"Lifelong learning is a concept that integrates a wide variety of learningformats and is usually seen as education throughout the lifetime. In our vision, new media for lifelong learning (""Media4Life"") is no longer just one aspect of education and training; it must become the guiding principle for learning context in modern digitized society.In 2018 in the EU Member States, the highest rates of adult participation in learning were in Sweden (29.2 %), Finland (28.5 %) and Denmark (23.5 %). In contrast, five Member States had participation rates below 5 %: Romania (0.9 %), Bulgaria (2.5 %), Croatia (2.9 %), Slovakia (4.0 %) and Greece (4.5 %). Regarding Poland – 5.7 %, and only Slovenia is slightly below the average – 11.4 %. Therefore, we see big need in providing more opportunities for adult participation and promoting lifelong learning.Therefore, the main AIM of this project is to equip educators with knowledge, skills and attitudes needed for working with seniors and adult learners through using new media in lifelong learning process in order to react on modern challenges and encourage social change.We have developed a concept of Media4Life in order 1) to make greater use of new media in the lifelong learning process working with adults; 2) to develop adult education using new means 3) to raise the competencies of educators and learners 4) to stimulate intergenerational dialogue. In this way we want to create preconditions for development and adoption of modern solutions in lifelong learning, using new media as a tool for social change.Our main aim will be achieved through concrete „Media4Life” objectives:- to create space for sharing knowledge and exchanging experience, know-how and good practices in the field of adult education; - to enhance educators’ understanding from different countries and working styles about using new media for lifelong learning of seniors and adults;- to strengthen seniors’ role in civil society by creating social dialogue and promoting participation, inclusion, membership and belonging, civic and social competence;- to learn new approaches and to find innovative way of interaction between educators, seniors, seniors’ families and to create easy to use Manual for Intergenerational Dialogue on this base; - to create sustainable international consortium devoted to the planned results and to disseminate learning achievements within different stakeholders on local, national and international level.We will try to create a space to learn and share about analyzing our previous experience and then create a learning environment in which we can practice and test the best way how to include lifelong learning in every part of the project cycle.This project is innovative in several aspects: 1) Theme of the project. There are pretty a lot of researches related to social media for seniors in the context of learning, but the topic of new media still remains open and requires constant flexibility in researching, as these new media are changing and improving constantly. That is why we want to direct our work not to individual tools, but to the methodology of how to use new media for lifelong learning.2) Target groups. In the frame of our project we choose to work with 3 main target group: - Educators; - Seniors; - Seniors' families. Since when educator works with a senior, he/she works not only with this person, but the work extends much further - to the environment of this person. Very often, many limiting beliefs, lack of motivation for learning, lack of self-confidence, problems in the mental and even physical health of seniors come from their families, where seniors do not find support for their learning initiatives, but rather a lack of understanding and support. That is why we want to work simultaneously not only with the seniors, but also with their environment, stimulating intergenerational dialogue between senior and family. 3) Created project's outputs. We described main outputs in the previous block, so there are few more important points to add. We planned that the results would be useful not only in this project, but also be widely used in the future for different organizations, that's why we want to create Guidelines on new media for adult education, Manual for Intergenerational Dialogue between seniors and their families and a project Brochure that will be used by other educators and people interested in adult education. And moreover, a lot of effort we want to direct into the practical local activities in order to maximize the involvement of both seniors and their environment. 4) Scope of activities.Within the framework of the project we came up with innovative combination of activities. Virtually every international activity has increased due to local activity taking place after. Thus, we have strong follow up, quality feedback and project promotion at the same time, which will be able to bring greater impact for the local community and other entities."

