"This partnership is titled Quality Assessment and Peer Review in Practice and is comprised of four partners who provide adult education for students in Finland, Spain, Turkey and Greece.The communication language was English although this was not the language of any of the partners, which implies an additional effortfor all participants involved.The aims of this project were to develop innovative adult education and management practices, and to encourage widespreadimplementation and to improve the quality and amount of co-operation between adult education organisations.Motivation of this project:The aim of this project was that all partners learn how to do peer review and how to use it in quality management. Peer review supports continuing quality improvement. To be able to develope the qualitative activities of each other peer review is a form of external evaluation which fosters quality assurance and quality development.The so called peers, who are an external group of experts, were invited to make a judgment of the quality of different fields of the adulteducation institutions located in different countries. In order to be able to evaluate processes in different adult educationinstitutions, the peers had to visit those organizations and this was done during the mobilities.Although the peers must be external, they have to work in similar adult education fields and have the knowledge and specific expertise of the evaluated subject. The aim of this project was to evaluate the activities and how each partner organized the mobilities in their country using the same criteria.Peers are ""persons of equal standing"" with the persons whose performance is reviewed and so they were also in this project. The Peers gave initial oral feedback at the end of each Peer Visit and a final peer review report was written after every peer review visit. One important point of view of this project was that all partners learned both give and get feed back.Objectives were and they were reached:1. To be able to use peer review as a quality management tool.2. To improve the quality of certain fields of adult education.3. To have peer review as an evaluation tool in the future.3. To learn more about external inspection and external assessment in our institutions.4. To introduce peer review assessment and development procedures in our institutes.5. To learn how to give and get constructive feed back.6. To develop innovative adult education and management practices and to encourage its widespread implementation.7. To support innovative ICT-based educational content, services and practices.8. To ensure that people on the margins of society have access to adult education, especially those who left education without basicqualifications.9. To promote awareness of the importance of cultural and linguistic diversity within Europe. Especially for us who live inremote areas.10. To encourage adult students to use a foreign language.11. To have different cultural approaches and to get to know other partners´ cultures.Problems we intended to address:1. Transparency and comparability of quality in adult education in Europe through a commonEuropean standard.2. Incompetence in ICT-skills of adult students.3. Incompetence in language skills of adult students.4. Expanding European culture into remote areas.5. Equal opportunities in society.6. Social exclusion of remote areas.Approaches we took to achieve our objectives:1. We used peer review techniques to assess every partner´s institution during the mobilities.2. Peer review assessed both the mobilities and activities and how they were organized.3. The coordinating institution made all the peer review forms based on the European peer review manual for initial VET.4. Supporting adult students used and increased their ICT-skills.5. Adult students were encouraged to use their English.6. Included the local media in the activities of the participating educational institutions.7. Increased the knowledge of European culture in remote areas."

"“LIGHTHOUSES AND STATIONS. TRIP TO ITHACA” was a project promoted by IES Campo de San Alberto (Spain) in which the following countries participated: Croatia, Greece Portugal and Slovenia. The Project tried to combine the artistic-historical dimension of emigration (with all its human, economic, historical and labour aspects) with the key competences that students were intended to achieve once the project had finished in order to improve their employability.Its main objective was to attract students to adult education: Either young students with a history of school failure or older students with scarce qualifications and to prepare them in a better way for the labour market, providing them with the necessary skills.Migration was be the main point of interest and gathered all the actions of the project.This partnership generally aimed to:a.- Innovative approaches to address their target groups, by providing more attractive education and training programmes, ;use of participatory approaches and ICT-based methodologies; greater effectiveness of activities for the benefit of local communities ;new or improved practices to cater for the needs of disadvantaged groups and to deal with social, linguistic and cultural diversity; the opportunity to be awarded the European Language Label for excellence in language learning or teaching.b.- To achieve a more modern, dynamic, committed and professional environment inside the organisation: ready to integrate good practices and new methods into daily activities; open to synergies with educational organizations and to create OPEN RESOURCES TRANSFERIBLE TO SIMILAR INSTITUTIONS.c.