In general, the flipped classroom methodology supports self-directed learning and has the potential of improving the quality of learning. However, this methodology can be challenging for adult educators with students who lack study skills, have literacy issues and/or have limited access to internet and technical facilities. This target group was our main interest as there was little existing material or guidance available on flipped learning in adult basic education context. The aim of the project was to promote the use of flipped classroom methodologies in adult education, and to create engaging and accessible content for adult learners with low digital competences and/or basic skills. In the project we produced open learning material for adult educators on flipped learning.In particular, the objectives included:- To develop practical tools for increasing adult educators’ competences in implementing and adapting flipped classroom methodology when teaching adults learning basic skills- To develop adult learners’ basic skills, particularly literacy, digital skills and independent learning skills through quality learning opportunities around blended and flipped learning- To increase the strategic and integrated use of ICT in adult education, using tools such as virtual learning environments and games (eg. Seppo, Moodle, Edmodo)- To develop Open Digital Badge process to recognise the professional development of adult educators in the area of flipped classroom and effective use of ICT in teaching of literacy, numeracy and basic skills- To network and share experiences with European adult education partners on using flipped classroom in practiceACTIVITIESThe learning, teaching and training (LTT) 4-day event benefited in total 27 participants ranging from second language teachers to vocational teachers and adult basic education teachers. Having these diverse target groups in each partner country allowed us also to change practices and ideas of how flipped learning can be adapted in different contexts to engage learners better. Partners shared their earlier expertise related to digital pedagogy and learnt new skills both through peer-learning and through external experts. The participants were accredited with an advanced level Open Digital Badge for their learning.After the LTT event, the 27 adult educators trained continued and pilot their learning in practical teaching work. These piloting activities were central in the creation and development of the Intellectual Outputs of the project: participants developed short videos for the online course (IO2) and descriptions of good practice (IO3). LTT participants also organised internal training sessions in each partner organisation to tutor their colleagues on flipped learning.Four Intellectual Outputs were developed to offer support for integrating flipped classroom approach in adult education.- IO1, Theoretical context: explores the pedagogy behind the flipped classroom method and looks at ways to adapt flipped classroom method for the target groups of adults learning basic skills- IO2, Online course for adult educators: presents cases and experiences from real-life on the use of flipped classroom with adults learning basic skills- IO3, Good practice guidelines: offers guidance to create good quality content for flipped classroom purposes in adult education- IO4, Open Digital Badge system: explains why and how to use Open Badges to accredit adult educators’ and learners’ skills and competencesRESULTS AND IMPACT By training educators, developing project outputs and disseminating the learning resources created in the project, we have increased adult educators' competence in implementing and adapting of the flipped classroom methodology for teaching adult learners basic skills (literacy, digital and learning to learn competences). The outputs provide educators with tools and approaches they can use for planning their lessons and delivering the content, and also increase awareness and knowledge of the challenges and benefits of using the flipped classroom methodology with adult learners.The project has also increased understanding of how to capture and measure impact of learning and professional development through Open Digital Badges. In total 130 Open Badges “FLIPing the Adult Classroom” related to project results were released between December 2020 and February 2021. Overall, the project reached:- 27 adult educators (4+ from each partner) trained in the flipped classroom methodology- 150 educators trained internally in our partner organisations- 244 adult learners involved in the piloting phase, hundreds more later on- Over 2300 stakeholders directly through project dissemination efforts: workshops, events or presentations - Thousands of people through the FLIP-IDEAL website, national EPALE sites, e-newsletters, and social media

More than 91% of the UE´s territory is “rural” and about 56% of the EU population lives in these areas. A new demographic change is taking place in Europe, defined as “counter urbanization”: a lot of people, attracted by the environment and the quality of life, they move from urban to rural areas that are becoming increasingly more accessible thanks to the new public transport infrastructure and ITCs.Transform@ project has as an objective to foster innovation and business spirit in rural areas by the increase of digital skills and electronic commerce through training. The e-commerce provides the opportunity to establish new and original business and facilitates setting up services and products where they were not available before.Therefore, Transform@ is based on the need of enhancing the economic activity and the creation of employment in rural areas, and the strong belief that electronic commerce and the “online” shopping represent an interesting opportunity for the settlement of these zones.In the digital era, strategies such as e-commerce may increase the competitiveness of rural areas, avoiding depopulation and becoming zones with life and work opportunities. In addition to this main goal, the project has also the following additional objectives:•Improve the digital skills and e-commerce