What is a digitally competent language teacher in adult education? In Europe, there are rapidly changing demands for the profession of language teachers in adult education which require new or updated skills and a broader set of competences. The era of digitalization is involving the field of language teaching which means that the teachers have to improve their own digital competences in education to perform on a contemporary and competitive level and enhance the experience of their students, incl. migrants/refugees, literacy learners, senior people etc. Apart from a European profile of a digitally competent language teacher, the project “Integrating Digital Education in Adult Language Teaching (IDEAL)” will develop a hands-on approach with examples and tools for language teachers on how to establish digital competence in language teaching in their daily practice. Additionally, an OER platform will provide video tutorials and additional information for language teachers all over Europe. An innovative character of the project consists in the development of project activities and outputs based on the Digital Competence Framework for Educators (DigCompEdu, 2017) and the updates of Common European Framework of Reference for Languages (CEFR, 2018).The project consortium with partner organisations from Germany, France, Poland, United Kingdom, Spain and Italy, all of them involved in language teaching activities with adults, follows the project objectives:1) to provide language teachers in adult education with all the skills and competences needed to deliver their high quality work in the digital era2) to support the professionalisation of language teachers in adult education, in particular with regards to the rapidly changing demands in terms of digital competence for educators3) to provide open education and innovative practices for language teachers in adult educationFor this reason the project will deliver following planned activities and outputs:- Mapping content for digitally competent language teachers with the development of an overall report containing information about current situation of language education policy and programmes in the context of digitalisation, the use of digital tools in teaching process, good practices for use of digital technologies to enhance innovate education and training etc. The report will be available in six main European languages (EN, DE, IT, ES, FR, PL)- European profile of a digitally competent language teacher in adult education (in EN, DE, IT, ES, FR, PL) covering the requirements of DigCompEdu as well as CEFR with new descriptors and described in learning outcomes under the headings of knowledge, skills, responsibilities/autonomy. A self-assessment tool will also be part of the profile. - Open educational resources for language teachers available in six main European languages and containing 120 innovative and good practices and video tutorials aimed to facilitate the practical implementation of the digital contents in learning environment. - 1 Short-term joint staff training- 6 Multiplier Events: Final Conferences in all project countriesThe project is addressed to language teachers in adult education including those working with migrants, refugees, low-educated, seniors; literacy teachers for migrants; volunteers engaged in language teaching; adult and language education providers; language course planners/ teacher trainers; key stakeholders and decision-makers for language learning and digital education.More than 210 language teachers will directly participate in the project by self-assessing their competences, describing their needs and best practice and/or getting trained and at least 6000 people working in language teaching or being stakeholders will be informed about the project. The desired impact of IDEAL-project is to raise active participation of language teachers to strive towards becoming more digitally competent and make use of digital pedagogical approaches and methodologies, innovative tools and resources developed to effectively face the emerging trends in the education process. The innovative European profile will collate the knowledge, skills and responsibility/autonomy of a digitally competent language teacher. The availability of OER platform with innovative and good practices and videos in six main European languages (EN, DE, FR, ES, IT, PL) will ensure the transferability and sustainability of project outcomes upon completion of the project.

