<< Background >>Despite being a recently more discussed topic, climate protection is still overwhelmingly broad for most people. The people participating in climate protection activities and actively changing their behaviour towards a greener future, are often the same who are already aware of the environmental challenges, measures to be taken and changes for one’s own daily practices. This is especially the case for climate education. Basic knowledge on climate and environment is covered through multiple subjects in school, while climate change and environmental protection are not seen as a mandatory part of the curriculum, leaving young people, especially young people from a disadvantaged background, without any proper climate education. At the same time, youth workers are struggling with a vast number of materials, much of it filled with hard-to-understand scientific knowledge, and might not have the resources to go through all of the materials to find the most appropriate learning materials. The My Eco Track project aims to address the youth worker’s need for learning content, innovative and engaging methodologies regarding climate education, as well as the young people’s need to be able to directly connect the learning content to their personal situation and needs. The MET project will raise the youth workers’ and young people’s awareness on climate change, as well as enable youth workers to engage young people from disadvantaged groups and youngsters who might not have been interested in the topic before. At the same time, young people will be motivated and enabled to develop competences on sustainability, environmental challenges and change, climate protection participation and how to change their own behaviour towards a greener future. Changing the attitude and participating in climate protection requires a broader change in a person’s experiences, in their daily life, one which we may only achieve through a significant change in current practices and environment. By using an innovative methodology of a traditional learning course mixed with a smartphone app to teach, the MET project is changing the way young people are able to learn. The project is not only focusing on the How young people learn but also on the When and Where. Through the mobile application they are able to study wherever they are, whenever they want.Thus, improving the lacking climate education in Europe, enabling youth workers to implement an innovative methodology to teach, and fostering young people in supporting a more environmentally aware and protected future.<< Objectives >>The My Eco Track project aims at two different target groups, youth workers and young people, because change can not only stem from one source but has to be taken on as a whole. Specific objectives include:- raise awareness about climate protection and environmental challenges- enable youth workers to engage young people, especially from disadvantaged groups, who might not have been interested in or not been able to participate in climate protection activities- engage youth workers in implementing an innovative and future-oriented methodology, combining climate education with digitalisation- improve the capacity and practices of youth workers- strengthen the skills and competences of young people to engage in more environmentally friendly behaviour and activities- foster a greener lifestyle for the youth workers and young people- enable young people to learn through a methodology which allows them to adapt it easily to their personal needs and situation<< Implementation >>Specific activities include:1. Transnational and national project management2. Transnational and national dissemination3. Quality evaluation and process evaluation4. Multiplication and sustainability Measures to promote the results to stakeholders and decision makers in the field of rural development5. 4 transnational project meetings in Bulgaria, Spain, Portugal and France6. Monthly online meetings7. National piloting of all three results in all countriesR1 - My Eco Track Factbook on Climate Education - pilot with 10 youth workers per countryR2 - Eco Track Smartphone Application - pilot with 30 young people per countryR3 - Guidelines for curricula implementation and and Training - pilot with 15 youth workers per country8. 1 transnational training in Bulgaria, to discuss necessary adaptations to the project results and train youth workers and staff in the proper implementation of the produced results9. 7 multiplier events to ensure an effective and wide-reaching dissemination of the project and its results10. Sustainability activites as described in the specific section11. Network and stakeholder meetings for multiplication<< Results >>1) Development of a Project Management Guide, produced by Asociación Caminos with contributions from all partners2) Development of a Dissemination Strategy, produced by Asociación Caminos with contributions from all partners3) Development of a Quality Evaluation Strategy, produced by Pistes-Solidaires with contributions from all partners4) Development of a Sustainability Plan, produced by Asociación Caminos with contributions from all partners5) Result 1: My Eco Track Factbook on Climate EducationThis Handbook will provide the learning content as well as the methodologies, including activities, for youth workers to implement during their teaching on climate change and environmental protection. The Handbook shall cover topics (e.g. scientific knowledge, waste separation, mobility, etc.) as well as various practices (e.g. visual learning with images, discovery learning, experiments, discussions, excursions, etc.)The Handbook builds the base of teaching and learning for the MET project.6) Result 2: My Eco Track Smartphone ApplicationThis smartphone application will be a tool used for teaching for the youth workers and a way to learn for the young people. They are able to directly measure and evaluate their own behaviour with the application and learn more about changes they can implement towards a greener future. The youth workers shall utilize the application also for their teaching to allow further studying for the young people. Youth workers are able to ask young people to do research, studying, repetition, direct evaluation, or even homework, through the application.7) Result 3: Guidelines for curricula implementation and training: New methodologies are only effective if we implement them appropriately. Combining a training course with a smartphone application in an interconnected way is not a very common teaching practice, therefore youth workers may lack experience in applying and implementing such practices. Result 3 includes Guidelines on what too take into consideration while implementing such a training, as well as a training curriculum to properly train the youth workers in effectively implementing climate education through the learning materials and the smartphone application.8) 4 newsletters, to inform on the important stages and progress of the project9) 1 project website, featuring all the project results10) 4 Quarterly Reports (every 6 months) from all partners to the project coordinator, Caminos11) Interim Report, including all the documentation and proofs12) Final Report, including all the documentation and proofs

<< Background >>21st century challenges like digitalisation, migration, climate change and social cohesion are calling for the adoption of new approaches for learning and development. We need a paradigm change from top-down to bottom-up education, from subject- to competence-orientation, and holistic open learning approaches to empower learners to become active in meaningful and constructive learning spaces. We have to move from teacher- to learner-centred approaches, based on a comprehensive understanding of learning experience and a need to offer milieu specific solutions. This applies in particular to disadvantaged adult learners, since open learning has a much higher potential than formal education to bring them (back) into lifelong learning.“Open learning” has increasingly become an umbrella term for learning in a rather informal, competence-oriented way. It is considered an important approach to trigger innovation and 21st century skills.Open Learning and Development platforms, like incubators, social innovation hubs or other co-working spaces are the places in which innovative developments are created. Here, modern learning and development techniques like design thinking and other creativity techniques and methods are being applied.In these spaces, mostly people with academic backgrounds create innovative products and services that have a positive impact on society, foremost on disadvantaged and vulnerable groups.Only exceptionally, these disadvantaged groups are the innovators themselves and have access to these open learning spaces.However, exactly these groups would benefit most from open learning spaces, since they are not formal, output oriented and demand driven learning environments. They promote contextualised and collaborative learning and the acquisition of civic, entrepreneurial and also digital key competences. This is the starting point of the COOL project.<< Objectives >>The COOL project aims to create open learning spaces to disadvantaged learners to improve the access to lifelong and civic learning to provide a system of more appropriate learning modalities.COOL targets on the one hand disadvantaged learners in the European Adult Education sector and on the other hand trainers and other educational personnel who are involved in various kinds of educational activities and courses for disadvantaged learners.The COOL project aims to1.Empower disadvantaged groups to become social innovators bya.Activating themb.Develop key competences2.Create open spaces for learning and development for these target groups ina.Local incubators and collaboration hubsb.The virtual spacec.Open Mobility learning projects3.Create a methodology to facilitate open learning in three modalitiesa.Real life (F2F encounters)b.Digital spacec.On the road4.Train and qualify AE professionals to become “Learning and Development Facilitators” toa.Create and curate open learning spaces b.Plan and deliver Design thinking and Creativity Techniques in learning projectsc.Develop agile and creative project development and management competencesd.Facilitate Collaborative, design based learning and validate learning outcomes<< Implementation >>In the COOL project 6 partners from DE, IT, LT, SE, FR and ES will jointly work along 4 work-packages to develop its central outputs:1.Curating the COOL Exhibition2.Developing the COOL Facilitation Approach 3.Planning and Delivering the COOL Training and the CPD programme and 4.Creating the COOL Virtual Learning and Development Space1. For the COOL Exhibition, in the first project phase partners will collect good practice examples/projects of “Open Learning and Development Spaces” provided specifically for disadvantaged groups (such as migrants, NEETs) in a.Real Life (selected incubators and Co-working spaces) b.Virtual Open Learning Spaces (providing synchronous and collaborative digital learning opportunitiesc.Open Mobility Learning formats, which comprise mobility learning projects that offer Open Learning and Development Spaces for disadvantaged Adult Learners in mobilityThey will be collected and presented in an attractive exhibition format consisting of:●A narrative story about the open space example “case”●Its technical description (including facts and figures and procedural features)●Videocasts: Multimedia presentations of the outcomes / spin-offs and ●Video interviews with the founders, Professionals and final beneficiaries (i/a)2. The COOL Facilitation approach will be developed based on the approach of “Design-Based Collaborative Learning” which aims to enable AE Professionals to create open learning environments and to “Facilitate Open Learning”. The instruments used in this approach will be applied to plan and deliver open learning and development offers for disadvantaged groups.3. The COOL CPD (Continuing Professional Development) will be planned based on R3 (the facilitation approach) for the AE professionals. It is a qualification programme to become “Facilitators of Open Learning”, based on LEVEL5 and EQF taxonomies which support a professional validation and certification. 18 professional Learners will participate in the training which starts with a virtual phase, contains a 4 days Face-to-Face (F2F) training in Bordeaux and will be accomplished with concrete open learning projects over a period of 3 to 8 months for disadvantaged adult learners at the partners’ locations.A second learning activity is planned for 2 disadvantaged learners per partner who will join in a transnational design thinking workshop prior to the final conference in Palermo, which is planned with approximately 100 participants.Eventually, the project partners will jointly develop the COOL Virtual Learning and Development Space, which is based on a system of OER learning platforms and mobile apps. They will be combined with new project matching and funding platforms and piloted by the partners in their open learning projects.Eventually, partners will provide a help desk and offer asynchronous (FAQ, chat and forum functionality) and synchronous weekly counselling and exchange sessions, which will be recorded and uploaded as support resources.The COOL project will be extensively disseminated, to the European networks mainly via online channels, and locally via direct encounters within the partner networks of like minded institutions, NGOs and self-help organisations.The project will be internally and externally evaluated.<< Results >>COOL will produce four project results as central outputs:1.The COOL ExhibitionThe COOL Exhibition is a growing virtual, multimedia compendium. It curates good practice examples of existing open learning approaches and spaces on three levels:1.in real life hubs2.in virtual open learning spaces3.in mobile learning environmentsThe Exhibition contains materials, meaningfully clustered, which are●easy to use (free and easy to find)●appropriate for different AE contexts (which can be enlarged in future)●easy to connect to different competence-oriented tasks and assessments●user friendly since it is tagged along specific AE criteria2.The COOL Facilitation Approach The Facilitation approach is based on the concept of “Design Based Collaborative Learning”. This innovative approach is especially suitable for Learning and Development Professionals and for those persons who facilitate “open learning” with a focus on disadvantaged adult learners.The COOL Facilitation Approach is based on the methodology of Competence-Oriented Learning and Validation (COL&V) and contains the following planning and validation instruments, which will be contextualised by the partners.The COOL Facilitation Approach contains five tools for the AE professionals:●A Context Analysis pattern●A set of Competence Frameworks ●Specific Planning Patterns to facilitate Competence Oriented Learning and Validation●A Catalogue of suitable Informal Learning Patterns ●A Catalogue of suitable Assessment Methods3.The COOL CPD programmeIn the COOL CPD the “Learning and Development Professionals” are qualified as to how to create and design open learning spaces in the three modalities (real, online, mobile) and how to plan and deliver “Design Based Collaborative Learning”. It is structured around 3 phases:1.A Pre-course delivered in synchronous online sessions and via platform 2.A 5-days F2F course 3.A Follow-up Pilot phase in which 18 open learning projects will be planned and delivered by the participating AE professional for their target groups. The CPD will be delivered in blended learning modality and is accomplished by an EQF based competence validation.The CPD will make use of the design-based-collaborative learning approach using diverse digital communication and collaboration methods in combination with design thinking approaches.R4: The COOL Virtual Learning and Development SpaceThe COOL Virtual Learning and Development Space consists of a comprehensive platform system with a) an open learning space with offers for learning and facilitation, b) a matching platform for Learning and Development Professionals and their “clients” and local projects and c) a specific web-based interface connected to a mobile app for open learning in mobility.R4 also contains a virtual helpdesk with asynchronous (FAQ, chat and forum functionality) and synchronous weekly counselling and exchange sessions, which will be recorded and uploaded as support resources.