The Covid-19 crisis has strongly affected the economic life and labour market as much as the school life.All forms of education and training, including VET, have been disrupted, with WBL and apprenticeships being the most affected. During the lockdown, distance learning failed to reach between 5% and 20% of beneficiary students in Europe, including those living in rural areas, with poor IT literacy and limited economic means, as well as students with special needs.In this context, there is a critical need to improve the quality of Virtual and Blended WBL (V&BWBL) and to ensure its inclusiveness. In order to reach the desired scenario, the needs of the target groups addressed by the project (VET Students, especially the ones with fewer opportunities and special needs, VET School Staff, Company Tutors) have to be satisfied. The needs of the target groups have been analysed during the project design and the results highlight poor knowledge of adequate technological means (both VET students and Compay Tutors), a lack of trust (VET School Staff and VET students), engagement (VET students) and payoff (CompanyTutors) in and from V&BWBL.Hence, the main objective of “MoBlend – Educational Resource to enhance Virtual & Blended Work-Based Learning” is to improve the quality of Virtual and Blended WBL initiatives and to guarantee an equal and inclusive access and participation to ensure its inclusiveness, especially for students with fewer opportunites and special needs.The specific objectives are: O1) Support VET Students, VET School Staff and Company Tutors in improving the quality of V O2) Promote the inclusiveness of VO3) Deepen the interest and trust in V&BWBL, affirming their value and match with the requests of the labour market;O4) Develop a cross-border and cross sector synergy with the purpose of creating innovative uses of Virtual&Blended Work-Based Learning tailored to the needs of students with fewer opportunities and special needs, even afterwards the COVID era.The activities planned aimed to achieve such objectives are: - development of a tailored learning course on digital tools and methods of V&BWBL- design of an ad-hoc and user-friendly tool for the evaluation and validation of VET experiences- Best Practice and existing policies research- Awareness campaign- Virtual WBL Test- 4 Transnational Project Meetings- 5 Multiplier EventsThe main expected results and impact of the project activities are the following:- OER aimed at improving the digital competences needed to perform V&BWBL- WebtTool to monitor the progress and the results of VET mobilities - Compendium of Virtual VET Best Practices to learn from previous positive experiences- Promotion and dissemination pack that includes: leaflets, logo, headed paper, social pages, newsletters, a website, articles on local/regional/national newspapers and on European magazine- Community of Practice to promote cooperation and further development of virtual and blended WBL at the European level- increased ability to provide a work based learning path through virtual or blended means;- increased awareness and confidence of virtual WBL opportunites;- increased digital skills, knowledge of IT tool for WBL, language skill and soft skills- enhanced cooperation between organizations active in the VET field enabling mutual exchange and improvement of working methods and good practices;- increased awareness of learning needs of students and especially those with FO and SN;- deepened knowledge of OERs for the provision of training courses and learning activities;- gained knowledge of Video pedagogy for the provision of training courses and learning activities;- increased awareness of learning needs of students and especially those with FO and SN;- increased training offer;- fostered dialogue with political decision makers, public institutions and other stakeholders and increased its prestige at European level;- increased network of organizations active in VET field at European level- increased knowledge and management skills of the Erasmus + KA2 and KA202 projects

<< Background >>The European Parliament resolution of 25/03/2021 on sustainable tourism has stressed how “the COVID-19 outbreak has paralysed the EU tourism sector, putting its ecosystem under unprecedented pressure” and that” COVID-19 has led to a shift in the nature of travellers’ demands towards safe, clean and more sustainable”. The pandemic cut tourist activities by 80% and 6 millions jobs are at risk (“Tourism and transport in 2020 and beyond”). Therefore, tourism sector is now called to face an unprecedented challenge that can be overcome only through investing in skills and innovationInstitutions and policy makers are encouraging the green transition, so it is likely to be faster than expected. Unfortunately, the workers and as well the CVET providers are not ready for this challenge and it’s urgent and important to invest to develop the needed skills in line with the EU Green Deal. As the European Education Area highlights, “greening of economy will also require greening of skills”. The EU Green Deal warned to provide access to green skilling especially for the most vulnerable such as NEETs and unemployed. VET system plays a fundamental role in this framework: it needs to be future-proof and “ensure that adults access vocational programmes tailored to the twin green and digital transitions”Analysing the tourism sector in relation to the EU Green Deal, the following problems emerged:-Tourism workers and job seekers lack the needed green skills to allow the tourism sector to exploit the green transition opportunities- There is a growing number of people with a tourism qualification that are unemployed and start to find a job in another sector- People looking for a job in the tourism sector are not aware of the green perspectives and are not motivate to acquire the needed green skills- Lack of