- To increase capacity and professionalism to work at EU/level: improved management competences and internationalisation strategies; reinforced cooperation with partners from other countries, other fields of education, training ; to organise EU projects in the field of education, training and youth; increased quality in the preparation, implementation, monitoring and follow-up of EU projects.To achieve this, all the actions were guided by the methodological principles of activity, functionality, and socialization with the aim of attaining a motivational uplift in our students as well as an improvement in their significant learning. We were also based on the principle of learning by doing.The use of these innovative methodologies helped to improve the chance of employabilitiy for young students, providing them with the neccesary tools to cope with the requirements of the European labour market, whereas for the older learners, they allowed them to adapt themselves to exigencies of modern society. Both target groups l benefited from each other´s knowledge : young students helped older ones in the correct use of ICTs and English language, and older students provided the younger ones with stragegies and clues that might help them in their migratory experience. That was the reason why we considered intergeneracional learning a millstone in this project.The activities were very closely related to the key competences and were divided in two blocks:a-Those which encouraged loving cinema ,thinking, writing and speaking in adult education through the films chosen(debates,brainstormings,searches… )b-Activities connected with the use of ICTs as tools for searching and sharing information at a European level (the use of internet, video cameras and programs, platforms…)By means of the cooperative work at a European level and with the 5 intellectual outputs and the planning and implementation of the campaign to attract students, at the end of the project we intended the participant students to improve their communicative skills in languages, in ICT, and in practical questions in order to survive in a country where they may go. Through these activities we expected to achieve these results:1.- A Campaign to attract students to Adult Education. learning English and ICT and visiting each other's country.2.- Intellectual Outputs: the Guide of Pedagogical Education Resources (""Cinema and Migration"" (O1), the documentaries about employment and migration, the Cultural and Didactic guide, the Dictionary and Lessons for Survival and the web page.3.- The Multiplier event: “ Emigration and Culture in Europe Nowadays” and The Seminar and final conference: ""Cinema and Migration in Europe. Results of the Project"". Zagreb, June 2016The title “LIGHTHOUSES AND STATIONS. TRIP TO ITHACA” is a metaphor of migration due to labour reasons and, at the same time, an invitation to lifelong learning, an invitation to a travel to the past, to ITC and languages and to the future…"

"It was a European target to many educational institutions - and those of further education - to integrate young and elder adults from less educational environments, persons applying for asylum, and increasingly those labelled as so-called ""poverty migrants"" from Europe, into the respective societies' educational system. Every participating institution of further education (three German partners: two colleges for further education as well as one educational institution covered by MOT (TÜV Nord), a Dutch institution (Euricon) and three institutions for further education in Denmark (VUC Frederici), Greece and Spain were involved with the complex of problems in different ways and commonly want to deal with it. Therefore they want to change their institution sustainably on different levels with the aim to develop a cognizable European identity: By implementation of cultural European references due to curricula and programs by concrete regional analysis of social consequences of the European crisis (""normalcy classes"") as well as by innovative methods, the target groups were led to their institutions and fostered by education (examinations/certificates). The methods, closely developed in the context of the project with high school teachers, were made ready for classrooms and available on an open platform. Against the backdrop of the general objective, it is now possible to express the specifications of the singularity of the project more accurately. Especially since we were able to achieve a surplus in our results, which was not possible to anticipate beforehand.1. The proven need for a change of the institutions regarding a European Identity has to be stressed. This change is crucial to cope with the challenges to a promising opening of the institutions towards the mentioned target groups and simultaneously to evolve new elements of an European Identity. During the project there was a stronger orientation towards the target group of refugees in the institutions. This shift implies not only a quantitative but also qualitative aspect of a new need. It found its realisation in a stronger integration of the target-groups in the different schools, the manyfolded activities in context with the ""transnational meetings"" and last not least the achieved outputs.2. The work towards this goal through a collection of outputs has proven to be an effective instrument to promote transformational processes. The results may be used in institutions of second chance education (but also in parts in day schools and in political education).3. The interplay between scientific inputs edeveloped by the involved scientists, according to the partner institution’s wishes and the follow up work by the partner institutes was very fortunate. The material was used and then again found its way back to the scientific institutions and there were used for other fields of research. Some of the results of follow up research are already or will be soon published.Example: The partner did research on the basis of the tool for analysis (output 2) for the characterization of symbols for Europe in different media, which were then used for the article ""Europa in der Bildsprache Europas, - Europasymbole in europäischen Karikaturen"" (Dr. Matthias Thiele, Universität Dortmund).4.The impact of the summer academy in Greece must be considered much bigger than expected. Not only was it possible to try out creative concepts for new forms of learning and teaching in heterogenic groups through the 15 different workshops but also was a vital impulse for all participating partners to implement such international encounters as a part to be integrated into the institutions.5. A part of the common research and projects will continue after the official end of the project’s term.6. Deeper awareness about an “European Identity in times of crisis” of teachers and students alike has found its way into the joineddevelopment of a European manifesto. The expressed wishes, suggestions and demands mirror a new self-concept and shall serve as a basis of discussion, not only in second chance schools but also for political representatives in the partner countries, as well as in Europe itself."