<< Background >>According to the survey “Living, working and COVID-19” by Eurofound (2020), young people emerged as one of the most vulnerable groups. They are experiencing the lowest levels of mental well-being and high levels of loneliness but also greater job loss, a decrease in working time and insecurity about their professional and financial futures. In Eurofound’s survey, 11% of young respondents lost their jobs during the pandemic and 12% considered it likely to lose it in the coming months, compared to respectively 8% and 9% of workers over 30. EUROSTAT (2020) highlighted the worst rate of NEETs in EU: Italy +27,8%, Greece +25,1, Bulgaria +15,2%, Spain +15,1, Hungary +16,6%, Germany +13%. The impact of the pandemic on education is also damaging young people’s opportunities to accumulate human capital. Young workers will be the next victims of the COVID-19 economic fallout. However, Young people still trust the EU (6.1 out of 10) and it is a duty of the civil society to promote a change towards a positive attitude for the future to overcome covid-19 emergency and reach a more inclusive and cohesive societal system that can support the growth of the new generation. As highlighted in the Lisbon Strategy for Growth and Jobs and the European Youth Pact, one of the keys priority for the inclusion of youth in the labour market are promoting labour market access and quality employment, fighting skills mismatch and investing in both the short- and long-term involvement of young people in the labour market.FABLE project idea born to propose new spaces of inclusiveness to strengthen the key competences of young people, using the sustainable fashion as a tool to bring young people back together through an attractive and concrete topic as well as promoting entrepreneurship, creative learning and critical thinking.FABLE project has been designed to involve 6 EU countries that tried different approaches in covid-19 emergency but demonstrated how democratic and strong the outbreak impacted negatively in the life of millions of young people. In this sense, FABLE aims to propose an alternative solution to promote inclusiveness starting from youth workers, the only professional figures that can significantly promote a change among young people stimulating their sense of initiative and youth entrepreneurship as well as promoting opportunities that can lead to a personal and professional change in this uncertain time.<< Objectives >>FABLE will focus on two key global topics: how to be sustainable even in fashion and how an ever-evolving industry can be used as a lever to develop new inclusive opportunities and transversal skills that can also be useful outside this market through the promotion of critical thinking and ethical work as a basis for the future. FABLE wants to stimulate, starting from youth, the society to rethink our local vision promoting a continuity between opportunities, labour market, youth inclusion and sustainable vision for the future. Our objectives will be: - Empowering young people and fostering the skill-building of young people with an innovative flexible methodology to be adaptable in different disadvantaged contexts; - Empowering organizations across EU by promoting fashion labour market social inclusion approaches and providing tools and resources to concretely turn into actions creative ideas connected to the sustainable fashion world; - Awareness-raising local communities on the importance of rethinking the concept of inclusiveness creating a fil rouge with opportunities, labour market and sustainability.We will reach these objectives through 3 project results targeted to youth workers, young people and organisation working in the creative and youth fields to support the achievement of the planned milestones.