"<< Background >>Multilingualism and high-quality education for adult learners are fundamental targets for EU countries and institutions. Yet, in 2016, only 20% of the EU adult working-age population with a tertiary level of education reported they knew at least one foreign language at a proficient level (source: Eurostat). One of the reasons for this limited proficiency is the fact that the challenges faced by Adult Language Learners (ALLs) are different from those encountered by younger learners. Not only ALLs require immediate value and relevance from their studies, but their motivation is also more easily obtained when lessons are fun and rewarding (CHALLENGE 1). Moreover, ALLs have varied and multifaceted backgrounds. Hence, a common challenge for teaching a language to ALLs is creating an inclusive, safe, and supportive environment that fully engages everyone in the classroom (CHALLENGE 2).<< Objectives >>The “Learning Out Loud” (LOL) project will face these two challenges by creating training activities (short online training courses) and sharing teaching materials that will promote the professional skills of language teachers working with adult students. Accordingly, the overall aim of the project is to make the institutions providing Adult Education and their trainers to be more inclusive, creative, and engaging; as a consequence, adult students will become more motivated to learn, thereby improving their learning outcomes and reducing dropout rates.In detail, the project will develop inclusive and innovative teaching practices inspired by Theater (Humor, Stand Up Comedy, Improvisation Theater) and Positive Psychology in Education (Positive Education). Adult educators participating in the project will first attend live seminars on these topics, and thus learn the basics of Humor and Comedy as well as the principle of Positive Education and inclusion practices. They will then cooperate to create Massive Open Online Courses (MOOCS) on these subjects, and to implement Theater and Positive Education in their teaching (thus creating a ""LoL Method""). Finally, they will work together to implement Humor and Comedy and Positive Education into the curriculum of Adult Education centres, with a particular focus on teaching languages to adults.By the project's conclusion, its adult educator participants will have created, and made available on its website the following contents (Intellectual Outputs).1. A series of short Massive Open Online Courses (MOOCs) on the themes of “Humor, Comedy and Improvisation Theater for Adult Educators.” These MOOCs will train Adult Educators on how to use theater-based techniques in the classroom to increase active student motivation, engagement, participation, and fun.2. A series of short Massive Open Online Courses (MOOCs) on the themes of “Positive Education, Inclusion and Well-being in Adult Education.” These MOOCs will train Adult Educators on how to provide an inclusive and safe environment for learning to their adult language learners.3. A “LOL Blueprint” for training courses, explaining to Adult Educators how to integrate Humor, Comedy and Improvisation Theater, and Positive Education into their teaching practice and strategies.4. A final “Project Learning Out Loud (LOL) Handbook” integrating content from the previous 3 intellectual outputs.<< Implementation >>Partners will share their teaching best practices and techniques, and learn from each other. Together, they will develop novel entertaining and inclusive strategies to teach a foreign language to Adults Learners.(1) During the first year, the participants will follow live sessions of an online training course on Theater Education (held by the CZ-EDU partner) and one on Inclusive Education and Positive Psychology in Adult Education (held by the ES-EDU partner).(2) Then all partners will contribute to the creation of 2 Massive Online Open Courses (MOOCs), on the topics of the Live training events, including feedback from all participants.(3) 10 Adult educators per partner country (50 in total) will attend the MOOCs and provide their feedback on how to integrate the teaching approaches to their educational context, and in particular into teaching languages to Adults. (4) At the end of the first project year, 5 multiplier events will be held in the different partners' locations to present and disseminate the MOOCs and the project in general. (5) During the second year, each project partner will test the new method with at least 20 adult learners of languages, some students with fewer opportunities will be included.(6) Then the partners will collect the feedback, ideas and resources and they will design the BLUEPRINT for training adult educators into Learning by Laughing and the project Handbook Learning by Laughing, which will be distributed during the final multiplier events.<< Results >>RESULTS FOR THE PARTICIPANT ORGANIZATIONS, TRAINERS, AND LEARNERS --- The project partners will involve in the project activities at least 65 Adult Educators---who will be trained on Theater Education and Inclusive Education and Positive Psychology in the first year---, and 100 Adult learners---who will benefit from training with the LOL method during the method test phase in the second year. By its end, the project will also produce 4 intellectual outputs (2 MOOCs, 1 Blueprint, and 1 Handbook, as described in the section ""Objectives""), and a Project Website (containing free and direct access links to the MOOCs and other project materials) that will be shared with trainers and staff of Associated Partners, and freely available online for all organizations working in adult education . Finally, at the end of the project, the partners organization will have trained themselves in the ""LOL method,"" and be able to implement it in their (face-to-face and online) teaching activities for the benefit of all Adult Language Learners. They will also have reinforced their network, and be ready to collaborate again in the future on other European projects.IMPACT AT THE REGIONAL LEVEL --- Before the test phase, the participating organizations will contact public authorities with competences over Adult Education---such as Municipalities, and other public territorial bodies---to find participants. At the project's completion, the participating organizations will contact the same authorities again to share the results with them. The project will thus strengthen the links between the participating organizations and public authorities at both the local and the regional levels.IMPACT AT THE NATIONAL LEVEL --- At the national level, the project participating organizations will distribute a newsletters about the project activities among other national associations of Adult Educators, and invite at least 1 of them in each partner's country to send its members to actively participate in the project activities, attend the project Training Courses (MOOCs) which will be available for free, and provide feedback to the authors.IMPACT AT THE EUROPEAN INTERNATIONAL LEVEL --- At the European and international level, the intellectual outputs and results of the projects will be available to the public in 5 different languages and they will be disseminated through the project's websites and the principal EU platforms for education. In the end, the project will contribute to improve the quality of language learning among adult learners and to reduce the high level of adults who discontinue their further education—with a particular focus on foreign language students—thus favouring the improvement of the adult proficiency with language in the EU population."

