at least 108 beneficiaries) and a workshop for trainers.

 § An effective dissemination strategy, encompassing:

 § A network of complementary projects, initiatives and /or partners.

 § One project website and social network profiles.

 § Full media coverage through the release of press notes and the organisation of press conferences.

 § Project logo and brochure translated in all partner languages.

Smart Rural partnership has been built on the basis of three pillars: technical capacity, communication 
skills and networking and geographical balance, gathering experienced organisations in in adult learning, 
ICT training, rural development and as well as wide experience in management of transnational cooper-
ation projects at European Level. The project consortium is formed by public and private institutions from 
four European countries (France, Austria, Ireland and Spain).

In summary, Smart Rural seeks to increase the ICT knowledge of farmers in rural areas, promoting the use 
of mobile applications for agricultural purposes to raise awareness among rural citizens of the advantag-
es new technologies involve for their daily tasks and further facilitate their information and communica-
tion to promote their social integration through lifelong learning.

 COORDINATOR: 

CHAMBRE AGRICULTURE DORDOGNE
Boulevard des saveurs Cre@vallée Nord Coulounieix-Chamiers
24060 PERIGUEUX, France
www.dordogne.chambagri.fr

 CONTACT: 

  Michel Campagnaud 

 PARTNERS: 

INSTITUTO NAVARRO DE TECNOLOGIAS E INFRAESTRUCTURAS AGROALIMENTARIAS SA, ES;
DESARROLLO DE ESTRATEGIAS EXTERIORES SA, ES;
BEST  INSTITUT FUR BERUFSBEZOGENE WEITERBILDUNG UND PERSONALTRAINING GMBH, AT;
CORK INSTITUTE OF TECHNOLOGY, IE

 GRANT AMOUNT: 

443 169 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Agriculture, forestry and fisheries

ICT - new technologies - digital competences

Rural development and urbanisation

 CLUSTER(S): 

New Technologies and Digital Competences; Education for Sustainable Development

 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-FR01-KA204-014896

 TITLE: 

  NEET U RE-MOBILIZING EXPERIENCED AND RESOURCEFUL 

SENIORS AS NEET BROKERS TO HELP YOUNG PEOPLE CHANGE 
DEPRESSED NEET SITUATIONS 

 DESCRIPTION: 

NEET U

Re-mobilizing  experienced  and  resourceful  seniors  as  NEET  brokers  to  help  young  people  change  de-
pressed NEET situations

Social innovations do not happen by themselves. Throughout their life cycle, they need to be supported 
and nurtured if they are to make an impact on society and the economy.

Empowering  people,  driving  change  –  social  innovation  in  the  European  Union,  European  Commission, 
2011

CHALLENGE

The multiple innovation perspectives of the NEET U are linked to a number of emerging social needs and 
innovation debates across Europe, well described and well documented in the Commission’s 2011 paper: 
Empowering people, driving change – social innovation in the European Union.

This document represents and details the Commission’s 2020 social innovation policy and is the project’s 
key policy reference.

More precisely, the project’s innovation is a contribution to transforming such emerging needs into emerg-
ing opportunities of change:

EMERGING SOCIAL NEEDS

 § the need to re-engage seniors of all ages and backgrounds in the production of economic and social 

value

 § the need to mobilize available and qualified resources in the communities to offer NEET youth power-

ful ways out of the social depression

 § the need to find new solutions to existing and emerging social challenges not addressed by the open 

market and not sufficiently addressed by public services

 § the need to engage users, clients and citizens in creating such solutions, in this case NEET youth

 § the need to create social change dynamics to respond flexibly to the fast changing global and local 

economies and labour markets and to offer NEET youth life change competences

EMERGING CHANGE OPPORTUNITIES

 § recognizing social innovation as a driver of and contributor to economic development

 § recognizing that social entrepreneurship goes far beyond establishing a private company and embrac-

es all sorts of initiative-taking, whether for profit or not

 § recognizing that social innovation cannot happen to but with people, and that social innovation needs 

top-down as well as bottom-up initiative-taking to be successful

 § recognizing that social innovation includes a wide range of challenges, from child services to greening 

the economy

NEET U’s innovation is to put social innovation to work.

 
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PROJECT MISSION

The project is one of the first attempts in Europe to systematically put the 21st century social innovation 
agenda  to  work:  how  can  social  change  be  brought  about  through  new  citizen-driven  alliances  in  the 
communities, through mobilizing available resources for important needs and without putting additional 
pressure on public services?

Experienced and resourceful seniors: NEET youth NEED YOU!

The NEET U project combines two of the most important social and educational challenges in 21st centu-
ry Europe – re-activating the overwhelming social and educational potential of the increasing number of 
experienced seniors in society to help counter the dramatic increase in depressed social situations among 
young people – with the mission to generate social and educational value from the dynamic interaction 
between these two “out of economy population groups.

NEET youth situations across Europe is approaching dramatic proportions and neither public authorities 
nor private stakeholders seem able to mobilize the needed resources to efficiently counter this situation 
and to offer NEET youth the long-term capacity building they really need.

Therefore available, qualified, yet unexploited resources in the communities must be activated and mobi-
lized to contribute to finding ways out of those depressed social situations.

NEET U is born out of this mission, prepared through several successful European initiatives identifying 
the unexplored potentials of bringing together experienced seniors and NEET youth.

PARTNERSHIP

The NEET U consortium brings together 9 partners from 7 European countries, including practice partners, 
knowledge partners, a special social innovation partners and an experienced quality partner.

The project is coordinated by Pistes Solidaires from France.

OUTCOMES

The project will produce and share the following key outcomes:

SENIORS AS NEET BROKERS - www.NEET-U.eu

I AM A NEET BROKER – WHAT R U?

PORTFOLIOS OF SENIOR SOCIAL ENTREPRENEURING

POLICY PAPER – LESSONS LEARNED FROM THE SENIOR-NEET YOUTH ALLIANCES

POLICY PAPER – EUROPEAN FUNDING AND SOCIAL ENTREPRENEURING

FIRST EUROPEAN NETWORK OF THE SENIOR-NEET YOUTH ALLIANCE

THE SOCIAL NEET BROKER 10 PDF for large-scale dissemination

PERSPECTIVES

This flagship perspective resulting from the project is the first platform for a European network, not simply 
missioned to share experience but to offer capacity building for social change services driven by seniors 
in interested communities, and to create further European initiatives in the fields of senior NEET brokering 
and social innovation driven by citizens.

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 COORDINATOR: 

PISTES SOLIDAIRES
3 RUE DE LIVRON
64000 PAU, France
www.pistes-solidaires.fr

 CONTACT: 

Flora ERRECART

 PARTNERS: 

CENTRO STUDI CITTA DI FOLIGNO ASSOCIAZIONE, IT;
Working with Europe/Treballant amb Europa Associació, ES;
Fondazione Risorsa Donna, IT;
FUNDACIO  PIA  AUTONOMA  INSTITUT  PERE  TARRES  D  EDUCACIO  EN  L  ESPLAI  -  FUNDACION  PEDRO 
TARRES DE EDUCACION EN EL TIEMPO, ES;
UNIVERSITY OF CHESTER, UK;
ASOCIATIA DE CONSULTANTA SI CONSILIERE ECONOMICO-SOCIALA OLTENIA, RO;
TARTU ULIKOOL, EE;
EKONOMSKI INSTITUT MARIBOR, EKONOMSKE RAZISKAVE IN PODJETNISTVO D.O.O., SI

 GRANT AMOUNT: 

280 037 EUR

 CONTRACT DURATION:  

30 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

Intercultural/intergenerational education and (lifelong)learning

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Inclusion and Tolerance; Employability

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-FR01-KA204-014905

 TITLE: 

  L’ENCYCLOPEDIE DES MIGRANTS - UNE GRANDE ENTREPRISE 

PÉDAGOGIQUE COLLECTIVE DE PARTAGE D’EXPÉRIENCES ET DE 
SAVOIRS SUR LE THÈME DES MIGRATIONS EN EUROPE

 DESCRIPTION: 

THE  ENCYCLOPEDIA  OF  MIGRANTS  -  A  great  collective  and  educational  enterprise  of  experiences  and 
knowledge  sharing  on  the  theme  of  migrations  in  Europe  »  (EMEU)  is  a  European  transnational  coop-
eration  project  between  Portugal,  Spain,  France  and  the  British  Overseas  Territory  of  Gibraltar  (United 
Kingdom) which aims at gathering and confronting the intertwined expertise and experiences of citizens, 
researchers,  pedagogues,  artists  and  local  public  stakeholders  to  fight  against  the  social  exclusion  of 
migrants.

In facing the major crisis we are going through, a source of tension and withdrawal, the EMEU project 
invests in collective intelligence and knowledge transmission with the aim of synegizing our multicultur-
al and globalized society - one shaped by migratory movements - into a factor of growth and human 
development. Thus this project attempts to answer to the emergency of operating a change of point of 
view about migrants and to promote intercultural dialogue in Europe by favouring a better knowledge and 
understanding of the history of migrations that have shaped contemporary Europe.

Our aims :

 § To  reinforce  social  inclusion  of  migrants  and  to  favour  their  active  participation  in  democratic  life 
by empowering them through public expression via the acquisition of interpersonal and intercultural 
expertise

 § To develop the concept of exchange and implementation of innovative educational methods involving 
the  participation  of  adult  learners  and  young  people  from  diverse  backgrounds  and  combining  the 
pedagogical, artistic and scientific expertise of the 10 co-organizers at the European level

 § To produce and to favour the circulation of multilingual open educational resources (OER) in Europe 
thereby promoting the linguistic, cultural and social diversity through the mobilisation of public stake-
holders and by using the lever of new technologies

 § To develop local networks of strategic actors to target the migrants with fewer opportunities and ed-

ucators for the transfer of the multilingual OER produced.

During the next 2 years (2015-2017), we will mainly work with adult learners from diverse backgrounds 
and education, as well as training staff from different professional fields to realise a web site, a series 
of pedagogical guides, a training kit, a collective multilingual publication, a pedagogical suitcase and a 
documentary movie about the theme of migrations in Europe.

To achieve that, we will organize in the territories of action of the project :

-3 transnational meetings of practices exchange and collective evaluation with the partners of our con-
sortium and the other stakeholders

-a series of local learning activities (pedagogical workshops with migrant learners, graphic design work-
shops and film-shooting workshops) contributing to the collective realization of the outputs

-a series of intermediary restitutions and then public presentation events of our 6 outputs (exhibitions, 
reading-debates, meetings, projections), towards schools, universities, libraries, art centres, civic centres, 
NGOs, etc.

To achieve the implementation of these actions, favour a productive dialogue on the European scale and 
create the conditions for a sustainable exploitation of the results, we will depend on a structured network 
of 8 cities along the Atlantic coast (Brest, Rennes, Nantes, Gijon, Cadix, Porto, Lisbonne, Gibraltar) and on 
the animation of local networks of strategic actors across the project.

 
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The EMEU project will target 9 500 persons in total in France, Spain, Portugal and Gibraltar, in 8 associ-
ated cities and beyond : migrant and non migrant adult learners, education and training staff (artists, re-
searchers, coordinators, teachers, animators), public stakeholders, migrant and non migrant young people, 
pupils and students.

In the end, the EMEU project aims at :

-enlarging the offer of attractive and high quality learning possibilities accessible to everyone

-favouring the acquisition and transfer of new linguistic, digital, interpersonal and intercultural expertise 
and reduce the gap of skill acquisition by adult learners

-training pedagogues from different fields to the development of innovative educational methods based 
on the learner by using transversal expertise

-developing new local and transnational synergies and sustainable cooperations between practice, re-
search and politics to favour an active European citizenship

-transferring the end results into new fields, including private companies, thus favouring the professional 
and social inclusion of migrants.

 COORDINATOR: 

L’âge de la tortue
10 bis square de Nimègue
35200 Rennes, France
www.agedelatortue.org

 CONTACT: 

Céline Laflute

 PARTNERS: 

Etablissement public du Palais de la Porte Dorée, FR;
AYUNTAMIENTO DE GIJON, ES;
UNIVERSITE RENNES II, FR;
Ministry of Sports, Culture, Heritage and Youth, UK;
ASI- Associação de Solidariedade Internacional, PT;
Associação Renovar a Mouraria, PT;
Ville de Rennes, FR;
CAMARA MUNICIPAL DE LISBOA, PT;
UNIVERSITAT ROVIRA I VIRGILI, ES

 GRANT AMOUNT: 

296 452 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-FR01-KA204-014943

 TITLE: 

  KEY TUTORS- A TOOL AND EDUCATION GUIDANCE TO ENHANCE 

KEY COMPETENCES

 DESCRIPTION: 

At 218 million, average EU employment in 2012 was 2.6% less than in 2008. Only five countries (Austria, 
Belgium, Germany, Malta and Sweden) have recovered both their pre-crisis GDP and employment levels. 
Young people with low qualifications were worst affected by the crisis - hiring fell by one third (-31%) 
between 2013 and 2008. Young people generally enjoy a high rate of hiring, but this is not reflected by 
a significant reduction in youth unemployment due to high turnover (European Vacancy and Recruitment 
Report , EC, 2014). The main findings of the Report highlight that low-skilled workers encounter increasing 
difficulties to find a job, face lower job stability and are out-competed by medium-skilled workers even in 
elementary occupations. In contrast, job opportunities are growing in some high-skilled professions. The 
report also unbderlines the increase in temporary and part-time work during the crisis and underlines the 
need to better support school-to-work transitions, to decrease segmentation of the labour markets and to 
up-skill jobseekers, particularly the low qualified (EC, 2014).

Most of the low-skilled workers come from disadvantaged backgrounds. Professionals working with learn-
ers from disadvantaged backgrounds/with fewer opportunities are mainly social workers but also other 
kinds of professionals. As the public support for employment (known as social employment) has increased 
in the past years to face the difficult social and economic situation, their professional profiles have been 
more and more various. They usually work in associations but also in local authorities or Small and Medi-
um Entreprises (SMEs). Whatever their educative and/or professional background, they are not trained to 
support learners from disadvantaged backgrounds/with fewer opportunities. A relevant social and educa-
tive support is most needed in order to sustain the employment of low skilled workers in the long term.

The Key Tutors project will address two publics, taking into account the diversity of the profiles (in the 
professional environment of the partners and the adult education context of the countries)

1.  Direct  public:  Tutors  (Professionals  and  trainers)  working  with  learners  from  disadvantaged  back-
grounds/with fewer opportunities in associations , local authorities and Small and Medium Entreprises 
(SME)

2. 

Indirect public: learners from disadvantaged backgrounds/with fewer opportunities insisting on their 
status( employed, unemployed…).

Tutor is understood here as tutor in enterprise (professionnals) and tutor in adult education (trainers)

Professionnal tutor support adult in the acquisition of professional and social skills. He works in a local 
enterprise, association or public authority and train adults in the same organization. He materializes a 
link with society and work for the unemployed, fragile, in inclusion and thus contribute to the fight against 
social exclusion and the fight against unemployment.

E. Savary, consultant at Center for Continuing Education (CAFOC) France, wrote in 1994it is not enough to 
be a good professional to be a good tutor!

Thanks to the Key Tutors project, these tutors (professionnals and trainers) will be offered:

1.  a tool & method to identify and assess the key competences of learners from disadvantaged back-
grounds/with fewer opportunities. Each country will be focused on a combination of one basic com-
petence/one transversal competence (reference is made to the 8 Key competences enhanced by the 
European  Commission  and  the  European  Parliament,  Brussels,  2006)  depending  on  their  selected 
field of activity.

2.  an appropriate education guidance to support learners from disadvantaged backgrounds/with fewer 
opportunities in their transition into the labour market taking into account their profiles (education/
status) and professional conditions of work (private, public, not for profit…)

The transnational approach is mots important for the Key tutors project as a comparative approach will 
be made depending on the field of activitiy to which belong professionals (tutors) and learners. France will 

 
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be mainly focussed on learners working in associations (field of Education for all, network of the Federa-
tion Familles rurales), Lithuania and Finland will be focussed on local authorities, Spain will be focussed 
on associations and Small and Meditum Entreprises (SME); Poland will be focussed on both associations 
and local authorities (public administration). Moreover, the Key Tutor project reflects the diversity of the 
European regions: France (Western Europe), Spain (Southern part), Lithuania and Finland (Nordic part) and 
Poland (Eastern part) with different policy and strategy in the social field and VET.

 COORDINATOR: 

107, rue de Létanduère
49000 ANGERS, France
www.famillesrurales.org/pays_de_la_loire

 CONTACT: 

Vanessa CHAPEAU

 PARTNERS: 

Iriv Conseil, FR;
JYVASKYLAN AMMATTIKORKEAKOULU, FI;
VsI Skudutiskio akademija, LT;
Instituto para el fomento del desarrollo y la formación S.L, ES;
Fundacja Agencji Sluzby Spolecznej, PL

 GRANT AMOUNT: 

285 997 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

New innovative curricula/educational methods/development of training courses

Overcoming skills mismatches (basic/transversal)

 CLUSTER(S): 

Employability; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-FR01-KA204-014955

 TITLE: 

  OPORTUNITIES THROUGH EUROPEAN NETWORKING

 DESCRIPTION: 

The projet aims to EMPLOYMENT, SELF EMPLOYMENT and the use of interesting international NETWORKS. 
To foster employability in SMEs across Europe, LANGUAGE AND IT SKILLS are vital, as are self confidence 
and a spirit of entrepreneurship.

Bearing in mind the current economical environment, all the centres have pointed out the lack of support 
and have decided there is a common need to provide information and encouragement to help their stu-
dents GAIN ACCESS TO EMPLOYMENT either at home or obroad, or aid their students in SETTING UP THEIR 
OWN BUSINESS and creating self employment.

Six training centres or language schools work together in six different European countries (France, Spain, 
Ireland, Italy, Germany and The Netherlands) so that their language teachers and adult learners can study 
and compare :

 § how and why people have successfully found a job through talks with students they have trained who 

have been recently employed,

 § how to set up ones own business : exchange of creative and special ideas, or best practice for getting 
a foot in the door in another member country (what is promising, what is not working), through talks 
with targeted people,

 § how to reduce obstacles (inhibition thresholds and real challenges),

in order to provide their students with help and support.

Within 3 years they meet in turn in every country with 2 teachers and 6 learners from every country each 
time for 5 days and interview key speakers from local SMEs and organisations connected to employment. 
They also contact the local Chambers of Commerce (and/or Chambers of industry and Craft, Chambers 
of  Agriculture,  local  authorities),  special  organisations  providing  support  to  young  people,  job  seekers, 
women, and/or any people desiring to set up their own business.

The common work during the visits consists in :

 § having language activities so that people can feel confident with a foreign language in real situations,

 § performing and filming interviews from former students who have found employment (in their country 
or abroad), people who have set up their own business and managers of companies talking about 
what skills they are looking for,

 § writing the transcripts of the interviews and have them translated into the other national languages 

by the students,

 § creating and maintaining a website with the help of a professional, in English, with translations in the 
other 5 languages gathering all the information collected, the contacts of the participants, advices and 
reports on good practices, and enabling interactive sessions.

The learners are in charge of filming the interviews, their transcriptions and translations. Each national 
coordinator (a teacher) monitors the workload for his/her country and ensures that everything is carried 
out in their national language, and the general coordinator (a teacher) monitors the total project, ensuring 
that with every visit, the correponding tasks have been carried out and uploaded on the website.

The expected impact of such a project is :

For teachers :

 § The website and social networks used will be kept alive beyond the lifetime of the project to be part 

of their teaching tools,

 § the videos and the website will be used in class, and will help them to answer calls for special training 

sessions, highlighting the further use of the tools they have created,

 
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 § they will get a better knowledge of different local backgrounds throughout Europe,

 § they will have the opportunity to teach a foreign language in real situations and bring their students 
not only to the country of the language they study but also to a professional environment with real job 
or business creation opportunities.

 § they will be in a position to bring information about the European job market through real examples in 

different European countries,

 § they will enlarge their personal and professional contacts networks throughout Europe.

For learners :

 § Their confidence in language and IT skills is increased

 § The business aspects of language skills are enhanced

 § People are encouraged to think about starting their own business, mobility chances to use their skills 
(in their own or a European member country), opportunities offered by a liberated European market 
with free movement of people,

 § They  create  genuine  contacts  and  frienships  which  will  enable  them  to  think  of  the  opportunity  of 

really moving to work abroad.

For other stakeholders :

 § Professional organisations benefit from a direct link with teachers and learners, they have a better 
knowledge of the way people are trained in the framework of further education and vocational training.

 § They develop a network of contacts abroad with schools and students, as well as with other SMEs, 

sharing sometimes the same type of activity.

Once the project is over, students and teachers will go on working with the website created, they will go 
on consulting it and interacting with in order to share their own experience, their decision to go abroad for 
professional purposes.

 COORDINATOR: 

Lycéee Général et Technologique Agricole Etienne Munier
16 Rue Edouard Belin
70014 VESOUL, France
http://www.epl.vesoul.educagri.fr

 CONTACT: 

  Madame Elisabeth BERGERET

 PARTNERS: 

Kildare and Wicklow Education and Training Board, IE;
Berufliche Fortbildungszentren der Bayerischen Wirtschaft (bfz) gGmbH, DE;
ISTITUTO ISTRUZIONE SUPERIORE “GIOVANNI FALCONE”, IT;
EOI Raimundo de Toledo, ES;
Stichting Rotterdamse Volksuniversiteit, NL

 GRANT AMOUNT: 

389 065 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Development of high quality work-based VET

 TOPIC 1: 

 TOPIC 2: 

Labour market issues incl. career guidance / youth unemployment

Teaching and learning of foreign languages

 CLUSTER(S): 

Employability; Teaching and Training

 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-FR01-KA204-014959

 TITLE: 

  DÉVELOPPER UN RÉFÉRENTIEL DE COMPÉTENCES ET DES 
MODULES DE FORMATION FAVORISANT LINCLUSION DES 
MIGRANTS VERS LEUROPE

 DESCRIPTION: 

DIME: Development of a skills reference framework and of training modules to promote the Inclusion of 
Migrants to Europe

The project DIME is submitted by 6 partners from 4 Mediterranean countries (Spain, France, Greece and 
Italy) with different approaches and experiences of migration, all engaged in the training and inclusion a 
target group of non-EU migrants, mainly coming from North African countries:

 § Association Internationale de Formation et de Recherche en Instruction Spécialisée, Santé, Social, AI-

FRISSS (FR)

 § Centro Italiano Opere Salesiane Femminili - CIOSF/FP (IT)

 § Etairia Psychokinonikon Draseon - EPSYDRA (GR)

 § Universidad de HUELVA (ES)

 § Universidad de JAÉN (ES)

 § INstitut SUPérieur de Formation Permanente - INSUP (FR), coordinator.

Migration issues and social cohesion are a priority for the Council of Europe, which defines social cohesion 
as the ability of a society to ensure the well-being of all its members, minimizing disparities and avoiding 
polarization . The influence of immigration on social cohesion is one of the major challenges for the future 
of Europe and one of the priorities of the European Union. However, Eurostat data show that the unem-
ployment rate among migrants is about 21% against 10% for Member States natives. Such a situation is 
taking place observed in the specific context of the economic crisis and the rise of populism and xenopho-
bia in a growing number of EU member states, where migrants are being singled out. As a consequence, 
many of them are exposed to exclusion from employment, housing, healthcare and education. They face 
many barriers that prevent them from being integrated in the host societies.

For the consortium, improving the availability of education and training for the migrants is one of the 
cornerstones to favour their integration and promote social cohesion. The project consortium offers to:

 § Develop  a  skills  reference  framework  of  formal  and  non-formal  skills  required  for  the  inclusion  of 

migrants

 § Develop and implement modules, methods and interactive pedagogical tools centred on learning pro-
cesses,  transversality  and  a  set  of  processes  meant  to  facilitate  their  socio-cultural  and  economic 
integration.

These two major issues will be addressed through different objectives and steps:

 § Analysis, comparison and evaluation of different training methodologies in the partner countries in 

order to identify the most effective parameters

 § Identification of cultural, linguistic, social and professional barriers in the training courses provided

 § Building of course content, methods and pedagogical tools to facilitate successful integration

 § Checking of their relevance with the target group as part of an experimentation

 § Ensuring transfer and dissemination in European countries and promotion in the migrants’ countries 

of origin.

The consortium consists of universities, training and vocational guidance institutions. This combination of 
research and action is meant to encourage the production of a reference framework and training modules 
based on methodological approaches for their quality, but also on realities.

 
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The consortium will also involve local partnerships, institutions, policy makers and representatives of vo-
cational guidance and employment services so as to construct the most appropriate response.

The expected final impact is the recognition of the target group and its inclusion in a proactive and posi-
tive approach to social, cultural and professional inclusion.

The expected results are manifold:

 § At the level of the target group:

To end up with social isolation due to precariousness

To lift barriers (health, housing, cultural, linguistic…) to social and professional integration

To generate links between the participants and local stakeholders, social and community organisations

To consider a closer relationship with the working environment by identifying formal and informal skills 
acquired and those to be developed for permanent integration in the host country.

 § At the level of social and professional integration stakeholders:

To  provide  trainers  with  contents,  methods  and  innovative  educational  tools  to  diversify  the  learning 
process

To harmonise training practices at European and national levels

To create an operational procedure transferable to other European countries and to be disseminated in 
the migrants’ countries of origin.

To provide training organizations with procedures transferable to other lines of action in favour of disad-
vantaged groups.

The results will be widely disseminated via a website dedicated to the project and will be presented at 
the closing seminar in 2018.

 COORDINATOR: 

INSUP FORMATION
37 rue Labottière
33000 BORDEAUX, France
www.insup.org

 CONTACT: 

  Muriel PECASSOU

 PARTNERS: 

KINONIKES SINETERISTIKES DRASTIRIOTITES EFPATHON OMADON, EL;
Ciofs/Fp Puglia, IT;
UNIVERSIDAD DE JAEN, ES;
AIFRISSS, FR;
EPSYDRA, EL;
UNIVERSIDAD DE HUELVA, ES

 GRANT AMOUNT: 

280 601 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Fostering access to continuing VET, including groups at risk

 TOPIC 1: 

Inclusion - equity

 
 
 
 
 
 
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 TOPIC 2: 

 TOPIC 3: 

Overcoming skills mismatches (basic/transversal)

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Inclusion and Tolerance; Employability; Improving the Quality of Education / Training Systems

 
 
 
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 PROJECT NUMBER: 

2015-1-FR01-KA204-014976

 TITLE: 

  CITIZEN LABORATORY

 DESCRIPTION: 

This Strategic Partnership project brings together organisations active in the field of non-formal educa-
tion in 4 European countries. The consortium consists of a diverse range of educational providers with 
various  level  of  experience,  international  involvement,  target  groups  and  history.  All  the  participating 
organisations identified European citizenship and entrepreneurship education as a priority topic for them 
and decided to make the topic their strategic focus. This project will help them to concentrate during a 
period of 2 years on developing innovative approaches in their work with adult learners through the use 
of non-formal education.

The ethos of the project is centred around entrepreneurship and citizenship, since we believe that there 
is a large overlap of characteristics that make a good entrepreneur and an active citizen. Both of them 
need analytical thinking, they need to see problems in their surroundings and identify solutions to these 
problems and they both need can-do mentality and positive thinking to be able to effect a change. An 
entrepreneur  implements  solutions  through  business,  creating  jobs  and  through  economic  means.  An 
active citizen uses different means - mobilising public support, turning attention to a problem, convincing 
political representatives about possible solutions. However, we believe these characteristics are lacking 
among the citizens in European countries. European citizens are often passive, they wait for the state to 
solve their problems, they feel frustrated by news from media but they are not ready to take action, think 
about solutions, propose them to the public, volunteers and be pro-active.

Active  citizenship  is  very  much  based  on  attitudes  and  skills  rather  than  mere  knowledge.  Therefore, 
non-formal education is an important tool in promoting active citizenship. Non-formal education is suit-
able for working with attitudes and skills of learners. Adult learners need a positive educational experi-
ence to become active citizens. They need to overcome the feeling that they cannot change anything, that 
nobody listens to them. The Citizen Laboratory project will help us develop innovative methodology for 
citizenship and entrepreneurship education of adult learners, and it is an initiative for creation of positive 
attitude of adult learners making them aware of their knowledge and giving them new skills to cope with 
the modern time.

Taking in consideration that this project involves partner country which is not a European member, we 
believe that this project will also build up on the knowledge in Macedonia, but also will bring various con-
clusions for all participants coming from very different backgrounds. Bearing in mind the different social, 
educational, economic and cultural characteristics of the 4 countries involved in this project, it is visible 
that this compilation brings out great diversity of attitudes and ways of living which strongly correlates 
with the topics of being active member of the society and the predispositions of doing business as a 
successful entrepreneur. We believe that exactly these terms are the base of the international dimension 
of the project creating unique opportunity for adult education. The project will involve adults working in 
education (teachers, professors, trainers), people who have been out of work for long time and adults 
who are working or are correlated to the institutions working as social services in the partners countries 
(national social service, NGOs working on social topics, official social issues advising centers). In addition, 
the project activities will be supported by internet technology and communications tools.

The project has numerous objectives among which we will point out the following:

 § To enable the participating organisations to focus strategically on citizenship and entrepreneurship 

education

 § To facilitate exchange of experience and good practices, collect existing resources and valorize existing 

expertise within the organisations

 § To use the existing know-how to create new innovative methodology for citizenship education, to test 

this methodology and improve it

 § To explore possibilities to connect non-formal education with modern information and communication 

technologies

 § To establish deeper and sustainable partnership among the participating organisations

 
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 § To provide unique learning experience to the adult learners participating in the blended mobilities

 COORDINATOR: 

Together France
1, rue du Coetlosquet
57000 Metz, France
www.network-together.eu

 CONTACT: 

Luc Wendling

 PARTNERS: 

  WIRELESS ASBL, BE;

Mtü Together Estonia, EE;
GET INNOVATION, MK

 GRANT AMOUNT: 

68 835 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

EU Citizenship, EU awareness and Democracy

ICT - new technologies - digital competences

Access for disadvantaged

 CLUSTER(S): 

Inclusion and Tolerance; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-FR01-KA204-014979

 TITLE: 

 DESCRIPTION: 

  OPTIMISER LES COMPÉTENCES DES RADIOS ASSOCIATIVES, DE 
LEURS RESPONSABLES ET ACTEURS, SALARIÉS ET BÉNÉVOLES, 
DANS LEUR MISSION DINCLUSION SOCIALE PRENANT EN 
COMPTE LA MULTICULTURALITÉ ET LE MULTILINGUISME 
RÉSULTANT DE LIMMIGRATION  

Immigrant communities face two linguistic problems. The use of the language of the immigration country 
is not obvious and thus for better to live in daily communication, communities tend to grouped in towns 
or neighborhoods and continue to use their language as speaking community feel. It is also to keep the 
link with the roots or the family of the country that language remains useful, if not essential, even for the 
younger generations. This linguistic duality raises issues of inclusion. The school, socio-cultural structures 
normally play a role in facilitating social inclusion.

The  problematic  remains  on  this  mission  to  ensure  a  well-lived  between  the  official  language  com-
plementarity that will be essential in the social and professional inclusion and all these many minority 
languages, which correspond to deep cultural values and references in respect of compliance with the 
diversity, must be defended. Europe and most countries have legislative frameworks that protect these 
languages. But there is often a difficulty in the perception of these populations in minority language by 
those in use, one of the major languages (Spanish, French, English ...). Indifference and contempt towards 
immigrant languages, feelings and xenophobic and racist attitudes can be expressed.

The community radio stations can play a fundamental role in the survival or recovery of these languages 
that maintain the link in the communities and to promote a better understanding between communities. 
Some do in many ways, but always with a vocation of public service, public education and awareness of 
the wealth that gives Europe this diversity. If they do not know how, they do not risk it. For many listeners 
community  radio  is  one  of  the  few  links  with  the  native  language  outside  the  home  and  private  use. 
Radios, media par excellence of speaking, practice actions of animation and non-formal and informal ed-
ucation: radio language courses, small dictionaries, reading comprehension songs, programs in languages 
of immigration translated etc ...

The project Inclusiondes aims to work on the one hand to enhance the languages of immigrant commu-
nities and facilitate on the other hand a positive attitude of the general population. This type of mission 
cannot be completed effectively without mastery of specific knowledge, skills and attitudes. We cannot 
improvise in this area even with the purest militancy, animator, educator and, accordingly, trainer. There is 
a human know-how that is totally different from ordinary skill of the radio hosts. So radios need to better 
train their employees and volunteers to better fulfill this function in society. This training will positively 
impact society in what is perhaps more fragile and will directly benefit the populations of the areas con-
cerned, but more those skills or better controlled, will be transferable to other players in other territories.

Inclusiondes will focus on the corner of identity values, roots, tolerance, desire to know the other. The 
partners will make an observation and analysis work on 20 sites and 11 experimental produce radio pro-
grams: 10 programs on their territory with the involvement of communities and a common multilingual 
program produced as part of a transnational meeting. . The interest is not only in radio production act 
itself, but in the work of analytical procedures in place and observations made during the performance 
of radio broadcasting and perspectives of participants. The work of the radios will synergize with that of 
linguists and associations working for social inclusion in the defense of these languages, seeking such as 
objective that the majority population is more receptive and respectful towards minority languages while 
promoting the inclusion of minorities.

All these elements will help build a good practice guide entitled Knowing how to use radio to promote 
social inclusion through the recognition of minority languages of immigrant communities. This guide will 
be shown in the Annex by the emissions during the action and critical analysis. The product guide will be 
brought to the attention of European radio stations by national and international organizations, at nation-
al and international meetings and will be downloadable and usable free of all rights.

 
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 COORDINATOR: 

Bâtiment ARY, Place du Fronton
64240 Hasparren, France
www.radiokultura.com

 CONTACT: 

  Mikel Etxebarria

 PARTNERS: 

TALLER DE COMUNICACION RADIO ENLACE, ES;
Civil Rádiózásért Alapítvány, HU;
Förderverein für ein Freies Radio TÜ/RT e.V., DE;
Dublin North East Community Communications Cooperative Society Ltd, IE

 GRANT AMOUNT: 

60 000 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Promoting high-quality of youth work.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

Intercultural/intergenerational education and (lifelong)learning

Romas and/or other minorities

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-FR01-KA204-015102

 TITLE: 

  VIEILLISSEMENT ACTIF ET SOLIDARITÉ INTERGÉNÉRATIONNELLE 

EN EUROPE

 DESCRIPTION: 

As evidenced by the Europe 2020 Strategy and the 2012 European Year dedicated to active ageing and 
intergenerational solidarity, both topics are of major concern for the European Commission. With an age-
ing population, it is important indeed to help older people to control as long as possible their own lives 
and to contribute to economy and society, in accordance with their capabilities. Moreover, disadvantaged 
youth struggle to fit into the professional world and in wider society governed by social codes and stan-
dards. So, if young people need the elders to structure their future, seniors also need help from youngsters 
to understand the present reality. Now, although complementary and similar in some asspects, these two 
groups have little or no opportunities to exchange and cooperate.

The objective of the project VASIE - Active Ageing and Intergenerational Solidarity in Europe- is to make 
pre-retired / new retirees and disadvantaged youth to work together to find means to take an active share 
in society. Therefore, on basis of three selected social skills, VASIE kit will be developed by and for them. It 
will include needs analysis & collection of best practices, a training device and a manual.

Personal, interpersonal and intercultural skills that they will develop / acquire can then be implemented 
in the course of a professional activity (in company or associations). Acquired skills will even be more 
valuable while dealing with uncertainties of a changing labour market. Thus equipped, pre-retired / new 
retirees and disadvantaged youth will improve, at least, their physical, mental and social well-being.

 COORDINATOR: 

I.R.I.P.S.
Résidence les terrasses de fango
20200 Bastia, France

 CONTACT: 

  Marie-Françoise SOUQUET

 PARTNERS: 

CIEP asbl, BE;
Filia centrum, o.p.s., CZ;
BERUFSFORDERUNGSINSTITUT OBEROSTERREICH, AT;
IASIS NGO, EL;
Centro Servizi Formazione, IT;
Obcianske zdruzenie Stimulus, SK

 GRANT AMOUNT: 

271 853 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

Intercultural/intergenerational education and (lifelong)learning

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Inclusion and Tolerance; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
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SP203

 PROJECT NUMBER: 

2015-1-FR01-KA204-015265

 TITLE: 

 DESCRIPTION: 

  LES CHEMINS DU BLEU EN EUROPE : TRANSVERSALITÉ DES 
APPRENTISSAGES  ET TRANSCULTURALITÉ DES LANGAGES

The strategic partnership « Les chemins du bleu en Europe : transversalité des apprentissages et transcul-
turalité des langages » brings together several different European organizations involved in adult educa-
tion and teacher training in a common desire to

 § Pool, share and conceive innovative educational practices and exchange experiences in order to ac-
quire key skills grounded on the transversal learning of the blue color as “European social fact, which 
languages are structured differently depending on the countries and cultures

 § Use this cross-cultural cooperation to motivate the implication of learners in a set of moving activi-
ties where the approach is plural and the technologies of information and communication are used 
creatively and rewardingly to build a virtual and collective travelogue, tracing between the partners a 
“European route of the blue.

The aim of this project is to bring together an European expert group in both teaching and cultural edu-
cation (organisms specialized in adult and / or kindergarten, high school, university teachers formation as 
well as cultural associations, cultural centers or adult education centers) in order to

 § Design, implement, test and pool effective strategies aimed at improving basic skills (literacy, e-skills), 
directed towards specific target groups of adults, with the help of projects encouraging cross-cultural 
approaches based on cross-cultural and artistic education built around a theme,

 § Improve and expand high-quality learning opportunities tailored to adult learners, for example through 
the use of teaching approaches focused on the learner in order to reach adults including the most 
disadvantaged ones,

 § Build tools to help adult teachers and educators manage diverse groups of learners and to make bet-

ter use of new technologies to optimize and improve their teaching.

The  approach  is  cross-cultural:  its  dominant  feature  is  the  education  of  adults,  but  the  priorities  are 
also to address gaps in the acquisition of basic skills in school education. It therefore also targets public 
school, allowing the transfer and validation, in schools that are partners of the project, of good practices 
identified in the field of adult education, through teaching methods that encourage multidisciplinary and 
interdisciplinary approaches, from the cultural and artistic contribution and meaningful activities.

The goal is also to target the general public, by implementing a wide range of partners in order to trace, 
from  the  sharing  and  implementation  of  the  best  educational  and  pedagogical  practices,  a  European 
cultural route connecting the various countries around the same theme of the color blue.

The expected impact on learners is to create increased motivation and interest for the culture of other 
countries, to develop knowledge, key skills and personal skills based on creativity and expression, experi-
mentation of different practices promoting creativity, self-confidence, desire to learn, intellectual curiosity, 
openness to cultural diversity, awareness of the wealth and diversity of the European cultural heritage.

Through  European  cooperation,  trainers  learn  to  exchange,  share,  pool,  experiment  with  new  teaching 
practices related to learning cross-cultural field of the color blue as a social fact and favorable to social 
cohesion and intercultural dialogue.

From this cooperation, the partner organizations will develop new teaching strategies and new tools to 
use in adult and teachers formations in order to plan future opportunities of teaching modules.

 COORDINATOR: 

Association PPSF
13 Place Royale
78104 Saint-Germain-en-Laye, France
http://www.paysage-patrimoine.eu

 CONTACT: 

ALINE RUTILY

 
 
 
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 PARTNERS: 

ASOCIATIA CULTURALA ARTA TRADITII PATRIMONIU FARA FRONTIERE, RO;
Fondazione A. Tagliolini, IT;
Università Popolare “La Sorgiva”, IT;
Agrupamento de Escolas João de Deus, PT;
CENTRUL DE CULTURA GEORGE APOSTU, RO;
S.E.P. PABLO FREIRE MARACENA, ES;
SISAMRAVENNA, IT

 GRANT AMOUNT: 

198 796 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Key Competences (incl. mathematics and literacy) - basic skills

Pedagogy and didactics

 CLUSTER(S): 

Teaching and Training

 
 
 
 
 
 
 
 
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SP205

 PROJECT NUMBER: 

2015-1-FR01-KA204-015334

 TITLE: 

  E-COACHING ET APPRENTISSAGE DES LANGUES

 DESCRIPTION: 

Self-directed learning has been described as a process where learners are responsible owners and man-
agers of their own learning process. Self-directed learning integrates self-management (management of 
the context, including the social setting, resources, and actions) with self-monitoring (the process whereby 
the learners monitor, evaluate and regulate their cognitive learning strategies).

The Internet has widely improved the possibilities for self-directed L2 language learning by giving access 
to a boundless amount of OER Open Educational Resources accessible ubiquitously, 24/24. These are 
training materials expressly developed for L2 learning based on e-books, videos, webinars, MOOCs, Apps 
and other specific software, available for free or for a small fee, Additionally, the web allows free access 
to written texts, videos and TV  and radio  programs  in many  different  languages  developed  for native 
language speakers that can be used directly by intermediate and advanced L2 learners. Finally, thanks to 
Skype and social media, direct interaction with teachers, other learners and native speakers has become 
easier and cheaper. From and educational point of view, the Internet has widened the possibilities for 
not formal and informal learning and for individualized learning strategies, as well as for self-directed 
learning.

Some learners are able to find their way and benefit by themselves of this large amount of resources, 
while others needs to be guided and supported in the process, hence the need for a L2Learning Supporter 
(L2LS).

This project wants to explore and promote the role of the L2 Learning Supporter using the web based OER. 
The project will develop a methodology and a Guide on supporting L2 self-directed learning with web 
based OER. Other IO will be a Report in the state of the art on supporting L2 self-directed learning by us-
ing web based OER, two E-training courses based on the Guide (one addressed to L2 Learning Supporters 
and the other one to L2 learners), a website for supporting L2 self-directed learning.

This project is submitted by a network of four L2 training providers based in FR, DE, IT, UK, plus two ‘tech-
nical’ partners specialized in E-learning and use of the internet for education (AT and PL).

Thanks to the project, 240 trainers and 320 L2 adult learners will be trained to use the methodology. 
Additional 200 trainers and 400 L2 adult learners will use the project website developed for supporting of 
L2 self-directed learning. Additionally, over 15000 people belonging to the target groups will be informed 
about the project.

Long term benefits will be an improved use of OER by L2 trainers and L2 adult learners, both producing 
an improvement in L2 learning and diffusion.

 COORDINATOR: 

Petra Patrimonia Corsica
Lieu dit Lugo
20231 Venaco, France
www.petrapatrimonia-corse.com

 CONTACT: 

Fabien SCANAVINO

 PARTNERS: 

Eurospeak Language Schools Ltd, UK;
AGENZIA PER LO SVILUPPO DELL’EMPOLESE VALDELSA, IT;
Rietsch KG, AT;
Danmar Computers sp z o.o., PL;
Fo.Ri.Um. società cooperativa, IT

 GRANT AMOUNT: 

349 696 EUR

 CONTRACT DURATION:  

36 months

 
 
 
 
 
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 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Fostering access to continuing VET, including groups at risk

 TOPIC 1: 

 TOPIC 2: 

ICT - new technologies - digital competences

Teaching and learning of foreign languages

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
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SP207

 PROJECT NUMBER: 

2015-1-FR01-KA204-015349

 TITLE: 

 DESCRIPTION: 

  CITIZENS FOR ENERGY TRANSITION: EDUCATING CITIZENS ON THE 
ENERGY TRANSITION, IMPROVING PRACTICES AND MULTIPLYING 
EFFORTS

The ‘Energy Transition’ concerns the move from the current energy system, dominated by fossil fuels, to-
wards one dominated instead by renewable sources, in which energy efficiency and energy conservation 
practices are embedded.

The  “Citizens  4  Energy  Transition  (C4ET)  project  aims  to  encourage  citizen  participation  in  the  energy 
transition by improving and multiplying actions being implemented to raise awareness, educate and train 
citizens on this issue. Even though energy is a transversal topic, crucial to sustainable development, it is 
generally perceived as a technical issue, making its appropriation by citizens difficult. Yet, the participation 
of citizens in the energy transition, notably through behavioural changes, is crucial for our societies to 
become sustainable and low-carbon.

The main target group for C4ET is representatives of stakeholders working on the education of citizens, 
especially on the energy transition or interested in doing so (CSOs, NGOs, municipalities, associations etc.). 
The project aims to directly reach over 5000 participants, mostly from this target group but also citizens 
themselves (through multiplier events, questionnaires, stakeholder identification, dissemination and com-
munication activities). Importantly, C4ETs impacts will be further spread by the multiplier effect, via the 
targeted organisations working with citizens.

In order to reach its objective, the C4ET project will develop a set of innovative pedagogical materials and 
tools, structured according to a defined pedagogical programme of six “focus subjects (one led by each 
partner), with five tools being produced under each subject. These tools will be accompanied by guidance 
and pedagogical tools including video tutorials and exhibition posters. A learning activity will be run to 
share best practice and knowledge between partner organisations, to build their capacity and inform the 
development of the pedagogical materials.

For  the  elaboration  of  the  innovative  pedagogical  material  and  tools,  the  involved  partners  will  draw 
inspiration from existing methods and practices and take into account current training needs among cit-
izens, identified thanks to a State of the Art and Training Needs Analysis. This will also identify relevant 
stakeholders that are active or interested in the education of citizens on the energy transition, who will 
be targeted by dissemination activities. Quality of project implementation and outputs will be ensured by 
procedures, indicators, and reporting as defined in a project quality plan. Each tool will be evaluated by 
internal auditors and tested by citizens.

The innovative pedagogical materials and tools developed during the project will be available on the C4ET 
website (for the project duration and 5 years after), freely available as an open educational resource. This 
will also host an interactive forum for exchanges and sharing practices between stakeholders involved or 
interested in the education of citizens on the energy transition. Video tutorials related to each of the tools 
developed will be made available as well as an introductory video providing an overview of the themes 
covered and highlighting the links between them.

A  dedicated  dissemination  and  communication  strategy  will  be  implemented  to  enhance  the  project’s 
impact on the local, regional, national and European levels. This will combine multiplier events (including 
a poster exhibition), traditional media (leaflet, newsletters, project website etc.) and innovative/interactive 
tools (videos, webinars, social media and the online forum). An emphasis is put on digital media and ICT 
tools both for dissemination and the project outputs themselves. Specific dissemination targets will be 
monitored through regular project quality reporting.

The main desired impacts of the project are as follows – these will be monitored and evaluated according 
to associated indicators through six monthly reviews:

 
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 § Participants from partner organizations - improved skills for educating citizens on the energy transi-
tion; sharing knowledge and best practice; improved offer of pedagogical activities thanks to the tools 
developed.

 § Target stakeholders (i.e. stakeholders contacted, event/webinar participants, recipients of communi-
cations)  learning  about  the  new  pedagogical  materials  and  tools  available  to  broaden  and  enrich 
their training/awareness raising activities with citizens on the energy transition and raised interest for 
conducting such activities among stakeholders not yet active in the field

-Citizens: raised interest and enhanced participation in the energy transition.

The consortium comprises 6 European partners, led by the French non-profit organization ENERGIES 2050, 
representing 6 European countries (Belgium, Croatia, France, Germany, Hungary and Italy). These organi-
zations are CSOs, a public body as well as a private company, all active in the field of educating citizens 
on environmental issues such as the energy transition.

 COORDINATOR: 

Chemin du Plan 688
06410 BIOT, France
www.energies2050.org

 CONTACT: 

Stéphane POUFFARY

 PARTNERS: 

TREBAG SZELLEMI VAGYON- ES PROJEKTMENEDZSERKFT, HU;
GLOBAL NATURE FUND GNF, DE;
DRUSTVO ZA OBLIKOVANJE ODRZIVOG RAZVOJA UDRUGE, HR;
Le Centre Urbain - Stadswinkel, BE;
Molise verso il 2000 scrl, IT

 GRANT AMOUNT: 

379 101 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Strengthening education and training paths of educators and youth workers

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Energy and resources

Environment and climate change

Pedagogy and didactics

 CLUSTER(S): 

Education for Sustainable Development; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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SP209

 PROJECT NUMBER: 

2015-1-FR01-KA204-015377

 TITLE: 

  GREENING THE BUSINESS: GREEN BUSINESS MANAGEMENT 

TRAININGS

 DESCRIPTION: 

Systematic  and  integral  training  and  tools  towards  green  business  management  excellence  and  best 
practice are among priorities of EU strategy for sustainable growth and jobs which puts innovation and 
green growth at the heart of its blueprint for competitiveness. The training needs analysis will ensure 
insight into needed knowledge, skills and attitudes of the target group and the most suitable ways of pro-
viding training to them. The challenges of greening their business are particularly acute for entrepreneurs 
in micro and small firms, employees and long-term unemployed who strive to upgrade their social and 
civic competencies. They tend to have greater problems and also face barriers in accessing affordable 
training to up-skill and take advantage of finding a job in the green economy.

The achievement of the project aims and objectives will contribute to the improvement of the entrepre-
neurial culture and employee initiative in support to sustainable growth, to the development of green 
business knowledge and skills and will enrich green business training in the EU through:

1.  Planning  and  testing  a  green  business  training  module  which  will  develop  the  entrepreneurs’  and 

employees’ skills to make sense of the future changes in the environment.

2.  Develop and offer a Tool-kit of innovation methods for greening the business.

3.  Develop and support an Internet Platform for Distance Teaching and Learning which will provide a 

learning environment for green business.

4.Contribute  to  integration  of  green  business  training  into  European  curricula.  This  objective  will  be 
achieved  via  effective  dissemination  activities  and  exploitation  and  sustainability  plans  of  the  project 
and its outcomes.

The focus of the project is to provide a straightforward, proactive, and hands-on method, to foster envi-
ronmentally friendly behaviour and to add a crucial, and often missing, environmental viewpoint to work 
life. By adding such environmental perspective through training, entrepreneurs and employees can begin 
to bring business more in line with the concept of sustainability. For achieving the aims of the project 
the following instruments will be used: needs analysis survey, focus groups, identification of good prac-
tices, learning methodology and curricula development, learning materials and tools elaboration, based 
on the survey results, e-learning platform development, piloting and evaluation of the feasibility of the 
curriculum, process of consultation with key stakeholders, continuous process of monitoring and revision 
in terms of ensuring quality, using of various suitable dissemination channels and means for ensuring 
sustainability and multiplication of the achieved results.

The main innovative elements of the proposed project are:

 § Development of key competences and common educational standards for green business training

 § Development of e-based learning modules for entrepreneurs, workers and unemployed

 § Networking of green business trainers

 § An area for adult training advance that will offer a starting point for further transfer of practices in a 

specific VET field.

The target group of entrepreneurs, employees and low skilled unemployed, interested in green business, is 
essential for implementing green business processes and practical steps to go green. The key competenc-
es and skills and training needs will be identified. The second target group includes managers, trainers 
in educational institutions providing training and education programmes in the field of green business. 
The  implementation  of  the  project  will  build  on  needs  assessment  and  create  relevant  materials  and 
will design the agenda of training. This will include experience and best practices of all network partners. 
The project will enable the educational institutions to offer relevant and high quality trainings on green 
business implementation.

 
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 COORDINATOR: 

CCI LYON
RUE JOSEPH SERLIN 8
69001 LYON, France
www.ccielyon.com

 CONTACT: 

  Madame Tiziana CARLINO

 PARTNERS: 

VILNIAUS GEDIMINO TECHNIKOS UNIVERSITETAS, LT;
INSTITUTE FOR POSTGRADUATE STUDIES, BG;
TIBER UMBRIA COMETT EDUCATION PROGRAMME, IT;
GOSPODARSKA ZBORNICA SLOVENIJE CENTER ZA POSLOVNO USPOSABLJANJE, SI;
INSTITUTE FOR TRAINING OF PERSONNEL IN INTERNATIONAL ORGANIZATIONS, BG

 GRANT AMOUNT: 

287 578 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Fostering access to continuing VET, including groups at risk

 TOPIC 1: 

 TOPIC 2: 

Enterprise, industry and SMEs (incl. entrepreneurship)

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Employability; Teaching and Training

 
 
 
 
 
 
 
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SP211

 PROJECT NUMBER: 

2015-1-FR01-KA204-015394

 TITLE: 

  ALADDIN AND THE INTERGENERATIONAL LAMP

 DESCRIPTION: 

The ALADDIN project addresses the development of basic language, communication and entrepreneurial 
skills  of  disadvantaged  young  adults  thanks  to  intergenerational  workshops  provided  by  retired  senior 
volunteers at risk of exclusion through storytelling technics.

ALADDIN thus has a double objective:

 § the development of competences and basic skills for inclusion and personal fulfillment in disadvan-

taged youngsters.

 § and the valorization of the competences of seniors and the acquisitions of new ones: training compe-

tences based on storytelling techniques

To reach these objectives we wish to:

 § Show how we can use intergenerational storytelling activities for the development of key competences 

for young people in disadvantaged situations

 § In collaboration with retired senior volunteers develop and test educational materials based on story-

telling adapted for

 § language teaching for migrants with low language skills

 § developing entrepreneurial skills for migrant and minority members with low educational level

 § enhancing social and communication skills and increasing motivation to learn for young people with 

poor school performance; economic obstacles, or with limited social skills

 § Do extensive promotion and exploitation of the online resource materials amongst senior organisa-
tions, volunteer organisations, migrant and minority organisations, adult educators/trainers, organisa-
tions involved in intergenerational work, community workers.

Number and profile of participants:

The consortium consists of 5 partners (from Hungary, France, UK, Spain, Netherlands): some of them have 
experience in intergenerational work and/or working with senior volunteers, some of them in storytelling, 
some  in  interculturality.  We  will  bring  out  our  “complementary  added  value  and  develop  a  theoretical 
background and methodology for using stories and storytelling techniques in cooperative intergeneration-
al work with senior citizens and disadvantaged youth.

Impact:

The desired impact for the young target group (beyond the development of the specific skills targeted by 
the thematic groups) is the increase of their cultural competences, communication skills, self-confidence, 
social skills and as a consequence the improvement of their social inclusion.

Besides getting equipped with practical skills on how to organise such workshops and with training skills 
using storytelling methods, we expect an impact on senior volunteers self-esteem (enforcing the feeling 
of being useful), and a break-down or prevention of their social isolation. Both the old and the young could 
feel empowered by being members of a group where people are encouraged to share their experience, 
values, strengths, life stories and where they learn from each other.

Participant organisations - though they already have sound experience in at least one of the domains of 
the project - all will acquire new competencies, resources and networks. Stakeholders will gain access to 
a methodology and concrete techniques they can replicate / further develop in order to organise different 
types of intergenerational activities.

Long term sustainability:

 
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Beyond the benefits of provoking intergenerational exchange, the participation of senior volunteers can 
become an extra resource in terms of the sustainability of the methodology as running such groups do 
not require drawing in financial resources to cover trainers’ costs.

Impact:

The desired impact for the young target group (beyond the development of the specific skills targeted by 
the thematic groups) is the increase of their cultural competences, communication skills, self-confidence, 
social skills and as a consequence the improvement of their social inclusion.

Besides getting equipped with practical skills on how to organise such workshops and with training skills 
using storytelling methods, we expect an impact on senior volunteers self-esteem (enforcing the feeling 
of being useful), and a break-down or prevention of their social isolation. Both the old and the young could 
feel empowered by being members of a group where people are encouraged to share their experience, 
values, strengths, life stories and where they learn from each other.

Participant organisations - though they already have sound experience in at least one of the domains of 
the project - all will acquire new competencies, resources and networks. Stakeholders will gain access to 
a methodology and concrete techniques they can replicate / further develop in order to organise different 
types of intergenerational activities.

 COORDINATOR: 

Elan Interculturel
82 Avenue Denfert-Rochereau
75014 Paris, France
www.elaninterculturel.com

 CONTACT: 

Cécile Stola

 PARTNERS: 

Storytelling Centre, NL;
SUPERACT! COMMUNITY INTEREST COMPANY, UK;
Associació Departament d’Estudis dels Medis Actuals, ES;
Képes Alapítvány - a szociális és érzelmi készségfejlesztésért, HU

 GRANT AMOUNT: 

279 816 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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SP213

 PROJECT NUMBER: 

2015-1-FR01-KA204-015397

 TITLE: 

  TEENAGERS : THE ROAD WITH AUTISM TO INDEPENDANT LIVING

 DESCRIPTION: 

Nowadays autism affects 3.3 million people in the European Union – about 1 person out of 150 is di-
agnosed with this handicap in Europe. Although specific efforts have been made by the autism plans 
with regards to diagnose, specialized education and access to ordinary life, the teenager phase leading 
towards independent life, a particularly critical phase, is very inadequately covered and funded.

Facing these observations, the challenge is to better know the European frames, the will and needs of 
concerned stakeholders and to be able to offer existing innovative tools and methods to professionals 
(education, social) to accompany the transition towards mainstream and independent life. Professionals 
need to access networks and existing practices in terms of training and intervention processes. The TRAIL 
project will address these professionals in order to help them to better accompany the transition phase, 
teenagers being indirect beneficiaries.

General objective:

To contribute to the identification and the implementation of best practices for professionals and of inter-
vention frameworks that would allow the support of the adolescence phase and their access to ordinary 
life. Final objective will be to enable completion and/or recommendations of national or European plans 
for autism.

Operational objectives

§ To identify the existing good practices, looking particularly into what has been set up in the States and 
in Canada with regards to means such as “toolbox but also practices or initiatives existing in Europe – if 
possible during the duration of the project also study the transfer criteria and possibilities

§ To transfer 2 innovative methods and tools already spotted : Interactive theatre and scriptwriting (Swe-
den – TP TEATERN) to personalize accompaniment and also to set up collaborative solutions between 
different  stakeholders  and  teenagers  themselves,  Mobile  units  (APAJH38  –  Lyon)  intervening  directly 
during the independant life as a tailor-made support and also adapt the HIPE 4 days-course (TOI Leonar-
do 2012) which will be completed with the specificities of transition phase

§ To set up professional communities and to enrich them via tools such as social WEB in order to sustain 
collaboration between different stakeholders who rarely work together (researchers, professionals, insti-
tutions, decision-makers and financers)

§ To define the criteria and indicators that would allow the anticipation of the teenagers’ accompaniment 
to ordinary life

§ To study the intervention or support possibilities (and in which form) of the institutional actors or financ-
ers to make deployment of innovative actions possible, within the partnership countries.

WHAT IS EXPECTED FROM THE PROJECT ?

To provide tools and methods to professionals to avoid life-course disruptions which are dramatic in au-
tism and is particularly difficult period for teenagers with autism.

To make a comparative survey between the social policies of the Member states in order to detect the 
best practices

To create the right conditions of exchanges between networks, professionals , researchers and even the 
young adults themselves by using the social webs and ITC based tools

To  collect  innovative  tools,  methods,  initiatives,  projects,  courses  in  order  to  offer  resources  to  the 
professionals

 
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To identify which ones of these resources could be suitable and relevant

The consortium is a majority of previous partners from the successful HIPE project.PAPILLONS BLANCS 
de Dunkerque - SAMO (France) the promoter is an association dealing with the accompaniment of people 
with all kind of handicap and more recently with yound adults with autism - REGIONAL DIRECTORATE 
FROM THESSALY (Greece) will help teenagers for the transition from school to independent life as they 
work in close relationship with families associations - FORO TECNICO DE FORMACION (Spain) a national 
certified  training  center  for  vocational  training  -  PASSEPORT  EUROPE  (France)  was  the  coordinator  of 
HIPE4ASD and responsible for the valorization process - NATIONAL AUTISTIC SOCIETY (UK) is acting in 
the targeting field and which will link with some on-going activities and projects will be done and this will 
be of high added-value - TP-TEATERN (Sweden) and APAJH38 (France) as expert institutions which will 
transfer their know-how

As social webs and on-line activities are key tools for the TRAIL project, INTERMEDI@KT (Greece) joined 
the team because of its solid experience and competencies to help and sustain the communities’ work 
but also its expertise in ICT tools which will be of great added-value for valorization.

The  French  National  project  officer  Guillaume  BLANCO  and  many  other  essential  actors  of  this  field, 
especially decision-maker will help the TRAIL project to provide the best practices to professionals who 
accompany young adults with autism to enter the ordinary life in the better conditions for each of them.

 COORDINATOR: 

Papillons Blancs de Dunkerque
Rue Galilée
59740 Grande Synthe, France

 CONTACT: 

Pascal MAURICE

 PARTNERS: 

National Autistic society, UK;
FORO TECNICO DE FORMACION, ES;
TP-Teatern, SE;
APAJH 38, FR;
PASSEPORT EUROPE, FR;
PERIFEREIAKI DIEFTHYNSI PROTOVATHMIAS &amp;
DEFTEROVATHMIAS EKPAIDEFSIS THESSALIAS (REGIONAL DIRECTORATE FOR PRIMARY &amp;
SECONDARY EDUCATION OF THESSALY), EL;
INTERACTIVE MEDIA KNOWLEDGE TRANSFER INTERMEDIAKT, EL

 GRANT AMOUNT: 

315 014 EUR

 CONTRACT DURATION:  

28 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Increasing the efficiency of public expenditure and the investment in education, training and youth

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Gender equality / equal opportunities

Health and wellbeing

 CLUSTER(S): 

Inclusion and Tolerance; Health and Medicine

 
 
 
 
 
 
 
 
 
 
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SP215

 PROJECT NUMBER: 

2015-1-HR01-KA204-013053

 TITLE: 

  EDUCATIONAL THEATRE AS THE PLACE OF RAISING INCLUSION 

AND EMPLOYABILITY OF PEOPLE WITH DISABILITY

 DESCRIPTION: 

EDUCATHE+ is a partnership of eight partners from six EU member states and one partner country who 
strive to enhance employment of people with disability (PWD) through use of educational theatre. This 
method enables us to empower people with disability by developing their Key Competences, share old 
and develop new methods, and enhance visibility of people with disability who are usually left on margins 
of the labour market due to prejudice. Disability is a social issue that has been addressed significantly by 
the EU in the recent years but what is lacking still is the notion among employers that being disabled is not 
being unable to work. As organizations with years of experience in working with and for disabled people, 
we find that this prejudice persists because of lack of interaction between the disabled and the non-dis-
abled. During our projects (on local and EU level), we have always found that a goal oriented interaction 
between non-disabled and disabled people results in higher levels of mutual understanding, cooperation 
and even employment and, on the other hand, lower levels of prejudice and subsequent discrimination. 
The basic method (Educational theatre as the place for overcoming discrimination of PWD - EDUCATHE) 
was developed on that principles in 2008 and it has a profound educational and life altering impact on 
non-disabled, disabled and educators alike. It is an open method that welcomes new input – which is 
especially important in order to capture the needs of different local communities in the EU. Therefore, this 
partnership will be used to share methods and enrich them through shared experience of partners, all the 
while expanding the subject from field of education to the field of employment. Built on a proven method 
that allows all partners to include their method, this partnership will give a new dimension and produce 
an added value of European stature for all those involved as we will directly involve learners and educa-
tors who are disabled and non-disabled and indirectly the general public, media and legislators (through 
our performances) - therefore  addressing all  stakeholders of  this social issue.In  total of 40  days  of  8 
international educational workshops, participants will undergo 112 mobilities (with 31 of those made by 
PWD), share/innovate practices and develop 8 theatre public-dissemination performances and raise pub-
lic awareness of economic discrimination of disabled people - all the while receiving numerous soft-skills 
described by the EU Key Competences necessary for raising employment. Performances will be site-spe-
cific and held in locations that symbolize connection between the EU and the local country – which will 
add  an  additional  EU  dimension.  Our  performances  will  engage  the  audience  and  be  meeting  places 
where disabled people and the general public can interact and discuss – during and after the performanc-
es.Our performances will be recorded  and  disseminated on  our  web  platform and  all those interested 
in working with disabled and using theatre for educational purposes will be able to freely access online 
this knowledge and other materials produced by this partnership: E+ Toolbox, E+ educational video, E+ 
documentary. The outputs of our partnership will be built throughout the duration of the project and will 
include practices, exercises, experiences, interviews and methodologies that partners have brought into 
the project as their own contribution (e.g. their style of education theatre). In that way, partners will create 
a new mix-methodology for working with the disabled, promoting inclusion and employment. Beside our 
workshops that will produce public performances and reach the public, we will have three staff meetings 
to ensure quality project management and, equally important, give this partnership an additional, final 
media conference after 8 dissemination performances held in partner organizations. We are proud that 
this partnership has been built on values of transparent democracy, equality and solidarity which, we feel, 
is a mirror for what Europe strives for. By combining those principles with theatre workshops to achieve a 
goal of overcoming social prejudice and enhancing employability of disabled people (by making their abil-
ities visible and rendering their physical/mental predicament less important in the eye of the employers) 
is something we want to encourage other organizations to do. We see this partnership as a basis to build 
a common future network for organizations who address the needs of the disabled and work in education 
& culture to improve employability of PWD. We use this opportunity to invite all interested organizations 
and individuals who work with, for, or advocate rights of disabled persons (and other marginalized groups) 
to contact and join us during the project and afterwards - when we plan to take a third step and spread 
the results of EDUCATHE + method across Europe and its adult education system.

 COORDINATOR: 

UPSET
Bartolići 13
10000 Zagreb, Croatia
www.upset.hr

 
 
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 CONTACT: 

Ivan Hromatko

 PARTNERS: 

Associazione DiversaMente, IT;
O.C.E.A.N(ORGANIZATION OF CULTURE,EDUCATION AND ADVICE IN NETWORKS)NGO, EL;
GC De Zeyp, BE;
AKDENIZ UNIVERSITY, TR;
Integracijas inkubators, LV;
Teatar Tsvete, BG;
Politistiko Somateio Proothisis Theatrikis kai Kinimatografikis Texnis Aratos o Soleus, EL

 GRANT AMOUNT: 

177 697 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Access for disadvantaged

Inclusion - equity

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
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SP217

 PROJECT NUMBER: 

2015-1-HR01-KA204-013101

 TITLE: 

  EUROPEAN BAGPIPE EDUCATIONAL FORUM – BUILDING EU 

METHODOLOGY FOR PRESERVATION, PLAYING AND BUILDING OF 
TRADITIONAL BAGPIPE INSTRUMENTS

 DESCRIPTION: 

Origin of bagpipes goes back thousands of years and therefore bagpipes as instrument are deeply rooted 
in the tradition of European nations. Almost every country in Europe has at least one, and many countries 
more types of bagpipes. These are basically related instruments, but differ in age, appearance, construc-
tion, materials used in manufacture, and in the end by the way and technique of playing. Basically bag-
pipes can be divided into three basic types: Eastern European, Central European and Western European 
bagpipes. The difference between these types is in the chanter: number and type of reeds. Within these 
three most basic types there is at least a hundred subtypes and variants. Also, level of preservation and 
popularization of bagpipes and development of educational programmes is very different through the 
EU. In most of the countries educational programmes are at the stage of creation and they are not in 
connection  with  vocational  trainings  or  national  qualification  frameworks,  while  some  other  countries 
have academies, vocations and specialized museums. In all countries is present lack of knowledge about 
ways of playing and building other EU types of bagpipes, and good practices for preservation and pre-
sentation of this rich culture - although they are part of the same tradition, that is in several countries on 
list of UNESCO Intangible heritage.In the countries involved in the project - Croatia, Slovakia, Poland and 
Belgium, all three basic types of bagpipes are present, and there are fundamental similarities and differ-
ences regarding the tradition of bagpipes. Also, there is no officialy recognized system of adult education 
for bagpipers, knowledge is transmitted on an individual basis or through diverse organisations.The aim 
of the project is, based on the similarities and differences of experiences, to make a fundamental mode 
for preservation, presentation, building and playing of musical instruments bagpipes type which could 
be  applied  to  all  other  types  and  variants  of  bagpipes  present  in  other  EU  countries  and  create  base 
for official recognition of adult education of bagpipers in countries without it.During the project we will 
organize 4 transnational meetings with exchange of knowledge, skills and experiences between project 
partners regarding presentation of local bagpipe tradition (ethnological background, building and play-
ing of bagpipes), educational programmes and preservation approaches. During transnational meetings 
4 specialized conferences will be organized to foster creation of common criteria for EU methodology 
for  preservation,  playing  and  building  of  traditional  bagpipes  -  as  a  main  project  result.  Topics  of  the 
conferences are towards common methodology for: building bagpipes (SK, Dolný Kubín, autumn 2015), 
playing bagpipes (BL, Elsene, spring 2016), preservation of knowledge about bagpipes (PL, Poznan &amp; 
Polajewo, winter 2016), methodology for preservation of knowledge about bagpipes (role of museums, 
experience  with  reconstruction  of  the  traditions  (PL,  Poznan  &amp;  Polajewo,  winter  2017  ).  On  final 
conference in HR, Zagreb (spring 2017) we will present project results and discuss possible development 
of common EU online educational platform with local in-situ workshops. Other project activity will be ac-
tivation of web platform www.bagpipeunion.eu for presentation of bagpipe tradition in EU and worldwide 
- with publishing another 3 project results that will have free access: a) creation of database of bagpipers 
in partner countries, b) creation of part dedicated to adult education with publication of Common criteria 
for EU methodology, database of local educational programmes in partner countries, communication of 
idea of common EU online education platform with in-situ local educational programmes, c) publication of 
dictionary with agreed terminology in English for the languages of project countries. All inputs on website 
will serve as base for further filling of data from other countries. During project activities 48 mobilities will 
be organized, we plan to involve 12 persons faced with social and economic obstacles and reach wide 
number of 11800 beneficiaries through dissemination events. Our target groups are bagpipers, adult ed-
ucators and students of bagpipes, expert community (ethnologists, ethnomusicologists, methodologists, 
curators, musicians), responsible stakeholders for preservation of cultural heritage and adult education. 
For realisation of those activities and achievement of project results we will use participatory methods 
and co-creation approaches. Also, we will promote learner generated approach to its content, peer to peer 
learning, and recognition of non-formal and informal adult education. Our expected impacts are improving 
adult educators’ competences of bagpipe players and builders, and methods for preservation of bagpipe 
tradition. Potential long term benefit is facilitation of learning process for playing and building bagpipes.

