CONTEXTAdult education is an essential component of the Commission's lifelong learning policy.The European Union recognizes the key role that adult education can play in achieving the objectives of its Strategy.A recent international survey on adult skills revealed that a fifth of adults in the EU have very low levels of literacy and numeracy, while a quarter are unable to use digital technologies effectively. One in four adults lacks the digital skills necessary for satisfactory participation in social and economic life, as well as in everyday life.EAAL recognizes the need for all adults to regularly strengthen their personal and professional skills through flexible, high-quality, anytime, achievement-focused learning.Due to COVID-19, it has been difficult for all adult learning professionals to pursue their mission, and the need to connect, share and be inspirational in the community has emerged even more.Led by PETIT PAS APS (IT), the partners LURS (SI), KREATEM (HU), VHS SOB (DE), ACD LA HOYA (ES), TERRAM PACIS (NO), and AREADNE (GR), have carried out a project aimed at training adult educators, to support their daily work, especially in light of the changes taking place.GOALSThe project supported the involvement of disadvantaged adult learners; it encouraged participation in the labor market and social commitment of the same; provided educators with the acquisition of key and specific skills; provided low-skilled and less qualified adult learners in relation to the digital environment with relevant and high-quality skills, through informal and non-formal learning; it has promoted innovative, learning and confrontation practices among disadvantaged people; created synergies between participating organizations and their stakeholders.PROFILE OF PARTICIPANTS- staff of partner organizations,- disadvantaged adults- adult educators- adult organizations, local authorities, businesses, policy makers, professionals and researchers- trainers and educators- participating organizationsACTIVITY'The project disseminated good practices at a European level through the training of adult trainers and educators capable of providing digital skills applied to the world of work to disadvantaged adults with innovative, effective and consolidated methodologies.All participants were part of a transfer of know-how in the field of digital teaching and learning approaches between the participating adult education centers and various educational institutions.All the partners organized local events to inform and involve the general public, collecting adhesions and expressions of interest. Interactive workshops were also held to stimulate the active participation of adults. Research was carried out on the good practices used for the realization of the Manual. The training material was created in various formats available on the web platforms and on the project's Youtube channel.The project saw the realization of 14 local dissemination events, 1 LTTA in Kalamata, 1 international online training event, 14 local online and face-to-face training sessions, for trainers and adults in each country.RESULTS AND IMPACT• 40 adult educators trained through the Training Event in Greece (LTTA) and the online training event;• 100 adult educators involved in local training events following the LTTA (7 events in total)• 26 adult organizations, local authorities, companies, employment centers, policy makers, professionals, third age universities and youth centers involved• 7 Initial dissemination events involving 106 participants.• A Manual in English (translated into 7 languages: IT-SI-NO-HU-GR-ES-DE) containing comparative studies in Europe on the methods of approaching and teaching ICT applied to the world of work, for adults, adult educators, teachers and trainers' organizations working with adults, especially disadvantaged adults.• a web platform containing all the results of the project;• 140 adults involved in local training events following the LTTA and the local training event aimed at educators (7 events in total)• An audience of 15K was reached through advertising on partner websites, newsletters and social media of the project• Educators and staff have new tools for adult involvement and better knowledge of E +.