<< Objectives >>- To support awareness raising actions for young people in transitioning towards green economy;- Improve necessary skills and competences of young people in order to support their own green jobs career;- Improve necessary skills and competences of YECs, VETs, TVETs and HEIs in order to support young people’s green jobs career readiness process; - To support main target groups in order to become a successful green economy requires the consistent needs of existing green jobs across the EU.<< Implementation >>Project Management ActivitiesDevelopment of Green Skills Response Strategies for Jobs Career Readiness Report ActivitiesDigital Training Materials and Try Out Sessions ActivitiesDissemination and Exploitation ActivitiesSustainability Activities<< Results >>- Strengthened cooperation between partner countries through the development of a formal network based on structured communication and cooperation models - Development of Green Skill Response Strategies for Job Career Readiness Report; - Producing Green Read Digital Training Materials and Try Out Sessions; - Increased awareness of public regional, national and European bodies on the urgency to facilitate the transition into green economy and adopting EU legislations.

"<< Background >>In recent years, the importance of adequate emotional management has become established in educational language, in an application of Emotional Intelligence to the field of education. In fact, the term ""Emotional Education"" has been successfully coined. This is a new and key concept in teaching focused on students as a complement for intellectual contents, both as an independent or transversal subject.In fact, emotions have a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. There is a vast literature about emotions and teaching, what about adult training? Nowadays, teachers are trained in emotional skills and EI is included in most curricula, but the topic is out of discussion in adult training. Trainers and facilitators need to be trained as well as a basic element of the chain. So, Emotional Intelligence is currently a hot topic in adult training, particularly taking into account the specific issues of andragogy (adult education) and the particular needs and demands of adult learners, very different from those of children. This is why this project is necessary, because much has been written about EI and pedadogy, but few about its implications in the never ending process of lifelong learning.Summing up, and as an indispensable complement to technical and professional competences, there are what the researchers called ""personal competences"", which reflect empathy, flexibility, tolerance, self-esteem and emotional stability.Taking these factors into account, our target group will be dual. - On the one hand, the final beneficiaries will be the participants in any adult training process (whether in-company or in another training institution or organisation). They will learn to identify and manage their emotions during the training process, as it has been scientifically proven (McLean, The Theory of the Triune Brain) that emotional management is closely linked to the success of the cognitive processes of learning and internalisation of concepts.- As a primary step, SESKAT will focus on adult trainers, developing an emotional balance that reinforces their personal competences and improves their ability to transmit concepts from an interpersonal perspective.SESKAT's vision is to have a positive impact on the perception and awareness of social and emotional skills in the adult training process, improving the trainers' capacities and the quality of the training, as well as their impact on the final beneficiaries. Summing up, understanding Emotional Intelligence will enhance personal success as a facilitator, because the professional will be endowed with such important skills in the actual labor market. Knowing your emotional barometer will reveal much to you about your style of facilitation and how you deal with your clients, how well you tolerate stress, handle change, express your emotions, and interact with others are all influenced by EI. As you develop your own Emotional Intelligence skill set, you will be able to help your clients increase their chances to become better employees. This is the aim of SESKAT project, an analysis and training system in Emotional Intelligence for a new generation of facilitators.<< Objectives >>MAIN OBJECTIVE:Improvement of education by giving the facilitators a set of extra skills and weapons for their performance thanks to the contact with Emotional Intelligence. In a second step, students and clients will benefit from those skills, generating better professionals and better citizens for the European society.SPECIFIC OBJECTIVES:- Raise awareness of the importance of emotional intelligence in adult education.- Highlight the particular implications of andragogy.- Identify the most important emotions involved in the formative process and how those emotions affect the daily performance of trainers.- Detect risks and opportunities of those emotions in the training process.- Make trainees participants of a better management of their own emotions.- Promote benefits of Emotional Education for adult educators.- Improve the level of adult training.- Promote exchange between adult educators and trainers, both at the regional level but also between countries.By creating training tools for improving skills and key competences of trainers and trainees, the consortium expects to achieve the overall objective of the project: highlight the importance of Emotional Intelligence and social skills (creativity, empathy, cognitive flexibility, teamwork...) in the new economic environment and globalised world.