"Adults with a low level of soft skills is an issue nowadays and it has great importance at a time when relevant international bodies and the scientific community stress the importance of enhancing and developing human capital, identifying in the personal skills significant predictors of economics and social outcomes. The problem of low skilled citizens is dramatically present in all the countries that participated in the first PIAAC survey. In three partners’ countries (Italy, Spain and France), the percentage of low skilled is very high, while it is lower in the other two partners’ countries (Ireland and Finland). To tackle the problem, the objective of the OECD Skill Strategy is ""mutually reinforcing the skills system"" through four pillars: 1. develop relevant skills, 2. activate the supply of skills, 3. use skills effectively, 4. strengthen the skills system so that appropriate skills can lead to better jobs and better living conditions, both at a personal and at a social level.The general objectives of the project, therefore, are to identify the best practices for the process of certification and validation of key competences, in particular ""Personal, social and learning to learn competence"" and to promote the adoption of best practices in the network of partners and stakeholders concerned.The specific objectives consist in the elaboration of a White Paper on the best practices for the implementation of a process of certification and validation of non-formal competences, with particular reference to ""Personal, social and learning to learn competence"". It will guide the operators in the identification, collection and evaluation of the competences possessed by low skilled people and therefore support them in the choices of training offers consistent with their expectations and competences possessed. Moreover, the specific objectives are also to identify a shared path as a ""first step"" towards the validation of competence in the non-formal field, and to disseminate the project results on the Internet and in adult education centres.The project is addressed to trainers and teachers of education and training institutions, as direct users, and to low skilled people, but also to social partners and enterprises involved in adult education, as indirect users. In order to achieve the planned objectives, the project activities will develop as follows: -research phase of methodologies for the collection of non-formal learning outcomes in relation to the key competence ""Personal, social and learning to learn competence""-comparison and evaluation of the methodology to be applied on the research carried out-1st training activity for trainers aimed at the acquisition of the methodology for the collection of learning outcomes-evaluation of the training activity and research on the certification and validation process of competences-2nd training activity for trainers aimed at the acquisition of the methodology for the evaluation of the key competence and the certification process-evaluation of the second training activity-experimentation of the process-realization of a white paper.The expected results for training and education centres are:-Promote innovation in adult education by using methodologies for the development of a competence validation process.The expected results for the low skilled are:- Possibility of rediscovering and developing skills they possess, but they do not know they have- Improvement in the rate of socio-work integration and/or integration into qualification pathways in relation to the validation process of ""Personal, social and learning to learn competence""The project will have an impact on direct participants, partner organisations, end-users and stakeholders in terms of:-improving and updating methodologies, -raising general service standards, increasing effectiveness in the management of pathways to accompany the process of validation and validation of ""Personal, social and learning to learn competence"" acquired in non-formal contexts, -contributing to the improvement of awareness of their competences by low skilled people."

In LiveElearn project we envisaged trainers currently teaching to adults and senior learners to incorporate in their courses and educational activities information and communication technologies (ICT). The motivation was originated because the most common way of teaching ICT is by tool-centered courses, using computer or internet services, practicing exercises or examples offered by ICT-trainers. This is the traditional way of teaching ICT. It is very convenient on beginners, but as students becomes more competent, it is more convenient to teach ICT as something they use, enjoy, share and allow to create networks; this is the most challenging, and also beneficial, that is why the project is called “Live eLearn”, where electronic-mediated learning could be promoted to keep learning other courses in a more experiential way.Trainers should be capable to adopt ICT to increase the impact of their courses and teaching activity no matter the topic of the course; technology and the network potentiates the acquisitions of digital competences from a very integrated and practical way. By this way of adopting technology, adults and senior learners will keep practicing ICT to be used for activities they enjoy, sharing, co-creating, communicating and using Internet services for an intrinsic need and meaningful purpose.We aimed at extending and developing the competences of the staff involved with non-formal and informal education of senior learners through the effective use of ICT. We promote social inclusion and digital inclusion, active participation and collaboration through innovative ICT-based methods, providing tools for educators for assessment and validation of competences learnt.6 Methods about how ICT could be included on traditional courses has been produced. Each method includes 2 study cases to shoe how to do that as an example:•Learning by research; discovering and spreading•Blended learning; the best of both worlds•Digital Storytelling for creativity and teamwork•Engaging online handcraft lessons•Walky-talky lessons with digital media and physical activity features•Gamification as a teaching method in community collegesAlso, an evaluation toolkit helps learners, trainers and managers in a very different way:•Learners will know their own ICT competence level, their potentialities to improve on ICT and share their strengths with friends.•For trainers, we propose a training method based on their capacities and aims that will foster their learners’ competences.•Managers or coordinators; they will know their organisation digital level and get suggestions: new courses, methods and training activities.•As researcher, they will know how the LiveElearn assessment toolkit works.More information: https://www.liveelearn.eu