abilities of people;•Increase the employability and business spirit in rural areas;•Facilitate the transition of young people to labour market through training.To do so, the TransForm@ partnership has created the following intellectual outputs: •“Training on e-commerce in rural areas”: an online training course on e-commerce in rural areas;•“E-commerce in rural areas Serious Game”: an online game which aims to refine the abilities on e-commerce at international level through a gamified training strategy. The project has been promoted by the Department of Trade, Employment and Tourism of the Regional Government of Alava. Besides them, 2 entities specialized in innovative pedagogies and learning (Media Creativa and Virtual Campus), 2 non- profit organizations which work in the field of entrepreneurial training and offer training to those special target groups with difficulties (IED and MIS Foundation) and a VET center (CVO Antwerpen), which is one of the biggest in Belgium and whose training offer include secondary education, VET training, language course and business training comprise the partnership of the project. More than 35.00 people have been reached by direct and indirect dissemination mechanism put in place (presentation, dissemination in social networks, press notes, multiplier events in each country..) More than 300 young people from partner countries have tested the game and 118 experts have validated the training.The website, translated into 6 languages of the partnership, has around 2500 visits and the Facebook page has about 184 followers, while the visits to the game are above 500 downloads and the access to the web (338 times has been the game downloaded and 214 times has been accessed online). Likewise, there is a YouTube channel where Good Practices are shown in a video format, recorded in the frame of the project. The evaluation of the outputs, that were presented in a final conference that 80 people attended, have been very well assessed by the target groups and potential users. Besides, the partnership shows a strong commitment to continue working on the sustainability of the project, to include the training course and the game in the training offer and to disseminate the project in different events the partner organizations participate.

LIFE, ALL IN: Connecting formal and informal learning to enhance social inclusion” (=LAI), financed by Erasmus+ - KA2 – Cooperation and Innovation for Good Practices was carried out during a time when more than 25% of EU citizens was being affected by social exclusion, therefore, the overarching objective of the LAI project was to contribute to social inclusion and integration of adult participants in second language (L2) education program by developing and connecting the synergy between formal and informal learning by providing a systematic methodology that addresses the gap and build a bridge to fully exploit the synergy of formal, non-formsal and informal learning in L2.More concrete, the project was designed to equip adult education providers with a toolkit on how to connect formal, non-formal and Informal learning (FNIL) and empower concerned policy makers to be informed on the efficacy of FNIL in L2 programmes for adults with the help of a validated tool-kit.The project had 5 participating organizations.CVO Antwerpen (BE) was the coordinating organization. CVO Antwerpen is an adult education center with several campuses in and around the city of Antwerp in the Flemish region of Belgium. It is one of the largest centers for adult education certified and funded by the Flemish Government. It organizes more than 950 modular daytime and evening courses per year. This are courses for immigrants, formal vocationaleducation and second chance to learn, higher professional education, language courses, entrepreneurial training courses, maritime training, welding and courses in application software.Axxel is a training organisation which offers VET and independent studies both for youngsters and adults in Helsinki, Finland. Axxell has about 2700 students that study at the 6 different departments of Axxell (Lappfjärd, Helsingforsregionen, Åbo, Pargas, Kimito, Karis, Ekenäs och Esbo). In addition to vocational training, Axxell in one of the biggest integration training providers for adult migrants. C.P.I.A. 6 - Centro Provinciale Istruzione degli Adulti (IT) organises modular daytime and evening courses in Viterbo, Italy. The courses offered are structured as follows: literacy and learning of the Italian language for foreigners, first level courses - First and Second Teaching period.Oslo Voksenopplæring Skullerud (NO) is an organisation working within the field of Adult Education, qualifying adult refugees and immigrants for life in Norway by teaching them Norwegian language and social sciences. Youth Entrepreneurial Service Foundation (FYROM) is a non-governmental organization, which aims to stimulate the entrepreneurship in Macedonia through reinforcing the business and soft skills of future entrepreneurs needed for successfully running of an own company. YES sets the goal to support innovative start-up businesses through many activities and subventions in order to help the local development of the currently most productive sector – SMEs. The main activities were project management, a requirements analysis including the identification of good practices and conducting peer visits and focus groups, the organisation of a workshop and final conference for stakeholders, the development, piloting and validation of the toolkit, quality assurance and exploitation and dissemination. Concrete results of ‘Life- all in’ are the requirements analysis report, the online toolkit, a validation report, a project website, project management guidelines, a quality management plan, 2 critical friend reports, a dissemination plan and report, a sustainability report and a project leaflet/brochure. Relevant stakeholders are now aware of the fact that a toolkit is there for them to support them during the development of programs that optimally utilize the combination and blend formal and non-formal learning of the participants.