<< Implementation >>Project is divided into 2 types of work packages:1. PROJECT RESULTS (PR), responsibility for 3 PRs lies with the Results leader. Detailed description of work plan, division of task and responsibilities of partners is included in section: Project Results.2. MANAGEMENT AND IMPLEMENTATION WORK PACKAGES – (financed under the item Management and Implementation) cover whole project duration.There are 3 main work packages under the item Management and Implementation including following fields of activity:1) MANAGEMENT AND ADMINISTRATION:A. DOCUMENTATION: all templates and needed documents: project documentation, contracts, timesheets, reporting, etc.B. COMMUNICATION AND MEETINGS: transnational meetings, internal staff meetings dealing with the project itself and the intermediate inline meetings, internal staff meetings organised by partners at country level. Communication is described in detail below.C. PROGRESS REPORTING: reporting the work done and following steps achieved, milestones, reporting PRs, activities and events: progress of results, international meetings, multiplier events and other activities by partners.D. BUDGET CONTROL AND FINANCIAL REPORTING: tasks and responsibilities as well as procedure of reporting are described in section: budget control and time managementE. TIME MANAGEMENT - described in section: budget control and time managementF. HANDLING RISKS – described in detail below.The responsibility for work package 1 lies with Project Coordinator (EBB).2) QUALITY ASSURANCE AND EVALUATION:A. preparation of Quality Assurance PlanB. setting qualitative and quantitative indicatorsC. quality checks and quality assessment of the PRs – realised under PRs, included in PR as integrated part of products development processD. evaluation of the project – all quality and evaluation indicators related to fields different than PRs – quality of management, communication, evaluation of meetings and promotion activities etc.E/ final evaluation of the project’s success – does the project meet the goals, the potential of results, potential to sustain.Tasks under this item are presented in details in appropriate sections of this application form.The responsibility for work package 2 lies with Quality Assurance Leader (SIDES) who cooperates with Quality Assurance Group (QAG) on a regular basis.3) PROMOTION A. Promotion plan with measures and indicatorsB. Graphic standardsC. Visualization of the project: logo, colours, templates of documentsD. Project websiteE. coordination of promotion in partner’s Social networks (FB, LinkedIn, YouTube)F. newslettersThe responsibility for work package 3 lies with Promotion Leader (Eurospeak) which cooperates with Dissemination Group (DG) on a regular basis.<< Results >>TANGIBLE RESULTS- In P1 (A MAP OF TRAINING EMOTIONS). The project consortium will identify what are the 12 emotions that play a role in adult training and will develop a self assessment tool for adult trainers in these emotions.- In P2 (THE EMOTIONAL EDUCATOR), taking into account the results of IO1, the project consortium will develop a corpus of 36 training modules (3 for each emotion) in order to support the management of adult trainers’ emotions in their training performance. - In P3 (THE EMOTIONS OF LEARNING) the work will be focused on the facilitator as an intermediate step and link in the transmission of contents and emotions to the learners. So, the project consortium will develop 36 learning tools and resources to be worked in the classroom and also useful in online training. - In the Multiplier Events (E1-E6) the project consortium will celebrate workshops in order to ensure the sustainability of the project results beyond the project partnership and project’ lifetime. - In the learning activity (C1) the result will be a train-the-trainers for 12 staff members in order to develop in practice and with real targets the tools and competences mainly described and developed in O2 and 3.OUTCOMES RELATED TO MANAGEMENTManaging guidelines;Reporting procedure and administrative guidelines;4 Transnational meetings + meeting minutes. 4 Intermediate online meetingsOUTCOMES RELATED TO EVALUATIONEvaluation plan and tools: meetings evaluation questionnaire, project progress questionnaire, Intellectual Outputs evaluation tools and multiplier events evaluation questionnaire.Evaluation Reports: mid-term and final evaluation report, Intellectual Outputs reports;Project Risks Analysis (PRA).OUTCOMES RELATED TO PROMOTIONProject graphic design;Project website;Project mailing list;Newsletters;Informative brochure.INTANGIBLE DIRECT RESULTS:Developed knowledge and skills of adult trainers and trainees taking part in testing project outputs on how to manage their emotions.Increased awareness of the need to manage the adult trainers emotions in their formative process.Introduction of good examples) in organisations taking part in the project;ADDITIONAL OUTCOMES FOR PARTNERS:Raised capacity of partners and associated partners through expanded offer of their organizations with free of charge solutions available for customers and recipients;Developed experience and potential of partners on a basis of international cooperation of diverse partners, experience exchange, mutual learning;Closer cooperation between partners;Reinforced image of partners as those which undertake innovative initiatives and promote innovative approach;Results of dissemination are presented in detail in section: dissemination."