"In today’s world, where the need for lifelong learning has been accepted and new technologies have taken on a significant role in increasing employability among young people, there is no other option than to reconsider the objectives of education, especially in non-formal context in the light of growing societal demands and new sociocultural trends. The current level of unemployment among young people (under 25s) is unprecedented and stood at 20.3 %, more than one out of every five young persons in the labour force was not employed, but looking and available for a job. In the euro area, the youth unemployment rate was even higher at 22.4, this statistic led EU Members to set up a programme to address youth unemployment in order to support growth and employment""Compact for Growth and Jobs"". Also Europe 2020 strategy aims to increase employment rates and educational levels and reduce poverty levels. One of the core elements to achieve the targets of these initiatives is to understand how Information and Communication Technologies (ICT) can be used to leverage impact. Young people have grown up using ICT, but for not all have used ICT for professional purposes thus they may struggle with gaining job-oriented competences, critical attitudes and creativity remain. By providing a solution to these struggles it may better the role of ICT in terms of increasing the employability of young people and help to fight social exclusion and poverty. Strategic use of the ICT could prepare young people with digital skills they need for social participation and at work nowadays and could provide additional inputs to the implementation of the relevant policies and flagship initiatives.Therefore, the project DIGI.COM/YOUTH aims to foster the provision and the assessment of digital competences by supporting personalised learning approaches, collaborative learning, and the strategic use of ICT. The project contributes to the achievement of one the four strategic objectives of the Education and Training 2020: to improve the quality and efficiency of education and training, all citizens need to be able to acquire digital competences and all levels of education and training need to be made more attractive and efficient. DIGI.COM/YOUTH intends to provide young people in transition to labour market or education, with the necessary digital assessment of competences to tackle their everyday necessities as learners in a digital world, and as professionals on the labour market. It is likely to have a positive impact on the persons directly or indirectly involved in the activities, such as: increased level of digital competence, and better understanding and recognition of skills and qualifications in Europe and beyond.This project goes onto to offer embedded assessment with instant feedback and targeted support to provide more personalised, engaging, collaborative and authentic tasks.The project focused on design of Digital Challenges directly connected within the five Areas of the framework DIGCOMP: Information, Communication, Content creation, Safety and Problem solving which are included on a Moodle platform. On this platform learners have to solve a set of digital challenges (quizzes and tasks to do, dealing with Google Form, E-Collaboration Tools, digital calender and Social Networks), and they can cooperate with each other through the forum; they can exchange messages creating different threads for each topic, and acquire the necessary knowledge to take over the challenge and start the next one. Youth workers, trainers and tutors working in the context of young disadvantaged or in in danger of social exclusion, are able to utilise a Guidebook specifically developed in parallel to both the Digital Challenges and the Moodle platform. This document serves not only as a how-to for the platform, but also provides information on the state-of-art of ICT and digital competences, information on DIGCOMP framework and other up-to-date methodologies on ICT and information on useful tools that are designed to develop digital literacy among the young people. The consortium expected to make impact with the DIGI.COM/YOUTH project in four European countries - DE, ES, PL and the UK. They addressed stakeholders in each of these countries in an array of institutions such as, universities, social and cultural organisations working with and for young disadvantaged, public administrations etc. The impact was made by developing a better system of matching between skills and the labour market needs among those young people who are in danger of social exclusion in the transition process between education and labour market. The more customized process of learning (practical tasks and embedded assessment) is matched to individual needs including those with special requests, reinforcing the development of essential soft skills such as a problem-solving and collaborative work necessary to equip persons, especially young, for the labour market."

'Children As Philosophers’ is a collaborative project between 8 partners from the UK, IT, DE, BG, RO and SE, including 4 schools, a training provider, a municipality, a foundation and an adult education/vocational centre. We have worked together to share experiences, learn new skills and develop new methodologies to support education and training aimed at improving the quality of education of both staff and children in early years and primary education. We believe that education in Europe is facing significant socio-demographic and economic changes, therefore educators need to be prepared to provide adequate training of children whose way of thinking, behaviour, preferences, expectations and learning styles are different from those of teachers. In doing so, we can support citizens to play an active role in democratic life and prepare our children in a world with new jobs that have yet to be created. Our role is to help children develop the skills needed to respond to advances in technology, changes in socio-demographic and cultural contexts. In turn, this will break down barriers to learning and prevent violent radicalisation by promoting common European values, fostering social integration, enhancing intercultural understanding and a sense of belonging to a community.In response to the increased importance being placed on an understanding of how the development of higher-level thinking skills, as part of a comprehensive communication education (at all levels), our project has addressed the main challenges of:* increasing key competences for children in order for them to fully participate in and contribute to a multicultural society* developing a robust and tangible methodology that employs methods to support development of basic skills through the use of enquiry-based philosophy skills and creative thinking techniques* equipping teaching and non-teaching staff with a range of skills, key principles and relevant methodologies.