 
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 COORDINATOR: 

Centar za tradicijska glazbala Hrvatske
Miroslava Milića 2
10090 Zagreb, Croatia
www.gajde.com

 CONTACT: 

Stjepan Večković

 PARTNERS: 

Oravské kultúrne stredisko v Dolnom Kubíne, SK;
Muziekpublique, BE;
“Pluribus Unum”, PL

 GRANT AMOUNT: 

57 600 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

International cooperation, international relations, development cooperation

Quality Improvement Institutions and/or methods (incl. school development)

 CLUSTER(S): 

Inclusion and Tolerance; International Cooperation; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
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SP219

 PROJECT NUMBER: 

2015-1-HR01-KA204-013111

 TITLE: 

  COMPETENCES FOR AGENCIES FOR SUSTAINABLE SITE 

CONVERSION 

 DESCRIPTION: 

CONTEXT:The increasingly worrying convergence of different crises in EU requires our society to reconsider 
our production and consumption models: it is urgent to foster the creation of synergies between private 
actors, institutions, social groups and unions, which need to work together in order to achieve a successful 
ecological conversion of our production models. Our partnership believes that educational improvements 
can help employability and reduce poverty, so the project is inspired to the priorities of EU 2020 Strategy, 
and its activities aim to contribute to the achievement of Strategy 2020 targets on Employment and Cli-
mate change and energy sustainability.OBJECTIVES:Main aim: To build and deliver a training path aimed 
at the creation and recognition of a new professional profile/curriculum in response to the emerging need 
of the EU job market: a Sustainable conversion consultant, a professional able to move into a global/local 
contest and understand and promote transition’s scenarios towards environmental and social sustainabil-
ity.Specific objectives:- Promote green entrepreneurship education for developing active citizenship, em-
ployability and creation of new professional CV;- Support lifelong learning and work paths for individuals; - 
Support the mainstreaming of OERs for lifelong learning;- Provide partner organizations with new tools to 
improve/renew/update their training offer;- Establish connections and business partnerships between dif-
ferent actors;- Promote and raise awareness throughout EU on the opportunities of employment offered 
by  green  jobs.TARGET  GROUPS:Target  groups:-  young  unemployed  graduates  of  several  backgrounds: 
architects, urban planners, engineers, urban sociologists;- older unemployed professionals of the same 
backgrounds who have had previous work experience but have lost their jobs;- administrators of local 
public authorities.INDIRECT TARGET GROUPS:- University students, private actors, consultants and profes-
sionals interested or involved in sustainable conversion/green economy sectors, local authorities, policy 
makers.METHODOLOGY:- Use of an interdisciplinary approach in order to gain an integrated and complete 
approach to a socially, environmentally and economically sustainable conversion of territories and public 
sites. The purpose is to dissolve the boundaries between areas of study and encourage learning across 
the curricula, creating a whole new professional CV.- Use of case study in training activities as a didactic 
strategy which can facilitate and promote active learning, help problem solving, and encourage the de-
velopment of critical thinking skills. KEY ACTIVITIES/OUTPUTS:COMPASS intends to contribute to tackle the 
mentioned challenges through building and delivering a training path aimed at creation and recognition of 
a new professional profile/CV: a Sustainable conversion consultant. It will produce 3 innovative intellectual 
outputs:- COMPASS Pilot Training course will provide young unemployed graduates and older unemployed 
professionals useful and effective knowledge/competences in sustainable and ecological territorial and 
sites conversion.- Case Studies to be used as didactic material within the training course and as stand-
alone OER for the promotion and sensitization on the project topics. - Final methodology guidelines that 
will explain in details the methodology developed by the project in terms of training and business model 
(interdisciplinary approach). Thanks to COMPASS broad and targeted dissemination strategy we intend to 
create awareness throughout EU on the necessity to create CV in response to a changing world, where 
the sustainability has to be considered in every choice, in our private lives and in the changing labor mar-
ket.RESULTS:- Implementation of innovative learning/teaching methodologies;- Update, renewal and en-
hancement of partner organizations teaching/training offer;- Creation of a new professional CV: Expert in 
sustainable sites conversion;- Increased young unemployed graduates and older unemployed profession-
als entrepreneurial competences, their capacity to create and manage entrepreneurial activities and skills, 
entrepreneurial competences in sustainable conversion sector (sustainable urban planning);- The devel-
opment and use of OER in the area of green economy, participatory planning and sustainable conversion.
IMPACT:COMPASSs results and deliverables will motivate, engage and inspire learner’s entrepreneurship, 
and which can be readily embedded into innovative business processes, supporting the transformation 
of learning outcomes into permanent and valuable knowledge assets. COMPASS will provide its target 
groups with further corollary impact of faster and more effective acquisition of knowledge, competences 
and skills, increased knowledge worker productivity, and more efficient organizational learning processes.

 COORDINATOR: 

DOOR SOCIETY FOR SUSTAINABLE DEVELOPMENT DESIGN
TRG KRALJA PETRA KRESIMIRA IV 2
10000 ZAGREB, Croatia
www.door.hr

 
 
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 CONTACT: 

Petra Andrić

 PARTNERS: 

A Sud - Ecologia e Cooperazone ONLUS, IT;
BULGARIAN DEVELOPMENT AGENCY SDRUZHENIE, BG;
EUROPANORAT Beratung, Training, Management, Consulting GmbH, DE;
Civitas Foundation for Civil Society - Cluj Branch, RO;
Ce.S.F.Or. Centro Studi Formazione Orientamento, IT

 GRANT AMOUNT: 

220 230 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Employability; Teaching and Training

 
 
 
 
 
 
 
 
 
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SP221

 PROJECT NUMBER: 

2015-1-HU01-KA204-013503

 TITLE: 

  SECTORS UNITED FOR FOSTERING EMPLOYABILITY OF YOUNG 

ADULTS  THROUGH E-WORK DEVELOPMENT

 DESCRIPTION: 

For Europe to attain the objectives regarding growth and jobs set by the Lisbon strategy, it is imperative 
that its young men and women are socially as well as professionally well integrated. The Europe 2020 
strategy for smart, sustainable and inclusive growth acknowledges lifelong learning. The crisis has high-
lighted  the  major  role  which  adult  learning  can  play  in  achieving  the  Europe  2020  goals,  by  enabling 
adults  to  improve  their  ability  to  adapt  to  changes  in  the  labour  market  and  society.  Virtual  learning 
and virtual competency development paralell with the implementation of e-work provides a means of 
up-skilling for those affected by unemployment, restructuring and career transitions, as well as makes an 
important contribution to social inclusion, active citizenship and personal development.

Nowadays business becomes global and competition worldwide is increasing among young adults. They 
have to compete not only for the better jobs, but for their employability. One of the possibilities to become 
more attractive for the employers is to start learning in a new way, become virtual learners, E-Workers 
and to become more flexible workforce. Preparing oneself for “virtual working environment is not an easy 
task and can not be learned alone. Good training tools and professional e-tutors are required to assist the 
learing process. One must understand how to work and learn in a virtual environment, how to communi-
cate, how to distribute tasks, how to work in virtual teams in order to succeed in an on-line environment, 
where usuall methods are not available.

Though there may be no need for an homogeneous training system for adult educators, there is a need for 
a competence-building framework based on approaches to learning such as developing virtual tutoring, 
on-line collaboration, tutoring, e-learning, peer learning, e-assessment (1st Youth Work Convention). There 
are tools already developed, it is time to transfer them to young adult learners, to improve them where 
needed, to disseminate them and to identify needs for further instruments(Youth Pathways 2.0 ).

Existing gaps:

(a)lack of development tool kits for young adults, future e-employees to measure skills and build devel-
opment plan in order to meet the requirments sufficient e- jobs

(a)lack of access for young adult learners to virtual competency development training in order to up-skills

(c) lack of training material and access to training for educators,potential e-tutors to prepare new way of 
teaching(virtual class)

(d)SMEs lack prepared indoor e-tutors to support changes and implement virtual leanring and ework

Based on existing e-work related tool-kits developed by prior LLL project(that became best practices of 
the program), this project builds on these results and adds innovation by adopting, transferring knowledge 
and developing further innovative outputs to fill the gap. Tailoring them to the need of new target groups, 
adds value by creating additional content to fit perfectly in the development workpaths.

The EU Partners (HU-RO-ENG-NTH_PT-CRO) – all involved in adult education and e-work promotion have 
formed a European partnership by grouping different European sectoral organizations from different re-
gions of Europe which are united under a common interest over the subject of promoting virtual learning 
and e-work for young adults in order to support their future employability.

Goals:

(a)Provide access to Tool-Kit for self assasment and carreer development planning

(b)Develop, test, adapt innovative training for young adult learners to upgrade their skills

(c)Develop tools and methods for professional development of adult educators

 
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(d)Connect different sectors, build a bridge,exchange good practices

Target groups are:

(a) adult educators, youth workers, e-trainers, facilitators

(b)young  adults(18-29  age)coming  from  disadvantaged  background(low  skilled  )NEETs,  who  need 
upskilling.

Result for the target group:

-1 SSR report (employers 400 survey results)to identify new skills for young adults required by e-work 
employers

 § E-competency tool-kit (with 8 new competency profiles for new skills)-all languages

-1 E-tutor e-learning course developed+20 E-tutors (multiplicators) trained from partner countries

-12  e-learning  modules  especially  designed  for  virtual  competency  development  will  be  adopted  and 
transfered to low-skilled young adult leaners (20 trained), in partner languages

-2 short learning events and 1 Blended Mobility to test outputs(60 Europasses passes out)

-7 Multiplyer events organized with 175 participants

-1 IPRBox for educators

The project and the results will be spread in several sectors, informing over 10 000 target group members.

Project meetings, multiplier events , newsletter, webinars, flyers, video e-mails, social sites, collaboration 
space will be used to spread the word about the projects. Educational platform will provide wide access 
for all developed outputs during and after the project.

 COORDINATOR: 

INNO-MOTIVE NONPROFIT KFT
PANORAMA UTCA 11
7630 PECS, Hungary
www.innomotive.hu

 CONTACT: 

Kinga Dancsházy

 PARTNERS: 

TEATRO METAPHORA - ASSOCIACAO DE AMIGOS DAS ARTES, PT;
GUIDEHUB CONSULTING LTD, UK;
In Dialogue Netherlands, NL;
Energo-data d.o.o. za energetsku ucinkovitost i savjetovanje, HR;
INNOVAFORM KOZHASZNU NONPROFIT KFT, HU;
FUNDATIA EUROED, RO

 GRANT AMOUNT: 

214 880 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 TOPIC 1: 

 TOPIC 2: 

Labour market issues incl. career guidance / youth unemployment

New innovative curricula/educational methods/development of training courses

 
 
 
 
 
 
 
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SP223

 TOPIC 3: 

Open and distance learning

 CLUSTER(S): 

Employability; Teaching and Training; New Technologies and Digital Competences

 
 
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 PROJECT NUMBER: 

2015-1-HU01-KA204-013563

 TITLE: 

 DESCRIPTION: 

  PRISON, REINTEGRATION, EDUCATION. TRAININGS TO SUPPORT 
SOCIAL AND LABOUR MARKET (RE)INTEGRATION OF PEOPLE IN 
OR AFTER DETENTION

This is a common project of 5 partner organizations (VSA, Slawek Foundation, Rubikon Center, Edukos, 
Grudas) from 5 different countries (Hungary, Poland, the Czech Republic, Slovakia, Lithuania), based on 
mutual experience and method exchange, knowledge extension and share, focusing on a special, vulnera-
ble, disadvantaged target group: ex-offenders, criminals, people under criminal prosecution, under or after 
detention. The project aims at decreasing social, educational and labour market handicaps of the target 
group. Among people under detention low school education and early school-leavers are over-represent-
ed, the group is characterized by the lack of basic, key and transversal competences. On the whole, this 
target group is characterised by the deficit in knowledge and information. They are lower qualified persons 
with low job socialization and/or work experience. Prejudice is therefore significant, making reintegration 
(including accommodation and job search) extremely difficult with a criminal record. The general goal of 
this project is to decrease economic/social and/or political marginalization, to provide opportunities for (re)
integration; to start a change in social approach towards members of the target group and their problems; 
to combat discrimination and unequal opportunities. Specific goals: to support the development, transfer 
and realization of innovative practices, methods and guidelines through cooperation (transversal compe-
tence development in the case of people under or after detention, testing of the developed guidelines/
methods on a local level; mapping opportunities for the preparation for release (methods, methodology, 
tools) – testing on a local level, Focus on Freedom: preparation for release (a publication in the national 
language of the countries, with CD); social sensitizing – tolerance improving, anti-discrimination training 
for the majority of society (employers) – developing common training material, as well as guidelines and 
methodology; individual, customized help: mentoring, individual training/development and learning paths 
– guidelines, methodology and developing “good practices – testing on a local level; project publication 
editing; organizing multiplication events (5 / 500); creating 8 intellectual outputs; experience exchange on 
a high European standard via common activities – knowledge share, visit to institutions, experience ex-
change: workshop (5 pcs/5 countries), common activities (creating intellectual outputs and multiplication 
activities). The long-term effect of the project will be a positive impact on both the participating organiza-
tions and also on their client group: the vulnerable target group suffering discrimination. The project helps 
increase awareness and recognition of partner organizations, supports their capacity and management, 
their project management skills/experience develop – as a whole, partner organizations become stronger, 
which will have a positive effect on the future mitigation of difficulties in the situation of the target group. 
On a local/national level, the project can focus stakeholders’ attention on the target group’s problems and 
on possible ways of solutions. The target group and their problems, as well as development opportunities, 
intellectual outputs and their content will have a chance to become the focus of social discourse, which 
will in turn have a favourable long-term effect on the target group. 

 COORDINATOR: 

Váltó-sáv Alapítvány
Üllői út 42. IV/1
1082 Budapest, Hungary
www.valtosav.hu

 CONTACT: 

Tamás Kincses

 PARTNERS: 

Fundacja “Slawek”, PL;
RUBIKON Centrum, z.s., CZ;
Konzultacne a informacne centrum EDUKOS, SK;
Labdaros ir paramos fondas “Garstycios grudas”, LT

 GRANT AMOUNT: 

235 874 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 
 
 
 
 
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SP225

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

International cooperation, international relations, development cooperation

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; International Cooperation; Teaching and Training

 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-HU01-KA204-013570

 TITLE: 

  SHARING THE EUROPEAN PATHWAYS

 DESCRIPTION: 

The EU and its member states are all committed to a policy of de-institutionalisation (DI) and the imple-
mentation of the United Nations Convention on the Rights of Persons with Disability (UNCRPD) and the 
EU’s own 2020 Disability Strategy. DI is a challenging policy and the 4 main partner nations in this project 
(FI/RO/HU/UK) are at different stages along the way. They have come together to share their experiences 
and learning and to promote the idea that people with disabilities are ‘experts by experience’ and can, 
with appropriate help, contribute to the task of retraining staff and residents of institutions in the process 
of moving out into community based settings.

The STEPS project (Sharing The European Pathways) provides 2-3 hour long training sessions covering a 
range of things staff and residents will need to do differently when they move out if the new service is 
to be based on the UNCRPD principles such as rights, inclusion, choice and independence and not the old 
‘medical model’ of care where ‘nurse knows best and just do as you are told and we will get along just 
fine.’ The partners are all either heavily involved in DI processes and/or in the provision of staff training 
for those working with a disability. A Belgian partner has a dedicated evaluation role.

The  training  materials  are  all  derived  from  current  training  packages  in  the  UK  &  FI,  but  have  been 
re-fashioned to meet the specific need of this project to provide tailored training opportunities to groups 
with particular needs. An additional aspect of this project is the use of ‘co-trainers’ (who are people with 
disabilities themselves) as one half of a co-training partnership to train staff, residents and their families/ 
friends. Not all STEPS training session will require a co-trainer, but experience has shown that using a 
co-trainer can make a big impact on staff being trained.

Co-trainers will be coached and given support to fulfil their role. We hope this will be the start of wider use 
of co-trainers. Materials will be made freely available in ‘universal’ format in English (ie with no reference 
to any one country, institution or place etc) and they will be ‘localised’ by partners so they will look and feel 
like a local document, with recognisable local names, places, laws etc. ‘Easy Read’ versions of relevant 
documents will be available.

The training sessions deal with both practical matters from the point of view of residents, their families 
and staff – such as; handling personal and household money, doing the shopping and the cooking, keep-
ing the house clean, getting on with the neighbours etc and also more attitudinal/philosophical matters 
– such as: who is ‘in charge’ in ‘my’ home? Are staff ‘carers’ or enablers? What do we do about people 
taking risks?

We will collect feedback from all the training sessions and from manager of services where STEPS train-
ing has taken place. There will be two cycles of training to allow for review and revision of the materials 
and methods used. Co-training partnerships will be supported by a number of senior trainers who will all 
have attended an intensive 5 day training course to learn the materials thoroughly. We will seek formal 
approval for the STEPS training from the relevant bodies.

We hope that the results will be staff who are better trained and supported to fulfil their new role and 
work in a new manner, seeing themselves as supporting someone to ‘get a life’ in the community, rather 
then caring for them and controlling every aspect of their lives. We hope people with disabilities who 
moved out and their families will begin to see changes in the way staff work and will themselves come 
to realise that people with disabilities have the right to live as near normal lives as possible in the com-
munity. With the right kind of support, many can do this and the job of enabling them do this and seeing 
them blossom into full rounded characters is very rewarding for all concerned.

DI is not easy to do well. Changing the attitudes of staff who have worked in an institution and the resi-
dents who have lived there is not easy either. STEPS will provide those charged with delivering on DI with 
more effective tools for making this change.

 
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 COORDINATOR: 

Kézenfogva Alapítvány
Lónyay utca 19.
1093 Budapest, Hungary
kezenfogva.hu

 CONTACT: 

Éva Kovács

 PARTNERS: 

Social Care Training Ltd, UK;
Kehitysvammaisten Palvelusäätiö, FI;
Fundatia Alpha Transilvana, RO;
Katrijn Dekoninck (inproof: international project office), BE

 GRANT AMOUNT: 

266 992 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

Disabilities - special needs

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-HU01-KA204-013640

 TITLE: 

  PATH OF DEINSTITUTIONALISATION - URGENT MOVES

 DESCRIPTION: 

Path Of Deinstitutionalisation - Urgent Moves (PODIUM)

PODIUM project would like to meet such kind of needs, which are essential for the realization of the DI 
process in an effective and long-term sustainable way. Those DI managers, who get their DI-management 
knowledge in the developed and piloted training course not necessarily will obtain a knowledge connected 
to their supporting profession. Rather the development, intensification and deliberate application of such 
transversal skills will be implemented, which will make them capable to imply these skills into their every-
day professional work. DI managers are the persons, whose activity, either at local or at regional level will 
generate the DI process, inducing powerful changes both in the life of the organization and in the closely 
or loosely connected community. These experts must have and apply skills like critical thinking, problem 
solving, collaboration and leadership, agility and adaptability, initiative and entrepreneurial skills at a high 
level. They also must have proficiency in accessing and analysing information.

In the course of our project as the coordinator organization (FSZK Nonprofit Company), plans to improve 
the professional content developed during an earlier LEONARDO mobility project. The background of the 
project  is  the  Europe-wide  highlighted  deinstitutionalization  (DI)  process.  In  several  Western-European 
countries there is a considerable development in this field, but East-Central Europe is just about to start 
the process, with the involvement of EU funds. During the DI process resources were mainly used for the 
renovation of the environment and for the establishment of the housing services. It was in the last three 
years that the need for development aroused both from the professional and the human resource sides, 
strongly demanding a real change in the attitude and also a higher professional level. In order to reach 
this goal, as for the first step, the leaders and managers of the DI process should be made committed to 
the process – and this is the main reason for we think it is necessary to realize our project.

The training structure of the DI managers serves as a base for the development of present project, on 
the course of which, in cooperation with the five partner organizations, we transform the structure into a 
core training program. On completion of this, based on the development rate of each participating county 
(Hungary, Slovenia, Romania, Serbia), we adapt the common training program to their needs. During this 
adaptation period, based on the core training program, the Danish partner develops the “train the trainers 
courses,  trains  6  trainers  from  each  partner  (30  trainers  altogether)  except  the  Danish  partner.  These 
training will be held together in Croatia.

Following the development of the training system and the adaptation period, in each country (except in 
Dania) a pilot training of 20 DI managers will be realized (altogether 80 persons) in the form of an ac-
credited adult training. In Hungary the training programme will also be tested by 30 students from higher 
education at the same time with the adaptation of the developed adult training programme.

During the trainings we will continuously evaluate the level and content of the trainer programs (involving 
the trainers and the participants). Following the training, a practical exercise will be assigned to each DI 
manager, during the solution of which they will start their activity in the DI process, using their freshly 
obtained knowledge.

The  results  of  the  project  will  be  disseminated  in  each  partner  country,  and  the  trained  DI  managers 
start their activity in the institutions participating in the DI process and responsible for maintenance and 
implementation.

 COORDINATOR: 

FSZK Nonprofit Kft.
Damjanich utca 4.
1071 Budapest, Hungary
www.fszk.hu

 CONTACT: 

Bálint Borbás

 
 
 
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SP229

 PARTNERS: 

INICIJATIVA ZA PRAVA OSOBA SA MENTALNIM INVALIDITETOM MDRI-S , RS;
EOTVOS LORAND TUDOMANYEGYETEM, HU;
ASOCIATIA ALTERNATIVA BRANCOVENESTI, RO;
REGION MIDTJYLLAND, DK;
CUDV Draga, SI

 GRANT AMOUNT: 

293 265 EUR

 CONTRACT DURATION:  

32 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-IE01-KA204-008627

 TITLE: 

  VOLUNTEERING FOR THE FUTURE: A STRATEGIC PARTNERSHIP FOR 

INNOVATIVE LEARNING OF EUROPEAN VOLUNTEERS

 DESCRIPTION: 

Volunteering for the future: A strategic partnership for innovative learning of European volunteers

The project focuses on developing high quality learning opportunities that are tailored to individual adult 
learners, utilising innovative ways of outreach and delivery. This will include the development and roll-
out of a series of courses and resources for returned international volunteers that will promote active 
citizenship  and  social  inclusion,  utilising  a  blended  learning  approach.  Tailored  resources  and  courses 
will  additionally  be  developed  to  support  volunteer  sending  agencies  in  their  role  as  adult  educators 
by strengthening their competencies to engage with a wide range of learners, using new technologies 
to support their work and help ensure better teaching outcomes and ensure quality standards in active 
citizenship and volunteering.

Work with returned volunteers is a unique area of adult education. Adults who go overseas to volunteer 
come from a range of backgrounds and skills, and there is enormous potential to translate the skills and 
experiences they have as a result of volunteering internationally into lifelong learning and, in particular, 
transform such individuals to deepen their sense of identity as active global citizens. This project aims 
to develop curricula and methodologies to enable volunteers to recognise and further develop skills that 
were  stimulated  while  overseas  (e.g.  critical  thinking,  multiple  perspectives,  community  participation, 
strategies to address global injustice issues, etc.) and equip participants with support and competencies 
that will enable them to participate as active global citizens, not just in their short term role as interna-
tional volunteers but throughout their lives. The project will enable blended learning approaches, utilising 
in particular digital strategies such as webinars, online courses and communication to ensure that learning 
opportunities are brought to as wide a group as possible, including those living in geographically margin-
alised areas.

The project brings together partners from the Czech Republic, Germany, Ireland and the UK, all of whom 
are very experienced in working with volunteers within the sphere of adult education. It will directly involve 
just over 440 participants over its 3-year course, and a further estimated 10,000 people indirectly. It will 
produce a comprehensive suite of research, training and education materials, and online learning opportu-
nities that will be widely promoted through the partners extensive networks nationally, throughout the EU 
and internationally, and the resources will remain publicly available at the end of the project’s life cycle. 
They will additionally be incorporated into the pedagogical framework of relevant organisations through 
training of facilitators, thereby ensuring their mainstreaming and sustainability.

 COORDINATOR: 

COMHLAMH
12 PARLIAMENT STREET
2 DUBLIN, Ireland
www.comhlamh.org

 CONTACT: 

Grainne O’Neill

 PARTNERS: 

INEX - SDRUZENI DOBROVOLNYCH AKTIVIT, Z.S., CZ;
forum für internationale entwicklung + planung - finep, DE;
VOLUNTEERING MATTERS, UK

 GRANT AMOUNT: 

312 625 EUR

 CONTRACT DURATION:  

32 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Adult educators’ competences

 TOPIC 1: 

Inclusion - equity

 
 
 
 
 
 
 
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 TOPIC 2: 

 TOPIC 3: 

International cooperation, international relations, development cooperation

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; International Cooperation; Teaching and Training

 
 
 
SP232

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 PROJECT NUMBER: 

2015-1-IE01-KA204-008632

 TITLE: 

  SOCIO-DRAMA TACKLING AGEISM, PREVENTING ABUSE

 DESCRIPTION: 

Ageism constructs older adults as different, and can result in violations of their rights. Particularly vulnera-
ble are older people dependent on others for care and support. Their right to lead dignified, secure lives as 
equal members of society often go unheeded, creating context and opportunity for elder abuse. Confront-
ing ageism is central to confronting elder abuse. With population ageing, the percentage of populations 
aged 65 years and over is estimated to increase in Europe from 16% (2010) to 25.6% by 2040, partic-
ularly in the 85 and over group. Hence elder abuse, a European wide issue, has the potential to impact 
on the lives of a growing number of people. Whilst progress is being made at a policy level, elder abuse 
remains a taboo topic, a hidden problem in many countries, with a failure by many to acknowledge its 
even existence. Elder abuse may not be recognized as a crime or a violation of human rights. Older people 
are fearful of the repercussions if they disclose maltreatment, and therefore stay silent. The failure within 
our society to challenge ageist assumptions and attitudes to older people, lack of awareness amongst 
older people of their human rights, and deficits in awareness and knowledge amongst health and social 
care professionals contributes to a lack of action in addressing elder abuse on the ground. Hence new 
ways of educating older people themselves and those that provide care and support to them is hugely 
important and paramount if people are to lead dignified, secure and fulfilled lives as they age.

The objectives of this project are to address this gap in awareness and knowledge by

 § designing an education programme that will provide new learning opportunities in the field of human 
rights and empathy to prevent  abuse.  Traditional  learning opportunities  explicitly focusing on  elder 
abuse may be ineffective or refused by the target group, as abuse can be unintentional due to lack of 
awareness and taboo nature of the topic. The methodology proposed will use creative tools including 
socio-drama to deliver the programme in day care centres and residential settings.

 § empowerming older adults though education on human rights and the exploration of ways of safe-

guarding well-being

 § fostering empathy amongst formal carers abuse through enabling them to walk in older persons shoes 

and challenge ageism

 § developing educators competencies on the topic

 § working with care settings to develop an elder abuse policy informed by outcomes of the programe

The target groups to be addressed are

 § older  adults,  particularly  those  in  care  settings,  who  lack  the  opportunity  to  engage  in  learning  on 
human rights and elder abuse, yet are a group most in need due to increased disability and reduced 
social networks

 § Professionals and formal carers as low level of awareness and knowledge of elder abuse have been 

shown to be related to low level of training in topic.

The project is carried out by a partnership made of NGOs working in elder abuse in Ireland, Italy, Romania 
and  Finland  together  with  Gaiety,  one  of  the  most  important  school  of  acting  in  Ireland.  Together  we 
will develop an education programme using active learning methods, socio-drama, to raise awareness 
amongst older people of their human rights, challenging ageism and building empathy amongst formal 
carers. Outputs will include an E-Book outlining context and theory of elder abuse, exploring further this 
new concept of generational intelligence, the Handbook on the Education Programme will provide a step 
by step guide on how to deliver the programme consisting of four workshops to the target audience. A 
report  on  participants  experience  of  taking  part  in  the  programme  will  provide  insight  into  the  actual 
workings of the programme. The lessons learned report will provide a platform for sharing knowledge 
with wider community. Capturing and using lessons will allow other stakeholders learn from our previous 
experience thus avoid re-inventing the wheel; help stakeholders at different levels understand the rele-
vance of activities in the prevention of elder abuse, thus improving collaboration and coordination; inform 
decision-makers to help promote a more enabling environment in the prevention of elder abuse. A com-
mon need of all of the partner organizations in this proposed project is to find new ways to educate, and 
provide carers, professionals and older people with the skills to protect themselves and those they care 

 
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for. The impact envisaged is wider awareness amongst older people of their rights, increased empathy 
and understanding of ageism and elder abuse amongst formal carers and wider community.

 COORDINATOR: 

Age Action Ireland Ltd
30/31 Lower Camden St
Dublin 2 Dublin, Ireland
www.ageaction.ie

 CONTACT: 

  Marita O’Brien

 PARTNERS: 

The Gaiety School of Acting, The National Theatre School of Ireland, IE;
ANZIANI E NON SOLO SC, IT;
Asociatia Habilitas - Centru de Resurse si Formare Profesionala, RO;
Turvallisen vanhuuden puolesta - Suvanto ry, FI

 GRANT AMOUNT: 

241 013 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
SP234

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-IE01-KA204-008633

 TITLE: 

  HOME BASED CARE - HOME BASED EDUCATION

 DESCRIPTION: 

Context: The population of Europe is getting older. As the propensity to be diagnosed with Alzheimers or 
other dementias increases with age, the number of people who will be diagnosed with Alzheimers or other 
dementias is set to increase in the foreseeable future. There is no cure for Alzheimers or other dementias. 
The provision of care to people with dementia is costly to states around Europe. Home based care is seen 
as highly effective and desirable by key stakeholders and by people who have dementia. We strongly 
believe that ways need to be found to promote the provision of home based care by family members of 
loved ones with dementia. Many conventional face to face courses exist around Europe. And there are a 
range of Online courses too.

Objectives: We will develop a high quality training course based on an existing and popular face to face 
course for family carers of loved ones with dementia. This will require the production of two intellectual 
outputs as follows: 1. the development of a physical Online course structure and materials which will be 
available to organizations working with family carers 2. these organizations will require a set of Guide-
lines which we are calling the Quality Framework Users Guide and which will provide information, advice 
and practical plans which will enable them to facilitate this course for their service users.

Participants Profile: 30 family carers will benefit from this grant while 76 participants will come from the 
three beneficiary organisations the Alzheimer Society of Ireland (ASI) , Fleksibel udtanning Norge (FuN) 
and IC Dien, Belgium. Direct participants in this project will include training staff from The Alzheimer Soci-
ety of Ireland (11 people), Online teaching and learning experts from FuN in Norway (2 people), lecturers 
at IC Dien a further education college in Belgium (3 people). Together these participants will use their 
expertise to build course content (Ireland and Belgium), place the course Online (Ireland and Norway), 
develop the User Guide for organizations (Norway and Ireland). All participant organizations will take part 
in a TTL (for 10 members) around facilitation of Online Learning groups - which is extremely important in 
running participatory Online programmes.

Description of Activities: The production of the Online course will involve the following tasks: a)identify-
ing appropriate Learning Outcomes, b) Writing course content, c) Agreeing a set of learning activities, d) 
Agreeing Online structure, e) checking the Online course for Accessibility criteria and, f) Developing Evalu-
ation processes. The production of the Guidelines will involve a) Assessment of the existing face-to-face 
course materials, b) Defining what we mean by Quality, c) creating the checklist for each quality criteria, 
d) Writing an Online Teaching Guide, e) Implementing the Quality Framework into the Pilot Course Design.

Our overall project methodology will be based on Honey and Mumfords 4 stage Learning Cycle. The result 
of the project will be a freely available, high quality and easily usable Online course for family members 
of people with dementia, together with a Users Guide for organizations working with this target group 
across Europe.

Results and Impact: We would expect 30 family carers to have received a quality Online training experi-
ence during the project, leading to a more confident and skilled set of family carers. In addition, we would 
expect 15 organisations to sign up to using the Quality Framework Users Guide at the Dissemination Con-
ference in June 2017 and at the Alzheimer Europe conference in October 2016. The impact of the Online 
course will be measured using a before and after questionnaire which will demonstrate the additional 
skills and knowledge participants have gained as a result of their training. Results will be contained in an 
academic paper to be peer reviewed and published Online.

Longer term benefits - a higher level of dementia care in the home / community, a greater likelihood for 
care organisations to deliver Online training courses and a greater general understanding of the demands 
of running quality assured courses.

 COORDINATOR: 

The Alzheimer Society of Ireland
Temple Road, Blackrock
 Dublin, Ireland
www.alzheimer.ie

 
 
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 CONTACT: 

Fergus Timmons

 PARTNERS: 

Fleksibel utdanning Norge, NO;
HBO IC DIEN VZW, BE

 GRANT AMOUNT: 

59 269 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 TOPIC 1: 

Open and distance learning

 CLUSTER(S): 

New Technologies and Digital Competences

 
 
 
 
 
SP236

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-IE01-KA204-008666

 TITLE: 

 DESCRIPTION: 

  UNLOCKING FREEDOM THROUGH ADULT EDUCATION: THE 
ROLE OF ADULT EDUCATION IN SUPPORTING THE DE-
INSTITUTIONALISATION OF PEOPLE WITH DISABILITIES IN THE 
COMMUNITY 

It  is  priority  of  the  European  Union  that  adult  learners  of  all  abilities  have  the  right  to  access  quality 
life-long learning opportunities. However, despite this fact, people with disabilities do not have an equal 
chance to avail of adult and community education because more often than not, mainstream provision is 
not tailored to meet their needs. This is most poignant for people with intellectual disabilities who contin-
ue to live in institutions, or who may have already moved into the community but remain institutionalised 
and socially excluded from society. This project is clearly linked to the objectives of European policies 
relevant to the field of adult education and disability. The European Agenda for Adult Learning highlights 
the need to increase the participation in adult learning of all kinds (formal, non-formal and informal learn-
ing) whether to acquire new work skills, for active citizenship, or for personal development and fulfilment. 
Most importantly it recognises that learning is essential for social inclusion and active citizenship which 
is paramount to this project. The policy of de-institutionalisation is also a priority of the European Union, 
identified in the European disability Strategy and Article 19 of the UN Convention of the Rights of Persons 
with Disabilities, already ratified by the EU.

There are three key objectives of this project.

 § To improve the life-long learning opportunities and social integration of people with disabilities through 

adult and community education.

 § To bring local adult education providers together with local community based services/facility opera-
tors with the aim of devising or adapting curriculums to support their new role in including people with 
disabilities in their activities.

 § To address the formal education needs of staff moving from institutional to community based provi-
sion in order to challenge the institutional culture of the organisation and to maximise their support to 
integrate people with disabilities fully into the community.

The target group and activities are framed around the three central objectives noted above. They include 
people with disabilities, primarily intellectual, adult educators and community leaders and finally, the sup-
port staff. In the first objective, the most excluded will be targeted. Some have been living in their commu-
nity for a long time while others are at an early stage of moving from an institution to community living. 
These people, who often have profound and significant disabilities, are less likely to have the capacity 
to attend higher level institutions. Therefore it is within adult and community education settings that a 
real difference can be made in supporting their re-integration into society. The second and third objective 
target the circle of support around the person such as their support staff and adult educators themselves.

The project proposed aims to support the de-institutionalisation of people with disabilities through the 
medium of adult education. Through the innovative development of new learning and training resources 
it will facilitate the independent living and social inclusion of sample groups of people with disabilities 
at different stages of the de-institutionalisation process. The design and delivery of the project is aimed 
to ensure the full inclusion of disabled participants and will have a meaningful impact on people with 
disabilities in service delivery, their circles of support, adult and community education providers and the 
communities where they are living. It will be possible to replicate and use the training resource templates 
delivered through this project, using open source methods.

 COORDINATOR: 

Disability Federation of Ireland
Fumbally Court
Fumbally Lane Dublin, Ireland
www.disability-federation.ie

 CONTACT: 

Cathy McGrath

 
 
 
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 PARTNERS: 

NATIONAL UNIVERSITY OF IRELAND MAYNOOTH, IE;
Stewarts Care Ltd, IE;
Centre de la Gabrielle et Ateliers du Parc de Claye - MFPass, FR;
Institute for Community-based Social Services Foundation (ICSS), BG;
Kehitysvammaisten Palvelusäätiö, FI;
UNIVERSITE PARIS XII VAL DE MARNE, FR

 GRANT AMOUNT: 

266 123 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
SP238

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-IS01-KA204-013162

 TITLE: 

  FOR INTEGRATION AND TOLERANCE

 DESCRIPTION: 

The increasing presence of immigrants coming from extremely different contexts inevitably teaching pro-
fessionals - and especially the ones operating in the linguistic and communicative areas - in the predis-
position of emergency-response tools. In many cases, the majority of learning users from adult education 
providers are immigrants.

Identifying didactic language methodologies, immediately applicable at the stage of reception of adult 
newly-comers/immigrants, is a priority for all institutions applying for the proposed partnership. The over-
coming of the above mentioned didactic emergency can be made possible by the spread and the ex-
change of experiences, related methodologies and experimented practices in the different countries and 
teaching/learning contexts involved in project. Therefore, our objectives are:

 § Comparison of literacy systems used by involved partners;

 § Improvement in effectiveness of actions carried out by partner institutions through identification of 
new teaching strategies which may help learners - newly settled immigrants - acquire LSP (languages 
for specific/special purposes) and relational competencies applicable on an everyday basis to their 
new contexts of residence;

 § Comparison and exchange/sharing good practices among the partners in relation to:

welcoming modalities for learners

testing of their language skills

identification of their communicative and sociocultural needs

 § Development of the network among involved partners in order to increase opportunities for expertise 

and didactic tools sharing within the same institutions;

 § Dissemination of produced materials by the means of a web platform to the wide audience within 

and outside of EU;

 § Production of multimedia (such as video, website and etc) which will simulate various scenarios of 

immigrant-life and -work in public offices, places of work, leisure environments and etc.)

 § Collection and presentation of the most significant experiences on paper supports.

Coherently,  the  mission  of  the  proposed  project  and  partnership  consists  in  carrying  out  both  a  re-
search-while-training stage and a subsequent practical application of didactic options previously experi-
mented among various partners. We strongly believe that this two-side articulation (training/communica-
tion) will contribute to the surplus value of the proposed project.

Project  activities  will  favour  the  development  of  innovative  practices  in  the  Adult  Education  and  their 
transfer  from  one  partner  to  another.  They  will  increase  knowledge  in  knowing  WHAT,  WHEN,  HOW  to 
EVALUATE the outcomes of knowledge and skills gained during the process of this partnership. As well, it 
is expected that all previously described impacts may create feedback effects from the one level to the 
other and vice versa, which may create the multiplier effect.

The long-term sustainability of this project will be favoured by the logic of mutual interest for all involved 
partners  organizations.  The  fact  that  the  partners  previously  managed  other  projects  within  European 
cooperation framework will created a real dynamic in the proposed partnership. As well, the project pro-
motion will not stop at the end of it, due to possibility of new correlated projects between consortium 
members in the near future.

 COORDINATOR: 

Jafnréttishús
Strandgata 25
220 Hafnarfjörður, Iceland
www.jafn.is

 
 
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 CONTACT: 

Alina Kerul

 PARTNERS: 

Arte-Via Cooperativa Artística e Editorial, CRL, PT;
UC LIMBURG, BE;
Centrul Judetean de Resurse si Asistenta Educationala Suceava, RO;
Vilnius Gabriele Petkevicaite-Bite Adult Education Center, LT

 GRANT AMOUNT: 

159 523 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Addressing low achievement in basic skills through more effective teaching methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

Overcoming skills mismatches (basic/transversal)

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
SP240

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 PROJECT NUMBER: 

2015-1-IS01-KA204-013167

 TITLE: 

  THE CULTURAL MEDIATORS-IDENTIFICATION AND TRAINING OF 
INDIVIDUALS, WITH CULTURAL AND LANGUAGE COMPETENCES, 
AS CULTURAL MEDIATORS WITHIN THE PARTNER’S COUNTRIES/
REGIONS FOR WELCOMING AND ASSISTING NEW-COMERS.

 DESCRIPTION: 

Title:  The  Cultural  Mediators-identification  and  training  of  individuals  as  cultural  mediators  to  diverse 
ethnic and language groups within the partner’s countries/regions.

Project Summary:

The following project aims to establish a strategic partnership in training for cultural mediators with a 
view to building cooperation and promoting innovation, exchange of experience and know-how between 
different types of organizations involved in human rights and law related education and training for var-
ious interest groups . Also to set up a framework for interviews with new comers (migrants/immigrants).

Recent European research has highlighted worrying gaps in the knowledge and skills required for Europe-
ans to cope with everyday social competences and legal matters. People struggle to deal with common 
problems relating to their rights such as employment, migration, access to health and other public services 
and housing issues. Low levels of knowledge of basic human and legal rights and processes are wide-
spread and create barriers to finding and maintaining employment, obtaining goods and services, dealing 
with disputes, challenging discrimination and participate as an active citizen in European societies.

The partnership brings together organizations that are active in the field of human rights and legal edu-
cation to train cultural mediators and set up framework for interviews with new comers (immigrants and 
migrants) for better participation in society and to promote legal literacy and general knowledge, skills 
and attitudes that are needed in the increasingly complex environment in which citizens live and work.

The partnership will design and disseminate a curriculum for training cultural mediators and a framework 
for interviews alongside an on line forum to support organizations with promising practices in the design, 
delivery  and  validation  of  cultural  mediation  and  information  sharing  legal  education.  The  project  will 
develop a flexible learning curriculum to ensure blended learning materials including legal simulations, 
community courses and e-learning materials and will be designed with a particular emphasis on commu-
nity intermediaries.

Proposed partners:

Law for Life (United Kingdom)

Icelandic Human Rights Centre (Iceland)

Association pour la Vulgarisation de l’Information Juridique et l’Education au Droit (France)

 COORDINATOR: 

  MRSÍ

Túngata 14
101 Reykjavík, Iceland
www.humanrights.is

 CONTACT: 

  Margrét  Steinarsdóttir

 PARTNERS: 

Association pour la Vulgarisation de l’Information Juridique et l’Education au Droit, FR;
Law for Life: The Foundation for Public Legal Education, UK

 GRANT AMOUNT: 

44 212 EUR

 CONTRACT DURATION:  

24 months

 
 
 
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 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
SP242

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 PROJECT NUMBER: 

2015-1-IS01-KA204-013171

 TITLE: 

  FEMALE RURAL ENTERPRISE EMPOWERMENT

 DESCRIPTION: 

Rural areas are important when developing economies in Europe, both when it comes to traditional rural 
business, such as farming and new businesses. Support however is more often focused in traditional rural 
business then new businesses, meaning many entrepreneurs in these areas face an obstacle to accessing 
training which can help them set up new companies. Women in rural areas require extra support, since 
they are underrepresented in business; often face extra obstacles such as a lack of self-confidence or 
dealing with caring responsibilities and are often working in isolated areas with a need to build up their 
support networks. Women are also moving away from rural areas to more populated ones, in search of 
better opportunities, which is leading to ‘brain drain’ in some areas.

The objectives of this project are to assist women from rural areas in the 5 partner countries (Iceland, 
UK, Lithuania, Croatia and Bulgaria) to become successful entrepreneurs with a focus on small business 
development.

The partners involved are experienced in working with women entrepreneurs in rural areas, with qualified 
staff and extensive networks for dissemination. Based on their knowledge and expertise of the needs of 
women in their countries, partners will work with groups from already defined rural areas close to them. 
The project will have several outputs starting with an extensive research across all partner countries, in-
cluding focus groups, desk research and online surveys. There will be an online training programme for the 
women, focusing on hard skills which will be supported by the development of Enterprise Circles™ which 
will be developed based on an existing methodology from Inova in the UK. A Facilitators Guide will be 
produced, providing guidelines for the trainers and how they can deliver the methodology in the best way. 
Also, a Guide for Policy Makers will be produced, where recommendations regarding support for women in 
rural areas will be outlined. Dissemination activity will be extensive, using social media and a dedicated 
project website along with more traditional material such as bookmarks and postcards. Multiplier Events 
will be included, such as Spread the Word Dissemination groups and a Final Conference.

The methodology that will be used to support women will be threefold:

1/  Rural Business Womens networks will be developed based on the idea of Community Driven Learning 
and Development, giving groups of women in the same areas opportunities to meet and provide peer 
support and mentoring. One leader in each pilot region will be appointed, who will have training in the 
methodology by attending seminars with participants from other partner countries.

Enterprise Circles™ will be delivered face to face and online, to women in rural areas. The method which 
uses a blend of Action Learning, Mentoring and Coaching has been developed and used in the UK with 
good results in face to face seminars with other target groups. Here it will be adapted to the needs of 
women in rural areas and to be delivered using technology to deliver virtually in order to provide access 
to those in isolated areas.

3/  The project will offer creativity workshops to the participants, so they can develop their products and 

services and bring them to a new level.

Results:

The target group will strengthen both their hard skills and soft skills through a range of workshops and 
learning materials and methodologies. They will also gain access to stronger support networks and bene-
fit from working with trained mentors. The end result will be an increase in the number of women owned 
companies in rural areas.

As a result of the above, rural communities will gain stronger and more stabilized economies through 
increasing and expanding companies owned by women entrepreneurs.

The  participating  organizations  will  have  more  qualified  staff  that  will  have  access  to  new  tools  and 
methods for improving their customer relationships in the longer term.

 
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Other stakeholders, such as business development offices will have a better overview and understanding 
of the needs of the target group.

Policy makers will have access to materials that will assist them in making new policies on employment 
and enterprise in rural areas.

 COORDINATOR: 

Vinnumálastofnun
Kringlan 1
103 Reykjavík, Iceland
www.vinnumalastofnun.is

 CONTACT: 

Ásdís  Guðmundsdóttir

 PARTNERS: 

INOVA CONSULTANCY LTD, UK;
Icelandic Regional Development Institute, IS;
BUSINESS INFORMATION AND CONSULTING CENTRE SANDANSKI ASSOCIATION, BG;
Kauno mokslo ir technologiju parkas, LT;
HARPER ADAMS UNIVERSITY  , UK;
CESI- Centar za edukaciju, savjetovanje i istrazivanje, HR

 GRANT AMOUNT: 

296 149 EUR

 CONTRACT DURATION:  

30 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Increasing labour market relevance of VET

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Enterprise, industry and SMEs (incl. entrepreneurship)

Gender equality / equal opportunities

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Employability; Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-IT02-KA204-014775

 TITLE: 

  CREATIVE URBAN SHARING IN EUROPE

 DESCRIPTION: 

BACKGROUND

The crisis has highlighted the major role which Adult Learning (AL) can play in achieving the Europe 2020 
goals, by enabling adults — in particular the low-skilled and older workers — to improve their ability to 
adapt to changes in the labor market and society. AL provides a means of up-skilling or reskilling those 
affected by unemployment, restructuring and career transitions, as well as makes an important contribu-
tion to social inclusion, active citizenship and personal development.

REASON FOR THE PROPOSAL

This project proposal could be addressed to all mentioned flagship initiatives.

In effect, the proposal is based on some elements:

 § CREATIVE PROBLEM SOLVING METHODOLOGY: a 2010 IBM poll of 1,500 CEOs from 60 countries and 
33 industries have identified the creativity as the most crucial skill for future success and leadership 
competency. Creativity is a critical skill that can be taught through a specific methodology starting 
from the understanding of the importance of the creative problem solving in daily life and stimulating 
the findings of alternative solutions and practical exercise to test and learn to think outside the box

 § The ideas of SHARING AND COLLABORATIVE CONSUMPTION as alternative lifestyles where the partic-
ipants share access to products or services, rather than having individual ownership–a way to rethink-
ing consumerism in order to ensure more sustainable lifestyles

 § ACTIVE PARTICIPATION AND SOCIAL INCLUSION through the stimulation for a higher common benefit 

by changing the relationship within people living in the same urban areas

 § The proportion of URBAN POPULATION of the overall population in Europe has a trend that is going to 

reach up 80% on the next years -ref. European Environment Agency (EEA)

The CREATIVITY is really important and could be applied in any context of the daily life. The “SHARING is, in 
reality, a creative rethinking of not sustainable lifestyles: alternative approach to the waste and excesses 
of the consumerist society in order to preserve the environment especially in urban contexts

The project idea is actual and would like to develop and integrate the experience coming from a previous 
project involving 3 of the partners (including the coordinator): a LLP Grundtivg Learning Partnership: “We 
Share about collaborative consumption and sharing in Europe that was named as “Star Project.

The PROJECT PROPOSAL is about the learning to be creative in Urban areas thanks to the improvement 
of the level of key competences  and  skills  of  citizens.  In  effect,  the  beneficiary is  anyone living in  an 
urban area and that want to find creative and alternative ways to fell more active, connected with the 
neighbours and also find a local job coming from a stimulated entrepreneurship e.g. social enterprises

OUTPUTS/RESULTS

The project aims to:

 § Research and in-depth analyse from across EU successful GOOD PRACTICE examples about creativity 

and sharing in Urban areas

 § Promote the development, testing and implementation of INNOVATIVE PRACTICES/METHODOLOGIES 
in AL: Creative Problem Solving Methodology, Neuro-Linguistic Programming, Open space Technology, 
World Cafè method, other resources and tools to promote, activate and driving a Shareable city etc.

 § Transfer the knowledge about the METHODOLOGIES through an interactive GUIDE integrated with vid-
eos in order to promote the active citizenship, creativity and exploit the results to urban and local areas

 
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 § Create a WEBSITE integrated with Blog and Social Networks containing a DATABASE OF MATERIALS 
TRANSLATED into all partners’ National languages to promote and encourage an extensive exploita-
tion and dissemination

 § Stimulate ENTREPRENEURSHIP and mainly social entrepreneurship thanks to the methodologies ac-

quired and to a deep knowledge of own local area’s needs

 § Disseminate the project outputs and results throughout EU with a database of OPEN EDUCATIONAL 

RESOURCES available through open licences

 § Create  the  staff  profile  “EXPERTS  IN  CREATIVITY  AND  SHAREABLE  POLICIES  thanks  to  an  intensive 
training and support on ECVET system and then recognised and validated by a specific Memorandum 
of Understanding

 § Arrange a series of MULTIPLIER EVENTS involving a large number of stakeholders to foster exploitation 

and dissemination of PROJECT Intellectual Outputs

IMPACT ENVISAGED

The partnership will bring together partners coming from several countries and their stakeholders both 
public and private with the synergic power to reach a very large and diverse audience. It has the potential 
to stimulate active citizenship, live better in the urban areas and also create job opportunities at local 
level.

The project activities will be focused on the implementation of the European Agenda for AL in not-formal 
context enhancing the creativity through really innovative knowledge, skills and competences coming from 
the transferred Methodologies and detailed good practice guide ready-to-be-applied in other countries.

 COORDINATOR: 

Youth Europe Service
Vico G. Lapenna snc
85100 Potenza, Italy
www.yespotenza.wordpress.com

 CONTACT: 

Peppino Franco

 PARTNERS: 

Agencia para el Empleo de Madrid, ES;
UNIVERSITA DEGLI STUDI DI BARI ALDO MORO, IT;
Inova Consultancy ltd., UK;
KIRSEHIR VALILIGI, TR;
Euro-Idea Fundacja Spoleczno-Kulturalna, PL;
Aidlearn, Consultoria em Recursos Humanos Lda., PT;
Ministero dell’Istruzione, Università e Ricerca Scientifica - Ufficio Scolastico Regionale per la Campania, IT

 GRANT AMOUNT: 

295 510 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Social dialogue

Environment and climate change

 CLUSTER(S): 

Inclusion and Tolerance; Education for Sustainable Development

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-IT02-KA204-014787

 TITLE: 

  PROPOSALS AND STRATEGIES FOR WOMEN ENTREPRENEURS

 DESCRIPTION: 

Following the Europe 2020 strategy and with the strategy ET2020, the project Proposals and Strategies 
for Women Entrepreneurs intends to create innovative, productive and effective synergies through a for-
mative experience both personally and professionally.

It  is  aimed  at  a  particular  target  group,  women  with  children,  who  are  seeking  their  own  professional 
fulfillment and they are confronting with a double difficulty:

 § Find a job,

 § Reconciling work and family.

In fact, due to the current economic and financial crisis, for women who are also mothers the difficulty of 
finding a job is added to the commitment of reconciling domestic familiar with work.

Many researches carried out in different European countries show a problematic situation for women:

-High Rate of unemployment, worsened by the fact that many women who don’t work are not even reg-
istered as unemployed,

-Many women leave the job in order to make grow their children, unable to bear the excessive costs of 
childcare and babysitting,

-Women who intend to start a business are disadvantaged if compared to men in obtaining necessary 
funding,

 § Businesses created by women are less competitive and less innovative than the male ones.

The project aims to provide valuable assistance to women-mothers, addressing the double problem of 
unemployment and the need to balance work with family, through a targeted training that gives them the 
skills necessary to promote female entrepreneurship.

The objectives will be :

-Making a viable strategy to increase skills for the target group women-mothers who wants to combine 
work and family life by finding appropriate solutions as Home Based Business.

-to Promote linguistic diversity and intercultural awareness of the EU.

Nowadays, investing on women, on their training and specialization, in this critical context as the current 
one that involves the whole national and international economy, appears to be a proper solution to sup-
port employment, local and national economy and, specifically, to support families who may rely on an 
additional income, a lower risk of poverty, more time for educating and raise children.

By  using  an  informal  methodology,  centered  on  the  direct  involvement  of  the  participants,  we  aim  to 
achieve the following results:

-provide women-mothers with a human, professional and linguistic growth, that will lead them to become 
serious professionals and managers, and allow them to acquire and to develop:

1)  social, civic and intercultural skills

2) 

linguistic skills,

3)  professional skills.

From this experience the participants will come, inevitably, strengthened in their professional life which 
then will implement the acquired skills in the workplace and that will transmit to all those with whom 

 
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they will be in contact every day, to take off an area in need of suitable and effective strategies in order 
to exit from the current crisis.

All partners will implement an efficient strategy that includes:

1)  Preparatory activities.

These activities will be related to the project management, to its diffusion, to a research of success expe-
riences and good practices on entrepreneurial activities that can be developed at home;

2)  Training activities.

-Training course (in classroom) in basic business skills and then it will be tested in every country on a small 
group (15-25 people) of women with children;

-E-learning course of Open Massive Online (MOOC) with theoretical and practical instruction on the skills 
necessaries for new enterprises, challenges and opportunities, including technologies for creative problem 
solving.

3)  Follow-up-Impact activities.

It is expected that the project will have a real and concrete impact for beneficiaries:

-acquisition of knowledge and new skills for employability.

 § for participating organizations, the realization of a European network aimed at capacity building and 

necessary skills to promote their transnational cooperation.

4)  Dissemination of results

To disseminate the products and results of the project across Europe we will use a database of materials 
and e-books with open licenses and also will be realized a series of multipliers events in the country of 
each partner, in order to present the intellectual products created in the project.

 COORDINATOR: 

5)  Evaluation.

GIOVANI PER L’EUROPA
CORSO UMBERTO I
89844 NICOTERA, Italy
www.giovaniperleuropa.org

 CONTACT: 

Francesca Perfidio

 PARTNERS: 

Instituto de Turismo de la Región de Murcia, ES;
EUROPEAN CENTER FOR QUALITY OOD, BG;
G.G. EUROSUCCESS CONSULTING LIMITED, CY;
INFORMO - UDRUGA ZA POTICANJE ZAPOSLJAVANJA, STRUCNOG USAVRSAVANJA I OBRAZOVANJA, HR;
DOOEL LINGVA 2006, MK;
SOCIALINIU INOVACIJU FONDAS, LT;
N.G.O. CIVIS PLUS, EL;
MAD for Europe, ES

 GRANT AMOUNT: 

162 625 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

ICT - new technologies - digital competences

 
 
 
 
 
 
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 TOPIC 2: 

 TOPIC 3: 

Gender equality / equal opportunities

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Employability

 
 
 
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 PROJECT NUMBER: 

2015-1-IT02-KA204-014847

 TITLE: 

  LEARNING TO LEARN BY TEACHING 2

 DESCRIPTION: 

Learning to Learn By Teaching 2 builds on the Grundtvig project L2LByTe in which many of the partners 
have worked together, but also continues the excellent work of two other Grundtvig projects: Vintage and 
A.L.I.C.E. The objective is to further respond to the need for an adult education training for teachers, which 
implies a fundamental shift in the roles of both teachers and learners towards the adoption of peer and 
cooperative education and building learning materials quite different from what the publishing market 
supplies for young students. In the Grundtvig project L2LByTe we embraced the Flipped class concept 
asking our adult learners to create knowledge clips about dances and songs, traditions and food and drink. 
Thus they could improve their use of English, digital competence and intercultural awareness. Next we set 
out some activities to accompany their learning trajectory, discussed our roles as learners/teachers and 
started the debate on assessment. Many questions still remain to be explored mainly as to the nature and 
use of knowledge clips, but also as to their impact on the learners. Knowledge clip, teacher and learner 
identities and class activities have to be linked in a more systematic way. Also assessment of the impact 
of the whole methodology has to be brought about more in depth and completed.

So tackling on Vintage online self-evaluation tool for the key competences in 21st century and on A.L.I.C.E. 
approach, which draws on creative languages (digital storytelling, music, children’s literature; games and 
social media, art crafts with paper and recyclable stuff, cooking and autobiograpical writing), L2LByTe2 
will facilitate adult learners acquiring the skills of the 21st century: creativity, adaptability, expression of 
self and collaboration with others, along the lines of Knowles, Freire and Mezirow’s pedagogies.

L2LByTe2 is innovative because:

 § it creates a trajectory which connects the three Grundtvig projects;

 § digital storytelling is used as a way for adult learners to make sense of this new approach;

 § Mezirows transformational learning is linked to Victor Turners liminality, Burkes and Jerome Bruners 

concept of the dramatistic pentad to allow learners to create meaningful stories;

 § Prattens A practical guide for beginners is used to help learners create multimedia stories;

 § intergenerational  learning  is  applied  to  family  literacy  and  authentic  learning  to  create  significant 

stories.

Moreover, both the team’s discussion and the products resulting from the activities take place in a virtual 
learning environment, which is something 70% of European teachers would like to learn (UniTusMoodle).

The outputs will be: an open online course made up of 32 learners knowledge clips, 4 teachers knowledge 
clips, 1 adult teaching knowledge clip to teach teachers about adult learning; methodological guidelines 
to be collected as resources for further teaching experiences; learning/teaching/training materials for as-
sessing adults’ creativity, adaptability, self-expression and collaborative skills. Finally a multiplier event 
will be organized consisting in a festival showcasing adult learning clips. All the outputs will remain open 
access to prospective users and a particular attention will paid on dissemination through more traditional 
as well as multimedia channels.

The partnership (9 members) is formed by some of the participants to L2LByTe to ensure continuity and 
flow. New partners have been invited to strengthen the link with teacher education. The idea is to create a 
mix between teachers who teach in formal and non-formal adult education on the one hand and teachers 
who work in teacher training departments. All the partners have experience in adult education be it in 
postgrad trainings, vocational trainings, non-formal community schools. One of the partners is a specialist 
evaluator, whose role will be to evaluate the quality, effectiveness and outcomes of the project activities, 
including partnership, products, dissemination and mainstreaming. This partner will also be in charge of 
evaluating the impact of the project, which is expected to be relevant both in short and long term. The 
short term will involve the participants themselves and their organizations as well as their target groups, 
who will all be made familiar with innovative learning/teaching methods and will be called to experiment 
with the creation of knowledge clips. As to the long term impact, it cannot be evaluated within the time 
frame of the project. However, the partners’ organizations make the commitment that about one year and 

 
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half after the end of the project they will try to evaluate some of the outcomes, namely the long term 
improvement in the target’s group transversal skills and the efficiency of the products. Such an effort, 
apart from possibly contributing to the development of future projects, if positive, will have a major effect 
to the sustainability of the project products. 

 COORDINATOR: 

UNITUS
VIA S MARIA IN GRADI 4
01100 VITERBO, Italy
www.unitus.it

 CONTACT: 

Alba Graziano

 PARTNERS: 

Colegiul Tehnic Energetic, RO;
Istituto d’Istruzione Secondaria Superiore  Sciascia e Bufalino, IT;
Agrupamento de Escolas Tomaz Pelayo, Santo Tirso, PT;
KENTRO ELLHNIKOU POLITISMOU MONOPROSPOPI IKE, EL;
Shared Enterprise CIC, UK;
Vest-Lofoten videregående skole, NO;
COLEGIUL ECONOMIC ION GHICA, RO;
UC LIMBURG, BE;
VUF VoksenUddannelsescenter Frederiksberg, DK

 GRANT AMOUNT: 

149 644 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 PRIORITY 3: 

Professional development of VET teachers and trainers

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-IT02-KA204-014891

 TITLE: 

  LARTE DI LEGGERE - ALFABETIZZAZIONE E TEATRO IN CARCERE

 DESCRIPTION: 

The innovative aspect of the proposed working model is the alliance between theater and educational 
needs, particularly in terms of literacy : the use of theatrical methods as support tools for the traditional 
literacy  courses,  how  theatre  can  enhance  one’s  appreciation  and  knowledge  of  one’s  own  language 
or in learning a second, and the use of theater methodology and literature to further enhance literacy 
programs.

The project was conceived in light of the success of a previous initiative between the partner organiza-
tions. Previous project results indicated that theater could be used productively to construct a practical 
didactical framework to facilitate greater understanding and positive behavioural outcomes. As such the-
ater provides a basis for making tangible and exercising concepts otherwise relegated to the theoretical 
realm.

This idea has been specifically developed to further knowledge and research of theater and literacy in 
the prison context, with each of the partners addressing particular aspects and developing appropriate 
methods and processes – taking into account relevant local prison regulations and existing relationships 
between teaching staff and authorities.

Prison is one of the most challenging environments in which to undertake educational projects because of 
the inherent nature of a detention facility and the characteristics of the majority of the prison population 
–that is, low levels of formal education and literacy combined with socio-economic disadvantage suffered 
prior to imprisonment .

These problems are compounded and complicated further by growing numbers of immigrant detainees 
throughout Europe.

Prison staff increasingly find themselves unprepared to deal with the emerging educational challenges 
deriving from the input and involvement of the European Union and new regulations. All of this translates 
into an urgent need to acquire new skills, to be appropriately equipped to positively confront the ever 
changing prison landscape. The staff therefore also represents an important target group for the project, 
and provide a unique opportunity for positive collaboration between stakeholders.

All staff participating will therefore improve their skills - and those of their organization – specifically to 
connect with those prisoners for whom the new literacy opportunities inspire them to further their educa-
tion and improve their socio-economic situation.

Through training activities – conducted in turn by each theatre-prison group – we will carry out a pedagog-
ical experiment. This will form the basis on which effective, innovative practices will be developed which 
will foster literacy through the creation of experimental situations, scenarios in which the particpants can 
play with language.

The tested / applied practices will favour inclusive processes, aimed at overcoming negative stereotyping 
and prejudices commonly found in prison environments. We expect that this work will help the participant 
detainees (30 from each participating country) to improve their language, expression and relationship 
skills, and thus assist in facilitating their social and occupational reintegration after release.

We will produce: the practical tool-kit “Why Theatre in Literacy? for the use by teachers and educators 
involved in adult education, and the Strategical Guidelines “The Use of Performing Arts in Literacy.

The value of this project is that – while the project activities “per se are limited to the scope of prison – 
the results (experimentation, methodology, tool-kit, guide lines) will be equally useful and relevant to a 
range of different contexts, particularly marginal situations in which learners are less at ease than in more 
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During the dissemination activities, the project partners will identify the most appropriate situations in 
which the project results could be adopted, developed and usefully employed.

Moreover, as neither schools nor specific study materials related to the binomial theatre-literacy exist, 
the research outputs produced by this partnership will contribute to filling this particular lacunae in the 
field’s literature, and hence will remain at the disposal of teachers, trainers and researchers involved in 
adult education.

 COORDINATOR: 

via Ricostruzione 40
44123 Ferrara, Italy
www.teatronucleo.org

 CONTACT: 

Horacio Oscar Czertok

 PARTNERS: 

UNIVERSITE DE LIEGE, BE;
Alpha Centauri, IT;
AlarmTheater e.V., DE;
Teatro del Norte, ES

 GRANT AMOUNT: 

139 496 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Addressing low achievement in basic skills through more effective teaching methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

Reaching the policy level/dialogue with decision makers

 CLUSTER(S): 

Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-IT02-KA204-014975

 TITLE: 

  FINANCIAL LITERACY: A KEY TOOL TO IMPROVE PEOPLES LIFE 

CYCLE 

 DESCRIPTION: 

Economic financial literacy is a key skill to achieve an active citizenship and to improve financial wellbe-
ing, in a challenging environment. Financially-literate people budget, save, control spending better; handle 
mortgage, participate in financial markets, moving from basic financial skills to a more complex wealth 
management know how. The latter is thus vital for low income groups to prevent them from crossing the 
poverty line and to achieve a better standard of living. Research highlights how:

-Financial illiteracy is widespread in almost all countries, including FinKit’s

-Financial knowledge is highest among the 45 - to 55 year olds

-Gender differences are still significant, due to persistent cultural&societal causes

At the same time, low income households are often overlooked by financial institutions (in terms of ac-
cess to information, counseling and products): the result is a vicious circle of financial exclusion.

FinKit will focus its action on poor elderly and middle age women.

If, according to the traditional lifecycle model, people borrow when young, save when middle aged and 
dissave when old, in reality the rate of wealth decumulation is slower. Less financially literate seniors 
tend to overlook the financial tools available to manage wealth and retirement, and show a distorted 
confidence in their financial decision making skills.

A specific segment is made by “house rich, cash poor elderly (home ownership in South EU accounts for 
ca. 80% of personal wealth) whose assets are mainly tied to housing, and living in “self-inflicted poverty.

The second subgroup - middle age women- need wealth management skills for a combination of labour 
-and demography- related reasons (shorter working life, lower average incomes, higher life expectancy 
than men, primary caregivers for children). Evidence shows how women are a hard-to-reach group, due to 
work/social obligations, financial attitudes and a still surviving social segregation.

To  cater  for  end  users  EFL  needs,  educational  initiatives  are  wanted,  addressed  to  formal  and  infor-
mal trainers/coaches, belonging both to the formal training system and to the no profit sector [TARGET 
GROUP], who deal with people at risk of financial exclusion. Such practitioners - relying on the strong trust 
relationship built with these and on the knowledge of their (economic and social) background– will be EFL 
first level trainers.

FinKit NEED AND OBJECTIVE 1

There is a NEED:

 § for a common vision for EFL: trainers/coachers/volunteers, programme developers, policy makers, local 
development agencies, financial players must gain a shared understanding of the issue, and learn to 
work in a “whole community approach.

 § for research to better frame beneficiaries’ needs and develop effective programmes.

FinKit will identify the key evaluation criteria for already existing EFL initiatives (including their delivery 
mechanisms - e.g. language, timing, learning environments) to define the best ways to reach the financial 
excluded and allow a more constructive use of resources.

FinKit will provide deeper insight of end users’ needs and behaviors by analyzing the influences on fi-
nancial decision making (e.g. environmental; social; economical; personal) and the strategies that could 
promote a more sustainable savings behavior among vulnerable consumers.

 
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FinKit NEED AND OBJECTIVE 2

There is a NEED for a continuous development of practitioners, by:

a) understanding their demands and capitalizing on their expertise

b) improving their EFL competencies

c) providing tailored training sets

FinKit will:

a) design tools (booklets, videos, interactive games) to convey specific skills to practictioners, increasing 
their capacity to transfer EFL knowledge

b) test new delivery means

c) promote learned-centred pedagogical tools, aware of social& cultural diversity. From here, the focus on 
Mediterranean countries and selected end users

FinKit brings together players (from ES, F, I, PT) with different backgrounds, missions and social focus: 2 
research centres, 1 no profit foundation, a national training association, a higher education establishment. 
All have a sound experience in tackling the broad issue of EFL at academic level, as applied research (and 
pilot projects), and through training/ coaching actions with vulnerable groups. The 2 organizations linked 
directly with end users with will play a specific role by a) fine-tuning research topics, training priorities and 
measures’ design, b) offering a qualitative understanding of local beneficiaries and trainers.

FinKit potential medium term impact is justified by partners capacity to sustain EFL (research and train-
ing)  initiatives  beyond  the  project  lifetime  and  the  project  boundaries,  by  sharing  core  findings  with  a 
significant number of local and international stakeholders (e.g. public administrations, foundations, adult 
education  practitioners,  local  development  agencies  &  no  profit  associations,  academia  and  financial 
institutions).