Managing Money was initiated as a result of consultation with members of the EAEA. The consultation demonstrated the need for wider access to and engagement with financial literacy programmes, especially those currently under-represented in adult education. Consultation confirmed that there was a need for a pan European financial literacy curriculum for adults, to inform development of financial literacy programmes which can be delivered by organisations supporting those most at risk from financial difficulties and which can sustain support for adult learners beyond a funded project lifetime.The project set out to support the use of technology to develop the financial capability of adult learners, including adults with low participation in adult learning.The project partnership consisted of 7 participating organisations from 6 European countries, bringing together different perspectives and views on financial literacy and technology for learning. •National Learning and Work Institute (L&W) was the coordinating organisation based in the UK. •CVO Antwerpen is an adult education centre with several campuses in and around the city of Antwerp, Belgium.•Ljudska univerza Velenje Ljudska univerza Velenje is public non-profit institution providing adult education throughout Slovenia. •Modern English Digital Limited is an SME which specialises in social technology. •Stichting ROC West-Brabant is a regional centre of 8 colleges of vocational education and training and 10 Schools of pre-vocational education in the South of the Netherlands. •Skills Norway is the Directorate for Lifelong Learning and belongs to the Norwegian Ministry of Education and Research. Skills Norway was known as Vox until 31.12.2016.•ESCP Europe Wirtschaftshochschule Berlin e.V. is part of ESCP Europe: a transnational school of higher education with campuses in Germany, France, Great Britain, Italy, and Spain.The partnership also benefited from the formal involvement of The Swiss Federation for Adult Learning, (SVEB) who participated in the project as a self-financing associated partner. The project has developed:A common financial literacy curriculum for adults of all ages, Training resources for teachers, trainers and tutors and resources for learners, An interactive Managing Money App available for free download from the web, Apple and Google stores.Trial Report for the pilot trials carried out with tutors and learners of the Curriculum, Resources and Managing Money App. A guide for the use of the Curriculum, Resources and AppAll of which is hosted on a Managing Money Website ( http://managing-money.eu/ ) All of the outcomes from the project were developed to support educationalists, providers and tutors in the development and delivery of Managing Money. This was promoted through partner training events, webinars, workshops and keynotes at relevant events, through EU networks, partner networks and memberships. Training workshops in partner countries supported non - partner organisations to deliver the curriculum in their own organisations.All intellectual outputs (including source code of the Managing Money App) have been published under Creative Commons License CC-BY in digital format for use, download and re-purpose.Managing Money has impacted positively on both the partner organisations and on European education in various ways. All project partner organisations have planned to support and sustain Managing Money in their own organisations and to build on the involvement and interest of experts and interviewees engaged in the initial research. Managing Money has also attracted interest from the wider educational community. For example, Managing Money was nominated for the Netherlands International Prize for the most promising, interesting and valuable project in adult education. Managing Money was included in the shortlist of five international projects that were nominated and although did not ultimately win, dramatically increased the exposure of Managing Money at a national level.Although Managing Money has been developed to have a long term impact on the ability of educational providers across Europe to support their learners to acquire techniques and digital skills and to develop their financial capabilities, there is still a long way to go to implement a financial literacy strategy in many European organisations. Integrating Managing Money products in delivery is often linked to a cultural change, so must be promoted and disseminated by project partners beyond the project lifetime to ensure sustainable adoption and supported at national and regional levels to encourage that integration. Therefore, there is also a role for policy makers to continue to promote financial education for adults and specifically to encourage use of the Managing Money curriculum when planning financial literacy programmes.