flexible and accessible CVET courses on sustainable tourism and poor attractiveness of the ones available- Lack of cooperation between CVET organisations and sustainable tourism companiesStarting from the problems pinpointed above, the needs of participating organisations, also in relation to sustainable tourism, have been identified as follows: - Widen the scope of CVET courses offered on tourism including green skills- Increase the level of professionalization and competence on sustainable tourism- Increase the labour market relevance of the CVET offer on tourism- Enhance the digital competence of the staff and their capacity to design and implement blended and digital courses- Enhance the capacity of the staff to use innovative approaches to train the learners- Explore the possibility to develop and use micro-credentials- Increase the attractiveness and uptake of CVET- Make the CVET offer more flexible, tailored and accessible for NEETs and unemployed- Make the CVET offer more attractive for the tourist companies and more in line with their needs- Raise awareness on the benefits and importance of attending CVET- Have more opportunities to exchange best practices and sharing methodologies on sustainable tourism- Increase the cross-sectorial cooperation in the field of sustainable tourism- Increase the internationalisation level and the capacity to cooperate at transnational levelG4T’s main target groups are people that obtained a tourist qualification and never entered the job market or lost their job and NEETs. The following main challenges related to the target group have been identified: - Lack of information and awareness of the opportunities, challenges and goals of the EU Green Deal- Lack of green skills and knowledge of sustainable tourism principle and possibilities- Low confidence and ability to find a job- Limited or absent self-employment and entrepreneurial skills- Lack of self-esteem and sense of initiative- Low performance in traditional learning environment- Lack of motivation to enroll in a CVET course especially if not short, practical and accessible<< Objectives >>The design of the project started from the identified needs of participating organisations and target group in relation to sustainable tourism. G4T meets and addresses these needs by:- Designing a flexible modular curriculum and a blended and gamified CVET course on green skills for sustainable tourism tailored for the target group - Implementing a pilot transnational edition of the developed course involving 24 NEET and unemployed people - Designing microcredentials for each module of the curriculum to strengthen its flexibility and transferability and the visibility of the learning outcomes - Producing a dedicated certificate that could increase the recognition of the learning outcomes and attractiveness of the curriculum and of CVET providers using it - Producing a trainer’s manual for the course detailing the the digital and gamification activities planned and the underlying pedagogy and allowing other CVET trainers to reuse them - Organising and online conference on digital and gamification pedagogy for CVET- Boosting partners’ internationalisation and ability to operate at transnational level, exchanging best practices and sharing methodologies on sustainable tourism through 2 years cooperation The project therefore undertakes to:O1 Enable the target group to develop basic and specific green skillsO2 Enable the target group to acquire the competencies to develop their own sustainable tourism business ideaO3 Raise awareness among the target group about sustainable tourism opportunities and motivate them to develop green skillsO4 Increase the availability of flexible modular blended CVET learning opportunities on sustainable tourism tailored and accessible for the target groupO5 Foster a cross-border and cross-sector cooperation between CVET organisations and businesses active in sustainable tourism<< Implementation >>G4T activities are designed according to the needs identified and to ensure the achievements of the objectives. Activities are structured in 4 Work Packages.WP1 Project Management ensure a smooth delivery of G4T activities and are functional for reaching all the project results. Internal meetings, financial management, systematic monitoring and evaluation will contribute to G4T smooth delivery.WP2 Preparation aims at raising awareness on the opportunities on sustainable tourism within the framework of the EU Green Deal and Strategy on Sustainable Tourism through the Awareness Campaign, with online and offline events in all countries. The Online conference on digital and gamification pedagogy for CVET collects education and training staff, stakeholders and general public to present and discuss about innovative pedagogy approaches of gamified and digital training.WP3 Project results development and testing include the development of the flexible and modular G4T CVET curriculum on green skills for sustainable tourism and G4T Blended and gamified CVET course on green skills for sustainable tourism, with a trainers’ module and teaching materials. Translations in 7 languages will be provided for all the materials.A Pilot Test of the course is planned, with two weeks in-person meetings to test and collect feedback on the accessibility and usability of the materials created. It will collect learners with fewer opportunities and trainers from all participating countries.WP4 Dissemination and follow-up will exploit online and offline media to promote and share G4T activities and results, foreseeing measures for the sustainability and future exploitability of results. Dissemination activities include meeting with stakeholders, online campaigns, creation of G4T Community of Practice as a virtual space to exchange at cross-sectoral level, discuss and share knowledge on sustainable tourism and opportunities for continuous training in the field, so to create a fertile ground for connections and new initiatives between learners, training providers and labour market. Moreover, six Multiplier Events will be organised, targeting 50 people in each country to increase the visibility and future exploitability of project results.