1st & 2nd: First Generation, Second Chance: let's fight school dropout with the family and the community. A training program for 360 immigrant parents to prevent school absenteeism in their children. International reports like PISA or TALIS reveal the great social and education challenges within school systems nowadays. The dramatic dropout rate of students in compulsory secondary education and the unequal results of students (depending on their social and economic context) are just two issues tackled in this project. Reducing the dropout rate is also an objective for the European 2020 targets. In Spain, there is 14% school absenteeism; in Italy it is 18.7%. Other objectives included in the ET 2020: to foster social cohesion and equality in communities and improve quality and efficiency in education; to make use of innovative measures to combat demotivation and absenteeism. To achieve that 15% of the adult population will engage in lifelong learning programs (which accept participants from 25 to 64 years old). The target group will be immigrant adults who are parents of primary and secondary students. The Education 2030 document stresses the Education Council’s recommendation of improving the teaching-learning of foreign languages. As for new technologies, this project will include the creation of an e-learning platform for parents on various topics: the host country’s education system, psychological support for teenagers, language assistance for specific terms related to education and translations into Arabic, English and French. The host language classes are aimed at getting a CEFR A2 level, which is necessary for obtaining nationality in most of the counties participating in the project.The Host Education System component is part of the nationality exam in most of the projects’ participant countries. The primary and secondary schools in the 6 communities of the partner institutions have students from many different nationalities. Some start school very late and, in general, their academic outcomes are not positive. In many cases, learning the host language is a major obstacle in improving their learning process. Moreover, school absenteeism among these students is very high. The aim of this project is to provide primary and secondary schools in multicultural communities with a set of tools to aid the students and their parents to integrate and succeed at school. Integration has to be tackled from various perspectives. The training program for parents would provide language support for parents so that they could help their children with their homework; understand school documents and correspondence; and, for North African immigrants, enable mothers to get out of the house and socialise with women of other nationalities. In both primary and secondary education, parental involvement is very important and has been shown to improve academic results. This project aims at preventing school leaving in the immigrant community and to make parents active participants in the school environment. The parental training program will consist of:- Language workshops: These will be aimed at newcomer foreign parents and based on the acquisition of the host language. The focus will be on specific subject matter being made accessible to parents, where the necessary school rules are transmitted to follow the schooling of children. Regarding school information, the first content to be passed on to parents should enable them to read and understand school documents (school bulletins , timetables, report cards, assessments), oral or written exchanges with the teachers and others in the school (meetings, appointments with staff ).-Civics: the knowledge of European values, active citizenship, rights and duties, gender issues and their implementation in society.- Psychological support: learning strategies; encouraging students to continue studying; conflict prevention and resolution in adolescents; prevention of intra-family violence; sex education; prevention of sexually transmitted diseases and other illnesses related to adolescence, such as bulimia, anorexia, etc.-Training parents to use the e-learning platform for language courses which will also include other useful information with the contents of the programme.We must be aware that any social change has an impact on education and that the current educational system in a lot of countries is facing new challenges and new opportunities due to the increase of immigrants coming, especially from Africa. In this sense a lot of European countries, those of the partners in our project, have experienced a lot of social, economic and cultural changes in the last ten years which make the education reality more complex. The uneven or unequal investment in education among European countries makes institutions think about solutions to save this economic unevenness. Society has some social responsibilities too such as the poor involvement of families in the education of children.

