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Current changes on national labor markets are embedded in a worldwide process that encompasses global changes at social and cultural levels. Indeed, the recent progress in technology are affected the labor world causing global effects that are deeply changing our society.Accordingly, lifelong learning is fundamental not only to growth and jobs but also to social inclusion. This implies, for institutions, to adopt appropriate governance tools and, for all stakeholders, to build a coherent cultural proposal - including appropriate methodologies - facilitating mobility between the different paths and the viability of acquired skills, in life, in education systems and in work and in the labor market. International and national surveys - elaborated by single Member States - exhort to do more to adjust adult qualifications, to increase the proportion of adults engaged in study and training activities and the level of their skills. To enhance adult participation to the different educational opportunities, a further challenge has to be faced by assuming coherent strategical choices: the digital divide between the young and the older population that risks to keep a relevant part of the active population far from the social and economic participatory circuits. In the current fluid labor market, internal mobility from a job to another, as well as the access, is strictly dependent on the adaptability of the knowledges and the skills owned by the individual as also on its capacity to learn how to learn in the long-life. So, a strong action is needed not only to improve a more effective educational offer targeted to lower qualified persons, especially to those expelled from the labour market or at risk to lose their jobs, but also to bring out the educational demand, by providing to individuals flexible tools that allow them to control what they know / can do, stimulating continuous self-reflection processes that help them to self-evaluate and to record what they learn. ICT applied within a participatory/active learning methodology can usefully break the barriers of adult participation into training activities, recovering motivation and effectiveness of learning.The main objective was to elaborate methods, strategies and materials useful to improve the teaching and learning among adults (especially over 50 low-qualified).This macro objective entailed these other objectives:-to find an appropriate learning methodology for the project’s target group considering the opportunity offered by new technologies and to produce practical tools for supporting adult learning when the participatory strategy is adopted-to improve learners’ skills responding to the current labour market challenges. -to enhance adult learning effectiveness. To give them a strategy to learn to learn-to attract adult people to training system in order to reduce the level of low qualification 45 : type LIST : content 20075 partners with complementary skills and expertise: Rezekne University (LV): pedagogical and social issues, ICT, educational program validation and evaluation; participating learning INBIE (PL): developing MOOCs programs and e-learning activities; Entrepreneurship and planning of new products and services; research and innovation in education. Training institutes (IAL IT; IPF SP; KANEP GR): training of trainers, lifelong learning activities, developing e-learning tools, training activities of adults, social and unemployment interest researches, employment policies, management of training projects.Main activities:Scientific research about participative methodology and its application in an ICT environment; training course about ICT skills and skills to find a new job; multimedia guide for anyone working in education and training. It explains the online participative methodology, how to design training courses adopting this methodology especially with adult low qualified people and the training course contents. Trainers’ training session: to explain them the participatory learning methodologies, the training course and how they can carry it out. 5 training courses with the online participative methodology, low qualified over 50 participants developed in the Countries partners. Impact results by research activity: articles published and presented at International conferences. Impact results by training courses: nobody left the training courses. We trained around 100 people. The main results were the self esteem of the participants and more skills in learn to learn. The multimedia guide received a good evaluation by experts. At trainers level: improved skills to face problems in adult teaching-learning, especially for low qualified adult people unused to attend training courses.Long term benefits: decision makers showed the willingness to take into account the results of the project in order to launch call for proposals ad hoc to improve innovative methodology and a type of training useful for a weak target of people. The educati

<< Objectives >>EU-leadS wants to achieve the continuous training of trainers belonging to different sectors (formal, non-formal) and disciplines, as well as for entrepreneurs and aspiring ones, on the self-leadership theme, through the deepening and adoption of methods and innovative approaches aimed at fostering the resilience and sustainable development of European SMEs thanks to the synthesis between technical skills and cognitive, emotional, social and relational dimensions of entrepreneurship.<< Implementation >>- Identification and collection of inspiring practices, tools and testimonies on the subject of entrepreneurial self-leadership- Transnational training on the components and methods of entrepreneurial self-leadership- Delivery of national pilots based on the knowledge acquired in the context of the transnational training- Preparation of a comprehensive report containing the lessons learned- Organization of a multiplier event having a European dimension- Definition of the project follow up<< Results >>EU-leadS will produce tools to support the continuous training of trainers and entrepreneurs on the subject of entrepreneurial self-leadership as a synthesis between technical and cognitive, emotional, social and relational skills. At the end of the initiative, the trainers and entrepreneurs involved will be able to adopt good practices and innovative methodologies on the subject, deliver relevant services and support a cultural change at the company level with a view to develop self-leadership.