 COORDINATOR: 

CCA
CORSO VITTORIO EMANUELE II 75
10128 TORINO, Italy
www.carloalberto.org

 CONTACT: 

  Maddalena Rusconi

 PARTNERS: 

INSTITUTO POLITECNICO DE SETUBAL, PT;
CONFEDERACION ESPANOLA DE CENTROS DE ENSENANZA ASOCIACION C.E.C.E., ES;
IODS, FR;
Ufficio Pio della Compagnia di San Paolo - ONLUS, IT

 GRANT AMOUNT: 

223 645 EUR

 CONTRACT DURATION:  

34 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 PRIORITY 3: 

Addressing low achievement in basic skills through more effective teaching methods

 TOPIC 1: 

 TOPIC 2: 

Inclusion - equity

Key Competences (incl. mathematics and literacy) - basic skills

 
 
 
 
 
 
 
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 TOPIC 3: 

Pedagogy and didactics

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
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 PROJECT NUMBER: 

2015-1-IT02-KA204-015018

 TITLE: 

  HERITAGE TRAINING FOR YOUNG ADULTS 

 DESCRIPTION: 

Context/background of project

Learning  activities  that  take  place  outside  formal  settings  (school,  training  or  professional  refreshing 
training, etc.) are approximately 80% of what we learn during our existence. Contemporary society, char-
acterized by 

 COORDINATOR: 

Provincia di Livorno
Piazza del Municipio, 4
57123 Livorno, Italy
www.provincia.livorno.it

 CONTACT: 

Anna Roselli

 PARTNERS: 

BULGARIA ECONOMIC FORUM, BG;
HOGSKOLEN I BUSKERUD OG VESTFOLD, NO;
UNIVERSITA DEGLI STUDI DI FIRENZE, IT;
Stiftelsen Jamtli, SE;
Provincia di Livorno Sviluppo, IT

 GRANT AMOUNT: 

350 235 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Early School Leaving / combating failure in education

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
 
 
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SP257

 PROJECT NUMBER: 

2015-1-IT02-KA204-015049

 TITLE: 

  EDUCATION STRATEGIES ADULT EDUCATION 

 DESCRIPTION: 

In 2012, the unemployment rate for low-qualified adults was 16.8%, compared to 8.6% for the medi-
um-skilled and 5.6% for the high-skilled group. Lifelong learning is still considered one of the main ways 
to stay in the labour market or to find a new job but many adults - elderly workers (range: 50-65 years), 
who lost or are about to lose their work are low skilled; they come from a low profile job and they are 
unused  to  attend  training  courses.  They  are  not  attracted  to  the  educational  system  and  although  in 
some cases they are forced by some active policies (in Italy for example for people with unemployment 
insurance) to attend training courses, they leave the courses early because they can not follow them, they 
get bored, they don’t see the utility.

These are elements which make the re–employability of these people difficult. In this perspective, we 
consider that in adult-elderly people education new learning approaches play a strategic role.

The objectives identified are: to find the most appropriate and efficient methodology for people target 
of the project; the improvement of adult education methods, overcoming the eventual digital divide in 
an IT based participatory approach; the enhancement of adult learning effectiveness by removing the 
impact of negative factors into adult learning groups; to attract adult people to training systems in or-
der to reduce the level of low qualification; to improve a type of training more appropriate to respond 
to the current labour market challenges (expulsion from the labour market, new jobs, new skills to be 
re- employed); to produce practical tools for supporting and facilitating adult learning when an active/ 
participatory strategy is adopted.

The Consortium is formed by 5 partners from 5 different EU countries (2 Universities for the methodolog-
ical research and 3 educational institutions for the experimentation) with diverse/complementary skills 
and expertise related issues needed to implement the EScAlADE project. The main activities that will be 
undertaken are:

-Research about the most efficient training methodology for low qualified adult/elderly people expelled 
from the labour market or people about to lose their work. Special focus on participatory learning and 
web learning communities will be the basis of adult learning experiments in order to build the theoretical 
foundations for tools development.

Definition of a multimedia guide and course contents: proposals, recommendations, tools to carry out 
efficient courses directed to people target of the project. These contents will be organised by means of 
an interactive software programme.

-Trainers’ training session: to explain the hypotheses about the effectiveness of the active/participatory 
learning methodologies, the contents of the experimental course and how they must carry it out.

-Experimental course

-Refinement of the guide and of the course on the basis of the analysis results

It is expected:

 § that the participating educational institutions will benefit through using the new learning methodology 

and the experimented course as a role-model and incubator in the organizations

 § to produce tools to help trainers in their daily job to manage the participants (adult/elderly people) and 

to carry out efficient training courses directed to them

 § 5 European countries aligned in the use of an efficient methodology to attract adult/elderly low qual-

ified people to attend training courses

 § to have a significant impact at level of wider society of related stakeholders (temporary agencies, 
adult education institutions, national and international institutes for professional training, employment 
services), including policy-makers to stimulate the re-employment policies starting by a redefinition of 

 
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the methodologies used to involve the adult/elderly people in the process of re-thinking themselves 
in a new labour market contest. Providers of grants, for example, can address beneficiaries, through 
eligible activities listed in the call for proposals, to adopt in their training projects for adult people the 
methodologies experimented in EScAlADE project.

The experiment could be used as a starting point by those who are interested in continuing and refining 
the Consortium’s work and the project outcomes can be used by all actors involved in adult-elderly ed-
ucation everywhere in Europe and could be also enriched and updated once the project is finished. The 
multimedia guide in fact, is a product open to receive new materials and new data.

 COORDINATOR: 

IAL Nazionale s.r.l Impresa sociale
via Trionfale, 101
 Rome, Italy
www.ialnazionale.it

 CONTACT: 

Elena Lechiancole

 PARTNERS: 

REZEKNES TEHNOLOGIJU AKADEMIJA, LV;
INICIATIVAS DE PROYECTOS DE FORMACION, ES;
Fundacja “Instytut Badan i Innowacji w Edukacji”, PL;
Centre for Educational Policy Development of GSEE, EL

 GRANT AMOUNT: 

260 128 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Pedagogy and didactics

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
 
 
 
 
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SP259

 PROJECT NUMBER: 

2015-1-IT02-KA204-015067

 TITLE: 

  M.I.C.R.O.

 DESCRIPTION: 

Social change and the cultural, economic and political phenomena triggered by international migration, 
and the challenges that these changes pose to the institutions and civil society are now a key priority to 
deal with.

The statistics indicate that the field of entrepreneurship of migrants is growing and expanding, even in 
opposition to the negative trend recorded by Italian companies during the economic crisis. An analysis 
at European level shows that the situation is similar in all countries. It is a field that must be protected, 
nourished and encouraged, not only because it generates income and employment growth, but mainly 
because it has been and is an effective tool of social and economic integration.

The path outlined by the project winds through several key and competitive stages to achieve the objec-
tive. Each partner having experience on project issues, will start from the analysis of the good practices 
adopted by them in completed projects, in order to identify good and replicable ideas. This will be done 
in parallel with the good practices adopted at national level by the European countries with the highest 
immigration rate and then we will proceed, in light of the findings, to the testing of a new training meth-
odology for the improvement of the professionals operating in various capacities in this area. Through 
this innovative curriculum, experienced during the training of twenty professionals, we will create a new 
professional with transferable skills that can support the migrant who wants to start a business at ev-
ery stage of the process to follow. The last step involves the development of a free info-training path 
available  to  aspiring  migrant  entrepreneurs  for  the  acquisition  or  consolidation  of  entrepreneurial  and 
managerial notions. This will be carried out by professionals educated during this training program that, 
thanks to its experience and the skills acquired, will develop a structure that takes into account the spe-
cific needs of the migrants.

The project proposes to give an effective and coherent response to the issues highlighted by migrant 
entrepreneurs and that emerged from investigations conducted in Italy and Europe. The economic diffi-
culties, which have resulted in lack of access to traditional bank financing channels often being towards 
migrant subjects without guarantee and hence not bankable, plus the lack of adequate preparation or 
the failure of business and management. Another critical point was seen in the retrieval of specific infor-
mation as the means of access to microcredit and entrepreneurial documentation necessary to support 
the request and the procedure for preparing a business plan. Furthermore, the excessive fragmentation of 
information and therefore the need to address multiple agencies and offices is, according to the findings, 
a long and dispersive process and often a real disincentive. Through the synergistic action of the various 
sectors involved we will proceed to the strengthening of the network on which the entrepreneurship of 
migrants. In addition to the adjustment of the professional operators that interface with these subjects, in 
fact will create a real network of support to a national and European level. Social inclusion that will result 
will have an impact not only on the economy but also on issues related to migration (unemployment, 
marginalization, poverty). Through this project we will thus stimulate an aspect which today represents a 
real asset for Europe. The importance of this project is given, in fact, by the awareness

of the importance of the role of the migrant entrepreneurship for the current company and therefore the 
need to invest.

 COORDINATOR: 

Ente nazionale per il microcredito
via vittoria colonna 1
00193 Roma, Italy
www.microcreditoitalia.org

 CONTACT: 

Andrea  Loli

 
 
 
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 PARTNERS: 

FUNDACION ACCION CONTRA EL HAMBRE, ES;
wisamar Bildungsgesellschaft gemeinnuetzige GmbH, DE;
MEDITER - RESEAU EURO-MEDITERRANEEN POUR LA COOPERATION A.I.S.B.I., BE;
FUNDACION NANTIK LUM, ES;
Ce.S.F.Or. Centro Studi Formazione Orientamento, IT

 GRANT AMOUNT: 

284 091 EUR

 CONTRACT DURATION:  

26 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Development of high quality work-based VET

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

Overcoming skills mismatches (basic/transversal)

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Inclusion and Tolerance; Employability

 
 
 
 
 
 
 
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SP261

 PROJECT NUMBER: 

2015-1-IT02-KA204-015070

 TITLE: 

  SKILLS FOR FREEDOM – ARTISTIC PATHS TO DEVELOP THE 

PROFESSIONAL SKILLS OF PRISONERS

 DESCRIPTION: 

Today, in the 28 countries of the EU there are about 650,000 inmates. Only 1 out of 5 of them is involved 
in any activity, and the 3% is working for external companies or entities (even outside the prison). The 
non-occupation, the lack of training paths for every individual and the loss of identity and sense of be-
longing to the civil community are the main causes, which determine a still too high level of recidivism of 
the youngest and the most unprivileged individuals.

The project grew out of the consolidated experience of the partners in activities related to theatre and arts 
inside the prisons, with proven value and efficiency compared to the specific needs of:

 § The  inmates,  who  need  to  regain  confidence  and  self-esteem  through  the  art  and  theatre:  this  is 
the  starting  point  to  discover  ones  basic  and  transversal  competences,  key  factor  for  the  social 
reintegration;

 § The inmates, who need to maintain or better acquire professional competences through practice with 

the recognition of the potentially certifiable training;

 § The arts organisations inside the prisons, which would have their actions widely recognized in the EU, 
increasing the relations with the training paths of the inmates and with the existing education system;

 § The  prison  system,  which  will  be  able  to  increase  the  quality  and  the  quantity  of  the  employment 

opportunities for the ex-detainees and to reduce the recidiveness.

The project aims to the following specific goals:

1.  Definition  of  the  competences  framework:  transversal  and  specific  for  a  profession,  formal  and 

non-formal. These can be obtained with theatrical and artistic projects tailored for inmates;

2.  Development of specific models for validating the competences and artistic projects inside prisons, 

applicable for the European mobility of the ex-detainees.

3.  Definition of new practices with institutions, employer organisations and private social sector organi-
sations, in order to facilitate the re-employment of the inmates and the substantial recognition of the 
competences acquired with the artistic activities;

4.  Definition of standards in terms of internal preparation and organisation of the artistic/theatre com-
panies and of the prisons, in order to facilitate the implementation and the replication of the opera-
tions with inmates all over Europe.

The project is in line with:

1)  Europe 2020 strategy: inclusive growth, support for adults who will acquire new competences and will 

adapt to the evolving job market.

2)  ET 2020 priorities: 1st strategic goal: openness towards the formal and non-formal learning and a 
better recognition of the related results, 2nd: promotion of equity, social cohesion and active citizen-
ship, 3rd: support to creativity and innovation [...] at every step of education and training.

Through the methodology of Action research and the support of a dedicated virtual platform, thanks to 
a training course and to the experimentation, verified directly with the operational partner entities of the 
prisons for the re-employment of the unprivileged individuals, the project aims to develop 3 innovative 
tools:

a) A European framework of the transversal and specific Competences for inmates involved in artistic and 
theatrical activities and of the applicable certification systems;

b) Operational Guide Lines for prison and social administration and for artistic/theatre companies in order 
to develop projects for the promotion of the competences that can be gained by inmates;

 
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c) A European Database allowing to match job offers and professional profiles of the ex-detainees, es-
pecially in the field of arts.

For  a  period  of  36  months,  the  project  will  involve  seamlessly  30  professionals  of  the  partners,  and 
hundreds of people from 7 partner Countries, including approximately 200 inmates. Everyone will have 
access to and use the produced tools, available in the main languages of the involved Countries, free over 
the Internet up to 24 months after the completion of the project.

During the 36 months, 13,000 individuals will take advantage of the project, these including public, social 
and artistic actors, volunteers, and of course inmates representing different situations in at least 5 EU 
Countries, plus Turkey.

On a long-term basis, the project will support:

1)  Promotion and increase of the artistic/theatre paths inside the prisons through the professionalization 

of every involved actor;

2)  Employability of the ex-detainees, promoting the competences, which may be spent in the local and 

European market;

3)  New models based on synergies among security, training and placement systems.

 COORDINATOR: 

Arci Liguria
VIA AL MOLO GIANO
16128 Genova, Italy
WWW.ARCILIGURIA.IT

 CONTACT: 

Giuditta Nelli

 PARTNERS: 

IZMIR VALILIGI, TR;
DOMSPAIN CONSULTING SL, ES;
EFA - Equipe di Formatori Associati, IT;
G.G. EUROSUCCESS CONSULTING LIMITED, CY;
Szczecinska Szkola Wyzsza Collegium Balticum, PL;
Sdrujenie Obedineni profesionalisti za ustoichivo razvitie, BG;
aufBruch GbR, DE;
Teatro dell’Ortica Associazione di Promozione Sociale ONLUS, IT;
Asturia, BE

 GRANT AMOUNT: 

399 520 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Strengthening education and training paths of educators and youth workers

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Overcoming skills mismatches (basic/transversal)

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Inclusion and Tolerance; Employability; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
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SP263

 PROJECT NUMBER: 

2015-1-IT02-KA204-015090

 TITLE: 

  THE DIGITAL LANGUAGE DIVERSITY PROJECT

 DESCRIPTION: 

As a cornerstone and valuable cultural heritage of Europe, linguistic diversity needs effective measures 
to ensure its safeguard and promotion. Any sustainable policy in this respect cannot ignore the digital 
world, as a prominent context of use of the languages. To date, this linguistic diversity is only partially 
reflected in the digital world: a small subset of the worlds languages (about 6%, according to estimates) 
are allowed to access the digital sphere. The wealth of EU regional and minority languages is severely 
underrepresented on digital media, and almost completely excluded from digital services which are usu-
ally available in EU national languages only. Speakers of EU regional and minority languages, therefore, 
experience unequal digital opportunities with respect to speakers of major languages. It is of foremost 
importance, therefore, that more and more opportunities are created for RML speakers to use their lan-
guages on digital media and tools, as a matter of digital integration.

The mission of DLDP is to advance the sustainability of Europe’s regional and minority languages in the 
digital world by empowering their speakers with the knowledge and abilities to create and share content 
on  digital  devices  using  their  minority  languages.  In  the  short  term,  the  immediate  objectives  of  DLD 
project are:

A survey detailing actual digital linguistic diversity in Europe, and in particular the digital fitness of four 
regional/minority languages spoken in Europe: Basque in Spain, Breton in France, Karelian in Finland, and 
Sardinian in Italy.

A Europe-wide applicable training programme targeted to RML speakers to guide them towards effective 
production of digital content and language learning materials in their languages.

Strong, clear and actionable recommendations about what needs and can be done for a language “to 
go digital: which are the challenges and difficulties, which areas need to be addressed first, which tools 
are available. The recommendations - named “Digital Language Survival Kit - will also contain a tool for 
self-assessing the digital fitness of languages other than those comprised in the case study.

A roadmap, aimed at stakeholders and policy makers, detailing the institutional and technological chal-
lenges as well as the proposed solutions for paving the way to a more widespread use of all European 
languages over digital devices

The DLDP Consortium is composed by five partners: a research department in computational linguistics 
(CNR-ILC, Italy, DLDP Coordinator), an NGO working for the protection and promotion of Europes regional 
minority and endangered languages (ELEN, France), an association for the safeguard of Karelian language 
and culture (Karjalan Kielen Seura, Finland), a foundation devoted to the promotion of Basque in science 
and technology (Elhuyar Fundazioa, the Basque Country) and the Department of Northern European and 
Baltic Languages and Cultures of Johannes Gutenberg University, Mainz (Germany).

The major activities of the project will be surveying current range, availability and accessibility of digital 
content in RMLs and usability of those languages over digital media and tools; peer-learning and develop-
ment of a training programme targeted to adult learners, i.e. speakers of regional and minority languages 
about effective ways and instruments for creating and sharing digital content. Such activities, finalised to 
the achievement of common recommendations of best practices and of a blueprint for future actions for 
ensuring digital representation to RMLs, will be carried out through networking, information and counsel-
ling activities, either during project’s events and virtually via the project interactive web site.

Creation of the intellectual and practical opportunities for  creating digital  content  for RMLs has  many 
foreseeable benefits:

a. contribute to increasing Europes digital language diversity;

 
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b. encourage the birth of a global partnership (or “alliance) of digital activists, content producers, technical 
people, and policy makers for the design and development of an overall strategy that can help build a 
foundation for a new generation that will revitalize regional and minority languages

c. provide the necessary conditions for software developers, SMEs and industries, to advance in the provi-
sion of state-of-the-art products and services allowing use of regional and minority languages on digital 
devices  (e.g.  subtitling,  localized  interfaces  for  social  media  platforms,  spelling  correctors,  keyboards, 
video games, etc.).

d. promote the use of RMLs in wider contexts and indirectly to their preservation and revitalization.

 COORDINATOR: 

CNR
PIAZZALE ALDO MORO 7
00185 ROMA, Italy
www.cnr.it

 CONTACT: 

Claudia Soria

 PARTNERS: 

JOHANNES GUTENBERG-UNIVERSITAT MAINZ, DE;
Karjalan Kielen Seura, FI;
European Language Equality Network, FR;
ELHUYAR FUNDAZIOA, ES

 GRANT AMOUNT: 

367 321 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
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SP265

 PROJECT NUMBER: 

2015-1-IT02-KA204-015147

 TITLE: 

  COMPETENCE ASSESSMENT AND SOCIAL ENTREPRENEURSHIP 

 DESCRIPTION: 

The Ca@Se project aims at increasing the employability potential of low-skilled and low-qualified people 
working in the health and care sector and at developing social entrepreneurship.

Project partners, both public and private, have identified the necessity to train staff (educationalist, pro-
fessionals, job coaches, public servants and other third sector workers) in order to have the necessary 
skills to asses formal and informal competences of low-skilled and low-qualified people working in the 
health and care sector, as well as to offer them guidance services helping them in social business start-up.

In fact, unemployment is a crucial problem of today’s Europe and one of the main EU targets is to reach 
the employment rate of 75% for women and men by 2020. At the same time, SMEs give employment for 
the two thirds of people working in the private sector in Europe. However, entrepreneurship in Europe is 
not so appreciated as a career option, mainly because of lack of formal entrepreneurial learning. But not 
having a qualification doesn’t mean necessarily that white job workers don’t have the skills needed and 
the EU is aware of this fact. Therefore, in order to support the job insertion of disadvantaged groups (such 
as immigrants, unemployed, older workers) the EU is fostering the assessment and validation of their 
competences with a focus on learning outcomes, as well as their entrepreneurial education. Particular 
focus is dedicated to social entrepreneurship, as it creates sustainable jobs and help the people in need.

Creating social businesses, through the assessment of formal and informal competences and providing 
guidance on social business start-up, therefore, could be a good option in order to overcome high unem-
ployment rates.

During the lifetime of the project the following activities will be implemented:

INTELLECTUAL OUTPUTS

O1 - Ca@Se Assessment Handbook will be a guide for professionals working with low-qualified people 
operating  in  the  health  and  care  sector  in  order  to  assess  their  competences  acquired  in  informal  or 
non-formal context.

O2 - Ca@Se Training Handbook, based on the learning outcome approach and on O1. It will be used to 
train educationalists and professionals, through a blended-learning methodology, in order to gain skills 
to provide guidance and support to low-qualified people on the assessment of their competences and 
social business start-up.

O3 - Ca@Se Social Business Plan Kit, it will include a business plan model, a database and a protocol and 
will setup a guidance desk in the partner countries where low-qualified people can get information on how 
to develop a business plan. Final aim is to develop 10 business plans per country (15 in IT). The Guidance 
desk will be maintained for 1 year after the project end.

MULTIPLIER EVENTS to further disseminate these outputs

E1-5: Local Dissemination events in all partner countries

E6: Ca@Se Final Conference in Pamplona/ES

LEARNING, TRAINING, TEACHING ACTIVITIES

Aimed at delivering EU shared competences on Social Business Plan Elaboration to 11 educationlists and 
professionals belonging to partners staff. It will consist of 5-days training in Glasgow/UK.

These activities foresee the involvement of approx. 75 educationalist and professionals, 55 low-skilled 
and  low-qualified  people  and  approx.  260  stakeholders  (representatives  of  local/regional  authori-
ties,  social  enterprises,  associations  and  communities  of  migrants,  voluntary  associations,  volunteer 

 
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organizations,charities, trade unions, chambers of commerce, professional associations, adult education 
and VET centers, etc.) at EU level.

The project foresees also intangible results, such as an innovative training offer of the PARTNER ORGANI-
ZATIONS who will integrate the outcomes in their curriculum, an increased employability of LOW-SKILLED 
AND LOW-QUALIFIED PEOPLE and a better understanding on skills assessment methods by ADULT ED-
UCATION PROFESSIONALS who participate in the Ca@Se Pilot Training (during or after the project peri-
od), quality support services provided to LOCAL COMMUNITIES, freely accessible products on the project 
website in all partner languages for the benefit of STAKEHOLDERS at NA/EU level (also after the project 
end), an increased quality of ADULT EDUCATION AND TRAINING for disadvantaged groups and improved 
methodology for the assessment of professional skills and guidance services on social entrepreneurship 
in the health and care sector.

Furthermore,  in  order  to  ensure  sustainability  and  further  exploitation  of  the  project  products,  Ca@Se 
Guidance desks will be created in each partner country to support the employability of low-qualified peo-
ple. These Guidance desks will be maintained for at least 1 year after the project end.

 COORDINATOR: 

Girasole
Via Valdipesa 4
50127 Firenze, Italy
www.coopilgirasole.it

 CONTACT: 

Claudio Giannini

 PARTNERS: 

Bridges Programmes, UK;
Asociación Navarra de Empresas Laborales, ES;
IZMIR VALILIGI, TR;
Art of Reconciliation GmbH, AT;
Formazione Co&amp;So Network, IT;
Institut für Talenteentwicklung, AT

 GRANT AMOUNT: 

266 347 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-IT02-KA204-015181

 TITLE: 

 DESCRIPTION: 

I-DIGITAL STORIES – STORIES EDUCATIONAL LEARNING FACILITIES 

This project idea evolved from the needs analysis of the consortiums partners working in adult and youth 
education. Over the last years it was strongly viewed that our students where passing a big amount of 
time in the Internet 2.0 environments. This need passed over the educational community, where there was 
the necessity for each classroom to continue their educational community in the 2.0 environment.

Regarding the fact that we wanted to keep this joy of participating in a educational community and to 
empower it to a more knowledge creation procedure, we estimated that there was a need for new tools 
in which we could address our needs as an educational community.

We needed to find a new way to keep up and empower the joy of participating in a community and espe-
cially in an educational community and also to transform it to a joy of learning and inquiring for students 
real needs in a creativity procedure.

Also there was a need of visibility. Due to social conditions (immigration, unemployment) some of our 
beneficiaries where socially invisible. So they needed to develop a sense of belonging and also to built up 
again their identity telling their story.

Beginning from these needs, we decided that Digital Storytelling was the tool to cover them. DST refers 
to a short form of digital film-making that allows everyday people to share aspects of their life story. 
DST is a relatively new term which describes the new practice of ordinary people who use digital tools 
to tell their personal story (digital narratives). Digital stories often present in compelling and emotionally 
engaging formats.

One can define digital storytelling as the process by which diverse people share their life story and cre-
ative imaginings with others, over the Internet and other electronic distribution systems. In DST students 
take an active role in learning, rather than passively receiving information from instructors. With Digital 
storytelling and the use of an educational platform, in a more interactive and learning environment, stu-
dents can become knowledge creators, producers, editors, and evaluators and knowledge inter- actors.

Believing that this tool meets the needs addressed before, we designed a project that will:

-create of a methodology guide for the Digital story Telling (DST) methodology

-train the consortiums educational organisations, on DST

-implement the DST in the educational procedures of the partners, in order to meet their needs. On na-
tional level there will be organising thematic workshops, on the topic of work. The workshops will be for 
two generations or for people from different nationalities working together

-develop the tool with the feed-back from the implementation procedure, in the topic of work in a trans-
generational and transnational aspect and the create an educational tool-kit

-create a learning e-platform, that will offer the e-public-space for the creation of the educational com-
munity and the exchange of the educational materials

-promote the e-platform and the Digital storytelling as new tools, by the dissemination of the tool-kit and 
the realization of a multiplier event addressed to education facilitators.

Digital SELF s objectives focuses on:

-The fostering of the use of ICT into educational and social initiatives

-The promotion of interaction, communication and collaboration in a knowledge community, where the joy 
of learning, the inquiry and the creativity are the base for the knowledge creation

 
 
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-The empowerment of learning responsibility and autonomy of our students

-The social visibility of vulnerable groups

-The transgenarational and transnational transfer of knowledge and skills

-The contribution in investigating the link between work and ones identity

Beneficiaries of the project activities are:

-The educational staff of the consortiums educational organisations.

-Learners that will participate in the national workshops. There will be 5 national workshops, each open 
to 12 participants.

-E-platform users.

-The organisations and the adult education professionals, that will benefit from the projects intellectual 
outputs (methodology guide, educational tool-kit).

We expect that this project will strengthen the idea of the educational community and remind the plea-
sure of learning, inquiring according to needs and creating knowledge and will foster active citizenship and 
social and educational responsibility of the participants. 

 COORDINATOR: 

Diciannove
Calata Andalò Di Negro 16
16126 Genova, Italy
www.19.coop

 CONTACT: 

Paolo Brusa

 PARTNERS: 

Danmar Computers sp z o.o., PL;
Zoe Gestione Servizi Culturali SCarl, IT;
Vardakeios School of indigent children, EL;
Anthropolis Antropologiai Kozhasznu Egyesulet, HU;
Liverpool World Centre, UK

 GRANT AMOUNT: 

273 065 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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SP269

 PROJECT NUMBER: 

2015-1-IT02-KA204-015349

 TITLE: 

  MUSEUMS ART & ALZHEIMER’S

 DESCRIPTION: 

The objective of the project Art4Alz is to develop educational activities aimed at improving the welfare of 
people with Alzheimers and their caregivers, also contributing to trigger a change in the social perception 
of the disease.

What a person with Alzheimers basically needs is a caregiver who can take care of him, and a society 
that is dementia-friendly. Actually most of the symptoms of dementia (above all those that we can work 
to improve) are not a direct result of the disease, but they depend on the inability to adequately respond 
to the demands of the outside world (excess disabilities). To obtain a gain from the point of view of the 
welfare of a person with dementia, it appears necessary to bridge the gap between its enormous residual 
capacity (at any level greater than apparent: observation skills, emotional intelligence, relationship skills, 
creativity and even expressive skills and communication, although not always through verbal language) 
and the difficulty, for caregivers, to adjust their methods of communication and their relational demands 
on the changed conditions of the people in their care.

It is essential therefore to focus not on the needs and abilities of the patient, but on those of the dyad 
patient-caregiver.

Therefore, objectives of project Art4Alz are:

a) help caregivers to establish a suitable relationship (educational relationship) developing a commu-
nication, as effective as possible, through a guided reflection, verified in an experiential way, about all 
the possible modes of communication (verbal, non-verbal, gestural, corporal, facial expressions, touch, 
movement...), explored from encounters with art in museums.

b) at the same time, the project Art4Alz wants to train museum educators and educators engaged in the 
geriatric field to enable them to develop museum access programs suitable for individuals living with 
dementia and their caregivers.

The benefit of working with art is demonstrated by the experience gained: the museum projects for people 
with dementia (ours and those with which we have explored in recent years) have shown the effective-
ness  of  artistic  experience  (understood  as  a  complex  cultural  experience,  ranging  from  the  encounter 
with the works of art to creative and expressive activities) in causing an experiential reflection constantly 
subjected to assessment: an exploration of the possibilities of communication with that person, in those 
conditions.

Specific objective is the creation of educational resources aimed at educators and caregivers.

A group of around 320 people, including museum educators, geriatric educators, caregivers and people 
with dementia, will be involved in each country in the process of developing, evaluating and finalizing 
the educational material. A considerably bigger number will be reached through multiplier events and 
dissemination activities.

A joint staff event will be held in Florence to share skills and experiences and develop a model for a mu-
seum program dedicated to people with Alzheimers, focusing on the caregiver.

Later, the model will be experimented at local level by each partner.

Building on the results of experimentation, the project will produce two intellectual outputs:

 § A4A online course about how to design and build museum programs for people with dementia with 

special attention to the caregivers;

 § on-line manual dedicated to family and professional caregivers and museum educators, on how to 

communicate with people with dementia through art.

 
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Multiplier events will be organized in each partner country with the goal of promoting the educational 
resources created in Art4Alz. The conference will also provide a visit to the museum host, where working 
methods will be illustrated in a practical way to attendees.

Working methodology, flexible and open, is based on the exchange of expertise between the partners. The 
development of proposals of museum activities, addressed to the caregivers and the people they care for, 
is the result of a shared work, that brings together the experience and expertise of all partners. The assets 
are then tested and from this trial emerge guidelines around which we build the platform for e-learning.

Main results of the project are:

 § course for educators and handbook for families;

 § training of a group of 24 people as part of the an experimental training program for educators

 § another group of 10 caregivers from each country will use the handbook and evaluate it

 § improved skills in using elearning for participant institutions

 § positive impact is expected on participants in the pilot run: improved well-being, better communication 

skills with patients, social inclusion

 § contribution to building a dementia-friendly society

As a consequence of the project, it is to be expected that methodologies about improving communication 
between caregivers and patients through activities based on art will become more widespread and object 
of further development

 COORDINATOR: 

Fondazione Marini San Pancrazio
piazza san pancrazio 1
50123 Florence, Italy
www.museomarinomarini.it

 CONTACT: 

Chiara Lachi

 PARTNERS: 

Stiftung Wilhelm Lehmbruck Museum, DE;
Kilkenny Art Gallery Society Limited, IE;
SOCIALINIAI MENO PROJEKTAI, LT;
VsI Zmogiskuju istekliu stebesenos ir pletros biuras, LT;
euridea, IT

 GRANT AMOUNT: 

274 650 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Access for disadvantaged

Health and wellbeing

 CLUSTER(S): 

Inclusion and Tolerance; Health and Medicine

 
 
 
 
 
 
 
 
 
 
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SP271

 PROJECT NUMBER: 

2015-1-IT02-KA204-015467

 TITLE: 

  ECONOMY CORRESPONSABILITY LEARNING

 DESCRIPTION: 

The  aim  of  the  ECORL  -Economy  Co-Responsibility  Learning-  project  is  to  provide  an  innovative  and 
concrete response to adults’ needs concerning the knowledge, understanding and use of economics and 
finance.

The process of globalization and the recent economic crisis have plunged the traditional system of man-
aging and investing citizens’ savings into deep crisis. Individuals are faced with an economic downturn 
without being equipped for it and without the basic knowledge to be able to deal with it.

We believe that social inclusion also depends on the economic education of citizens: not knowing the 
rules of the economic systems and not having access to information is one of the main causes of the 
impoverishment of people in Western societies.

A recent survey conducted by the Università Popolare di Firenze revealed that almost 90% of the adult 
participants know little or nothing about economic systems, they are fairly familiar with the forms and 
traditional tools of economics and finance, but they know little about the new forms and tools of the 
social economy. 70% use the Internet to keep abreast of economic issues.

More and more adults are asking to be kept up-to-date about the economic and financial systems and 
forms of sustainability of a responsible economy. This necessity becomes a primary need in a time of 
economic crisis where the demand arises for new skills that equip citizens to deal with the basic issues 
of saving, investment, business creation etc., so they can better defend themselves against the crisis and 
consciously pull through it.

The ECORL project is targeted at adult learners students, employees, unemployed and retirees who wish 
to stay informed about new economic issues.

In a perspective of global interrelations, the project unfolds with a comparison of the economic systems 
of other countries: Croatia, Albania, Lithuania, Spain and Italy. These countries differ in Human Develop-
ment Indicator and Gross Domestic Product and represent different economic growth patterns. Moreover, 
in these countries there is an insufficient level of adult economic literacy with respect to market changes 
and new non-traditional forms of economy such as social business, cooperation, the sharing economy, 
micro-credit, and the social economy.

During 2 years, the project aims to provide adults with new basic skills in the field of economics and 
finance as key areas to tackle and overcome the current crisis in a responsible manner through:

 § a comparison between the different national social economy systems;

 § the testing of 10 training courses, 2 each country, put together by experts and “prosumers (producers 

and consumers of knowledge, goods and services) in collaboration with adult learners;

 § the use of a collaborative learner-centered methodology on the topic of the social economy;

 § the creation of 50 OERs, 10 each country, as a result of the collaborative courses;

 § the mobility of 40 adult participants, in order to learn the good practices of other countries; the learn-
ers will have the opportunity to know the best practices of the European YUNUS Social Business, the 
Center founded by Muhammed Yunus, international historical forerunner of the “social approach to the 
economy.

 § the dissemination of results at schools, businesses, universities and associations through video and 

digital resourses;

 § the creation of a European network of adult economic literacy sharing the new forms of economy and 

the best practices of each country.

The ECORL project will have an important impact on the formation of direct and indirect participants, their 
lifestyles and choices of critical consumption.

 
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For this reason, the results of the project will be useful not only in the adult education sector, but also 
in the training of professionals and in higher and university education as the topics addressed are wide 
ranging and transectorial.

 COORDINATOR: 

Università Popolare di Firenze
Via Ricasoli 7
50122 Firenze, Italy
www.universitapopolaredifirenze.it

 CONTACT: 

Cristina Demartis

 PARTNERS: 

UNIVERSITA TELEMATICA INTERNAZIONALE-UNINETTUNO, IT;
Spanish Federation of Popular Universities (FEUP), ES;
Yunus Social Business Fund Albania, AL;
Pucko otvoreno uciliste Pula, HR;
JSC EU Trade, LT

 GRANT AMOUNT: 

246 560 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Economic and financial affairs (incl. funding issues)

International cooperation, international relations, development cooperation

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

International Cooperation; Teaching and Training

 
 
 
 
 
 
 
 
 
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SP273

 PROJECT NUMBER: 

2015-1-IT02-KA204-015472

 TITLE: 

  SENIOR PLUS

 DESCRIPTION: 

Senior Plus is a 2 year strategic partnership project involving 6 organisations from 5 different European 
countries: Cemea del Mezzogiorno (ITALY) as applicant and coordinator, Pistes Solidaires (FRANCE), Asso-
ciaçao Mais Cidadania (PORTUGAL), Community Action Dacorum (UNITED KINGDOM), Gulbene Municipal-
ity (LATVIA), View from Here (UNITED KINGDOM) as knowledge partner. Senior Plus deals with adults aged 
more than 50 years, unemployed or inactive, in the need to enhance their employability.

Active ageing means helping people stay in charge of their own lives for as long as possible as they age 
and, where possible, to contribute to the economy and society. Nowadays this concept has to be extended 
to people aged 50+, particularly exposed to long-term unemployment and poverty once they dropped out 
from labour market. The blows dealt by the economic crisis made evident all the limits of social security 
cushion, claiming for new tools enabling seniors to assess and re-design their medium-term perspective. 
A combination of training support and learning mobility in adult education for 50+, developed in the last 
years by the Senior Plus partners under Grundtvig programme, revealed all its potential to foster seniors’ 
self-esteem, motivation, personal branding and spirit of initiative. Essential elements and needed condi-
tions for a regained employability.

The project will involve 20 seniors for each partner (excluding the knowledge partner View Form here) for 
a total of 100 direct beneficiaries and around 2500 indirect beneficiaries.

Senior Plus will be implemented through the following steps:

 § EUROPEAN  RESEARCH  on  the  competences  of  people  over  50,  with  a  specific  focus  on  which  new 
competences they need to acquire, which ones to strengthen/update or better communicate and the 
educative policy adopted in each partner country

 § INTERNATIONAL TRAINING OF TRAINERS for staff to create a common methodological and educative 
ground and prepare the European trainers to implement the training for seniors over 50 in each local 
reality

 § STAFF EXCHANGE to visit partners local reality and work within Senior Plus, to share good practices 

and learning by doing

 § CREATION OF AN E-PORTFOLIO studied for the specific target group of people 50+

 § IMPLEMENTATION OF “SENIOR PLUS PATHWAY for seniors composed by a training course to assess 
and develop their skills while accompanying them to realize the E-portfolio to communicate and pres-
ent themselves

 § GUIDE TO SUPPORT SENIOR VOLUNTEERING in international and/or local voluntary activities

 § VOLUNTEERING EXPERIENCE for seniors at local and/or international level, to foster their self-esteem 
and self-awareness, to test their competences and feed their motivation to actively participate to their 
own life and the one of the whole community

 § EUROPEAN PATHFINDERS PLATFORM to create links between organisations and seniors over 50, to 
match volunteers and voluntary opportunities in Europe and in each partner country. The platform will 
be a follow up tool of Senior Plus

 § MONITORING AND COORDINATION MEETINGS – 4 transnational consortium meetings with the partic-

ipation of coordinators and managers for each partner in 2 years

ONGOING EVALUATION AND DISSEMINATION

Senior Plus aims therefore to design, test and evaluate an innovative and combined pathway for the em-
ployability of people over 50 years old. Its action will continue to be sustainable and achievable thanks 
to the strong cooperation that will be established with local bodies, who work to support employment of 
adults, and the synergies that will be built between public and private sectors.

 
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 COORDINATOR: 

Cemea del Mezzogiorno
Via Fortebraccio 1/A
00176 Rome, Italy
www.cemea.eu

 CONTACT: 

Andrea Messori

 PARTNERS: 

View From Here Ltd, UK;
Gulbenes novada dome, LV;
Dacorum Council for Voluntary Service, UK;
Associação Mais Cidadania, PT;
PISTES SOLIDAIRES, FR

 GRANT AMOUNT: 

237 494 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Evaluating the effectiveness of adult education policies

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Inclusion - equity

Intercultural/intergenerational education and (lifelong)learning

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
 
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SP275

 PROJECT NUMBER: 

2015-1-LT01-KA204-013404

 TITLE: 

  DEVELOPING ADULT EDUCATORS COMPETENCES TO PROMOTE 

LEARNERS LIFE STYLE ENTREPRENEURSHIP

 DESCRIPTION: 

The project has been developed to solve the issues of low adult participation in life-long learning and high 
unemployment. This project will contribute to meeting the Europe 2020 goals to increase employment 
rate by 75% and participation target of 15% in lifelong learning through development of the basic and 
specific competences of adult educators-practitioners.

According to the data of the need analysis in European and partner countries, the following needs are 
addressed within the project:

 § To develop the basic and specific adult educators’ competencies working with disadvantaged learners 

with focus on innovative ways of outreach and delivery of learning activities;

 § To provide necessary knowledge and information to adult learners with fewer opportunities and from 
disadvantaged background on access to adult learning services and the possibilities for employment 
on the basis of their lifestyle, abilities and talents.

The objectives are:

1.  to strengthen the competencies of adult educators-practitioners supplying them with innovative and 
attractive training material and ICT tools based on the Lifestyle entrepreneurship (LSE) approach;

2.  to enhance the professional development of adult educators by introducing the innovative education 

methods: blended learning, reversed/flipped training, Open education recourses (OER);

3.  to develop OER tailored to the needs of adult educators in order to support digital integration in learn-

ing to reach learners from disadvantaged backgrounds;

4.  to increase the motivation and reduce disparities in learning outcomes of adult learners with fewer 
opportunities and from disadvantaged backgrounds using the LSE approach and ICT tools with the 
long perspective of getting self-employed.

To meet the above mentioned needs and implement the objectives, the partnership will develop three 
intellectual outputs:

1.  Curriculum for adult educators - practitioners “Promotion Life style Entrepreneurship (LSE) for disad-

vantaged learners

2.  Training material and ICT tools for adult educators-practitioners which will consist of five Modules: 
„Basics of Life Style Entrepreneurship (LSE), „The Use of ICT and OER in LSE, “Marketing of LSE for 
disadvantaged  people,  „An  assessment  tool  of  learners’  skills  and  competences  in  LSE,  “Creating 
awareness on validation of the acquired competences.

3.  Guidelines  for  adult  educators-practitioners  “How  to  offer  LSE  training  for  disadvantaged  learners 

using OER

The Strategic Partnership will consist of six organizations from five EU countries. The project will involve 
320 adult educators-practitioners, 72 disadvantaged adult learners (senior citizens, people living in re-
mote areas, in long-term unemployment, women in social exclusion, low-skilled, etc) and 60 stakeholders.

During  the  project  the  main  activities  will  be  implemented:  developing  of  the  curriculum  and  training 
material; creating and collecting digital stories on successful real life style entrepreneurship experiences; 
creating e-platform for adult educators and learners, also presenting the project outputs as OER; testing 
of the training material on adult educators; developing of the guidelines for adult educators how to offer 
LSE for disadvantaged learners and testing them on adult learners; translation of the project outputs into 
national languages; organizing learning/teaching activities for adult educators practitioners; dissemina-
tion and multiplication activities.

The methodology of the project is based on the blended learning approach using the reversed/ flipped 
training method, ICT tools, OER. The project adapts the good practices from UK to project partner countries 

 
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on  lifestyle  businesses  as  a  useful  alternative  to  self-employment  around  their  lifestyle,  abilities  and 
talents for adults with the few opportunities and from disadvantaged backgrounds.

The main impact on adult educators-practitioners is developing their competences enabling to provide 
qualitative adult education services using innovative teaching and learning methods to deal with differ-
ent groups of disadvantaged learners (disabled people, single parents, women, senior citizens, living in 
remote areas, etc.). The adult educator will improve general competences, namely since of initiative and 
entrepreneurship, digital, social and specific competences (being an advisor/ counselor/facilitator; dealing 
with public relations and marketing) responding to the economical and political challenges of the 21st 
century.

The main impact on learners with disadvantaged background and fewer opportunities is reducing social 
exclusion,  enrolling  them  in  active  lifelong  learning  activities  and  enabling  them  to  be  self-employed 
and built the business around their lifestyle activities. With the help of adult educators-practitioners the 
learners will be encouraged to learn using ICT tools and OER, to start their own lifestyle enterprises and to 
validate their competences gained in informal and non-formal education.

 COORDINATOR: 

Kauno rajono švietimo centras
Saules str. 12
LT-50239 Kaunas, Lithuania
http://www.centras.krs.lt

 CONTACT: 

Edita Zaromskiene

 PARTNERS: 

The Women’s Organisation Ltd, UK;
Danmar Computers sp z o.o., PL;
CENTRE  FOR  ADVANCEMENT  OF  RESEARCH  AND  DEVELOPMENT  IN  EDUCATIONAL  TECHNOLOGY  LTD-
CARDET, CY;
SDRUDZENIE ZNAM I MOGA, BG;
SOCIALINIU INOVACIJU FONDAS, LT

 GRANT AMOUNT: 

213 977 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
 
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SP277

 PROJECT NUMBER: 

2015-1-LT01-KA204-013448

 TITLE: 

  TECHNOLOGICAL, EMOTIONAL AND LINGUISTIC LITERACY 

THROUGH MUSIC

 DESCRIPTION: 

In  the  European  cooperation  in  education  and  training  strategic  framework  “Europe  2020the  member 
states are invited to successfully integrate all learners into the education system, including those with 
special needs. The strategic objectives raised in this document speak not only of education for all, but ac-
centuate innovations and creativity at all levels of education. However, not in all fields and countries these 
objectives are pursued equally . Since the project “TELL through music aims to develop core competencies 
through the music as a tool to achieve the goal, the project partners, adult educators were selected so 
as to comply with all aspects of the project themes, be the experts in the field: language, IT and music. 
Since the result of the project is an intellectual product, we have selected partners of scientific direction 
and practical field.

So, it is a multidisciplinary partnership, thanks to which the partners complement each other’s actions, 
collect new best practices, create innovative intellectual products and, with the help of scientists, evaluate 
and adapt it to adult education.

In the course of preparation of the project, the partners have highlighted the general range of problems 
of the target groups – they consist of seniors coming across with difficulties in learning because of weak-
ened sight and the disabled with vision deficiency. Thus, IT here could serve as a compensation technique, 
the attractive method of studying English language, arts, and the opportunity to develop the creativity 
and cultural awareness in adult education. The authors of the project discussed the ways of how to inspire 
and motivate those adults to lifelong learning and help them to improve their core competencies through 
artistic means. This implied the objectives of the project:

To strengthen the motivation of adult learners to develop core competencies (IT and English language) 
using music as a didactic tool

To renew the competencies of adult educators, music teachers, integrating IT and foreign language teach-
ing methods in music education

To improve training and education services provided by the adult education institutions by creative inno-
vative methods, promoting cultural awareness of adults.

After implementation of these objectives the intellectual products will be developed, based on an innova-
tive method TELL through Music. It is handbook, in which the artistic approaches, helping to improve the 
core competencies of adults, will be presented and scientifically based. Based on this book – textbook, 
the programme for adult educators, interactive material and qualification improvement courses will be 
developed and provided in the international qualifications improvement catalogue for adult educators.

 COORDINATOR: 

Sporto 12
LT62152 Alytus, Lithuania
http://www.ams.lt

 CONTACT: 

Aldona VIlkelienė

 PARTNERS: 

Organization for Promotion of European Issues, CY;
Sillogos goneon ke kidemonon atomon me anapiria TO ERGASTIRI, EL;
Alytaus treciojo amziaus universitetas, LT;
CENTRUM VIZUALIZACE A INTERAKTIVITY VZDELAVANI, s.r.o., CZ

 GRANT AMOUNT: 

90 210 EUR

 CONTRACT DURATION:  

24 months

 
 
 
 
 
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 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Disabilities - special needs

Key Competences (incl. mathematics and literacy) - basic skills

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
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SP279

 PROJECT NUMBER: 

2015-1-LT01-KA204-013460

 TITLE: 

  ANDRAGOGY: VIRTUAL LEARNING ENVIRONMENT FOR LIBRARIANS

 DESCRIPTION: 

According to IFLA and UNESCO Public Library Manifest (1994) in libraries people get supported for indi-
vidual learning and self-education as well as all levels of formal education. It is important to improve 
the library – librarian – community –connection. It can be reached through: (1) introduction of information 
and communications technologies (ICT), (2) improvement of andragogical competencies with integrated 
English language learning aids, including lifelong learning, meta-learning, peer-training, self-learning and 
collaborative learning skills, (3) employment of all these skills while transferring knowledge to community.

Lithuanian, Latvian and Bulgarian libraries during a period of 2006-2001 have strengthened their tech-
nical base – high-speed Internet connection, Wi-Fi, computer rooms, other IKT and organisational tech-
nology. With a help of previously mentioned subjects libraries are able to provide society with non-formal 
education and consulting services. Libraries are seeking to establish themselves not only as centres of 
culture  and  information  but  as  non-formal  education  organisations  in  their  communities.  Therefore  it 
is essential to stress both qualification and competences of specialists-librarians, working in the infra-
structure, if providing non-formal education services. To successfully compete with other participants of 
non-formal  education  market  librarians  need  andragogy  competences.  Librarians  must  have  in-depth 
knowledge of psychological peculiarities, forms and methods as well as study-flow organising aspects for 
adult learning, get acquainted with already developed open-source educational resources.

Lithuanian,  Latvian  and  Bulgarian  librarians  day-to-day  work  problems  suppose  project‘s  goal  –  to 
strengthen librarians‘ andragogical competences. This achievement would later allow the libraries to be-
come organisations providing quality non-formal education services in their communities. The goals of 
the project are:

1.  To create a virtual andragogy learning environment for librarians who engage in knowledge transfer 

communication with clients;

2.  To strengthen educational and andragogy competences of librarians with a use of developed product 

(e.g. virtual learning environment, study programs) in countries executing the project;

3.  To apply not yet used and innovative tools for delivery of materials in order to create conditions that 
would ensure an involvement of participants during the learning process, give opportunity to shape 
the content of studies, allow to enrich study program with real-life cases, suggestions, allow partic-
ipants to communicate and cooperate with each other, learn from one another. Thus far andragogy 
learnings were conducted in fragmentary manner while giving short-term sessions (realized in a tra-
ditional way while holding meetings);

4.  To ensure continuous rise of librarians‘ qualification with a use of virtual learning environment, and 

motivate librarians to become andragogy mentors for other specialists.

After reaching the goals, the virtual andragogy learning environment will be translated into other part-
ner-countries languages and English language, in order to intensify its spread and usage in international 
community of librarians. In this way also providing an opportunity to learn not only in mother-tongue, but 
excel in English. Andragogy course and virtual learning environment intend to have tools and functions 
that would encourage a formation of international librarians‘ andragogy community and sharing of experi-
ence, ensure self-learning, lifelong learning and qualification hoisting processes. With a use of profession-
ally developed system librarians would be able to communicate with each other, share their experience, 
search for partners for andragogy matters, fill information, and share relevant material.

The problem, goal and tasks of the project are directly related to interests of target groups:

1.  Librarians  who  are  interested  in  obtaining  the  librarian-andragogist  competence,  for  a  purpose  of 

enriching their culture-worker competences portfolio with andragogy competences;

2. 

It is important for partner-countries libraries to anchor themselves as non-formal education organisa-
tions and take the niche market in non-formal adult education;

3.  Community as library‘s users have a stakeholder interest to receive free of charge, quality cultural and 

non-formal education service in every nearby library.

 
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The  international  level  in  this  project  allows  to  share  and  assimilate  specificities  of  foreign  partners 
operational activities, to take partner-countries libraries‘ and educational institutions‘ experience in an 
adult education field. The three countries are not equally advanced in andragogy studies field; there is an 
uneven spread of andragogical practises and application methods from country to country. 

 COORDINATOR: 

Vilniaus apskrities Adomo Mickevičiaus viešoji biblioteka
Traku st. 10
LT-03142 Vilnius, Lithuania
www.amb.lt

 CONTACT: 

Neringa Androšiūnaitė

 PARTNERS: 

NATIONAL LIBRARY OF LATVIA, LV;
Jelgava Scientific Library, LV;
Regional Library Nikola Furnadzhiev, BG;
Innovative Community Centres Association, BG;
Lietuvos bibliotekininku draugija, LT

 GRANT AMOUNT: 

129 915 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Open and distance learning

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
 
 
 
 
 
S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

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 PROJECT NUMBER: 

2015-1-LT01-KA204-013493

 TITLE: 

  GRANTING THE NECESSARY COMPETENCIES FOR THE PRESENT 

PERSON

 DESCRIPTION: 

Study and take responsibility for own learning today can not everyone. The project Granting the Necessary 
Competencies for the Present Person“ learners will enable primarily engaged in learning, then improve 
them self. In the first stage of the project in each partner country founded „Family school“ will be devel-
oped lifelong learning attitudes and abilities. The European Union experience shows that the community 
plays  an  important  role  in  the  implementation  of  lifelong  learning.  Parents  help  of  educators  will  be 
encouraged to get involved in childrens education process through informal activities and in relation to a 
child and his/her education organization.

During the project, the project will give participants the opportunity to improve literacy skills and remain 
their native country the historical and cultural heritage. In each country has established a Family school 
to develop social skills, where both adults and parents with children will have the opportunity to discover 
themselves in informal activities.

One in four adults in Europe have completed lower secondary education at most. Around one in five adults 
have low literacy and numeracy skills, and nearly one in three have very low or no ICT skills. Project will 
allow participate in courses of development the basic skills competencies such as Mother tongue liter-
acy courses, English language courses, Digital writing skills courses and Cultural and Civic literacy. It will 
enhance the possibilities for adults, regardless of gender and their personal and family circumstances, 
to access high-quality learning opportunities at any time in their lives, in order to promote personal and 
professional development, empowerment, adaptability, employability and active participation in society.

Together with project teams in schools will be developed and tested the ability to learn, to communicate 
competence methodology to gather examples of teachers practice. Generalized experiences of the com-
petency development delivered in electronic publication for wide range of users.

Only  conscious  citizens,  who  know  their  countrys  history  and  its  importance,  can  successfully  develop 
their citizenship, to understand the importance of civic values of the present and future of Europe. For all 
countries are relevant to preservation of national traditions. Cooperation between Europenian countries 
and Turkey shows the infinite tolerance of different cultures, customs and traditions. To protect their na-
tions cultural wealth, we will better distinguish ourselves national identities, which provides security and 
certainty. Exploring cultural similarities and differences in citizenship will encourage learners public life, to 
develop patriotic citizens of their country. During the project, learners and teachers presenting their coun-
tries, gain a real insight into the culture of different nations, opening the way for democracy.

Double partnership in each country, including adult education organizations and kindergartens, together 
will develop a cooperative partnership and at the same time develop an international inter-institutional 
cooperation and partnership. During the project created a partnership between adult education centers 
and kindergartens is a new phenomenon, which enables organizations to work together to achieve one 
goal: to ensure high-quality, open and accessible educational process.

 COORDINATOR: 

Taikos 17
42141 Rokiskis, Lithuania
www.rsjmc.lt

 CONTACT: 

Violėta Deksniene

 PARTNERS: 

Rokiskio lopselis-darzelis Varpelis, LT;
Osnovna sola Kozje, SI;
LJUDSKA UNIVERZA, ZAVOD ZA IZOBRAZEVANJE IN KULTURO, ROGASKA SLATINA, SI;
Iskenderun Genclik ve Egitim Dernegi, TR;
Mithat Pasa ilkokulu, TR

 
 
 
 
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 GRANT AMOUNT: 

75 680 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Strengthening education and training paths of educators and youth workers

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
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SP283

 PROJECT NUMBER: 

2015-1-LT01-KA204-013494

 TITLE: 

  FORUM ROMANUM - INTERACTIVE THEATRE GAMES INCLUSING 

ROMA MINORITIES

 DESCRIPTION: 

According to experts in few years the Roma question becomes an interior problem of the European Union, 
and can not be leaved only on those nations which deal with integrity problems. Critical social and finan-
cial background of gypsies threats the social cohesion of the whole Community, and slows down the fight 
against extreme poverty stated in the Lisbon Process. There is an urgent need of innovative initiatives, 
cooperation  and  synchronization  among  citizens,  stakeholders,  educational  experts,  civil  organisations, 
public institutes, right defender organisations, Roma groups, decision makers and political parties of all 
Member States in any levels to work out effective solutions and strategy plans. Most of the initiatives 
trying to solve problems derive from decision-makers and professional institutes – however there are big 
tensions, prejudices, negative experiences, aggressions and fears among citizens themselves.

This project provides a bottom-up approach generated among minority and majority inhabitants of local 
communities, reinforcing communication among concerned citizens, leaving them to express their points 
of views, individual and social needs and feelings face to face in one space at the same time. The project 
raises awareness on the importance of communication and understanding, which is necessary for solving 
problems,  for  creating  innovative  solutions  and  finding  new  pathways.  It  applies  an  alternative  infor-
mal-nonformal teaching approach to release tensions, to make the confrontation acceptable, treating and 
interpreting the whole process as a theatre performance or a game. Interactive Theatre Games creates 
opportunities of forming strong working relationships among Roma and majority citizens, knowing better 
each other, decreasing prejudices and segregation. The actions are followed by thematic workshops, de-
bates, focus group discussions and information campaigns enhancing participants knowledge on possi-
bilities of active citizenship; their reflection on EU values and rights, identifying problems and focusing on 
opportunities and perspectives provided by the EU. Further opinion polls and debates encourage citizens 
to share and list their views on Roma issues, their suggestions, fears, preconceptions, their putative barri-
ers and opportunities regarding to integrity problems.

The project foresees END PRODUCTS such as

a.) Data-collection in local communities examining Roma and majority citizens’ points of views, attitudes, 
prejudices, innervations about various integrity problems through thematic surveys, interviews and focus 
group discussions.

b.) Data analysis evaluating results of data gathering, forming Interactive Theatre Games (performances) 
and scenario descriptions from them.

c.) Interactive Theatre Games in heterogeneous local communities involving Roma and majority citizens, 
performing a problem situation and generating a Conflict Room, where participants can finish the scenario 
with their own solutions and suggestions in an improvisative way.

d.) Facilitator trainings on national levels training peer facilitators (Roma and majority pairs) to be able 
to generate Interactive Theatre Games in their local communities, leading Conflict Rooms and treating 
arising problems.

Two further international INTELLECTUAL OUTPUTS summarize and structure results and end products of 
the project:

1.  A Methodology Book collecting Interactive Theatre Game descriptions, introducing their aims, objec-
tives, structure and conditions for further use for indirect target groups facing minority problems

2.  A Training Thematic material collecting and describing modules of skills development for teaching 

further facilitators to be able to lead Interactive Theatre Games

Two BLENDED MOBILITIES assure the involvement of participants in compiling intellectual outputs and 
disseminating results:

 
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1.  A thematic workshop session collecting national description lists of Interactive Theatre Games, com-
pleting them with further ideas and modifying them according to experiences of national try-outs

2.  An  International  Training  of  Facilitators  examining  the  final  compilation  of  Training  Thematic  and 

Methodology Book in practice.

An international MULTIPLIER EVENT assures further effective dissemination of results for the project. The 
International Press Conference in Budapest introduces project results and intellectual outputs of the proj-
ect, and provides further thematic workshops and seminars for direct and indirect target groups

All the activities are based on intercultural dialogue between participants, respecting cultural diversity and 
related to basic values of the EU; fostering a sense of ownership of the European Union among its citizens. 
4 countries participate in the project.

 COORDINATOR: 

J JASINSKIO G. 15
01111 VILNIUS, Lithuania
www.viko.lt

 CONTACT: 

  Mikas Balkevicius

 PARTNERS: 

AGITA, IT;
United Youth Councils Association, BG;
MOSTart Nemzetkozi Kulturalis Kozcelu Egyesulet, HU

 GRANT AMOUNT: 

109 792 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Increasing the efficiency of public expenditure and the investment in education, training and youth

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Inclusion - equity

Romas and/or other minorities

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
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SP285

 PROJECT NUMBER: 

2015-1-LU01-KA204-001342

 TITLE: 

  OUTIL PLURILINGUE POUR AMÉLIORER LEXPRESSION DANS LE 

DOMAINE DES SOINS ET DE LA VENTE

 DESCRIPTION: 

Subject:

Our proposal targets the skill “Communication in foreign languages in the key competences for the Lisbon 
strategy by creating a language tool in LU, FR, DE and EN unlike all those that already exist. The project 
will create 36 sequences to practise expression and vocabulary, both written and oral, in the fields of 
health care and sales.

Rationale:

For Luxembourg, many foreigners and people living in the border zones work or want to work in the coun-
try but are not very, or not at all proficient in the Luxembourg language. This obliges the inhabitants of 
Luxembourg to adapt to the language of the people they deal with on a daily basis.

This situation is particularly visible in the fields of sales and health care when French is a problem for 
older Luxembourg residents who were not able to learn French during the war, for young people who do 
not yet speak it well and for the large numbers of people who learnt it but do not speak it well enough to 
explain exactly what they want when trying to purchase something or when trying to describe their health 
problems, or to understand exactly what a healthcare professional is saying.

This problem also affects the German-speaking community in Belgium where they have more or less the 
same problem with German.

More generally, proficiency in one of the foreign languages proposed in this tool encourages mobility on 
the job market in Europe. In addition, the two sectors targeted by this project offer a good deal of job 
openings.

Description of the tool:

Our proposal is based on three LdV projects which led to different versions of “Bienvenue à Graphoville, 
which  won  a  European  Languages  Label.  This  software  program  has  some  hundred  characters  going 
about their daily lives in a little town. Each of these personages has a specific job or profession and very 
particular characteristics.

We intend to use this panel of characters to create our 36 future sequences.

We will place them in situations involving:

 § Care extended to the sick and the elderly

 § Sales and catering

Each sequence will include:

 § an illustrated sketch, written and oral, putting the characters in situations where they speak simply 

and precisely.

 § mini sketches, both written and oral, in which two characters are shown in a dialogue to create auto-

matic language reflexes in the fields of health care and sales.

 § a table of at least 20 words found in the sketches (in the fields of health care and sales).

 § 2 written exercises to use the vocabulary given in the table.

 § exercises to practise speaking by replying to a character in the mini sketches, choosing from several 

possible suggestions.

 
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 § a glossary with all the words used in the sequences relating to health care or sales with their transla-

tion in a choice of languages.

These sequences will be presented:

1. 

In interactive form for PC, also compatible with tablets that are easy to handle in any circumstance

2. 

In paper form with a possibility to hear the texts in separate files.

A model sequence is available in FR.

Target audience:

Our proposal belongs to the e-learning and Life Long Learning sectors and targets adults with a view to:

 § developing or increasing their language skills

 § helping and encouraging people to enter professional life in Luxembourg or in another country.

The tool is designed to be used in groups or for self-learning, or in individualised teaching sessions. The 
aim is to go beyond knowledge acquired in lessons or on one’s own by creating automatic language re-
flexes that can be used for practical or professional purposes.

For people in Luxembourg, the tool will help to save and use a language that is not taught everywhere. 
The 4 versions will make it easier for learners, who will be able to go from one version to the next.

Consortium:

It comprises 6 partners from 4 countries: Euro Cordiale (LU), Centre de formation Lucien Huss (LU), IPES 
(BE), the Collège Général de Gaulle in Sierck les Bains (FR), Top Traduction Service (FR), Rivage Pro (FR) 
and TANDEM (DE)

We have formed a group of varied partners to enrich the work through the diverse skills of each one, as 
we wish to share skills and expertise rather than juxtaposing them. In addition, the partners come from 
different contexts and each has many opportunities for dissemination.

Impacts:

The consortium’s composition ensures a direct impact with the target audience; the Centre de formation 
Lucien Huss, IPES the Collège Général de Gaulle, Rivage Pro and Tandem will use the tool in all the groups 
concerned and will disseminate it via their wide networks.

IPES is in contact with teachers from Belgium, the Netherlands and Germany, which will create a wide-
spread, direct impact, aided by the tool’s multilingual aspect.

In  2014  the  Euro  Cordiale  website  received  147,845  visits  from  194  countries  with  a  bandwidth  of 
12,358 Gb, which shows the considerable potential impact when the tool is put online.

 COORDINATOR: 

EURO CORDIALE A.S.B.L.
16, CITE PIERRE FRIEDEN
L-6673 MERTERT, Luxembourg
www.euro-cordiale.lu

 CONTACT: 

Dominique Sadri-Faure

 PARTNERS: 

Top Traduction Services, FR;
Rivage Pro SAS, FR;
TANDEM Hamburg horizont dialogo e.V., DE;
Centre de Formation Lucien Huss asbl, LU;
Collège Général de Gaulle, FR;
Institut Provincial d’Enseignement Secondaire de Herstal, BE

 
 
 
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 GRANT AMOUNT: 

232 726 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

Teaching and learning of foreign languages

Open and distance learning

 CLUSTER(S): 

Teaching and Training; New Technologies and Digital Competences

 
 
 
 
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 PROJECT NUMBER: 

2015-1-LU01-KA204-001346

 TITLE: 

 DESCRIPTION: 

  FROM CULTURE OF CARING TO CULTURE OF ENABLING: HOW TO 
CO-PRODUCE SERVICES FOR PEOPLE WITH  INTELLECTUAL 
DISABILITY

The ENABLE project “From Culture of Caring to Culture of Enabling: Co-produce Services for People with 
Intellectul Disability will be developed through the implementation of a co-production framework and 
related methodology and will, as an outcome, develop an Inclusive Training/Learning Platform on how to 
co-design, co-deliver and co-evaluate services for people with ID together with: services users, families, 
professionals in disability and local community representatives.

ENABLE considers the current model of top-down delivery of social services throughout the EU Member 
States to be endangered through the impact of austerity measures on financial sustainability and through 
being  a  model  predicated  on  the  belief  that  professionals  need  to  take  care  of  the  most  vulnerable 
in society and consequently creating a dependency culture of passive consumers and a “them and us 
culture  between  service  providers  and  service  consumers.  The  co-production  approach  abandons  the 
traditional deficit model and its focuses on defining and meeting needs of passive recipients in order to 
provide opportunities for personal growth and development of people who are recognised in terms of 
their personal attributes, knowledge and experience and are treated as assets and equal partners. The 
ENABLE project through the development of the Inclusive/training Platform will improve and extend the 
offer of high quality learning opportunities tailored to individual adult learners, and will include innovative 
ways of delivery through high quality inclusive digital and face to face training with the aim to offer new 
and innovative approaches to knowledge transfer and reduce disparities in learning outcomes affecting 
disadvantaged learners.

The methodology of co-production will be implemented through the creation of Assemblies-Focus groups 
that will bring together a variety of stakeholders. The Assemblies dwill be comprised of 10 participants ( 
4 service users, 2 family members, 1 manager, 2 social assistants and 1 local community representative).

ENABLE is innovative in the following way:

 § ENABLE implements an innovative methodology to address target groups and build reciprocal relation-

ships between professionals services users and other stakeholders

 § ENABLE brings innovation in social services design and delivery through blurring/eliminating the dis-

tinction between producers and consumers in social services

 § ENABLE provides innovative approaches to increasing the awareness and competences of profession-

als on issues of equity, diversity and inclusion challenges in the training environment

 § ENABLE brings innovation in  knowledge production  and knowledge transfer  with the aim  to  reduce 

learning disparities for disadvantaged groups;

ENABLE will

v Plan and deliver services together with users, families, communities in order to improve the quality of 
life of people with ID

v Enable service users; families (and communities) to be equal partners within the planning and delivery 
of services - enhancing self-determination of the user

v Provide opportunities for personal growth and development to users with ID, so that they are seen as 
assets, not burdens on a system.

v Ensure organizational commitment, creating the “culture of coproduction in partner organisations

v Promote inclusive learning and training materials for users, families and professionals

 
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Regarding  the  benefit  to  service  users  from  this  project:  ENABLE  will  directly  and  indirectly  contribute 
to  better  fulfilment  of  the  following  rights  enshrined  in  the  UN  Convention  on  Rights  of  Persons  with 
Disabilities

v Respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and 
independence of persons; (art 3 a- General Principals Art 3 UN CRPD )

v Full and effective participation and inclusion in society ( art 3 c)

v Respect for difference and acceptance of persons with disabilities as part of human diversity and hu-
manity (Art 3 (d))

v Will promote recognition of the skills, merits and abilities of persons with disabilities, and of their contri-
butions to the workplace and the labour market ( Raising awareness Art 8 (iii) UN CRPD

v Will promote the design, development, production and distribution of accessible information and com-
munications ( Accessibility of Information art 9 UN CRPD)

v Provide information disabilities in accessible formats and technologies appropriate to different kinds of 
disabilities (Freedom of expression and opinion and access of information art 21 UN CRPD )

v Ensure that persons with disabilities are able to access, vocational training, adult education and lifelong 
learning without discrimination and on an equal basis with (art 24 UN CRPD education)

ENABLE strongly believes that the co-production in social service design and provision in EU could rep-
resent a unique opportunity to rethink the relationship between the citizen and the state, and invest in 
ENABLING societies.

 COORDINATOR: 

Domaine du Château, 10, rue du Château
L-4976 Bettange-sur-Mess, Luxembourg
www.apemh.lu

 CONTACT: 

Daniela Janeva

 PARTNERS: 

Cooperativa Assistenza Disabili infermi Anziani Infanzia, IT;
FUNDACIO AMPANS, ES;
Association de Recherche et de Formation sur l’Insertion en Europe, BE;
OPEN GROUP Soc. Coop., IT;
Lebenshilfe Österreich, AT;
DeLork, BE

 GRANT AMOUNT: 

212 258 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-LV01-KA204-013388

 TITLE: 

  DEVELOPING EU THROUGH ONLINE INNOVATION

 DESCRIPTION: 

Context/background of project

It is essential to differentiate and modernize the study process in all education stages by making it more 
convenient and accessible to individuals. Distance education, especially distance learning is a mode of 
delivering education to students, often using personalized approach. This mode of studying continues to 
develop along with technological advancements. Distance learning provides flexibility to students to com-
plete the chosen study programme irrespective of their disabilities, illness or any other personal reasons 
that prevent them from attending traditional on-the-ground courses. Another advantage of online learn-
ing is that it can be practiced virtually anywhere and anytime. Pre-condition for learners is to have a PC 
and internet access. In the field of adult education the situation, however, depends on the way of learning 
- there are adult learners who prefer individual learning, while others require assistance in defining their 
learning mode. Adult learners may also need guidance in using various digital and on-line learning tools. 
The  current  project  addresses  various  segments  of  the  target  group,  including  elderly  generation  and 
those who need assistance in formulating their education and training needs.

Project objectives

The objective of the project “Developing EU through online innovation is to develop seven thematic digital 
courses in various languages and disseminate prepared courses in local communities.