* improving literacy and language levels through participation in activities that have further developed metacognition and critical thinking, which had been identified as a key to develop children’s ability to question and to further develop their thinking of the world around them. Our shared project promotes and offers an innovative methodology within the practice of philosophy with children that addresses social inclusion specifically. We have worked together in evaluating the practice of philosophy as a useful tool that supports the development of critical and social skills in children and teenagers, favouring the implementation of a new form of collective action, inspired by values of peaceful living, respect, dialogue and debate. The practice of philosophy with children is also an important tool for developing strategies for peaceful conflict resolution, especially within a multicultural context. Through a structured approach of a mixture of 3 joint staff trainings, 2 pupils' exchanges, the development of several intellectual outputs, and over 290 dissemination activities, our strong collaborative approaches have led to the following concrete outputs:Publication of ‘good practice’ research following research into the teaching philosophy in early childhood and primary education (10 per country) in 6 languagesTraining guidelines in 6 languagesTraining package for educators in 6 languagesCollection of case studies from the implementation of the new techniques (detailed recording/documentation of implementation at local level) in 6 languagesTraining course outline for replication and sustainability of project results in 6 languagesA Project DVD available on several platforms in 6 languages3 Joint Staff Trainings (IT/RO/SE: 53 staff from 8 partners) & 2 Pupils' exchanges (UK and BG with 29 pupils and 15 staff - over 120 including those from the hosting organisations)3 Translational project meetings and 1 bilateral (48 staff funded & non funded)6 Multiplier events with approx. 150 participantsA Project website A searchable database containing approx. 116 adaptable activities to use for teaching in all 6 languages.The project has achieved both short and long-term benefits: • Enhanced teachers’ confidence in the use of the new and specific teaching methodology and cultural understanding • Enhanced teaching and learning to address specific local targets • Enhanced teaching and learning of digital competencies to address teachers own skills and performance • Internationalisation of teaching and learning through collaboration, observation and evaluation of models in other countries • Developed a strong EU focus to the organisations teaching and learning • A EU dimension embedded in the culture of each organisation and increased involvement in European activities.Key audiences reached through activities and dissemination are teachers, trainers, advisors, policy makers which are ensuring the results are integrated within a wider context.

Having considered the four main strategic objectives for the ET 2020 framework and in particular its strategic objectives of improving the quality and efficiency of education and training and that all citizens need to be able to acquire key competencies and all levels of education and training need to be made more attractive and efficient, we believe that educational establishments have a great role in advancing the level of education of many learners and adapting to the socio-demographic and economical changes occurring in Europe, which can prove difficult if pedagogical structures remain unchanged. The real challenge to educators beyond the rhetoric is to formulate learning experiences that appeal to target learners, attracting and retaining participants up to and beyond the point where positive benefits are evident. Therefore, this project primarily aimed to provide educators with learning and teaching methodologies and pedagogical approaches to deliver key competencies and basic skills such as literacy and languages.The main focus of the project was therefore to increase the competencies of teachers in providing learners in adult education with the key essential skills they need for fulfillment in society. The project focused especially on the development of methodologies around three existing bodies of knowledge and techniques, namely Creative Thinking, Informal Learning and ICT in the development of literacy and language skills, which are considered catalysts in today's European society and activation.The consortium brings together the collective experience, knowledge and skills of 4 organisations from 4 different countries in Europe. The consortium included public and private organisations representing the adult education and the higher education sector, all having good networks with contacts at local, regional, national and European levels, providing a good geographical representation in Europe: UK- Language Education And Partnerships LTD (LEAP Ltd); DE- Volkshochschule im Landkreis Cham e.V. (VHS Cham); HR- SVEUCILISTE U ZAGREBU, UCITELIJSKI FACULTY (UoZ - Faculty of Teacher Education); IT- Centro per l'Istruzione degli Adulti (CPIA).A structured approach to the project development was employed on the basis of shared collaborative principles through which partners engaged in a number of planned activities in order to achieve the following results:•a set of guidelines around the key principles of creative thinking;•a training package which includes a set of modules around the key thematic areas of creative thinking•a compilation of good practice examples around the key thematic areas•a project portal which will include interactive training materials and a repository•multiplier events (1 in each country) as a tools for mainstreaming the project results and materials•DVD for raising awareness of the project tools/outputs and training materials•a professional development course plan for delivering of the project outputs even after the project officially ends.The main target groups for the activities of this project were:*Teachers and educators of literacy and languages*Teacher trainers of such staff*Advisors with a role to support and improve teaching and learning within the adult education sector*Curriculum designers and managers *Learners themselves through the staff implementing the new creative teaching methods in literacy and languages teaching and learningAround 179 activities took place at dissemination level to ensure the above audiences were reached. Amongst the tools used to support the partnership reach its target audience:2 Newsletters, emails, website, social media presence through Facebook and Twitter, 3 flyers, partners links on own websitepresentation at conferences/workshops/seminars/ training events, 4 multiplier events and etc. The project has and will continue to impact in the short and long term on the ability of adult education providers, teachers, educators, trainers and learners as it aims to support changes directly into the wider educational community. We would hope that the project will continue to impact on the educational community as it provides replicable and freely accessible materials which can be embedded in practice. Therefore, we believe that the project results as they will remain embedded in the partners' practice and will continue to remain available and promoted to the wider community, there are long term benefits which include:* Direct access to creative thinking methods and tools within a European focus* Improve literacy and language learners to be better and more active in society and improve engagement levels, especially of those at risk of exclusion e.g. migrant learners dropouts etc. by raising the educators’ skills and competences in providing effective learning situation for adults.