"The project is aimed at increasing the educational potential of disadvantaged adults (eg. unemployed, people 50+, disabled, immigrants, low-skilled people, people from low-urban areas, etc.) in terms of opportunities and motivation for lifelong learning. These people often show deficits related to competencies that determine effective participation in social and professional life, such as: information acquisition and processing, critical thinking, problem solving, self-motivation, self-analysis, creativity. This affects the occurrence of problems such as unemployment, poverty, social and cultural exclusion in these groups. The tool of support for these groups in the project will be the development of a training methodology based on principles of neuroandragogy. According to the knowledge of the functioning of the human brain, neuroandragogy emphasizes the development of learning skills in accordance with abilities and cognitive conditions of each learner. This model is adequate for people of all ages, with different educational experiences, in different socio-economic situations and experiencing different reasons for exclusion. It attaches importance to the affective aspect of learning, building self-motivation to learn, which is particularly important for disadvantaged people. The innovativeness of the project involves several areas: • knowledge: promoting in adult education a teaching methods based on the latest research, which is continued, concerning brain development, previously used primarily in the context of work with children and youth • transferring the scientific concept of neuroadragogy into a practical use in adult education • introducing a new target group which may benefit from the achievements of neurodidactics – adults from disadvantaged backgrounds, threatened with social exclusion • promoting a new competencies for teachers and adult educators: the ability to design a teaching process using the assumptions of neuroandragogy; ability to build motivation to learn in case of adults; ability to individualize the learning process by taking into account the cognitive preferences of adult learners and their personal and professional experiences; ability to develop learning materials for adult learners in accordance with neudoandragogy • internationalization of the subject of neuroandragogy as an effective method of teaching adults from disadvantaged groups - cooperation of European educational institutions in this field, exchange of experiences, etc. Main beneficiaries of the project will be adult people from disadvantaged groups, threatened or affected by social exclusion. The second main target group for the project is teachers, educators, trainers working with adult learners or cooperating with anti-exclusion institutions and organizations. There will be the following project outputs: • A teachers’ training program “Neuroandragogy in adult education at risk of exclusion"", including educational materials. • Training materials for disadvantaged adults, developing their skills of effective learning, using the rules of neuroandragogy. • An interactive educational platform ""Neuroandragogy against exclusion"" • Publication: „Neuroandragogy against exclusion"" All project outputs will be tested by the main target groups –teachers and disadvantaged adults– during pilot trainings. The project results will help teachers realise the great potential offered by neuroandragogy in adult education. They will develop their knowledge concerning the assumptions of teaching based on knowledge of brain functioning. They will obtain information related to use of neuroandragogy in personalisation of work with an adult student. Participation in the project will also allow teachers to acquire lesson planning skills in order to support the adult students’ motivation to work and development and include their individual capacities related to the learning methods. Due to the project disadvantaged adults will develop one of their basic competences – the ability to learn. Neuroandragogy will help them organise their own learning, will increase their motivation, and point to effective methods of overcoming their difficulties related to the life situation resulting from being a part of the disadvantaged group."