Each course is expected to contain 15 units. All courses can be grouped according to the following themes 
in adult education: (i) career and business life, (ii) personal improvement, (iii) connecting work and private 
life. The courses will be prepared in the following languages - English, Italian, Spanish, Latvian, Greek, 
Hungarian, Bulgarian and Turkish. Digital course materials will be developed by an international team to 
soothe multicultural differences in carrying out the created digital courses.

Number and profile of participants

Project  foresees  participation  of  seven  partner  organizations,  each  being  in  charge  of  developing  cer-
tain  digital  course.  Grobiņa  Adult  education  centre  will  develop  a  digital  course  Live  online.  Iniciativas 
de proyectos de formacion will produce a digital course “Learn languages online“. Superficie 8, LTD will 
develop a digital course “Career skills advice“. Turgutlu Kaymakamligi will be responsible for developing 
a digital course “Entrepreneurial skills“. G.G. Eurosuccess consulting, LTD will prepare a digital course “IT 
skills“. Iniciativi za grajdansko obshtestvo will undertake to develop a digital course “Communication and 
self-improvement“. EcoCenter Alapítvány will develop a digital course “Sustainable life“.

Description of activities

Project partners plan to share their expertise on various aspects of adult education pertaining to envis-
aged preparation of several digital courses for adult education purposes. All involved participating or-
ganisations also plan to organize and deliver thematic seminars during the course of the project. Several 
thematic digital training courses are expected to be developed as a result of project activities, namely:

 § Digital training programme course “Live online

 § Digital training programme course “Learn languages online

 § Digital training programme course “Career skills advice

 § Digital training programme course “Entrepreneurial skills

 § Digital training programme course “IT skills

 § Digital training programme course “Communication and self improvement

 § Digital training programme course “Sustainable life

 
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The created online courses will be piloted in all the partner organizations. Improvements to the courses 
will  be  made  after  the  completion  of  the  piloting  process.  All  course  materials  will  be  made  publicly 
available at the websites of organisations, as well as disseminated during thematic seminars in all the 
partner countries.

Methodology

As regards development of the course materials, it is planned that a special platform “News from the 
partner organizations will be established. Prepared materials will be stored at this platform. Representa-
tives of the participating project organisations expect to hold regular on-line meetings and discussions 
about the achieved progress and tasks still lying ahead.

Envisaged impact

In addition, it is expected that more than a thousand participants through all participating organizations 
will be presented with an opportunity to raise their self-awareness and motivation to acquire new skills 
through  digital  learning  and  to  improve  their  IT  skills.  Accessibility  to  learning  opportunities  for  adult 
learners, including disadvantaged learners will be improved. The created digital distance learning courses 
will be available to be introduced to any national or international adult education centre. The quality of 
the developed course materials will inevitably play a major role to ensure sustainability of the produced 
intellectual outputs. Another advantageous aspect of the planned intellectual outputs is that course ma-
terials will be prepared in national languages of project partners. The created courses will be included in 
the curriculum of the adult education centres. Created course materials will be available to the public at 
the project website for 5 years.

Potential long-term benefits

It is believed that the project will increase the educational offer in adult education by providing a new 
programme for social integration process of disadvantaged groups from local to international level. It is 
also expected that the course participants will develop competences of the 21st century in virtual world. 
Developed intellectual outputs – course materials - will serve as a teaching resource after completion of 
the project.

promote processes of collaboration among students, improve relationships between students, teachers 
and staff and therefore improve the social climate in the adult centers.

 COORDINATOR: 

Grobinas Pieaguso izglitibas centrs
M.Namiķa iela 17
LV3430 Grobiņa, Latvia
http://www.grobinassic.lv

 CONTACT: 

Indra Kalniņa

 PARTNERS: 

G.G. EUROSUCCESS CONSULTING LIMITED, CY;
Turgutlu Kaymakamligi, TR;
INICIATIVAS DE PROYECTOS DE FORMACION, ES;
SUPERFICIE 8 SRL, IT;
Iniciativi za grajdansko obshtestvo, BG;
Ecocenter Alapítvány, HU

 GRANT AMOUNT: 

253 224 EUR

 CONTRACT DURATION:  

34 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 
 
 
 
 
 
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 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Open and distance learning

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

SP293

 PROJECT NUMBER: 

2015-1-LV01-KA204-013437

 TITLE: 

  NETWORK FOR EDUCATED EUROPEAN FOREST OWNERS

 DESCRIPTION: 

Family forestry provides the main use for very large land surface areas in many European countries. Effi-
cient and responsible use of this land is of considerable importance not only for the owners, but also for 
wider society.The target group of the project is family forest owners who make forest management deci-
sions, based on advice. The project envisages to join forces and share experience from several countries in 
order to provide better understanding of what are the best ways and methods to channel the knowledge 
to those, who need it - the forest owners. The main objective of the project is to promote education of for-
est owners addressing forest management issues in order to improve the quality of forest management 
decisions, thus contributing to employment and economic development in rural areas of Europe.Project 
partners  are  five  European  forest-related  organisations  from  four  countries:  2  partners  from  Latvia,  1 
from Estonia, Finland and Slovenia. Partners are of different size and scope, yet they share similar aims 
and target groups.The main project objective will be achieved by different activities. Centre for Support of 
Forest Owner Cooperation will oversee the overall management and implementation of project activities 
by all project partner organisations. It is also envisaged that each partner organisation will set up a local 
project management team. Issues pertaining to project implementation and achievement of expected 
project results are planned to be discussed with partners during transnational project meetings.During the 
course of the project, it is expected to develop several intellectual outputs:1. Innovative online manual for 
forest owners about basic forest management; consisting of 4 parts – one for each country in its national 
language with a summary of manual in English. It is estimated that each part of the manual may be at 
least 200 pages. The developed manual will be made printable and available for public at the project 
partners’ web sites.2. Interactive education materials pertaining to forest management planning. Educa-
tion materials are planned to be created in national languages of the project participating organisations. 
Developed materials will be made publicly available at the web sites of the project partners. Developed 
intellectual  outputs  mentioned  above  are  expected  to  assist  forest  owners  in  making  better  informed 
decisions in such areas as: forest inventory; when to use natural or artificial regeneration; what tree spe-
cies to grow; selection of the right type of seedlings; what soil preparation to select, when it is needed; 
pre-commercial and commercial thinnings, different thinning strategies and suggested thinning models; 
pests and diseases in forestry; ways to make forestry more environmentally friendly; forest certification 
schemes; right time to harvest; regeneration; basic aspects of tree harvesting and transportation; safety 
in forestry; alternative uses of forest; role of forestry in carbon cycle and global environment. The above 
mentioned topics is by no means final, it will be further developed during the project implementation. 
In order to exchange methods and best practices among participating organizations, transnational joint 
staff  training  events  are  envisaged  to  take  place.Various  dissemination  activities  are  also  envisaged, 
including local seminars in Estonia, Finland and Slovenia and a conference where produced intellectual 
results  will  be  presented  to  a  broader  audience.  In  addition,  it  is  also  planned  to  make  use  of  social 
media (Facebook) and partners’ web sites to inform about achievements in the project and to promote 
the developed manual and education materials.Better quality of forest management decisions by family 
forestry representatives are among desired impacts of the project, as family forestry plays an important 
role in rural employment, economic development and landscape formation. Better ways for family forest 
owners to learn necessary skills and ideas is of great importance. Better understanding of balancing eco-
nomic, environmental and social aspects of forestry is also expected to be accomplished. Well managed 
forest stores much more carbon, it is also expected to provide for increased employment opportunities. 
Well managed forests, based in informed decisions by owners, can significantly contribute to the above 
mentioned aspects country-wide, as well as Europe-wide.

 COORDINATOR: 

Dīķenieki
LV3306 Alsungas novads, Latvia
www.mezsaimnieks.lv

 CONTACT: 

  Māra Rozentāle

 
 
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 PARTNERS: 

SIHTASUTUS ERAMETSAKESKUS, EE;
GOZDARSKI INSTITUT SLOVENIJE, SI;
JYVASKYLAN AMMATTIKORKEAKOULU, FI;
LATVIJAS VALSTS MEZZINATNES INSTITUTS SILAVA, LV

 GRANT AMOUNT: 

182 485 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Agriculture, forestry and fisheries

International cooperation, international relations, development cooperation

Rural development and urbanisation

 CLUSTER(S): 

International Cooperation; Education for Sustainable Development

 
 
 
 
 
 
 
 
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SP295

 PROJECT NUMBER: 

2015-1-MK01-KA204-002819

 TITLE: 

  PROMOTING WEBINAR-BASED EDUCATION IN SOUTHEAST EUROPE 

 DESCRIPTION: 

The project will involve the following activities:

1.  Organization of 4 transnational project partner meetings; 2. Conducting of 1 research on e-learning 
in the region; 3.Preparation of 1 e-guide to organizing webinar and webinar methodology; 4. Creation 
and regular updating of 1 regional portal on e-learning; 5. Organization of at least 36 webinars (12 
by project partner) on how to organize a webinar and the benefits of webinar-based education.

The 4 transnational project meetings will serve the purpose of regular project coordination and commu-
nication. Two of the meetings will be held in the first year of implementation and the other two in the 
second year of implementation. There will be one meeting in the countries of each project partner and 
two meetings in the country of the coordinator. The specific cities will be decided at the project outset, 
however they have no influence on the project budget since they will be in the 100-1.999km travel dis-
tance range.

The research on e-learning will aim to provide an in-depth assessment of the availability of webinar and 
online course opportunities in the region, the supply and demand of such education opportunities, the 
reasons for and the factors behind the lack of such supply or demand, and the challenges learning provid-
ers have been facing with the organization of such educational processes. The following data collection 
methods will be used to produce the research: extensive online searches for data on e-learning opportuni-
ties, interviews (to be conducted via Skype or similar) with representatives of education providers across 
levels and sectors of education, as well as interviews with learners, young people and adults. In addition, 
data will also be collected via the web portal (online surveys). The research will involve the expert en-
gagement of 3 researchers who will collect the data, and produce the analysis and recommendations. 
The research will be published as an e-document. Professional graphic design services will be hired for 
the design of the final document.

The production of the e-guide will involve the effort of 3 experts/researchers. The guide will be published 
in an e-form. . Professional graphic design services will be hired for the design of the final document. 
The guide will be based, to some extent on the data collected for the research report, however it will 
also involve separate process of data collection, specifically for the purposes of the guide, for example 
of available technology, platforms for e-learning, key challenges, specific issues related to limitation on 
numbers of participants in different technologies and platforms used, limitations and advantages to video 
and audio communication, sharing of documents, etc. In addition, the guide will discuss particular issues 
related to e-learning methodology, such as difference between a physical and an online classroom, pre-
sentation tools, presentation length, style interaction, practical work, etc.

The regional portal on e-learning will aim to serve as a central resource for education providers and learn-
ers who are interested in webinars and online courses. The portal will collect and disseminate information 
on: available webinars in the broader region (providers will be offered to post their ads for free); it store 
resources on e-learning will be collected from relevant stakeholders; it will feature articles and discus-
sions on e-learning, provide technical advice, etc. The web portal will be managed by the coordinator, 
but all partners will take part in provision of content and data. They will be required to identify webinar 
opportunities, invite experts to contribute, write articles themselves, share content, promote the portal, 
take part in and moderate discussions, promote online surveys, etc. The portal will be a major effort in 
the project and it will act as the principal dissemination tool hence the contribution of each partner will 
be coordinated on regular basis.

The project partners will organize at least 36 webinars during the project. Each partner will be required 
to organize at least 12 webinars (6 per year). The webinars will be a dissemination tool and they will 
focus on how to organize a webinar and what are the benefits of webinar-based teaching. Each partner 
will be responsible for broadly promoting its webinars, participant selection and registration, selection of 
presenters and discussants, and delivery of the webinar. The objectives of the webinars will be consistent 
and some of the core material will be common but the partners will have the autonomy to produce their 
own webinar. They could decide on selection of discussants, specific focus of their presentations, etc. The 
primary target of the webinars will be education providers across levels and sectors.

 
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 COORDINATOR: 

DeSo
Sava Kovacevikj 27a
1000 Skopje, Former Yugoslav Republic of Macedonia
www.deso.mk

 CONTACT: 

Risto Karajkov

 PARTNERS: 

Foundation “Forty two”, BG;
INSTITOUTO ANAPTIXIS EPICHEIRIMATIKOTITAS ASTIKI ETAIREIA, EL

 GRANT AMOUNT: 

46 793 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

New innovative curricula/educational methods/development of training courses

Open and distance learning

 CLUSTER(S): 

Teaching and Training; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
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SP297

 PROJECT NUMBER: 

2015-1-MK01-KA204-002828

 TITLE: 

 DESCRIPTION: 

  ADDRESSING THE REGIONAL LABOR MARKET NEEDS THROUGH 
DEVELOPMENT AND CERTIFICATION OF  NEW PROGRAMS FOR 
ADULT EDUCATION 

The overall objective of the project is to address the skills needs which exist at regional level in Macedonia 
and Romania. The basic premise is that labor market needs vary across different regions within a country. 
These regional needs are generally under-explored in both Macedonia and Romania. Good data broken 
down at regional level are not available. As a consequence, adult education programs offered by adult 
education providers (AEP) often do not address specific regional needs, which has relevant effect both on 
employment as well as on regional competitiveness. To this end the specific objectives of the project are:

1.  To thoroughly research regional labor market skill needs in 2 pilot regions in Macedonia and 2 pilot 

regions in Romania.

2.  To develop, through a process of transnational cooperation and exchange of expertise and experi-
ence, and in cooperation with regional AEPs, 4 adult education programs per country (2 per region) or 
a total of 8 AE programs which would address regional skills shortages.

3.  To organize the certification of these programs with competent national authorities in Romania and 

Macedonia.

4.  To pilot the training programs with the partner AEPs from the selected pilot regions in Macedonia and 

Romania, and to further disseminate the programs to other AEPs.

The process would involve AEPs in the assessment of needs, the development of the training curricula, 
and the certification procedure.

Expertise would be transferred by DVV International on assessment, and curricula development, as well 
as on adult training methodology.

National competent authorities will be invited to the meetings and training workshops to take part in the 
debate on challenges to certification of new training programs.

The project will also undertake a broad dissemination of the project results. A regional conference will 
be organized (multiplier event) to promote the results of the project. The new curricula will be dissemi-
nated to all interested AEPs. In addition, policy makers will be invited to focus more strongly on regional 
labor market needs, and AEPs will also be encouraged to think in regional terms when developing their 
programs. This will strengthen their regional role and is expected to result with higher enrollment rates in 
adult education. The medium to long term impact is strengthened regional competitiveness.

 COORDINATOR: 

Centar za Dozivotno Ucenje
Meksicka 10b
1000 Skopje, Former Yugoslav Republic of Macedonia
www.lifelonglearning.mk

 CONTACT: 

Biljana Mojsovska

 PARTNERS: 

BIBLIOTECA JUDETEANA GHEORGHE SINCAI, RO;
DEUTSCHER VOLKSHOCHSCHUL-VERBAND EV, DE;
Scoala Populara de Arte si Meserii, RO;
ASOCIATIA EURO ADULT EDUCATION, RO;
Opstinska javna ustanova - Otvoren Graganski Univerzitet za dozivotno ucenje Joska Svestarot Strumica, 
MK;
Community Development Institute, MK

 GRANT AMOUNT: 

205 400 EUR

 CONTRACT DURATION:  

24 months

 
 
 
 
 
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 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Employability; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
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SP299

 PROJECT NUMBER: 

2015-1-MK01-KA204-002834

 TITLE: 

  PROFESSIONAL DEVELOPMENT COURSES FOR ENGINEERING 

MANAGEMENT AND LEADERSHIP SKILLS

 DESCRIPTION: 

Professional Development Courses for Engineering Management and Leadership Skills

The wider objective of the project is to improve Macedonian engineering manager’s performance through 
improvement of their management and leadership skills. The target group consists of engineering man-
agers, engineers entrepreneurs or engineers who wish to become managers, from Macedonia and the 
neighboring countries with similar context. The professional development courses for management and 
leadership skills will improve their competences, linked to their professional profiles, increase opportuni-
ties for professional development, and will increase the motivation and satisfaction in their daily work.

The major aim of the project is to jointly develop and implement professional development courses for 
engineering management and leadership skills, which will address European standards for management 
and leadership, as well as be built on rigorous research evidence and principles of adult education. The 
professional development courses for management and leadership skills will be modular and practice-ori-
ented, and will overcome skills mismatches and increase management and leadership competencies of 
engineers working on managerial positions in Macedonia, and in the region prospectively.

The second aim of the project is to develop learning environment, online courses, webinars, which will 
offer flexibility and will be adapted according to learning preferences of adult. The project is also oriented 
towards training of adult trainers, on relevant topics in adult education.

Successful realization of the project activities will provide integrated professional development courses 
for management and leadership skills to be developed, implemented and evaluated. These courses will 
be tailored made according to the assessed needs and expectations of engineering managers in Macedo-
nia and the region, as well as analysis and benchmarking of the management and leadership standards in 
Europe and adult training courses in this field. Also, specially designed learning environment will meet the 
needs of the adult learners, providing flexibility and innovative approaches of delivery of these courses.

All professional development courses for engineering management and leadership skills will be taught 
using contemporary training methods, such as problem based learning, game based learning, case study 
method,  etc.  Professional  development  courses  will  be  organized  using  blended  learning  concept  –  a 
combination of traditional and e-learning concepts. All course materials and activities will be available 
to adult learners through a distance learning system. The excellent quality of training, learning and ex-
amining methods, utilizing the possibility of new media, significantly contributes to high quality learning 
opportunities.

The professional development courses will be developed based on EU wide transparency and recognitions 
tools, the European Qualification Framework and in line with EU policy in the field of adult learning. In 
order to ensure the quality and recognition, the professional development courses for engineering and 
leadership skills will be accredited by an international and reputable accreditation association.

Certification of the courses will enhance the sustainability of the project and offer opportunity new adult 
learners from Macedonia and the region to take the courses and improve their work performance by im-
proving their management and leadership skills. Project results and lessons learned will be disseminated 
using several medias: web portal, internet, social media, engineering networks, publications, events, open 
days, conferences, etc. 

 COORDINATOR: 

IECE
Drezdenska 52
1000 Skopje, Former Yugoslav Republic of Macedonia
www.iege.edu.mk

 CONTACT: 

Angelina Taneva-Veshoska

 
 
 
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 PARTNERS: 

Civil Engineering Institute Macedonia, MK;
bit management Beratungs GesmbH, AT;
WORLD UNIVERSITY SERVICE-OSTERREICHISCHES KOMITEE VEREIN, AT;
Perfect Project Spolka z ograniczona odpowiedzialnoscia, PL

 GRANT AMOUNT: 

142 699 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

Overcoming skills mismatches (basic/transversal)

Open and distance learning

 CLUSTER(S): 

Teaching and Training; Employability; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
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SP301

 PROJECT NUMBER: 

2015-1-MK01-KA204-002857

 TITLE: 

  BOOSTING ADULT SYSTEM EDUCATION IN AGRICULTURE

 DESCRIPTION: 

Adult education addresses three distinct sets of priorities in socio economic development: the needs and 
goals of individuals, the needs and goals of the institution, and the needs and goals of the society. Adult 
education program in agriculture has reached a significant level of importance. Local academic systems 
should accept responsibility for offering adult education programs that meet the needs of the agricul-
ture/agribusiness industry and entrepreneurs. In modern times, generation and application of agricultural 
knowledge demand that people working and seeking jobs in agriculture academic and business sector 
pursue education beyond secondary schools. Local adult agriculture programs can address this demand 
through carefully prepared and evidence based curricula provision. Project objectives are therefore struc-
tured  to  enhance  the  cooperation  between  academia  and  business  sectors  in  agriculture  field  and  to 
particularly address the training needs of adult agriculture educators who are the primary target group of 
the project that will consequently improve the system of adult education in the field of agriculture and 
rural development in Europe wide communities in the East and South.

Through its milestone activities grouped under training courses, webinars, online platform and web site 
development, Methodology and training syllabus on establishing and operating the LLL agri-units within 
open-university approach and setting up of the LLL agri-units, the Agri Base project will target 300 adult 
agriculture educators per country (3000 in total) who will be the key resource for further impact and long 
term benefits in the cooperation between academia and business sector in the field.

The consortium approach in forming the Value Added Partnership will have a multiplier effect in terms of: 
(1) Access to a broader and higher quality range of professional development; (2) Stronger platform for 
succession planning and dissemination; (3) Better use of resources; (4) Increased innovation potential of 
wider European regions, and (5) Fostered potential for replication, sustainability and impact in a number 
of European agricultural communities in the East and South.

 COORDINATOR: 

Private Educational Institution- Open Civic University For Lifelong Learning Vanco Prke
Toso Arsov 14
2000 Stip, Former Yugoslav Republic of Macedonia
www.obrazovanienavozrasni.info

 CONTACT: 

  Marijana Kroteva

 PARTNERS: 

UNIVERZITET U ISTOCNOM SARAJEVU, BA;
UNIVERSITA DEGLI STUDI DI FOGGIA, IT;
WESTERN BALKANS INSTITUTE UDRUZENJE, RS;
UNIVERSITATEA 1 DECEMBRIE 1918, RO;
Kolegji ILIRIA, XK;
UNIVERSITY OF CUKUROVA, TR;
UNIVERSIDAD POLITECNICA DE CARTAGENA, ES;
EESTI MAAULIKOOL, EE;
TECHNICAL UNIVERSITY OF VARNA, BG

 GRANT AMOUNT: 

194 826 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Increasing attainment levels

 TOPIC 1: 

Agriculture, forestry and fisheries

 
 
 
 
 
 
 
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 TOPIC 2: 

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

Regional dimension and cooperation

 CLUSTER(S): 

Teaching and Training; Education for Sustainable Development

 
 
 
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SP303

 PROJECT NUMBER: 

2015-1-MT01-KA204-003732

 TITLE: 

  EFFECTIVE EDUCATION FOR PERSONS WORKING WITH 

VULNERABLE PEOPLE

 DESCRIPTION: 

Among the main causes of poverty in Europe are lack of education, lack of employment opportunities, 
past personal experiences and different cultural backgrounds. During these last decades Europe has ex-
perienced a large influx of migrants coming from Africa, the Middle East and Eastern Europe. Most of 
these persons experience trauma during their voyage to Europe. This will have a negative effect on their 
social skills. Besides, their level of education will not be recognised by the hosting country and they will 
thus encounter a lack of employment opportunities. These characteristics will lead to poverty and social 
exclusion.

The aim of this project is to help educators and workers identify persons who are finding difficult to live, 
and learn how to educate them in an informal way which will lead to employment and social inclusion. 
Training will be given to educators who teach workers / front liners and other educators who interact with 
Third Country Nationals (TCNs) how to identify persons who experienced trauma and how to help them 
socially interact with others, and what basic skills they need to give them before encouraging TCNs to 
participate in formal recognised training courses.

The objectives are:

a) Increase employee motivation and job satisfaction among people working with TCNs,

b) Increase innovation and efficiency in processes, leading to socially including TCNs,

c) Increase capacity to adopt new technologies, strategies, methods and services being offered,

d) Increase in the skills levels, competencies needed to do the job well and reduce employee turnover,

e) Increase the identification of victims of human trafficking or smuggling.

f) give basic skills to TCNs for future employment; and

g) have a holistic on-line training to different citizens from different EU Member States.

This project includes organisations from Malta, United Kingdom, Romania and Slovenia. More than 50 per-
sons will be directly participating in the project. These participants will include front liners and educators 
who work with TCNs, victims of human trafficking and smuggling, administrative staff from the participat-
ing organisations, and important stakeholders such as NGOs working with TCNs and government officials.

Effective Education for Persons Working with Vulnerable People (EEPWVP) will comprise the establish-
ment of three different intellectual outputs: the creation of a training manual, the training e-course and 
the creation of a mobile application.

These tools will be used in training programmes to help front line staff and educators working with TCNs 
with  practical  skills  to  accurately  perform  their  key  duties  involving  identifying  victims,  implementing 
protection systems and dequately safeguarding victims.

The training will address the basic skills needed by these persons, and how to lead them to participate at 
a community level. It will also highlight immediate services required by persons who experienced human 
trafficking or smuggling, including safe accommodation, medical care, counseling and education.

The project will include a number of activities including transnational meetings, research, administrative 
activities, and hands on activities that will lead to the creation of the intellectual outputs and a number 
of national conferences and training programmes to promote the intellectual outputs. The methodology 
to be used will be very informal and we will try to change the approach according to the target group of 
each particular activity.

 
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The expected immediate results are:

 § 400 printed manuals;

 § 500 persons downloading the soft copy of the manual from our websites;

 § around 1,200 participants to undergo online training in the first five years of the e-course

 § around 500 persons will make use of the mobile application; and

 § around 180 persons will attend the conferences and training on the intellectual outputs.

The expected impact and long term benefits include a strengthened relationship amongst all participating 
organisations and their volunteers and workers, increase int eh level of efficiency of NGOs and workers 
that interact with TCNs by giving TCNs the requested services and basic skills, help TCNs, especially vic-
tims of smuggling and human trafficking to overcome the trauma they passed through, and complement 
the national policies to integrate TCNs into the local communities.

 COORDINATOR: 

Cross Culture International Foundation
24 TRIQ BORMLA
PLA 1900 PAOLA, Malta
Www.ccifmt.org

 CONTACT: 

Hedwig Bvumburah

 PARTNERS: 

End Child Prostitution, child pornography and trafficking of children for sexual purposes (ECPAT UK), UK;
Institut za Afriske Studije, SI;
UNIVERSITATEA BABES BOLYAI, RO

 GRANT AMOUNT: 

138 796 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Strengthening education and training paths of educators and youth workers

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-MT01-KA204-003733

 TITLE: 

  CREATION OF CONTINUOUS PROFESSIONAL DEVELOPMENT 

PROGRAMME FOR EDUCATORS  

 DESCRIPTION: 

  Malta’s National Curriculum Framework (2012) was designed to reflect the aims and goals of the EU2020 
strategy. For this to be successful, the need is felt for the creation of a revised version of the Continuous 
Professional Development (CPD) programme for educators in Malta, that is consistent with the frame-
work’s underlying EU 2020’s principles of equity, diversity, inclusivity and social justice in education. The 
Mediterranean basin experiences comparatively higher rates of migration thus necessitating the introduc-
tion and consolidation of these necessary skills set to deal with the exponential growth of multicultural-
ism within the continent.

In collaboration with Forth (Greece) and the Universita’ Degli Studi di Verona (Italy), this three-year project 
will therefore create a CPD Programme for educators in today’s day and age built on shared European ex-
periences and collaboration, and to share the lessons and knowledge gained with the European partners 
as well as other educational systems wishing to conduct similar experiments. These partners will provide 
workshops to over 500 educators in Malta over a period of two years. An impact assessment evaulation 
of the project will take place in the third year.

Since the ultimate aim of the project is to bring about change through CPD initiatives, it indeed is a form of 
action research. Once this has been carried out, data will be collected to assess what impact this CPD ini-
tiative has had on the educators themselves as well as on the performance of a cohort of young students. 
This entails comparing results of students before and after the CPD intervention, as well as feedback from 
the educators who participated in the workshops.

Ultimately, students will benefit from high-quality education and training that will allow them to adapt 
to globalised complex environments in which creativity, innovation, initiative, entrepreneurship and com-
mitment  to  continuous  learning  are  as  important  as  knowledge.  The  impact  of  this  CPD  initiative  will 
also positively affect student retention and reduce early school leaving while promoting lifelong learning 
amongst students and educators.

 COORDINATOR: 

DQSE - Directorate for Quality and Standards in Education
Ministry for Education and Employment, Great Siege Road, Floriana
VLT 2000 Floriana, Malta
https://education.gov.mt

 CONTACT: 

Joanne-Rita Grima

 PARTNERS: 

FOUNDATION FOR RESEARCH AND TECHNOLOGY HELLAS, EL;
UNIVERSITA DEGLI STUDI DI VERONA, IT

 GRANT AMOUNT: 

172 383 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Addressing low achievement in basic skills through more effective teaching methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Early School Leaving / combating failure in education

Inclusion - equity

Intercultural/intergenerational education and (lifelong)learning

 CLUSTER(S): 

Teaching and Training; Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-MT01-KA204-003747

 TITLE: 

  SYNERGISING EUROPEAN VOLUNTEER RESCUE TEAMS - A RESCUE 

OPERATIONS MANUAL

 DESCRIPTION: 

Context/background of the project

Europe has a number of rescue teams which provide assistance to the general public in cases of emer-
gencies. These rescue organisations work on a voluntary basis and provide training to their volunteers to 
equip them with the necessary knowledge of how to act in a particular situation. Currently, the working 
methods that are used by our volunteers during these rescue operations is not harmonised. Therefore vol-
unteers coming from one organisation may handle a emergency situation differently from the volunteers 
of another European rescue organisation. This creates problems when our organisations would need to 
mobilise their volunteers in order to meet the increasing demands for assistance.

Objectives of the project

Following the above-mentioned problem, six organisations have come up with the idea of creating what 
is being referred to as the Rescue Operations Manual which will contain one common working method 
that should be adopted for every discipline that will be targeted in this project. In fact, it can be stated 
that the main objective of this project is to bring together these six participant organisations in order to 
devise this Rescue Operations Manual that will eventually be taken up by all these organisations to har-
monise the manner by which volunteers act when they are involved in rescue missions. By virtue of this 
Manual, each participating organisation will alter and amend its training structures in order to make it fit 
the instructions that will be included in the Manual. Ultimately, by adopting one common system of how 
volunteers should tackle a situation, the participating organisations would be in a position to mobilise 
their volunteers according to the needs.

Number and profile of participants

The participants for this project include the applicant organisation (EFRU) together with six partners from 
Italy, Portugal, Greece, UK and Cyprus. Every organisation will appoint a Project Coordinator that will be 
responsible for the overall management of the project. Also, aside from the latter persons, each organi-
sation will appoint 2 Key Persons and a Manager. The 2 Key Persons will be experts in the disciplines that 
will be tackled. Moreover, the Managers will be responsible for the development of the Rescue Operations 
Manual. More specifically, each Manager will be responsible for a particular discipline. It is safe to state 
that the 2 Key Persons and the Managers will be working closely together in order to achieve the goal of 
this project.

Methodology and Description of activities:

1)  5 Transnational Meetings: During these meetings the Key Persons and the Managers will have time to 
discuss the disciplines that will be targeted by this project. In some (but not all) of the meetings the 
Project Coordinators will be involved. Also for the last transnational meeting only the Managers will 
be involved.

2)  2 Simulation activities: The first simulation will be carried out after the first transnational meeting 
and its scope will be to bring together volunteers from all over Europe to assign to them different 
situations whereby they would have to provide assistance as happens in real life. Their behaviour and 
interaction will be noted and this will be used to help the Managers devise the best possible working 
methods to be included in the Manual. On the other hand,the second simulation will be held after the 
last meeting and exactly before the Conference in order to test the results of this project.

3)  A Conference: This will be held at the very end of the project to publish this Manual and give a copy to 
all those attending and this activity will also serve a means to make public the results of this project. 
In fact the media will also be invited to attend this Conference.

Results

 
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The result of this project will be the Rescue Operations Manual and consequently the volunteers that 
will participate in the training courses that are based on the instructions of the Manual will be given a 
certificate to certify that they are qualified to act in line with the working methods of the Manual. The 
volunteers will acquire new skills because the working methods that will be devised in the Manual will 
focus on safety and practicality. Therefore volunteers will be more equipped to deal with the emergency 
situations when they are involved in rescue missions.

Impact

The impact of this project will be felt by the participating organisations, the volunteers and society in 
general. We believe that the extended impact of this project will be felt consequent to this project when 
rescue organisations will take the appropriate action to amend their training structures in order to make 
them fit the instructions provided in the Manual. The volunteers will then start to operate on the basis 
of these instructions and this will provide the same organisations with the possibility of mobilising their 
volunteers from one country to another.

 COORDINATOR: 

EFRU
‘Joel’, Flat 2, Triq Luqa Briffa
GZR1508 Gzira, Malta
www.efru.org

 CONTACT: 

Joseph Bonnici

 PARTNERS: 

Escola Portuguesa de Salvamento, PT;
Serve On Ltd, UK;
edelweiss, IT;
ELITE TEAM SPECIAL MISSIONS OF GREECE, EL;
Cyprus Civil Protection Volunteer Corps, CY

 GRANT AMOUNT: 

156 405 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Health and wellbeing

Overcoming skills mismatches (basic/transversal)

Regional dimension and cooperation

 CLUSTER(S): 

Health and Medicine; Employability; Education for Sustainable Development

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-NL01-KA204-008870

 TITLE: 

  VOLUNTEER CAREER GUIDE

 DESCRIPTION: 

Volunteering is a rich learning environment, where motivated people of all ages contribute to civil society 
in a self chosen position and environment, and at the same time gain skills and competences that have 
value for their personal and professional development and career. In this way, volunteering offers a nice 
mixture of non-formal and informal learning.

This  project  is  based  on  the  results  of  the  Public  Consultation  Towards  a  European  Area  of  Skills  and 
Qualifications, published by the European Commission on 17 June 2014. The report of this consultation 
states that there should be more focus on the individual and on the end users of validation tools, that 
there should be more attention for guidance, and that the EQF should be more open towards nonformal 
and informal learning.

Translated to the world of volunteering, this means that

 § there should be more attention for guidance of volunteers in their personal and professional develop-
ment (in stead of developing more tools and methods for recognition and validation of their learning 
outcomes)

 § the starting point of the validation process should be the individual, not the system

 § we should build bridges between the outcomes of informal and nonformal learning processes on one 

side and the European Qualifications Framework on the other side.

The project is innovative in 3 ways:

 § it builds bridges between informal learning on one side and the European Qualifications Framework 

on the other side

 § it creates a clear link between volunteering on one side and professional career guidance on the other 

side

 § it does not provide new tools or methods, but provides guidance for volunteers in using these tools and 

methods for their personal and professional development.

The project results will be:

Booklet (PDF/printed) for volunteers how to ‘’translate’’ their volunteer qualifications to the labour market.

Online training (using the online learning platform PBlearn or a similar platform) to support the use of 
the booklet.

Face to face training in addition to the online training, custom made for volunteering organisations, to be 
offered in the framework of Erasmus+ Key Action 1.

The project partners are:

EDOS Foundation - The Netherlands

BONSAI - local volunteer centre of Dubrovnik - Croatia

 COORDINATOR: 

European Volunteer Centre - Belgium

EDOS Foundation
Rijplaan 23
6681 EG Bemmel, Netherlands
www.edosfoundation.com

 CONTACT: 

Jo Peeters

 
 
 
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 PARTNERS: 

Centre Européen du Volontariat (CEV), BE;
BONSAI, HR

 GRANT AMOUNT: 

52 464 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

Recognition (non-formal and informal learning/credits)

Recognition, transparency, certification

 CLUSTER(S): 

Improving the Quality of Education / Training Systems

 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-NL01-KA204-008924

 TITLE: 

  WORKIT: JOB LANGUAGE KIT FOR MIGRANTS

 DESCRIPTION: 

The WorKit project is aimed at facilitating the access of adult migrants to the labour market of the host 
country through equipping them with a set of language and communication skills necessary for finding a 
job and providing them with information about local labour market opportunities in 5 EU countries (The 
Netherlands, Italy, Spain, Bulgaria and the UK).

Languages are central to many of the challenges posed by migration and thus migrants have some of the 
most urgent language learning needs of any language learner. The barriers faced by migrants for finding a 
job in the receiving country include, among others, insufficient skills and experience (especially language 
barriers, low level of education or a lack of local work experience) and difficulties in navigating host-coun-
try labour markets (including poor information about how to present themselves and look for a job).

WorKit will address the above needs and challenges through the application of innovative context-related 
and learner-centred tools providing language information linked to the migrants’ immediate needs for 
employment. The main project products (Job Language Kit for Migrants, WorKit Online Interactive Tool and 
WorKit Mobile App) will provide language information on work and employment, addressing specific areas 
in the process of seeking, finding and keeping a job. Thus WorKit will allow migrants to quickly achieve 
progress in adaptation and language learning, directly help them to find their place on the labour market 
and match requirements and needs of employers.

The project objectives are focused on:

 § Improving language competences of adult migrants for the purposes of labour market orientation and 

participation

 § Developing attractive products for non-formal language learning and thus improving the capacities of 

organisations working for the integration and language training of adult migrants

 § Facilitating the access and inclusion of adult migrants into the labour market by providing them with 
employment-specific  information  for  local  labour  market  regulations  in  5  EU  countries  with  urgent 
migrant integration needs

The Job Language Kit for Migrants and its on- and offline learning applications will be developed as an 
attractive  language  tool  with  educational  and  informative  character  that  will  offer  instant,  on-the-go 
support to migrants in their job seeking. It will allow them to quickly achieve progress in adaptation and 
language  learning  and  facilitate  their  access  to  the  labout  market  through  learner-centred  language 
education.

The WorKit outcomes address, on one hand, adult migrants, but on the other, also (volunteer) educators 
providing language training to migrants. They will be offered new attractive methodologies and products, 
encouraged to multiply their effects at local level and apply them in a language teaching environment 
in order to improve the quality, attractiveness and accessibility for migrants. This will also improve the 
capacities  of  organizations  and  providers  addressing  migrant  integration  issues  and  especially  of  or-
ganisations from countries which currently face problems with dealing with intensive migrant flows and 
providing support to migrants, including for learning of the host language.

WorKit will reach its target groups through creating a Europe-wide network of organisations working for 
the integration and language training of adult migrants, such as migrant organizations and communities, 
organisations providing language and integration courses for migrants, language and VET providers, em-
ployers’ associations, workers unions, job coaching providers, etc. The network will be used throughout 
the project for needs analysis, development of main products, feedback, dissemination and impact op-
portunities. The identified stakeholders will be involved in training workshops demonstrating the created 
methods and products and their applicability with the end-users. Events for exploitation of the project 
outcomes will also serve as a forum for discussion and feedback from the associated partners and an 
opportunity to kick-start a discussion among stakeholders and policy makers on current issues regarding 
the integration of migrants.

 
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The main project results include:

 § improved  language  and  communication  skills  of  adult  migrants  for  the  purposes  of  labour  market 

integration

 § developed context-specific and learner-centred language products which to support non-formal learn-

ing of adult migrants as well as (volunteer) language educators of adult migrants

 § improved  capacities  of  migrant  organisations  with  new  approaches  and  motivational  boosters  for 

engaging migrants in a process of integration in society

 § facilitated access and inclusion of adult migrants into the labour markets of 5 EU countries

 § effective  methodologies  for  labour  market  integration  of  migrants  from  5  European  countries  and 

beyond (good practices)

 § continuous dialogue between stakeholders from the worlds of education, training and work.

 COORDINATOR: 

Coöp. vereniging Pressure Line U.A.
Provenierssingel 71b
3033 EH Rotterdam, Netherlands
www.pressureline.nl

 CONTACT: 

Svetlana Rashkov-Ninova

 PARTNERS: 

Università per Stranieri di Siena, IT;
EURORESO, IT;
Inthecity Project Development, NL;
St. Dona Daria, NL;
TRADIGENIA SL, ES;
JEST, BG;
MI GEN CIC, UK

 GRANT AMOUNT: 

281 431 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Inclusion - equity

Teaching and learning of foreign languages

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-NL01-KA204-008947

 TITLE: 

  REALLIFE: SERIOUS GAMING AND VIRTUAL REALITY TO DEVELOP 

21ST CENTURY AND EMPLOYABILITY SKILLS

 DESCRIPTION: 

RealLife is an innovative project in which serious gaming and virtual reality are used to improve skills 
needed in the 21st century and skills needed for employability for those at the edge of society. Training 
skills in a safe and virtual reality will help prisoners to function in real life and enhance their sense of 
initiative.

The objective is to develop an innovative tool, the RealLife game with a certificate that validates informal 
learning. RealLife will design a strong tool for many disadvantaged groups in Europe by implementing 
seven pilots in six European countries that will include 80 prisoners, 14 mentors and 35 prison guards. 
Focus will be on different groups, youngsters between 17 and 23, woman and (older) men.

The use of gamification is a user-friendly method that can be delivered on an individual basis to promote 
employability and reduce recidivism for in prisoners. To measure effectiveness of the serious game we will 
study the rate of recidivism in the first 48 hours to two months after prisoners leave detention.

This way we are able to measure the impact of the game almost immediately and improve the game. The 
game will focus on new learning possibilities to be applied in prisons: digital tools, games that educate, 
train and inform, can provide an alternative sustainable learning tool for disadvantaged groups. Many 
among the end-users have learning disabilities and reject more traditional teaching approaches.

At the moment many prisoners and others at the edge of society have big problems finding their way to 
the labor market. Many inmates have no diplomas and no or little access to digital media. Excluding this 
disadvantaged group from 21st century developments will only widen the gap between them and the 
labor market. The SEPE certificate (Supporting Employability and Personal Effectiveness) that we will work 
with is a flexible approach in which a portfolio is used as a tool to assess the outcomes of non-formal 
learning. This certificate for employability skills is recognized in the EQF. Europe can be on the frontier of 
discovering how to use technology to improve 21st century skills and increase employability with RealLife.

Within the project, one will be a regular project website, the other website is www.reallifework.eu in which 
we will link our target group to the labor market.

Sustainability will be achieved by:

 § MediaWise: a digital platform for (non-formal) learning that is an integrated part of education in the 

justice system in The Netherlands. Project RealLife will be included in this platform.

 § A Social Impact Bond will be set up in at least one country. A Social Impact Bond in short is a contract 
between the public sector (government), businesses and social organizations to stimulate innovative 
ideas that have a high potential to be successful. It is a way for governments to implement innovative 
ideas that result in public sector savings without having the risk to having invested in advance.

 § Give ownership of project RealLife to mentors

In all countries, mentors will act as a catalyst, they will guide disadvantaged groups through RealLife 
games and disseminate and transfer the idea to other local and regional institutions.

 COORDINATOR: 

Click F1
Catharijnesingel 55G
3511GD Utrecht, Netherlands
www.clickf1.nl

 CONTACT: 

Hendrik-Jan Trooster

 
 
 
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 PARTNERS: 

Changes&amp;Chances, NL;
STEPS srl, IT;
Kocaeli Open Correctional Institution, TR;
VSI HITECO, LT;
CHAINS, NL;
THE NOTTINGHAM TRENT UNIVERSITY, UK;
Accord International s.r.o., CZ

 GRANT AMOUNT: 

425 001 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-NL01-KA204-009004

 TITLE: 

  TRANSNATIONAL PEER REVIEW FOR QUALITY ASSURANCE IN 

VALIDATION OF NON FORMAL AND INFORMAL LEARNING (VNFIL) 
EXTENDED

 DESCRIPTION: 

The European Peer Review VNFIL Extended project aims to extend the current European Peer Review for 
RVC methodology to more European partners in more countries, establishing Peer Review to complement 
and enhance the usual quality assessurance systems in Validation of Non-Formal and Informal Learning 
(VNFIL).

Building upon the results of a series of previous European programmes, the project seeks to increase 
the transparency, market relevance, consistency and transferability of VNFIL across Europe. It provides in 
a common framework and tools for Peer Review for different Member State VNFIL systems and VNFIL 
providers to improve, monitor and evaluate their quality assurance policies and practices in a manner 
appropriate to their national/institutional context. On European level the project supports mutual trust in 
transnational use of VNFIL and alignment of Quality Assurance methods across Member States.

Peer review – the external evaluation of VNFIL institutions/providers by Peers – is a promising instrument 
for quality assurance and development. It builds on quality activities already in place at a VNFIL institu-
tion/provider, it is cost-effective and it fosters networking and exchange between providers of validation 
of non-formal and informal learning.

Transnational peer review in particular supports exchange between Member States and VNFIL providers. 
In the project, this is used to strengthen mutual trust and enhance alignment between Member States, 
working towards a common, standard framework for Peer Review on European level.

The Peer Review VNFIL Extended project works with the Peer Review methodology and instruments as 
they have been developed in previous programmes. Most recently, in the EuropeerGuide RVC project, the 
Manual, Toolbox, and Quality Areas for Peer Review have been adapted to use in 3 countries. VNFIL pro-
viders and stakeholders in other countries have expressed a strong interest in adapting and implementing 
the Peer Review framework and its instruments. This project takes up further fine-tuning and transfer of 
the methodology to new countries through a number of capacity building activities directed at profession-
al development of more VNFIL practitioners.

In the project, 15 partners from 7 European countries conduct transnational Peer Reviews on VNFIL. To 
ensure  continuity  of  approach  and  enhance  transference,  project  partners  are  both  organisations  that 
have been involved with preceding programmes and new partners from new countries. All share the ambi-
tion to extend the results of the current project. Project partners are adult education- and higher education 
providers, VET organisations, and specialised VNFIL centres, companies and NGOs. Also organisations that 
impact national policies were included, as well as European umbrella organisations for learning.

10 VNFIL providers get Peer Review feedback on their chosen European Quality Areas for VNFIL from 
national  and  transnational  partners.  The  project  enhances  the  quality  and  visibility  of  VNFIL-provision 
by making a complete inventory of current policies, QA systems and good practices, for all participating 
countries and on a European level. A reflection report provides in a scientific analysis of the added value 
of Peer Review, containing good practices and scientific information that can be used by VNFIL providers 
and national policy makers to underpin their choice for Peer Review in QA VNFIL. National strategy papers 
will be compiled to advise stakeholders in participating countries and European policy-makers on further 
development of their (trans)national quality frameworks on VNFIL.

To further disseminate Peer Review VNFIL across Europe, the project provides in a practical peer review 
reader for interested providers and policy  makers, and  publish a  policy  paper on the outcomes of  the 
project,  indicating  the  added  value  of  Peer  Review  for  VNFIL  providers  and  outlining  opportunities  for 
policy-making on a European level.

To ensure long term impact the project supports the European Peer Review Association (EPRA) in setting 
up a sustainable network on Peer Review. This network starts up already during project implementation, 

 
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when national coordinators and stakeholder committees are formed and, through (trans)national meet-
ings and conferences, get involved by discussing relevant Peer Review inventories, national strategy pa-
pers and (European) policy papers.

Further, the project provides in preparatory activities to formally set up a sustainable Peer Review Net-
work.  These  include  Business  Model  Canvas  session(s)  to  develop  a  business  plan  for  the  Network,  a 
Network  database,  a  Peer  Review  register  and  Peer  Review  label.  New  and  sustainable  channels  for 
dissemination and transference of the Peer Review methodology are thus an integral part of the proj-
ects outcomes. This enables the project to immediately influence, through the Peer Review Network, an 
emerging community of VNFIL providers and other stakeholders across Europe.

 COORDINATOR: 

ErikKaemingk CV
Beethovenlaan 47
6815 CP Arnhem, Netherlands

 CONTACT: 

Annemieke Kikstra

 PARTNERS: 

Verband Österreichischer Volkshochschulen, AT;
Kammer für Arbeiter und Angestellte für Salzburg, AT;
Verein Frauenarbeit Steyr, AT;
CENTRE INTERINSTITUTIONNEL DE BILAN DE COMPÉTENCES BOURGOGNE SUD, FR;
Vigor Transition B.V., NL;
UNIVERSITAET FUER BODENKULTUR WIEN, AT;
Libereaux B.V., NL;
Europäische Peer Review Vereinigung, AT;
CITEFORMA, PT;
NARODNY USTAV CELOZIVOTNEHO VZDELAVANIA, SK;
Lietuvos svietimo profesine sajunga, LT;
ISLA-Instituto Superior de Gestão e Administração de Santarém, PT;
Firmenausbildungsverbund Oberösterreich - FAVOÖ, AT;
EUROPEAN ASSOCIATION FOR THE EDUCATION OF ADULTS, BE

 GRANT AMOUNT: 

402 791 EUR

 CONTRACT DURATION:  

33 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Strengthening quality through mobility and cross-border cooperation

 PRIORITY 3: 

Implementation of EU VET tools

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Quality Assurance

Recognition (non-formal and informal learning/credits)

Recognition, transparency, certification

 CLUSTER(S): 

Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-NL01-KA204-009009

 TITLE: 

  ZOO KEEPER COMPETENCY FRAMEWORK

 DESCRIPTION: 

Zoos are conservation, research and education centres, plus highly popular tourist attractions, throughout 
Europe. The European Association of Zoos and Aquaria (EAZA) alone represents 345 institutions, housing 
over 1.6 million animals and with an estimated 140 million visitors per year - making Zoos and Aquaria an 
important sector in the EU with 27% of EU citizens having visited an EAZA institutionin 2012. By ensuring 
that its member zoos and aquariums achieve and maintain the highest standards of care for the species 
they keep, zoos and aquariums (hereafter referred to as zoos) empower European citizens to learn about 
animal behaviour and welfare; and contribute to global biodiversity conservation goals; whilst contributing 
to local economies through their role as highly popular tourist attractions.

Zoo keeper training opportunities vary greatly across Europe. Whilst in some countries standardised, for-
mal qualifications are available to zoo keepers, for example, the Diploma in Management of Zoo and 
Aquarium Animals (DMZAA) in the United Kingdom, resources and standardised training opportunities are 
lacking in many countries, especially those who joined the EU in 2004 or later. This has resulted in a clear 
skills gap in professional zoo keeping in many EU member states. In these instances, zoo keeper training 
is reliant on the application of in-house identification of core zoo keeper skills and training, which lacks 
inter-institutional standardisation, a quantifiable measure of skills competency and implementation of 
best-practice. This often leads to limited capacity building within the role of the zoo keeper, barriers to 
mobility between institutions, compromised best-practice animal management and stilted progression 
in the value of the zoo as a place of conservation, research, education and as an economic contributor.

The aim of this project is to develop and implement a sector-specific comprehensive and coherent Zoo 
Keeper Skills Competency Framework to meet the needs of the zoological tourist industry; incorporat-
ing skills from a range of relevant disciplines and available to all European zoos, bringing positive and 
long-lasting benefits through:

 § Building capacity within the role of the zoo keeper through implementation of vocational education 

and training (VET) via work-based learning (WBL);

 § Promoting progression in animal management standards, including animal welfare best-practice and 

as centres for conservation, research and education.

 § Facilitating labour mobility between zoos and have a positive effect on both employment opportuni-

ties and retention;

 § Professionalising  the  role  of  the  zoo  keeper  to  drive  economic  development,  the  value  of  zoos  as 

modern tourist attractions and employers with high vocational opportunities.

 COORDINATOR: 

Plantage kerklaan (p/a Artis Zoo) 38-40
1018 CZ Amsterdam, Netherlands
www.eaza.net

 CONTACT: 

Laura Myers

 PARTNERS: 

North of England Zoological Society, UK;
Aeres Groep, NL;
Lietuvos zoologijos sodas, LT;
Federatia Gradinilor Zoologice si Acvariilor din Romania, RO;
Zoo Wroclaw sp. z o.o., PL;
Sparsholt College Hampshire, UK;
Ustanova Zooloski vrt grada Zagreb, HR

 GRANT AMOUNT: 

266 301 EUR

 CONTRACT DURATION:  

34 months

 
 
 
 
 
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 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Development of high quality work-based VET

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Intercultural/intergenerational education and (lifelong)learning

Natural sciences

 CLUSTER(S): 

Employability; Inclusion and Tolerance

 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-NO01-KA204-013235

 TITLE: 

  VOCATIONAL LANGUAGE FOR CARE AND NEW OPPORTUNITIES FOR 

MIGRANTS

 DESCRIPTION: 

The VOLCANO Project aims to develop and test a learning pathway for the target groups of indigenous 
BME, migrants and refugee populations who are economically inactive, and who have second or addition-
al language to the host country for entry into the social care sector within healthcare provision.

The project has five main objectives:

1)  To demonstrate that people with language levels of A2 to B1 can be sustainability employed in this 

sector.

2)  To address the known and growing skills gap across Europe which exists in lower levels of social/
healthcare (due to population decline and movements, increased professionalisation and traditional 
low status and low pay).

3)  To take advantage of greater in work learning opportunities in the sector which has opened up a new 
route into employment in for people from overseas which means their lack of entry qualifications can 
be supplemented by in work learning allowing them to progress through the industry.

4)  To provide a new workforce for the sector now essential due to the demand for new staff through the 

Working Time Directive and Directive on Professional Qualifications.

5)  To provide a diverse labour force which more closely resembles the diverse nature of the elderly com-

munity in Europe accessing social and healthcare

The project aims to provide preparation for entry into the sector at care assistant level both in residential 
homes  and  in  home  care.  The  project  will  cascade  a  strategy  enhancing  education  and  employability 
practice that meets objectives within the 2020 strategy, which has set a target of 75% employment rate 
in Europe. The Bruges communique, in this context, calls for VET to better respond to labour market needs. 
This requires and improved understanding of emerging and evolving sectors and their skills needs as well 
as better mechanisims to translate this understanding into corresponding training provision. The project 
will contribute to this by providing education and training leading to employment in the social care/health 
care sector by targeting BME’s furthest from the labour market not currently fully provided for within many 
EU employability strategies. A group with one of the highest unemployment rates and poorest education-
al standards of any specific group within EU labour market statistics. It will provide portable skills for the 
target group to enhance mobility in the European social care//healthcare market.

The project will provide language level testing, skills and competencies audits which will match to the 
sector, combined with a vocational language courses, practical work experience and curricula for adult 
educationalists to exploit. The project will be based on some existing best practice and methodologies 
tested extensively in the UK and will add to that new innovations including competency and language 
benchmarking; an extensive materials resource, innovative employer engagement and work experience 
opportunities. It will provide a much needed standardised system for measurement of professional com-
petences and language skills for entry level in the health care professions. The project will utilize VLE 
technology to allow distance learning for the adult eduction providers. It will further address the barriers 
faced by the target group entering employment generally.

The five partners drawn from across Northern, Southern and Eastern Europe are experienced experts in 
the fields of adult education and can demonstrate exceptional links to and experience of working with the 
target groups and the sector of employment targeted in the project. They have many years experience of 
working transnationally and collaboratively.

The project will impact favourably on 3 groups:

1)  Trainers/teachers who will benefit from new and dynamic training materials with a proven track record 
and the transfer of these materials into another language and eventually onto other adult education 
providers.

 
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2)  Beneficiaries making them more job ready and providing them with a sustainable route into employ-

ment in a growth sector.

3)  Employers  by  linking  them  to  a  sustainable  and  trained  workforce  which  reflects  the  increasingly 

diverse user of social care services in Europe.

In the longer term the impact of this project will have a cascading effect within the local areas, regions, 
nationally and also at a European level. Further impact of the programme on each geographical area in 
which it is piloted will be assessed using feedback from the Stakeholders Forums in each country. Impact 
in respect of employment outcomes and contribution towards local regeneration will also be considered.

 COORDINATOR: 

Folkeuniversitetet Øst
Torggata 7
0181 Oslo, Norway
www.folkeuniversitetet.no

 CONTACT: 

Fadhila Renja

 PARTNERS: 

Associazione N.E.T. Networking Education &amp;
Training, IT;
VOLKSHOCHSCHULE IM LANDKREIS CHAM EV, DE;
Ustanova za obrazovanje odraslih Dante, HR;
Bridges Programmes, UK

 GRANT AMOUNT: 

261 315 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Gender equality / equal opportunities

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Employability; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-NO01-KA204-013265

 TITLE: 

  WE ARE DREAMERS, WE ARE SHAPERS, WE ARE WHAT WE WANT 

TO BE

 DESCRIPTION: 

The rules of modern European society are changing. People want to have an active role in defining the 
way they live, the way they learn, the way they work, the way they interact. They are shaping the world 
and helping it to grow and develop through the creation of new ideas, partnerships and businesses.

With the development of social technologies, the opportunities for budding entrepreneurs also grow. As 
was reported in the E-Skills Manifesto, 2014, “ICT induces social phenomena such as mass collaboration, 
social media and crowdsourcing [which] is reshaping social interaction and work processes. Crowd-funding 
in particular is emerging as a dynamic system in which prospective entrepreneurs can find non-traditional 
funding sources to bring their dreams into reality.

However,  there  are  a  number  of  persistent  barriers  to  entrepreneurialism  and  in  particular  the  use  of 
crowd-funding. First of all, not all Europeans have the skills needed, even where the technologies exist. 
Developing skills that foster innovation and entrepreneurial initiative are becoming more and more crit-
ical.  In-demand  skills  of  the  future  include  “innovation,  questioning,  challenging,  dreaming,  imagining, 
experimenting, learning and enterprising (E-Skills Manifesto, 2014) as well as “idea generation, problem 
solving, critical thinking, and cross-cultural communication (H2020 EAG SC6). As a result, new approaches 
and training systems are required to help Europeans acquire the 21st century skills that are needed for 
innovation and entrepreneurship.

This  project  will  focus  on  the  following  area:  How  women,  by  acquiring  the  skills  needed  for  the  21st 
Century,  can  use  crowd-funding  successfully  in  order  to  take  an  active  role  in  entrepreneurialism  and 
innovation. By providing training and opportunities for virtual and trans-national collaboration between 
participants, this proposal aims to foster the participation of women in successful entrepreneurial growth.

The main objective of WaW project is to facilitate more effective provision of collective business and in-
novation support services to ensure women understand and take advantage of the opportunities offered 
by new ICT tools.

Specific objectives of the proposed project are:

 § Improve  access  to  knowledge,  increase  levels  of  co-operation  and  competence  regarding  ICT  tools 

process and methods

 § Networking of society-support facilities to set up mechanisms for developing, sharing and dissemi-
nating effective approaches in supporting innovative entrepreneurship, as well as openness to new 
technologies

 § Develop a training tool that will acquire competences and skills by adults

 § Pooling expertise in networks to help adults to solve legal, organizational and human capital issues 

associated with innovation processes

 § Improve the qualification of female adults through the promotion of a series of transversal skills like 

creativity, initiative, problem solving, risk assessment and decision taking

 § Improve public awareness on good practice examples regarding crowd-funding

 § Promote continuous learning training in workplace

 § Increase  awareness  of  innovation  and  technology  approaches  to  combat  difficulties  and  setback 

during the innovation generation process

The above actions will be achieved through:

 § A structured survey, which will attempt to identify how the skills of the 21st century can be acquired

 § A structured survey that will attempt answer the elements and issues that need to be included in a 

crowd–funding campaign so that it will be a successful one

 
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 § Handbook on how the different target groups can acquire these skills

 § e-learning courses for acquiring the skills

 § Handbook on how a crowd-funding campaign be a successful one

 § e-learning courses for mastering the art of successful crowd-funding

 § A platform to facilitate trans-national networking and collaboration

 § A piloting activity of crowd–funding campaigns of the women who have acquired the above set of 

skills in order to make their dreams reality

 § An evaluation procedure on crowd-funding process and the end results

This project will foster participation of women from among many different backgrounds, ethnicities, ages, 
nationalities and levels of education, specifically targeting unemployed, immigrant and older women. By 
doing so, this project aims to make a long-lasting impact by providing the tools to empower women who 
have the potential to make social and economic imprint, but may otherwise lack the opportunity to bring 
their dreams into a reality. Moreover, this project takes place transnationally in order to address the di-
verse set of skills across the EU, while also addressing common complex problems that can inhibit growth 
and innovation. This will enable the project to take into consideration cultural and social differences and 
respond to the needs of as many EU regions as possible.

 COORDINATOR: 

ECWT
GRONLAND 58
3045 DRAMMEN, Norway
http://www.womenandtechnology.eu

 CONTACT: 

Dimitris Raftopoulos

 PARTNERS: 

UNIVERSITY OF STRATHCLYDE, UK;
FUNDACION TECNOLOGIA SOCIAL, ES;
Vasileios Manologlou &amp;
Co LP, EL;
STIFTELSEN KURSVERKSAMHETEN VID U-AUNIVERSITET, SE

 GRANT AMOUNT: 

243 073 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Fostering access to continuing VET, including groups at risk

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Gender equality / equal opportunities

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016365

 TITLE: 

  CYFROINNOWCYJNI-NIEPRZECIĘTNI

 DESCRIPTION: 

The project faces to identified needs of the people in the elderly age. The problem of the digital world as 
a barrier to increasing intergenerational distance, requiring urgent solution, was seen at the level of the 
partner organizations. Students of Universities of the Third Age from the Czech, Poland, Portugal, Slovakia 
and Turkey will take part in the project. The main target group will consist of 50-80 - year old students 
with a creative approach to reality, who are interested in active participation in the project. Each organi-
zation will have a designated group of 20 retired people (total 100).The staff will be involved as another 
group of participants (approximately 40 people). It is predicted that the total number of participants in 
the project will be about 140 people.

The  project  activities  will  be  focused  on  the  implementation  of  own  programs  in  the  adult  education 
within so called Exercise Classes, where they will be created, different from the traditional schedule of 
teaching, experimental models of educational activities. The activities mentioned will be the subject of 
confrontation, discussions, polemics, analysis and conferences, which in effect will give the development 
of  forms  and  methods  of  knowledge  transfer.  Developing  common  conclusions  with  the  possibility  of 
immediate implementation of the new methods will have an innovative character for the entire project. 
And therefore it is an innovation because each organization, depending on many external factors that 
determine the initial state of advancement of the project participants, performs tasks using their own 
methods. They will also be the main result and product of the product. At the initial stage, we specify the 
type of actions and tools for using them in subsequent educational processes.

The target group will gain basic practical skills in the field of algebra, geometry, new media, ICT, English 
language, mother tongue, basic economics and entrepreneurship, as well as safe and environmentally 
friendly use of household appliances. Teaching and key staff will gain the competence in the area of 
methodology and management of the organization. The task is difficult, but doable. At the end will be 
proud to call ourselves digital-innovative and our students unique because we know that during the next 
few project years, they will gain extraordinary and desirable skills to safely navigate the new digital world.

 COORDINATOR: 

Uniwersytet Trzeciego Wieku
ul. Kolejowa 9
68-300 Lubsko, Poland
www.utwlubsko.com.pl

 CONTACT: 

Stefan Ciężkowski

 PARTNERS: 

Ankara Elmadag Halk Egitim Merkezi Mudurlugu, TR;
TECHNICKA UNIVERZITA VO ZVOLENE, SK;
CESKA ZEMEDELSKA UNIVERZITA V PRAZE, CZ;
Associação Rede de Universidades da Terceira Idade, PT

 GRANT AMOUNT: 

91 800 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Key Competences (incl. mathematics and literacy) - basic skills

Overcoming skills mismatches (basic/transversal)

Pedagogy and didactics

 CLUSTER(S): 

Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016407

 TITLE: 

 DESCRIPTION: 

INTEGRACJA PRZEZ EDUKACJĘ. INNOWACYJNE METODY 
ASYSTENTURY RODZINNEJ NARZĘDZIEM WYRÓWNYWANIA 
SZANS RODZIN ZAGROŻONYCH WYKLUCZENIEM SPOŁECZNYM.

The  fight  against  unemployment  and  social  exclusion  is  one  of  the  major  challenges  modern  Europe 
is fighting with. Integrated guidelines concerning Europe’s 2020 Strategy clearly indicate priority steps 
aimed at improvement of the socio-economic situation of the EU member countries. One of the guidelines 
indicates to promote social inclusion and combat poverty.

In order to combat social exclusion, empower a citizen’s position and promote economic activity social 
security systems, learning for a lifetime and inclusion policies should be reinforced in order to widen the 
opportunities people have at different stages of their lives and to protect them from the risk of exclusion 
most of all among groups at the highest risk of the social exclusion, such as single parents, minorities, 
people with disabilities, children and young people, elderly, legal migrants and the homeless. Preventing 
families from the social exclusion requires modern services to be provided by the properly trained staff 
within  the  local  environment.  The  necessity  for  decision  making  and  actions  taking  requires  from  the 
specialists  an  accurate  knowledge  and  abilities  that  allow  them  to  recognize  citizens’  needs  in  social 
activities. Constant vocational development is required in the effective actions taking. Manifestations of 
changes in the social life require from the aid institutions an active approach towards education, knowl-
edge gaining, educational methods development, ways of information flow activation as well as gaining 
and straightening of their didactic competencies. Currently in Poland, although families’ support services 
“Family’s assistant have been introduced there is still a lack of developed work tools and methods of 
operation that in a significant way constitutes an obstacle in the professional support provided to the 
families.The main objective of the project is to enforce the level of the social integration of families at risk 
of social exclusion by the dissemination of methods used within the “Family’s assistant project in public 
assistance institutions. Detailed goals of the project include:

1.  Enhancement of professional competencies of social workers in the field of the use of modern meth-

ods of working with families at the risk of social exclusion.

2.  Preparation of a new, adequate to the modern forms, form of the environmental support, addressed 
to families at risk of social exclusion, by adapting the methods and techniques used in the process of 
helping to the conditions and practices used in the public assistance institutions.

The project is addressed to the representatives of institutions that support individuals and families so-
cially excluded or at risk of social exclusion. Realization of the goals will be possible through a partnership 
with four organizations in four different EU member countries (Poland, Czech Republic, Austria and UK) 
- experienced in the effective combating of unemployment and social exclusion as well as in the use of 
modern methods of education. Accomplishment of the goals will occur as a consequence of the creation 
of the following intellectual work results:

1.  Online platform “Integration through education – interactive educational tool addressed to the target 
group of the project and others interested. Prepared workshops and individual conversations scenar-
ios will be placed on the platform. These will use different informal methods focused especially at: 
motivating family members to cooperate and solve problems independently; counselling; planning of 
individual paths towards social and occupational integration; talents discovering and development; 
case management.

2.  Report  from  the  research  “Determinants  of  the  effective  support  for  socially  excluded  families  in-
cluding the analysis of the needs of the target group and the expectations of the support system’s 
consumers.

3.  E-book: “Integration through education – methodology used in families’ support. Manual with meth-
ods,  tools  and  techniques  used  in  working  with  families  -  possible  to  use  in  daily  practice  by  the 
representatives of the target groups.

 
 
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An important action of the project will be the training of 40 representatives of the target groups in the 
practical application of the tools produced and participation of the target group in the process of testing 
and evaluation.

The plan of dissemination of the results of the project expects its effect not only on representatives of 
the target groups but also on other stakeholders who have a potential or realistic impact on families’ 
situations: local, regi. and national (in which of the member countries), social and educational policies 
makers, experts as well as widely understood staff working with families. Through the compilation of 
the described interactions the project will result in the wider use of the modern methods in the process 
of the social integration of families in the future and in the long term will help to decrease the level of 
unemployment and social exclusion

 COORDINATOR: 

Fundacja In Posterum
Strzegomska 7
53-611 Wrocław, Poland
www.inposterum.pl

 CONTACT: 

Iwona Tworek

 PARTNERS: 

  Masarykova univerzita, CZ;

UNIVERSITY OF EAST LONDON, UK;
BERUFSFORDERUNGSINSTITUT OBEROSTERREICH, AT

 GRANT AMOUNT: 

171 070 EUR

 CONTRACT DURATION:  

33 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016411

 TITLE: 

  WSPÓŁCZESNE TECHNOLOGIE NARZĘDZIEM DO EDUKACJI 

MIĘDZYKULTUROWEJ I ZWIĘKSZENIA ŚWIADOMOŚCI 
OBYWATELSKIEJ

 DESCRIPTION: 

There are five international organizations involved in this project. There is a joint group which was created 
from the groups that have already worked together in the framework of international cooperation. Orga-
nizations participating in the project function in similar social environments and most of the members of 
the organizations are seniors. Therefore all the partners already have some experience in working with 
this age group. During the meetings the idea of a joint project was designed just for 50+ participants. 
Details of the project have been worked out at the first organizational meeting which took place before 
the scheduled start of the project in March 2015 when it established the division of tasks between the 
partners of the project . It was established that the main objective of the project is to provide knowledge 
about the traditions, customs and culture of the partners using modern technology, hence its title : Modern 
technologies are the tools for intercultural education and raising public awareness . Participants of the 
project are people who are often limited due to their age and in this particular case, because of the place 
of residence. It is therefore understandable to gualify this group as socially excluded. It is essential though 
to emphasize their potential, the desire to develop and gain new experiences. What is only important is 
the appropriate way to get to the group by giving them opportunities and creating the right conditions. 
It was therefore decided to use innovative methods and effective ways to give them the opportunity to 
intercultural education, while providing an opportunity to get familiar with modern technologies such as 
digital photography and Internet service. In addition, participants were offered the opportunity to learn 
English  in  order  to  make  international  contacts  easier.During  the  project,  students  will  participate  in  a 
computer course, learning how to browse the Internet, use instant messaging services, create a profile 
on a social network. The number of participants in the course is 100, which gives 20 people from each 
country. In contrast, a photography course will help them get familiar with various techniques and taking 
pictures with their digital processing. Number of participants - 100 participants, 20 from each country.
The combination of these skills in these two areas will allow them to create a common profile on a social 
networking site, which will result not only in getting to know the multicultural background of the project 
participants  by  posting  photos  and  information,  but  also  in  establishing  and  maintaining  international 
contacts. What is more, a photographic exhibition that is planned to sum up the project, will effectively 
increase the participants level of self-esteem.At the international project meetings, which will be held in 
different places/countries, in the form of thematic seminars and conferences, the participants will learn 
the customs and culture of the co-partners, focusing on cross-cultural similarities and differences. In each 
of the meetings there will be 4 participants from the visiting country, and approx. 30 people from the 
hosting country. During the meeting, the participants will also be able to demonstrate some experience 
and skills that they gained during the workshops organized in their own country. They will also have the 
opportunity to use the skills to create common products - two folders, puzzle-like photos, CDs and photo 
album, joint Facebook profile and a photographic exhibition that will finish the project. Seniors will also 
take part in the joint teaching game in order to check the skills they have acquired, as well as in the out-
door game or the photographic workshops, so that they will exchange experiences and skills.During the 
project the calendar of meeting, gadgets with the logo of the project (T-shirts and key rings) will be given 
out. Moreover, during the entire operation, an  electronic  chronicle  of  the project  will  be  conducted.The 
reports about the progress of the project will be posted on a regular basis on the websites of all partners, 
as well as in the local media.Both, during the project and after, the results, the knowledge and experience 
gained by the participants will be disseminated via Internet and media among the members of the orga-
nization, the local population (of all ages), local governments, other non-governmental organizations and 
all people generally interested in the project.