<< Implementation >>FABLE project plans to implement the following activities: - an INTERNATIONAL piloting experimentation of an innovative approach for youth workers using SUSTAINABLE FASHION as tool to build inclusive spaces for young people. This experimentation will be delivered in contemporary in six EU countries (IT, GR, ES; BG, HU, GE) and will be guided by experienced partners in the field of creativity, youth, sustainable fashion and non-formal education. The course will also include a round of project-based work in which youth workers will deepen their new knowledge and will adapt the dynamic framework provided by the course in their local community and with their specific youth targets; - a cycle of workshops and laboratories for young people which will be developed inside the EU G-LOCAL HUBS developed to be in force in Greece, Italy, Germany, Bulgaria, Spain and Hungary. These spaces will serve as baseline for non-formal activities for young people who want to improve their soft skills through non-formal activities based on sustainable fashion. These spaces will work in synergies with together local NGOs and will work as incubator of ideas in the creativity, sustainable fashion, youth and educational fields. The Hubs will be dynamic to support their sustainability over the time and further future improvements; - the creation of an International Network Hub of organisations and stakeholders acting in the creative, sustainable fashion, youth and educational fields to support the exchange of good practices and the collaboration development of new actions targeted to young people. The actions included in this part will be the development of the EU Leaderboard challenges for stakeholder engagement. Furthermore, the project will include several informal and formal moments in which local realities, young people and youth workers will be involved in events, workshops, laboratories, and new content to stimulate and awareness-raising the local communities of the project.<< Results >>The main project outcome will be: - an ONLINE TRAINING CURRICULUM for youth workers on innovative practices using the sustainable fashion as a tool to develop inclusive spaces for young people (PR1) delivered using experimental methods for piloting (contemporary lessons with in presence group-sessions organised in line with the covid-19 rules) and developed starting from the definition of an innovative pedagogical approach born from the integration between art-based learning, creative tinkering and sustainable entrepreneurship; - at least +90 youth workers trained on the FABLE pedagogical approach for young people (PR1) and supported to improve their CPD in innovative practices to support skill-building in youth activities using sustainable fashion; - at least +150 young people welcomed and involved in the FABLE G-local Hubs located in 6 EU countries and built to facilitate non-formal activities to improve soft skills using sustainable fashion and stimulate critical thinking, sense of initiative and entrepreneurship and creative learning; - a INTERNATIONAL NETWORK HUB to promote collaboration at EU and national level between subjects who work with sustainable fashion and want to use FABLE activities to improve their social inclusion activities with young people, especially those with vulnerabilities; - at least +50 entities in the EU involved in further actions to promote inclusive activities for young people using the innovative approach of FABL based on the sustainable fashion;- increased motivation and active engagement of young people at local and EU level to rethink solutions and to re-build inclusive spaces to create a set of crucial competences for the future and at the same time improve self-consciousness towards the green economy and the new careers; - increased synergies and cross-collaborations between the civil society and the profit sector (+50 EU actors) to promote solidarity, inclusion and access to the labour market, especially in this moment of deep economic crisis; - increased motivation in the civil society, especially among youth organisations, to promote ethical visions among young people and invest in new opportunities in the youth field; - applied the principles and values enclosed in the European Social Rights Pillar article 01, 02, 03 and 04 of the first chapter promoting education, training and life-long learning, gender equality, equal opportunities and active support to the employment.