Since Covid-19 emerged to a pandemic in 2020 it has compelled many governments around Europe to take extreme measures of lock down to a degree unimaginable until then. As a result millions of Europeans were forced to stay home for an extended period of time. Unexpectedly employees had to work from home for the first time, teachers had to teach from home for the first time, students needed to continue learning from home for the first time and parents had to support their families – both their kids and parents - in a different way from the one they were used to. This new reality found most, unprepared to adapt their working, leaving, producing, creating, learning, teaching and living habits and be as productive and effective while staying at home. Thus, CONOCO project aims to collect practices from the partner countries and beyond, on how the Europeans employees- employers, educators-students, parents- grandparents, were coping with staying at home and also highlight original, atypical approaches that proved to be efficient and help peoples productivity and creativity. This collection will be grouped and prepared in an easy readable digital document that will map what happened in the following categories, which could become guidelines on how to cope with isolation at home covering many different parameters of everyday life and how people can develop competences to be adaptable to this at any time.THE CASE OF WORK FORCE: The Covid-19 pandemic accelerated instantly the practice of ‘teleworking', ’working remotely” or “working from home”. According to Eurostat data (2018) the percentage of employed persons aged 15 to 64 in the European Union (EU) who usually work from home was at 5.0% in 2017. This figure was highest in the Netherlands (13.7%), Luxembourg (12.7%) and Finland (12.3%), and lowest in Bulgaria (0.3%) and Romania (0.4%). Also, the EU says that flexible work is indispensable to achieve greater balance and productivity [European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work-life balance (2016/2017(INI))].THE CASE OF TEACHING AND LEARNING (School and Higher education):Through the years, schools have experienced several closures as a result of health issues or other crises, causing educational disruptions among millions of children and youngsters. Aware both of the importance of maximizing the social distancing meant to limit the spread of the new Covid_19 virus, and the incentive of continuing the educational process teachers have been focusing on online teaching-the application of online techniques to provide learning to students at a distance. Even though the current pandemic according to the indication is coming to an end, as the previews experience has shown similar obstacles and situation may occur at any time in the future. That is why, it is absolutely necessary to discoever the problems now so school and HE distant teaching and learning can be improved. THE CASE OF PARENTS AND GRAND-PARENTS:Probably the main actors of such crises are the parents and sometimes even grand=parents who have been scientifically impacted by the Covid-19 outbreak and it is this category who not only have to adapt their working schedule and habits to the new situation but found themselves in the challenging position of supporting their families in a different way from the one they were used to. The project will collect practices from this group as well.This project does not produce Intellectual Outputs as its aim is a collection of good practices. The following result deliverables are planned: D1: Online Survey implementation and result D2: Focus groups and interviews in order to produce the national ReportsD3: C1 Short Learning, Teaching Training contentD4: C2 Short Learning, Teaching Training contentD5: Preparation, editing and finalization of the video testimonialsD6: E-book comprehensive collection of resultsD7: Diseemination Strategy and PlanD8: Quality Assurance Stategy and PlanThe project has duration 20 months.

<< Background >>Vocational education and Training is essential in helping young people and adults acquire the skills needed in the labour market and find quality jobs, especially after the Coronavirus crisis. To respond to this mission VET should become more modern, attractive, flexible and fit for the digital age and green transition. VETCAMP designs and implements an innovative high-performing digital education ecosystem which capitalizes and enhances VET resources for delivering quality online vocational learning experiences and make them accessible to learners around the EU.VET SECTOR NEEDSEducation and training have faced huge disruption due to COVID-19 and a quick shift to distance and online learning. The mass use of technology has revealed gaps and exposed weaknesses. According to Cedefop (2020) VET teachers and trainers face challenges such as no access to equipment and internet connection required to offer distance learning; lack of digital skills and competences to make efficient use of the platforms; poor experience in creating digital teaching content; no experience in e-learning and other distance learning pedagogies in VET, especially for teaching practical components; concerns over privacy issues, copyright and data protection.VETCAMP embraces the digital transition, fosters a future-oriented approach and provides VET institutions with long-sought solutions. It addresses issues such as effective digital capacity planning and development, resource pooling, digital teaching and pedagogies, open educational material, accessibility and inclusion, use of innovative tools and immersive technologies like virtual