"Europe has become a global continent, a continent of different ethnicities, worldviews, religions, cultures and languages. Education is the central factor that needs to be disseminated in the coming years in order to make the chances of social participation and perspective accessible to all people. Our project aims at one aspect of basic education, literacy of adults with the first languages ​​Turkish and Arabic. In 2016, the German government proclaimed the ""National Decade for Literacy"" and provided additional funds for projects. In Germany in 2016, there were 7.5 million functional illiterates. This number has increased with the newly arrived refugees. The aim of this project is the transnational exchange in the European context in order to bundle experiences, methods and ideas for contrastive literacy, a process that is still in its infancy. For the successful operationalization of the project in the course of the requested 24 months, all project countries are included in the annual work steps."

The context Too many European citizens lack the necessary numeracy competencies to participate autonomously and effectively in our technologised and number-drenched society and consequently many citizens are excluded from jobs and have problems in their daily life with the abundance of number-related issues (OECD, 2012, 2013, 2016; PIAAC Numeracy Expert Group, 2009). The European Council recommends the enhancement of the basic skills - literacy, numeracy, problem solving and digital skills - as part of the Europe 2020 Strategy. Evidence informed adult numeracy education is the key for reaching the goals outlined in the Europe 2020 strategy. In most European countries adult numeracy education is a locally based endeavour with a plethora of practices, some efficient, some less so, with a great variety of underlying assumptions on what constitutes effective adult numeracy education. The availability of a good set of (piloted) professional development modules based on a common European numeracy framework (which contains relevant content and insights in adults learning numeracy and mathematics) will generate a an effective and comprehensive impulse in adult numeracy education across Europe, and thereby contribute to policies and activities which address the low-numeracy levels in many European countries. The objectives The ultimate objective of the project is to enlarge and to improve the quantity and quality of numeracy courses (or other relevant educational settings) offered to adults to improve their chances in society. To reach this objective we aim to develop a Common European Numeracy Framework (CENF) and set of professional development modules (PDMs) The target group and the participants in the project. The ultimate target group of the project are the participants in adult numeracy courses. The aim is to provide them with numeracy competencies which will enable them to participate adequately in daily life and work-related situations in a number-drenched society. However, the availability and quality of adult numeracy courses around Europe is dependent on many factors, some of which are outside the scope and influence of this project. Therefore, we chose a multi-level approach for addressing teachers and volunteers who are actually involved in the delivery of numeracy courses, the teacher educators who provide courses to those teachers and volunteers, and policy makers and other stakeholders who are responsible for creating opportunities for such courses (both by teachers and by teacher educators). In doing so, the project will involve local, regional, national and international communities of practitioners, researchers, and policy makers around adult numeracy education in Europe in the project by information, surveys, presentations, and presenting a CENF and PDMs. The activities On the basis of literature studies and broad European surveys on frameworks currently in use, good practices, and theoretical insights we will develop a draft framework and draft modules. This will be followed by pilots in the partner countries to test the drafts empirically and reviews from various stakeholders in the adult numeracy community. The framework and modules will be revised with the combined experiences, evaluations and comments. The end result will be made available as a blended on-line course, while the availability as cMOOC will be investigated. The methodology The methodology for gathering data via literature reviews, surveys and peer-reviewed development of products are according to academic standards for research methodology. The methodology for dissemination, implementation and sustainability is based on the multilevel approach common in projects on educational change as for instance propagated by Hargreaves et al. (2010) and Fullan (2006, 2008). The result The overall objective of the project is an increase in the quality and quantity of numeracy courses and professional development courses for adult numeracy education. The concrete results of the project are a CENF and a set of PDMs for teachers and volunteers who work in adult numeracy education. We consider both outputs as essential in reaching the ultimate objective of the project. The impact The existing European networks on adult numeracy education (EBSN and ALM) support the project in their roles as associate partners and express their willingness to advocate the results through their network communications and in their network meetings. As such, it is anticipated that the CENF will have an impact across Europe. Long term benefits A common approach and a reinforcement to create high quality national professional development courses based on a common framework can have a long-lasting effect on the development of high quality adult numeracy education around Europe.