<< Results >>G4T activities and work packages will produce tangible and intangible results, planned considering the target group that the project addresses (unemployed people, NEETs) and participant CVET organisations and staffTangible results:- 1flexible and modular curriculum(7 languages) made of 13moduleson sustainable tourism including also: *1 module on job research in sustainable tourism sector *1 module on self-employment in the tourism sectorthrough entrepreneurship - 1 blended and gamified CVET course, with teaching materials and description of the activities translated in 6 languages- 1 trainers’ manual for CVET trainers on gamification and digital pedagogy- 1 template for the course certificate- 13 graphic badges, for the 13 microcredentials acquired through the modules - international and cross-sectoral Community of Practice of VET organisations and providers, companies of the green tourism sector, education and training institutions atEU level, to foster discussion and exchange of methodologies and best practices in the field- 1 visibility package (logo, headed paper, templates for graphic, leaflets andother printed materials) to disseminate project activities and results and increase the attractiveness of the actionsIntangible results:- developed knowledge on sustainable tourism, its economic and productive mechanisms - acquired competences on the design and organisation of sustainable tourism services and solutions- gained knowledge on tools and techniques for job research, entrepreneurship and self-employment in sustainable tourism industry - better knowledge on opportunities offered by CVET- increased attention to the barriers to enter education and training system, and awareness on methods and practices to overcome them- gained competences and practices within CVET organisations for the development of innovative curricula to support and promote lifelong learning- gained knowledge on micro-credentials approach in designing training opportunities- creation of cross-sectoral exchange of knowledge, practices and methodologies between business sector and education and training system in the field of sustainable tourism- advanced process of engagement and cooperation with local networks, stakeholders and partners- increased CVET relevance in respect to the request of skills from labour market in tourism sector- increased flexibility of CVET opportunities- enhanced ability of CVET staff of collaborating internationally and within KA2 Erasmus+ project, especially for newcomer and less experienced partner- developed knowledge of CVET organisations on digital and gamified pedagogy

<< Background >>EU initiatives in the field of school education, including using non-formal learning in formal education, to support teaching innovation, by enhancing both the teachers’ continuous professional development and students’ key competencies development. At the same time, in today’s rapidly changing world, there are some key competences that children need in order to thrive at school (critical thinking, learning to learn, etc.), but don't actually practice every day in their lives; so, most kids will never really hone those skills. Experiential learning is the best paradigm of educational innovation and transferring of a non-formal learning method to formal education. More specifically, experiential learning is an educational philosophy that seeks to draw on students' experience to learn. It's basically the opposite of textbook-based learning. By taking things out of the classroom and bringing them into a real-life context instead, kids can actually learn the information they're being taught in school in a way that's more interesting and involves hands-on learning.Through our project we will cover the following needs:For teachers:- Initiatives that will facilitate their job: Through our suggested experiential activities, the students will be more concentrated and focused in the classroom, and they will diffuse their energy in the experiential activities and thus, they won’t be disruptive, facilitating the teachers’ job- New didactic methods that will make their lessons more attractive to students: With our project’s activities, the participating teachers will have the role of a “tutor” or “facilitator”, instead of the “lecturer” that many times loses his/her audience- Upskilling opportunities: The participating teachers will gain significant experience in experiential learning, and will be able to learn new pedagogical approaches that will accompany them for the rest of their professional life. They will also be the recipients of a knowledge transfer from educators specializing in non-formal education.For school principals:- New training approaches that will make the school more attractive to not only students and their parents, but also to teachers that seek an innovative workplace: After the completion of our project, the participating schools will have the opportunity to install new innovative approaches, pedagogical methods, and training initiatives that will bring something fresh to the school environment, attracting more students, parents, and teachers than before- Innovations which allow them to be characterized as a “model school” or help them to later claim the title of “experimental school”: After the completion of our project, the management of the participating schools, will have the appropriate tools to further develop them, in order to claim the title of “model” or “experimental” schoolFor High-school students, aged from 15 up to 18, including students with learning disabilities:-Motivation, in order to take a more active part in the learning process: By taking things out of the classroom and bringing them into a real-life context instead, the participating students will learn in a way that's more interesting and involves hands-on learning.