"In the population aged between 25 and 64 years (population of reference statistics) is relevant the presence of functional illiterates, or lowed skilled, people who can read and write but who cannot develop a critical thinking and have difficulty understanding simple texts (InfoData Search).Non-digital natives, moreover, have difficulties in facing anxieties or fears about the use of the computer, to express doubts (Jimoyaiannis research, Gravani 2011), but overcoming these difficulties can have important repercussions from the social point of view, for the effects of inclusion (or exclusion) that they involve.In relation to the fact that for the population of reference of the statistics the training is non-formal and informal, it was decided to develop a project to create a ""Laboratory of knowledge"" in which each person can freely express their ""knowledge"" that can be filled with the support of a teacher / mentor and / or colleagues themselves, with a methodology similar to the study circles.The general objectives of the project are to identify best practices to improve the digital knowledge of lowed skilled and non-digital natives and to promote the adoption of best practices in the network of partners and stakeholders concerned.The specific objectives are to:-Elaborate a White Paper on best practices;-Create a knowledge laboratory for the application of good practices;-Disseminate the results of the project on the Internet;-Disseminate project results to adult education centres.The project is addressed to direct users who are the trainers and teachers of education and training institutions and to the final users who are the lowed skilled people, the non-digital natives and the social partners and enterprises involved in adult education.Methodologies used:The objective of the project is to produce a white paper in which innovative methodologies for the implementation of a ""laboratory of knowledge"" for new technologies are explained.To achieve this goal, the project activities will be developed this way: research phase - reflection on research - training activity - reflection on training activity - White Paper.The expected results for the structures that deal with education/training are:- Promoting innovation in adult education through the use of new training methods illustrated in the White Paper;- Improve the participation rate in vocational training of people excluded from the knowledge society.The expected results for the end users (lowed skilled and non-digital natives) consist of:- to make the participants in the knowledge laboratory discover their own attitudes and the desire to know the new technologies without any worry;- to make the participants aware about the possibility of rediscovering and developing the skills possessed.The project will impact on direct participants, participating organisations, indirect participants and stakeholders in terms of methodological improvement, raising general standards of service, increasing the effectiveness in managing training pathways for functional and non-native digital illiterates, contributing to the improvement of access to employment opportunities in relation to the acquisition of skills related to the use of new technologies."

The “Walk’n’Talk” project’s background is based on the demographic changes in Europe and an aging European population. The elderly aged 65 and above and out of working age, are representing an increasingly important group. For providers of adult education it has become promising to focus on providing a suitable course offer for this target group. Empowering the target group to fully participate in society and remain active and independent in their different socio-economic circumstances requires physical and mental competences, which is important to live an autonomous life even into old age. Seven organisations coming from seven different European countries with a long time experience in adult education in general and teaching senior citizens in particular, developed, implemented, disseminated and exploited in close collaboration a set of new, flexible and useful non-formal active aging training courses targeted at senior citizens 65+. that are based on the Walk’n’Talk methodology. As the name implies, these courses do not take place within the limited space situation of conventional classes, but outside in nature. The seniors in these courses walk in small groups, talk – and learn.The Walk and Talk method finds its starting point in the therapeutic setting and is known as “Walk and Talk Therapy”. Walk and Talk Therapy originated in the USA in the 1980s and has proved to be an effective method. It is a therapeutic intervention, combining talk therapy, walking and the outdoors (Doucette, 2004). Several additional research studies show that physical activity can enhance the mental and physical health of clients (Dixon, Mauzey, & Hall, 2003; Dubbert, 2002; Martinsen, 2008). With the Walk’n’Talk project the partners created a useful training to foster healthy habits (by walking) and lifelong learning (by talking in English or developing other new competences in various subjects) among senior learners. The project’s consortium was set up of a combination of partners with long-time experience in adult education: -CIDET, Centre for the innovation and development of education and technology, a training and consultancy company focused on adult learning and technology enhanced education (Spain)-DAFF, Dachverband burgenlaendischer Frauen-, Maedchen- und Familienberatungsstellen is the head organization of the women counselling centres in Burgenland, AT-ProEduca, a non-profit organisation providing professional educational and counselling services in the field of human resources and project management; CZ-SCC, Sastamala Community College, FI-VHS, Volkshochschule Lingen GmbH, a non-profit, non-governmental organization set in the rural area of Emsland, DE-AdM, Archivio della Memoria, a cultural association, carrying out historical, anthropological and sociological research activity, Rome, ITan umbrella organisation -UAIC, Alexandru Ioan Cuza University, Faculty of Psychology and Sciences, Iasi, ROThis heterogeneity was an asset to the project. All partners have a specific expertise in working with the elderly and provide health-related courses and physical activities to senior learners and this fact enabled each partner develop the course under different circumstances, using different sources and topics. The tasks and responsibilities were distributed evenly among the partners, according to their individual skills and competences.The main activities planned and carried out were:- performance of the reserach with the aim to collect relevant information about the perception of the quality life among seniors 65+- based on the results of the research, create a curriculum for the course built upon the Walk’n’Talk approach- develop the training courses, one per each partner and pilot them in the real condition with the group of seniors- develop a set of training materials that are necessary for the courses- develop guidelines to help the potential users of these courses (or other courses based on the Walk’n’Talk approach) to communicate with stakeholders, especially the course participants, educators, authorities etc.The finding form our reserach was the observation that a good physical health, the quality of relationships and the desire to be autonomous are the most relevant issues at senior age. Therefore, an effective practical approach - a training course - that could make possible to achieve these goals as efficiently as possible must take into account the strongest reasons that can lead a senior to get involved in physical activity. Those reasons are: to be physically active out of the desire to be physically healthy, to be with others and having enjoyable social interactions and the ability to face new challenges and to take own decisions. Considering these facts in the design of educational activities for seniors 65+ is essential for the success of the course. It has been approved in the pilot courses and many happy feedbacks from the satisfied participants.

