"European Union foresees the promotion of equality between men and women as a task of their members, but the statistics shows a slow progress. The project responds to this situation connected with social inclusion and employment.Project ""Innovative work-life balance tools to promote equality of men and women"" supports and tries to solve equality of women and men by creating innovative outputs focused on implementation of work-life balance into companies. Four partner organizations will participate in this project, the Czech Republic (AOA CR), the Slovak Republic (AIVD SR), Greece (DAFNI KENTRO EPAGGELMATIKIS KATARTISIS) and Portugal (EPATV). Chosen organizations have extensive experience with European projects and they deal with equal treatment problem solving in the area of research and by training activities.Examples of best practice will be intermediated in the form of video-interviews with 16 HR managers who use WLB tools in their companies effectively.In the second part of the project, partner organizations will create WLB Blended Learning tools - e-learning platform of Work-Life Balance Implementation in Companies and a Manual for Trainers of Work-Life Balance Implementation intended for trainers/tutors/consultants who will lead WLB Blended Learning with the aim to implement WLB tools into companies. WLB Blended Learning tools will be translated into Czech, Slovak, Portuguese, Greek and English to involve wider audience and target groups in most European countries. The innovative educational system will play an essential role in answering present and future demands of the gender equality education and support of employment and work-life balance in Europe. Trainers/tutors/consultants will attend a short-term joined staff training event to strengthen their lecturing skills and be trained for leading WLB Blended Learning which will be designed for HR managers, company management, company trainers, employees and other attendees who are responsible for implementation of WLB tools into companies. In WLB Blended Learning HR managers and company trainers will be trained. In Pilot Implementation activity there will also be students involved, from whose ranks there will future HR specialists be recruited. They will have an important role in sustaining interest and changing attitudes in future generations in Europe in the context of gender issues. Project results will then be sufficiently verified and evaluated.Project outputs will be disseminated at four conferences, through e-mailing to members and cooperating organizations and media (Facebook, Linkedln, EPALE, the Internet, youtube.com etc.). These effective disseminations will take place on the local, regional, national and EU levels. Sustainability of the project is given firstly by the chosen form of modern technologies and secondly by project objectives which support social inclusion and employability of persons endangered at labour market. The project responds to present need of European society to sustain balance between work and family lives. The interest and promotion of gender equality education is connected with gender strategical documents and will help to overcome significant challenges in Europe so it will still be up-to-date topic for target groups, stakeholders and European society generally."

<< Background >>According to the national strategies in all countries of partnership special attention is given to the field of adult education. One of the main goals in this area to establish a system of quality assurance in adult education. Available analyzes of the adult learning situation not only in the project partnership countries show that this segment can not be seen as a coherent system. It is more likely free market environemt based on supply and demand, which is partly regulated (eg retraining). However the sector of informal adult education can be defined as a public interest and there is a consensus that it is one of the important tools for the realization of social development goals, including the readiness of our society for a competitive economy. Neverhteless in reality the adult learning providers are still are facing other reality. The absence of rating tools for quality measurements has an impact on the tender contracting authorities are defining various sub-criteria that do not guarantee the quality of implementation of the educational process. This project reflects also an opportunity to use the new indicators in the drafting of a new Lifelong learning Act, but also when setting educational quality criteria for the institutions of formal and non-formal education.An important precondition for the quality and effectiveness of adult learning are effective strategies for informing adults about learning opportunities for their development. It is important to create mechanisms for monitoring the effectiveness and quality of education. Potential applicants for education should have information not only about their own educational offer, but also about the quality of providers of this education. The development and use of the new model of rating and/or Quality Assurance seems to be the first step in improving the relevance and efficacy of VET provision with regard to labour market relevant qualification and companies needs.<< Objectives >>The proposed new quality rating system will comprehensively validate criteria of an educational institution and consequently allow:a)develop the quality elements of the educational institutionb)promote the educational institution itself on the basis of a quality labelc)to give an clear information to customers about price and quality ratio.