-Being activated and learning always new things: With our activities, the students will get out of their comfort zone and take part in innovative training through games-Acquire key competences: Our project will improve their key competences with particular emphasis on critical thinking, learning to learn as well as civic competences, through their participation in experiential learning activities. This will also help them develop the soft skills that will be necessary not only for their secondary studies but also for their long run.-Feel comfortable in the school environment: With the suggested experiential activities, students with learning difficulties will be more active in learning, reducing the chances of early school leaving as well.<< Objectives >>Through our project we aim to:1. Increase awareness of experiential learning as a non-formal educational practice2. Test and implement experiential learning methods derived from non-formal education to formal school education3. Improve students’ key competences with particular emphasis on critical thinking, learning to learn as well as civic competences, through their participation in experiential learning activities4. Improve teachers’ skills and enhancing their practical experience through the usage of new pedagogy methods5. Transfer knowledge among school teachers with formal educational background and educators specializing in non-formal education<< Implementation >>During the project's lifespan we are going to implement:4 Transnational Meetings:During our project, 4 TPMs are going to be conducted in the most crucial months of the project. Each meeting is designed in order to cover the basic needs of the partners for:- Understanding the project and getting to know each other (kick-off meeting)- Design the PR1 (kick off meeting)- Design the PR2 and the LTTA (2nd TPM)- Design the PR3 (3rd TPM)- Learn the final tasks and activities in order for the project to close and design the Multiplier Events (Final Meeting)2 Multiplier Events:At the end of our project, the responsible partner for the dissemination will organize a big event in Estonia for the dissemination of the project’s results. In parallel, the partner that will host the LTTA will also organize an event in Poland in order to “spread the word”.1 LTTA:During the LTTA, each partner will send one trainer of non-formal education from inside their organizations to be trained upon experiential learning techniques that apply to formal education and, more specifically, to develop students' key competencies.2 Knowledge Transfer Trainings (one for Teachers and one for Students)We are going to implement two knowledge transferring training: one for peer teachers and one for the students. Upon their return, the LTTA’s trainees will be the trainers of school teachers that want to be educated in Experiential Learning. Thus, in each country, 5 school teachers should be trained (30 teachers in total). The training will last for 3 days, 4 hours per day. After having trained the school teachers for 3 days, the non-formal learning educators will also train high school 5 students as well (30 students in total), for 2 days, 4 hours per day. Among the 5 students per country, at least one of them (at least 6 students in total) will be learners with learning difficulties. The Learning material for both will be the theoretical and Methodological Framework (developed under IO1), the experiential learning activities (material developed under IO2), and the experience and knowledge acquired during the LTTA.<< Results >>Our project will produce 3 main results:A Theoretical and methodological framework of applying Experiential Learning in Formal Education, that will provide to teachers, new didactic methods that will make their lessons more attractive to students and Upskilling opportunities, since they will be able to learn new pedagogical approaches that will accompany them for the rest of their professional life. Also, we will equip schools with new training approaches that will make the school more attractive to not only students and their parents, but also to teachers that seek an innovative workplace and innovations which will allow them to be characterized as a “model school” or help them to later claim the title of “experimental school”. A Repository with Training Material and activities of Experiential Learning, which will empower the participating teachers to have the role of a “tutor” or “facilitator”, instead of the “lecturer” that many times loses his/her audience and will gain a significant experience in experiential learning, and will be able to learn new pedagogical approaches that will accompany them for the rest of their professional life. Knowledge Transfer on Teachers and Students, that we will motivate teachers and students, in order to take a more active part in the learning process. By taking things out of the classroom and bringing them into a real-life context instead. Also, they will get out of their comfort zone and take part in innovative training through games. We will also improve students’ key competences and make them feel comfortable in the school environment: With the suggested experiential activities, students with learning difficulties will be more active in learning, reducing the chances of early school leaving as well. Also, the students will be more concentrated and focused in the classroom, and they will diffuse their energy in the experiential activities and thus, they won’t be disruptive, facilitating the teachers’ job. Finally, teachers will be the recipients of knowledge transferring from educators specializing in non-formal education.