 COORDINATOR: 

KOLD
Rynek 33/1
64-310 Lwówek, Poland
www.kold.pl

 CONTACT: 

Joanna Kozber-Woźniczka

 
 
 
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 PARTNERS: 

Suduvos vietos veiklos grupe, LT;
Obcianske zdruzenie pre rozvoj regionu Spis, SK;
association polonais en alsace, FR;
Lokale Aktionsgruppe Fläming-Havel e.V., DE

 GRANT AMOUNT: 

82 000 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

Teaching and learning of foreign languages

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016518

 TITLE: 

  DEAF LEARNING

 DESCRIPTION: 

Deaf people all over the world have difficulties with learning of a written/spoken national language. This 
is the group, for which sign language is natural language and national written language is the second, 
which they should be taught as a foreign (this method is called bilingual education). In most European 
countries deaf people are not taught in such way, but with use of total communication (sign language, 
oral communicating, signed national language, which is not very well understandable). Effects are visible: 
deaf people do have a problem with proper understanding of written language, what shell be a big barier 
in social inclusion and independent life (decisions about education, finding job, access in public informa-
tion, participation in culture). The project is going to make bilingual method of education more popular 
and accessible to increase deaf people national language knowledge and decrease illiteracy among deaf 
people.Direct  impact  -  300  persons  -  those  will  be  the  participants  of  seminars  (teachers  of  national 
language from deaf schools, teachers from glottodidactic cathedras of universities, authorities who have 
influence on deaf education system and regional solutions.)Indirect impact - 1000 a year - users of an 
e-course available on projects website (each partner will prepare an e-course in their national language), 
deaf people, parents of deaf children.An international team of professionals will work on:- development 
of the programme of the course of national language as a foreign language for deaf adults - the pro-
gramme will include aims, specific needs of deaf people education, research and bibliography in the field 
of deaf adults education etc. It will also contain examples of lessons, tools, exercises etc. to be used 
during elaborating of the courses.- development of the handbooks with courses - Courses will consist of: a 
handbook with video and additional educational materials. Each partner will elaborate courses from level 
A1 to level B2 regarding CEFR. During the work on the output we will involve deaf people to consult it, test 
it and improve it. This output will be ready-made for use by all groups of interests: teachers, universities, 
parents  of  deaf  children  etc.  -  development  of  an  e-course  -  Each  partner  will  produce  one  e-course, 
based on a programme developed in the project. E-course will be ready for individual users (without any 
external help). It will be available on the project website. Using it will be free of charge.Activities:- interna-
tional work team (representatives of each partner) will work on the product - common programme; each 
member of the team will have his/her tasks, they will meet  during  international partnership meetings 
and disscuss their work; they will also communicate via e-mails, google docs, videoconferences etc. so 
that the product be as common and elaborated as it is possible;- national work teams, on the basis of 
common programme, will elaborate courses of national written language courses for deaf adults; every 
partner have professionals who is going to work on those courses; the product will be a handbook and 
DVD and website and other educational materials needed to lead the course for deaf adults;- elaborating 
of e-course template, common for all partners, which will be fulfilled by them with texts, pictures, films 
and other educational content; this task will be done by the British partner, who has experience in e-learn-
ing courses creating and leading.Within the task of elaborating common programme and national courses 
we predict participation of deaf people in our teams as main stakeholders of this initiative and future 
users of the project products. They will consult content, test it and check it accessibility for deaf adults, 
so that courses were as deaf friendly, as possible. The project will influence the educational situation of 
deaf people in each partner country, as it will elaborate new approach and concrete way (courses) of 
national written language learning for deaf adults.Products elaborated during the project (a programme, 
handbooks, e-courses) can be useful not only for deaf adult individuals, but also for secondary schools 
for the deaf and universities with deaf students. Thanks to the seminars we will reach the target groups, 
which have biggest influence on deaf linguistic education: teachers in deaf schools and universities and 
authorities.Through such events the elaborated courses will be widely known, accessible and more and 
more popular even when the project ends. Still it will work on decreasing illiteracy among deaf people.

 COORDINATOR: 

PZG OL
Nawrot 94/96
90-040 Łódź, Poland
www.pzg.lodz.pl

 CONTACT: 

  Magdalena Dunaj

 
 
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 PARTNERS: 

Doncaster Deaf Trust, UK;
UNIVERSITA CA’ FOSCARI VENEZIA, IT;
Kauno kurciuju ir neprigirdinciuju ugdymo centras, LT;
UNIVERSITAET KLAGENFURT, AT

 GRANT AMOUNT: 

333 962 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Intercultural/intergenerational education and (lifelong)learning

Key Competences (incl. mathematics and literacy) - basic skills

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016557

 TITLE: 

 DESCRIPTION: 

  DATABASE OF EFFECTIVE OPPORTUNITIES IN THE FIELD OF 
VALIDATION OF NON-FORMAL AND INFORMAL LEARNING

The BEVIN project is targeted at a wide audience: • all public educational institutions/sectorial organisa-
tions involved in the non-formal and informal learning process and/or validation;• all educational entities 
and individuals who are actively implementing validation of non-formal and informal learning;• teachers 
and trainers who accompany or support their students during non-formal and/or informal learning,• all 
organisations and institutions that are planning validation of non-formal and informal learning. Adults 
who are in the process of, or are planning, validation of their competences acquired through non-formal 
and/or informal learning. The main aim of the BEVIN project is to raise the indicator of recognition of 
adults competences acquired through non-formal and informal learning. The partnership will achieve this 
aim through realization of the following operational goals:• developing of database of effective tools for 
validation of non-formal and informal learning;• developing of validation opportunities trends analyzer.
The objectives of the project are consistent with strategic partnerships - supported activities as these 
objectives will strengthen the cooperation between organizations with a view to establishing exchanges 
of practices, promote the development, testing and implementation of innovative practices in the field of 
education.European Commission recommendation on the validation of non-formal and informal learning 
points that by the end of 2015 each Member State should develop a national system of validation which 
demonstrates citizens competences acquired outside the formal system. The database developed by the 
BEVIN project will be a perfect complement to these national systems at the European level. Improve-
ment and adaptation of citizens competences to labor market requirements are essential for the growth 
of  competitiveness,  employment  and  social  cohesion  of  the  European  Union,  which  is  in  line  with  the 
main objective of the Europe 2020 strategy - achieving a smart, sustainable and inclusive growth.The 
partnership has been built based on the principle of complementarity of skills and experience among the 
partners. As a result, we can present a generated mixture of different organizations (Centrum Wspierania 
Edukacji i Przedsiebiorczosci - PL, Sea Teach S.L. - ES, Volontariato Torino- IT, RUNI CENTER – BG, Biedriba 
Eurofortis -LT) united around the main objective of the project. The expected impact on the target group of 
the project and relevant stakeholders can be estimated at more than 7000 people across the partnership 
(testing, multiplayer events, dissemination).

 COORDINATOR: 

CWEP
ULICA K HOFFMANOWEJ 19
35 016 RZESZOW, Poland
www.cwep.eu

 CONTACT: 

  Maciej Markowicz

 PARTNERS: 

Volontariato Torino, IT;
Biedriba Eurofortis, LV;
RUNI CENTER, BG;
Sea Teach S.L., ES

 GRANT AMOUNT: 

166 311 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

Recognition (non-formal and informal learning/credits)

Recognition, transparency, certification

 CLUSTER(S): 

Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016599

 TITLE: 

  EUROPE FIGHTS FOOD WASTE THROUGH EFFECTIVE CONSUMER 

TRAINING

 DESCRIPTION: 

The reduction of food waste is seen as an important lever for achieving global food security, freeing up fi-
nite resources for other uses, diminishing environmental risks and avoiding financial losses. In its roadmap 
for a resource efficient Europe the EC has set the target to halve the generation of food waste by 2020.

Although the food waste issue has gained a high interest in Europe in recent years and some initiatives 
have been started, there is still a lot to do about citizens’ education.

The project specific goal is to develop educational contents to raise awareness of the food waste problem 
and educate citizens to reduce their food waste footprint.

General objective is to improve the offer of high quality learning related to food management and sus-
tainability,  tailored  to  individual  adult  learners  and  delivered  through  a  completely  innovative  way  of 
outreach.

The target group will be the whole citizenship, in order to educate and shape up “sustainable families and 
to make them responsible consumers. The project aims at reaching all strands of citizens also those with 
some financial difficulties, by targeting the educational modules towards specific sub-groups;

•Families:  the  hard  core  of  citizens  who  can  make  real  changes  on  consumes  and  household  food 
consumption.

•Beneficiaries of food aid and people facing food shortage: material assistance needs to go hand in hand 
with social inclusion measures, such as guidance, education and support to help people out of poverty

•Social workers: the project offers them methods, contents and tools to actively work as educators about 
food waste reduction.

The main outcome will be a multifunction and interactive platform hosting various training contents and 
tools developed with an innovative approach based on informal learning, education and entertainment, 
in short edu-tainment.

In particular, the platform will host:

 § A learning path including educational materials and methods/scenarios for adult education activities

 § An internet TV, a simple base of short educational video-materials, which responds to actual nutrition-

al, social and economic situations related to an efficient use of food resources

 § A board-game, available both online and off-line to help people learn about: food products and food 
processes from the farm to the supermarket; culinary traditions in different European countries; nega-
tive effects of food; the reality of food poverty in Europe and in the world; smart solutions to improve 
their consumer habits and re-use discarded foodstuff.

 § A networking area, to allow the creation of a community of practice, where organisations active for 
the reduction of food waste can exchange views, stay in contact, share best practice, and organise 
educational events using the EFFECT results.

The  project  is  promoted  by  a  consortium  of  6  partners  from  different  EU  countries,  including  the  rep-
resentatives of the end beneficiaries (Food Banks), experts in adult education, charities active in food 
redistribution, technical experts in digital education and an NGO experienced in campaigns related to food 
waste reduction.

In order to involve people, stakeholders and decision-makers, the project will launch a European cam-
paign, based on internet presence (websites, social networks), distribution of paper and digital information 

 
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materials (brochures, newsletters, flyers), organisation of big events with high visibility, networking with 
civil society organisations, demonstration days.

In total the people directly involved in the project will be about 5000.

The campaign will start with a European survey, that will serve on one hand to investigate the target 
group level of knowledge as for food waste, their interest, their gaps and the best way to address them; 
on the other hand it will raise awareness of the project, stimulate curiosity in the general public and create 
an initial group of people interested in the project and its results.

Then the results will be developed and later tested and evaluated by involing again the target group, in 
view of the fine-tuning and final release.

The awareness raising campaign will be given a boost during the last months of the project, thanks es-
pecially to the organisation of big multiplier events for the presentation and demonstration of the results.

The consortium also plans to develop a database of at least 500 organisations working in the filed of 
sustainability and reduction of food waste, that will be involved in the project, stimulating further ex-
ploitatation at international level.

Thruogh the campaign and visibility activities, it is intended to reach at least 15000 people in Europe.

It is expected that the project long term result will be a change of behaviour and habits that contribute 
to a real reduction of the amount of food waste at home by adults and their families and promote sus-
tainable way of living with benefit to financial situation of citizens and positive impact to their local and 
global environment.

 COORDINATOR: 

Federacja Polskich Banków Żywności
Al. Solidarności  101
00-144 Warsaw, Poland
www.bankizywnosci.pl

 CONTACT: 

  Maria  Kowalewska 

 PARTNERS: 

EUROCREA MERCHANT SRL, IT;
Bank Zywnosci w Olsztynie, PL;
UNIVERSITAT AUTONOMA DE BARCELONA, ES;
GLOBAL FEEDBACK LIMITED, UK;
AVACA TECHNOLOGIES CONSULTING, INFORMATICS AE, EL

 GRANT AMOUNT: 

236 556 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

EU Citizenship, EU awareness and Democracy

Access for disadvantaged

Environment and climate change

 CLUSTER(S): 

Inclusion and Tolerance; Education for Sustainable Development

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016600

 TITLE: 

  NETWORKING FOR IMPROVEMENT INDEPENDENCY AND 

ENTREPRENEURSHIP TO DISADVANTAGED WOMEN

 DESCRIPTION: 

Gender-based discrimination does still exist in all European countries. Belonging to a gender, an ethnic 
group and/or having disability and doing a kind of predominant job, domestic work, deprived of social 
recognition,  makes  women  subdued  to  a  triple  marginality:  social,  economic  and  cultural.  The  project 
aims to provide holistic approach to the issue of women’ entrepreneurship and equal participation in civil 
society which will be an answer for the problem of women’ unemployment and economic dependence. 
As a target group in our project we have chosen women at the risk of social exclusion. Our organisations 
help women in different age, suffering from: disability, lack of education, unemployment, discrimination 
of immigrants, race, ethnicity or religion, disadvantaged place of living (rural areas, ghettos). We want 
to build real connections between women from our countries, let them opportunity to get to know each 
other, different places, cultures, ways of living, awake their creativity, curiosity. The exchange is the key to 
develop their vision of the world, transform perspective, build self-confidence, independence, encourage 
the sense of belonging to the local and European community. The opportunity to travel and meet new 
cultures and people is one of the most important value in this project. Our beneficiaries dont have such 
possibilities. There will be organised 3 learning teaching activities for our beneficiaries from each part-
ners country. All these activities will be related to the work on specific topic, in which each host partner 
is specialized:1st activity - Spain (main topic: ICT workshop, social networking tools, starting to create 
Facebook community)2nd activity - Poland (main topic: handicraft workshop, building self-presentation 
and  communication  skills)3rd  activity  -  Italy  (main  topic:  cooking  workshop,  enterpreneurship,  human 
rights).We aim to raise the level of ICT skills of our beneficiaries, to raise learning and communication 
skills  in  order  to  help  them  achieve  independence  and  success  in  their  future  life.  In  this  way  we  will 
direct ICT usage to social benefits.We also want to share experience of our staff, whose daily work is 
connected with exclusion (trainers, social workers, project managers). We want to create conditions for 
sharing ideas and learning from each other. Thanks to observing work in partners organisations our staff 
will get new competences in new areas.Thanks to this project we will be able to create a new value in our 
partners organisation offer by extended the experience and improved practical skills of their employees 
and strengthen their cooperation with the new beneficiary groups.The project will be realized as a part of 
institutions curriculum in each project partners. The project activities will be integrated in the daily work. 
Our beneficiaries will be involved in many local activities, allowing them to better understand themselves 
and each other:-handicraft workshops-cooking workshops -self-defense training and other sport activ-
ities-time  management  consultancy-health  days-communication  skills  training-image  consulting  -pro-
fessional photo-sessions-sharing success stories of other women with the same background-computer 
courses-basic English language consultations-career counseling-counseling for single parents-meetings 
with employers, eg. recruitment fairs in our organisations-meetings with policy makers, responsible for 
education, employment and gender issues-creating and maintaining Facebook group-dissemination ac-
tivities like filming our activities and sharing own experience.Together with our beneficiaries we are go-
ing to elaborate:1. Benchmark report of the needs analysis of the target group2. My rights - Handbook 
written by women for other women in a simple and concise format, making it particularly suitable for a 
self-study,  available  in  printed  and  electronic  version.3.  Project  facebook  group  and  website  to  create 
platform for communication, sharing knowledge, ideas and experience between our beneficiaries. It will 
be a place to make friends, learn, search for education or job opportunities, create and promote social 
events. It will provide information, pictures, ideas and thoughts from the project. 4. Women power final 
movie, based on the scenario written by our beneficiaries, summarising our projects activities, mobilities, 
achievements. We are hoping that our project will enhance debate about womens citizenship, boost inter-
cultural dialogue as a mean of understanding, secure the fullest participation of women in all aspects of 
society, expand media engagement and public political discourse on issues of common interest, including 
disability, migration, democracy and human rights, fomenting the values of tolerance, volunteering, active 
participation and mutual understanding between European citizens living in different social realities.

 COORDINATOR: 

ULICA JOZEFA WYBICKIEGO 3 A
31-261 KRAKOW, Poland
www.firr.org.pl  

 
 
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 CONTACT: 

Kinga Dumnicka

 PARTNERS: 

  MOLTIVOLTI CAPOVOLTI, IT;
Integration För Alla, SE;
FUNDACION CIBERVOLUNTARIOS, ES;
Kocarli Ilce Milli Egitim Mudurlugu, TR

 GRANT AMOUNT: 

114 970 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Fostering access to continuing VET, including groups at risk

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Gender equality / equal opportunities

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Employability

 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016652

 TITLE: 

  DAILY INNOVATORS AND DAILY EDUCATORS IN THE LIBRARIES

 DESCRIPTION: 

The project ‘Daily innovators and daily educators in the libraries’ aims at the preparation of supportive 
educational ecosystem for adult learners, with special regard to those living in the areas/districts having 
poor access to lifelong learning programs and recent cultural developments, as well as to those belonging 
to groups in danger of social exclusion (such as: unemployed, immigrants, elderly or disabled people). 
The core of the project infrastructure is a library - a trusted place, a space between the two usual social 
environments of home and the workplace.

Librarians and other local cultural activists, due to their hitherto experience and project achievements, 
will be expanding their roles and raising their qualifications of local cultural educators for the adult library 
users.  The  model  and  educational  materials  elaborated  within  the  project  will  upgrade  local  cultural 
educators’  competences,  so  that  they  will  be  able  to  help  adult  library  users’  improve  their  basic  and 
transversal skills, in particular social and civic competences, sense of initiative and entrepreneurship as 
well as cultural awareness and expression. The identified learning deficits of both adult users and cultural 
educators have been collided with the most recent library development trends; on their verge we have 
specified the areas of intervention in accordance with the users and institutions desired directions:

 § library as a creative incubator,

 § library as a center of social innovations,

 § library as an intercultural dialogue facilitator.

The logic cycle and structure of the project will focus on the following elements:

1)  Research and preparation of a report ‘Learning experiments in the European libraries’: a summary of 
achievements of European libraries, with special regard to the participating countries. The report will 
contain:

a) the performed analysis of the most substantial issues, affecting the situation of adult library users, 
local cultural educators and infrastructure & capacity of libraries themselves,

b) the profile of educators, trends and tendencies in the contemporary library development,

c) the institutional analysis: strategy, factors  of  successes and  failures and  ability  to evoke the social 
change.

The research report will be supplemented by the outcomes of the learning activities: short-term joint staff 
training events in the participating countries, providing the details of cultural sector development at the 
national & EU level.

2)  The above-mentioned short-term joint staff training events, organized as a series of workshops with 
on-site visits will be dedicated to the in-depth immersion into the local context in each participating 
country. The cycle will be summed-up during the foresight workshop in Brussels and will give the basis 
to the elaboration of new library model.

3)  The main intellectual outputs tailor-made for the local cultural educators (librarians and local activists 

collaborating with the libraries) as well as for the adult library users are:

a) MIC (multicultural, innovative and creative) library model: mission, vision and main assumptions of the 
new library role together with the presentation of library place in the network of internal and external 
relations.

b) Educational materials for local cultural educators: a new curriculum/self-study/study with the expert 
materials/scenarios strengthening their qualifications in the selected areas as well as giving them a gen-
eral preparation to work with the adults, manage and carry out the independent projects, communicate 
and cooperate efficiently.

 
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c) Teaching scenarios developed in accordance with the methodology of adult learning processes; en-
hancing the skills and competences of adult library users to raise their awareness and develop the cre-
ative expression, engage in the local community integration processes also with the special regard to the 
cultural minorities.

4)  The prepared materials will be tested by the group of ca 20 local cultural educators from Poland, 
Latvia, Lithuania and Norway in their mother institutions. Once the process of preparation is over, the 
series of 4 national seminars and 4 international conferences for ca 225 participants will follow. The 
seminars and conferences will show the results of the project and possible impact of the developed 
materials, as well as the present good practices, guidelines and recommendations for the local/inter-
national policy makers and other important stakeholders.

The project will be implemented in a partnership of five organizations:

1)  The Information Society Development Foundation (Poland),

2)  The Culture Information Systems Centre (Latvia),

3)  The Martynas Mažvydas National Library (Lithuania),

4)  The Oppland County Authority/Oppland County Library (Norway),

5)  The Reading & Writing Foundation (Netherlands and Belgium).

 COORDINATOR: 

FRSI
UL. MIKOLAJA KOPERNIKA 17 LOK
00 359 WARSZAWA, Poland
www.frsi.org.pl

 CONTACT: 

  Magdalena Krasowska-Igras

 PARTNERS: 

STICHTING LEZEN &amp;
SCHRIJVEN, NL;
KULTURAS INFORMACIJAS SISTEMU CENTRS, LV;
Oppland County Council, NO;
LIETUVOS NACIONALINE MARTYNO MAZVYDO BIBLIOTEKA, LT

 GRANT AMOUNT: 

300 853 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Social dialogue

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016845

 TITLE: 

  WSPIERANIE RODZICÓW W DZIAŁANIACH EDUKACYJNYCH - 

PARENTING INITIATIVE PI 

 DESCRIPTION: 

The project seeks to investigate the model of the participation of parents in the educational systems of 
European countries, and thus to improve the education of parents and assist them in their educational 
activities.The strategic partnership focuses on the activities that increase the educational offer for par-
ents in the participating countries: Spain, Turkey, Italy and Poland. The duration of the project is 2 years. 
The strategic partnership adopts a flexible way of the partner institutions functioning. The organizations 
selected for the project represent: public and private organizations active in the field of adult education, 
associations, foundations, cultural institutions, local authorities.The cooperation encompasses NGOs, civil 
organisations,  public  sector  institutions,  including  local  and  regional  authorities  and  enterprises  of  the 
partner countries participating in the Erasmus +.The proposal of the project is based on the analysis of 
real and relevant needs, on existing know-how and practice.Three specific objectives have been defined 
and are achievable, especially taking into account the nature and experience of the partnership:1). The 
development of adults educators skills with a view to achieving wider extent and better learning out-
comes.2). Improving and extending the offer of high-quality learning opportunities tailored to the needs 
of parents through innovative forms of contact and conducting training.3). Promoting the position, partic-
ipation and activity of parents in social and cultural learning for the sake of personal development and 
self-realization.Specific objectives are realistic and constitute solutions to problems which are relevant 
to each of the partners and the target group.The proposed activities have been tailored to the identified 
needs and aimed at achieving specific goals.The project will contribute to significant benefits that the 
participants, participating institutions, target groups and stakeholders will achieve.The expected impact of 
the project on the participants will cover: expanding the competences in adult eduacation - the character 
of  parents  education;  improving  intercultural  competences;  extending  thematic  vocabulary;  increasing 
job satisfaction.The expected impact of the project on the institutions involved: improving the quality of 
functioning on the basis of European standards; mutual learning; transfer of good practices; increasing the 
number of participants of educational events related to the participation of parents; improving the coop-
eration between the partners; preparation for the implementation of innovative solutions; improving the 
image of the institution; granting European character to the activities undertaken by the statutory bodies.
Impact of the project on the target groups: - strengthening the motivation of parents for participating in 
the process of life-long learning; -the support of overcoming barriers; encouraging parents to undertake 
further training; participation in the Lifelong Learning; intellectual, psychological and social activation of 
parents; expanding knowledge and acquisition of new skills.The impact of the project will be visible in an 
increase in the number of adults who participate in education (increasing the ratio of adults in education 
with reference to Indicators Education and Training 2020).We anticipate that the project will have a signif-
icant impact on local, regional, national and European level. The project stands a chance of influencing the 
development of partners regions through promotion, information, valorisation and dissemination of re-
sults.In the project various types of activities intended to disseminate results will be carried out. Partners 
will apply creative and innovative thinking in order to exploit the best ways to promote the project results.
Sustainability of the project results will constitue the capability of continuing the project and the use of 
its results beyond the funding period. The project results will be applicable in the long term by involving 
them in daily activities.Dissemination and exploitation of the results is a process which goes beyond the 
project and will continue in the future.

 COORDINATOR: 

Fundacja Family Center
Jainty 18/1
41-902 Bytom, Poland
www.fundacjafamilycenter.pl

 CONTACT: 

Franciszek Ręka

 PARTNERS: 

Akademi Kultur ve Egitim Dernegi, TR;
Federación Progresista de Asociaciones de Mujeres y Consumidores de Guadalajara, ES;
Consorzio Cooperative Sociali SGS Servizi Globali Sociosanitari, IT

 GRANT AMOUNT: 

59 145 EUR

 
 
 
 
 
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 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Intercultural/intergenerational education and (lifelong)learning

Pedagogy and didactics

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016880

 TITLE: 

  THE STORY OF ME

 DESCRIPTION: 

The  story  of  me  project  aims  to  support  active  participation  of  local  community  members  of  Vesela, 
Fontao and Dobków in their community life through oral history and to give specific transversal skills to 
adult learners from all 3 communities. In our project we want to focus on building up strong partnership 
between partner organisations: Vesela vesnice o.s. from Czech Republic, Stowarzyszenie Dobkow from 
Poland and Asociacion de Vecinos Minas da Brea from Galicia, learning from each other good practicies 
connected to oral history, and develop educational modul which will support adults learners in recording, 
editing and sharing their stories with wider public, all this with use of ICT. We believe in power of personal 
story can support local identity, and in the same time strenghten active participation of local community 
members in community life. We believe that oral history can help us to better understand who we are, 
better understand a place where we live and learn from the past.

During the project we want to organize:

 § 3 TRANSNATIONAL MEETINGS, in which 3 representatives of each partner organisation (staff members 
and educators) will take part, they will mainly aim to facilitate smooth communication between coor-
dinators and other team members connected directly to project implementation, but as well to learn 
from each other good practicies through study visits, content of educational modules which we want 
to developed will be as discussed during those meetings

 § 3 BLENED MOBILITIES, in which 6 adult learners from each partner organisation will take part, those 
will consist of 3 days of intensive online course and 3 days of workshops and study visits (participa-
tion in international mobility), they will be provided with translation to local langauges and will have 
following flow in terms of topics: 1. how to record stories (audio, video), 2. how to edit stories, 3. how 
to share stories (web)

 § LOCAL ACTIVITIES, depending on each partner organization, focused on topic of oral history: exhibi-
tions, recording movies, audio guides, educational paths, meetings with eye witnesses and others.

Most important project results will be LEARNING OUTCOMES for its participants: specific competences 
connected  to  oral  history  (recording,  editing,  working  with  eye  witnesses).  But  we  will  also  develop  a 
project WEBSITE and a FACEBOOK page, which will allow us to share our experience with wider public. 
The website will include: a description of good practicies, information about our project, some of stories 
recorded by adult learners, and short spot encouraging others to preserve personal stories, and it will be 
available in all languages of the partnership. Furthermore, we will organize TRAININGS FOR MULTIPLIERS 
(from regional organisations), with whom each of partners will share methodology developed within the 
project (ICT tools and oral history for adult learners).

The longterm impact of the project on individuals will be definatelly connected with rised ICT competenc-
es, but also rised motivation to be active in a local community and - in case of seniors - appriciation and 
recognition which their stories deserve. The impact on local community members will be connected with 
better understanding of own identity and identity of the place where they live, what will lead to higher 
participation in a community life. The impact on organisations providing adult educators will be to get 
tools, which they can easily use to teach seniors how to record, edit and share their personal story.

Through a direct cooperation with other local institutions (museums) and local activities (exhibitons, edu-
cational paths), we believe that stories recorded within the project will be in long term easily accessible by 
all community members, and will be inviting for personal reflection and motivating for action.

 COORDINATOR: 

Stowarzyszenie “Dobków”
Dobków 83a
59-540 Dobków, Poland
www.ekomuzeum.info

 CONTACT: 

Katarzyna Szajda

 
 
 
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 PARTNERS: 

Asociación de Veciños Minas da Brea, ES;
Veselá vesnice z.s., CZ

 GRANT AMOUNT: 

56 130 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance

 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016889

 TITLE: 

  SAFE EDUCATION AND INTERNET SURFING IN COMPUTER LABS 

FOR PEOPLE WITH INTELLECTUAL DISABILITY

 DESCRIPTION: 

Todays world is based on internet and social media. People with intellectual disability also use internet in 
a more and more common and sophisticated way. They are encouraged to this, because thanks to digital 
inclusion they can become full citizens of the society and do not stand in the worse position when looking 
for work. Internet, due to its universality and accessibility, however, carries many risks. Cyber violence and 
the antidote of cyber safety are fast becoming a global concern for governments, educational authorities, 
teachers, parents and users alike.Some aspects of internet endanger safety of all - children, teenagers, 
adults and seniors, regardless of whether they are people with or without intellectual disabilities. But it 
can be concluded that people with intellectual disabilities are more vulnerable to various types of fraud 
and  cyberbullying.Because  of  limited  founds  of  public  centers  for  people  with  disability,  staff  leading 
computer labs are often therapists, who are left alone, with no IT support and sometimes they have no 
skill to resolve problems they meet during their everyday work. Sometimes they are not even conscious 
of problems.The project idea is to define the dangers of work not only in internet but also in a computer 
environment, met in computer labs and workshops used by people with intellectual disability. Together 
with dangers and risks list the answers and solutions will be worked out. All this knowledge will be acces-
sible in form of a database, where labs leaders and staff can find information. The database will be also 
accessible for persons with intellectual disability. Rules will be given in an easy to read text. The main 
effort in the project will be focused on safe labs. One of the aims of the project is to create safe and 
favorable condition for people with mental disabilities working in computer labs. The Certificate for Safe 
Lab will be created and introduced. Certificate for Safe Lab will guarantee that a place, where people with 
mental disabilities work is safe in this area. The set of requirements with the descriptions how to fill them 
up will be prepared in the form of a Guide of Safe Labs Certificate.In the project Main National Trainers 
will be trained according to the Guide to be able to help in improving computer labs safety and training 
people with disability in safe internet behaving. The worked out program of trainings will be published. The 
databases, the guide, the certificate idea will be presented during local, national seminaries, where par-
allelly a course for people with disability will be conducted lead by Main National Trainers and Supporting 
Trainers - persons with intellectual disability.The project results and objectives are aimed to staff leading 
computer labs and workshops in the Activation Centers or Occupational Therapy Workshops and for their 
learners with intellectual disability.

 COORDINATOR: 

PSOUU
Głogowa 2B
02-639 Warszawa, Poland
www.psouu.org.pl

 CONTACT: 

Anna Kwiatkowska

 PARTNERS: 

SOCIALAS INOVACIJAS CENTRS, LV;
INSTITUTO POLITECNICO DE SANTAREM, PT;
Spolecnost pro podporu lidi s mentalnim postizenim v Ceske republice, z.s., CZ

 GRANT AMOUNT: 

182 855 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

ICT - new technologies - digital competences

Disabilities - special needs

 
 
 
 
 
 
 
 
 
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 TOPIC 3: 

Inclusion - equity

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance

 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016942

 TITLE: 

  EMPOWERMENT THROUGH EDUCATION- GENDER EQUALITY & 

POLITICAL LEADERSHIP

 DESCRIPTION: 

The project is focused on solving gender inequalities in the European society - the underrepresentation of 
women in politics.Women’s educational organizations from partners countries / Poland, Czech Republic, 
Ireland, Finland/ for years have been running education, but all of them understand the need to refresh the 
perspectives, improve the quality of the services cause there is still inadequacy in resources educational 
actions consume and unsatisfied results they bring in public life.Collaborative work of the partnership /
Poland,  US,  Finland,  Czech  Rep.,  Ireland/  is  designed  to  support  planned  educational  programs,  create 
new strategies and approaches as a result of collaborative learning and exchange of experiences.Imple-
mentation of the project will increase social capital, competencies and professional skills of the partici-
pating organizations’ staff which will positively influence the educational activities and therefore speed 
of changes in European societies.Objectives are the following:- to promote transnational partnership, to 
gain experience in international cooperation and strengthen the capacities of adult education staff- to 
enhance know-how and practice exchange among partners from European countries and a Partner Coun-
try- to develop new learning approaches and teaching strategies toward gender leadership education- to 
develop innovative training content and tools – GEPLE /Gender Equality Political Leadership Education/ 
program, introduce digital democracy tolls- to promote women political participation and European active 
citizenship - to develop competences of implementation and management of European Gender Projects 
by the means of ICTThe project activities include:3 Transnational Meetings of the staff, 3 Joint Staff Train-
ing events, Multiplier event – dissemination conference in Cracow and intellectual outputs: GEPLE Elec-
tronic Platform with the collection of innovative tools and materials, new training programme, e-learning 
platform and a mobile photo exhibition.Total number of participants: 302 / adult education staff, trainers, 
lecturers, learners, volunteers/. Innovation is the engagement of the American partner, who will bring to 
the project huge input and its own, very specific learning/training approach. The American partner will 
share its experience, know-how and ICT devices that have been supporting successfully development of 
digital democracy and female political leadership education over last years.Experienced partners will help 
less experienced partners to learn how to apply new approaches in their educational activities and to 
develop the capacity for innovation and change in the field of gender leadership education.Coordinator of 
the project: Active Women Association from Poland. Large dissemination campaignes will help to spread 
the results and outcomes in Europe. Intelectual outputs will be sustainable and accesible to public. 

 COORDINATOR: 

ACTIVE WOMEN ASSOCIATION
UL 3 MAJA 11
41 200 SOSNOWIEC, Poland
www.aktywnekobiety.org.pl

 CONTACT: 

  Monika Sobańska

 PARTNERS: 

BRAND-SOFI, FI;
Women for Election Limited, IE;
VoteRunLead, US;
Towarzystwo Edukacji Antydyskryminacyjnej, PL;
Fórum 50 %, o.p.s., CZ

 GRANT AMOUNT: 

233 960 EUR

 CONTRACT DURATION:  

28 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

ICT - new technologies - digital competences

 
 
 
 
 
 
 
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 TOPIC 2: 

 TOPIC 3: 

Gender equality / equal opportunities

International cooperation, international relations, development cooperation

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; International Cooperation

 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016976

 TITLE: 

  T&D STORIES - THEATRE AND DIGITAL STORYTELLING FOR 

TEACHING AND TRAINING DEVELOPMENT

 DESCRIPTION: 

Our consortium aims to support adult educators (teachers, trainers, but also social workers etc.) by devel-
oping teaching/training programmes and pedagogical materials for special groups of adults – groups at 
risk of social exclusion.

From the wide range of such groups we will focus on the three target groups mentioned in one of seven 
flagship initiatives of Europe 2020 Strategy:

 § deprived (underpriviledged) communities,

 § people with disabilities,

 § migrants.

The first group – young, poor adults, who often, for economical or sociological reasons had to leave their 
educational paths, and still remain in initial conditions Enabling them to exploit the full potential which 
they have will help not only them, but also will have influence of a level of the whole society.

The second group – deaf people, due to lack of oral communication with the (hearing) others, they pref-
erably shut themselves in clubs and associations solely for the deaf, thus maintaining their own identity 
and culture but at the same time deepening isolation and increasing the distance from the mainstream of 
life. Parallel, the hearing persons often have the feeling that they have to protect themselves from people 
who are “different and are talking differently, so they set social borders.

The  third  group  –  migrants,  especially  when  visiting  countries  different  for  their  origins,  due  to  many 
cultural differences very often (if not always) are in a danger to be treated much more below their value 
as potential community members. They cannot express their skills and potential in the new society, they 
cannot enter it in a full, normal way, so they remain in a bad position in all social relationships – from 
contacts with neighbours to a place in a job market.

All those three groups of learners, have at least one common need in order to gain or maintain a chance 
to  be  fully-fledged  part  of  society  –  need  to  be  understood.  They  need  an  opportunity  for  successful 
communication  of  their  real  situation  with  everyday  obstacles,  cultural  misunderstandings,  fears  and 
other problems.

In  a  situation  when  there  are  people  who  need  to  communicate,  but  ironically,  in  most  of  their  cases 
verbal  communication  is  something  what  rather  causes  more  problems  in  interactions  than  helps,  we 
propose them tools of communisation focused mainly on non-linguistic skills – theatre and digital story-
telling. We believe, that expression through images, gestures, sounds, where words are only small part of 
a message is a great solution to bring these people closer to society, to help them present themselves 
and also to help them understand surrounding world.

To provide complex support for these groups of final beneficiaries we decided to develop educational 
tools for adult eduators, in particular teaching, training or working with people representing groups at risk 
of social exclusion, which are:

 § a handbook which:

 § describes digital storytelling and theatre storytelling as tools for education and all 3 groups of benefi-

ciaries with their situation and pedagogical needs,

 § contains  examples  of  best  practices  on  theatre  and  digital  storytelling,  trainers  reflections  and 

summary

 § independent pedagogical resources such:

 § learning paths – ready to use pedagogical scenarios on digital and theatre storytelling as tools in adult 

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 § exemplary digital stories of teachers/trainers and beneficiaries,

 § movies on exemplary theatre techniques used in adult education

 § VLC platform containing all the materials, and experience sharing area for teachers, trainers and rep-

resentatives of supported groups of beneficiaries

 § PocketNews pedagogical programme on how to manage online educational content produced in the 

project with mobile devices.

All the materials are available in 4 langugages: English, Polish, Italian and Icelandic.

Development of the project results is supported by joint staff training on digital storytelling, theatre story-
telling and marginalised groups issues, and by multiplier events in all partners countries, where the project 
and its results are presented and discussed.

 COORDINATOR: 

BIELSKIE STOWARZYSZENIE ARTYSTYCZNE “TEATR GRODZKI”
Sempołowskiej 13
43-300 Bielsko-Biała, Poland
www.teatrgrodzki.pl

 CONTACT: 

Jolanta Kajmowicz-Sopicka

 PARTNERS: 

Centrum Edukacyjne EST, PL;
DUN LAOGHAIRE INSTITUTE OF ART, DESIGN &amp;
TECHNOLOGY, IE;
FONDAZIONE NAZIONALE CARLO COLLODI, IT;
Alþjóðastofa, IS

 GRANT AMOUNT: 

252 800 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-016999

 TITLE: 

  KNOWLEDGE IS POWER, AGE AINT MATTER!

 DESCRIPTION: 

The purpose of the “Knowledge is Power, Age aint Matter project is to provide more opportunities for peo-
ple aged 50+, making them more active and counteracting social and digital exclusion by developing and 
disseminating know-how on how to commence and conduct non-vocational education at higher education 
institutions within the framework of the Academic University of the Third Age.

Five universities from different parts of Europe take part in the project: from Poland – the Poznań School 
of  Banking,  from  Turkey  –  Kütahya  Dumlupinar  University,  from  the  United  Kingdom  –  University  of 
Northampton, Italy – University of Salerno, Spain – University of Vigo.

Project participation and experience exchange among partners representing public and private universi-
ties, specializing in different disciplines from economics to technical, to medical, to pedagogical, and with 
different experience in the tuition of people aged 50+, coming from different countries diversified in terms 
of territory, culture and religion, and at different economic and social levels shall ensure that the solutions 
and outcomes of the project will be international in nature and applicable in practice.

This  project  is  a  response  to  issues  identified  during  reviews  and  research  held  and  conducted  by  all 
project partners, and specifically:

 § low  level  of  activity  or  participation  in  non-vocational  education  by  people  aged  50+,  in  particular 
males. Reason: lack of a non-vocational training offer suited to their needs and interests, and lack of 
motivation due to insufficient awareness of people aged 50+ about the benefits from lifelong learning 
(LLL).

 § low level of digital competencies- ICT, and lack of motivation to use them resulting in social and digital 

exclusion of people aged 50+,

 § missing know-how at many higher education institutions related to the use of the potential they have: 
educational, organizational and infrastructural to drive and conduct non-vocational lifelong learning 
for people aged 50+

 § lack of competencies among academics to prepare and conduct non-vocational courses adapted to 

the needs and learning capabilities of people aged 50+.

To help counteract and address the presented problems the following actions were planned in the project 
which shall translate into results and outcomes.

1.  Creation of a survey to research interests of people aged 50+ (split by females and males) as well as 
their motivation to undertake personal development activities, with research held at partner universi-
ties as a follow-up.

2.  Survey data to be used to select 40 topics for courses and workshops for people aged 50+ as well as 
the development of curricula. At least 50% shall address the needs of males, since they make up just 
under 20% of people 50+ who are active.

3. 

Insights shall be used to prepare an effective marketing campaign dedicated to the group aged 50+ 
and to create promotional materials that will be used in focus group research.

4.  To prevent digital exclusion of people aged 50+ a Moodle50+ platform shall be developed for re-
mote learning and communication, suited to the capabilities and needs of people aged 50+ and five 
18-hour long blended learning courses shall be prepared on ICT, adapted to the pace of learning of 
people aged 50+.

5. 

In  order  to  improve  the  skills  of  partnership  universities’  staff  in  teaching  people  aged  50+  they 
will be trained on the methodology of preparing and conducting classes for people aged 50+ using 
Moodle50+. For dissemination purposes they will run similar workshops for their universities’ staff. In 
addition, a manual shall be prepared on how to teach people aged 50+.

6.  The presented project outcomes will be regularly disseminated on the project website and will serve 
as input to develop an innovative tool dubbed AU3A Guidebook (Academic University of the Third Age 

 
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Guidebook), which will be a compendium of know-how, tools and best practice for universities in EU, 
to commence and conduct non-vocational education of people aged 50+.

In order to test the manual, offer and for promotional purposes Dumpupinar will start a Third Age Univer-
sity pilot in which 50 people aged 50+ will take part. The testing of the Moodle50+ platform, ICT courses 
and offer for males will be held at the Poznań School of Banking. In addition, to disseminate the results 
all information about the project and AU3A Guidebook will be available on the project website and the 
website  popularizing  Erasmus  plus  program.  This  will  also  be  sent  to  60  higher  education  institutions 
which are closely networking with project partners both in their countries and abroad. Popularizing events 
will be organized for ca. 200 people in total – academics and guests at all partner universities.

The long-term outcome of the project will be the opening or development of Third Age Academic Universi-
ties at project partners’ Universities in 5 countries and encouraging 60 other higher education institutions 
to pursue such activities.

 COORDINATOR: 

  Wyzsza Szkola Bankowa w Poznaniu
ul. Powstańców Wielkopolskich 5
61-895 Poznań, Poland
http://www.wsb.pl

 CONTACT: 

Lucyna Sobkowiak

 PARTNERS: 

UNIVERSITA DEGLI STUDI DI SALERNO, IT;
DUMLUPINAR UNIVERSITESI, TR;
UNIVERSIDAD DE VIGO, ES;
THE UNIVERSITY OF NORTHAMPTON , UK

 GRANT AMOUNT: 

212 669 EUR

 CONTRACT DURATION:  

29 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

Open and distance learning

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-017038

 TITLE: 

  TELL YOUR STORY

 DESCRIPTION: 

The Tell your story project aims to combine the tradition of storytelling with contemporary technical tools, 
raising the key competences on EU-enlargement topics and on European common values, increase the IT 
and English language skills, the sense of European togetherness by offering disadvantaged adult learners 
(older learners, refugees, immigrants, unemployed) and teachers opportunities to learn about the EU with 
use of storytelling as a method. The main objective of the project is to give disadvantaged adults positive 
learning and cultural experiences and, to motivate them to lifelong learning, to promote their creativity 
and their mobility. Tutors will develop the storytelling method to engage/motivate adult learners through 
traditional and non-traditional teaching methods. A common study program will be developed with the 
partner  organisations  during  initial  and  ongoing  partnership  meetings  and  will  include  IT  and  English 
worksops, cultural awareness about the European Union, the participating partner ountries/organisations 
and our respective client groups. The learners will create their own EU digital stories, present materials 
together during the workshops, in this way the intercultural dialogue among EU members will be promot-
ed. They will work on different subjects using digital storytelling which will bring new benefits for skills 
improvement. Both learners and teachers will learn to organize plot of stories with pictures, using first 
person narratives, voice recording, editing the sound according to sequence of the event, add subtitles 
to the stories in English.Each partner will organise courses for different learners during the project and 
most partners will organise at least one meeting/workshop in their own country. Project partners are from 
Poland, Greece, Romania and UK. Participants will experience new learning experiences during the project. 
European cooperation will help them to share knowledge and understand other cultures better. Learners 
mobility and motivation will be enhanced and indirectly, the project is also a way to combat prejudice, 
racism and xenophobia by raising awareness of a multi-cultural/multi-racial EU. 

 COORDINATOR: 

CKU BIALYSTOK
ZABIA 5
15-448 BIALYSTOK, Poland
www.ckubialystok.pl

 CONTACT: 

  Małgorzata Justyna Tarasiuk

 PARTNERS: 

Vardakeios School of indigent children, EL;
Liceul Tehnologic Anghel Saligny, RO;
MERSEYSIDE REFUGEE SUPPORT NETWORK, UK

 GRANT AMOUNT: 

73 945 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Addressing low achievement in basic skills through more effective teaching methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

EU Citizenship, EU awareness and Democracy

ICT - new technologies - digital competences

Teaching and learning of foreign languages

 CLUSTER(S): 

Inclusion and Tolerance; New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PL01-KA204-017073

 TITLE: 

  EUROPEJSKA SZKOŁA ORGANIZOWANIA SPOŁECZNOŚCIOWEGO

 DESCRIPTION: 

Community organizing (OS) is a method that allows to increase participation in public life. Activities re-
lated to the promotion of direct democracy are particularly important in the region whose community 
was  particularly  shaped  by  communism  experience.  Mid-social  level  vacuum  and  low  level  of  public 
participation is a characteristic phenomenon of post-communist societies. The aim of the project Euro-
pean Community Organising School community is to exchange good practices in the field of community 
organising between partners from Hungary, Poland, Slovakia, Germany and Bulgaria. By working together, 
a methodology of adult education in the field of community organizing will be created, which will serve 
as a basis to carry out two training cycles (in total 6 meetings). Thanks to the training cycles, 36 social 
organizers  will  raise  competences  necessary  to  work  more  effectively  with  local  initiatives  set  up  by 
inhabitants. Direct participants of the project are persons using community organising method in their 
work, who possess different level of experience and derive from different social fields. During the project 
tools will be developed that will enable establishment of a professional European Community Organis-
ing School (methodology of training), conduct supervision (a guide book for supervising the work of the 
community organisers) and the e-learning platform, through which it will be possible to spread the results 
to interested beneficiaries. Indirectly, the project will reach 3600 people, with whom 36 Community Or-
ganisers work. Promotion events in each partner country and the closing conference of the entire project 
will be another opportunity to disseminate the project results among the hundreds of people. Thanks to 
funding of the European Community Organising School further development of the European Community 
Organising Network will be possible, which will ensure durability of effects and use of the results even 
after the completion of the project.

 COORDINATOR: 

Stowarzyszenie Bona Fides
Warszawska 19
40-009 Katowice, Poland
www.bonafides.pl

 CONTACT: 

Iwona  Nowak

 PARTNERS: 

  Magyar Szegénységellenes Alapítvány, HU;

CIVIL KOLLEGIUM ALAPITVANY/CIVIL COLLEGE, HU;
Forum Community Organizing e. V., DE;
National association of resource teachers, BG;
Centrum Komunitného  Organizovania, SK

 GRANT AMOUNT: 

204 996 EUR

 CONTRACT DURATION:  

33 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Strengthening quality through mobility and cross-border cooperation

 PRIORITY 3: 

Professional development of VET teachers and trainers

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

International cooperation, international relations, development cooperation

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; International Cooperation; Teaching and Training

 
 
 
 
 
 
 
 
 
 
SP350

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 PROJECT NUMBER: 

2015-1-PL01-KA204-017074

 TITLE: 

  EUROPEJSKIE PARTNERSTWO NA RZECZ DZIAŁAŃ WŁĄCZAJĄCYCH 

OSOBY ZAGROŻONE MARGINALIZACJĄ

 DESCRIPTION: 

The project focuses on problems whose essence is contained in the guidelines of the Europe 2020, in 
Inclusive growth - the economy is characterized by a high level of employment and ensuring economic, 
social and territorial cohesion. After the analysis of the situation, problems which every European country 
has to deal with have been indicated. Big effort will require the fight against poverty and social exclusion 
and for reducing inequalities in health, so that everyone can benefit from growth. It will be also important 
to promote a healthy and active aging to bring about social cohesion and higher productivity. The project 
involves compliance with the European anti-poverty program which aims to provide economic, social and 
territorial cohesion, and aims to increase awareness and recognition of the fundamental rights of the poor 
and socially excluded, giving them a chance to live in dignity and take an active part in society. It includes 
fight against discrimination (e.g. people with disabilities) and the development of a new program for the 
integration of migrants that would enable them to use their full potential. The project is also a response 
to the guidelines contained in the Strategy of development of the Lodz region 2020 “. The project in-
volves the following objectives: to develop cooperation and exchange of experiences for educators, for 
the creative activity of people at risk of exclusion: senior citizens, the disabled and addicts; leveraging and 
expanding the professional qualifications of those working with the disabled, elderly and dependent; ac-
quiring new skills and improving existing psychological, interpersonal and methodological ones, necessary 
for the work with mentees; dissemination of modern art therapy methods of work among staff working 
with people at risk of marginalization and people working for these communities; more opportunities for 
personal development of educators participating in the project, raising self-esteem and reduce the risk of 
burnout. The target group will consists of educators working with people at risk of marginalization, people 
in charge of the educators who join the project and people working on behalf of communities at risk of 
marginalization. These groups will participate in the workshops and will be shown the proper methods of 
work. The recipients will be indirect participants in the project dissemination activities at local and inter-
national levels. These will be both educators and mentees. The challenges mentioned at the beginning, 
based on careful analysis, facing each European Union country, make it possible to deal with the problems 
of inclusion of marginalized people. Educators are trained differently in the partner countries, and the 
systems  of  dealing  with  persons  associated  with  the  treatment  and  rehabilitation  of  excluded  people 
also look different. Connecting factor is the way educators approach rehabilitation of people with these 
backgrounds - all the countries of the European Union must make every effort to enable as many people 
as  possible  to  return  to  an  active  life  in  society.  International  cooperation  gives  each  partner  a  much 
greater opportunity to learn and know the solutions, programs and methods that are worthy of imitation 
and the implementation of which will enrich the education of adults, change the way partners conceive 
previously used methods of work, and would guarantee the acquisition of a fuller and richer knowledge. 
Around 1500 persons will be involved in the project

 COORDINATOR: 

Poleski Osrodek Sztuki
Krzemieniecka 2a
94-030 Łódź, Poland
www.pos.lodz.pl

 CONTACT: 

  Maria Goldstein

 PARTNERS: 

ARGE grenzen erzaehlen, AT;
Union- National Council for Gender Equality, MK;
Teatar Tsvete, BG;
pro mente oö, AT;
Balkanska Agenciya za Ustoychivo Razvitie, BG;
Slovenský zväz telesne postihnutých Okresné centrum Malacky, SK

 GRANT AMOUNT: 

114 675 EUR

 CONTRACT DURATION:  

24 months

 
 
 
 
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SP351

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Disabilities - special needs

Access for disadvantaged

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
SP352

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 PROJECT NUMBER: 

2015-1-PL01-KA204-017084

 TITLE: 

  TTT - TRAIN THE TRAINER!

 DESCRIPTION: 

This project, focused on training of trainers in the adult education field, will be coordinated by the Espe-
ranto Society of Bialystok (Poland), already active at different levels and engaged in different projects fo-
cused on adult education. The partners in this project are NGOs from Germany, Poland, Italy, Iceland and a 
SME born from the NGO-sector, Kosmo Strategio Ltd. All of them are active in organising training courses, 
seminars and informal meetings in the context of promoting international cooperation and intercultural 
exchange in the field of adult education.

Key factor for the quality and success of our non formal learning activities is the capacity of the trainers 
involved; based on a needs-analisis carried out by our partnership, this project aims to qualify our pool of 
voluntary trainers to share best experience at the European level and to develop and disseminate tools 
and resources to raise the quality of educational activities in the participating countries and beyond.

The main project activity will therefore be a training of trainers meeting in Germany (March 2017); 18 
trainers will be reached who work as volunteers or freelancers within the NGO network the partners are 
part of. After each training of trainers the partners will run activities at national and local level. Further-
more, five transnational project meetings are envisaged, both as coordinating meetings and as workshops 
to work on the project outcomes envisaged by the project (Scotland, September 2015; Poland, December 
2015, Iceland, May 2016; Italy, October 2016; Italy, June 2017). Innovative training curricula and method-
ology will be presented, discussed and adapted to the activities of each partner and disseminated within 
local and national networks.

As main products of the project, training materials and methods will be implemented; a web based online 
toolbox will be established by the partnership, that will provide online training materials for trainers active 
in the field of non-formal adult education.

The envisaged impact of the project is a higher number and learning efficiency of non-formal learning ac-
tivities of NGOs in the participating countries. In the long-term this will contribute to raising the quality of 
non-formal learning activities in adult education within NGOs and at the same time to a better recognition 
of non formal learning in the field of adult education.

 COORDINATOR: 

Bialostockie Towarzystwo Esperantystow
Piękna 3
15-282 Bialystok, Poland
www.espero.bialystok.pl

 CONTACT: 

Przemysław Wierzbowski

 PARTNERS: 

Kosmo Strategio ltd., UK;
B.E.A. BUNTA ESPERANTO ASOCIO, IT;
Esperanto-Klub München e.V., DE;
Íslenska Esperantosambandið, IS;
Gruppo Esperantista Vercellese “Mario Sola”, IT

 GRANT AMOUNT: 

87 460 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Increasing attainment levels

 TOPIC 1: 

Intercultural/intergenerational education and (lifelong)learning

 
 
 
 
 
 
 
 
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SP353

 TOPIC 2: 

 TOPIC 3: 

Overcoming skills mismatches (basic/transversal)

Open and distance learning

 CLUSTER(S): 

Inclusion and Tolerance; Employability; New Technologies and Digital Competences

 
 
 
SP354

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 PROJECT NUMBER: 

2015-1-PL01-KA204-017117

 TITLE: 

  ARCHIPELAG POKOLEŃ. KURS PRAKTYK MIĘDZYPOKOLENIOWYCH 

DLA ANIMATORÓW I EDUKATORÓW

 DESCRIPTION: 

“Archipelago of Generations. Course on intergenerational practice for animators and educators is a stra-
tegic  partnership  and  project  set  up  in  trilateral  cooperation  by  non-governmental  organizations  from 
Poland  (Association  for  Creative  Initiatives  ę  /  Warsaw),  the  UK  (Beth  Johnson  Foundation  /  Stoke-on-
Trent), and Germany (Kreisau-Initiative eV / Berlin).The main objective of the project is to promote the 
competence of staff working with older people and intergenerational groups in Poland, Germany and the 
United Kingdom through the development of international certified on-line course and joint development 
of teaching materials: a catalogue of good practices and a set of methods / scenarios for activities with 
intergenerational groups.The activities are aimed at personnel of the partner organizations, cooperating 
networks  of  coaches,  leaders  and  experts,  and  more  broadly  -  people  interested  in  the  development 
of competence in working with older people and intergenerational groups. An important group of par-
ticipants will be those 60+, as animators and experts on the needs of this age group.Activities include 
work on the elaboration of the course and methodological publications and a joint learning process of all 
three organizations, based on a series of short training programs, a series of project meetings and virtual 
collaboration spaces. They will be concluded by a series of events to disseminate the results in the form 
of  workshops  organized  in  each  of  the  three  countries.The  project  is  directed  by  an  innovative  design 
thinking  approach,  methodology  of  incubation  of  ideas  and  the  principle  of  empowerment.The  project 
partners have significant and varied experience in the field of supporting active aging and cooperation of 
generations. Each country represents also a different stage of development of policies and practices in 
this field, which is why international cooperation will bring all those involved, as well as all target groups, 
tangible benefits. The online course on intergenerational practices and two methodological publications 
will increase the competence of educators and animators, all partners will strengthen their institutional 
capacity. Experience and expertise transferred between the partners will be an impetus for on ongoing 
support of solidarity between generations in Poland, Germany and the UK.Diverse realities of the involved 
countries, as well as rich and various experience of the partners will be a factor stimulating the process 
of mutual learning. All partners act as cross-linking organizations and support local initiatives in their own 
countries, which secures broad and effective dissemination of achieved results.

 COORDINATOR: 

not applicable
ul. Mokotowska 55
00-542 Warszawa, Poland
www.e.org.pl

 CONTACT: 

Dominik Mosiczuk

 PARTNERS: 

Beth Johnson Foundation, UK;
KREISAU-INITIATIVE E.V., DE

 GRANT AMOUNT: 

137 590 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

Inclusion - equity

Intercultural/intergenerational education and (lifelong)learning

 
 
 
 
 
 
 
 
 
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SP355

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
SP356

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 PROJECT NUMBER: 

2015-1-PL01-KA204-017144

 TITLE: 

  SILVER SHARING INITIATIVE

 DESCRIPTION: 

The aim of the project is to refine, improve, test and implement the Silver Sharing Initiative (ISS) - an 
innovative method of informal education of the elderly, aimed at increasing the participation of people in 
difficult age-related situations in the process of learning throughout life.The project activities are focused 
on the development of cross-cutting skills of seniors – i.e. linguistic and digital literacy, which will result 
in the social integration and civic participation of the elderly. The project will contribute to the growth of 
competences and skills of educators of adults, including the use of new technologies that will increase 
effectiveness  of  the  education.The  project  comes  up  with  systemic  activities  for  seniors  and  aims  at 
initiation of long-term pursuit of transnational cooperation. The partnership includes representatives of 
three sectors, engaged in adult education in different forms and areas: social- (FOSa Federation, Poland), 
public- (Municipality Gulbene, Latvia) and business-like (Procedo Consulting Ltd., Croatia). The three-sec-
tor partnership creates synergies between policy and practice, which takes advantage of the different 
experiences and special knowledge of the partners well-aware of the possibilities, but also the limits and 
nature of work for the elderly in their environment. This diversity provides for the development of the proj-
ect results of high quality. The working methods of partner organizations in the field of adult education, 
which shall enrich the Silver Sharing Initiative, will certainly constitute the added value. The results of in-
tellectual labor (Silver Sharing methodology), developed within the project framework, will be widespread 
and  generally  accessible  as  open  educational  resources,  so  that  not  only  the  partners,  but  the  whole 
community of the EU can benefit.ISS assumes the elderly take up educational, social and tourist activity. It 
is based on a collaboration of two (or more) seniors’ organizations from different regions / countries. Each 
organization delegates a specific group of people who pay a visit and revisit in the country or region of the 
partner organization, where they enjoy the hospitality of the members of the organization, staying at their 
homes or hotels, jointly exploring the area by participating in the proposed cultural programs. Education is 
thus of multi-layered dimension, as it covers cultural issues, foreign languages, ICT and others. This leads 
to openness, motivates to change, learn, travel far and build social bonds.International educational and 
social activity of the elderly is possible due to their mobility, which requires overcoming many barriers. 
ISS encourages the mobility, broadening the horizons, taking up the effort to change. ISS is therefore to 
enable older people to take up active lifestyle, motivate the mobility resulting in education, especially 
intercultural and language ones. The project could not be implemented without transnational cooperation, 
which represents the core of the educational activity of the elderly in the context of ISS.The recipients of 
the project include seniors, employees, co-workers, volunteers, members of partner organizations, people 
involved in comprehensive education of the elderly, including trainers, experts, instructors, teachers, work-
shop leaders, training, courses, activities etc. The project will be attended by 30 seniors and 12 educators 
of the elderly in Poland, Latvia and Croatia.The project activities will include:- International School of So-
cial Animators of the Elderly which will prepare staff working with seniors to provide their education and 
support in preparation for the international educational trips, notably through the use of ICT. The effective 
and responsible work with seniors requires proper approach and properly selected pedagogical methods. 
Therefore, the animators will be equipped with the most important elements of gerontology to learn of 
their needs and the specifics of working with the elderly;- Testing the Silver Sharing Initiative - six 5-day 
trips, set for an average of 5 individuals each, between the partners (visit paid into each partner’s coun-
try and then the revisit) preceded by multicultural, linguistic and ICT education of the seniors by trained 
animators. The seniors, in cooperation with the elderly from other countries, will prepare events of culture 
and traditions of the countries of the participants (e.g. music, literature, cooking, local customs and tra-
ditions, etc.).- Establishment of a group of experts composed of representatives of the partners that will 
carry out self-evaluation based upon model qualitative research to determine the value of the activities 
carried out under the project. It will help to improve the very method by proposing new solutions based 
on the experience of the partners and the recommendations of the test-trip participants;- An international 
conference held to disseminate project outcome.

 COORDINATOR: 

Federacja FOSa
Kotańskiego 1
10167 Olsztyn, Poland
www.federacjafosa.pl

 CONTACT: 

  Maciej Soroka

 
 
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 PARTNERS: 

Procedo consulting ltd, HR;
Gulbenes novada dome, LV

 GRANT AMOUNT: 

89 812 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
SP358

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 PROJECT NUMBER: 

2015-1-PT01-KA204-012891

 TITLE: 

  CRAFTSMANSHIP+ FOSTERING A NEW AND COMPETITIVE 

APPROACH TO CRAFTS AND SEMI-INDUSTRIAL HIGH ADDED-
VALUE SECTORS

 DESCRIPTION: 

  With the rise of Creative Industries in recent years, many places in Europe have seen the rebirth of high 
added-value crafts and semi-industrial activities. Generally lead by young entrepreneurs or already es-
tablished businesses and ‘makers’ inspired by ‘new blood’, these new or renewed businesses tend to es-
tablish themselves in old (many times abandoned) industrial areas in the city centres or in their outskirts, 
and create an undeniable impact, contributing to:

 § Economic value creation

 § Job creation, in particular youth employment

 § Urban, social and economic revitalization of degraded city areas

Despite the renewed interest in the crafts and semi-industrial activities, still much can be done in Europe 
to foster businesses inspired by a new approach to these high added-value sectors, as:

 § Most of the crafts and semi-industrial businesses that subsisted throughout the years still lack the 

vision, the entrepreneurial attitude and the innovation factor

 § There is a lack of craftsmen or ‘makers’ to pass-on their knowledge and technical skills

 § The apprenticeship system in which the crafts and semi-industrial activities relied on is increasingly 

difficult to sustain.

The project aims at promoting new and creative businesses in traditional crafts and semi-industrial busi-
ness areas – e.g. wooden work, semi-industrial textiles, semi-industrial metalwork, semi-industrial glass 
manufacture, semi-industrial, etc. - anchored on high added-value production techniques, by offering an 
innovative learning solution for the younger adults entering the labour market and for the existing ‘makers’ 
(generically the persons that develop a craft or a semi-industrial activity).

The course will consist of 3 independent modules:

1.  PRODUCTION: Specific training in the selected craft or semi-industrial process aiming to convey the 
knowledge and to develop the basic technical skills a beginner will need to start his/her own produc-
tion activity. This Module comprises a set of 10 different crafts and semi-industrial activities from 
which a given trainee will be able to choose from.

2.  ENTERPRISE AND MARKET: Specific training on business development, marketing strategies and busi-

ness promotion, particularly in the context of crafts and semi-industrial businesses;

3.  CREATIVITY AND PRODUCT INNOVATION: Specific training on innovation management, creativity pro-
cesses  and  product  development  aiming  at  promoting  better  products  with  a  much  stronger  add-
ed-value, particularly in the context of crafts and semi-industrial businesses.

The modular structure allows the trainees to take only the modules they miss to develop the necessary 
competences to create or renew their businesses. For example an inexperienced young adult would take 
the 3 modules, choosing in the first module a particular craft or semi-industrial process. On the other 
hand, an established craftsman wanting only to expand and professionalise his/her business would take 
the Modules 2 and 3 only, as he/she already masters a craft or semi-industrial process.

Additionally, the project will look into the existing apprenticeship approaches and on ways to improve it 
by using ICT-based learning techniques, thus providing guidance for education and training organizations.

 COORDINATOR: 

UAVR
CAMPO UNIVERSITARIO DE SANTIAGO
3810 193 AVEIRO, Portugal
www.ua.pt

 
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 CONTACT: 

  Marlene Amorim

 PARTNERS: 

TIBER UMBRIA COMETT EDUCATION PROGRAMME, IT;
Fundación General Universidad de Granada Empresa, ES;
Chambre de Métiers et de l’Artisanat du Rhône, FR;
Advancis Business Services, Lda, PT;
MILITOS SYMVOULEUTIKI A.E., EL

 GRANT AMOUNT: 

422 672 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Enterprise, industry and SMEs (incl. entrepreneurship)

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Employability; Teaching and Training

 
 
 
 
 
 
 
SP360

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 PROJECT NUMBER: 

2015-1-PT01-KA204-012930

 TITLE: 

  PLAN BE: ACTIVE SENIOR VOLUNTEERS

 DESCRIPTION: 

Plan Be: Active Senior Volunteers is a two year project between organizations (public and private) from 
Portugal, Italy, Slovenia and Finland, however the project is framed within a long-term perspective and 
planned with a view to achieve a multiplying effect and sustainable impact.

The EU is made of its citizens and for its citizens! Encouraging and facilitating citizens wider involvement 
in the European Union and what it stands for is of great importance.

The  main  aim  of  this  project  is  to  create  high  quality  learning  opportunities,  through  the  exchange  of 
methodological approaches between the involved partners, creating a strategic and innovative program 
to engage senior citizens in lifelong learning. The focus will be on the promotion of an active ageing pro-
gram through active citizenship and involvement in volunteer work and community activities, addressing 
issues  such  as  European  citizenship,  nature  and  environment,  interculturality,  social  inclusion,  among 
others.

As 2015 is the European Year for Development, this project will be a great opportunity to inspire more 
Europeans to get engaged and involved in development, stimulating a commitment to eradicate poverty, 
and demonstrating how senior volunteers can have a large contribute.

The project Plan Be aims at fostering active ageing and lifelong learning, with the support of three clear 
components:

1)  fostering involvement in volunteer work and community activities as a key strategy for active ageing 

and active citizenship;

2)  developing and consolidating adult educators competences (knowledge, skills and attitude) in order 

to structure active ageing program initiatives for senior citizens;

3)  contributing to a positive impact on local development in a sustainable way, considering senior citi-

zens as key agents.

The project has a good geographical balance, involving 4 countries from Southern, Northern and Central 
Europe, which will contribute to ensure a real European outreach of the project.

 COORDINATOR: 

Freguesia de Cascais e Estoril
Largo Cidade de Vitória
2750-319 Cascais, Portugal
http://freguesiacascaisestoril.wordpress.com

 CONTACT: 

Ana Rita  Serra Coelho

 PARTNERS: 

Sinergia Società Cooperativa Sociale, IT;
Kuusankosken Retkeilijät ry, FI;
Razvojno izobrazevalni center Novo mesto, SI;
Associação Animam Viventem, PT

 GRANT AMOUNT: 

197 788 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

EU Citizenship, EU awareness and Democracy

New innovative curricula/educational methods/development of training courses

 
 
 
 
 
 
 
 
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SP361

 TOPIC 3: 

Pedagogy and didactics

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
SP362

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 PROJECT NUMBER: 

2015-1-PT01-KA204-013003

 TITLE: 

  RECOGNITION OF INFORMAL AND NON-FORMAL OCCUPATIONAL 

LEARNING OUTCOMES OF LOW QUALIFIED ADULTS

 DESCRIPTION: 

The Europe 2020 strategy highlights the key role lifelong learning and the improvement of populations’ 
skills have in enabling economic competitiveness, employability, individual fulfilment and self-develop-
ment by facilitating adults’ adjustment to changing labour markets and social circumstances. Although 
the benefits of adult learning, specifically of the recognition of informal and non-formal learning out-
comes (RINFLO), are widely acknowledged adults’ (age group 35-64) average participation rates in life-
long learning are far from the 15% average benchmark. This is even more so for adults with low edu-
cational attainment. These individuals face a rather difficult situation concerning their ability to adjust 
to newly-emerging and evolving skills needs, thus, in their ability to access or maintain a position in the 
labour market.

RINFLO  fosters  significant  psychological  benefits  for  individuals  and  economic  and  social  benefits  for 
communities and countries, specifically it produces knowledge that is of extreme importance to the indi-
vidual and to employers. However, most RINFLO approaches are directed towards academic and vocation-
al learning outcomes and not to occupational skills.

Therefore, the RINFOCCLO project aims to design and implement an innovative intervention methodology 
infused with career counselling goals that will be used to accredit the occupational learning outcomes 
of 650 mid-life (age group 45-60 years), low qualified adults. Through the infusion of career counselling 
goals, the intervention methodology will strengthen its potential for (i) providing access to high quality 
learning opportunities designed to promote individuals’ personal and professional development, empow-
erment, employability and active participation in society, (ii) promoting adults’ awareness of learning as a 
lifelong endeavour, as well as their autonomy and responsibility for their learning and work/employment 
pathways, in particular for how they manage unemployment periods and career transitions. All partners 
will try to target and engage adults coming from disadvantaged groups, including individuals who are 
unemployed or at risk of unemployment.

