"The project ""Education by the way"" results from the cooperation of organisations focused on adult education from Poland, Czech Republic, Italy, Finland and Belgium. The project focused on the needs of low-skilled people who avoid non-formal education. These people become a group of ""educationally excluded"" - in a sense double losers - first because of poor performance (or bad experience) in formal education and second because of lack of motivation to participate or lack of access to non-formal education in adulthood. The challenge is not only access but also the shape of non-formal adult education. Therefore, the Partnership dealt with this topic and developed new approaches, methods and educational tools in a form adapted to the limited time and specific expectations of the participants. Therefore, the direct recipients are trainers and educators who conduct educational activities for people with low competencies, low motivation, and reluctance to continue education. Each of the four partners (except EAEA) works with people with low competencies (target group of the project). Among the trainers and educators cooperating with each partner, there are people with different experiences working with various methods and tools in their work for the target group in the environment of non-formal education. The opportunity to exchange experiences, good practices, and tools was an essential part of the project and the starting point for producing results. It was possible thanks to three short-term learning activities and the testing phase.The project's implementation allowed to invent and popularise new forms of out-of-school adult education, emphasising inclusive education aimed at people with low competencies. Thanks to our project, educators are equipped with tools (toolkit, textbook, practical conclusion) that will allow them to more effectively and engage in work with people with different needs. Dissemination and national events allowed Partnership to share products with a wide audience. The partner from Belgium (EAEA) made it possible to disseminate results at the European level. Products (outputs) created during the project:O2 - Methodological nuggets - toolkit - Descriptions of the best consortium methods, approaches and good practices used in working with people with low educational skills and their surroundings (family, neighbourhoods) with peer review from our trainers and educators. O3 - Education by the way. Manual for education activists working with people with low competencies (English and national versions) O4 - How it works - Recommendations and description of the implementation of manual for education activists working with people with low competencies (publication and videos)"

Our project is inspired by two observations, shared by most European education policy documents and relevant studies. Firstly, there is a clear need to increase participation in adult education across Europe; and secondly, new ways of sharing best practices among European adult educators must be found. We want to address this need in an innovative way: through the medium of videos. We will produce professional high-quality videos on adult learning that target adult educators, general public and policy makers. A video aimed at the adult educators will tell the story of an adult educator and offer practical ideas and share good practices for professional development for European adult educators. The video for the general public and policy makers tells the positive growth story of an adult learner, inspires to learn and freshens the image of adult education and furthers knowledge about its benefits. The videos will be produced in five partner countries with partners experienced in video production: Finland, Germany, the United Kingdom, Denmark and Portugal. The sixth partner, European Association for the Education of Adults (EAEA), will lead the dissemination activities of the project.HD video are an effective, time-economical medium speaking to both people’s intellect and emotions. For example, showing good educational practices instead of writing about them is much more effective. Another example: a European citizen is much more likely to be inspired into adult education through the filmed story about a fellow learner than a brochure on learning benefits. Also, videos reach that segment of the population who, for various reasons, do not like to engage with written text. This includes for example special learners such as dyslexics. In other words videos fulfil accessibility criteria better than text. Our project would pioneer and pilot cross-European video production in the adult education sector.Production team, consisting of a camera man, sound operator and a journalist, will travel to each selected location and shoot material based on the research and script developed by the partners. After shooting the material will be edited and post-produced by the production team. The videos are disseminated as an open educational resource in adult education media (LLinE, website of EAEA, with social media sharing options), Erasmus + dissemination platform, and potentially in European national television channels. In adult education media the videos will be complemented by written analysis of the methods and practices filmed, with the possibility to comment and discuss the content online. This analysis, written by education experts and scholars, is, on its part, a bridge between education research and practice. This project will produce innovative adult education promotional material for the use of adult educators and adult education advocators. It thus aims at bringing positive and long lasting effects to the adult education professionals to support their work and also bring adult education closer to the general public in an understandable and easy-access form. The videos produced will be integrated into project partners’ existing communications and they will be made available for different advocates of adult education throughout Europe. By introducing a variety of European examples of adult education issues the project outcomes, the videos, can be utilized in countries with different adult education history and perspectives. The videos produced in this programme will serve as advocacy and training tools for many European organisations. Through the dissemination networks of EAEA (an umbrella organization for 116 adult education organisations in Europe) the videos will reach the main European adult education organisations and policy-makers on education. High quality videos will contribute also to the profile of smaller adult education organisations that wouldn’t have the resources to produce such videos themselves but can exploit the videos in their own work.

