BACKGROUND & CHALLENGESTaMPADA focused on the need of Adult Education Providers (hereinafter AEPs) to track lifelong and lifewide progress pathways of disadvantaged learners. In fact, it was often noted and observed that life basic skills and competences growth from learners, coming from disadvantaged settings, were granted no validation with counter effect on learners’ personal up skilling and on AEP’s effort to link their informal learning with formal education and employment routes. Having the above-mentioned in mind, TaMPADA developed a toolkit for measuring learners’ lifelong and lifewide progress. Finally, considering the fact that adult learners from disadvantaged settings is difficult to reach and measure the project developed an ICT web-based tool and community inter-institutional synergies with intermediary organizations. This is what TaMPADA attempted to achieve throughout its life span. OBJECTIVES TaMPADA achievements: - Developed an ICT and community-based outreach framework and monitoring toolkit for AEP’s to enhance learners centered approached to quality assurance: tampadadigitaltool.eu in 5 languages. - Anchored this framework to both evolving and emerging quality assurance practices in adult education in the EU.- Yielded benefits for public authorities and AEPs from the exchange of good practices and the promotion and harmonization of tracking and monitoring procedures. THE TaMPADA PARTNERSHIPThe partnership comprised of 5 partners with complementary skills and long experience and expertise on adult education. DACES, AZM and Folkuniveritetet have a long-standing engagement with marginalized and socially disadvantaged learners and played an important role in adult education since they represent networks of learning centers regionally and nationally.LLLP leveraged the communication of TaMPADA framework EU wide and ensured maximum dissemination and impact across adult education networks, policy – making and implementation circles.PROMEA brought significant expertise on ICT-based methodology and tool development, contributed to increasing the framework’s tracking and monitoring potential for impact and sustainability by mobilizing and developing digital resources for use by AEPs. ACTIVITIES & METHODOLOGYThe TaMPADA partnership successfully explored indicators and identified those affecting disadvantaged learners’ lifelong and lifewide progress. Also, partners developed a methodology for AEPs to use open data resources at regional, national and EU level. In addition, the partnership developed a monitoring tool for monitoring disadvantaged learners’ lifelong and lifewide progress combing results from surveys and other public datasets. Moreover, the partnership developed a framework addressed to AEPs, which covers two dimensions: web-based and communities (inter-institutional) synergies. Finally, the partnership developed an ICT based monitoring toolkit to be used independently and/or in the context of inter-institutional community synergies (tampadadigitaltool.eu), which was validated by AEPs and at a later stage the partnership also produced a policy recommendations paper. RESULTS & IMPACTThe TaMPADA consortium:- Raised awareness and improved partners and other AEPs networks’ capacity for learner-centered approach and long-term impact assessment.-Increased AEPs capacity to provide quality assured skills and uplifted competences of disadvantaged adult learners to respond better to their personal and societal needs.-Increased visibility and transparency of tracking and monitoring practices by developing the ICT web-based tool and evidence collection framework available to all AEPs.-Extended networks and synergies among AE stakeholders, AEPs, community organizations and authorities by producing the operational framework for inter-institutional synergies.-Strengthened links between informal and formal education pathways - Organized 11 information days to promote project results, gathering 368 participants. POST-PROJECT SUSTAINABILITYThe TaMPADA partners managed to promote the use of TaMPADA web-based toolkit, extended strategy and recommendations to AEPs and community education providers. Additionally, up took and diffused project materials to relevant regulating authorities and networks of AEPs across the EU and finally managed to advance national strategies by supporting, refining and harmonizing tracking and monitoring initiatives set forth by TaMPADA.

BACKGROUND The Covid-19 virus outbreak in late 2019 - early 2020 led to a surge of remote working, where the majority of EU workforce was compelled to work in an out-of-office setting; this comes to a sharp contrast compared to past years, where just 5-10% of EU employees have been working remotely, according to Eurostat. Nevertheless, such a rise in remote working has not been unprecedented; there has been a steady, yet minimal, increase through the years in the numbers of remote workers (esp. in the ICT sector), with a similar spike during the 2002-2003 SARS outbreak and other similar cases of business interruptions. The difference this time is that the increase in remote working due to the Covid-19 virus outbreak has been fuelled by more flexible and decentralised management practices, as well as more widely available technologies. One of the most pressing challenges that emerged has been the possibility of a lasting workplace change, where a greater part of the workforce works out of premises.NEEDS & CHALLENGESThe prospect of a remote work transition creates uncertainty and distress to workers all over Europe, as normal work patterns, modes of communication, and team dynamics will be disrupted; it is only a small share of the workforce that is already familiar with this mode of work. For most, there is an emerging substantial need to improve relevant soft and hard skills and competences, ranging from digital, social & communicating skills to setting up and running a home office and work routines, and maintaining a work-life balance and healthy lifestyle. This is even more significant for a) low-skilled individuals who lack the necessary digital and organisational skills, and b) those over the age of 55, who increasingly remain in the workforce.OBJECTIVESThe project aims to extend the supply of high quality learning opportunities that support and reinforce key competences for adults employed or looking for employment in an emerging remote working era. To that end, REMSKA objectives are to:-Design an evidence-based course curriculum on remote working skills for adults.-Develop flexible training delivery methods (e-book, MOOC) and innovative open access resources to support individuals in acquiring and developing remote working skills. - Support self-assessment of key competences for the remote work era. -Create and provide access to tools and guidelines addressing technological and organizational aspects of remote work.PROJECT PARTNERSHIPThe REMSKA partnership comprises 6 organisations from 6 European countries (DE, EL, SI, IT, BG, BE) with complementary skills from the worlds of higher (HAW) and adult education (AZM, IAL), workforce representation (PODKREPA), research (PROMEA) and consulting (INNOVELA). The partnership will be further strengthened through the involvement of tow key actors in the field of adult education, namely BIBB (DE) and ZLUS (SI), as associated partners.RESULTS The REMSKA project is expected to have the following results:-A set of evidence-based learning outcomes on remote working skills for adults. -A curriculum structure (syllabus) as well as a pool of pedagogical resources including educational instructions, learning and assessment materials, as well as a trainer handbook and a learner e-book.- A Massive Open Online Course comprising the project learning units and contextualised training and assessment materials of the REMSKA course, in their online form, suitable for self-directed and blended training. - A framework and set of tools for the facilitation of remote work including: a) a self-assessment tool on (prospective) workers’ skills, readiness and attitudes towards working remotely, b) a best practice guide covering both technological and organizational aspects of remote work and a Statement of Support for the validation and endorsement of the REMSKA resources, and c) protocols, guidelines and checklists facilitating remote work practices and processes. POST-PROJECT SUSTAINABILITY-European adult education providers are anticipated to uptake the REMSKA learning units and material to update the content of their training offerings, in order to address existing occupational needs regarding skills and competences pertaining to remote work. -Learners will access the REMSKA MOOC and e-book for non-formal self-directed learning, motivated by adult education providers, employers and other stakeholders, such as career counselling bodies, employment centers, employee’s associations, and activities, to support continuing education.-The best practice guide covering technological and organisational aspects of remote work will provide all interested parties with insights on how to improve their remote work practices and address the emerging occupational skill needs.