and augmented reality, quality assurance, digital recognition of learning outcomes, use of digital services like Europass and mobility opportunities through EURES.NEW SKILL NEEDSThe right skills for jobs are an essential prerequisite for the transition to environmentally sustainable and socially inclusive economies. In 2010–11 ILO in collaboration with Cedefop conducted research in a sample of 21 countries identifying major gaps in and shortages of skills for green jobs, looking into the alignment between skills, environmental policies and institutional arrangements, and suggesting policy response strategies and good practices. A transformation towards a greener economy is expected to lead to significant changes across sectors and occupations, which could increase inequalities between individuals, industries and regions.VET can play a decisive role. Although jobs may be lost or transformed in the brown sector, the ‘greening’ of the labour market is expected to create new jobs in the green sector that could produce employment gains and prevent net job losses (ILO, 2015). VET should be capable to deliver high quality training programmes that align people and their needs with the needs of the green economy and labour market. VETCAMP suggests that this can better achieved through the pooling of resources and the employment of Open Educational Resources and Pedagogies.<< Objectives >>The aim of the ‘Green VET Online Campus’ project is to respond to the twin digital and green transition in VET through transnational exchange, sharing of educational resources and innovative learning experiences accessible to all learners worldwide. This is achieved through an incremental approach starting with designing/ developing/ updating green VET courses that will be openly available through a Green VET Online Campus. This Campus will be fully regulated through a common comprehensive framework for online course development and sharing. The Green VET Online Campus will offer solutions for VET institutions that need supplemental digital content to provide more asynchronous learning opportunities in existing courses on green skills and sustainable development. By leveraging ready-made online resources -especially small- VET institutions can capitalize on existing resources and support student learning.The specific project objectives are the following:• Create a unique, state-of-the-art, technology-enhanced, fully regulated Online Campus for VET providers. • Develop a Regulatory Framework based on the OER approach for creating, sharing, capitalising on existing resources and finally delivering online VET courses.• Support the effective digital capacity planning and development of new high-quality VET online courses that align with the digital recognition of learning outcomes and the use of digital services (eg. Europass). • Design and deliver targeted quality online courses that equip learners with high demand green skills. • Overcome barriers that exist in face-to-face classrooms, such as geographic location, physical impediments and socioeconomic contexts that can create inaccessible learning environments. In addition, the project dissemination and exploitation activities are expected to promote: • the sustainability and possible commercialization of the of the Campus after the end of EU funding. • the widest dissemination of knowledge from the project, including the capacity to design, develop, share and offer high-quality online VET courses through the employment of user-friendly tools and secure platforms, respecting privacy and ethical standards.<< Implementation >>VETCAMP shall implement the following activities: 1-PROJECT MANAGEMENT AND COORDINATION ACTIVITIES1.1. Project Management Handbook and Tools/Templates1.2. Management Board Set-Up1.3. Communication with partners/agency1.4. Coordination and Communication Platform1.5. Consortium Agreements1.6. Monitoring of Process, Budget, Dissemination 1.7. Data Protection / GDPR Compliance1.8. Progress, Interim and Final Reporting1.9. Transnational meetings #1 | #2 | #32-QUALITY ASSURANCE & EVALUATION ACTIVITIES2.1. Elaboration of QA Plan2.2. Set-up of Quality Assurance Committee2.3. Set up of External Group of Advisors (EGA)2.4. Set up of Focus Group (FG)2.5. Elaboration of a Monitoring and Evaluation Plan2.6. Elaboration of Monitoring and Evaluation Reports3-DISSEMINATION ACTIVITIES3.1. Stakeholder Analysis3.2. Dissemination Plan3.3. Portfolio of Dissemination Material3.4. Project Website3.5. Project Social Media3.6. Newsletters-Press releases and media presence-Multiplier Events (see below)-Participation in EPALE and other EU platforms4-EXPLOITATION ACTIVITIES4.1. Exploitation Plan 4.2. Promotional Video 4.3. VETCAMP Network 4.4. MoU4.5. IPR and commercialisation agreementACTIVITIES RELATED TO PROJECT OUTPUT 1: GREEN VET ONLINE CAMPUS COURSESO1/T1: Teaching strategyO1/T2: Digital strategyO1/T3: Accessibility and inclusionO1/T4: Learning content ACTIVITIES RELATED TO PROJECT OUTPUT 2: GREEN VET ONLINE CAMPUS O2/T1: Green VET Online Campus Regulatory Framework O2/T2: Intellectual Property Rights managementO2/T3: VETCAMP Online PlatformACTIVITIES RELATED TO PROJECT OUTPUT 3: GREEN VET ONLINE TRAININGO3/T1: Piloting the VETCAMP online courses O3/T2: VETCAMP online courses roll-out and