"The idea of WIDTH is inspired by the experience of previous projects, in particular Live & Learn and OED (EAEA database): women portrayed in videos come from ""diaspora communities"", eg. the new Syrian communities in Europe, the Turkish communities, the Congolese communities, etc. and show their path to successful inclusion through adult education. The videos also show how these women use their experience and knowledge for informal or non-formal learning activities in their communities. These women can be seen as champions of ""learning to live together"", one of the basic principles of education according to UNESCO. The project starts from the following hypothesis: current politics are perhaps too much focused on newly arrived migrants. Most inclusion strategies and initiatives are targeted at these target groups; however, there are diaspora communities across Europe with members who have lived in host countries for life or for the most part. How can adult education make a change in these communities? Women can be a link between traditional societies and their communities (for example through meeting with other women in their children's schools, in medical centers, etc.) and adult education can enable them to become ambassadors of 'inclusion? Starting from this national and European context, the project aims to intervene with vulnarable people: women outside the socio-labor circuits, migrants (from under-employees, women, new arrivals) who are not able to face the challenges posed by the knowledge society , with the consequence of heavy repercussions on the civil participation and on the economic and socio-health wellbeing of the subjects, but also adults to be reintegrated into the labor market and young people with poor training or unemployed. The needs expressed by this population are therefore connected 1) with paths of knowledge of the language and culture of the host country, in order to improve the linguistic skills for social, cultural, working, to better integrate into the social context and fulfill the obligations of law; 2) skills aimed at increasing employability and strengthening active citizenship for subjects with greater skills. It is therefore a question of favoring the integration and social inclusion of migrants and other disadvantaged persons, especially women, through training in the linguistic, civic and socio-working areas thanks to proximity devices, facilitating access and information, in connection with educational networks for adults with other territorial institutions. The project also intends to equip the teachers with a kit of innovative tools, which promote the design for disadvantaged training activities, through orientation and support tools, to foster the development and recognition of adult skills. In this way, we will invest in improving the effectiveness and quality of the learning methodology, within targeted training paths, including through new technologies. Three groups will constitute the main participants of the action: 1) 270 migrants especially women, towards which the factor of education (both in the sense of favoring the increase in access, and the subsequent use in terms of inclusion factor of the diaspora communities) will be most effective. 2) 60 migrants or disadvantaged persons, especially women, for each territory subject to experimentation, which belong to a level of literacy at least B1, B2 or more that have matured needs for greater qualification and work placement 3) 20 educators, in whom an increase in skills is expected in the treatment of disadvantaged subjects also using IT methods. Public opinion especially youth ( at least 1800) sensitized through succes stories and the awareness campaign Results and impacts: Increase of the linguistic / civic / social relationship / employability skills of about 270 people, including at least 60% women; increased autonomy of community and personnel of migrant women identified in the aforementioned contexts; improved accessibility of the local services network, in particular of the CPIA and of the institutions connected to the network with them. Increasing the skills of adult educators for the recognition and enhancement of migrants' skills with a view to learning to live together. Increase of network functioning and governance of local systems connected in the educational, social, work, training and health dimension."

"Research has shown that several target groups, including adult learners and adult education professionals, can best be reached in a journalistic manner. Therefore journalistic means, such as journalistic articles, campaigns, online media and mass media play an important role in raising the knowledge and awareness about learning as an adult. However, adult education institutions often do not have the professional staff experienced in media and journalistic activities. Adult educators do not know and are not trained on how to go about it and how to transfer the message in a journalistic way. This is the first project to address journalistic competence as an important professional competence of adult education staff. While some universities offer studies in adult education, we know that nevertheless there is a high number of adult education staff who does not have formal training in adult education and in particular in journalistic work. Therefore the main objective for the project is to increase the professionalization and quality within the adult education sector, with special focus on information work of adult education staff. Adult education actors must improve their competencies in communication in particular with the actors of other countries, backgrounds and cultures. The foundation and starting point of this strategic partnership is the ""European InfoNet Adult Education"" Grundtvig network (2005-2015) which was a comprehensive information portal on adult education in Europe, based on professional journalistic contributions from correspondents all over Europe. Based on this experience, the consortium believes that disseminating information and reporting on trends, project/research results, developments, best practice and news in the area of adult all across Europe is needed.Therefore the main OBJECTIVES of the project are to:1. Enhance adult educator’s competences through better training and understanding of - how to write journalistic articles for print and online media- how to report about adult education in mass media - how to increase adult educators’ competences in writing about adult education for a European audience - how to write for readers living in an another geographical, cultural, political and educational environment- how to write articles that are relevant and understandable for the target groups- how to write articles for EPALE 2. Awareness raising for and promoting of Adult Education in Europe through:- developing trainings and tools on how to improve people's awareness and knowledge on adult learning, which means an increase in the lifelong learning benchmark through journalistic activities - reaching and informing a wider European audience about adult education through journalistic means - professionalization of adult education staff on journalistic ways of working- providing incentives and expertise for the adult education community to initiate more journalistic activities on adult learning - awareness raising measures about the high numbers of persons with low literacy levels- improvement of the level of key competences and transversal skills of adult education staff- Enhancing ICT uptake in work of the adult education -sharing best practice examples on how to inform about low literacy levels among adults- exchanging experiences on how to reach disadvantaged learners (in particular with low literacy levels)- informing about and motivating national, regional and local policy makers to invest in LLLThe project developed five products:1. Curriculum “Public Relations and Journalism for Adult Educators. Six steps to make adult education more visible in the media”, 26 pages, seven working documents about the topics: Materials for Trainers, Basic Skills, Interview, Literacy, How to contribute to EPALE, PR, Influencer/Social Media, one Powerpoint presentation (48 slices). Languages: English, German, French, Portuguese, Romanian and extra in Danish and Dutch (not in application). 2. Simulation game: “Development of a regional project and network to push basic skills like literacy and numeracy OR Let them know about Basic Skills. Setting up a network and developing a communication/PR strategy to inform people about”, 11 pages. Language: English3. Webinars: “The power of communication: why adult educators need to communicate more and better” (1), “The unreachables in adult education? How to reach the ‘unreachable’ vulnerable adults with adult education?” (2) and “Results of the LEK project curriculum work”. Duration of each webinar: ca 45 min. 4. Handbook webinar, 19 pages5. Brochure: “Adult Educator’s Guide to Communication”, 36 pages. Languages: German, French, English, Finnish, Dutch, Portugese, Romanian, Norwegian.LEK published the material the homepage: www.let-europe-know.eu as OER material."