Green Bridges:Developing social cohesion & wellbeing by creating routes & bridges between people, places, communities & the natural environmentContext The project promotes social cohesion, through constructing creative & effective relationships between individuals, their social environments, & the natural environment.The project has partners in FI, Pl, LT, UK, RO, IT builds on the success of a project (‘Arboreal Futures’) which created ‘arbors’ for public benefit.The Green Bridges project uses the success of that project to develop environmentally related physical trails allowing for creative educational activities designed to engage & enhance participants’ relationships with each other, society & the natural world.The project will create agreements with other agencies to assist taking forward the desire expressed in the previous project, of engaging in action-research, development & international publishing of the whole process.objectivesTo encourage social cohesion & societal wellbeing by providing individuals and communities with learning opportunities that assist individuals, groups and communities to - develop a sense of personal and social purpose & capacity- Increase resilience- Enhance personal well being- Enable participants to develop & share their own ideas and visions - Provide activities which encourage learning of new skills & access to new opportunities.It will create a sustainable resource of a publicly usable trails that provide users with opportunities to experience & deepen their sense of understanding and appreciation of the natural world upon which human society is constructed.Underlying these is the practical objective of achieving an enhanced relationship between participants and natural environment through a process mutual respect & care. number and profile of participants; The partners vary in size from small rural agencies to Adult Education institutions. The project aims at capacity building for education staff & facilitators & through them participants, many disadvantaged, from local communities. Core managerial teams will be around 6 -10 professional & volunteers. The numbers engaged by such groups will vary from around 50 in the smaller communities to over 100 from institutions.descriptionThe key elements are:The creation and publishing of a ‘Green Way’: a route, connecting communities & primarily for walking, leading participants to local natural resources.Actions associated with the Green Way that act metaphorically, in turning the ‘Way’ into a “bridge’ - between people & communities & in developing sensitivity & understanding between the participants and the natural world.methodology The methodology: informal, creative & experiential using processes ensuring - critical thinking, - open dialogue,- reflection- shared decision making. The experiences & skills of older community members will be engaged & shared skills with young members. Institutions will encouraging students, teachers & management to engage with local communities & community groups will engage with local institutions.Being Organisationally ‘flat’, the managers & initiators of the project will be ‘facilitators’ of the learning process. Dissemination has been embedded in the project process from its conception.. Results & impact The tangible results will be:1. Creation of publicly accessible Green Way. Accompanied with researched information & associated educational activities for use by institutions, informal agencies & communities & introducing & linking groups & individuals to the natural environment. 2. A Best Practises GuideAll educational activities, other standards, rules & behaviours are grouped together under a working title ‘best practices’3. New skills developed re: careful management of nature resource4. Collections ‘bridge’ stories designed to underscore the process of understanding, engagement & interest.The intangible results include an- increase in a wide range of ‘soft skills’- Increased competences & capacity for all participants including learning processes & entrepreneurial attitudes. Impact ‘Bridges’ between communities, between people and their local natural environment, between local communities & a wider European network.The impact will include individuals and groups with increased competences able, through sharing in community life and development, to- Enhance the social capital within their localities- Access other learning, economic & social opportunities- Further assist local individual & social action with & for others both individuals & community groups- Create connections regionally and internationally- Engage with others within the European communityPotential longer term benefits. The reduction of isolation of individuals & communities & improved social cohesion by social engagement & use & development of ‘Green Bridges’ resource & educational action locally and with new groups and communities.