"Over the last two decades, the EC and the Council of Europe have introduced a number of policies and conventions against gender-based discrimination and violence, the most important of which is the Istanbul Convention. However, there is strong evidence of an implementation gap in many European countries (e.g. the UK is yet to ratify the Convention). These implementation issues and the reasons behind them are shared and persistent across the EU.IARS has developed a strategic partnership, bringing together 5 countries (the UK, Greece, Italy, Spain and Romania) to run ""Shanarani"", as a youth-led, transnational project that will develop, test and implement innovative practices, which will help achieve multiple Erasmus priorities:HORIZONTAL priority ""Social inclusion"":Shanarani has its origins in the indigenous people of Purépecha. It is a valid name for both girls and boys. Shanarani will help prevent and combat discrimination, stereotyping and social exclusion caused by non compliance with the accepted norms due to gender identity. Gender discrimination is a persistent issue, which according to many surveys is shared among European countries. The commonality applies both in the forms in which it manifests itself, but also in its underlying reasons. We also know that discriminatory incidents due to gender result in young people withdrawing from social and educational environments. Furthermore, it provokes psychological issues that can result to social withdrawal, reduced academic performance and cases of early school leaving with long term effects, such as social exclusion and marginalization. Therefore, it affects young peoples' social inclusion, and has a continuous effect throughout their lifetime. Shanarani will tackle this issue in the non-formal educational environment, fostering social inclusion at a later stage, while it will also have positive impact on school performance.YOUTH: Promoting quality, innovation and recognition of youth workThe Shanarani project aims to develop innovative, CPD accredited tools to combat gender stereotypes and inequalities in young people through the capacity building sand certification of youth workers and other professionals by giving them new approaches to support and strengthen their work, improve their skills in the area of gender equality, and increase the quality of their interventions. Given the powerful influence of technology and virtual media on the young, especially adolescent population, it is important to develop methodologies that are adapted to the current situations they are living. The effectiveness of youth work methodologies and tools are closely related to the ability to motivate the recipient and promote their participation in the proposed activities. Shanarani aims to help youth workers reach young audiences through actions that are widely followed by youth, and which directly and indirectly influence them and their behaviour. Through the use of online gaming, film and theatre, youth participation in preventative programmes will increase. Our project will empower youth workers to upgrade their current work with young people at risk, increasing the effectiveness of their interventions allowing young people to internalize the values in which they are intended to form, so that they learn in a way that is playful, fun and closer to their interests.YOUTH: ""Promoting engaging, connecting and empowering young people""Traditional stereotypes and overt discrimination continue to be one of the major barriers to equal opportunities for young people. Their consequences are reflected in the labor market, promotion of violent attitudes (gender violence), attribution of gender capacities and attitudes (imposition of sex-assigned roles) and political discrimination (low representation of women in the political / public sphere). Despite advances in equality, the evidence shows that girls continue to suffer from discrimination, and this encourages the feminization of poverty and social exclusion. Shanarani will put young people at its heart by empowering them to project manage and quality control the project, while also collecting their views in order to design its innovative tools for youth workers. A Youth Scrutiny Panel will be formed, while young people will be engaged in all IOs and multipliers. In this way, Shanarani will provide an innovative approach (gamification) that can bring greater quality and great results in youth and gender work to combat sexism and traditional gender roles. The youth-led design of our game, app and the Shanarani curriculum will integrate dynamics that reinforce the contents that want to be transferred to the target group. These youth-led tools will directly empower the young, while giving access to youth workers of youth insights through the youth-led evidence base that Shanarani will create. Finally, Shanarani young people will be provided with high quality volunteering opportunities through the project's social action."