<< Implementation >>All project activities will be prepared, managed and implemented on predetermined success criteria in order to achieve the main project goal. During the realization following activities will take place:Activity 1 - COMMON QUALITY RATING MODEL SETUPThis activity will aim to create a common quality rating model for adult learning institutions.It will include expert calls with local stackholders in each country with perception of adult education quality and possibility of nationwide application of quality rules. Discussions on setting individual rating levels and their criteria and evaluation procedures will be held. At the same time, the outputs that have already arisen in the Czech Republic will be used. The result, summarised in IO 1 will cover Specification of theQuality rating model for ALI, describing the overall philosophy of rating, individual quality levels, criteria for assigning educational institutions to these levels, and procedures for this rating, including country-specific adaptation. It is assumed that the main areas of evaluation will be learning background, the process of education and the measurement of its effectiveness, material and technical background, customer approach (should there be this division into circuits?). After piloting, the model will be modiActivity 2 - METHODOLOGIES and RELATED DOCUMENTSIn this activity methodologies will be developed (see also IO2 section):a)methodology of self-evaluation of educational institutions with a related self-evaluation questionnaire based on it,b)ALI evaluation methodology for external assesorsc)the methodology of preparation of educational institutions for rating.The development of the methodologies lead to the project objectives to ensure standardised and tranparent approachActivity 3 - PILOT PREPARATIONThe aim of this activity is to prepare and involve the main project actors - adult learning intitutions (ALI) and assesors.First, piloting assessors will be selected in each country, according to the requirements set out in the evaluation methodology by external evaluators. They will be provided with training on assessment rules and procedures, in full-time form, as the e-learning form is still to be developed. At the same time, a sample of 15 pilot adult learning institutions will be selected in each country. This selection will be made to include different types of adult education institutions, in particular taking into account the different size and breadth of their focus. these will be provided with training, also in full-time form, as the e-learning form is still to be created. Other pilots and other educational institutions will be approached and, if interested, included in the evaluation mechanism after piloting, modifying methodologies and creating e-learning. they will receive consultative support. Activity 4 - PILOT ROLLOUTThis activity consists of the new rating model implementation and evaluation of results achieved. Following Activity 3, selected educational institutions will carry out self-evaluation by means of an self-evaluation questionnaire to be categorised in the appropriate quality level. They will then be visited by the external assessor, trained within the previous project activity by Assesor from the project team. Each partner will provide a training to 3-5 external assessors. Who will review the self- evaluation provided by the ALI according to the methodology and make correction and updates. Workshops with the assessors will be held to obtain their findings. Also feedback from the evaluated educational institutions will be obtained.Activity 5 - On-line toolsThe on-line tools will be created and published in this activity. The aim is to provide an IO in a form of e-learning modules for assessors and for educational institutions as well as the on-line platform for adult education institutions (with the user ogin), intended also to other target groups - customers, public authorities etc.<< Results >>The main results of the project are:1.Common open standardised on-line quality rating system for Adult Learning Institutions (ALI)2.On-line Adult learning institutions quality rating platform with e-courses related to the Assessors methodology and ALI-self evaluation3.Methodologies to be applied4.Recommendations for national quality assessment policies for adult education institutionsAcitivity 1 - As an outcome of the this project activity an inelectual output IO1 consisting of 2 parts will be produced:a)On-line quality rating modelb)Recommendations for the national authorities on steps and actions towards an successfull implementation of common quality rating system in adult learning environementActivity 2 - Activity 2 - METHODOLOGIES and RELATED DOCUMENTSIn this activity methodologies will be developed (detailed specifications see also IO2 section)Activity 3 - PILOT PREPARATIONAs an outcome of the this project activity an inelectual output IO3 will be provided : Training mateials full-time and e-courses setup and implementation, furthermore 2 partial outputs will be delivered: List of Adult learning institutions adressed and finally involved - 10 per partner country, List of Assessors involvedActivity 4 - PILOT ROLLOUTBased on this as the IO 4 an Report of the a quality rating system pilot will be provided. Furthermore update on methodologies and training materials will be developed. Activity 5 - On-line toolsThe aim is to provide an IO in a form of e-learning modules for assessors and for educational institutions as well as the on-line platform for adult education institutions (with the user ogin), intended also to other target groups - customers, public authorities etc.