<< Background >>The GENERAL needs of the partnership will be defined here but before it is really vital to underline how the pandemic caused a drastic increase in the household waste within Europe and more specifically in the partner countries. As it is a well known fact the COVID-19 pandemic has already had tremendous impacts on the waste and household sector. At first, while the pandemic was progressing and lockdowns were imposed in many countries, the citizens' consumption habits changed because of the “I-stay-at-home-effect”. Besides the COVID-19 pandemic has caused an increase in the consumption of single-use plastics, oftentimes as a result of health and hygiene concerns. These are the main consequences of the global pandemic era and it will continue to affect the whole world. For this reason, the project partnership has the same global problems at the country level and all these created a big awareness of the“waste management” both economic and circular needs. In this regard, the German coordinator took the partners’ attention to a report by the Federal Ministry for the Environment, Nature Conservation and Nuclear Safety (BMU); that has published a report about waste management in Germany in 2018. In this report, it has been indicated that Germany's high recycling rates of 67 per cent for household waste but for household waste in particular, has been required to strengthen efforts to promote consumer awareness and waste prevention. Though the pandemic situation has interrupted the statistical data collection in partner countries, there are several reports and papers (i.e. World Bank , UNESCO, WHO, ZEROWASTEEU and academic papers from the related literature)are indicating the global needs for waste management both at the society and industry level. This project will not only meet the needs of the partner countries but may draw guidelines for the other beneficiaries and stakeholders all over the world. NEEDS OF PARTNERSHIP: The preneed analysis which were conducted between on December 2020 findings summarized following: To improve necessary skills and competences of adults about waste economy, To participate in the waste economy, To maintain sustainable consumption philosophy as citizens, To manage household waste sorting, To have household waste aware citizen skills, to protect the nature, to change their past habits, to learn recycling waste at the household. TARGET GROUPS of this project include young adults, adults, trainers, teachers, educators, tutors, adult learning and education institutions, adult education associations, lifelong learning centres, professional training and consulting centres which work on waste management and circular economy, municipalities, policy makers, public authorities, universities, researchers, supporting groups.FINALLY, this project will enable people from different parts of the society to make them work together about a common problem threatening the World.<< Objectives >>Despite efforts at EU and national level, the amount of waste generated is not going down. The decoupling of waste generation from economic growth will require considerable effort across the whole value chain and in every home. In order to provide the transition to the circular economy will be systemic, deep and transformative, in the EU and beyond, the Commission has declared to propose the harmonisation separate waste collection systems and a whole new range of sustainable services, product-as-service models and digital solutions will bring about a better quality of life, innovative jobs and upgraded knowledge and skills. Since it will require an alignment and cooperation of all stakeholders at all levels - EU, national, regional and local, and international, The 2Teach - 2Touch Project will provide modular training modules to the adults in the partner countries. Besides since the 2Teach - 2Touch Project aims to facilitate citizens’ involvement in waste management and circular economy, the deliverables of the project will upskill the competences of adults and help citizens take account of regional and local conditions of circularity. CONCRETE OBJECTIVE 1: The project will provide tailored cut information about how citizens can be more involved in the waste management and circular economy at the household level (R1). CONCRETE OBJECTIVE 2: The project will get sufficient information about waste reduction in household and true consumption behaviour in everyday life (R2). CONCRETE OBJECTIVE 3: The project will provide detailed information about how high-quality, functional and safe products, which are efficient and affordable, last longer and are designed for reuse, repair, and high-quality recycling in the household (R3). CONCRETE OBJECTIVE 4: The project will facilitate the understanding of the most effective combinations of waste separate collection models, the density and accessibility of waste separate collection points, including in public spaces in the partner countries (R4). CONCRETE OBJECTIVE 5: The project will enhance the accessibility of citizens in upskilling competences of waste economy by creating a digital environment (R5).