RINFOCCLO’s activities follow the logical framework of the project’s implementation and progress. The 
project will have 7 Intellectual Outputs (O1: Intervention Methodology, O2: Accreditation of 650 low qual-
ified adult learners, O3: Intervention Handbook and Toolkit, O4: Online Handbook, O5: Online Toolkit, O6: 
Online Best Practices Guide, O7: Stakeholders’ Increased Awareness), and 1 Multiplier Event (Web-based 
Seminar for International Stakeholders). Each partner will take the lead in the coordination and imple-
mentation of 1 output, and MODATEX will coordinate and co-organise the multiplier event with EBCC. 
MODATEX will coordinate all activities, including dissemination activities.

The impact on the main direct RINFOCCLO target group (mid-life, low qualified adults) will be to provide 
these individuals with the opportunity to accredit occupational learning outcomes acquired throughout 
their lives, in particular in work contexts, in non-formal and informal learning environments, which will help 
increase their employability and control over their careers. The participating organisations and their staff 
will be further equipped and will have develop a new level of expertise on RINFOCCLO, and there will 
be an increased quality and widening of the scope of the services offered by the partnership members.

Staff from stakeholders’ organisations and other representatives (e.g., policy-makers) will also benefit 
and have access to the materials and main conclusions to be derived from the project through either 
specific dissemination activities or through free access to the online materials to be produced within the 
framework of the project and made available with no limitations online.

The main impact of the successful implementation of the project for the society will be the reinforced 
interaction between practice, research and policy, as well as the establishment of better, more effective 
cooperation between the worlds of work, education and training. This will also contribute to the institution 
of an increased transparency in the labour market that goes beyond traditional approaches relying on the 
measurement of skills only through formal qualifications, as recommended by several recent EU official 
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In addition, the RINFOCCLO website and Intellectual Outputs will be maintained and utilized for at least 5 
years beyond the funded period. All members of the strategic partnership expressed their commitment to 
contribute within their networks of partners and professional contacts in their countries and across Europe 
for the dissemination, multiplication and mainstreaming of the projects outputs and outcomes. This will 
enhance the project’s sustainability and long-term benefits.

 COORDINATOR: 

  MODATEX

Rua Professor Augusto Nobre, 483
4150-119 Porto Porto, Portugal
www.modatex.pt

 CONTACT: 

Sónia Pinto

 PARTNERS: 

CIAPE - CENTRO ITALIANO PER L’APPRENDIMENTO PERMANENTE, IT;
Business Foundation for Education, BG;
Asociatia NBCC Romania, RO;
Volkshochschule im Landkreis Cham e.V., DE;
Instituto para el fomento del desarrollo y la formación S.L, ES;
European Board for Certified Counselors (EBCC) Associação, PT

 GRANT AMOUNT: 

120 072 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Recognition (non-formal and informal learning/credits)

Recognition, transparency, certification

 CLUSTER(S): 

Employability; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PT01-KA204-013062

 TITLE: 

  RADICALIZATION PREVENTION IN PRISONS 

 DESCRIPTION: 

The deadly attacks in Madrid (2004), London (2005), Glasgow (2007) and Stockholm (2010), followed by 
the foiled attempts and arrests in Copenhagen (2010) and Berlin (2011) and the recent attack in France 
(2015) have all contributed to move back the issue of violent extremism and radicalisation up on the 
European political agenda.

Prisons are often described as “breeding grounds for radicalization and violent extremism, since they are 
highly unsettling environments in which individuals are more likely than elsewhere to explore new beliefs 
and associations. Deprived of their existing social networks and given the conditions of their confinement, 
prisoners with no previous involvement in politically motivated violence are vulnerable to being radical-
ised and recruited into terrorism. While the extent of the problem remains unclear, the potential for prison 
radicalisation is significant, and the issue clearly needs to be addressed.

A key driver of radicalization prevention in prisons is the training and awareness raising of the staff. First 
line workers have been identified as a key group that can make an important contribution to this issue 
and include prison and probation staff.

Radicalization  Prevention  in  Prisons  (R2PRIS)  Project  seeks  to  reduce  radicalization  and  extremism  in-
side  prisons  by  enhancing  the  competences  of  frontline  staff  (correctional  officers,  educational  staff 
and psychologists, social workers…) to identify, report and interpret signals of radicalisation and respond 
appropriately.

´

Specific goals include:

1.  Create awareness on the broad picture of terrorism, the mind set and narratives used by understand-
ing a) why prisons are a breeding ground for radicalisation; b) the difference between conversion, rad-
icalisation and moving to extremist views (terminology); c) the pathways and levels of radicalisation, 
role in the network; d) recruitment tactics employed within the prison environment; and e) indicators 
on how to identify vulnerable people at risk of radicalisation;

2.  Develop the tools and instruments for prison administration and line-level staff to recognize signs of 

radicalisation at an early stage within their specific facility;

3.  Provide common, consistent and effective instruments to help staff report their observations to the 

appropriate intelligence staff;

4.  Provide model procedures for intelligence staff to vet the data they receive from prison staff and to 

appropriately interpret it;

5.  Establish a series of training programmes and tools for all staff within a prison to respond appropri-

ately to potential vulnerable individuals at risk of radicalisation.

Bringing together international experts in the field of radicalisation and national prison administrations, 
R2PRIS project offers an innovative training programme for prison staff on how on how to recognise and 
prevent the process of radicalisation inside prisons.

The projects target group is composed of 180 prison professionals from 5 different countries (Portugal, 
Norway, Turkey, Belgium and Romania) which will undergo a training programme with 5 components and 
160 sessions of 3 hours per course: class, online, short-term staff training, work-based assignments and 
coaching/consultancy. An e-learning course will be developed and also a train the trainer course. Three 
short-term staff training events will also be conducted. To disseminate the projects results, 5 national 
seminars and one international seminar are foreseen.

As short-term effects, the trainees will gain the necessary knowledge and tools to recognise and prevent 
the  process  of  radicalisation  inside  prisons.  The  potential  positive  and  long-lasting  impact  of  R2PRIS 

 
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project are the increase of awareness of prison systems in Europe to the issue of radicalisation, and the 
reduction of radicalisation and violent extremism in the community.

 COORDINATOR: 

UBI
CONVENTO DE SANTO ANTONIO
6201 001 COVILHA, Portugal
www.ubi.pt

 CONTACT: 

  Mário Raposo

 PARTNERS: 

UNIVERSITATEA DE VEST DIN TIMISOARA, RO;
Stichting Foundation ICPA Office in Europe, NL;
European Organisation of Prison and Correctional Services (EuroPris), NL;
QUALIFY JUST - IT SOLUTIONS AND CONSULTING LDA, PT;
ADMINISTRATIA NATIONALA A PENITENCIARELOR, RO;
DE FEDERALE OVERHEIDSDIENST JUSTITIE - LE SERVICE PUBLIC FEDERAL JUSTICE, BE;
CEZA VE TEVKIFEVLERI GENEL MUDURLUGU, TR;
Direcorate of Norwegian Correctional Service, NO

 GRANT AMOUNT: 

330 526 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

EU Citizenship, EU awareness and Democracy

Home and justice affairs (human rights &amp; rule of law)

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-PT01-KA204-013132

 TITLE: 

  LEARN BUILDING IMPACT ZERO NETWORK

 DESCRIPTION: 

The last century saw vernacular building techniques and knowledge being substituted by industrial and 
technological materials, namely in the context of cheap oil prices, which facilitated the construction with 
materials coming from all over the world.

However, with raising energy costs, there is an increasing interest in producing with local resources and 
improve  energy  self-sufficiency  on  buildings.  By  doing  so,  it  is  contributing  for  lowering  the  ecological 
footprint associated with construction and maintenance of buildings, minimizing environmental impacts.

To guarantee that low skilled construction workers and/or professionals can have access to this know-
how, that knowledge about legal aspects is more solid, and that popular and scientific knowledge are put 
together to find solutions able to answer to the current resources and environmental context is our aim.

The intention and objective is to spread, exchange techniques and clarify legal issues connected to this 
architectural and technological knowledge between the European partners involved, to enable citizens to 
construct and maintain buildings, based in sustainability principles.

In  a  european  crisis  context,  where  the  unemployment  grew,  in  particular  the  one  related  to  the  con-
struction sector where the workers majority are low skilled, immigrants or minorities, having already less 
opportunities to get out of a mainly precarious work cycle, LearnBIØN has the objective to reinforce adults 
key competences, especially regarding social and civic, sense of initiative, entrepreneurship, self esteem 
and responsibility towards the self and the others and sustainability issues.

Empowering  people  to  act  strongly  to  build  their  own  community  and  to  build  their  own  learning  and 
professional path, is the expected result. Building the inner self through constructing a mark on the com-
munity built environment mirrors this parallel approach between the built object and the development of 
the one who builds it.

BIØN strives at being the missing link, to help fostering and disseminating this cooperation and its results 
at the European, and worldwide level.

To foster knowledge transfer, the implementation of trust systems of validation and recognition of the 
skills, competences and knowledge, using EU tools, such as European Qualification Framework and the 
introduction and development of ECVET credit system, is a priority.

Project’s goal is to create a network of architects, master builders, engineers and researchers working and 
teaching basic notions of sustainability, low environmental impact architecture and energetic strategies 
for autonomous buildings. In order to do so: 1) research and recover vernacular techniques, work being 
done by each partner as a mission along the last years; 2) reinterpret at contemporary sustainability stan-
dards and needs; 3) develop methodologies to spread this knowledge and train people 4) implementing 
validation system in order to solidify this training methods.

In order to achieve this, the LearnBIØN project is born, aiming to answer the need for innovative ways to 
train target groups, with a practical approach to sustainability and citizenship.

This network involves seven different partners including grass root organisations, NGO’s, Research Cen-
tres, Universities and Architecture Offices working with different techniques, technologies and methods 
to be shared in diverse contexts, especially by people outside the main research circles, with particular 
attention to low skilled adults, unemployed, minorities and NEET.

The members of the network share a deep understanding of their local and social context and a common 
preoccupation in building ecologically. BIØN proposes with this project the organization of an european 
wide  research  and  training  activities  that  promote  the  appropriation  of  these  techniques  by  the  local 
population, and the low skilled professionals in the field.

 
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LearnBIØN expects to train directly 140 people, in 7 courses in different European countries (resulting in 
6 built didactic prototypes), create a website to share the research results and to be a on-line training 
platform, 8 guides and 7 exhibitions to spread the outcomes of this project, multiplying the reach of the 
project exponentially.

BIØN aims at being a long-lasting and growing partnership, producing open knowledge on low impacts 
construction, and contributing to address the challenges that our societies are currently facing. The Build-
ing Impact Zero Network (BIØN) believes that 1+1=3, and thus combines contemporary knowledge, com-
munication technology and tools with vernacular intelligence. Learn to innovate with tradition, walking the 
future knowing the ways of the past. 

 COORDINATOR: 

Oficinas do Convento
Carreira de S. Francisco, Convento de S. Francisco
7050-160 Montemor-o-Novo, Portugal
www.oficinasdoconvento.com

 CONTACT: 

Tânia Teixeira

 PARTNERS: 

CanyaViva, ES;
AK0 - architettura a kilometro zero, IT;
Haute Ecole de Bruxelles, BE;
ARCò Societá Cooperativa, IT;
Architectural Environmental Strategies, SE;
Asociación Dehesa Tierra, ES

 GRANT AMOUNT: 

195 053 EUR

 CONTRACT DURATION:  

32 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-RO01-KA204-015001

 TITLE: 

  ROBIN- REINFORCING COMPETENCES TO BUILD INCLUSION 

THROUGH A NEW LEARNING METHODOLOGY

 DESCRIPTION: 

Children enrolled in second chance schools are mostly underqualified early-school leavers, who do not 
have access to employment and lack basic social skills to adequately integrate into society, thus making 
them more vulnerable and exposed to abuse, exploitation and trafficking.

Many  of  them  have  migrant  background,  as  mentioned  in  the  European  Commission  report  of  2013 
‘Preventing Early School Leaving in Europe – Lessons Learned from Second Chance Education’: “Young 
people from migrant backgrounds are more likely to be early school leavers then native young people 
(25.6% vs. 11.6%).

In order to prevent these children also dropping out of second chance classes, there is a need for simula-
tive teaching methodologies to support educators working with them.

With  this  project  we  aim  to  address  these  needs  by  developing  an  innovative  learning  methodology 
that will reinforce educators’ capacities to support children on the move enrolled in second chance pro-
grammes to complete their education and integrate successfully into society.

The objectives of the projects are:

1.  Developing an integrated learning methodology that ensures active learning, coaching and support by 

means of psychosocial activities;

2. 

Improving the social, technical, personal and methodological competences of adult educators;

3.  Equipping educators with tools to enhance their capability to specifically support children on the move 

while enrolled in second chance classes;

4.  Building a network of educators from second chance programmes to cooperate and exchange best 

practices.

The project targets educators from second chance programmes, with a specific focus on those working 
with children on the move that come from disadvantaged groups, such as Roma or other ethnic minorities.

A number of 10 adult educators will be prepared to train 600 educators. They will strengthen the psycho-
social skills of the educators working with children on the move.

Consequently, an estimated number of 5000 children on the move and from marginalized communities 
will change their attitude towards the others and willing to help each other, they will build the self-con-
fidence, expressing themselves more freely, they will improve their relationships with adults due to an 
appropriate working methodology, to new activities and to being listened to.

The main output of the project is an integrated learning methodology based on experiential learning by 
means of psychosocial activities.

The activities within the project:

For the development of O1- “Research study on the current methodologies used within second chance 
programme, partners will conduct a desk research (current reports, studies, guides) and interview 5 per-
sons directly involved in elaboration of the curricula at national level (e.g decision makers). At the same 
time, the research will include also an analysis of the best practices at national level, but also extracted 
from EU funded projects.

For the development of O2- “Needs analysis report of educators to better support the social inclusion of 
children on the move, a focus group discussion will be organized with 10 educators and by filling in needs 
analysis questionnaires (online survey) by 50 people. In total, 300 educators will be consulted.

 
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For O3- “Curriculum of the integrated learning methodology that addresses the needs of educators, the 
project manager and one trainer from each of the partner organizations will meet during a 2 day work-
shop organized in Sofia together with the second partners meeting.

For O4- “The integrated learning methodology based on experiential learning by means of psychosocial 
activities (pilot version), a Training Of Trainers will be organized in order to ensure the correct transfer-
ability of the innovative methodology. The Training of trainers will be organized together with the third 
partners meeting having a duration of 3 days, involving the project manager and 2 trainers from each 
organization. The 2 trainers from each country, will then pilot the new methodology in each country with 
20 educators for 3 days.

After the development of O5-“ Final version of the integrated learning methodology, it will be delivered by 
the 2 trainers of each partner country to 100 educators per country (5 sessions in total/country of 3 days).

O6- “Handbook of Robin methodology

The handbook will comprise all the training modules of the developed integrated learning methodology 
together with examples and best practices derived from the implementation in all partner countries.

This  handbook  is  a  useful  tool  for  other  adult  educators  who  train  not  only  educators,  but  also  other 
people who come in contact with children on the move such as school directors, caregivers, child care 
professionals, social workers.

 COORDINATOR: 

Tdh
Franzelarilor no 6
020786 Bucharest, Romania
www.tdh.ro

 CONTACT: 

Raluca Icleanu

 PARTNERS: 

CENTRO PER LO SVILUPPO CREATIVO DANILO DOLCI, IT;
SDRUDZENIE ZNAM I MOGA, BG;
FUNDACION INTRAS, ES;
DIE BERATER UNTERNEHMENSBERATUNGS GESELLSCHAFT MBH, AT

 GRANT AMOUNT: 

179 946 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Strengthening education and training paths of educators and youth workers

 PRIORITY 2: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Early School Leaving / combating failure in education

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Teaching and Training; Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
SP370

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 PROJECT NUMBER: 

2015-1-RO01-KA204-015022

 TITLE: 

  “INNOVATIVE TRAINING SYSTEM FOR YOUNG ENTREPRENEURS 

BASE ON CASE STUDIES. ENTREPRENEURS 7X21 

 DESCRIPTION: 

The  Project  is  designed  to  help  potential  entrepreneurs  in  their  professional  activities  increasing  their 
success chances in the business world. This will affect positively all the participating countries (RO, ES, IT, 
LT, CZ, PL) and will imply direct benefits in their economy such as employment growth, more ethical and 
competitive CEO behaviour, better prepared personnel, reinforced leadership and a value added to their 
industry in general.

The product brings innovation as it is based on new methods and focuses on renewed but fundamental 
competencies that potential entrepreneurs should acquire nowadays in this changing economic context.

Two intellectual products will support this process: O1 “Pills Entrepreneurship and O2 “21 actual case 
studies in entrepreneurship.

The  O2  “21  actual  case  studies  in  entrepreneurship  model  is  a  supplementary  intellectual  output  de-
signed to strengthen the capacities of educator’s organisations to apply the innovative O1 “Pills Entrepre-
neurshipmodel effectively in their daily work.

The methodology is easy to implement and practical at the same time, it is constructed from real case 
studies that collect all the possible entrepreneurship problems that need to be addressed and there will 
be  seven  main  topics  built  around  these  issues:  strategic  planning  and  organization,  focus  on  results, 
adaptation to change and dynamism, creativity and innovation, customer orientation, teamwork and lead-
ership.  These  seven  key  competences  will  be  integrated  in  the  case  studies  based  on  successful  real 
business experiences and within the training program; all with the purpose of educating the learners to 
become effective entrepreneurs.

It is estimated that at least 280 participants from all the 6 participating countries will take part of this 
project and through digital channels like Facebook or LinkedIn even more people will participate (indirectly 
or not) in the project using this cloud system to keep in touch and provide feedback via recommendations, 
personal  opinions  and  concerns.  The  website  part  for  learners  provides  them  with  open  access  to  the 
learning tools of the “Pills entrepreneurship O1 model.

Although projects lifetime is expected to go up to 5 years, the fruits and profits from its educative tools 
are expected to be much more durable and stable beyond this period.

The final impact is to increase the economic productivity in these countries and motivate talented people 
with new ideas to start their own business applying all that they have learned during this project.

 COORDINATOR: 

CENTER FOR PROMOTING LIFELONG LEARNING - CPIP
ALEEA INULUI 2 ET 4 AP 13
300415 TIMISOARA, Romania
www.cpip.ro

 CONTACT: 

Alexandra Pana

 PARTNERS: 

ECIPAR soc cons a r l, IT;
UNIVERSIDAD DE CORDOBA, ES;
Viesoji istaiga Baltijos edukaciniu technologiju institutas, LT;
ASOCIACE MALYCH A STREDNICH PODNIKUA ZIVNOSTNIKU CR, CZ;
DEFOIN Formacion para el Desarrollo y la Inserción, ES;
JACEK KRUK JMK CONSULTING, PL

 GRANT AMOUNT: 

156 577 EUR

 CONTRACT DURATION:  

24 months

 
 
 
 
 
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 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Enterprise, industry and SMEs (incl. entrepreneurship)

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; Employability; Teaching and Training

 
 
 
 
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 PROJECT NUMBER: 

2015-1-RO01-KA204-015071

 TITLE: 

  BEING DEAF IN AN INCLUSIVE EUROPE

 DESCRIPTION: 

The beneficiaries of Being Deaf in an Inclusive Europe Project are deaf adult people. The success of their 
social and professional integration depends on education, on access to information and also on the ability 
to  research  on  information.  Unfortunately,  the  deaf  people’s  possibilities  to  inform  themselves  mainly 
depends on the speech language level and on a good knowledge of spoken and written verbal language 
because there are few informational and educational materials using Sign Language as main communi-
cation instrument.

The project will be implemented through a strategic partnership between 5 non- profit organisations from 
5 European countries: Romania, Slovakia, Turkey, Poland and Germany. All partners provide services to 
Deaf people and have experience in working with deaf people and in producing multimedia educational 
or informative materials using Sign Language.

According to the statistics, in Romania there are, approximately 25 000 hearing impaired people, in Tur-
key, approximately 350 000, in Poland, approximately 50 000, in Slovakia 50 000 and in Germany approx. 
100 000 deaf people. In total, there are approx. 575 000 deaf people. Over 150 000 from them are Sign 
language users. One of the major barriers to for Deaf people is the lack of recognition, acceptance and 
use of sign language in all areas of life as well as lack of respect for Deaf people’s cultural and linguistic 
identity. This leads to marginalization of deaf people. By raising the level of awareness for the entire so-
ciety on this issue this attitude can be changed and the Deaf Community can be recognized as linguistic 
community. That’s why one of the priorities of our project targets reducing disparities in learning outcomes 
affecting Deaf Adult Learners.

Bilingual education is a wide spread concept on European and also on global level, referring to children 
and young deaf people. The innovation of our project consists in transferring this concept in education 
throughout Life Long Learning of deaf adults. The access to bilingual education (using verbal communi-
cation and Sign Language at the same time) for deaf adults is quite limited on European level and almost 
absent  on  national  level  because  of  the  small  number  of  interprets  and  because  of  limited  financial 
resources assigned to this domain.

The main Project Objectives are: development of social and professional abilities of integration for the 
adult deaf and hearing impaired persons by forming and informing them about the labour market, the 
opportunities that digital technology and it’s continuum upgrading offers them in terms of communication 
and social integration, Human Rights, social integration abilities, Deaf Community Culture and facilitating 
their access to Open Educational Resources to deaf people through the creation and development of a 
free virtual library containing video informative materials on various topics of interest for Deaf Commu-
nity using Sign Language as primary means of communication. This objectives will be achieved primarily 
through 5 Training Activities (Blended mobility of adult learners) including 80 mobilities for direct benefi-
ciaries and by producing of 5 educational materials tailored to their special needs and e-learning specific 
(available in five languages of partner countries).

The main activities and tools which will ensure internal and external communication and, also, dissemina-
tion, exploitation of project results and its impact, will be the project website, a virtual learning platform 
for deaf adult learners and 5 national multiplier events addressing in special to Deaf Community and 
including Press Conferences.

The  main  results  and  impact  envisaged  are:  increasing  the  socio-professional  integration  skills  of  the 
beneficiaries; informing deaf people about the opportunities that digital technology and it’s continuum 
upgrading offers them in terms of communication and social integration and developing the necessary 
skills and competences in order to use digital technology; increasing the self-esteem and developing the 
cultural identity for European Deaf Community; new educational strategies which can be duplicated in 
the beneficiaries’ institutions and other European similar institutions and new open educational resources 
adapted to deaf people special needs.

 
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The virtual library hosted by the project’s website will be improved and developed and, in time, it will be-
come an important source for information and lifelong learning for Deaf Adults. The approaches applied 
in this project will constitute examples of good practice and will be taken over by other institutions which 
work with deaf people on the one hand, and will lead to awareness of organizations which provide edu-
cational services for adult learners on the specific needs of deaf community members, on the other hand.

 COORDINATOR: 

ANPEDA Virgil Florea
Str. Titu Maiorescu Nr.24
700463 Iasi, Romania
www.anpeda.tk

 CONTACT: 

Cecilia Hamza

 PARTNERS: 

Centrum Edukacji i Wsparcia “RES-GEST”, PL;
Uluslararasi Buyuk Egitimciler Dernegi (UBED), TR;
Narodne komunikacne a informacne centrum nepocujucich a nedoslychavych v SR, SK;
Gehörlosenverband Hamburg e.V., DE

 GRANT AMOUNT: 

199 900 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Access for disadvantaged

Inclusion - equity

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-RO01-KA204-015105

 TITLE: 

 DESCRIPTION: 

  NONFORMAL AND INFORMAL STRATEGIES AND METHODS FOR 
IMPROVE  THE COMPETENCIES  OF    HOME CAREGIVERS  FOR  
ANTE PRESCHOOL CHILDREN  

The EUROPEAN COMMISSION puts special emphasis on the promotion of a better health status among 
EU citizens, which is highlighted in the EU strategy in the field of health for the period 2014-2020, which 
shows that the maintenance of a healthy population will also have a beneficial impact on productivity 
and competitiveness in the EU.

At the same time, the Europe 2020 strategy aims at increasing access to health care for people on low 
incomes, to reduce social differences within the EU.

Starting from here, the project aims to achieve a fruitful collaboration between European institutions in 
various fields (adult education, health and social assistance, training centers ,municipalities, NGOs, etc.) 
regarding the experimentation and application of innovative methods and strategies for the education/
training of informal in-home caregivers of ante pre-school children. Each partner will bring in this project 
their own national experience and the type of training methods that exist in their country in this sector.

The  project  addresses  the  adults  provide  care  for  ante  pre-school  children  at  home  (parents,  grand-
parents, relatives and other people) as well as the staff members and institutions in this field. Thus, in 
mobilities there will be involved 120 people in the partner institutions, but the number of those involved 
directly/indirectly in the project will exceed 3000. It aims to contribute to the education of adults who 
provide care for ante pre-school children at home (especially those from disadvantaged families, who 
do not have the possibility to turn to specialized institutions or individuals) to help them to acquire and 
improve their skills in this field.

The project aims also to develop an innovative program of training, applicable at European level and to 
promote good practices for informal in-home caregivers ofbante pre-school children, but also to increase 
the quality of the cregivers’ life and to ensure support, training and psychological counselling. The project 
activities will teach the caregivers basic things in providing care for children whom they supervise, but also 
how to handle stressful situations.

The project activities include training courses, workshops, meetings ,technical visits and seminars for the 
staff members who educate the caregivers in institutions such as:medical schools, training centres, hos-
pitals, etc. The exchange of knowledge, experiences and good practices at European level will be a tool 
for the future sustainability of the activities related to the educational support for the in-home caregivers 
for children.

The  first  step  is  the  participation  of  the  staff  members  to  learning  activities  regarding  methods  and 
strategies for training and support for in-home caregivers of ante pre-school children. The second step 
will be experiencing /applying this methodology in each partner institution. Planning, implementation and 
evaluation of these activities will be carried out through meetings between partners, as well as through a 
periodic interaction through ICT and video-conferences.

The project objectives are:

-to improve competencies of staff that provide education & training for in-home caregivers of ante pre-
school children

-to improve skills (for care children , linguistic,to learning to learn ,emotional,ICT ,intercultural ,civic,social 
,so on ) and to provide support to the in-home caregivers of ante pre-school children by creating possibil-
ities for training and therapy for them

-to create assessment material to test the quality of life and the difficulties of in-home caregivers for 
ante pre-school children;

 
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-to test the quality of life of in-home caregivers in order to identify the need for possible support for the 
caregiver;

-to create material that could be used for teaching some basic elements in educating in-home caregivers 
of ante pre-school children, to publish them and to disseminate them in order to be used at European 
level by those interested (adult education institutions, social care centres, so on)

-to experiment innovative strategies of education/training for caregivers within pilot courses

-to provide a social network for informal in-home caregivers

 § to ensure research/dissemination of the best practices in this field at European level in the education 

of in-home caregivers of ante pre-school children

The short-term impact will be a European exchange of best practices in the field and the development of 
an innovative programme for education/ training, applicable at European level.

The medium and long-term impact will be improving the quality of caregivers’ life, increasing their com-
petences and also those of the staff members who educate them, as well as the training provided by 
the institutions and experts in the field. The outcomes of the project (innovative strategies guide, best 
practices handbook , website) will maximize its impact.

 COORDINATOR: 

ASOCIATIA  EU-RO-IN
Carol I nr.40
700503 Iasi, Romania
http://asociatia-euroin.xhost.ro

 CONTACT: 

ELENA ANGHEL

 PARTNERS: 

SYNTEA SPOLKA AKCYJNA, PL;
Polaris S.r.l.s., IT;
Torbali Özel Mavi Ege Mesleki ve Teknik Anadolu Lisesi, TR;
Aile ve Sosyal Politikalar Ankara Il Müdürlügü, TR;
AYUNTAMIENTO DE ALZIRA, ES;
AHI EVRAN UNIVERSITESI SAGLIK YUKSEKOKULU, TR

 GRANT AMOUNT: 

151 048 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 PRIORITY 3: 

Addressing low achievement in basic skills through more effective teaching methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Health and wellbeing

Inclusion - equity

Quality Improvement Institutions and/or methods (incl. school development)

 CLUSTER(S): 

Health and Medicine; Inclusion and Tolerance; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-RO01-KA204-015131

 TITLE: 

  “US AND “THEM: DIALOG, TOLERANCE, COLLABORATION FOR 

GOOD COEXISTENCE IN A MULTICULTURAL WORLD!

 DESCRIPTION: 

  Migration  Policy  Institute’s  report  “Multiculturalism:  Success,  Failure  and  the  Future  (Feb.  2012)  draws 
upon Multiculturalism Policy Index: “[…] multiculturalism in the West emerged as a vehicle for replacing 
old forms of ethnic and racial hierarchy with new relations of democratic citizenship, and there is some 
significant, if not yet conclusive, evidence that it is making progress toward the goal.

Preliminary  analysis  made  by  us  showed  that  in  Europe  exist  many  ethnicities,  each  country  hosting 
national and immigrant minorities. This situation exists in project countries - RO, CY, ES, IE, IT, PT, TR, UK. 
The 2011-2012 censuses in these countries reported various religions: Muslims, Roman Catholics, Prot-
estants, Hebrew, Hindu, Presbyterian, Anglican, Methodist, Reformed, Pentecostal, Orthodox, Sunni, Alevi 
or Sufi.

The social tensions/anti-social deeds generated by multiple factors (i.e. different religious background, 
cultural  traditions,  affiliation  to  ethnicities/social  clusters,  etc.)  can  be  defused  and  prevented  through 
non-formal/informal education for tolerance, acceptance, opening, understanding, reciprocal knowledge. 
The project aims at training AE educators to promote tolerance and understanding of “the other in multi-
lateral communities. The target groups are AE educators & Adult Learners from cultural conglomerates.

The objectives are:

•Improve AE educators’ competences for handling multi-ethnic groups

•Promote peaceful coexistence in a multicultural world through quality non-/informal learning on toler-
ance & understanding of “The Others.

Participants

32 AE educators in Training Course “Managing multicultural and multi-ethnic groups for tolerance and 
good coexistence.

80-120 adult learners in Intensive Course “One day in the shoes of “The Other

Main activities

•Management, QA, evaluation, dissemination, exploitation, sustainability activities

•Comparative research on features of European cultures, elaboration of Transnational Report

•Joint staff training event

•Curriculum for AE educators’ training

•The Adult Educator’s Handbook: a new approach of multiculturalism and religion for peaceful and rightful 
coexistence

•Blended learning mobility for AE educators (40 hrs F2F training, 20 hrs online training on multicultural 
education & pedagogy, 40 hrs the course “Managing multicultural and multi-ethnic groups for tolerance 
and good coexistence)

•Handbook II for learners “One day in the shoes of “The Other

•Intensive Course for adult learners

•Case Studies

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•Multiplier events

A classic methodology will be used, with 5 phases: Initiation, Planning & Design, Implementation, Moni-
toring & Controlling, Closing. We will use Logical Framework Matrix, Project Plan and specific tools (Project 
Implementation Team, Steering Committee, QA Committee, etc.). Monitoring & Controlling will be based 
on: where are we, against where we should be?, where should we be?, how can we get back on track?, 
what is the impact of this change?

Dissemination, Evaluation, Sustainability & Exploitation Plans will be put in practice.

At Closing we will know how well the project has performed.

Results

 § Transnational Report on the specific features of diverse European cultures

 § Curriculum for the Adult educators training

 § Handbook  I  “The  Adult  Educator’s  Handbook:  a  new  approach  of  multiculturalism  and  religion  for 

peaceful and rightful coexistence

 § Training course for Adult educators “Managing multicultural and multi-ethnic groups for tolerance and 

good coexistence

 § Handbook II for learners “One day in the shoes of “The Other

 § Intensive course for adult learners

 § Case studies

 § 8 Multiplier events

 § Short-term joint staff training event in Italy

 § Blended mobility for learners in Portugal

 § New AE educators’ soft skills for handling multicultural learners

 § Improved Adult Learners’ attitudes, behaviors for peaceful and rightful coexistence

 § Increased AE educators’ preparedness and motivation for implementing a multicultural approach

 § Increased social cohesion

 § Less vulnerable position of minority groups within cultural conglomerates

•Support provided to AE educators in using ICT technologies (MOODLE) to better engage their learners

Impact envisaged

 § increased capacity of AE educators to autonomously develop improved programs that to include mul-

ticultural education

 § improved quality of AE programs

 § increased professionalization & professional recognition of beneficiaries of training

 § better understanding of social realities of multicultural communities increased motivation in contrib-

uting to social cohesion, harmony, equity and good coexistence

 § group of AE educators better trained and professionally adapted to European realities of multicultural 

societies

 § increased number of trainees attracted by AE providers

Potential longer term benefits

 § added value on living and working together within mixed societies

 § increased visibility of partner institutions and higher attractiveness

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 COORDINATOR: 

GIE-RO
STRADA GEMENII 134
117141 GEAMANA, Romania
www.gie.ro

 CONTACT: 

Georgeta CHIRLESAN

 PARTNERS: 

FUNDACION UNIVERSIDAD EMPRESA DE LA REGION DE MURCIA, ES;
CENTRE  FOR  ADVANCEMENT  OF  RESEARCH  AND  DEVELOPMENT  IN  EDUCATIONAL  TECHNOLOGY  LTD-
CARDET, CY;
ASSOCIAÇÃO NACIONAL PARA A ACÇÃO FAMILIAR, PT;
LOUTH AND MEATH EDUCATION AND TRAINING BOARD, IE;
Staff Consult S.r.l., IT;
Can Ilce Milli Egitim Mudurlugu, TR;
COLEG CAMBRIA, UK

 GRANT AMOUNT: 

230 408 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Strengthening education and training paths of educators and youth workers

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Social dialogue

Intercultural/intergenerational education and (lifelong)learning

Romas and/or other minorities

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
 
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SP379

 PROJECT NUMBER: 

2015-1-RO01-KA204-015146

 TITLE: 

  MENTORING PATHWAYS TOWARD EMPLOYMENT

 DESCRIPTION: 

Unfortunately,  those  most  in  need  of  up-skilling  are  barely  participating  in  continued  learning  at  all. 
Non-formal second chance education for ESL is almost non-existent and adult participation in lifelong 
learning is negligible amongst the low skilled or unemployed. The lack of lifelong learning creates a low 
skills trap for the seventy million adults without upper secondary education attainment that are most 
in need of up-skilling. It´s well known that employers are reluctant to hire persons that involve high risk 
of drop-out, require consistent efforts in support (counselling) or require long learning curves to achieve 
acceptable performances.

The MPATH project will create a mentoring model to help low skilled and long term unemployed workers 
to enter in the labour market and maintaining theirs job place. The project foresees the creation of mentor 
course targeting practitioners’, trainers’ and VET providers’. The project will identify the suitable profile 
and competencies to support or perform mentoring programs within small and medium companies and 
non-profit organisations (SME/O’s), including delivering it in working contexts. Mentoring is a competen-
cies development based process, combining guidance, counselling and coaching process, which has been 
proven successful in terms of promoting excluded groups employability and social inclusion. It’s a way 
to promote and improve employees’ transversal skills using training and work-based methodologies, but 
also includes sustainable strategies to deliver these services: through courses (lifelong learning, high ed-
ucation modules or masters), internships and partnerships between NGO, social enterprises and private 
sector (to support counselling). The funding will be used to introduce innovations that increase efficiency 
and results of these actions. So the results will be easily embedded into the system delivering added 
value.

We expect MPATH project to have a significant impact in the context of the labour market. First, on low 
skilled and long term unemployed (LTU) workers, which will receive training and gain new competencies 
and transversal skills during the training activities useful for everyday faced challenges. The impact of 
training  activities  will  result  in  actions  from  which  low  skilled  and  long  term  unemployed  workers  will 
be the main beneficiaries - creation of labour integration paths and competencies to maintaining theirs 
job  place.  Mentoring  model  is  also  a  way  to  companies  promote  employee  development.  Mentoring 
programs is a workplace oriented learning process (for mentees) but also an intended employee’s career 
development as the relationship between the mentee and the mentor is a strategic investment, by an 
organization, in the personal development of its organizational members. That can be called a win-win 
situation, because it covers the career interests of the mentees, the mentoring plan of the mentors and, 
the intention of the organization to make better use of the human potentials of its employees. Mentors 
therefore help integration, the preservation of the workplaces, thus improving the job-preservation capa-
bilities of the given companies. For the employers, lower fluctuation rates mean smaller training costs.

In each country will be organized a 2 national seminars, validation workshops to engage experts and key 
stakeholders in providing inputs to projects different outputs. Participants, organizations, civil society in 
general and decision makers will be informed regularly about project results and outputs - dissemination 
strategy. So locally the desire impact will be ownership.

Mentoring could significantly contribute in promoting the smart, sustainable and inclusive priorities of the 
Europe 2020, by enhancing the performance of education systems and contributing to decrease of 1st job 
seekers and long term unemployed (LTU) job place retention. The percentage of ESL (one in seven young 
people leave education and training too early) which normally become LTU and those low skilled adults 
which left school at early stages are the groups with the highest unemployment rate. MPATH foresees 
the piloting of cascade mentoring paths, from mentors coordinators, passing by mentors and closing with 
mentees in the already stated situation. We aim to deliver a mentoring kit that can be used both by SMEs 
and SMOs (non profit)

 COORDINATOR: 

A.C.C.F.U.N.B.M
Str. Crisan, Nr. 10
430405 Baia Mare, Romania
www.accf.ro

 
 
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 CONTACT: 

Ramona  Oprea

 PARTNERS: 

INSTITUTO UNIVERSITARIO DE LISBOA, PT;
CYPRUS CHAMBER OF COMMERCE AND INDUSTRY, CY;
G.G. EUROSUCCESS CONSULTING LTD, CY;
Aproximar, Cooperativa de Solidariedade Social CRL, PT;
Asociatia Profesionala Neguvernamentala de Asistenta Sociala ASSOC, RO;
Bagazs Public Benefit Association, HU

 GRANT AMOUNT: 

227 944 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Increasing labour market relevance of VET

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Inclusion - equity

Overcoming skills mismatches (basic/transversal)

 CLUSTER(S): 

Employability; Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-RO01-KA204-015155

 TITLE: 

  DANCE YOUR WAY TO OTHER CULTURES

 DESCRIPTION: 

The Oportunidance Project aims at improving adults’ competences in foreign languages and intercultural 
communication  in  a  creative  and  re-creative  manner,  through  dance  lessons  and  transnational  social 
dance events, reinforcing linguistic and cultural diversity in Europe. It is proposed in the context where 
more and more adults feel the need to involve in social, relaxing activities via which they can also develop 
valuable transferable skills.

The Oportunidance specific objectives are to get more adults from different European countries to: 1. 
improve skills in 1 to 6 languages at A1 to B1 levels, via participatory approaches and ICT-based meth-
odologies;  2.  involve  more  in  dance  activities,  with  all  their  benefits;  3.  learn  about  other  cultures  by 
socialising with dance fans from different countries; 4. consolidate important skills, easily transferable to 
different professional and personal contexts, such as lead & follow, pay highly active attention to possi-
bilities, rapid-fire decision making, using creativity and flexibility in different situations, expressing their 
personalities in an original way etc.

The project involves a minimum of 600 participants from at least 5 countries, adults interested in im-
proving their foreign language skills in an innovative and motivating way, adult dance fans who want to 
share their hobby at European level.

We focus on 6 foreign languages (2 of which are less-widely spoken): French, Spanish, Portuguese, En-
glish, Romanian and Catalan, taught through OER, CLIL and the action-oriented approach. Our method-
ology is based on Blended Mobility – virtual mobility (use of ICT, social media, video dance tutorials for 
modules of 40 hours of learning), followed by 6 face-to-face local workshops and then by short periods 
of physical mobility - for the 3 international multiplier events, which complement and test the learning 
outcomes. During the face-to-face and physical mobility activities, participants work together in multi-
national teams using the languages of the project in order to carry out different tasks, such as creating 
dance choreographies, shows, etc. These tasks are meant to consolidate dance and intercultural skills 
(eg. reacting in an appropriate manner when dealing with someone from a different cultural background; 
better understanding culturally determined values; raising awareness about the influence of one’s own 
language and cultural references on grasping reality and the others; having multiple perspectives; medi-
ating intercultural exchange, etc.).

The results of the Oportunidance Project are 1. an online Platform containing learning modules focusing 
on foreign languages, intercultural communication and dance; 2. 7 transnational dance events aiming at 
consolidating & testing the skills and disseminating the Project (3 Multiplier Events and 6 local workshops, 
in the languages of the project); 3. minimum 7 research publications with international visibility on topics 
related to the project; 4. A transnational e-network of fans of dance, languages & intercultural communi-
cation, aiming at greater understanding of cultural diversity and sharing European values.

The added value of our project is related to its long-term benefits with the participants, with impact at 
community level - national, regional and European: healthy lifestyle, personal development and artistic 
expression, self-confidence, body consciousness, involvement in creative cultural activities. One of the 
long-term impacts of our project will be a greater cohesion among multinational dance communities, a 
good exercise for intercultural communication, as dance keeps mind and body active, it develops social 
interaction competences, it forms valuable transferable skills that can be applied to any career path and 
it offers insight into other cultures.

 COORDINATOR: 

ASE Bucuresti
PIATA ROMANA 6 OP 22 SECTOR 1
010374 BUCURESTI, Romania
www.ase.ro

 CONTACT: 

Roxana Magdalena Barlea

 
 
 
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 PARTNERS: 

UNIVERSITE LIBRE DE BRUXELLES, BE;
EOI Barcelona Drassanes, ES;
UNIVERSIDADE DE LISBOA, PT;
Asociatia Club Vertical, RO

 GRANT AMOUNT: 

149 515 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

Teaching and learning of foreign languages

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-RO01-KA204-015203

 TITLE: 

  SOCIOCRACY - EMPOWERING ORGANIZATIONAL CAPACITY

 DESCRIPTION: 

Sociocracy  is  a  governance  model  capable  of  adressing  particpatory  descentralized  organizations  and 
networks, ensuring equivalence of all members needs and guranteeing effectiveness of operations. It is 
based on the consent decision making model and includes procedures and sistems for election by consent, 
cirlce (department) formation, role descriptions, reviews for actions and roles, proposal forming as well as 
building feedback loops between circles through double linking members.

The partnership is formed by 3 national umbrella organizations for grass roots local citizens innitiative 
groups (CIGs) for ecological and social sustainability and one University. Ecovillages, social entreprizes, 
farmers and consumer cooperatives, adult training centers and organizations, cultural and arts oriented 
groups are some of the examples of CIGs.

Through this partnership it is aimed to make sociocracy more accesible, adaptable and create an academ-
ic research that can describe the dynamics and outcomes of implemntation.

There are 4 objectives:

1.  professionalize  30  staff  and  trainers  and  increase  their  facilitation  skills  and  capacity  (through  a 

Sociocracy Facilitator Training Course designed in the partnership),

2.  upgrade the governance models in ART, RIE, RIVE (the umbrella organizations) and several CIGs to 
sociocracy  thus  decreasing  time  and  resource  usage  for  routine  activity,  motivating  members  and 
becoming more attractive for volunteers and improving the quality of financial administration and 
fundraising. (Research will reveal exact quantitative change).

3.  streamline communication and collaboration between the partners, CIGs and European level umbrella 
organizations by developing a coherent shared organizational culture and set of protocols. 12 NGOs 
and networks wish to implement simultaneously (creating online communities of learning that allign 
best practices).

4.  develop a library of open virtual resources (LOVR) that supports trainers and learners and demon-
strates effectiveness in the context of diversity and socio-economic challenges, decreases conflicts 
and  improves  the  democratic  and  intercultural  value-base.  (will  Introduce  it  to  225  participants 
through multiplier events and 500 participants through SFTCs organized by the 30 professional staff 
and trainers).

355 participants will benefit directly in this project (coming from the 4 partner organizations, the CIGs 
forming their networks, the 12 organizations and national networks commited to simultaneously imple-
ment  sociocracy  and  the  European  level  and  International  networks  of  Global  Ecovillage  Network  and 
Transition Towns Network)

29850 will benefit indirectly. They will mostly be members of the same networks, often collegues of the 
directly involved participants, but also a wide range of organizations accesing the Library of Open Virtual 
Resources.

For managing this project sociocracy will be used together with other methodologies. It will be a process 
of testing while developing the resources and best practices and walking the talk. Because it is a gover-
nance model it ensure quality of outcomes and lean managemnt.

The mentioned Library will be hosted on an already set up creative commons license resource platform 
called sociocracy30.org. The implementation and learning value of the library will be complemented by 
the development of a Sociocracy Facilitation Training course (a 7 day intensive course format). A first 
training will be caried out for the 30 selcted staff and 7 multiplier events will eensure succesful dissemi-
nation of the platform and the creation of Virtual Communities of Learning exchanging best practices and 
engaging with the resource library.

 
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A research study will be carried out thoughout the duration of the partnership and will create the first solid 
academic model about the implications and consequences of implementing sociocracy. It will allow tailor 
fitting implementation and creatinga quality ensurance for CIGs allowing them to collaborate more with 
private and public sector organizations.

In addition to creating a pool of facilitators and making socicracy 3.0 more accesible and adaptable for 
a wider range of organizations and networks, the partnership will strengthen the activity of the partners 
themselves and the European and International networks they are part of. Because these networks are 
servinga and supporting local CIGs working for implemnting sustainable solutions in their communities, 
this partnership will generate a levarage effect in the capacity of these networks and groups to create 
real  life  change  for  disadvantage  groups  and  adress  European  scale  social  and  environmental  issues. 
These effects are the long term outcomes evolving beyond the 2 year lifecycle of the partnership.

 COORDINATOR: 

Asociatia Romania in Tranzitie
Str. Lotrioara 17. Bl.M31B, Apt. 21
 Bucharest, Romania
www.intranzitie.org

 CONTACT: 

Andrei Tudor Iuroaia

 PARTNERS: 

UNIVERSITATEA DE VEST DIN TIMISOARA, RO;
Rete italiana villaggi ecologici - RIVE, IT;
Asociacion Red Iberica de Ecoaldeas, ES

 GRANT AMOUNT: 

92 163 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Strengthening education and training paths of educators and youth workers

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

Research and innovation

Open and distance learning

 CLUSTER(S): 

Teaching and Training; Research and Innovation; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
 
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SP385

 PROJECT NUMBER: 

2015-1-RO01-KA204-015216

 TITLE: 

  ENTREPRENEURSHIP AS A TOOL OF INTEGRATION

 DESCRIPTION: 

Unemployment is still seen as a problem in most European countries. According to Eurostat, the EU-27 
unemployment rate for low-qualified adults is considerably higher than for higher-skilled adults. In this 
context, becoming an entrepreneur in one of the partner countries represents a quite difficult thing to do 
especially if you are also an adult over 45 years old, unemployed and with low financial resources; to all 
this if we add the that the adult has a child with special needs, the situation becomes more and more 
challenging.

The project „Enterpreneurship as a tool of integration follows the socio-economic integration of unem-
ployed parents that have children with special needs addressing important aspects of their lives: on one 
side is focus on the improvement of psycho-emotional situation of the parents to participate actively 
in the socio-economic life of society and their training in the field of social entrepreneurship and on the 
other side it creates opportunities for cooperation between parents not only local but also at European 
level. The project will also offer the opportunity for the participants to adapt advanced methods of ICT 
training in order to facilitate their efforts in entrepreneurial skills. The project is in line with increasing living 
standards and quality of life of families that face financial and socio-emotional difficulties due to the 
situation of having a child with special needs.

The specific objectives of the proposal are:

 § Improvement of psycho-emotional situation of 84 parents to participate actively in the socio-econom-

ic life of society

 § Training of 28 parents in order to acquire knowledge and practical skills of social entrepreneurship

 § Facilitating communication and cooperation between 84 unemployed parents who have children with 

special needs

 § Acquiring knowledge and skills in the use ICT tools, online promotion and sale among 28 entrepreneurs 

parents

The project fits to SP aims as:

 § fostering the provision and the assessment of transversal skills particularly entrepreneurship and dig-

ital skills

 § promote the take-up of practical entrepreneurial experience

 § support the production and adoption of OER in diverse European languages

 § use of European reference tools for the recognition, validation and transparency of competences and 

qualifications

 § promote employability and business creation (including social entrepreneurship)

The project includes activities that facilitate the recognition and validation of knowledge, skills and com-
petences acquired through formal, non-formal and informal learning. There will be developed activities 
as training courses, (1 training „social enterpreneurship, 1 training „ICT tools, online promotion and sells), 
workshops (therapeutic workshops, handcrafts workshops), seminars (Teamwork and development of as-
sociative skills, „Legislation for social entreprises), events (the fair), study visits to social enterprises.

The partners will create a course curricula in the field of social entrepreneurship which will be authorized 
and certified, thus given the possibility for other persons to attend this course even after the end of the 
project. The course will have a strong European component due to the fact that it will be the result of the 
common effort of the partners.

An website will be created - as a tool to learn how to become a social entrepreneur and to sell products 
in online environment and will be a reliable open sourse of training for other unemplyed parents that are 
having children with special needs but also a sourse of promotion of the training course which will attract 
various adults interested of this topic.

 
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The target group of parents will make various handcrafts products to be sold during the fair for the ben-
efits of local community members.

The project results are:

 § 28 parents will acquire knowledge and practical abilities in the field of social entrepreneurship

 § 84 parents will develop an active behavior, positive ideas and attitudes to find solutions for socio-eco-

nomical integration

 § 84 parents will develop their cooperation and communication capacity with other parents

 § 28 parents will develop their knowledge and skills in the field of using ICT, online selling and promotion 

of a product.

 § 5 study visits will be organised to social entreprises

 § 1500 persons will participate at the handcrafts fair

These parents will integrate better into socio-economic life of society, will be able to put into practice a 
business ideea, will be able to work in team and will be aware of the associative advantages, will learn 
how a social entreprise is organized, will have ICT skills, and will be able to promote and sell products 
in the online environment, will have self-esteem and confidence. Basicly they will get skills and atitudes 
to create financial possibilities and to provide a better growing up and educational environment for their 
children.

 COORDINATOR: 

CECIS
Agriculturii, no.7
210239 Targu Jiu, Romania
www.cecis.ro

 CONTACT: 

Alexandra Babuca

 PARTNERS: 

INTERACTIVE MEDIA KNOWLEDGE TRANSFER INTERMEDIAKT, EL;
CENTRO EUROPEO DI RICERCA E SVILUPPO PER L’EST E PER L’OVEST, IT;
“Legjobb vagyok” Tehetsegmentoralo Kozhasznu Nonprofit Kft., HU

 GRANT AMOUNT: 

152 101 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Provision of information on access to adult learning services

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-RO01-KA204-015258

 TITLE: 

  USEFUL USABILITY DISPOSABILITY

 DESCRIPTION: 

USEFUL, USABILITY , DISPOSABILITY (UUD) is a project which addresses the issue of plastic invasion of 
our communities and households with a purpose to bring the message of a safe and healthy environment 
closer to the citizens through civic education. Five organizations decided to use their capabilities and ex-
pertise to produce a Moodle based e-learning platform with a content capable to serve the project needs. 
The content includes 5 tutorials : info-doc , land art installation centered civic events, digital competences, 
socio-civic competences. Each tutorial includes examples of good practice and an evaluation chapter. The 
partners staff act as content developers and are trained by the platform maker on how to use the plat-
form to be able to design and organize land art installation centered civic events with different community 
groups such as children, seniors, disadvantaged people, youth, artists. A number of on line sessions and 
short staff training sessions strengthen the empowerment of the staff for becoming proficient platform 
users  capable  to  train  other  on  how  to  do  it  for  their  own  purposes.  All  activities  are  monitored  and 
evaluated by the Project board. Four multiplier events bring together professionals from the organizing 
country and the neighboring parts of Europe to make known the platform and it capabilities, show the 
host land art installation centered civic events and organize a contact seminar to prepare partnerships 
around project ideas for new applications. At the end of the project there is a consortium in place with a 
leading team, a joint pool of trained staff capable to provide training and development support, a joint 
website, a joint e-learning platform and a number of partnerships ready for new applications. We believe 
this is a good model of sustainability . The project partners include organizations for Romania (coordinator 
- seniors organization), Spain (ICT company), Italy (land art installation artists ), LT (civic adult learning), 
BG(dissemination).

 COORDINATOR: 

Unirii 136
810124 Braila, Romania

 CONTACT: 

Viorica  Alexandru 

 PARTNERS: 

Inercia Digital S.L., ES;
Balkanska Agenciya za Ustoychivo Razvitie, BG;
plasticfood project centro culturale ed artistico, IT;
EUROPOS SOCIALINIS VERSLUMO UGDYMO IR INOVATYVIU STUDIJU INSTITUTAS, LT

 GRANT AMOUNT: 

111 630 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

 CLUSTER(S): 

ICT - new technologies - digital competences

Environment and climate change

Key Competences (incl. mathematics and literacy) - basic skills

New  Technologies  and  Digital  Competences;  Education  for  Sustainable  Development;  Teaching  and 
Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-SE01-KA204-012244

 TITLE: 

  SHORTENING DISTANCE TO LABOUR MARKET FOR YOUNG PEOPLE 

 DESCRIPTION: 

WITH RISK FOR UNEMPLOYMENT AND SOCIAL EXCLUSION 
-  DISTANCE EDUCATION FOR COORDINATED MEASURES BY 
REGIONAL STAKEHOLDER NETWORKS 

Annual Growth Survey (AGS) from 2014 shows that the unemployment among young adults within the 
age 18 – 30 years is one of the main socioeconomic problems in the European Union since economic re-
gression 2009. It reached 23.4 %-more than twice as high as the adult rate, with some 5.7 million young 
people affected. Young people that have only completed lower secondary education bear the highest risk 
of unemployment. In 2012, the EU average youth unemployment rate was 22.8 %, but reached 30.3 % 
for low-skilled youth.

In Communication “Moving Youth to Employment 2012, the Commission states that the main problem 
regarding youth employment is a weak school-to-work transition. This depends on 2 reasons: a)employers 
are not willing to invest in future workforce and are usually focusing on current needs of the company; 
b)there is a lack of cooperation/coordination between different stakeholders in the region working with 
education, counselling and employment of young adults. The above makes career counselling services in-
effective and job placements are not adapted to individual education and capacity as well as to regional 
employment needs.

In daily services there are many organisations involved in the process of education, counselling and em-
ployment for young people: Adult Education, VET, municipalities, PES, NGOs, etc. All these organisations 
use their own methods for career counselling and job placements. Since there is no coordination between 
them, the same guidance services are provided to one person several times or good services are offered 
at wrong moments. Moreover, in most of EU countries there is lack of professional standard and training 
for the professionals in the area of career counselling.

The accessibility of young adults to employment through engagement of the whole regional stakeholder 
networks  (including  employers)  into  guidance  process  in  order  to  offer  reality-based  tailored  learning/
career opportunities to young adults is a prerequisite for the solution of the above challenges. The part-
nership of igma3 project has a long experience of working with integration of young adults to the labour 
market though education/career counselling. In 2011 five partners of this project started igma project 
(www.integrationagent.eu) for development of methodology for integration of immigrant into labour mar-
ket through effective cooperation of regional stakeholder networks. In igma2 project the curriculum for 
training of regional networks was developed.

The innovative character of igma2 project is that the igma methodology will be further-developed and 
integrated into policy levels in the partner countries through:

*Adaptation of methodology to the  needs of  young adults and resources  of  the stakeholder networks 
working with this target group.

*Enrichment of the methodology with successful job placements strategies and know-how for changing 
the attitudes of the employers.

*Development of distance training course for stakeholder networks through Moodle system.

*Professionalization of adult education staff working with career counselling and job placement of young 
adults.

The impact of introduction of igma3 methodology in the regional stakeholder networks will lead to better 
opportunities for job placements of young adults based on their needs and capacities. Moreover, the co-
operated efforts of stakeholder networks will result in transparency and efficiency on the system level in 
regards to career counselling and employment of young adults.

 
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The partnership is a mix of adult education providers with private companies, representing employers, 
regional Youth Union and European network for inclusion from 7 countries. This will ensure relevance of 
developed material to the regional needs and to the needs of young adults. Moreover, they will ensure 
effective dissemination and exploitation of project and its results at local/regional/national levels.

 COORDINATOR: 

FOLKUNIVERSITETET STIFTELSEN KURSVERKSAMHETEN VID UPPSALAUNIVERSITET FU-UPPSALA
BERGSBRUNNAGATAN 1
753 23 UPPSALA, Sweden
www.folkuniversitetet.se

 CONTACT: 

Yevgeniya Averhed

 PARTNERS: 

VAN DE WINKEL CONSULTANCY BV, NL;
DIMITRA Ekpaideutiki Symvouleutiki AE, EL;
M.M.C Management Center Limited, CY;
EUROPEAN CENTRE FOR WOMEN AND TECHNOLOGY (ECWT) FORENING, NO;
Union of Youth Organizations of Vinnytsia region, UA;
ASOCIACIÓN INSTITUTO EUROPEO DE ESTUDIOS PARA LA FORMACIÓN Y EL DESARROLLO, ES

 GRANT AMOUNT: 

431 054 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Increasing the efficiency of public expenditure and the investment in education, training and youth

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

New innovative curricula/educational methods/development of training courses

Regional dimension and cooperation

 CLUSTER(S): 

Employability; Teaching and Training; Education for Sustainable Development

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-SE01-KA204-012260

 TITLE: 

  FOOD ACTIONS!-PARTICIPATORY LEARNING AND TRAINING 

PACKAGE FOR FOOD-WISE HOUSEHOLD

 DESCRIPTION: 

Food is essential to life. It also forms an important part of our cultural identity, and plays an important 
role in the economy. says on a report from European Commission. Food systems contribute 19%–29% of 
global anthropogenic greenhouse gas (GHG) emissions according to Annual Review of Environment and 
Resources. Therefore, addressing food challenges will contribute to some central topics of EU, especially 
Horizon2020: Climate and environment, cultural integration and a more dynamic and vigorous economy.

So the question is where to start? Our answer is each individual adult learner who want to learn how they 
can take actions to combate food problems. Our reasons are based on both theories and pratices. From 
a theory aspect, social changes and innovation follow a social diffusion model which starts with early 
adopters,  early  majority,  late  majority  and  laggards.  If  we  can  follow  this  pattern  and  have  individual 
adult learner to act, all actions will spread through the whole society. From a practice aspect, this project 
is based on a pilot food program where we engaged more stakeholders in a community, namely, food 
producers, food processors, food distributors, industrial kitchens, individuals and local authorities. This pilot 
project shows that each individual person is more effective to take actions and a certain amount of active 
individuals are able to influence the other actors on a community level.

So the primary target group of this project is all adult learners in EU who want to learn what they can 
do to address food challenges. Therefore, the first intellectual ouput will be a self-learnig workbook for 
individual adult learners. This workbook will be different from other similar workbooks because we will 
use an innovative pedagogical method to design the workbook. The method is innovative because it aims 
to produce long-term impact and life-long learning experiences through action and measurement. This 
method is based on our decades of work with education for sustainable development, especially infor-
mal/normal adult education. It looks at a circular learning experience, as opposed to linear learning. Our 
research together with research institutes, such as Leiden Univeristy and Swedish Centre for Education 
for Sustainable Development, shows that care-finding information-taking actions-seeing results-caring 
more-finding more information model will empower individuals to take real actions.

But this book will not come alone. We will produce two complementing intellectual outputs: training mod-
ules for coaches and one online library.

The reason for training modules for coaches is that we encourage all adult learners to organize a study 
circle. Our practice proves that a study circle for adult education is more effective and can produce repli-
cable impact (through people inviting new people) and such a study circle needs an empowering coach to 
facilitate the whole process. The reason for one online library is that any organizations that want to start 
a similar project can find all their needed information on this platform, including most updated research, 
project management, marketing material with videos, flyers, etc.

So this is a complete package to achieve our goal that all adult learners in EU can start a life-long learning 
experience on food-related issues and have appropriate facilitation. In order to realize this package, we 
formed a strategic partnership:1) four out of five participated in the international multi-stakeholder food-
wise community pilot project and have experience in food-related issues; 2) they all have experience in 
training and coaching with a focus in different areas, namely, municipalities (GAP Spain), business(agado) 
and community(TVE and InEuropa); 3) all are experienced in international and transnational projects, with 
GAP International and InEuropa exceptional in project managementment and project reporting; 4) all have 
good local and international connections through partnership and network; 4) all partners are part of GAP 
International network and have cooperated before.

Main  activities  based  on  its  expertise:  1)  three  transnational  meetings:  October-2015,  Italy  for  kick-
off meetings and coordination of different workplans and plan for the draft of the workbook; Septem-
ber-2016, Germany for finalization of workbook after testing phase and the launch of the training mod-
ules for coaches; February-2017, Sweden for finalization of the project and project evaluation; 2) three 
organizations lead three intellectual outputs: workbook for adult learners (Hungary), training modules for 
coaches (GAP International) and online library (GAP Spain); 3) GAP International and InEuropa will be in 

 
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charge of overall project management including project coordination, quality control and monitoring, proj-
ect evaluation and reporting; 4) GAP International will also be in charge of dissemination with the social 
media part lead by TVE

 COORDINATOR: 

Föreningen Global Action Plan
Brovägen 9
18276 Stocksund, Sweden
www.globalactionplan.com

 CONTACT: 

  Marilyn Mehlmann

 PARTNERS: 

agado Gesellschaft für nachhaltige Entwicklung UG, DE;
ASOCIACION PLAN DE ACCION GLOBAL PARA LA TIERRA GAP ESPANA, ES;
TUDATOS VASARLOK KOZHASZNU EGYESULETE, HU;
InEuropa srl, IT

 GRANT AMOUNT: 

195 440 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Environment and climate change

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Education for Sustainable Development; Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-SI01-KA204-012641

 TITLE: 

 DESCRIPTION: 

IN YOUR OWN TIME!

The EU 2020 strategy sets out a target to reach a 75% employment rate for 20 to 64 year olds across 
Europe, however the stark reality is that Europe currently faces a unemployment crisis with around 23 
million people unemployed, from those 5 million young adults, in the EU-28 area in January 2015. The 
number of young adults in employment has fallen by three times more than that for adults and with 7.5 
million young Europeans between 15 and 24 not employed, not in education and not in training, the trend 
looks set to continue.

Adult Education Organizations have been long identified as having a important role in reversing this trend. 
According to trends, in recent years employers are increasingly looking for people who have obtained not 
only academic qualifications but who can also demonstrate that they have a wider range of practical 
skills that cannot all be learned in formal education. These ‘soft skills’ cannot easily be ‘taught’ in formal 
education  because  they  are  learned  through  ‘hands-on’  practical  experience  and  thus  are  much  more 
effectively gained in non-formal environments.

Adult education and lifelong learning organizations across Europe are working tirelessly to make a posi-
tive change for adults. However based upon the research and experience of the consortium; if such orga-
nizations developed their core administrative and counseling activities, they have the capacity to have a 
significantly higher impact.

Adult education and lifelong learning organizations are managed by highly competent staff with a desire 
and vision to make a difference, however in many cases, have little financial, administrative and man-
agement capabilities. In order to strengthen the work of current and even new adult education or lifelong 
learning organizations there is a need to have concrete administrative, counseling and even management 
processes. In doing so such organizations will be able to reach a wider scope of beneficiaries, develop the 
effectiveness of their activities, and gain increased recognition and confidence from other sectors, which 
in turn will help to develop the recognition of non-formal education on the whole.

Therefore there is a need for adult educators/teachers/mentors/peers of existing and new adult educa-
tion and lifelong learning organizations to have access to a recognized iYOT mobile guidance counsel-
ing system, that is specifically relevant, offers concrete outcomes in sense of Certificate for non-formal 
knowledge, and is furthermore mobile and flexible to fit around an already busy schedule of many adult 
organization staff and members.

The  project  involves  5  partners,  from  Slovenia,  Austria,  Sweden,  Portugal  and  Spain.  Each  partner  will 
have a dedicated

project team who will take the lead in researching, developing, and publishing one module for Training 
of Mobile Guidance Counselors and 1 module for iYOT mobile application. Each partner was intentionally 
selected according to their specifics and expertize so we will combine wide scope of European framework.

The aim of this project is to increase the capacity of adult educators and staff of adult education or-
ganizations  offering  different  courses,  trainings,  lifelong  learning  activities  and  counseling  services  to 
adult participants with fast and effective access to counseling and information. The main purpose is to 
develop user friendly distant guidance counseling service to follow adults interest, skills, personal and 
occupational developments according to available time of interested user (In Your Own Time), realized in 
a web-based mobile support system with innovative mobile software - iYOT.

Furthermore project aims to increased involvement of adults in guidance counseling through innovative 
mobile application iYOT for counseling over distance and in users own time with Certificate for non-formal 
knowledge, thus increasing their capacity to undertake new learning, mobility or working opportunities.

In order to meet this aim, the following objectives have been set:

 § Develop a iYOT mobile guidance counseling service (Guidelines) that meets the counseling, informa-

tional and lifelong learning needs of adults in education or lifelong learning

 
 
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 § Bring together and utilize specific skills and expertise from different sectors to develop Guidelines for 

mobile guidance consulting material

 § Create a system for validation and recognition of non-formal knowledge and skills for the iYOT mobile 

application users

 § Develop an e-learning platform in order for the iYOT Guidelines, mobile application and materials to 

be an open access resources

 § Train a team of Guidance Counselors to implement the iYOT mobile guidance counseling in practice

 § include at least 25 x 20 guidance’s (each counselor executes at least 20 guidance’s in own country in 

pilot implementation)

 § organize 5 x 2 informational seminars/events (each partner with estimated 50 participants)

 COORDINATOR: 

LJUDSKA UNIVERZA PTUJ
Mestni trg 2
2250 Ptuj, Slovenia
www.lu-ptuj.si

 CONTACT: 

Petja Janžekovič

 PARTNERS: 

  Método Estudios Consultores SLU, ES;

União das Freguesias de Gondomar (S. Cosme), Valbom e Jovim, PT;
UNIVERSITAT WIEN, AT;
Sverigefinska folkhögskolan, SE

 GRANT AMOUNT: 

202 899 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

 CLUSTER(S): 

ICT - new technologies - digital competences

Labour market issues incl. career guidance / youth unemployment

Quality Improvement Institutions and/or methods (incl. school development)

New Technologies and Digital Competences; Employability; Improving the Quality of Education / Training 
Systems

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-SI01-KA204-012651

 TITLE: 

  FLIPPING THE CLASSROOM IN ADULT EDUCATION

 DESCRIPTION: 

Adult learners differ from younger students in several ways: their time is limited due to other life respon-
sibilities, they have different levels of prior knowledge and some lack ICT skills, some work in shifts and 
are unable to participate in courses and some have negative experience with prior educational process 
(drop-outs) and need special attention.

For those reasons classic school lectures often do not meet their needs and requirements. The option is 
pure e-learning or distant learning, but this presents difficulties for those who lack ICT skills and need 
additional support. In addition many experience difficulties engaging in education after a longer break and 
require guidance and support. Personal contact is valued and is hard to replace by modern technology.

To meet all these requirements adult educators need to be well equipped and able to present the subject/
content in a way that is understandable, acceptable and tailored to the individual learner’s needs. In adult 
education  educators  differ  greatly;  some  come  from  school  sector,  others  are  professionals  primarily 
working in non-educational sector and some are self-employed. If teachers in regular schools are often 
acquainted  with  new  teaching  approaches,  educators  in  adult  education  rarely  have  the  same  oppor-
tunity. As teaching adults is often their “second or additional job time spent to improve their technics is 
limited, so are the financial resources. Taking into consideration the adult learners needs they are however 
the ones that need to use most creative and innovative methods, adapted to each individual’s needs.

The project focuses on such innovative technique and aims to adapt it and implement it for adult educa-
tional purposes.

The Flipped Classroom as described by Jonathan Martin is: Flip your instruction so that learners watch 
and listen to lectures as homework, and then use your precious class-time for what previously, often, was 
done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and 
creating. Classrooms become laboratories or studios, and yet content delivery is preserved.

The approach is especially suitable to adult learners since they can decide when to learn and how to di-
vide their time. At the same time enables educators to adjust in-class time to individual’s needs - focusing 
on basics with some and advancing the subject with others. It encourages and promotes ICT use but with 
support and guidance that adult learners need. The personal contact is provided but with enough space 
and freedom for learners to design their own learning path. The FTC technique present a quicker, more 
efficient and creative way of learning.

Within the frame of this project:

1.  The needs of adult learners in participating countries will be identified and Flip the Classroom (FTC) 
technique will be introduced to educators in adult education during the training. (15 educators will 
participate in the training, additional 50 will be acquainted with the FTC technique)

2.  Educators will transfer the FTC technique to adult education, design classes and develop materials 
that will meet the adult learners’ needs; pilots will be done in partner countries. (a minimum of 100 
adult learners will benefit from the FTC technique)

3.  After the pilots assessment will be done and feedback provided. Additional modifications will be done 
according to the feedback from adult learners. Trained educators will participate in events (national 
conferences) for other educators, providers and policy makers presenting the outcomes.

4.  A learning guide on FTC in adult education will be developed with aim to transfer the method and the 

design of the materials to further fields (subjects).

All materials will be made accessible to all partners in the educational circle; so that educators and learners 
can get insights and a better understanding of the use of diverse learning materials and methodologies.

 
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Teachers  working  primarily  in  VET/elementary  schools/other  educational  centres  will  act  as  a  catalyst 
to make the concept of FTC known in other organizations and schools by incorporating the method and 
suited teaching materials in their work.