Europe is currently faced with adaptation to significant socio-demographic and economical changes in relation to events that are affecting many European countries such as the higher intake of the migrants and refugees, we believe that in order to develop cohesively and inclusively, education and training needed and continuous to need to develop plans and strategies that will allow citizens to play an active role in democratic life. Educators plays an important part in breaking down barriers to learning and prevent violent radicalisation by promoting common European values, fostering social integration, enhancing intercultural understanding and a sense of belonging to a community, hence supporting integration of all learners no matter their background and personal situation. Schools, in particular continue to be faced with a language challenge not only coming from new migrant intake but also from poor communication skills by pupils who may come from disadvantaged backgrounds and are therefore twice as likely to leave school early than those pupils who come from wealthy backgrounds. The main focus of the project was to respond to the increased importance placed on developing innovative ways to ensure that all children can communicate and express themselves addressing early years and primary education. The project primarily aimed: *to address the challenge to increase key competences for children in order for them to fully participate in and contribute to society, by developing a robust and tangible methodology that employs methods to support development of basic skills through the use of visual communication/literacy techniques *to equip teaching and non-teaching staff with a range of skills, key principles and relevant methodologies to integrate and support communication through the use of visual literacy techniques and tools*to develop a set of training materials and best practice teaching activities which would support a wide range of settings across Europe and support integration of those coming from disadvantaged backgrounds.The project aimed to develop applicable and teachable skills and materials which build on sound principles of visual communication and literacy around storytelling, digital narratives techniques, use of art and media and the outdoor to develop creative strategies for integrating all children especially those coming from a disadvantaged background. It focused on 4 thematic areas: Text and images; Storytelling techniques, use of comics and film making, the world around us: sounds and colours outdoors.The consortium included 5 partners from the UK, IT, PL and ES from different settings.A structured and collaborative approach was employed through which partners engaged in a number of planned activities in order to achieve the following results:Good practice survey: collection of examples of effective activities for the classroom Publication of good practice activities in 4 languagesTeaching and Learning activities: 5 activities available in 4 languages)Project website with downloadable training materials and project pedagogical results available in 4 languages with an additional interactive element, the searchable database of activitiesTraining Package for educators in 4 languages Compilation of Pupils’ work in 4 languages Training course outline for replication and sustainability of project resultsProject DVD in 4 languages for raising awareness of the project tools/outputs and training materials70 staff attendees:JST: Text and Images (UK)JST: Story telling techniques (PL)JST: Use of comic and film making (ES)JST: The world around us: sounds and colours in the outdoors (IT)4 ME in each country as a tool for mainstreaming the project results and materials.The main target groups for the activities of this project were: Teaching and non-teaching staff in pre-school & school education; Teacher trainers of such staff; School and centre managers; Trainees; Pupils. 124 dissemination activities took place to reach an approx. audience of 10,986More staff benefited from a cascading approach and 161 attended the ME events -120 originally planned.Dissemination tools used: Newsletters, emails, website, social media, flyers, presentation at conferences/workshops/seminars/ training events, multiplier events and etc. The project has and will continue to impact in the short and long term on the ability of teachers, educator, education providers, trainers and pupils as it supports changes directly into the wider educational community through its replicable and freely accessible materials which can be embedded in practice. Long term benefit includes:*Direct access to use of methods and tools within a European focus*Embedded EU dimensions into the partner countries and a strong EU focus to the curriculum* Enhanced teaching & learning* Enhanced confidence in both pupils & staff* Improved communication skills & tools to promote communication including digital tools.