"<< Background >>Illiteracy is an invisible problem that is present throughout Europe and in all partner countries. It is an obstacle to people's autonomy, to accessing their civic and social rights, but also to accessing qualifications, returning to work and adapting to changes in companies. Support for people suffering from illiteracy depends to a large extent on the ability of each person, in his or her own place, to be aware of the problem of illiteracy, to listen, inform and guide correctly the people concerned, who are often very far from the proposed solutions. Given the specificity of this illiterate public, the pedagogy of the WIFI project will be centred on the needs of the beneficiaries and will establish a link with the professional and/or training project. The observation of the partnership is that there is more and more demand for training illiterate adults, in fact we are confronted with applications from people that we cannot welcome directly in training courses because they are illiterate. We observe that the job market in construction and personal assistance (especially in rural areas), but also in other professions, is under pressure in all partner countries (France, Italy, Spain, Austria, Sweden). In general, illiteracy is a barrier to employability, mobility and access to training and requires adapted teaching methods. Moreover, the approach will also aim to fight against the loss of self-confidence due to illiteracy and for employment. We want to develop pedagogical content that will enable trainers to take better care of the beneficiaries and to offer them a ""bridge"" approach that will enable them to access a first job or training.The project proposes to create thematic workshops for illiterate adults. The idea is that through manual production (wood, clay, etc.) or daily life gestures (cooking, care, etc.) the target group can increase their basic skills and get out of a situation of illiteracy. The aim is for them to have a first professional experience accessible to their level and allowing them to work on their initial skills through experience and to develop them in order to access vocational training or qualifications at a later date.This will increase their chances of integration and will eventually enable them to enter a work integration enterprise, a training course leading to a qualification in construction/personal care, to start a basic training process, or even to enter the job market directly.The main objective of manual activities is not to discover trades or sectors of activity. It is a question, by this means, of approaching in a transversal way the domains and its subdomains of targeted competences. The pedagogical approach is not centred on a trade, but on the skills acquired to combat illiteracy that are essential to illiterate adults. Thematic workshops will be the common thread of the WIFI project. We plan to address several needs:1-Strengthen training systems to meet the challenges presented by literacy learning and training and the associated adult public. 2-Put learners in a working and successful situation during their learnings. 3-Enhance their ability to learn in non-academic learning settings.4-Professional development of VET teachers, trainers and mentors in training creation:Improve trainers experience and information for their trainings (Involvement in their job, new eye on their mission, & in the construction of the training. There is a need to tool the trainers to respond to the needs of the trainees.5-Reduce inequalities at all ages and throughout life and to allow everyone to get access to trainings, education and work.6-General needs-Raise awareness of the illiteracy and its management in educational institutions-Dynamization of the training-strengthening sustainable employability and entrepreneurship<< Objectives >>For the WIFI project our main aims we wish to achieve is to develop pedagogical content that will enable trainers to take better care of the beneficiaries and to offer them a ""bridge"" approach that will enable them to access a first job or training.Through the tools developed, the trainers will be able to help them to:-Acquire the right behaviours to adopt in a group and in society: to find their place in a group, to live in a group and to carry out missions on behalf of the group, for the group and not just for themselves,-Be autonomous and ""efficient"" in the investigation process, to acquire the right behaviours, the right reflexes,-Discover and acquire the different behavioural attitudes and their meaning in terms of behaviourThe workshops created in the project will allow the learners to put themselves in a working and successful situation in order to:-Contribute to the restoration of self-confidence by enhancing the skills and potential of each individual and improving daily life-Participate in the professional and social promotion of people by reducing the obstacles to professional and social integration-Initiate a process of mitigation -Enhance their potential by encouraging initiative, autonomy and collective commitment-Reactivate a desire for insertion and progressive socio-professional integration-Make access to training less dramatic in order to reconcile some trainees with the teaching and learning systems-Create social and economic links -Confront a production objective and enable them to succeed while making individual progress-Allow the expression of a choice of orientation/training and to encourage the trainee's personal project in order to help them build a coherent, pragmatic and sustainable individual pathway-Measure their motivation to carry out work for a collective interest -Help them access a professional sector in tension at a manoeuvring level -Encourage the development of written, comprehension and oral expression skills and reduce apprehension about learning the language and in contextFor the trainers it will create:-Awareness of illiteracy and the transversal skills evaluation method-Dynamization of the training-Involvement in their job, in the construction of the training with a new eye on their mission,-Taking into account the individual needs of the participants and their expectations -Developing an individualised training programme, based