Continuing Vocational and Educational Training (CVET) is one of the major instruments to meet the challenges of the European 2020 strategy. The Bruges Communiqué invited the States Members to improve the training of CVET educators and trainers through flexible trainings to enable them to manage the educational and training tasks which are increasingly broad and complex.The market of continuing vocational and education training in Europe has changed dramatically in the last 20 years, resulting in: - a generalization of calls of tenders (public and private markets), - a quality requirement improvement, resulting in the need of certifications for trainers, - a requirement of productivity and rationalization of training, which causes trainers to apply training engineering which takes into account the achievements of learners, creates individualized training paths and adapts theirs courses to validate and certify. - a demand for a competency-based approach in training to improve the efficiency of the training for the learners.To meet these challenges and meet the European CVET market requirements, the skills of adult trainers and particularly the teaching and pedagogical skills are becoming critical and have a direct impact on the quality of training.From these findings, the project ESCoT helps to develop and establish a core of teaching skills for adult trainers, shared and enriched base at European level. It aims at improving the development of these skills by the use of flexible online just-in-time trainings.The project ESCoT provides tools and solutions in order to: - facilitate the assessment and management of pedagogical skills of trainers by themselves and by training organizations, - develop the pedagogical skills of trainers using appropriate training, focusing on situations that trainers face and providing innovative and efficient practices and knowledge shared at the European level, - develop the accessibility of this training of trainers by blended learning flexible method using online resources that can be provided to support the development of teaching skills.The project ESCoT provides to trainers and training organizations: - teaching skills assessment and management tools for trainers in relation to various situations they encounter, providing them teaching skills profile, - online training modules of trainer training that can be used to implement flexible blended training to accompany the development of teaching skills of trainers in different situations - a guide of good practices for the development of teaching skills, which capitalizes the experiences of various CVET organizations and networks in Europe.

"The fight against unemployment and social exclusion is one of the major challenges modern Europe is fighting with. Integrated guidelines concerning Europe’s 2020 Strategy clearly indicate priority steps aimed at improvement of the socio-economic situation of the EU member countries. One of the guidelines indicates to ""promote social inclusion and combat poverty."" In order to combat social exclusion, empower a citizen’s position and promote economic activity social security systems, learning for a lifetime and inclusion policies should be reinforced in order to widen the opportunities people have at different stages of their lives and to protect them from the risk of exclusion most of all among groups at the highest risk of the social exclusion, such as single parents, minorities, people with disabilities, children and young people, elderly, legal migrants and the homeless. Preventing families from the social exclusion requires modern services to be provided by the properly trained staff within the local environment. The necessity for decision making and actions taking requires from the specialists an accurate knowledge and abilities that allow them to recognize citizens’ needs in social activities. Constant vocational development is required in the effective actions taking. Manifestations of changes in the social life require from the aid institutions an active approach towards education, knowledge gaining, educational methods development, ways of information flow activation as well as gaining and straightening of their didactic competencies. Currently in Poland, although families’ support services “Family’s assistant” have been introduced there is still a lack of developed work tools and methods of operation that in a significant way constitutes an obstacle in the professional support provided to the families.The main objective of the project is to enforce the level of the social integration of families at risk of social exclusion by the dissemination of methods used within the “Family’s assistant” project in public assistance institutions. Detailed goals of the project include: 1. Enhancement of professional competencies of social workers in the field of the use of modern methods of working with families at the risk of social exclusion. 2. Preparation of a new, adequate to the modern forms, form of the environmental support, addressed to families at risk of social exclusion, by adapting the methods and techniques used in the process of helping to the conditions and practices used in the public assistance institutions. The project is addressed to the representatives of institutions that support individuals and families socially excluded or at risk of social exclusion. Realization of the goals will be possible through a partnership with four organizations in four different EU member countries (Poland, Czech Republic, Austria and UK) - experienced in the effective combating of unemployment and social exclusion as well as in the use of modern methods of education. Accomplishment of the goals will occur as a consequence of the creation of the following intellectual work results: 1. Online platform “Integration through education” – interactive educational tool addressed to the target group of the project and others interested. Prepared workshops and individual conversations scenarios will be placed on the platform. These will use different informal methods focused especially at: motivating family members to cooperate and solve problems independently; counselling; planning of individual paths towards social and occupational integration; talents discovering and development; case management. 