<< Implementation >>PROJECT MANAGEMENT ACTIVITIES- Project Technical Management- Financial Management- Quality Assurance, Evaluation, Impact Assessment- Mid-term and Final Monitoring Reports- Process Evaluation Report and Quality reports;- Dissemination strategy and report;- Dissemination material (newsletters, leaflets, articles)- In-presence transnational meetings with representatives of the partner organizations.- Sustainability planE1-E5: MULTIPLIER EVENTS in Germany, Italy, Turkey, Spain, Ireland and PolandACTIVITIES RELATED WITH RESULTSR1 - 2Teach 2Touch Module 1 - Participation in Waste Economy as a citizenR2 – 2Teach 2Touch Module 2: Waste Reduction and True Consumption R3 – 2Teach 2Touch Module 3: RecyclingR4 – 2Teach 2Touch Module 4: Household Waste SortingR5 – 2Teach 2Touch Module 5: Digital Environment<< Results >>INTANGIBLE RESULTS: The achievement of intangible results will be measured using tools such as interviews, questionnaires, tests, observations or self-assessment mechanisms, due to their qualitative nature: Strengthened cooperation between partner countries through the development of a formal network based on structured communication and cooperation models, Identification of key circular economy awareness competences that can enable target groups to set up waste management with more skills; Partners of the project and their local and regional networks trained on the use of file sharing open source platform with distance learning functions during the project lifecycle; Increased awareness of public regional, national and European bodies on the urgency to facilitate the transition into circular economy and adopting EU waste legislation at the household level.TANGIBLE RESULTS: Detailed set of skills and competences being citizen in waste economy; List of indicators of achievement; 5 TRAINING MODULES AS RESULTS; National reports summarizing the main findings of the interviews; Pilots and evaluation reports; Installed and functioning digital environment; National report of practices via digital environment; Final feedback report on the use of the digital platform. Project Management (PM) Results: Meeting minutes. After each meeting a report (minutes) will be written by the host partner and reviewed by Europass Berlin, containing a schedule of required follow-up activities and tasks and an evaluation questionnaire to be filled in by all participants; List of coordination team members; Work Plan; 8 quarterly partner technical and financial reports; Interim and Final technical and financial reports; Monitoring, Q&A and Evaluation Plan; Quarterly monitoring reports prepared by all partners; Interim evaluation report; Final evaluation report; Partnership Agreement; Risk Severity Matrix and Mitigation Plan; Mid-term and final impact report; Gantt Chart. Dissemination and exploitation results: Dissemination and Exploitation Plan; 2Teach 2Touch web showcase (project website, FB, Instagram, and LinkedIn media profiles, web page on partner websites); Visual identity (logo, web banner, leaflet in 6 languages); 4 newsletters in 6 languages, 2 Academic paper.

<< Objectives >>The idea of BTC is to provide women with the social skills to develop in a more empowered way in work environments, so that they increase their chances of breaking the glass ceiling and moving up the organisational chart of their organisations. The aim is to reduce the huge gap in the number of women in positions of responsibility compared to men, thus bringing a feminine stamp to the way companies are managed and, ultimately, improving the employment situation of women in the EU.<< Implementation >>- WP1. Management and quality- WP2. Self evaluation tool and training system for women in soft skills- WP3. Online toolkit on soft skills for women- WP4. Case studies and succes stories on the application of soft skills by professional and entrepreneur women- WP5. On and offline promotion and dissemination•6 multiplier events•3 TPM•1 LTT<< Results >>TANGIBLE RESULTS:•A self-assessment tool.•24 modules adapted to the online version.•36 practical online 36 tools•24 case studies and complementary guidesRESULTS RELATED TO MANAGEMENT- Managing guidelines;- Reporting procedure and administrative guidelines;RESULTS RELATED TO QUALITY - Evaluation tools and reports.- Project risks analysis.RESULTS RELATED TO PROMOTION- Project graphic design;- Social networks profiles;- Project website;- Newsletters;- Informative brochure;