The need for new teaching techniques arises from the needs of the adult learners, they are motivated to 
learn but at their own pace and in their own time. They do however need support and tailored materials. 
Educators wish to meet those needs but adapting their learning style requires expertise which this project 
will provide. The outcomes (training including methodology, materials and a learning guide on FTC in adult 
education) have great potential for sustainability since they will be available online. The trained educators 
will continue to deliver the courses in partner organizations after the project lifetime. The materials will 
be offered to fellow educators and lessons learned will be transferred to other educational institutions in 
partner countries.

 COORDINATOR: 

Ljudska univerza Velenje
Titov trg 2
3320 Velenje, Slovenia
www.lu-velenje.si

 CONTACT: 

  Mihaela Orozel

 PARTNERS: 

ARTEVELDEHOGESCHOOL, BE;
Stichting Kenniscentrum Pro Work, NL;
Unipa e-learning, IT;
Akademia Humanistyczno-Ekonomiczna w Lodzi, PL;
Natsionalen ucheben tsentar, BG

 GRANT AMOUNT: 

219 370 EUR

 CONTRACT DURATION:  

30 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Pedagogy and didactics

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
 
 
 
 
SP396

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-SK01-KA204-008930

 TITLE: 

  LIFE FROM SOIL

 DESCRIPTION: 

The  Life  from  Soil  project  is  a  collaborative  approach  of  9  partners  from  9  European  countries.  They 
want  to  support  local  sustainability,  rural  communities  and  vulnerable  target  groups  through  tailored, 
open-source and tested education processes. The partnership represent all geographic parts of European 
Union and various non-formal and formal educators active in agricultural, horticultural and environmental 
sectors. Their target groups range from children, high school and university students through vulnerable 
groups of rural and city population as well as unemployed, seniors, prisoners up to own staff and teachers, 
trainers, educators involved in adult and youth education.

The overall objective of the project is : Increase the skills and abilities of vulnerable groups of people to be 
self-dependent, employable, active and competitive in their effort to have and live a sustainable, fruitful 
and rewarding life.

Specific Objectives :

1) 

Increase the skills and abilities of trainers, teachers, practitioners and representatives of local munic-
ipalities in areas of formal and non-formal education.

2)  Develop innovative learning and teaching tools that will fulfill the overall objective and satisfy the 

needs of the trainers and learners in area of social enterprises.

The project aims to produce 3 intellectual outputs : a best practice guidebook, modular training course 
and a demonstration testing site for practical evaluation of educational tools. Through short term staff 
training and skilled trainer mobilities the project envisages active participation of 200 learners (60 own 
staff of partners, 60 educators, teachers and local activists, at least 60 high school and university stu-
dents and at least 20 people participating in demonstration sites).

The project will be organized in Work Packages whose management will be conducted by various proj-
ect partners. The project activities in those work packages are primarily focused on design, preparation, 
testing and dissemination of educational tools ( best practice guidebook, modular training course and a 
demonstration testing site for practical evaluation of educational tools).

In order to share knowledge, develop skills and establish twinning and lasting relations the project will 
organize 3 types of transnational learning/teaching activities :

a) training of trainers and educators through site visits and expressed needs

b) local training (mixed staff and beneficiaries) provided by skilled trainers of partners

c) skilled partner trainers delivering tailored training to 3 demonstration sites

The project will organize various dissemination platforms, among them 3 dissemination events (2 spe-
cific workshops for dissemination of educational tools) and a final dissemination and awareness raising 
conference.

The project outcomes will be demonstrated and tested increase of skills of trainers, educators and ac-
tivities involved in adult education. Another result is the production of a training package based on best 
practices  and  modular  training  course  aiming  to  influence  European  educational  area.  The  last  result 
concerns project impact : proved small scale initiative that using and testing project outputs will achieve 
economic and social sustainability.

 COORDINATOR: 

SOSNA
Okružná 17
04431 Družstevná pri Hornáde, Slovakia
www.sosna.sk

 
 
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SP397

 CONTACT: 

Gejza Legen

 PARTNERS: 

UNIVERSITA DI PISA, IT;
FUNDACION UNIVERSITARIA SAN ANTONIO, ES;
Asociatia Agora Grup de Lucru pentru Dezvoltare Durabila, RO;
Biotehniski center Naklo, SI;
Inspi-Ráció Egyesület, HU;
Henry Doubleday Research Association, UK;
Pirkan Helmi ry, FI;
Sdruzeni SPLAV, z.s., CZ

 GRANT AMOUNT: 

226 461 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Employability; Teaching and Training

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-SK01-KA204-008946

 TITLE: 

 DESCRIPTION: 

INOVÁCIE V KOGNITÍVNYCH TRÉNINGOCH PRE DOSPELÝCH NA 
EURÓPSKEJ ÚROVNI

Project Innovations in cognitive trainings for adults on European level coordinated by Centrum MEMORY, 
n.p.o. was created as a reaction on current education system, which in Europe is based on development of 
semantic knowledge rather than on an improvement of general intellectual skills and cognitive abilities. 
We want to change this situation by this project.

The aim of this project is in 26 months to identify needs of adult population in terms of improvement of 
cognitive abilities, learning and enhancement of mental capacity of individuals in everyday life and at 
work using innovative methods in adult education on European level. Outcomes of this partnership will 
be creating universal European methodology guide of cognitive trainings for adults in 5 languages and 
creating accredited education module for professionals engaged in adult education.

Primary target group are members of organizations engaged in adult education, secondary target group 
are  adult  students.  Members  of  partner  organizations  will  learn  how  to  conduct  a  cognitive  training, 
identify needs of participants and create practical approaches for enhancement of cognitive abilities of 
participants. Participants of cognitive trainings will be individuals 45-60 years old who want to enhance 
their cognitive abilities and assert themselves better on a labour market. Project will be carried in the way 
that the effect on the target group would be unambiguously positive and the effect would be apparent 
even after project termination.

Project requires implementation on multinational level by reason of creating universal European tech-
niques  independent  on  cultural  and  language  environment.  Simultaneously,  it  is  eligible  exchange  of 
experience from various countries and comparison of needs of the target group in various countries. In 
this project will be involved countries which every one of them has its own specific features of adult ed-
ucation. Every involved country has different experiences with cognitive trainings, in this project countries 
will exchange their experience with partners.

Project in its essence fulfills the horizontal priority: Developing basic and transversal skills.

 COORDINATOR: 

Centrum MEMORY
Mlynarovicova 21
851 03 Bratislava, Slovakia
www.alzheimer.sk

 CONTACT: 

Darina Grniaková

 PARTNERS: 

Alzheimer Catalunya Fundació Privada, ES;
Εταιρεία Νόσου Alzheimer &amp;
Συναφών Διαταραχών Αθηνών, EL;
anni sereni srl, IT

 GRANT AMOUNT: 

89 314 EUR

 CONTRACT DURATION:  

26 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Intercultural/intergenerational education and (lifelong)learning

Key Competences (incl. mathematics and literacy) - basic skills

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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SP399

 PROJECT NUMBER: 

2015-1-SK01-KA204-008958

 TITLE: 

 DESCRIPTION: 

  VZDELÁVANIE PRE TRVALO UDRŽATEĽNÝ ROZVOJ VIDIECKYCH 
OBLASTÍ NA SLOVENSKU, V LOTYŠSKU, NEMECKU, ŠVÉDSKU A 
DÁNSKU

The project idea came into being in the religious organizations in Germany, Sweden, Denmark, Latvia and 
Slovakia. It continues positive experiences of previous cooperation on the project in program Grundtvig - 
Learning Partnerships.

Rural  areas  are  more  disadvantaged  than  urban.  People  living  there  have  fewer  opportunities  to  ac-
quire  the  necessary  knowledge  and  skills.  Ambition  of  the  project  is  to  exploit  the  potential  of  small 
rural church congregations to bring educational opportunities in rural areas with reference to sustainable 
development..

Aim of the Project is to create a comprehensive educational program enabling staff and volunteers from 
congregations to educate target groups in rural areas. The fulfilment of this objective will contribute to 
the development of basic and transversal skills of adult learners and thus will support solving issues of 
unemployment and social exclusion.

Number and profile of participants:

Slovakia: 12 people – 2 coordinators and 10 employees and volunteers

Germany: 10 people – 2 coordinators and 8 employees and volunteers

Denmark: 15 people – 2 coordinators and 13 employees and volunteers

Sweden: 15 people – 2 coordinators and 13 employees and volunteers

Latvia: 7 people – 1 coordinator and 6 employees and volunteers

Description of activities/metodology:

The project is structured into four work packages WP1-4. In each package there are described activities 
and responsibilities of partners for particular parts of the project. Progress of the project will be monitored 
through project meetings, e-mail communication, and Skype - conferences. The time course of the project 
is set out in the schedule.

The educational program is designed for three levels of knowledge - beginner, intermediate and advanced.

The process of teaching the various levels will take place in three stages:

1 / Phase of making the new material accessible - direct teaching

2 / Phase of strengthening and upgrading of skills

3/  Phase of control and evaluation of the level of knowledge - to assess the effectiveness of the learn-
ing process, draw real conclusions for further educational progress and if necessary modification of 
the didactic process

Day to day management of the project on the multinational level and coordination of the information 
flow between partners will provide the project coordinator. At the national level this coordination will be 
provided by responsible persons of each project partner.

Description of expected results and impact:

During  the  course  of  the  project  a  educational  program  with  teaching  materials  in  paper  and  digital 
form will be created. The concept of the educational program will be verified on the first transnational 

 
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educational event. Subsequently the concept will be modified and completed; the comprehensive educa-
tional program will be re-verified on the second transnational educational event. After introducing of the 
necessary last changes resulting final intellectual output will be prepared.

Potential long-term benefits:

Project participants i.e. employees of participating organizations (small rural congregations) and volun-
teers become lecturers and receive educational tool that will be used in church communities and beyond 
to adult education. Educational tool will be used appropriately to the needs of the target groups in the 
particular partner country.

The project involves five partner organizations from five countries with a specific cultural backgrounds 
and different experiences with the issue of adult education. Each of the organizations has developed var-
ious programs, tools and methods of adult education. Nonetheless, all project partners agree on the need 
to establish a universal educational program specific to rural areas, to enable organisations better fulfill 
their role as educational institution in communities. The wide range of opportunities in European society 
can be used better and the potential synergistic effect may be significant. The results will far exceed 
those that would be achieved by working in isolation at the national level.

The project focuses on potential of religious congregations and is based on the situation in most rural 
areas. Created educational tool for adult education can be potentially used and be beneficial also for 
other groups of people in society.

The resulting intellectual output of the project will be multilingual comprehensive educational program 
helping to eliminate differences between people and cultures in general. The project also has the pre-
requisite  for  a  European  wide  impact  by  supporting  small  communities  to  engage  in  major  issues  of 
unemployment and social inclusion.

 COORDINATOR: 

Evanjelická cirkev augsburského vyznania na Slovensku
Palisády 46
81000 Bratislava, Slovakia
www.ecav.sk

 CONTACT: 

Svetlana Bartoňová

 PARTNERS: 

Latvijas Evangeliski Luteriska Baznica, LV;
Danske Kirkers Raad, DK;
Svenska kyrkan, Lunds stift, SE;
Evangelische Akademie Sachsen-Anhalt e.V., DE

 GRANT AMOUNT: 

171 510 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Environment and climate change

Intercultural/intergenerational education and (lifelong)learning

Rural development and urbanisation

 CLUSTER(S): 

Education for Sustainable Development; Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
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SP401

 PROJECT NUMBER: 

2015-1-SK01-KA204-008982

 TITLE: 

  MEDART – METHODS OF EDUCATION FOR DISADVANTAGED ADULTS 

ROOTED IN THEATRE

 DESCRIPTION: 

The project will be focused on creating of a methodical guide for education of socially disadvantaged 
adults by using theatre and dramatherapeutical approaches and techniques. We will find, create and use 
theatrical  practices,  techniques  and  methods,  which  will  help  to  dramatically  increase  disadvantaged 
adults´ chances of getting a job.Throughout our ten year dramatherapeutical work with disadvantaged 
people we are hard up for methodological resources at both national and international levels, especially 
for those for work with groups consisting of persons with different or multiple forms of social disadvan-
tage (homeless persons, homeless + disabled persons, homeless persons + disadvantaged youngsters).
Non-formal  and  informal  education  of  socially  disadvantaged  adults  contained  in  dramatherapeutical 
work  can  be  used  for  acquisition,  extending,  training  and  empowering  of  skills  and  competences,  that 
can increase adult learners´ employability. Mostly we have in mind education in the field of social skills 
as self-knowledge and self-appraisal, self-esteem and self-confidence, communication skills, empathy 
and assertiveness, giving and receiving feedback, interpersonal, cooperation and conflict resolution skills, 
decision  making  and  problem  solving  abilities,  creativity  using  etc.The  result  of  the  project  will  be  an 
open educational resource – a Methodical guide on a DVD medium, as well as in an online version (PDF 
file) disseminated by the e-platforms (e. g. http://ec.europa.eu/programmes/erasmus-plus/projects/, (EP-
ALE), http://arteryproject.eu/platform/, http://artescommunity.eu/), social networks, partners organisations´ 
websites, eventually by allied websites.Methodical guide will be addressed to the teachers, educators, 
trainers, drama therapists, social workers, students, schools, universities, institutions, NGOs and to every-
one, who is interested in the work with social disadvantaged people. The next result of the project will 
have a direct impact on disadvantaged people involved in the theatre activities and exercises - they will 
significantly increase their social and personal skills.The partnership is made up of 8 organisations. Divad-
lo bez domova, Teatr Grodzki, Društvo ProSoc, acta, AHA Theatre and Asociación Acunagua are experts in 
the field of drama therapeutical work with disadvantaged groups of people. CSC Danilo Dolci has a lot of 
expertise in the areas of non-formal and adult education and uses theatre as a tool for personal develop-
ment. School of Social Work, which is a department in University of applied sciences in Rotterdam, is well 
experienced in connecting research, theory and methodology with social work and culture. Great range of 
partners with different socially disadvantaged target groups ensures a more comprehensive approach to 
creating an Intellectual output. Transnational character of this project will have a far-reaching and signif-
icant impact on dissemination of the project outputs at the European level.

 COORDINATOR: 

Divadlo bez domova
Štefániková 16
81104 Bratislava, Slovakia
www.divadlobezdomova.sk

 CONTACT: 

Tomáš Kubiš

 PARTNERS: 

BIELSKIE STOWARZYSZENIE ARTYSTYCZNE “TEATR GRODZKI”, PL;
acta community theatre ltd, UK;
Asociación cultural, social, de salud y bienestar ACUNAGUA, ES;
ProSoc - drustvo za implementacijo projektov in razvoj socialnega podjetnistva, SI;
CENTRO PER LO SVILUPPO CREATIVO DANILO DOLCI, IT;
Magyar Vöröskereszt Budapest Fovárosi Szervezet, HU;
STICHTING HOGESCHOOL ROTTERDAM, NL

 GRANT AMOUNT: 

167 430 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

High quality learning opportunities

 
 
 
 
 
 
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 TOPIC 1: 

 TOPIC 2: 

Access for disadvantaged

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
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SP403

 PROJECT NUMBER: 

2015-1-TR01-KA204-021237

 TITLE: 

  OPENING MINDS TO DIGITAL COMPETENCE

 DESCRIPTION: 

Digital competence is one of the most key competences for lifelong learning and is essential for par-
ticipation in our increasingly digitalised society. However, international surveys and academic literature 
warn that many people lack digital capabilities. We would like to create positive attitude to learn about 
emerging digital technologies and ensure the adults over 45 to be proficient in digital competence. The 
project will enable adults to use and see the value of using digital tools and services in professional and 
daily life within various activities.

About 50 percent of the adults in the places where the project will be implemented cannot use digital 
tools and do not have basic skills to communicate and integrate into the societies.

20 people who deal with training of adult people, who are ready to acquire and share knowledge and 
will participate in the project activities from each country. They have high motivation, clear goals for the 
mobility and they are eager to share the experience upon return with their colleagues and other interested 
people/organizations.

The Partner institutions will have a chance to cooperate in the context of a multicultural exchange of 
experiences and good practices, so that the possibility of teaching the older population in Europe will 
enhance awareness on this issue in European dimension.

The project coordinator and partners will visit adult organisations and observe activities carried out by 
them. Then, each partner will carry out a case study analysis to prepare a common Guidelines, to share 
the knowledge and experience related to using digital tools and basic skills for adults during meetings and 
via internet. All the collected data will be compiled into a Guidelines /booklet and submitted on the project 
website. Thanks to the collaboration within the project, representatives and teachers/members of each 
project partner will be able to facilitate good teaching and learning for adults, improve to use of digital 
tools, which will be integrated into learning at wider level.

Target groups -100 adults in each partner countries within the project will gain digital competence to be 
able to utilize public and private services to one’s own ends. They will increase their knowledge about how 
to handle digital information and digital services via using computers, smart phones, cameras.

Participants who will be involved in the project (adults over 45, particularly from disadvantaged groups 
-migrants, disabled, unemployed people, pensioners and elder people etc.) will be encouraged to take 
part into new activities such as Calligraphy, Digital photography, Quilt making or sewing, Computer and 
Internet use, Folk dancing , Learning a foreign language, Art: painting, drawing, pottery both in local and 
international level, the elders will take a time out, manage stress and have good time.

One of the important tools for the wide spreading information will be a website and an international semi-
nar to be held in Adıyaman, Turkey at the end of the project. Project activities will be shared with local and 
national media for creation of awareness related to digital competence and basic skills.

We would like to highlight our concern about encouraging aging people to be involved in intercultural/
intergenerational  education  and  (lifelong)learning,  be  more  active,  participate  in  various  activities  and 
become healthy as well as developing mutual understanding between different European cultures. We 
are convinced that our highly multicultural partnership will evolve into a real European mosaic work, which 
will convey to learners and to our communities a true deep feeling of belonging to Europe. This will give 
a chance for elderly people to improve their digital and basic skills, analysing the best practices of reha-
bilitation for adults, women, the elderly people and people with disabilities.

 COORDINATOR: 

Eskisaray Mahallesi 705 Sok. No 23
02100 Adiyaman, Turkey
www.aksad.org

 
 
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 CONTACT: 

Ahmet GÜNAYDIN

 PARTNERS: 

E-SENIORS: INITIATION DES SENIORS AUX NTIC ASSOCIATION, FR;
Giuseppe Labita Consulenza &amp;
Formazione Srl, IT;
Aociatia Profesorilor din Invatamantul Preuniversitar Bucuresti, RO;
Municipality of Montana, BG;
Stowarzyszenie Lokalna Grupa Dzialania “Zielone Sasiedztwo”, PL;
Musmajas, LV

 GRANT AMOUNT: 

142 980 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Access for disadvantaged

Intercultural/intergenerational education and (lifelong)learning

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance

 
 
 
 
 
 
 
 
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SP405

 PROJECT NUMBER: 

2015-1-TR01-KA204-021409

 TITLE: 

  LEARNING OF LOCAL BODIES TO INTEGRATE IMMIGRANTS 

 DESCRIPTION: 

The Europe 2020 strategy fully recognize the potential of migration for building a competitive and sus-
tainable economy and they set out, as a clear political objective, the effective integration of legal mi-
grants.Effective solutions to integration challenges must be found in each national and local context.The 
EU is promoting European cooperation to develop common approaches and exchange information at EU 
level.The EU 2020 harnesses the lifelong learning with innovate education and training practices and ICT 
tools also for the policies mentioned above. Only in 2012, 6,1 million people immigrated/emigrated to/
from one of the EU-27 Member States which was 5,5 million in 2011. Irregular migration is increasing 
in Europe like Turkey’s situation from Syrian immigrants since 2011. Local actors have a vital role in the 
integration process.

The objectives:

 § Collection of EU good practices about integration of migrants

 § Developing&adapting training&learning materials for immigrant operators/NGOs, local bodies to build 

an international cross-border learning

 § Enhancing the quality&competent education of immigrant operators/NGOs, local authorities

 § Developing  an  open  learning  platform  in  diverse  languages  containing  guidance,learning  re-

sources,training materials,good practices,tools,networks, applications

 § Facilitation of international roundtables for learning from experiences,best practice exchanges among 

cross-actors

 § Increase awareness of IT importance for transnational knowledge

 § Raise awareness&support of EU authorities for immigrant policies

The partnership consists of 7 partners (reps of local bodies,NGOs,training&counsulting companies,uni-
versities) from 5 EU countries.They were chosen due to their extensive knowledge and experiences on 
immigrants,diversity  issues,large  networks  in  related  fields,IT  skills,experience  in  international  projects.
The geographical location of the partners was strategically chosen in order to maximize EU coverage.

Certain tools methodologies will be used;Project Management, Reportings, Use of internal interim reports, 
Work plan, Meetings, communication tools,Shared responsibilities of activities among partners, QA Evalu-
ation and Impact Analysis,Interim / Annual Reports.

Project activities to be implemented within the project lifetime are;

O1:Definition of structured and transparent research-collection-selection methodology,Research and Col-
lection of EU Good Practices,Agreement Contracts-IPR

O2:Definition of structural modal, development of the curriculum,Translations

O3:Development and adaptation of the training materials,Translations,Implementation activities of Eu-
ropean pilot training

O4:Development of The Guidebook For Local Bodies and Operators,Translation,publishing

O5:Design&development of Open Learning Platform,

O6:The Corporate Design,Design, development&update of project website

O7:Design&development of the project brochure,Translations, publishing

O8:Design and development of the leaflet of LL2II OLP,Printouts

 
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O9:Development of dissemination&communication plan,OLP user attraction plan,sustainability plan and 
their implementation

O10:Evaluation Framework and Quality Assurance Templates

O11:Meetings&Events  Evaluation  Reports,Feedback  Report  for  pilot  testings,Interim&Final  Evalua-
tion&Assessment Reports

O12:Development of Interim & Final Reports of LL2II

E1-E5:Conducting of local roundtables in each partner country

E6:Preparations For Final Conference,Execution of Final Conference

C1: European Training “Better Integration of Immigrants

IMPACTS

The LL2II results will bring the countries having long history of migration like IT, ES, AT a valuable impact 
to solve the big differences among the different areas of within the country itself, also for all countries.

TURKEY: The LL2II Project and its products will support local bodies, policy makers, NGOs in the field of 
immigrant  inclusion  with  a  harmony  among  stakeholders  in  Turkey  which  has  not  set  up  yet  because 
Turkey has signed Foreigners and International Protection Act in April 2013 and has been applied in the 
country from April 2014. The project results of LL2II will directly support efficient immigrant inclusion 
applications at local bodies in Turkey where the competent inclusions are quite insatisfactory due to lack 
of adult training&learnings, will directly support national/local policy applications by creation of an infra-
structure for local bodies, NGOs, national governmental institutes with the produced outputs of LL2II. And 
required applications will be implemented in an effective way in the country soon by use of project results. 
The curriculum and training and learning materials, OLP will support the new developments in VET sector 
where VET trainings for social workers about immigrant inclusions dont exist yet.

MALTA: The all project results will be valuable tools as well as a means of addressing what is a relatively 
new phenomenon in MT.

 COORDINATOR: 

CRM Yonetim Danismanlik Ltd. Sti.
Ömerağa Mahallesi Hürriyet Cad. Gökseller İşhanı No:85 Kat:4 Izmit
41300 Kocaeli, Turkey
www.crmconsulting.net

 CONTACT: 

Levent Canbay

 PARTNERS: 

Aile ve Sosyal Politikalar Ankara Il Müdürlügü, TR;
INTERNATIONAL CONSULTING AND MOBILITY AGENCY S.L., ES;
FH JOANNEUM GESELLSCHAFT M.B.H., AT;
Zeytinburnu Belediyesi, TR;
Programma integra scs, IT;
THE PEOPLE FOR CHANGE FOUNDATION, MT

 GRANT AMOUNT: 

202 853 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

High quality learning opportunities

 
 
 
 
 
 
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SP407

 TOPIC 1: 

 TOPIC 2: 

New innovative curricula/educational methods/development of training courses

Open and distance learning

 CLUSTER(S): 

Teaching and Training; New Technologies and Digital Competences

 
 
 
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 PROJECT NUMBER: 

2015-1-TR01-KA204-021511

 TITLE: 

  EACH CHILD IS SPECIAL

 DESCRIPTION: 

Foster care system, formed for the sake of having a healthy social structure. It has been determined by 
scientific researches that foster parents compared with institutional care providers are more moderate, 
rewarding and child-oriented in communication with children. Also, foster care system prevents the social 
exclusion  of  children  in  their  future  life.  Considering  the  experiences  and  scientific  data,  many  coun-
tries trying to adopt family-based system. Therefore, As 3 NGOs and an institution all experienced, well 
equipped and researchers organizations in the field of fostering, constitute the base of the Project going 
to work on this project with these aims: In this project our first and most important aim is to educate foster 
families by means of art therapy,recreation therapy and other methods that will be used by our psychol-
ogists and experts in this field in order to make adaptation process easy and healty both for families and 
children.-To specify problems related to foster families in Project partners countries and work on these. 
-to improve the quality of fostercare service model and family education to provide quality. - to provide 
better understanding about fostering in society and solving problems by using communication tools. -to 
specify the needs of foster families, education of families to provide better opportunities to children. -to 
help fostercare families for the adaptation process. -to contact related institutions if fostercare families 
need.- to enhance the awareness in society about fostering and tell the process for fostering. - to organize 
different recreation activities for foster families -to enhance the number and the quality of foster families.

3 NGOs and institution working in this field will be the partners of this project;1-Rodinné a komunitní cen-
trum Chaloupka works for Foster Families;strengthening family values and intergenerational relations, the 
role of parents, maternal and paternal roles in society,support legal protection of the family, motherhood 
and equal opportunities for all, support the reconciliation of work and family life, development of social 
work. 2-Vaikų gerovės centras ,,Pastoge. Vaikų gerovės centras is collecting, generalizing practical work, 
other institutions and countries practices, innovations, sharing knowledge by cooperating with other insti-
tutions, doing trainings with the purpose to raise qualification of workers. 3-Pleegzorg Oost-Vlaanderen 
v.z.w. from Belgium is a sub organization of one of the most developed, well organized, and experienced 
umbrella organization in the field of fostering in the World.4-DEKAD as coordinator organization is the 
most active foster care organization in its own region and even in the whole country. DEKAD participated 
in many conferences in many conferences in Turkey and also five conferences in International level.

Our target group will be present foster families. They will be involved in education activities directly. They 
will be educated about recognising the trauma and resolution of this. Our staff ,psychologists,social ser-
vice experts will take active role for education process. Candidate foster families will be involved in activ-
ities and also, they will be in contact with foster families and other candidates for long years by network 
of  project.  Stakeholders,other  related  NGOs,institutions,local  and  national  authorities  will  be  informed 
regularly about project activities. Press,media,social media will be involved for dissemination activities.

To be able to achieve our objectives, we will try to disseminate and popularize the project in order to 
increase the number and enhance quality of foster families by preparing brochures, local and national tv 
and radio programmes. Also, Project will be introduced and popularised by preparing web sites in each 
partner countries language and Social media like facebook, twitter and youtube will be used effectively. 
We will try to help foster families resolve the trauma of child and giving information and counseling to 
foster families and candidate foster families and our stakeholders by the way of workshops, conferences 
and seminars. Also, we will try to make easy adaptation process and develop the cooperation between 
foster families and candidate foster families by art,recreation activities and exhibitions in different fields. 
Of course, this project just will be the starting point, our aim is provide long lasting project. Because, by 
the help of this project number of foster families will increase and they will share their experiences and 
knowledge with their relatives, neighbours, social environment and also foster families and their social 
environment will know that there is an association and there are people who are always ready to help, 
counsel and mediate with related institutions and authorities. Foster family associations and institutions 
in different countries will go on contacting each other and sharing good implementations.

 
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 COORDINATOR: 

Altıntop Mahallesi Meseret Sokak No:15/11
20000 Denizli, Turkey
www.koruyucuaile.org.tr

 CONTACT: 

Ayfer Doğan

 PARTNERS: 

Vaiku geroves centras ,,Pastoge”, LT;
Rodinné a komunitní centrum Chaloupka o.s., CZ;
Pleegzorg Oost-Vlaanderen v.z.w., BE

 GRANT AMOUNT: 

109 530 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

Health and wellbeing

Home and justice affairs (human rights &amp; rule of law)

 CLUSTER(S): 

Health and Medicine; Inclusion and Tolerance

 
 
 
 
 
 
 
 
SP410

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-TR01-KA204-021516

 TITLE: 

  PARTICIPATION OF REFUGEES INTO SOCIAL LIFE

 DESCRIPTION: 

  Many people flee from their countries and refuging to other countries because of the problems such as 
civil war, economical problems and their sexual choices. These fugitive people face by many difficulties 
during the compulsory migration. Besides health,education, accomodation and safety problems they also 
face by the problems of cultural differences. These peoples traditions and life styles are very different 
from the countrys cultural values which they have refuged. Because of this, alot of problems are seen 
during the integration period.The other problem ;refugees face by is the prejudices of the refuged countrys 
people.Our main objectives we have set in line with these issues are;

-To specify and work on issues related to refugees and asylum-seekers in Project partner countries to help 
understand the settlement and integration processes and models of good practice. - To enlighten the pub-
lic and to provide support with the purpose of better understanding of these issues and produce solutions 
to problems, by using media and communication instruments -To work in order to create awareness and 
sensitivity in society related to refugees and asylum seekers to improve cohesion in host communities - 
To examine countries practices around ending support for asylum seekers whose claims have been fully 
refused until they can either submit further evidence of their case, sign for voluntary return or be forcibly 
removed from the partner country. - To help the individuals to understand the traditions and the values 
of the society they live in and provide them an opportunity to present their own - To share among all the 
participants their national identity and historical, cultural and natural heritage promoting the knowledge 
of the regions of partner countries and of the refugees -To develop the skills of the participants: adults, 
learners to use ICT and convince them of the opportunities created by the use of new technologies

We are 7 NGOs who constitute the base of the project going to study on these issues. Project coordi-
nator  USED(Turkey)  has  been  working  in  the  field  of  art  education.  USED  provide  support  to  refugees 
who want to study related to art in association by creating appropriate working environment. EDInet is 
a Scottish-based social enterprise providing expert advice in strategy development, strategic planning, 
consulting, recruitment, policy, funding, training and evaluation for organisations in the public, private and 
third sectors. SECURIO’s general context is to be determined as relations development between European 
organisations active in cultural, educative and R&D domains. Specifically SECURIO is also promoting the 
use  of  the  Internet  as  a  world  wide  communication  tool,  especially  for  Intercultural  events  within  the 
European Community and hence in the European Union.DEMÀ works in several areas in adult education, 
particularly in the field of labour and social integration, training for trainers; development of active citi-
zenship, pedagogical and methodological research, etc. Arte-Via Cooperative is organising events such 
as readers communities, international seminars, writing contests, art exhibitions and multimedia perfor-
mances. PROMIDEA COOPERATIVA SOCIALE(Italy) is experted about social inclusion of immigrants and 
refugees  and  linguistic  cultural  mediation  and  interpreter  for  years.  Also,  there  are  lots  of  refugees  in 
their region. Therefore, PROMIDEA COOPERATIVA SOCIALE will be responsible about language teaching to 
refugees with their methods. Intermezzo Ungdomsorganisasjon is experienced in cultural and social inte-
gration of people. They are also experienced for workshops. They will be responsible for planning against 
racism and prejudices.

100000 people are expected to participate in activities directly and indirectly;-project partners staff and 
volunteers. -learner groups.

-people who participate in activities like workshops and seminars. -people who watched project public 
service ad film. -people who participate in exhibitions. -people who reach art book. -social media users. 
-people who particiapted in festivals.- people who participated in awareness actions. people who reads 
project news on local newspapers and internet.

We are going to help the refugees as the learners by organizing activities such as art, culture and sem-
inars to integrate them culture of the country which they have refuged. The local public will take part 
during our project period. We provide people to get info about refugees by organising conferences semi-
nars and work shops to minimilize prejudices.

We will work on our aims in the process of project.

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We are going to study through the aims that we have determined with our partner countries. Our purpose 
is spreading our project for long years by achieving awareness actions,dissemination activities and insti-
tutional, political,financial,sustainability works in Erasmus+ dimension.So that we are going to provide a 
long lasting project.

 COORDINATOR: 

USED
Altıntop Mh.Meseret sk.No:14 K:2
20010 Denizli, Turkey
www.used.org.tr

 CONTACT: 

Gülden Cerit

 PARTNERS: 

PROMIDEA COOPERATIVA SOCIALE, IT;
Stichting for Edification of Cultural Unified Relations in International Orientation - S.E.C.U.R.I.O., NL;
Associació Departament d’Estudis dels Medis Actuals, ES;
EUROPEAN DEVELOPMENT INNOVATION NETWORK, UK;
Arte-Via Cooperativa Artística e Editorial, CRL, PT;
Intermezzo Ungdomsorganisasjon, NO

 GRANT AMOUNT: 

133 805 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

EU Citizenship, EU awareness and Democracy

Creativity and culture

Inclusion - equity

 CLUSTER(S): 

Inclusion and Tolerance

 
 
 
 
 
 
 
 
SP412

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-TR01-KA204-021940

 TITLE: 

  PARENTAL TRAINING IN FAMILIES OF CHILDREN WITH DISABILITIES

 DESCRIPTION: 

Families of children with disabilies face a different problems in social and economic life, and thus they 
need an efficient and instructive programs which can help families about their problems. The main ob-
jective of this project is master families about coping their problems in psychological, social, economic 
life; providing them supporting systems; leading them to deal with the problems associated with their 
childrens  disabilities  and  development  of  an  understanding  and  acceptance  of  the  infants  difference 
from other children. These aims are addressed to the developing the quality and attractiveness of adult 
education systems and practices and should foster the development of high quality pathways leading to 
smooth transitions to work and/or progression to further and higher education and promote guidance and 
counselling at all levels; enhance the governance and attractiveness of adult education systems through 
increased cooperation with social partners and all relevant target groups. EMPATHY Project, provides a 
new knowledge of understanding families of children with disabilities, through creating new training mod-
ules for the target group. The project will use new methods, models, approachs and its an original project 
rather than a transfer project.

The impact of the project is that the adult education methods are extended to a new area, and the special 
requirements of adult training are satisfied by complex intervention training. It contributes with a general 
vision of the target group and in the family training and all factors which determine their situation regard-
ing to rehabilitation sector and adult training. The project will add unique value with following innovations:

-The project will increase awareness of developing methodologies, modules, materials on adult training 
of families of disabled children;

-The project will provide new approachs to experts, trainers and organizations of adult trainers;

-Project results and developed materials will help families of disabled children to cope with their prob-
lems such as economic, social, pyschological obstacles;

-Raise an awareness about disability on all parts of society.

The project will develop unique products (e.g., web-based collaboration system for families, lifelong learn-
ing intervention strategies, book about the project subject) for specified target group, which are families 
of a children with disability therapists and rehabilitation counselors, policy and decision maker, and man-
agerial  staff  from  rehabilitation  centers.  Project  website,  web  based  collaboration  platform  will  be  in 
English and partners native language, thus wide range of people benefit from developed materials. Also, 
project materials and developed strategies will be on display in project website and e-learning system, 
each person who need information can reach the products.

For  providing  sustainibility  for  project,  we  will  benefit  from  dissemination  tools  which  EU  and  NA  cre-
ated and our project results and products will display in these platforms. We will provide that families 
of disabled children will be a active user of our website and they will communicate with each other by 
web-based collaboration platform. The website and the platform will be available for at least 4 years 
for the sustainibility of the project. Also, similarly, all partners and participants will keep in touch thereby 
communication platform such as mail group and skype, and thus, collaboration of partners will continue 
and project will be updated.

 COORDINATOR: 

Necmettin Erbakan Üniversitesi
Yenişehir Mah. Dr. Hulusi Baybal Cad. No:12 Kat:25
42060 Selçuklu / Konya, Turkey
www.konya.edu.tr

 CONTACT: 

Hakan  SARI

 
 
 
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 PARTNERS: 

Arihan Ozel Egitim Saglik Danismanlik Medikal Temizlik Hizmetleri Tasimacilik Ticaret Ltd. Sti., TR;
Spolupracou pre lepsiu buducnost - Velky Meder, SK;
Kecioren Municipality, TR;
MERSEYSIDE EXPANDING HORIZONS LTD , UK;
Human Profess Közhasznú Nonprofit Kft., HU;
Dost Egitim Turizm Insaat Tekstil Sanayi ve Ticaret A.S., TR

 GRANT AMOUNT: 

249 683 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Increasing attainment levels

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Intercultural/intergenerational education and (lifelong)learning

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
SP414

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-TR01-KA204-021954

 TITLE: 

  BETTER E-LEARNING FOR ALL

 DESCRIPTION: 

Based on the partners experience on barriers to e-Learning, Better e-Learning for All (Better-E) proposes 
a global approach to create better e-Learning. The Projects name is already providing information about 
its objectives by demanding an upgrading on the quality of e-Learning practices and simultaneously an 
enhancement on the number and characteristics of the Organizations and people to involve in e-Learning.

Partners are aware of the common cross-borders barriers to e-Learning which had been previously iden-
tified by the partners. The barriers had been divided into three categories:

 § Access: the physical and technological infrastructures in which the learning occurs and through which 
the material is presented; the availability of appropriate learning resources; the social infrastructure in 
which the material is presented.

 § Stakeholders: learners, trainers and Organizations;

 § Course: contents and Pedagogy

Considering this barriers ensemble, Better-E proposes tools and methodologies to diminish them, provid-
ing solutions both from a technological and a pedagogical perspectives, surely considering and empow-
ering the necessary (and also the most fragile) stakeholders.

The project Objectives are, among other:

 § to propose, to test and to create a user-friendly and pedagogy-centered e-Learning Platform for cours-

es promotion;

 § to introduce and to incorporate e-Learning into Organizations (training provider NGOs, and other) usu-

ally not included into e-Learning practices;

 § to promote e-Learning as an inclusion device considering the fact that traditional Education and Train-

ing are regular social inclusion mechanisms but so far e-Learning is not;

 § to use e-Learning to encourage active citizenship and entrepreneurship through initiatives fostering 

green skills and entrepreneurial mind-sets and skills.

The Project will directly target two main groups (further applicable to an endless number and type of 
users): Training Provider NGOs and their targeted audiences. The philosophy sustaining it is the need to 
generate  e-Learning  best  practices  near  Organizations  into  Adult  Education  and  Training  Systems  but 
usually not into e-Learning. Engaging them into e-Learning will consequently benefit their target-groups 
by engaging them with the new set of social support offers available. The Project foresees the direct 
involvement of dozens of NGOs from the involved countries.

It should be noticed that the scientific, pedagogical and technological scopes of the deliverables are pre-
pared and will be applicable to the entire range of e-Learning stakeholders, namely Schools, Universities, 
Training Provider Companies, among other.

Project promoters will engage into a Preliminary Research to upgrade the state-of-arts within their con-
texts (Organizations, people, policies, Countries). They will then conceive, test and launch the Better-E 
Platform, an online tool to fully conceive e-Learning courses embedded of technological solutions and 
pedagogical concerns. In order to test the Platform and engage final-beneficiaries (NGOs and people), 
the Partnership proposes the conception, testing and deliver of 2 e-Learning courses: Entrepreneurship, 
promoting active citizenship and entrepreneurship and failing social exclusion cycles, and Easily Moving 
from Learning to e-Learning, an instruction course also teaching, but not restricted to, how to use the Bet-
ter-E Platform. During the entire process the Partnership will be committed with Dissemination activities 
and internal and external incorporation activities. Monitoring and Evaluation and Quality Assurance play 
an essential role through the entire Project cycle allowing the decision for the best inflection processes 
whenever needed.

 
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A participatory methodology is implemented in order to involve all the applicable stakeholders: promoters 
and users. The cycle of conceiving/testing/refining/launching requires the active involvement of final ben-
eficiaries, generating mutual responsibility and ultimate ownership.

Tangible products to deliver are fostering strong intangible results: the enhancement of both the practice 
and the quality of e-Learning, the increasing of the number and type of e-Learning promoters and, above 
all, the problems for which better e-Learning practices can contribute with a solution. Not only Education 
and Training are foreseen as e-Learning scopes, Better-E Project fosters Social Inclusion and Cohesion.

The chosen acronym, Better-E, reveals simultaneously this great concern towards the importance of bet-
ter e-Learning, but is as well capable of providing additional interpretations of relevance in the current 
times:  Better-E  may  recall  Better  Europe,  by  means  of  strong  European  Partnerships  contributing  for 
better common societies; it may as well recall the English word Battery, symbolizing the strong energy of 
partners while developing the project together, making it aligned and responding to the Erasmus+ global 
priorities and aims.

 COORDINATOR: 

.
01330 ADANA, Turkey
www.cu.edu.tr 

 CONTACT: 

Sukru Çetin Ilin

 PARTNERS: 

K MILIOS AND SIA OE, EL;
APLOAD Lda, PT;
Mesleki Girisimciler ve Toplum Gonulluleri Dernegi, TR;
UNIVERSIDADE DO MINHO, PT;
UNIVERSITA DEGLI STUDI DI FERRARA, IT;
FIRAT UNIVERSITESI, TR;
Searchlighter Services Ltd, UK

 GRANT AMOUNT: 

254 360 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Open and distance learning

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training

 
 
 
 
 
 
 
 
 
 
SP416

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-TR01-KA204-022101

 TITLE: 

  REINFORCING ENTREPRENEURSHIP IN ADULTS

 DESCRIPTION: 

The goal of the REAL project is to contribute to the integration of unemployed graduates into the labor 
market by enhancing their entrepreneurship skills and competencies. The project focused on the needs 
of those who wants to start their own business but did not have necessary skills and know-how. The fear 
of unemployment and changes in todays labor market inspired people to look for new paths to find a 
new work place and/or to create their own. The projects main objective is to transfer and develop of the 
innovative e-learning platform and blended course contents and activities focused upon entrepreneurship 
enhancement. The project is aiming to implement a realistic, competitive and sustainable Virtual Learning 
Community, which promoted a specific entrepreneurial training/mentoring program offering an integrated 
guidance to entrepreneurs from the early stage of motivation and idea generation through a personalized 
support in implementing business projects.

The project partnership-

10 partners from 8 European countries - the selection is based on the geographical status, expertises and 
capacity of the partners. We intend to form the partnership especially from the Mediterranean countries 
considering that the economic chaos is affecting that part much more.

The objectives of the project: The main goal of the REAL project is to help unemployed people to integrate 
into the labor market by becoming entrepreneurs and creating their own work place.

1-  to identify the needs of the unemployed youth and labor market

2-  improving the level of key competences and skills, with particular regard to the young peoples rele-

vance for the labor market

3-supporting participants in training and further training activities in the acquisition and the use of knowl-
edge, skills and qualifications to facilitate personal development, employability and participation in the 
European labor market

4-  fostering quality improvements, innovation excellence and internationalization at the level of partici-
pating education and training institutions, in particular through enhanced transnational cooperation

5-  promoting entrepreneurship education to develop active citizenship, employability and new-business 

creation

6-increasing  participation  in  learning  and  employability  between  education  and  training  providers  and 
other stakeholders

7-  developing the basic competencies of target group

8-  developing the university - industry and labor market relations

9-  developing inter-disciplinary and international cooperation of the organizations from different sectors

Our results and outcomes :

1-  The target group needs identified;

There will be surveys conducted to the unemployed graduates to analyze the needs of the target group 
and also another survey will be conducted to the industry representatives to identify the needs of the 
labor market

2-  Entrepreneurial  course  materials,  tools  and  activities  transferred,  translated  and  adapted  in  each 

piloting country;

The participating institutions will create on-line courses with new 6 educational modules, animation vid-
eos and e-marketing platform for new international marketing strategies. 8 power-point presentations 
per each module will be created and they will be supported by voice texts in English. The tools will be 
translated into English, Turkish, German, Spanish, Italian, Greek, Bulgarian and Swedish.

 
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3-  E-learning platform developed with simulations, case studies and activities focused upon entrepre-

neurship enhancement;

The entrepreneurial tools will be published on the e-learning platform. The target group will register on the 
website to join the Online courses and use the educational Online materials

4-  Blended learning course organized and piloted in 3 countries for enrolling 75 participants (the partic-

ipants will be selected by various sectors in order to create interdisciplinary synergy.

5-  Training and tutoring provided to the learners’ groups;

6-  12 trainers trained in short term joint staff transnational courses/ 4 trainer per pilot group

The trainers of the pilot groups will go to the module holder institution for shot term courses, to see the 
best practices and share experiences for 5 days

7-  Booklet & Guide: participating institutions will create a booklet for target group in order to show path-
ways to entrepreneurs. And also the activities and the outcomes of the projects will be presented in 
this booklet

8-  DVD  Online  course  and  animation  videos  will  be  installed  on  a  DVD  for  disseminating  the  project 
to the relevant stakeholders. Additionally this DVD will be available for those who want to take the 
courses after registering on the web portal

9-  University - industry relationships developed

10- partnership culture will be developed and this will enhance and promote international and inter insti-

tutional cooperation and coordination.

 COORDINATOR: 

UNIVERSITY OF USAK
Usak University 1 Eylül Campus
64200 Usak, Turkey
www.usak.edu.tr

 CONTACT: 

Ramazan  ARSLAN

 PARTNERS: 

CYNOVUS YN LIMITED, CY;
SELENA ITALY, IT;
CAMARA OFICIAL DE COMERCIO E INDUSTRIA DE SABADELL, ES;
NIKANOR LTD, BG;
CENTRE TECNOLOGIC FORESTAL DE CATALUNYA, ES;
SMEBOX AB, SE;
EUROPEAN REGIONAL FRAMEWORK FOR CO-OPERATION ASSOCIATION, EL;
UNIVERSUS.CSEI, IT;
Agentur für Grundlagen- und angewandte Forschung AGRAF gUG (haftungsbeschränkt), DE

 GRANT AMOUNT: 

240 525 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Promoting entrepreneurship education and social entrepreneurship among young people.

 PRIORITY 3: 

Promoting empowerment, participation and the active citizenship of young people.

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Enterprise, industry and SMEs (incl. entrepreneurship)

International cooperation, international relations, development cooperation

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Employability; International Cooperation

 
 
 
 
 
 
 
 
 
 
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S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-TR01-KA204-022124

 TITLE: 

  LET THE HOPES BLOSSOM

 DESCRIPTION: 

European Commission published a report concerning early school leaving in November 2014. According 
to this report, the EU average rate of early leavers from education and training is now 11.9%, the EU 
average rate among boys is 13.6% whereas it is 10.2% among girls (Eurostat). Turkish Confederation of 
Employer Association has interpreted the average rate of early school dropout in Turkey as 37% (39, 5 
% among girls and 35% among boys). It is also asserted that the children who left school are under the 
risk of committing crime and early school leaving is described as the kindergarden of juvenile delinquency 
(Gavin, 1997). The children falling into the category of early school leavers and juvenile delinquents are 
generally from disadvantaged backgrounds with fewer opportunities and are given priority by European 
Commission.

Our project aims to provide key competencies to develop the measures to prevent early school leaving; 
to decrease the risk of those to commit crime; to guide them back to their education or vocational ed-
ucation to get qualified enough to find a good job and integrate them into social life; to develop a new 
joint methodology to tackle those; to prepare a e-training course including this new methodology and 
implementations; to train the adults dealing with these children and as a result to contribute to decrease 
the rates of leaving school prematurely and juvenile delinquency to fewer than 10% by 2020.

The  project  targets  mainly  people  who  are  in  close  relationship  with  truants  and  juvenile  delinquents 
such as; parents, teachers, principals, community and juvenile police officers, counselors, lectures training 
these people etc. via on line in-service trainings.

Seven different organizations from public bodies to NGOs with different expertise and experience about 
early school dropout and juvenile delinquency cooperate within the context of our project according to 
their expertise. Three intellectual outputs which will be created at the end of the project are as follows; 1- 
An innovative method that can be applied on the staff of the organizations with different expertise, 2- A 
new curriculum and its modules and 3- A new e-training system for adults in combating the truants and 
juvenile delinquents. The partnership intends to develop e-training material and a new pedagogical ap-
proach exploiting ICT resources, combining an on-line training based on the curriculum mentioned above, 
specifically designed for this sector, with practical experience.

1300 will have been reached either via questionnaires or interviews during the implementation period, 
25 participants will have taken active part in the project and join mobility, our target group who are 800 
people  will  have  been  trained  according  to  the  new  methodology  and  curriculum,  and  approximately 
84000 people will have been reached via dissemination activities in five partner countries at the end of 
the project.

The  project  intends  to  foster  transnational  cooperation  in  order  to  exchange  ideas,  experiences,  good 
samples and implementations, and to observe the different studies and working styles at European di-
mension during the project via five transnational meetings.

Five conferences one of which is the final conference in Turkey will be held in five partner countries for 
the introduction and dissemination of the project results and the e-training sysytem to a wide range of 
organizations and participants.

The project will be managed according to the equality, transparency and governance principles. All the 
studies carried out and the budget management will be open and shared with all the partners.

 COORDINATOR: 

1. Anafartalar Mah.Mustafa Kemal Pasa Cad.
45020 Manisa, Turkey
http://manisa.gov.tr

 CONTACT: 

Ural Sevener

 
 
 
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 PARTNERS: 

BUCKINGHAMSHIRE NEW UNIVERSITY, UK;
BEST  INSTITUT FUR BERUFSBEZOGENE WEITERBILDUNG UND PERSONALTRAINING GMBH, AT;
Manisa Rehberlik ve Arastirma Merkezi, TR;
CEIPES - Centro Internazionale per la Promozione dell Educazione e lo Sviluppo, IT;
MANISA IL EMNIYET MUDURLUGU, TR;
AEVA - Associação para a Educação e Valorização da Região de Aveiro, PT

 GRANT AMOUNT: 

163 894 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Early School Leaving / combating failure in education

International cooperation, international relations, development cooperation

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Teaching and Training; International Cooperation

 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-TR01-KA204-022215

 TITLE: 

 DESCRIPTION: 

IMPROVING THE PROFESSIONAL COMPETENCE AND INCREASING 
THE SOCIAL DEVELOPMENT OF PRISON STAFF

This project is related to the fields of education training, exchange of experience and know-how between 
different types of organisations involved in education, training. Target group of project is professionals 
directly or indirectly involved in assisting the length of sentence. Specific objectives of the project is to 
define professional competences of prison staff (PS) directly or indirectly involved in the management 
of prisoners, improve the level of key competences and skills, with particular regard to their relevance for 
duties performed in the prisons. Improvement of the professional qualifications of PS will be achieved 
by encouraging quality improvements and internationalization at the level of training standards, in par-
ticular through enhanced transnational cooperation between education and training providers and other 
stakeholders. In Turkey, people graduated from high school or college can be a PS. No specific education 
is required to be a PS. PS actively working in prisons encounter many problems during execution of prison-
ers. Desensitization against crime and criminals, feelings of insecurity, pressure and threats of prisoners, 
feeling worthless, lack of social skills, limited field of action, social prejudices, personal inertia, and various 
health problems can be listed as problems faced. Target audience have difficulty in overcoming many 
of  problems  mentioned.  Thus,  a  framework  certificate  of  competency  defining  proficiency  of  PS,  and 
educational modules to obtain competency and improve the professional qualifications of PS will be the 
major outputs of this project. Therefore, trainings of staff are important regarding the improvement of 
prison and probation services. Need analysis that will be figure out with the face to face questionnaires 
by staff working in prisons is of utmost importance to increase the feasibility of trainings. In this perspec-
tive, questionnaires will be conducted with a 400 PS, problems and needs will be identified based on the 
Needs Analysis and solutions will be presented. The project proposed will reveal present status, needs 
and difficulties of PS encountered during their duties in prisons. Education Module will include the subjects 
determined in Need Analyses. Each chapter of Educational Module will be written by experts from Univer-
sities and training centers. After completion of four Pilot Trainings in Tokat, Ankara, Kahramanmaras and 
Pitesti (Romania) using the materials prepared for Educational Module, all materials will be published. The 
whole educational material will be used in an another extensive training conducted in the centre of ATCSP 
with 15 PS and all trainings will be recorded to prepared the audio visual forms of educational module. 
Visual materials will be saved in DVD, CD and posted on website for free use. Website will have all writ-
ten and audio-visual documents. Gaziosmanpasa University (GOU), Ankara Training Center of Prison and 
Detention Houses (ATCSP), General Directoriate of Prison and Detention Houses of Turkey (GDPD), Tokat 
T Type Open and Closed Prison (TTP) and Solidarity Association of Prison Staff (CIPDER), University of Pi-
testi (UPIT), Cooperativa Sociale COOSS Marche Onlus – Società Cooperativa per Azioni (COOSS Marche), 
National Association for Family Action (ANJAF) are the partners of project who are experienced in Prison 
regulations of EU Council. GDPD is the main public organization responsible from all kind of activities in 
Prisons of Turkey. Being a partner of this project, GDPD will be responsible to the use of cataloque and 
educational module using in the trainings of PS in all training centers. CIPDER is the only non profit organi-
zation of PS and has 14.000 members. CIPDER will inform all the members about the project and help to 
disseminate the project results. ATCSP is the largest training center of PS in Turkey and conducts trainings 
throughout the year. The trainers are experienced in the problems and trainings of PS. They will be very 
active  in  every  stage  of  the  project  and  after  the  completion  of  project.  UPIT  has  recently  completed 
MAJMIN project with the goal of to increase the specific professional training provisions that will enforce 
the involvement of different parts involved in the management of juvenile crime, for a better response to 
needs for social inclusion of minor offenders. COOSS Marche and ANJAF have also extensive experiences 
on adult training, European Rules and Regulation on Prison. Experiences of partners and outputs of their 
projects completed will be transferred to improve the professional qualifications of PS, to prepare a qual-
ity catalogue to define the requirements to obtain, and prepare educational modules to be used in the 
trainings of PS. Each partner will have responsibilities on disseminating the project activities and project 
outputs. 

 COORDINATOR: 

Gaziosmanpasa Universitesi
Gaziosmanpasa Universitesi Rekötrlüğü Taslıciftlik Yerleskesi
60150 Tokat, Turkey
www.gop.edu.tr

 
 
 
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SP421

 CONTACT: 

Tahsin İLHAN

 PARTNERS: 

ASSOCIAÇÃO NACIONAL PARA A ACÇÃO FAMILIAR, PT;
UNIVERSITATEA DIN PITESTI, RO;
COOPERATIVA SOCIALE COOSS MARCHE ONLUS SOCIETA COOPERATIVA PER AZIONI, IT;
CEZA VE TEVKIFEVLERI GENEL MUDURLUGU, TR;
Tokat T Tipi Kapali ve Acik Ceza Infaz Kurumu, TR;
cezainfazkurumlarivetutukevleripersoneliankaraegitimmerkezi, TR;
Ceza Infaz Kurumlari Personeli Yardimlasma ve Dayanisma Dernegi, TR

 GRANT AMOUNT: 

233 175 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Development of high quality work-based VET

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

 CLUSTER(S): 

New innovative curricula/educational methods/development of training courses

Recognition (non-formal and informal learning/credits)

Open and distance learning

Teaching  and  Training;  Improving  the  Quality  of  Education  /  Training  Systems;  New  Technologies  and 
Digital Competences

 
 
 
 
 
 
 
 
 
SP422

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 PROJECT NUMBER: 

2015-1-TR01-KA204-022361

 TITLE: 

  MY SCHOOL IS MY HOME NOW

 DESCRIPTION: 

Background

“My school is my home now addresses children in EU28, who – due to medical and/or disability status 
might not be able to obtain inclusive education in mainstream school and who are in need of specific 
homeschooling or (concerning younger children) home visiting programs.

It is estimated that 6% of children in EU28 show vulnerabilities concerning their development and subse-
quently concerning pre-academic or school education.

Especially for TR – based on new legal requirements of 12 years compulsory education create a strong 
need concerning training and support material both for the involved teachers and parents. Also in other 
EU countries - despite high theoretical consensus about the involvement of parents as “expert-partners in 
educational processes – full participation is still a challenge as professionals sometimes do not have the 
necessary methodological skills (e.g. how to involve parents concerning individual Family Support Plans 
in preschool education).

“My school is my home now focuses on the transfer of existing knowledge and skills within EU networks 
(Eurlyaid and parent association BOSK) specifically towards the needs of TR school administration, teach-
ers and parents.

Aims

“My school is my home now is to increase knowledge and skills of teachers and preschool professionals 
to be able to better support children in their home environment if they are not (yet) able to attend main-
stream educational setting.

“My school is my home now increases the cooperation between parents and professionals by stimulating 
exchange and providing (mainly ICT based) information material.

“My School is my home now provides support for teachers and parents and their children being confronted 
with home schooling.

“My  School  is  my  home  now  aims  to  increases  competences  of  teachers  and  the  transfer  of  learning 
situations into families by

-A focus on the development of individual family support plans (IFSP)

-A training methodology for teachers

-Educational online resources for students and teachers

Target Groups

Parents  of  children  with  disability  or  comparable  significant  health  status  which  might  inhibit  regular 
school attendence.

Teachers/educators working in home visiting systems or home schooling systems.

Intellectual Outputs

1)  Portal/homepage which is the main entry point for all learning processes (available in TR, EN, DE, NL)

2)  Ready for use, web based and/or distance education kit (available in TR, EN, DE)

3)  Research findings concerning the needs of families having home-schooled children

4)  Psychosocial support education materials for families (available in TR, EN, DE)

 
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5)  Teacher Training Set (available in TR, EN, DE)

Expected Impact

“My  School  is  my  home  now  increases  the  competences  of  teachers  in  cooperation  with  parents  and 
children and leads to higher educational output for the children

Consortium

Multisectoral and multi-geographical partnership including TR, AT, DE, LU and NL.

 COORDINATOR: 

Altındağ İlçe Milli Eğitim Müdürlüğü
Yeni Ziraat Mahallesi Etlık Cddesi No: 10  Atındağ /Ankara
06130 Ankara, Turkey
altindag.meb.gov.tr

 CONTACT: 

Tülay ACARAY

 PARTNERS: 

Dost Egitim Turizm Insaat Tekstil Sanayi ve Ticaret A.S., TR;
Necmettin Erbakan Üniversitesi, TR;
Altindag Rehberlik ve Arastirma Merkezi, TR;
Eurlyaid asbl, LU;
BOSK, NL;
Uluslararasi Buyuk Egitimciler ve Ozel Egitimciler Dernegi (UBED), TR;
Dr. Pretis, AT;
MSH Medical School Hamburg GmbH, DE

 GRANT AMOUNT: 

247 610 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Developing basic and transversal skills using innovative methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Disabilities - special needs

Access for disadvantaged

Open and distance learning

 CLUSTER(S): 

Inclusion and Tolerance; New Technologies and Digital Competences

 
 
 
 
 
 
 
 
 
 
SP424

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 PROJECT NUMBER: 

2015-1-TR01-KA204-022393

 TITLE: 

 DESCRIPTION: 

IMPROVING RATIONAL USE OF ANTIBIOTICS AMONG ADULTS IN 
TURKEY AND TURKISH MIGRANTS IN GERMANY, NETHERLANDS 
AND SWEDEN

Today, rational use of antibiotics is one the most important public health issues regarding both the con-
trol of communicable diseases and the control of increasing health expenditures around the World. The 
antibiotic  consumption  rate  in  Turkey  is  one  of  the  highest  among  European  countries.  Studies  show 
that international migrants from Turkey also show similar cultural characteristics, regarding the patterns 
of medicine use. Therefore, a multinational project aiming to increase rational use of antibiotics would 
benefit both Turkey and European countries with high number of migrants from Turkey, namely Germany, 
Netherlands and Sweden. This Project, which aims to increase rational use of antibiotics through adult ed-
ucation in Turkey and respective European countries, brings together the main stakeholders with respect 
to antibiotic consumption and targets both the public, who are at the demand side and health profession-
als, who are at the supply side of antibiotic consumption.

The project has seven partners. Ankara SGK is the applicant of the project. Project partners are selected 
on the basis of their potential to support the outputs of the project and their level of information and 
experience on project objectives. Hacettepe University, Ankara Public Health Provincial Directorate and 
Ankara Chamber of Pharmacists are partners from Turkey. TECHNISCHE UNIVERSITAET CHEMNITZ is the 
partner from Germany, Maastricht University is the partner from Netherlands and Uppsalla University is 
the partner from Sweden.

Activities to achieve project objectives will be as follows:

-Management of administrative work (communication, meeting organizations etc.)

-Focus groups discussions

-In-depth interviews

-IEC material development for the public (Web, booklet, poster, TV spot)

-Quantitative pre-post evaluation

-Informational material development for family physicians and pharmacists

-Undergraduate training module development for pharmacy technicians in Turkey

-Production of the main project report

-Project meetings in Turkey, Germany, Netherlands and Sweden

-Closing, evaluation and dissemination meeting in Turkey, Germany, Netherlands and Sweden

Expected results that will be achieved from the project activities are:

-Adult knowledge, attitudes and behaviours will be determined by stakeholder focus group discussions 
and in-depth interviews

-Evidence Based and Culturally Appropriate Information, Education and Communication Materials will be 
developed for the public

-Information, Education and Communication Strategy for the public will be developed

-Information, Education and Communication Strategy for health professionals will be developed

 
 
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-Undergraduate training module will be developed for pharmacy technicians

 COORDINATOR: 

-Dissemination strategy will be developed

ANKARA SGK
ATATURK BULVARI NO:225 KAVAKLIDERE
06100 ANKARA, Turkey
www.ankarasgk.gov.tr

 CONTACT: 

  Metehan İlhan

 PARTNERS: 

TECHNISCHE UNIVERSITAET CHEMNITZ, DE;
UNIVERSITEIT MAASTRICHT, NL;
Ankara Halk Sagligi Mudurlugu, TR;
TEB II. BÖLGE ANKARA ECZACI ODASI, TR;
HACETTEPE UNIVERSITESI, TR;
UPPSALA UNIVERSITET, SE

 GRANT AMOUNT: 

173 040 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 PRIORITY 3: 

Provision of information on access to adult learning services

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Health and wellbeing

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Health and Medicine; Teaching and Training

 
 
 
 
 
 
 
 
 
SP426

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 PROJECT NUMBER: 

2015-1-TR01-KA204-022424

 TITLE: 

  ALL SPECIAL KIDS - PARENTS

 DESCRIPTION: 

There are several million EU citizens with a disability (a term used for adults at post-school level) or with 
special educational needs (a term used for children at school level). They are one of he largest groups of 
disadvantaged citizens in the EU. Every ten minutes another parent receives the news that their child is 
disabled. For parents, raising a child with a disability can cause more daily stress, long-range health prob-
lems, feelings of isolation, high levels of stress, increasing in depression than parenting a child without 
disabilities. They are always lonely, have to work extra to preserve their marriage, worry about dying.

When parents learn that their child has a disability or a chronic illness, they begin a journey that takes 
them into a life that is often

filled with strong emotion, difficult choices, interactions with many different professionals and specialists, 
and an ongoing need for

information and services. Initially, parents may feel isolated and alone, and not know where to begin their 
search for information, assistance, understanding, and support.

One of the things parents learn when they have a child with special needs is that having a child with 
special needs is not an after school special, a Lifetime movie, or a very special episode of an otherwise 
humorous show. Its a whole-life commitment, and generally no one really asks them if they are interested 
before they sign up.

Some people romanticize the notion of having a Child with Special Needs. You can hear the capital letters 
when they talk. They cock their heads to the side and ask you how you are feeling, how you are doing, how 
you are holding up all the time. They mean well. They think they are being kind. And they probably have 
no idea why youve stopped returning their calls.

ASK Parents (All Special Kids Parents) project has been developed expressly to respond to the information 
needs of parents-those who have just learned their child has special needs and those who have lived 
with this reality for some time but who have reached a transition point where they need new information 
or renewed support.

The project is intended as a source of information and reference for parents who have a child with special 
needs. The intended and most important message of the stakeholders for the parents of children with 
special needs is making them feel that THEY ARE NOT ALONE!

The main aim of ASK Parents project is, the promotion of psycho-social adjustment and to raise the qual-
ity of life of the families with children who are at risk of development or disabled by guiding, counseling 
and training services through ensuring active participation in the education of their children. We think that 
children benefit most from their education when parents and professionals work together as partners.

The consortium of the project consists of 6 different countries: Turkey, Spain, Italy, Malta, the United King-
dom and Romania. Our target group is the parents of children with special needs. Each country will work 
with at least 40 parents (total 240) during the project lifetime. 60 (out of) participants will be the people 
with fewer opportunities.

Project Methodology: 6 Work Packages (WP) will be implemented during the project lifetime.

WP1: Management (Turkey)

WP2: Research and Development (the United Kingdom)

WP3: Development of Open Educational Resources (Spain)

WP4: Monitoring and Evaluation (Malta)

 
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WP5: Testing and Validation (Romania)

WP6: Dissemination (Italy)

Project Outputs:

O1: Pedagogical e-Guide for Parents of Children with Special Needs (TR)

O2: Mobile Phone Application(ES)

Project Multipliers:

E1: Seminar (TURKEY)

E2: Seminar (SPAIN)

E3: Seminar (ITALY)

E4: Seminar (MALTA)

E5: Seminar (UNITED KINGDOM)

E6: Seminar (ROMANIA)

E7: Conference (TR)

Teaching/Leraning/Training Events:

1)  Short-term joint staff training events

2)  Blended mobility of adult learners

Envisaged Impact of the Project: Parents of children with SEN and people and organisations working for 
these parents will have access to a new innovative tool Pedagogical e-Guide and Mobile-Phone Applica-
tion which contribute to improve their personal skills and self-confidence.

Long-Term Benefits of the Project: In the long run, the project contributes to;

 § In  the  future,  we  will  have  more  informed,  talented  and  more  social  parents  of  children  with  SEN, 

 COORDINATOR: 

contributing for a healthier European society.

Karsiyaka Ilce Milli Egitim Mudurlugu
Zübeyde Hanım Caddesi Hükümet Binası No:1
35530 İzmir, Turkey
www.karsiyaka.meb.gov.tr

 CONTACT: 

Aysun Çoban

 PARTNERS: 

Vitale Tecnologie Telecomunicazioni - Viteco S.r.l., IT;
MERSEYSIDE EXPANDING HORIZONS LIMITED, UK;
CENTRUL SCOLAR DE EDUCATIE INCLUZIVA BRAILA, RO;
ASOCIACION DE INVESTIGACION DE LA INDUSTRIA DEL JUGUETE, CONEXAS Y AFINES, ES;
PARAGON LIMITED, MT

 GRANT AMOUNT: 

134 461 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Adult educators’ competences

 
 
 
 
 
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 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

Access for disadvantaged

Social dialogue

 CLUSTER(S): 

New Technologies and Digital Competences; Inclusion and Tolerance

 
 
 
 
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SP429

 PROJECT NUMBER: 

2015-1-TR01-KA204-022441

 TITLE: 

  ESTABLISHMENT OF SAFER ANIMAL RESCUE CAPACITY 

 DESCRIPTION: 

Farm animals and horses commonly fall into wells, slurry pits and irrigation canals, can be trapped in 
holes, septic tanks, ditches, mud, water/ice. Villagers resolve entrapments with crude tactics that cause 
suffering to the animal before its often eventual death.

The projects objectives are to establish a long-term cooperation and partnership in the animal rescue 
domain among the project partners, to establish an animal rescue training center in the Aksaray AFAD 
Directorate and to develop the small and large animal rescue capacities of the Aksaray and Kilis Direc-
torates through the establishment of a UK-originating animal rescue model, to decrease injured rescuer 
numbers  during  incidents,  to  decrease  animal  losses  during  rescue  events  and  economical  losses  of 
animal husbandry and to increase public awareness on animal rescue and to improve animal welfare.

The  Project  coordinator,  Aksaray  AFAD  Directorate  is  a  apublic  body  responsible  in  managing  and  co-
ordinating emergencies and disasters in the region. Our EU partners are the British Animal Rescue and 
Trauma Care Association (BARTA) Association and the University of Ghent. Our local partners are Aksaray 
University, Faculty of Veterinary Medicine and Kilis AFAD Directorate.

Staff of Aksaray and Kilis AFAD Directorates are to be trained in the UK, and subsequently to establish 
an animal rescue training center in Aksaray, with the support of the Universities of Ghent an Aksaray. This 
center is aimed at training experts from the region and other regions and in collaboration on a long-term 
basis as a training and excellence center at national and European levels.

This activity is the cornerstone of the project because these trained skilled personnel will give basic ani-
mal rescue training to local veterinarians, firefighters and search and rescuers in Turkey.

Following local training, practical experimental rescue events will be performed to increase flexibility of 
new animal rescue teams.

Two animal rescue teams will be established from search and rescuers of Aksaray and Kilis AFAD. Fur-
thermore, international animal rescue conference will be held in Aksaray with the participation of local 
and foreign partners.

The project has been planned for completion in two years.