monitoring O3/T3: Career guidance and EU mobilityACTIVITIES RELATED TO THE MULTIPLIER EVENTSE1: Digital EU level consultation eventE2: Digital transnational multiplier eventE3 to E7: National multiplier events E8: Closing Event in Brussels<< Results >>VETCAMP shall deliver:1-EIGHT 8 GREEN VET ONLINE CAMPUS COURSES offered via the VETCAMP Platform, also addressing: • Teaching and digital strategy • alignment with ESCO/ Europass / DigCompEdu • digital recognition of learning outcomes • accessibility and inclusion2-VET ONLINE CAMPUS REGULATORY FRAMEWORK, defining the landscape in which the VET Online Campus will operate. The Green VET Online Campus training programmes and certification shall align with this Regulatory Framework. The following areas are addressed: • Quality Assurance • Enrolment policies • Student policies • Access and participation • Programme specifications • Work-based learning and career guidance • Course fee payment policy • Intellectual Properties Rights management • Data Protection management3-VET ONLINE CAMPUS ECOSYSTEM, comprising of:3.1. The VETCAMP Online Platform: a) the Course Matchmaking tool, b) the Machine-assisted peer review solution and Intelligent, c) the Learner-centric analytics and d) the Personalized dashboards and learning schedules for easy course discovery and keeping students on track.3.2. The VETCAMP Online Catalogues3.3. VETCAMP online courses delivery4- GREEN VET ONLINE TRAINING involving min. 10 VET trainers, training min. 150 learners, providing career guidance to 95% of the learners, 95% of VETCAMP learners to create Europass profiles.•Increased availability and use of OER will lead to better access, thereby contributing to more equity and to higher quality and improved efficiency of VET.Additional Material Results:• Project Management Handbook and Documents• Consortium agreements• Quality Assurance Plan• Monitoring & Evaluation Plan• Stakeholder Analysis• Dissemination Plan• Portfolio of Dissemination material• Project website & social media• Newsletters• Press releases and media presence – presence in EU platforms (esp. EPALE)• Exploitation Plan• Promotional video• Memorandum of Understanding• IPR and commercialization agreement• Reports: Progress Reports, Interim and Final Reports, Evaluation Reports, Dissemination Logs and reportsProject outputs also include the VETCAMP Network and multiplier events.

"""LIDS - Learning important digital skills"" is a project, which intends to disseminate good practices at European level through the training of trainers, who can provide digital skills, particularly in the use of social networks applied to the world of work to disadvantaged adults. The main point is to find out, which ""digital learning content"" is important to learn for persons, who are underskilled. This list of digital skills will form the LIDS Curriculum.As part of this project, all partners involved gain insights into how our European neighbours are working with online and face to face educational formats and how to use the many tools in their own lessons. By participating, all participants will be part of a European know-how transfer in the field of digital teaching and learning approaches between the participating adult education centres and various educational institutions.The professional development of those working in the adult education sector is a determining factor in the quality of learning.The initial training procedures for staff working in the adult education sector are important and decisive for the future success of the educational action.Through international mobility, the partnership and participants will be able to know different training, working methods and cultural conditions. They will transmit the new knowledge to a significant number of other stakeholders.Comparison of different work or different education systems, combined with the specialist skills of training providers and European strategies, is the most suitable way to provide clarification answers.TARGET GROUPS OF THE PROJECT LIDS are Educators in Adult Education Centres teaching disadvantaged adults, organizations for adult education and stakeholders for adult education, e.g. local authorities, companies, employment centres, policy makers, professionals and researchers.RESULTS, EVENTS AND OUTCOME OF THE PROJECT ""LIDS - Learning important digital skills"" are1. LIDS Manual as a digital book in WORD- and PDF-Format containing comparative studies in Europe on methods of approach and on necessary content of learning digital skills in the use of ICT for disadvantaged adults. LIDS will show in this manual a possible Curriculum for these necessary skills.2. LIDS Training Course in PowerPoint-Format for organizations staff on how to relate and approach disadvantaged adults and help them to use digital tools applied to the way of work. Each partner develops one specific topic on the digital skills that should be learned.3. LIDS Training Events aimed at adult educators and/or disadvantaged adults. Each partner performs this exercise in their own organization and documents the process through reports, photos, films, and surveys.4. LIDS Transnational Project Meetings: The TPMs are significant parts of the project. That's why each country is visited twice to get to know the peculiarities better."