The Council of Europe defines sports as any form of physical activity that occurs through coincidental or organized participation with the aim of being physically fit and expressing or improving mental health, creating social relations or achieving a competitive outcome at all levels. Physical education not only contributes to people’s immediate fitness and good health but also helps people to perform and understand physical activity better with positive lifelong repercussions. Lifelong learning is an important element in the development of active citizenship, social skills and social cohesion. Physical activity is not just a public health issue; it also addresses the well-being of communities and investment in future generations. Being healthy is the most important and functional feature for individuals to live effectively and independently in society.Physical activity is a fundamental means of improving physical and mental health. Physical inactivity is estimated to account for nearly 600.000 deaths per year. Tackling this leading risk factor would reduce the risks of cardiovascular diseases, diabetes, hypertension, some forms of cancer and psychological disorders. In addition, sport and physical activity is one of the keys to counteracting the epidemic diseases that is posing a new global challenge to public health which have been living one (Corona epidemic) in every part of our world. Physical activity also addresses the well-being of communities and investment in future generations. Countries need to reverse the trend towards inactivity and create conditions across Europe in which people can strengthen their health by making physical activity part of everyday life, especially these days during those we people have to stay homes because of Corona virus quarantine. The scale of the problem requires developing a new understanding and population-based approaches.This implies strengthening existing partnerships, such as those with the education and sports sectors, that play roles at different levels in daily life of individuals and communities and creating ICT based learning/training materials which can be easily accessed on the Internet. Sport is also a practical instrument for social integration. The sport also creates opportunities for learning basic principles such as acquiring skills such as discipline, leadership, tolerance, cooperation and respect which we need enormously nowadays.With this Project, local and international activities will be carried out. By the help of distance educational materials (training videos, e-booklets and info leaflets), people who are from all walks of life will have equal and open learning opportunities based on ICT. The outputs based on informal and non formal teaching techniques will give the opportunity to people to develop their attitudes and behaviors both in personal and public health awareness for balanced social and cultural cohesion.Instead of fitting learning into a certain area or time, applying the distance learning/teaching system at any time and place will give a great advantage to individuals and communities. The outputs will be constantly open to access of everyone, extinguishing the constraint of time and space. The objectives of the Project are in line with the objectives of the European Union and the Erasmus + Program for increasing learning demand and take up through effective outreach, guidance and motivation strategies, supporting the setting up of and access to upskilling pathways and social inclusion.During the project period several training methods will be used such as case studies, demos, lectures, brainstorming, further reading, simulations, group discussions, thinking time, open air activities, exercises, PPT presentations. International activities will be a great opportunity to reduce prejudices through intercultural interaction, to contribute to the development of foreign language speaking and social skill of the participants in personal level. Establishing a network of cooperation will a support sustainable development and strengthen the capacities of the Project partners in the European dimension in organisational level.The project will increase the number of adults about healthy life consciousness with sport and physical activities. It will give the opportunity to adults to improve their attitude for physical and mental health. It will help to develop individual and social awareness to contribute to social change. The project will also increase the awareness about the aims of Erasmus+ programme and European values on target groups and relevant stakeholders at local, national an international level.The Project will support learning/training opportunites to people to develop their healthy life consciousness in short and mid term and mutual exchanges for educational cooperation at international level,encourage better implementationsin public health and contribute to common sport and healty life policy areas in the long term.