2. Report from the research “Determinants of the effective support for socially excluded families” including the analysis of the needs of the target group and the expectations of the support system’s consumers. 3. E-book: “Integration through education – methodology used in families’ support”. Manual with methods, tools and techniques used in working with families - possible to use in daily practice by the representatives of the target groups. An important action of the project will be the training of 40 representatives of the target groups in the practical application of the tools produced and participation of the target group in the process of testing and evaluation. The plan of dissemination of the results of the project expects its effect not only on representatives of the target groups but also on other stakeholders who have a potential or realistic impact on families’ situations: local, regi. and national (in which of the member countries), social and educational policies makers, experts as well as widely understood staff working with families. Through the compilation of the described interactions the project will result in the wider use of the modern methods in the process of the social integration of families in the future and in the long term will help to decrease the level of unemployment and social exclusion"

Videogames have started to be used in the classroom with learning aims beyond fun and entertainment: they are not only tools to teach advanced logics, strategy, design, storytelling or programming but an obvious source of employability for learners: videogame industry is the number one creative industry in the world. However, what remains certainly unexplored is the possibility of guiding teachers and learners to create adapted videogames to their own needs for educational and training purposes. In order to help this process, CO-GAME proposes to take as a point of departure the historical context of a particular building or space close to the learners (involving social, cultural, political, economic, technological and, amongst all, civic aspects). History and common heritage are thus be seen as the close step to introduce the learners in videogame creation. So, CO-GAME generator project has the following aims:1. To boost the potential of the production of videogames by learners for education and training2. To create adaptable and practical tools to generate videogame educational training courses3. To interconnect new ways of narrativity for a living civic heritage 4. To connect VET institutions with stakeholders in the videogames industry and other VET institutions in order to create job opportunitiesIn order to do that, partners will create a specific CO-GAME generator curriculum, able to be adapted by any VET stakeholder based in the following elements:- a Civic Heritage descriptor (where the main historial and civic aspects are identified, in this case, Middle Age for CEPS -Barcelona; Castles in Linz- BFI; historical streets in Budapest – Laterna Magica; Ancient Rome in Rome- CIES and pioneer scientists in Mons- Mundaneum)- a videogame for VET production guide (with specific indications for the software development)- a videogame for VET design guide (including how to develop story, puzzes, storyboard and documentation)- a qualification assessment tool (to link the training actions with National and International qualification system)- a Press-releaser, or a tool to create press-releases; the specific instrument used to get known or get a job in videogames industryWith CO-GAME generator curriculum (FR, IT, ES, EN, DE, CAT), partners will develop and test a module for Train the trainers addressed to teachers of their organisations. This module will be an Open Educational Resource, 3.0 Creative Commons licensed, with blended learning sections (presential and elearning) Those teachers will lead the creation of 5 local training units (one per country, lasting 30 h for 15 pax each) , where learners (with balanced women participation) will create at least 25 games. All the modules will be picked up in a digital compilation to be disseminated in an International Multiplier event in Barcelona and in national multiplier events in Austria, Italy, Belgium and Hungary.Local impact- adaptation of the curriculum and models to local training projects- balanced participation of women in ICT oriented training- adaptation of the staff of VET institutions to new job framesstrengthen employability (acquisition of new skills);- increase the capacity of experimenting, innovating and contributing to change in educational sector- developed and maintained close, lasting and productive ties with employers, clients and other educative institutions in the sectors of reference;- new ways of cooperation with the world of employment;National impact-contribute to a creative economy that has an influence in the economy and society;-introduce innovation in VET in order to meet requirements in VET and on labour markets-increase awareness of the stakeholders of the importance of the potential of the correct and update use of digital technologies- openness and adaptability to new approaches as introducing videogames as an educative possibility in the classroom- Focus on videogame industry as a focus for employmentEuropean impact- Awareness of European VET partners of the videogame creation for the use for training purposes and increasing of employability- New links between VET providers and videogames industry players