The main objective of the SUSEN project was the creation of an innovative game-based, student-centred learning programme for lower secondary schools. The result is to ensure the acquisition of key competences with focus on entrepreneurship, which is seen as a key competence in the European strategic framework ET 2020. A strategic game is the core of the SUSEN learning arrangement. Students of 7th-9th grade assume the role of a manager/entrepreneur in the market of energy provision and collaborate in teams. The game-character of SUSEN will raise motivation so the learning topic has the maximum impact with the students.The consortium selected the energy sector as a focus for the project to combine entrepreneurship education with education for sustainable development. Energy provision, energy mix and energy consumption are central issues for sustainable trajectories in times of climate change. Sustainability comprises not only environmental but also economic and social factors. Consequently, the learning programme combines a classroom game with elements of service learning. Participating students have the opportunity to learn outside the confines of school. Students are confronted with tasks that suggest contacts external stakeholders. With this enrichment of traditional game construction, the partners intend to sensitise students not only for community but also to create opportunities and preparing young people for when they leave school.The SUSEN game-based learning is innovative according to the mentioned combination of learning topics with their particular learning goals: education for sustainable development, entrepreneurship education, and civic education. Far more, it will support collaboration strategies between the game players besides strategies to succeed in a competitive environment. It fosters creativity and design thinking, self-efficacy and self-efficiency. Not least, it requires transversal competences like a sense of initiative, learning to learn and digital competences. For this reason the consortium adopted a blended learning concept creating an online companion to accompany the game which is appealing to the younger audience offering ‘auditive’ and ‘visual’ learning styles.The consortium analysed at the first phase the learner’s needs according to the different topics and main learning goals to reach these objectives. Simultaneously they identified the relevant curricula to ensure the intended programme is embedded more effectively in schools' regular processes. Regional/national differences are considered in game construction by adaption of rules. The partners developed the game rules, defined players' roles, and identified relevant stakeholders (experts) who accompanied the game development critically. The classroom game and the online companion were piloted by schools in different programme partner countries. The evaluation of the whole programme led to a final version of the game and the online companion. Then the teacher support pack was developed as well as a syllabus and material to train teachers. The teacher training syllabus and the teacher support pack were tested and evaluated in several multiplier events in the different partner countries. The consortium of six partners from Germany, UK, Poland, Belgium, and Switzerland were selected for its breadth of relevant knowledge and skills and partners' experiences referring to the topics entrepreneurship, sustainability and civic education as well as their experiences in proceeding EU projects. All partners are situated in the educational sector - from higher education to adult education, from vocational to general education. The partners collaborate in all activities commonly and the main outputs which are listed below: • SUSEN Classroom Game• Online SUSEN Gaming Companion• Teacher Support Pack• Teacher Training Course• Teacher Training Syllabus• Piloting and Evaluation• SUSEN Best Practice Case Studies• SUSEN Portal and Website Due to its conception, the game is applicable to different curricular settings, national and international. So it is not necessary to adjust the game itself to national educational standards and contexts.. In order to enable students to see a connection between their national contexts and the game’s intention each partner designed several case studies. So the students’ game experiences are connected to concrete, national and real-life examples of companies that implement aspects of sustainable development into their company policy.The consortium was in a constant exchange of information with several experts, that accompanied the game-development (appendix „3-3 Comments of Experts“).All the main results of the project will be provided online for longer term benefits and maximum exploitation of the project via the SUSEN portal (http://powerplayer.info). After expiring, the website will be moved to one of the partners’ institutional websites (appendix„5.3-5 Project Website and SUSEN Platform”).