<< Objectives >>. create educational resources in order to support adult educators and adult educational centers in their work of training, guiding and counseling adult learners in employment matters;. equip adult educators with the needed knowledge regarding the current changes of the labour market and the competences and tools to help adult learners to increase their employability;. upskill adult learners, in order to foster their professional reconversion and insertion in the labour market<< Implementation >>. project management & communication (administrative tasks and regular communication inside the consortium through email and monthly online meetings). quality monitoring. risk handling. dissemination of the results (through online and offline activities). creation of the online course. creation of the booklet of 8 hands-on learning activities and materials. 2 pilot phases (educators taking up the online course and then implementing the activities with their adult learners). 3 TPMs. 6 MEs<< Results >>. WP1: Online course – “How to develop skills for professional conversion” . WP2: Hands-on learning activities booklet . 60 adult educators better prepared in terms of knowledge, skills and resources to provide trainings on the topic of profesional reconversión, focusing on the required transversal skills in the labour market;. 180 adult learners who developed their transversal skills needed for the professional conversión or integration in the current labour market;

Every year Europe gains 2 million over 60-year-olds. At the same time, the birth rate decreases. By 2060 one in three Europeans will be over 65. The ratio of working people to the ‘inactive’ others is shifting from 4 to 1 today to 2 to 1 by 2060. At first glance the situation seems to be hopeless. Current activities promoting Age Management concept in many EU countries are insufficient. In many countries, Age Management evangelist are missing. The importance of Age Management for economic growth and development is widely recognized as well as its importance for competitiveness of the economy. In addition Age Management concept provides opportunities for individuals to enrich their working careers and increase their personal wealth. There is a large and growing body of scientific evidence from around the world concerning the methods of Age Management which are most effective in helping people succeed in suitable careers. Many people in adult education, colleges, organisations and NGOs focused on work with 50+ groups have responsibility or contribute to the transition to work, and have little or no training in Age Management. Age Management and active ageing concept is in line with World Health Organization´s Strategy and action plan for healthy ageing in Europe 2012–2020, the EU initiatives and policies, OECD Recommendation of the Council on Ageing and Employment Policies, and national strategies of project partners (Assumptions of the Seniors Long-Term Policy for Poland - 2014-2020, Ageing Policy in the Czech Republic, National program of active ageing in Slovakia). The project Age Management Uptake (AMU) aim was to review the evidence, apply scientifically validated methods, create, test, apply and disseminate the Age Management Curriculum (for both formal and non-formal education systems). The curriculum that will enable educators to achieve the relevant and high quality skills and extend and develop their competences to become Age Management Advisors. Adult learning community together with universities consider 50+ as crucial participants in lifelong learning because their learning is more than gaining of knowledge: when older people are provided with learning opportunities, they are able to improve their physical and mental wellbeing, to actively participate in society and thus to combat negative stereotypes and social exclusion. For this reason and since many adult learning communities and universities are working with senior learners, are deeply committed to active ageing. Therefore the partnership consisted of six partners from 4 countries: associations of adult education institutions, universities, NGOs focused on active ageing. We aimed to improve Age Management promotion and implementation by extending and developing educators' competences and by project intellectual outputs: - Scientific Review What Works in Age Management - Age Management curriculum - Course materials for blended learning - Qualification standard of Age management Advisor - Accreditation of adult education course in CEE countries - Guidelines of Age Management Curriculum ImplementationYou can find all mentioned intellectual outputs in EN, DE, PL, CZ, SK language versions at: www.agemanagementuptake.eu and also at the learning platform: www.invisiblevawe.euInvisiblewave is an edutainment platform built as an interactive learning tool for better understanding of age management as a concept and its implications for a different group of stakeholders. Through quick interactive exercises, users can understand how different age management tools and practises impact lives of various age group. Thanks to step by step progression through the platform, users are allowed to grasp the concept of age management, understand its roots and earn practical take away in form of a re-usable action cards that can be applied in their companies and communities (and help them to apply age management principles in their own context). The platform, built as a responsive web application, has gained mainly HR specialists and trainers attention- they use it effectively when introducing elements of age management into the company. The platform also serves in the academic environment - the subject Age Management, which we created in the project, has been taught at Comenius University in Bratislava for the second semester.The project also focused on policy makers and with its outputs it contributes to the creation of a functional ecosystem of age management in individual partner countries. We managed to organize 5 successful international conferences, at which we welcomed leading European experts or representatives of employers' unions, trade unions, ministries and educational institutions. The qualification standard of the Age Management Advisor will be included in the National System of Occupations of the Slovak Republic.