on the person's profile and personalised training objectives -Making people responsible for their own learning, by promoting self-assessment practices, by taking into account the pace and learning strategies of each individual, and by setting aside time for individual work -Formalising the monitoring of people's progressInnovate in adult education and training and bring forward our training centres and trainings:The project will support the uptake of innovative approaches to curriculum creation and the use of digital technologies in daily teachings and trainings. The learning process is based on the bottom-up principle what means that the learner is first participant in its learning process. The inclusion of the Innovate in vocational education and training and bring forward our Vet centres and trainings:Adapt our adult education and training programs, but also our trainees to new market labour needsWe aim at the initial and continuous professional development of teachers, trainers and mentors in their training creation and work-based settings, as well as through the development of effective field based, open and innovative education and pedagogies, as well as practical tools.<< Implementation >>We will proceed by 4 steps:A study circle ( peer learning and conception experience) will lead to a peer learning and conception experience involving at least 12 experienced persons in the illiteracy field (teacher/trainers and coordinators of each organism as well as external stakeholders, for example from associated partner or national illiteracy organisations. The partnership will create a research matrix to conduct a study circle to analyse the needs for skills evaluation and to define the objectives of the explanatory needs form the target group and the workshop methodology.It will be aimed at sharing analysis and regards on skills needed to be developed and the barriers that need to be overcome during the WIFI project outcomes. As well it will define national, transnational problematics that are faced by each partner and establish a list of suitable trainings and work placements in each country for people after the workshop.A skills map in terms of precise indicators and descriptors to evaluate someone making the illiteracy workshops on the skills map. In fact, people will first place themselves knowing only the descriptors then an external person such as a trainer will accompany the person to make a second positioning using their self-evaluation and adding his expertise. This procedure will allow to qualify progress made during the thematic workshops but also help the trainee to explanate themselves their progress.WIFI workshop. It will contain the creation of several in-situ workshop exercises taking into account the 8 EU basic key skills. Each exercise will target several skills so it will match the skills map from IO2 and lead to a coherent evaluation of acquired skills during the workshops besides giving opportunity for literacy learning in a work setting.The content of this workshop will enable trainees and participants to gain literacy, soft skills, first professional skills and to obtain the basic skills necessary for integration in a certified training or basic work. A WIFI model based on 4 workshops with manual production (wood, clay, etc.) or daily life gestures (cooking, care, etc.) containing precise curricular activities and exercises targeting illiteracy. Tutors will pilot and experiment the skills map, tool set, exercises and workshops, and guide the illiterate adults throughout their learning experience and pilot the experimental workshops.Those 4 Activities conducted by the 5 partners will produce the results necessary to respond to the needs we identified above. The detailed description of each activity and output can be found in the output section. The project action will be carried out at European level in 5 countries in different national contexts, characterised by different educational policies and needs.The project is led by Osengo, with 5 partner organisations: Euroform, Osengo, Caminos, Compass4you, Folksuniverstat. Researches for examples will be conducted in all EU countries and results published in English and each partner countries language.<< Results >>We will have 11 major results:1.National reports of the study circle containing concrete objectives, needs and definition of the developed approach2.Needs analysis in each country 3.List of trainings and workplaces suitable after the workshops4.Transnational Report on illiteracy5.Toolset model6.The skills competence map with descriptors and indicators for each skill and level7.Explanatory interview guidelines8.Model defining evaluation objectives and methods.9.4 Workshop models with exercises 10.Guidelines on using the methodology11.1 Pilot reportThe output files will be accessible to all and free.Results expected during the project (mainly for internal use by the partners) include: -Partnership contracts -Project management tools-Project schedule -Project Gantt chart -Interim and final reports to French Erasmus+ National Agency -Quality management plan -Dissemination strategy In addition, we will also expect to have the following dissemination results:-Additional stakeholders and networks to be contacted for dissemination during the project: minimum 200 per partner organisation (in their respective country and in the rest of Europe) -Trainers: 50 in each partner country, during the project-Other stakeholders in illiteracy fields and recipients of newsletters: approximatively 2000-A final event to present the achieved work of the project to at least 40 people in the illiteracy sector in each country.At the end of the project and after: -the project will continue to be disseminated and project results used and available to target groups -an additional number of members of target groups will know about the project and project results; -the national and European communities of practice (trainers, training organizations, educational institutions, decision makers) working for illiteracy will have at their disposal an innovative and effective methodology; -additional teachers, trainers and school staff members will improve their capability to use the WIFI practices and tools."