 COORDINATOR: 

Aksaray Il Afet ve Acil Durum Mudurlugu
Sanayi Mah. Valilik Ek 3 Hizmet Binasi Kat:3
68100 Aksaray, Turkey
www.aksarayafad.com

 CONTACT: 

Halil Selçuk BİRİCİK

 PARTNERS: 

Kilis Il Afet ve Acil Durum Mudurlugu, TR;
British Animal Rescue and Trauma Care Association, UK;
UNIVERSITEIT GENT, BE;
AKSARAY UNIVERSITESI, TR;
UNIVERZA V LJUBLJANI, SI;
Faculty of Veterinary Medicine Skopje, Ss Cyril and Methodius University Skopje, MK

 GRANT AMOUNT: 

190 875 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Effective strategies for enhancing basic skills

 PRIORITY 2: 

Adult educators’ competences

 
 
 
 
 
 
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 PRIORITY 3: 

Strengthening quality through mobility and cross-border cooperation

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

International cooperation, international relations, development cooperation

New innovative curricula/educational methods/development of training courses

Regional dimension and cooperation

 CLUSTER(S): 

International Cooperation; Teaching and Training; Education for Sustainable Development

 
 
 
 
 
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SP431

 PROJECT NUMBER: 

2015-1-TR01-KA204-022469

 TITLE: 

  DEVOLOPING ICT-BASED TRAINING CONTENT FOR OCCUPATIONAL 

SAFETY IN CONSTRUCTION SECTOR

 DESCRIPTION: 

Projenin  temel  amacı  yapı  sektöründe  çalışanları  iş  güvenliği  konusundaki  farkındalıklarını  artırarak  bu 
sektörde yaşanan ölümlü ve yaralanmalı iş kazaların azaltmaktır.

The  biggest  risks  faced  by  employees  in  the  workplace  are  accidents  and  occupational  diseases. 
1.886.000 of the 17.931.000 employees over the age of 15 are engaged in the construction industry in 
Turkey in 2013 (Turkstat). Despite of having less employee service, agricultural and industrial sectors, the 
construction industry is a work field with more workplace accidents and fatalities (MOLSS data).

The project aims to reduce the effects of the deaths and injuries due to the work accidents and occupa-
tional diseases in the construction industry. In construction industry, where people immigrating from the 
rural sides to the urban, whose level of education and income are low, work, the construction area has 
reached 3,000,000 m2 in 2012 due to the increase in population. There are not sufficient occupational 
safety experts to increase the awareness about occupational safety and occupational diseases, to take 
the work place safety measures, and to teach safety signs and markers in the construction industry. En-
terprises employ certified occupational safety experts or outsource consultancy from such experts. It is 
stated in legislation that beside taking the general safety measures in the enterprises, the occupational 
safety specialists also conduct risk analysis for the enterprises and implement the trainings for workers. 
The visual training materials for low educated adult people are not sufficient and the use of signs and 
markers for the safety of the workplace is not common.

The project will be coordinated by Center for Labour and Social Security Training and Research (CASGEM). 
Sofia University of Forestry has developed signs pointers for occupational safety in the forestry industry 
through  ‘Lansawood  project  and  transformed  them  into  multimedia  training  materials.  The  signs  and 
pointers received from Bulgaria will be developed; additional training materials for occupational health 
and safety will be published in the web; through the e-learning system to be transferred from the German 
partner, the module will be offered for synchronous and asynchronous trainings. Through “Designing ICT-
Based Training for Safe Working Environment in Construction Sector SAFEbuild project, new 3D animation 
materials will be produced to improve the efficiency of the trainings and signs and pointers will be devel-
oped for work safety in noisy environments. 

 COORDINATOR: 

Calisma ve Sos. Guv. Egt. ve Ars. Mer
Yunus Emre Mah. Kübra Sok. Pursaklar
06145 Ankara, Turkey
www.casgem.gov.tr

 CONTACT: 

  Mehmet ALTUNBAŞ

 PARTNERS: 

University of Forestry, BG;
YILDIRIM BEYAZIT UNIVERSITESI, TR;
International Labour Association, TR;
Institut für zukunftsorientierte Arbeitsgestaltung gGmbH, DE;
KIRIKKALE UNIVERSITY, TR

 GRANT AMOUNT: 

195 315 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

High quality learning opportunities

 TOPIC 1: 

Health and wellbeing

 
 
 
 
 
 
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 TOPIC 2: 

Open and distance learning

 CLUSTER(S): 

Health and Medicine; New Technologies and Digital Competences

 
 
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 PROJECT NUMBER: 

2015-1-TR01-KA204-022601

 TITLE: 

  ELDER CARE AT HOME 

 DESCRIPTION: 

Policy reforms and precaution determined by countries with Employment and Social Reform Programme 
(ESRP)  social  inclusion  and  social  protection  policies  distinguishes.  As  part  of  new  approaches  which 
enlarge  the  scope  and  priorities  of  the  Europe  Social  Inclusion  Strategies,  with  given  weight  to  social 
protection the Strategy started to be called “Europe Social Protection and Social Inclusion. With the new 
approaches of the Strategy especially the two field became prominent in the social protection field:

 § Retired pays

 § Health and long term care facilities

The general purpose of the II.Chance projects in which the target group of the Project the caregivers who 
are in charge of elder or disabled care at home with low socio-economical status, is to contribute Europe 
Social Protection and Social Inclusion Strategies.

The special purpose of the Project is, from point of view of the target group the determination of the 
present dimension of the social exclusion, the consideration of the diffuculties of social inclusion in short 
and long term,the development of the effective struggle with poverty and social exclusion in terms of 
integrated national strategies, the development of social statistics systems and to support the adoption 
of the common AB indicators related with social exclusion in EU member and candidate countries.

The target group of our Project is the informal caregivers who are in cahrge of elder care at home.

Most of the carers are not aware that this is really a hard work and most of them think that it is just 
meeting the basic needs like eating, having bathed and etc. But it is far deeper than all these basic needs.

The main objectives of project is enhancing the quality and relevance of the home care by developing new 
and innovative approaches and supporting the dissemination of best pratices and promoting take up of 
innovative practices in training the home care companions by supporting personalised learning approach-
es. It is a common view that the elder care only contains the phsical care . In our project the care has been 
taken into consideration in different approaches . The different approaches contains the health , physical 
conditions,emotions,religion values,social life.

The project will start with the search which each country will do about the national policies and the ex-
isting implementations. A survey will be done in each partner countries and according to the survey the 
incomplete parts and the best practices will all be pointed. As a result of the survey and the beginning 
analyses the training kits will be prepared for both the trainers groups and the traineees ( the caregivers 
) The training will be both theorotical and practical . The training kits will contain managing the health, 
managing the physical conditions, managing the emotions, managing the religion values, managing the 
social life.

The outputs of the project will be published as a booklet and will be delivered to all the partner countries.

Our partners are a university from Poland, a municipality and private sector from Italy, Governorship, mu-
nicipality and directorate of family and social policies and other public sector from Turkey.

We will give education to 300 informal caregivers who are in charge of elder care at home in 3 countries 
with 30 trainer with our project.

Under all the above the caregivers will benefıt as below ;

-The role of the caregivers will be defined as a part of the healthcare system.

 § The caregivers will navigate the health and the social system so they can help care recipients get the 

appropriate level of care by the appropriate providers as smoothly as possile .

 
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-Wıthın this project the caregivers will get free and confidential information throug interactive learning 
sessions.

-The caregivers will enable to balance personal and social life with care responsibilties.

 COORDINATOR: 

Bursa Valiligi
Selcuk Hatun mah. Kultur Sok. No:2
16010 BURSA, Turkey
www.bursa.gov.tr

 CONTACT: 

Arzu Erdi

 PARTNERS: 

ilmiolavoro srl, IT;
Comune dell’Aquila, IT;
Szczecinska Szkola Wyzsza Collegium Balticum, PL;
Bursa Aile ve Sosyal Politikalar Il Mudurlugu, TR

 GRANT AMOUNT: 

243 911 EUR

 CONTRACT DURATION:  

30 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Intercultural/intergenerational education and (lifelong)learning

International cooperation, international relations, development cooperation

 CLUSTER(S): 

Inclusion and Tolerance; International Cooperation

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-TR01-KA204-022656

 TITLE: 

  SHARING EUROPEAN KNOWLEDGE ON AUTISM: TRAINING 

PROGRAMS FOR PARENTS

 DESCRIPTION: 

Autism Spectrum Disorders-ASD is developmental disorder of which symptoms show up in the three years 
of life affecting the formation of social and communication skills. Autism shows itself in three fields of 
disabilities ; social interaction, language and communication,interest and behaviours. These disabilities 
cause social interaction problems, communication problems, limited or repetitive interest and behaviours.

As a result of many studies conducted on the treatment of autism,it s proved that the best treatment 
method is education. Thus, the child’s education should begin as earliest as possible and it’s necessary 
to ensure the family participation in education as the most important place which learning takes place is 
home. Increasing the knowledge and skills the families who have an autistic child is not only important for 
child development but also for the parents’ psychological and social health.

This project aims to create a support program meeting various needs of families with autistic child while 
gathering the developed specialities in different areas by the project partner institutions. The target audi-
ence are the families who have children with autism living in the project partner countries. The final ben-
eficiaries of these studies which are made for the families are private educational institutions, diagnostic 
and treatment centers,the policy developer institutions special education field,teachers, nongovernmental 
organizations and the parents who are ready to create awareness for early diagnosis and intervention. 
The total duration of the project is 24 months that will be carried out in Turkey, the United Kingdom, Ire-
land, Romania and Austria.

In the first meeting of this project, a needs assessment survey will be created with taking into consider-
ation the opinions of 10 experts. Following the practice in each country ,a needs analysis report will be 
created and will be evaluated in the second meeting.

Based on the prominent concerns in the needs analysis report, 5 different training modules will be pre-
pared under the titles of education, health, social rights and entitlements, legal rights, and psychosocial 
support and 50 parenting education will be provided for each project partner. Evaluating the results of 
this application which targets %70 success an international conference will be held in Turkey. As project 
deliverables a booklet published in 5 languages, website, posters, brochures and conference are targeret. 
The visibility studies will be carried out continuously from the beginning and the project details will be 
broadcasted in five different media tool.

 COORDINATOR: 

Altındağ Rehberlik ve Araştırma Merkezi
Ornek Mah. Adali Halil Sok. No: 12 Altindag
06900 Ankara, Turkey
www.altindagram.meb.k12.tr

 CONTACT: 

Ahmet ÜNLÜ

 PARTNERS: 

Ankara Milli Egitim Mudurlugu, TR;
Dr. Pretis, AT;
Asociatia Suntem Diferiti, RO;
EARLY YEARS - THE ORGANISATION FOR YOUNG CHILDREN LBG, UK;
YUSUF KARAMAN OZEL EGITIM UYGULAMA MERKEZI I. KADEME, TR;
Outside In Pathways, UK

 GRANT AMOUNT: 

139 635 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Contributing to the development of a European Area of Skills and Qualifications

 TOPIC 1: 

Disabilities - special needs

 
 
 
 
 
 
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 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
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 PROJECT NUMBER: 

2015-1-TR01-KA204-022719

 TITLE: 

  LIVE AND LET BEE: TRAINING FOR ECOLOGICAL BEEKEEPING

 DESCRIPTION: 

Beekeeping  is  considered  one  of  the  most  important  agricultural  activities  around  the  world.  Most  of 
world’s flowering plants, including 80% of the world’s species of food plants, rely on pollinators for repro-
duction. There are clear indications of a loss of wild and domestic pollinators with a number of negative 
ecological and economic impacts. Live and Let Bee: Training for Ecological Beekeeping Project aims an 
exchange of know-how, sharing best practices, providing trainings that are geared towards both urban 
and rural dwellers, dissemination of pollinator-friendly knowledge and creating awareness to tackle this 
problem. The project will reach out to both rural and urban populations, since the problem and the solution 
lie in both places.

Expected results of the project are:

 § Review and documentation of existing ecological beekeeping methods

 § Training materials on ecological beekeeping

 § Web site for Open Educational Resources

 § Training in Istanbul

 § Ecological Beekeeping Conference in Istanbul

A select group of beekeepers from the partner organisations will get to visit the good practices in partner-
ing countries. They will learn from each other’s practices. The group will be selected from people who can 
personally implement the knowledge and also disseminate it among the beekeepers and honey producers 
within the network of respective participating project partners.

For the on-site trainings, the trainees will be visiting good practices and learning from local bee keepers/
honey producers in the partnering countries. They will learn how the bees survive/cope/react/produce in 
different geographical regions, climates, vegetation and pesticide use. The traditional beekeeping meth-
ods still being practiced especially in Macedonia and Turkey will be documented with photographs, videos 
and in a written manner. This documentation will be used in preparing the training materials and will help 
protect the traditional methods.

The training materials to be developed will include information and guide for:

1.  people who want to start hive(s)

2.  beekeepers about how to fight the common pest problems ecologically

3.  beekeepers about how to maintain and support healthy bee populations

4.  beekeepers who want to get organic certification for the organically-produced honey

5. 

local governance bodies babout how to support bee populations in the region

6.  urban  dwellers  about  how  to  support  pollinators  in  the  city,  ei  creating  bee-friendly  gardens  and 

balconies

7.  honey consumers about what to look for in eco-friendly honey and how to access it through commu-

nity based agriculture.

The website will be structured as an online learning guide, where it will provide a step-by-step guide to 
bee enthusiasts and people who want to help protect bees and provide habitat for pollinators.

Demand will be created for ecological, organic honey through dissemination, enabling consumers to ac-
cess healthy honey and the producers to sell their product. Direct selling to consumers will be encouraged, 
following the foot steps of Bugday’s community supported agriculture model

LetBee project will reach 15,000 people via:

1)  The online training materials in multiple languages will reach to thousands of internet users

 
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2)  The future trainings to be organised by the partners in the UK and the Netherlands on beekeeping will 

reach to hundreds of trainees

3)  The  conference  in  Istanbul  will  reach  hundreds  of  ecologicaly-minded  people,  small  farmers,  bee 

enthusiasts and governmental officials

Impacts:

 § The beekeepers visiting other partner countries for on-site training will implement the know-how and 
the knowledge that they have gained in their village/town/city. They will pass the knowledge on to the 
local bee keepers and co-ops.

 § Local and regional beekeeping methods will be documented.

 § The British and Dutch partners will include the documentation of traditional beekeeping methods in 

their trainings, thus spreading the traditional knowledge European-wide.

 § The dissemination work will increase awareness on the dire situation of pollinators and their impor-

tance, increasing the activities and projects targeting bees nationally and at the EU level.

 § Beekeepers, NGOs and policy makers, will be informed and educated through the web site and the 
Ecological Bee Conference in Turkey. This will lead to work on appropriate policy changes on banning 
certain pesticides and leaving parts of the farming land as pollinator habitat, as it increases the yields. 
All partners play a role in the ecological farming and beekeeping methods in their respective countries 
and will carry out the mission.

 § The international cooperation and network will help create lobbies for bee-friendly practices locally, 

nationally, and at the EU level. 

 COORDINATOR: 

Bugday Association
Osmanağa Mh, Yoğurtçu Şükrü Sk, A.H. Uzunal İş Merkezi, 48/6 Kadıköy
34714 Istanbul, Turkey
www.bugday.org

 CONTACT: 

Duygu Kayadelen

 PARTNERS: 

Assosiation of producers of organic products “Aronija”, MK;
Natural Beekeeping Trust, UK;
Stichting Smart Beeing, NL

 GRANT AMOUNT: 

145 720 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

High quality learning opportunities

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 3: 

Fostering access to continuing VET, including groups at risk

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Agriculture, forestry and fisheries

Environment and climate change

International cooperation, international relations, development cooperation

 CLUSTER(S): 

Education for Sustainable Development; International Cooperation

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013397

 TITLE: 

  EQUITY AND SOCIAL INCLUSION THROUGH POSITIVE PARENTING 

 DESCRIPTION: 

Equity and Social Inclusion through Positive Parenting (ESIPP).

CONTEXT

Autism is a lifelong condition which affects about 1% of the population (or approximately 7.5m European 
citizens) as well as those who live with them and care for them.

The presence of autism can be extremely challenging to parents and other family members, and autism 
has been identified as causing greater family and parental stress than any other disability. The condition 
can challenge traditional parenting styles and cause parents to feel deskilled and disempowered. The 
presence of autism within the family can negatively affect the educational achievement, employment op-
portunities and social inclusion of mothers, fathers, siblings and the individuals with autism themselves.

Teaching parents to understand the condition, and to work effectively with schools and other profession-
als, has been shown to be effective in improving outcomes for individuals with autism and their families. 
However, though such parent education programmes have been developed in e.g. Western Europe and 
the USA, there is little or no availability of such programmes or materials in many areas within Europe, for 
example in the Balkan/Eastern Mediterranean region.

OBJECTIVES

In  order  to  address  this  inequity,  a  strategic  partnership  has  been  developed  involving  universities, 
non-governmental organisations and the parents of children with autism to:

-develop an evidence-based model for delivering parent education in autism that can be used across 
Europe

 § develop a core curriculum and ecologically valid parent education training materials

 § use these materials to provide parent education to families living with autism in areas where it has 

been previously unavailable

 § evaluate  the  effectiveness  of  the  materials  and  the  impact  of  the  training  using  quantitative  and 

qualitative data collection and analysis

 § share  the  model  curriculum,  tools  and  materials  with  stakeholders  and  make  recommendations  to 

policy- and decision-makers.

PARTNERS

There are nine partners in the strategic partnership. These are:

 § the University of Northampton (United Kingdom)

 § the University of Zagreb (Croatia)

 § the European University (Cyprus)

 § Target Autism Training and Consultancy (United Kingdom)

 § Centar za Autizam (Croatia)

 § The Centre of Development and Support for Children and Teenagers - Autism Assessment Support 

Practice (Cyprus)

 § Macedonian Scientific Society for Autism (Republic of Macedonia)

 § Autism Concern (United Kingdom)

 § Autism-Europe (Belgium).

 
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ACTIVITIES

Eighteen parent training events will be held over the lifetime of the project, six each in Croatia, Cyprus 
and the Republic of Macedonia. Local trainers will be supported by experienced experts to develop their 
skills so that the training programmes can become self-sufficient and continue beyond the lifetime of 
the project.

Four parent/professional conferences will be held - in Croatia, Cyprus, the Republic of Macedonia and the 
United Kingdom - to share the teaching materials with and obtain feedback from wider groups of parents 
and professionals, as well as providing learning opportunities.

The partners in the project will also present at national and international conferences (e.g. Autism-Europe 
International Congress, 2016) as well as producing academic reports and academic articles.

METHODOLOGY

The project undertaken by this Strategic Partnership will utilise a collaborative, action-based and stake-
holder-empowering methodology, using mixed methods of data collection and analysis.

The project has been designed to use methods which will realise practical, real world outcomes.

RESULTS EXPECTED AND LONGER-TERM BENEFITS

The final evidence-based model, curriculum and learning materials will be made available via the Eras-
mus+ dissemination platform, as well as via the individual partners and project website.

Helping parents to understand their children with autism and to effectively manage their behaviour will 
have significant benefits regarding social inclusion, quality of life, educational achievement, employment 
and equality of opportunity. as such, this project will contribute to the development of a more equitable 
and socially inclusive Europe in both the short, medium and long terms.

 COORDINATOR: 

BOUGHTON GREEN ROAD
NN2 7AL NORTHAMPTON, United Kingdom
www.northampton.ac.uk  

 CONTACT: 

David Preece

 PARTNERS: 

SVEUCILISTE U ZAGREBU EDUKACIJSKO-REHABILITACIJSKI FAKULTET, HR;
AUTISME-EUROPE AISBL, BE;
Centar za autizam, HR;
N.C.D. Calloway Continuing Education Limited, CY;
Autism Concern, UK;
European University Cyprus, CY;
Macedonian Scientific Society for Autism, MK;
Target Autism Training and Consultancy Ltd, UK

 GRANT AMOUNT: 

432 210 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Strengthening quality through mobility and cross-border cooperation

 PRIORITY 3: 

Enhancing the quality of early childhood education and care (ECEC)

 TOPIC 1: 

Disabilities - special needs

 
 
 
 
 
 
 
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 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013485

 TITLE: 

 DESCRIPTION: 

  EUROPEAN SPEAKERS OF OTHER LANGUAGES: TEACHING ADULT 
IMMIGRANTS AND TRAINING THEIR TEACHERS (EU-SPEAK 3)  

Adult immigrants require literacy and numeracy in the language of the community to participate in the 
economic and social life of that community. While many post-industrialized countries fund programmes 
to actively support the development of immigrants’ basic and more advanced literacy skills, in most of 
these countries, there is no specific training and development for teachers who work with the population 
of adults immigrants with little or no home language formal schooling nor are specialist qualifications 
required. There are considerable commonalities among non-low-educated adults who immigrate to vari-
ous post-industrialized countries: they overwhelmingly come from the same trouble spots, in sub-Saharan 
Africa, the Middle East and Central Asia. Rather than wait for governments to provide funding for such 
measures, the EU-Speak projects are taking advantage of an existing international network of experts to 
devise such training and development. It is therefore appropriate that the problem of problem of teach-
ers’ insufficient specialist knowledge and skills be tackled at a supra-EU and supranational level. At the 
same time, differences in the recipient country’s culture, language and written form require individual-
ised approaches. Through international-level teacher training and development, these cross-cultural and 
cross-linguistic differences can generate stimulating and lively discussion among participating teachers.

The  network  established  via  the  Low-educated  Second  Language  and  Literacy  forum  and  during  EU-
Speak-1 and EU-Speak 2 places the EU-Speak-3 network in the secure position of taking the next step 
towards making full specialist international teacher training and development a reality. Building on results 
from the EU-Speak-1 partnership project (2010-2012) and the EU-Speak 2 multilateral project (2014-
2015), EU-Speak 3 takes the set of teacher knowledge and skills agreed on by teachers, managers and 
experts and the example of a successfully piloted module, which used Moodle open source software as a 
platform, to create a suite of six specialist on-line training and development modules.

Project partners with relevant expertise are each responsible for a module: Cologne for vocabulary acqui-
sition; Jyvaskyla for language and literacy in their social context; Granada for reading development from a 
psycholinguistic perspective, Newcastle for acquisition and assessment of morphosyntax and Bogazici for 
bilingualism/multilingualism. Northumbria is responsible for all aspects of human-technology interaction, 
for the on-line module participants and for innovative teaching techniques. Partners will collaborate on 
piloting each on-line module them twice, in each partner’s language (English, Finnish, German, Spanish 
and Turkish) with participating teachers from the range of countries in which these languages are spoken. 
Each module will impart knowledge which the majority of such teachers currently lack and the module 
will support teachers’ action research and critical reflection on their practice relating to module content. 
Doing so at an international level will embed the habit of sharing of ideas across languages and countries 
thereby expanding what the wider network of teachers and researchers is coming to know about how best 
to teach non-/low-educated adult immigrants. The suite of modules will be supported through an edited 
volume with chapters dedicated to each topic the module covers. The book will be translated into the 
partner languages. The on-line modules will be sustained through open-access, initially and most likely in 
perpetuity via the LESLLA website www.leslla.org

 COORDINATOR: 

UNEW
KINGS GATE
NE1 7RU NEWCASTLE UPON TYNE, United Kingdom
www.newcastle.ac.uk

 CONTACT: 

  Martha Young-Scholten

 PARTNERS: 

Virginia Commonwealth University, US;
UNIVERSITY OF NORTHUMBRIA AT NEWCASTLE., UK;
BOGAZICI UNIVERSITESI, TR;
UNIVERSITAET ZU KOELN, DE;
UNIVERSIDAD DE GRANADA, ES;
JYVASKYLAN YLIOPISTO, FI

 
 
 
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 GRANT AMOUNT: 

449 747 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

Pedagogy and didactics

Open and distance learning

 CLUSTER(S): 

Teaching and Training; New Technologies and Digital Competences

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013550

 TITLE: 

  MIGRATION & GENDER: VOCATIONAL AND EDUCATIONAL 

COUNSELING 

 DESCRIPTION: 

According to Eurostat statistics, in 2012, there were an estimated 1.7 million immigrants coming to the 
EU from outside countries. In addition, 1.7 million people previously residing in one of the EU Member 
States migrated to another Member State. Thus, about 3.4 million people immigrated to one of the EU-27 
Member States. Among them, a variable percentage from 51% (Italy) to 43% (Germany) were women. 
Germany reported the largest number of immigrants (592 200) in 2012, followed by the United Kingdom 
(498 000) and Italy (350 800). Spain reported the highest number of emigrants in 2012 (446 600), fol-
lowed by the United Kingdom (321 200) and Poland (275 600).

Evidence  indicate  persistent  issues  impacting  on  their  integration  and  employment.  Very  often,  newly 
arrived migrants struggle to find a decent job, while they are faced with a number of integration issues 
including  gender  inequality  and  cultural  bias.  Furthermore,  many  experience  long  periods  of  inactivity, 
unemployment, or long tenures in the so-called 3Ds job: Dirty, Dangerous and Demanding and are often 
not adequately paid or regularly insured.

Moreover, when migrants are skilled and qualified in their country of origin, they experience “brain waste, 
face  difficulties  in  putting  their  qualification  to  good  use  and  therefore  are  at  risk  of  frustration  and 
de-motivation. On the other hand, not being able to fully profit of the skills and capacities of migrants is 
also an unnecessary waste for the countries of destination, who are not in measure to fruitfully build on 
the competences of their migrant workers.

A recent report by The Migration Policy Institute (Benton, 2014) pointed out that one of the ways to over-
come these difficulties is the early provision of relevant career advice, with specialized work-force and 
dedicated service organizations. However, there is a lack of tailored and adequate understanding of the 
real needs and challenges faced by migrants particularly in relation to issues impacting on their gender. 
The guidance sector remains quite heterogeneous and there are no requirements for quality standards or 
for the qualification of staff. This is why more and more professionals as well as representatives of users 
claim compulsory quality standards and guidelines.

Consequently, The Council Resolutions on Lifelong Guidance (2004 and 2008), with the establishment of 
the European Commission’s Expert Group Lifelong Guidance and the foundation of the ELGPN - European 
Lifelong Guidance Policy Network recommended the development of a European lifelong guidance policy.

MOVE ON intends to build on this EU-wide recommendation by contributing to strengthening the skills 
and capacities of adult learners in the participating organisations, countries and across Europe with the 
ultimate goal of enhancing their skills and knowledge in providing the right career guidance and coun-
seling to EU migrants paying particular attention to issues impacting on gender and culture as these are 
manifested at the recruitment stage but also at the workplace and remuneration.

The training material and programmes resulting from MOVE ON will be CPD accredited (Continuing Pro-
fessional Development), giving our participant adult learners an extra incentive while also adding to their 
CV and qualification. Where young people are involved we will provide them with YouthPass (IARS is a 
provider of both types of qualifications).

Using a user-led methodology and by building on evidence from existing best practices, the project will 
exchange innovative models:

(1)  to give staff of partner organizations the opportunity to participate to a dedicated and proven accred-
ited training programme originally developed in Germany concerning gender and culturally sensitive 
guidance services to migrants;

(2)  to share knowledge and successful practices across Europe concerning methods currently in use in the 

partner countries

 
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(3)  to  identify  the  profile  requirements  of  career  advisors  for  migrants  paying  particular  attention  to 

issues of gender and culture.

The  comparative  and  transnational  dimension  of  the  project  as  well  as  its  user-led  methodology  for 
evaluation and control will act as its main innovative driving factors. We know that the level of awareness 
and development of practices in this domain is different from country to country. Germany has a consoli-
dated background, and the same is in Spain but limited to the gendered perspective; while in Italy, Poland 
and Greece the topic of dedicated and tailored counseling practices is still under-developed. In the UK, 
although equality legislation is well advanced, issues of immigration, employment and integration are 
acute. Partners will therefore have the chance to learn from each other by identifying successful areas of 
practices and then by using them to build a consolidated successful model for Europe.

 COORDINATOR: 

The IARS International Institute
UNIT 14 DOCKS OFFICES SURREY QUAYS ROAD CANADA WATER
SE16 2XU LONDON, United Kingdom
www.iars.org.uk

 CONTACT: 

Theo Gavrielides

 PARTNERS: 

Stowarzyszenie Interwencji Prawnej, PL;
ANZIANI E NON SOLO SC, IT;
SURT. Fundació de dones. Fundació privada, ES;
KENTRO MERIMNAS OIKOGENEIAS KAI PAIDIOU, EL;
Associazione Progetto Arcobaleno onlus, IT;
beramí berufliche Integration e.V., DE

 GRANT AMOUNT: 

218 842 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Provision of information on access to adult learning services

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Labour market issues incl. career guidance / youth unemployment

Gender equality / equal opportunities

Intercultural/intergenerational education and (lifelong)learning

 CLUSTER(S): 

Employability; Inclusion and Tolerance

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013604

 TITLE: 

  TACKLING EDUCATIONAL DEFICITS THROUGH ARTS AND CRAFTS 

BASED ENTERPRISE LEARNING 

 DESCRIPTION: 

The TEACH KA2 Strategic Partnership addressing more than one field of learning is made up of 5 Euro-
pean Countries (UK - Leader, France, Romania and Turkey) who are seeking to work together to develop 
and test a series of intellectual outputs and materials than can be used to better engage and support 
disadvantaged learners through the use of traditional arts / crafts and enterprise.

TEACH, a cross field partnership of Adult Education, VET, and Employer bodies will develop innovative 
education training methodologies and outputs that can better support disadvantaged groups to reconnect 
with learning, training in developing skills and having fun whilst addressing a multitude of issues that they 
face personally and professionally.

TEACH will focus on the following objectives:

1)  To train educators from across educational sectors (teachers, VET trainers, adult educators)

2)  Develop new and innovative training methodologies and training resources around Arts, Crafts and 

Enterprise that can better meet the needs of our disadvantaged learners

3)  Provide an in depth analysis of how the use of arts and crafts linked to enterprise can help the re-in-

tegration of disadvantage groups

Through our work we have seen the use of arts and crafts as effective engager to learning for this reason 
we will examine / test the following themes:

 § Lack of learner engagement with traditional learning methods

 § Engagement and Empowerment of hard to reach learners

 § Use of Arts and Crafts to motivate learning whilst retaining national traditions

 § Progression of learning routes for learners

 § Use of non formal education around arts and crafts and entrepreneurship

 § Social Firms around traditional arts and crafts

By working on these themes we will:

1)  Share knowledge with our EU partners through practical and focused arts and crafts based workshops 
and training activities (Engaging and training learners/trainers in many different art and craft forms)

2)  Develop intellectual outputs and materials, toolkit and guidance that demonstrates the use of Arts 
and Crafts as an engager to education, with pedagogical materials, trainer guidance, lesson plans and 
a resource portal focused on enterprise

3)  Produce  a  comparative  analysis  of  key  art  and  craft  forms  and  their  value  in  supporting  different 

forms of learning (School, VET, AE and work based skills development) linked to enterprise.

4) 

Involve learners in producing our project materials and outputs.

TEACH is needed for a number of reasons that are common across our partner countries and more broadly 
across the EU, they include:

 § High levels of unemployment particularly amongst people with little or no formal education and those 
facing significant deprivation and disadvantaged. These groups have generally been alienated by tra-
dition methods of learning and are reluctant to re-engage with formal learning routes. These groups 
are at risk of social exclusion, unemployment, low levels of educational attainment, low paid jobs, pov-
erty, deprivation, isolation and dependent on welfare benefits. Data from Eurostat (Quarter 1 2014) 
indicates:

10.4% of EU citizens are in households with very low work intensity

 
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These people make up the 124.5 million EU citizens at risk of poverty and deprivation. Many of these 
people are in a constant cycle of benefits, low paid work and have been failed by mainstream education 
services. These people have never considered education as a way of breaking the cycle of poverty. Many 
of these people have been failed by a lack of connectivity with education during the school years. These 
statistics are using children, teenagers, young people, women, older people, people with disabilities, peo-
ple from minority groups and families that are subjected to low pay, poor health and living on benefits 
on a long term basis.

TEACH  will  seek  to  train  educators  and  develop  resources  to  better  engage,  empower  and  work  with 
disadvantaged groups to develop their employability skills using arts and crafts and then to help them 
develop enterprises where they can sell their good at decent prices to earn a living or have the confidence 
to re-enter formal education or work.

Addressing:

 § The engagement disadvantaged groups helping them to re-enter education through the use of arts / 

crafts and Enterprise based learning

 § Empowering people with low skills to improve their confidence and develop their employability, helping 

them to find and sustain work or learning opportunities

 § Creating learning, teaching methodologies and a series of outputs around arts and crafts / enterprise

 § To train cross field educators on arts and craft techniques as well as using and developing social firms 
and enterprises to support learning this will involve developing solutions for a spectrum learners and 
trainers

 § Sharing best practice on education training techniques on the use of arts, crafts and enterprise based 

 COORDINATOR: 

learning across our partnership

Praxis Europe CIC
53 High Street, Kings Heath
B14 7BH Birmingham, United Kingdom
www.praxiseurope.org.uk

 CONTACT: 

Abdul Qadir

 PARTNERS: 

GECKO PROGRAMMES LIMITED, UK;
Chambre de Métiers et de l’Artisanat du Rhône, FR;
Fundatia Inima de Copil, RO;
Etkin Egitim Org. Gemi Isletmeciligi ve Turizm Ltd.Sti, TR

 GRANT AMOUNT: 

214 032 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 3: 

Effective strategies for enhancing basic skills

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Creativity and culture

Access for disadvantaged

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013659

 TITLE: 

  MANAGING MONEY: DEVELOPMENT OF FINANCIAL CAPABILITY IN 

ADULT EDUCATION USING TECHNOLOGY

 DESCRIPTION: 

  Managing Money addresses the need to increase the financial capability of adults, including those with 
low levels of previous learning experience and those at risk in managing their personal finances. Cur-
riculum  development  will  be  prefaced  by  an  exploration  of  current  research,  resources  and  initiatives 
in  the  public  and  private  sectors.  The  curriculum  will  aim  to  develop  adults  financial  capabilities  and 
their ability to make informed choices about their personal finances throughout their lives and changing 
circumstances.

In parallel, Managing Money will develop resources and materials to support innovative models of de-
livery, including online / blended, tutor supported, self directed and flipped models of learning which will 
be trialled by project partners. Resources will consist of training and guidance for adult learning tutors 
which will give teaching staff the knowledge and tools to deliver the curriculum using innovative delivery 
methods as well as learner resources based in real life contexts and scenarios, such as loan management 
and pension planning. Resources will include a Managing Money responsive app, using the award winning 
Maths Everywhere app as a basis for development. It will be hosted for 2 years beyond the project life-
time, freely downloadable from the web, apple and Google play stores and accessible through learners 
own technologies.

The curriculum, tutor and learner resources will be trialled and evaluated by partner organisations, with 
the difference made to learners financial, digital and mathematical capabilities measured and analysed 
and successful models of blended learning delivery identified.

Evaluation framework, resources and case studies will be included in a learning guide for educational-
ists, providers and tutors which will be promoted through partner training events in each participating 
country and through EU wide webinars, workshops and keynotes at relevant events, including European 
Basic Skills Network, European Association for the Education of Adults and national coordinator for the 
European Agenda for adult learning events, through EU networks, partner networks and memberships and 
via EPALE. Training workshops in each partner country and EU wide webinars will support non - partner 
organisations to deliver the curriculum in their own organisations

All intellectual outputs (including all source code) will be published under Creative Commons License CC-
BY in digital format for use, download and re-purpose.

 COORDINATOR: 

LEARNING AND WORK
21 DE MONTFORT STREET
LE1 7GE LEICESTER, United Kingdom
www.learningandwork.org.uk

 CONTACT: 

Susan Easton

 PARTNERS: 

Stichting ROC West-Brabant, NL;
CVO Antwerpen, BE;
modern english digital limited, UK;
VOX-NASJONALT FAGORGAN FOR KOMPETANSEPOLITIKK, NO;
Andragoski zavod Ljudska univerza Velenje, SI;
ESCP EUROPE WIRTSCHAFTSHOCHSCHULE BERLIN EV, DE

 GRANT AMOUNT: 

359 586 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

Enhancing digital integration in learning, teaching, training and youth work at various levels

 
 
 
 
 
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 PRIORITY 3: 

Supporting the implementation of the 2013 Communication on Opening Up Education

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

International cooperation, international relations, development cooperation

New innovative curricula/educational methods/development of training courses

 CLUSTER(S): 

New Technologies and Digital Competences; International Cooperation; Teaching and Training

 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013666

 TITLE: 

IMPROVING THE EFFECTIVENESS OF ADULT EDUCATION FOR 
DISADVANTAGED GROUPS

 DESCRIPTION: 

BACKGROUND & CHALLENGE

Despite EU and national policy efforts & initiatives, disadvantaged groups continue performing worse, 
participating less & benefiting less from adult education opportunities than other learners. The lack of 
systematic  evaluation  &  impact  monitoring  aiming  at  disadvantaged  adult  learners  results  in  insuffi-
cient data, preventing adult learning providers from taking informed decisions and designing practices 
to improve effectiveness on disadvantaged groups. Adult learning providers need methodologies, tools 
and guidance to engage in a self-review process and adopt a systematic monitoring system to generate 
sufficient evidence to understand and evaluate their effectiveness on disadvantaged learners.

OBJECTIVES

1. 

Identify the most important factors that affect effectiveness of adult learning providers on EU disad-
vantaged adult learners.

2.  Develop & provide adult learning providers with a validated framework and a self-assessment meth-
odology on effectiveness towards disadvantaged, to engage them in a self-review process and im-
prove the existing monitoring techniques.

3.  Produce  open  resources  and  recommendations  for  practices  and  policies  to  enable  adult  learning 

providers to improve effectiveness of adult education provision for disadvantaged.

THE IMPADA PARTNERSHIP

The partnership comprises 5 organisations from 5 EU countries from the worlds of adult learning provi-
sion, educational research & policy development. Derbyshire Adult Community Education Service (DACES) 
is a large UK provider experienced in applying evaluation methods on education effectiveness. The Polish 
Educational Research Institute (IBE) leads the research on the evaluation of education systems. People’s 
University of Rome (Upter) delivers courses adjusted to the needs of disadvantaged adult learners. The 
Estonian Non-formal Adult Education Association (ENAEA) represents the Estonian adult learning provid-
ers at national and EU level. PROMEA is an expert in the design & implementation of research method-
ologies for education.

ACTIVITIES & METHODOLOGY

1.  Desk research and focus groups to identify the factors influencing adult education effectiveness on 

disadvantaged.

2.  Development of a common framework, implementation guide and self-assessment methodology for 

evaluating the effectiveness of adult learning providers on disadvantaged learners.

3.  Exchange of successful practices to produce recommendations for improvements on the effective-

ness of adult education provision for disadvantaged.

4.  Training of the partnership’s adult learning providers on the use of the IMPADA framework and tools 

and on the design of improvement measures.

5.  Self-assessment of providers to pilot test the IMPADA framework and tools and to produce improve-

ment plans.

6.  Creation of a network of IMPADA adopters to facilitate the sustainability of results.

7.  Promotion of IMPADA outputs through multiplier events.

RESULTS & IMPACT

1.  Criteria for measuring adult education effectiveness on disadvantaged groups to provide trainers and 
managing  staff  of  adult  leaning  providers  with  greater  understanding  on  disadvantaged  learners’ 

 
 
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needs  and  help  them  design  &  deliver  more  attractive  &  efficient  education  programmes  (6500 
managers and trainers to be reached).

2.  A framework and tools for the evaluation of the effectiveness of adult learning providers towards 
disadvantaged to a) engage adult learning providers in a self-review process to evaluate the effec-
tiveness of their provision on disadvantaged, and b) help National bodies enhance existing (where 
applicable) evaluation frameworks (500 providers, 60 key individuals in national authorities and ed-
ucational research institutes to be reached).

3.  Recommendations  for  adult  learning  providers  to  help  them  improve  their  effectiveness,  adapting 

education provision to the needs of specific disadvantaged groups.

4.  A network of IMPADA adopters and repository of assessment results to allow the exchange of prac-
tices regarding disadvantaged learners and promote the adoption of IMPADA outputs (60 adopters 
during project life).

5.  A  European  conference  and  four  national  infodays  to  reach  and  involve  target  groups  (275 

participants).

LONG-TERM BENEFITS

1.  Uptake and adaptation of IMPADA framework and tools by adult learning providers in EU, adjusting 

questions to evaluate effectiveness on specific disadvantaged subgroups.

2.  Uptake of IMPADA framework from national bodies involved in monitoring, quality assurance and eval-
uation of adult education systems in Europe, with the aim to improve current monitoring techniques.

3.  Participation of a growing number of disadvantaged adult learners in lifelong learning programmes, 
which will have been improved based on IMPADA outputs, resulting in more active participation of 
disadvantaged in society.

 COORDINATOR: 

Derbyshire County Council Adult Community Education Service
County Hall
DE4 3AH Matlock, United Kingdom
www.derbyshire.gov.uk

 CONTACT: 

  Mark Homer

 PARTNERS: 

HELLENIC  SOCIETY  FOR  THE  PROMOTION  OF  RESEARCH  AND  DEVELOPMENT  METHODOLOGIES  ASTIKI 
ETAIRIA, EL;
INSTYTUT BADAN EDUKACYJNYCH, PL;
Università Popolare - Impresa Sociale, IT;
EESTI VABAHARIDUSLIIT MTU, EE

 GRANT AMOUNT: 

299 945 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Evaluating the effectiveness of adult education policies

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

Inclusion - equity

Quality Assurance

 CLUSTER(S): 

Inclusion and Tolerance; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
SP452

S T R A T E G I C   P A R T N E R S H I P S   I N   T H E   F I E L D   O F   A D U L T   L E A R N I N G

 PROJECT NUMBER: 

2015-1-UK01-KA204-013728

 TITLE: 

  FINANCIAL EDUCATION FOR ADULTS

 DESCRIPTION: 

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 acknowledg-
ment that consumers need to be skilled to make the right decisions and to protect themselves from mak-
ing 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 develop-
ment 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 strate-
gic partnership, to strengthen the capacity of institutions to deliver financial education, enhance the pro-
fessional 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 education

2.  Determine the level of finance competence in finance among teachers

3. 

Improve the pedagogical and financial competence of teachers

4.  Equip teachers with new tools to deliver financial education

5.  Stimulate demand for learning and increase the take-up of financial training

6. 

Improve the accessibility and quality of training in personal finance

7.  Mobilise social capital to help promote financial education

8.  Provide guidance to organisations wanting to develop capacity to deliver financial education

These 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 iden-
tify 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 organ-
isations 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 15 teachers directly 120 adults across 
the partnership.

The main results of the project will be a toolkit for organisations and teachers delivering financial educa-
tion 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 

 
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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.

 COORDINATOR: 

Global Learning & Skills Partnership
29 Branksome Avenue
N18 1HB London, United Kingdom
www.global-learning-skills-partnership.org

 CONTACT: 

Benoit Charles

 PARTNERS: 

Latvian Adult Education Association, LV;
RECURSOS FUTUROS, UNIPESSOAL LDA, PT;
Centrul pentru Formare Profesionala si Dezvoltare Regionala, RO;
PROMETEO, IT;
Barnet and Southgate College, UK;
Egyéni és Társadalmi Felelösségvállalásért Alapítvány, HU

 GRANT AMOUNT: 

219 975 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Reducing disparities in learning outcomes affecting disadvantaged learners

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Economic and financial affairs (incl. funding issues)

Key Competences (incl. mathematics and literacy) - basic skills

Pedagogy and didactics

 CLUSTER(S): 

Teaching and Training

 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013736

 TITLE: 

  ALTERNATIVE ROUTES TO SUCCESS

 DESCRIPTION: 

Alternative Routes to Success (ARTS) is a creative arts project designed to address the barriers to social 
and economic participation faced by people who are disadvantaged through disability, mental health is-
sues and/or life limiting health problems. It will address lack of confidence, reduced motivation and a lack 
of appropriate qualifications. By bringing together best practice from organisations across Europe with a 
wide range of knowledge and experience in these areas, ARTS will explore how the arts can be used to 
overcome these barriers by providing accessible routes to learning and employment based on equality. 
The objectives of the project are to:

 § give recognition to the achievements of people who are disadvantaged through disability through the 
development of a framework for a new and innovative accreditation tool which is accessible, relevant, 
transferable and equal to mainstream qualifications.

 § develop  the  evaluation  and  self-evaluation  techniques  required  to  measure  and  recognise  skill 

development

 § provide training for adult education staff which will improve their skills and competencies

 § raise the profile of disadvantaged adults locally regionally and nationally

The project will target adults who have learning disability, mental health issues and/or life limiting health 
problems with the learners on the project being the adult educators who work with them.

The project will adopt a methodology whereby all participants will work together through a series of cre-
ative arts workshops and activities gaining practical experience and knowledge. Learners will work with 
their groups in their own institutions, exploring and developing ideas generated. The project will involve 
disadvantaged people at its core and will involve learning processes which grow from an exploration of 
their differences and experiences.

In  order  to  develop  an  accreditation  framework  we  must  first  explore  evaluation  methodologies  that 
allow people to see what they have learned through creative explorations. The main vehicle for these 
explorations will be the transnational learning activities which will take place in each partner country. Each 
meeting will explore a different strand of evaluation and accreditation and will involve a combination of 
seminars, practical creative workshops, skill shops, focused conversation and evaluation.

The project will indirectly reach approximately 890 people (of which approximately 325 will have special 
needs) and will result in:

 § A framework for developing an accreditation which recognises the learning disadvantage adults in the 
arts. The accreditation framework will form the basis for development of a qualification that is acces-
sible, relevant and equal to mainstream qualifications. The framework will be published on-line, and 
will be available in the languages of all partners and through their websites. In UK the framework will 
be adopted and accredited through One Awards (Open College Network) complementing an approach 
currently being developed to by the organisation to increase their capacity to offer lifelong learning 
to people.

 § A toolkit of resources and techniques available on DVD and online that will enable arts workers, disabil-
ity workers and others to learn and develop techniques for evaluating, and facilitating the self-eval-
uating, of skills learned through practical arts activity, in such a format they can be measured and 
recognised.

The project will impact on a variety of levels:

 § enabling  disadvantaged  adults  to  be  more  active  both  within  the  partner  organisations  and  within 

their communities

 § creating new opportunities for both learners and staff through the learning of new skills and working 

practices

 
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 § developing the confidence and self-esteem of disadvantaged people, increase their motivation and 

understanding of what they can achieve.

 § adding value to the existing work of the participating organisations through exploring best practice, 
inspiring learning and motivating staff and learners and through the development of a European ac-
creditation which will raise their profile within the local and regional community

 § challenging preconceptions of disadvantaged people

The project will embed new approaches in the partner organisations which will, through dissemination, 
cascade through other organisations bringing about longer term benefits to disability and arts organisa-
tions and disadvantaged people, and influencing policy makers.

 COORDINATOR: 

Headway Arts
The Old Church, Waterloo Road
NE24 1BY Blyth, United Kingdom
www.headwayarts.co.uk

 CONTACT: 

Kerri Brown

 PARTNERS: 

Confederación Galega de Persoas con Discapacidade, ES;
ANTIGONE KENTRO PLIROFORISIS KAI TEKMIRIOSIS GIA TO RATSISMO TIN OIKOLOGIA TIN EIRINI KAI TI 
MI NIA ASTIKI ETAIRIA, EL;
Teatro Nucleo S.C.A.R.L., IT;
Arbetarnas Bildningsförbund, SE;
Medlefors Folkhögskola, SE

 GRANT AMOUNT: 

239 162 EUR

 CONTRACT DURATION:  

33 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Contributing to the development of a European Area of Skills and Qualifications

 PRIORITY 3: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Inclusion - equity

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Inclusion and Tolerance; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
SP456

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 PROJECT NUMBER: 

2015-1-UK01-KA204-013755

 TITLE: 

  CREATIVITY, THE CONNECTED ECONOMY AND OFFENDERS

 DESCRIPTION: 

European Economy/Society is in a period of rapid change a Great Reset - transition from the Industrial 
Economy to Connected Economy which is about exploration, risk-taking, personal production, network-
ing, making connections, active participation. At the heart of this new emerging connected economy is 
creativity. For offenders/ex-offenders to embrace this new economy they need to develop their creative 
capabilities/understand how to make positive connections to increase their Social Capital.

Human creativity is endless, but for ex-offenders the words “No! and “it will never work dominate. Creativ-
ity allows one to learn about ourselves, develop fullest potential, survive in an ever changing world, with 
many mutually reinforcing strands supporting resettlement.

Creative senses need to be ignited, becoming aware ones environment, wider community, thus developing 
empowerment in society, greater self-awareness; opening a new world of opportunities and engaging in 
learning. Creativity is a way of sharing meaningful things/ ideas, unlocking innovative capacity.

The  project  partnership  is  diverse  specialist  organisations  in  the  criminal  justice  system  from  four  EU 
member states (Latvia, Lithuania, Portugal and the UK), who are working together to develop an innova-
tive approach to allow for offenders to develop within the Connected Economy, excavate buried dreams, 
resolve fear/learned helplessness to develop positive goals.

Understanding the importance of connection, individuals learn the seemingly complex process which al-
lows the swap of information/expectation/culture, learning to open up to others, which requires humanity/
generosity. Learning to share creativity through the Connection Economy means that the individual needs 
to give up control over the outcome, to learn to work in partnership. Through giving up control over the 
outcome of ones interactions, allows others to make connections. Friends bring more friends, reputation 
allows the chance to build a better reputation, access to information encourages seeking more informa-
tion, making learning exciting, cross generational, rewarding, helping the offender ‘Learn to learn’.

As connections multiply, they increase in value as does social capital. The project recognise the dynamics/
potential of the Connected Economy and how by developing creativity linked to this economy we stimu-
late innovation, openness, diversity, and a new safety net for the truly disadvantage in society.

The project is developing a Manual of approaches, tools and methodology to offenders and ex-offenders 
to develop their creativity and access the connected economy. The training materials and tools are about: 
Igniting creativity; Learning to share, trust, connect; Understanding how the connected economy works 
(tools and rules); How to develop contacts, networks, social capital; Progression towards employability; 
Become a non offending EU citizen resilient in a complex society.

Project partners are testing these new approaches, tools and methodology on 40 offenders and ex-of-
fenders, using 13 as indepth case studies linked to a Social Return on Investment methodology to explore 
the impact the projects concepts can make.

The evaluation of the project will be captured in the Study of Lessons learned which will support evidence 
based policy making in the Criminal Justice System around these new learning approaches linking cre-
ativity to the Connected Economy.

During 2017 a road show of dissemination conferences will be held across the EU in Latvia, Lithuania, 
Portugal and the UK to engage policy makers and practitioners working in the criminal justice system into 
the benefits and good practice of the projects concepts and tools. Interested organisations and individuals 
can join the project discussions via the projects social media platforms to learn more and share their own 
ideas.

Project results are clearly linked and committed with Europe 2020 strategy and European policies to fight 
poverty and social exclusion and results grounded on a shared vision, tools and methodologies that will 
provide lessons to be learned and an opportunity to engage some of societies hardest to reach individuals.

 
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The  Creativity  in  the  Connected  Economy  is  about  helping  those  most  at  risk  in  our  modern  complex 
society, and through the development of innovative approaches to help this individuals to engage into 
the labour market/employment and to create a thirst for more learning. By learning to share and connect 
these individuals are developing a valuable social capital, which will help them in months and years to 
come, making society a safer place and helping those from prison or the courts to create full and positive 
futures.

 COORDINATOR: 

Pictora
1ST FLOOR, 1 CARRERA HOUSE, MERLIN COURT, GATEHOUSE CLOSE
HP19 8DP Aylesbury, United Kingdom
www.pictora.org

 CONTACT: 

Philip Emery

 PARTNERS: 

Associação Humanidades, PT;
Panevezio pataisos namai, LT;
Resocializacijas un Integracijas Asociacija, LV

 GRANT AMOUNT: 

53 635 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Enhancing digital integration in learning, teaching, training and youth work at various levels

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Fostering access to continuing VET, including groups at risk

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

ICT - new technologies - digital competences

New innovative curricula/educational methods/development of training courses

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

New Technologies and Digital Competences; Teaching and Training; Employability

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013768

 TITLE: 

  TRANSVERSAL SKILLS FOR SUSTAINABLE RURAL TOURISM IN 

LAGGING AREAS OF EUROPE

 DESCRIPTION: 

Rural tourism is one of the major economic pillars of rural regions in Europe, representing a sustainable 
approach to economic development especially in times of crisis, facilitating new employment and con-
tributing to the conservation of the natural, social and cultural heritage.

Rural tourism is particularly significant in remote, less developed regions - as it is the case of the partner 
regions of the SKILLTOUR proposal - where agricultural activities or industry are restrictive and economy 
is reliant on tourism.

To develop sustainable rural tourism businesses, entrepreneurial and competent human resource is need-
ed. Creativity and entrepreneurial thinking plays an important role in diversifying rural tourism services, 
sustainable strategies being the motor of local development.

To address this need the SKILLTOUR project aims to foster the development of entrepreneurial and trans-
versal skills of adults with low access to adult training (i.e. adults who run or plan to run micro/family 
tourism businesses in less developed rural areas of Europe ), in order to be able to deliver innovative, 
high quality products and services and manage their businesses in a sustainable and responsible manner.

To reach this aim the followings main activities are foreseen in the project:

 § Research  study  on  needs  for  entrepreneurial  and  transversal  skills  development  of  adults  who  run 

micro/family rural tourism businesses

 § Good practice models for sustainable rural tourism businesses

 § Development of new OERs (tailored curriculum and training materials) for entrepreneurship education 
to support adult organizations in delivering high quality key competence development trainings for 
adults disadvantaged

 § Development of a user friendly online learning space that will guide current and future rural entrepre-
neurs in their key competences development through a structured learning experience; organized as 
a multi-device learning area, the online portal will contain an interactive virtual tour of competences 
(study video) and attractive multimedia materials to support and motivate the autonomous learning 
of adults learners

The core target groups of the project are:

 § adults who run or plan to run micro/family rural tourism businesses (pensions, farm-stays, restaurants, 

village inns, camping or guest houses, etc,),

 § adult education providers with high exploitation potential of the project outputs

The project partnership consists of 7 European organisations highly motivated in exploiting the future 
SKILLTOUR outputs, with complementary expertise and highly experienced in the field of innovative adult 
training, entrepreneurship education, design of multimedia, web based educational products and study 
video production.

Besides the management staff, who will participate in the development and valorization of outputs, min-
imum 6 training staff from the partner organisations will be involved in activities related to development 
of innovative training materials and in the implementation of the local pilot trainings. The latter will have 
minimum 60 participants (10/country) and will assure evaluation of the online learning portal on Europe-
an level along with further

Six multiplier events will be implemented with exploitation purposes of project outcomes, with a mini-
mum 210 participants:

 § 5 dissemination workshops in Belgium, Cyprus, Spain, Greece and Romania will be organized where 
representatives  of  the  target  group,  project  stakeholders  (adult  training  centres,  rural  tourism 

 
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associations,  organizations  responsible  for  rural  tourism  development  etc.),  and  policy  makers  will 
participate

 § in the Promoter’s country, United Kingdom, a final international conference will be held to promote 

further European cooperation on entrepreneurial education of adult learners.

For successful valorisation of project results a Stakeholder Analysis along with a Dissemination strategy 
will be implemented, so that the project results can have a considerable impact in each country, raise 
awareness of education and training opportunities within the Erasmus+ programme, with special em-
phasis for up-skilling and entrepreneurial education of adults, enhance transversal skills and competency 
development of adults and increase employability in less developed rural areas.

We strongly believe that the new curriculum and the various innovative and modern learning materials 
along with the study video elaborated, piloted, evaluated and improved during the project will become 
core part of the training offer of the organisations involved in the project. The SKILLTOUR learning portal 
sustained for a minimum of 5 years will be largely promoted online among adult education communities 
and beyond. A further potential benefit of the project would be a continuing development and adapting 
of the educational tools for other groups in specific economic sectors which are not directly targeted by 
the project.

 COORDINATOR: 

Point Europa
1-2 West Quay, Millbrook
PL10 1AS Torpoint, United Kingdom
www.pointeuropa.org

 CONTACT: 

  Michelle Maunder

 PARTNERS: 

SOLUCIONES TECNO-PROFESIONALES CONSULTING, ES;
T.T. Technical Training Centre Larnaca LTD, CY;
Milos Educational Womens Collaboration for Activities in Tourism, EL;
Fundatia Centrul Educational Soros Miercurea Ciuc, RO;
Inthecity Project Development, NL;
CIEP asbl, BE

 GRANT AMOUNT: 

235 761 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Developing basic and transversal skills using innovative methods

 PRIORITY 2: 

High quality learning opportunities

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

New innovative curricula/educational methods/development of training courses

Rural development and urbanisation

Entrepreneurial learning - entrepreneurship education

 CLUSTER(S): 

Teaching and Training; Education for Sustainable Development; Employability

 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013785

 TITLE: 

 DESCRIPTION: 

INNOVATIVE QUALITY MENTORING FOR SOCIAL INCLUSION

The proposed project partnership intends to offer lifelong learning benefits to less educated and low skills 
categories of people by using innovative and quality mentoring techniques to improve their level of social 
inclusion and employability.

The projects will focus on developing, sharing and transferring innovative mentoring practices between 
participating countries, enabling organisations to work together in order to developing adult educators’ 
competences to deal with diversified groups of learners, making use of new technologies and teaching 
outcomes. Also the project will contribute to improving and extending the offer of high quality learning 
opportunities tailored to individual adult learners including through innovative ways of outreach and de-
livery. The project proposed intervention is following a previous collaboration between current partners 
during  2012-2014  within  Community  Mentoring  for  Social  Inclusion  Partnership  funded  LLP  Grundtvig 
Learning  Partnerships  (GRU-13-P-LP-237-SV-UK).  The  previous  partnership  project  aimed  to  compare 
and contrast the experiences, methodologies, definitions and assumptions of the different approaches 
used by the organizations involved in providing learning opportunities to socially disadvantaged members 
of communities and involve representatives from these groups in these processes. As a result of these 
exchanges the project collectively designed and integrated approaches based on attracting, training and 
empowering successful individuals from similar backgrounds to socially disadvantaged adults, to become 
community mentors.

The project aims at increasing institutional capacity of the project partners, empowering them to provide 
new and innovative services for social inclusion in Europe. The training of trainers will generate a legacy 
to the project, and will ensure the cascading of learning continues after completion. The pool of trainers 
in each member country will be an asset to the organization and their local community. In this context the 
objectives proposed for developing a new partnership program are:

1.  Development of a common professional profile of Community Mentors for Social Inclusion at Europe-
an level, based on the initial assessment and lessons learned and best practices applied in partners 
countries.

2.  Develop training curricula adapted to the common professional profile of Community Mentor for So-

cial Inclusion (based on the initial assessment).

3. 

Increased institutional capacity of 6 organizations in 4 countries by providing modern and innovative 
training to their key staff involved in community mentoring for social inclusion.

4.  Develop competences and skills of 132 professional in adult education to become community men-

tors for social inclusion using short-term staff training and learners blending mobilities.

5.  Develop  innovative  tools  to  transfer  information  and  knowledge,  promote  and  support  community 

mentoring activities.

The intellectual outputs created during the project, generate training tools and materials, transferable in 
any European country and will continue to be used by the project partners and also other organizations.

 § The Community Mentor Profile developed during the partnership is an important reference for future 

interventions and it will sustain itself based on the quality of the content.

*The curricula and training modules that will be developed will constitute transferable knowledge ready to 
be used by any interested organization. This training is an important asset for any organization involved in 
community mentoring building its capacity to deliver training services to the community.

 § The critical mass of 132 professionals in adult education trained in community mentoring (22 people 
in each organization) will ensure the multiplier effect of the intervention. They also represent import-
ant assets to their organization, which can valorise their improved skills and competences. Therefore 
each organization will be interested to support their activities from their own resources as a win-win 
strategy.

 
 
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 § Community Mentoring 4 Inclusion guide (electronic format), and the Video Community Mentoring in 

the European context

will ensure both project visibility and knowledge transferability long after the project will end.

Last but not least the partnership will continue to exist after the project ending based on common inter-
ests and values. All partners will continue to work together and share experiences regarding a common 
profile of Community Mentor for Social inclusion at European level, which can be recognized/ certified at 
national and international level. The project will strengthen cooperation between all partners network by 
extending their activities and actions in the field of inclusion. It will also encourage interaction between 
all organizations in partner countries, contributing to inter-cultural dialogue.

 COORDINATOR: 

KILCOOLEY WOMENS CENTRE
GANAWAY AVENUE
BT19 1QS BANGOR, United Kingdom
www.kilcooleywomenscentre.co.uk

 CONTACT: 

Alison Blayney

 PARTNERS: 

OZ ZIPS, SK;
Inspectoratul Scolar Judetean Teleorman, RO;
Asociatia Consultantilor in Dezvoltare Comunitara-ACDC, RO;
Kaleidoscope Enterprise Ltd, UK;
Association of Active Life Volunteers, TR

 GRANT AMOUNT: 

293 874 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Adult educators’ competences

 PRIORITY 2: 

Developing basic and transversal skills using innovative methods

 PRIORITY 3: 

Addressing low achievement in basic skills through more effective teaching methods

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Inclusion - equity

New innovative curricula/educational methods/development of training courses

Recognition, transparency, certification

 CLUSTER(S): 

Inclusion and Tolerance; Teaching and Training; Improving the Quality of Education / Training Systems

 
 
 
 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013821

 TITLE: 

  EQUALITY IN LEARNING 

 DESCRIPTION: 

The EQUIL project will develop learning resources which support the professional development of new 
and existing Employment Practitioners/Educators in the field of mental health. EQUIL does this by devel-
oping training packages which promote partnership working between Employment Practitioners/Educa-
tors, Employers and People with Lived Experience of Mental Ill Health.

EQUIL will create training packages using a co-production model, where professionals and people with 
lived  experience  are  equal  partners  in  designing  interventions  and  training.  By  creating  training  pro-
grammes which are truly co-produced EQUIL will develop resources which can be used by a range of 
Employment Practitioners/ Educators and are relevant and meaningful to their work and the individuals 
they support. ‘There is a difference between co-production and participation: participation means being 
consulted while co-production means being equal partners and co-creators’ Social Care Institute for Excel-
lence (2012). Towards co-production: Taking participation to the next level, SCIE Report 53, London: SCIE.

The development of a professional Employment Training Practitioner workforce (professionals who sup-
port individuals with mental health problems into work) across Europe supports the EU agenda for adult 
learning and contributes to Europe 2020 Flagships Platform against Poverty & New Skills for New Jobs. 
It will contribute to addressing the needs of unemployed people across Europe who live with mental ill 
health.

EQUIL’s main activities within 6 Intellectual Outputs across the partner countries will include:

IO1 – Development of training module – Employment Support Models (Beliefs and Values)

A co-produced training programme will be developed which takes into account different model of em-
ployment support across Europe including the IPS (Individual Placement and Support) model. The training 
programme will focus on the underlying Values and Beliefs which practitioners need to be able to support 
people with mental health problems back into the workforce.

IO2 – Development of training module – Educator/Practitioner Skills for Supporting Employers to Employ 
and Retain People with Lived Experience

A co-produced training programme which includes a range of tools and exercises to enable Practitioners 
to work with people experiencing mental ill health to support their return to work.

IO3 – Development of training module – Educator/Practitioner Skills for Supporting People with Mental 
Health who want to Work

A training programme will be coproduced including expert practitioners, people with lived experience and 
employers. It will include a range of tools and exercises to enable Practitioners to support and encourage 
employers to recruit people who may have experienced mental ill health.

IO4 – Development of training module – A Toolkit for Co-Production

Based  on  existing  models  and  experience  of  coproduction,  identified  through  research  and  also  using 
experience from the development of training in this project a ‘Toolkit for Coproduction’ will be developed. 
This training programme will be used by services and people with lived experience to develop training, 
projects and services in a truly coproduced manner.

IO5 – Positional Analysis and Sustainability

In depth research to develop a sustainable model for implementation of the training programme across 
Europe.  This  will  include  a  positional  statement  with  barriers  to  implementation  clearly  identified  and 
solutions  suggested;  a  sustainability  analysis  of  the  innovation  in  training  which  will  inform  further 

 
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dissemination and mainstreaming activity; the development of a quality assurance system for the train-
ing programme

IO6 – Online learning resource and mentoring platform (website)

This  website  will  promote  the  project  and  also  house  the  training  modules  and  open  educational  re-
sources which make up the EQUIL methodology. It will provide a mentoring platform where EQUIL practi-
tioners can gain peer support and engage in useful forum discussions relating to supporting learners into 
employment.

EQUIL will target 2 groups, Employment Practitioners who are working with people experiencing mental ill 
health and people experiencing mental ill health. For Employment Practitioners the learning modules will 
develop the skills they need to support this population back into employment and to work with employers. 
Employment Practitioners will develop their ability to co-produce services and training with people with 
lived experienced. Enabling them to support and train people with mental health issues and supporting 
employers to recruit and retain staff with mental health problems.

People with experience of mental ill health will benefit from the support of skilled and confident Employ-
ment Practitioners, so increasing employment outcomes for this group. They will have improved recovery 
and well-being outcomes both from gaining support towards employment and involvement in co-produc-
tion of training modules.

 COORDINATOR: 

  MEH

OLD HALL STREET COTTON EXCHANGE
L3 9LQ  LIVERPOOL, United Kingdom
www.expandinghorizons.co.uk  

 CONTACT: 

Joseph  Hemington

 PARTNERS: 

  mhtconsult, DK;

ACCION LABORAL, ES;
Zorgvragersorganisatie GGZ Midden Holland, NL;
Mersey Care NHS Trust, UK;
CESIE, IT

 GRANT AMOUNT: 

260 112 EUR

 CONTRACT DURATION:  

36 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Adult educators’ competences

 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Access for disadvantaged

Labour market issues incl. career guidance / youth unemployment

Inclusion - equity

 CLUSTER(S): 

Inclusion and Tolerance; Employability

 
 
 
 
 
 
 
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 PROJECT NUMBER: 

2015-1-UK01-KA204-013882

 TITLE: 

  VALIDATION AND MOTIVATION FOR (IN)FORMAL LEARNING IN 

PRISON

 DESCRIPTION: 

The validation of informal learning is a goal in itself, and should be part of the delivery and assessment 
of  learning  activities,  particularly  in  a  prison  context,  where  any  scope  to  provide  positive  recognition 
has a clear psycho-social value. This validation of informal learning underlines the positive social skills 
and competences, as well as other key competences relevant to learning and the world of work, thus 
strongly supporting not only the educational agenda in prison, but also the broader rehabilitative agenda. 
In various contexts, the provision of informal learning validation has had the effect of motivating adults 
–  particularly  those  from  broadly  socio-economically  disadvantaged  backgrounds  –  to  pursue  further 
learning and career-orientation opportunities. Prison is a prime location for the realisation of such outputs. 
If, through the validation of informal learning a learner in prison can become motivated to nurture this 
positive reinforcement in an educational setting, pursuing additional education (either formal or informal) 
or engaging more seriously with career planning. The impact of informal learning validation in a prison 
setting is clearly something with a significant potential to encourage learning and further competence 
development. The project VALMOPRIS, supported by the European Prison Education Association (EPEA), 
designs, delivers and validates informal learning activities with the focus on KC5+1 – that is, it will look 
at the primary key competence of Learning to Learn (which supports the overall goal of enhancing mo-
tivation  for  participation  in  adult  education  in  prison)  in  combination  with  at  least  5  other  European 
Framework Key Competences. 15 prison educators will be trained in the project to deliver and validate 
informal competence based learning with a focus on developing the ability and motivation to learn, and 
they will run various competence based learning projects with a diverse range of 90 prison learners. The 
project VALMOPRIS formally evaluates the change in learner motivation as a result of the informal learn-
ing validation, publishing a report on the impact of informal learning validation in prison. Based on the 
final results, a further 15 prison educators will be trained, setting the project outputs up for mainstream-
ing.VALMOPRIS will actively contribute to policy discourse on prison education, and the role of informal 
learning. It hopes to bring a change in the mind-set of education in prison, raising the profile of the social 
and personal competences acquired through informal learning and the way they can be assessed and 
validated. It hopes to promote the motivation of prison learners to engage in in/formal educational activ-
ities in line with the Council of Europe Recommendations on Education in Prison, and seeks to establish a 
continuation of the train-the-trainer programme, designing it to meet the requirements of a KA1 mobility 
activity for prison teachers throughout Europe.

 COORDINATOR: 

New College Lanarkshire
Town Centre
G67 1HU Cumbernauld, United Kingdom
http://www.nclanarkshire.ac.uk

 CONTACT: 

Jim O’Donnell

 PARTNERS: 

BLENDED LEARNING INSTITUTIONS COOPERATIVE, DE;
Centrul de Reeducare Buzias, RO;
DIE BERATER UNTERNEHMENSBERATUNGS GESELLSCHAFT MBH, AT;
Changes&amp;Chances, NL;
Euro-Compétences et Initiatives pour le Développement de l’Entrepreneuriat Solidaire, FR;
EPPEA, LV

 GRANT AMOUNT: 

263 985 EUR

 CONTRACT DURATION:  

24 months

 PRIORITY 1 OR MAIN:   

Reducing disparities in learning outcomes affecting disadvantaged learners

 PRIORITY 2: 

Effective strategies for enhancing basic skills

 PRIORITY 3: 

Adult educators’ competences

 
 
 
 
 
 
 
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 TOPIC 1: 

 TOPIC 2: 

 TOPIC 3: 

Key Competences (incl. mathematics and literacy) - basic skills

Reaching the policy level/dialogue with decision makers

Recognition (non-formal and informal learning/credits)

 CLUSTER(S): 

Teaching and Training; Improving the Quality of Education / Training Systems

 
 
 
 
 
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ISBN 978-92-79-61258-9
doi:10.2766/81675