The FutureLabAE project tackles two key challenges in Europe and how adult education and learning (ALE) can pro-actively help to change them. 1. Europe experiences a shift away from democratic systems towards consumerism or post-democracy (Crouch 2000) and uncertainty (Bauman 2007). 2. Citizens lack basic skills and in particular digital skills. The project partners strongly believe that adult education has a role to play in supporting societies and individuals to cope with these challenges. That said, they recognize the difficulty among adult education organisations and providers (including trainers) in doing it effectively and strategically. Indeed, adult education organisations are often compelled to be reactive rather than to be pro-active and change-oriented and adult education staff and trainers are often themselves not prepared for changes in societies. This project provides adult education organisations, staff and trainers with the resources; the space for discussing with and learning from each other; the knowledge, expertise and tools to become more pro-active in order to develop innovative, change oriented provision which will have, on a medium-term, an extremely positive impact on low-skilled learners and the society as a whole. In particular the project aims to collect, reflect upon and design new ways of working in adult education in order to increase people's digital skills and their adaptability in an increasingly digitised and automated world. It also suggests new ways of promoting democracy and European values. At the same time, through the same bottom-up and practice-oriented approach partners developed very concrete recommendations that allow policy-makers to support the AE sector in the challenges above as well as to draft policy initiatives on digitalisation and democracy more coherent and impactful. The project's outputs are now available here: https://eaea.org/project/future-lab/. They include firstly, a collection and analysis of resources on change-oriented practice in the fields of digitalisation and democracy. It has been designed to be a source of inspiration not only for AE organisations, staff and trainers, but also for policy-makers at the local, national and European level. Two online courses (which include live and interactive webinars) on digitalisation/democracy and adult education addressed to AE organisations, staff and trainers have also been created. Live sessions happened and the courses are now available online. Two hands-on methodologies for change-oriented workshops on digitalisation and democracy have been designed and tested in workshops organized in the frame of the project. Guidelines for AE organisations and staff on how to work with the topics, in order to successfully reach out to and support people with low ICT and civic skills have also been designed. Finally, a document which gathers conclusions and recommendations for policy-makers and stakeholders (on European, national, regional and local levels). Five dissemination events have been organized by partners in order to share all those positive results. It is expected that this project will improve the competences of adult educators to work on democracy and digital challenges among other topics, by introducing new methods, new approaches and new provision. At the same time it will enable adult education organisations to reflect upon those issues in a more forward-looking and proactive way and thus to contribute more and better to policies and practices on digitalisation and democracy. Policy-makers will receive concrete suggestions on how to foster their citizens’ digital and democracy capabilities (especially the low-skilled) and thus help to solve the major challenges Europe is facing. They will also gain a better understanding of how adult education could contribute to the up-skilling and social inclusion of people from a disadvantaged background and be willing to cooperate more with AE organisations. The project consortium gathered seven partners from six different countries (FR, IE, FI, SK, PT, AT), which represent all European regions (Southern, Central Eastern, Western and Nordic regions) and thus all understandings of adult education will be taken into account in the development of the project activities.