<< Objectives >>This project aims to achieve the detection and transfer of good practices carried out in adult training centers on topics related to the concept of Global Education, and the associated methodology; within a stable consortium that can keep on working in the future to define a Global Adult Education Program, based on the 17 SDGs and the 2030 Agenda.<< Implementation >>Various types of activities will be carried out:- Face-to-face and virtual transnational meetings.- Search for good practices in adult education centers.- Processing of the results linking the good practices detected with the curricular elements of Global Education,- Dissemination and exploitation of results among the target groups: adult centers, authorities, teacher training centers, companies and civil society.<< Results >>R1. A stable consortium of entities related to adult education.R2. Document that collects the consensual concept of Global Education, and a methodological proposal to implement it.R3. Documented compilation of good practices carried out by participants in relation to Global Education.R4. Document with improvement proposals for the introduction of Global Education in adult training.R5. Intergenerational transfer report.R6. DEC.

BACKGROUND & CHALLENGESSpecific learning difficulties (SpLDs) are often detected in early school years, yet there are still many adults in the EU who have never been diagnosed, and there is a substantial variation among Member States in the proportion of individuals documented, as well as the way those diagnosed are educated. Low-qualified adults with SpLDs, not properly supported might be consequently deterred from participating in any adult learning activities, and thus remain at an even greater risk of unemployment and social exclusion. Adult education providers should work on making available learning offerings adapted to the learning needs of all individuals, including those with SpLDs, yet they often have limited means to self-assess and improve themselves as concerns SpLDs. Recognising, in a systematic way at an early stage, the condition of learners with SpLDs and making adjustments to cater to their needs are among the most significant required support measures. On a greater scale, an integrated approach involving the design of adult learning programs and the involvement of teaching and administrative staff can have a longer lasting and substantial impact on the effectiveness of lifelong learning for adult learners with SpLDs. AIM & OBJECTIVESThe project aims to develop a common assessment framework for learning providers, which will cater for the specific needs and particularities of adult learners with SpLDs, advancing their participation and engagement in learning activities, essentially facilitating access to upskilling pathways. In order to achieve its main aim, the project sets the following specific objectives: 1) Elaborate a common approach for assessing adult education effectiveness on learners with SpLDs.2) Provide the means to assess the effectiveness of adult learning providers’ offerings on learners with SpLDs.3) Share tools and recommendations enabling adult learning providers to successfully address the needs of learners with SpLDs.PROJECT INNOVATIONΒy focusing on the assessment of adult education effectiveness on learners with SpLDs, SpLenDEd fills a vacuum and provides a basis for further spurring innovation by advancing organisational and pedagogic innovative change in the national systems of adult education in Europe. SpLenDEd can contribute to further innovative Erasmus project work in order to enhance the assessment of adult education value for SpLDs learners.PROJECT PARTNERSHIP The SpLenDEd partnership comprises 5 organisations with complementary skills: AZM, FU, POU and VHS CHAM contribute their experience in offering high-end adult education as well as using and developing monitoring and assessment mechanisms and relevant tools. They further have previous international collaboration experience and the capacity to manage EU co-funded projects. PROMEA has extensive experience in designing research methodologies and implementing research activities as well as technical capacity in project management and has major experience in projects focusing on adult education.ACTIVITIES - Identification of the key criteria for assessing the effectiveness of adult education offerings on learners with SpLDs.-Development of a Common Assessment Framework, tools, and guidelines to assess the effectiveness of adult learning providers’ programs on learners with SpLDs.-Composition of a Good practice guide on improving learning provision effectiveness and inclusiveness for adult learners with SpLDs.-Creation of an extended network of SpLenDEd adopters. - Sharing of project outputs through multiplier events, inviting target groups to uptake SpLenDEd results and to act as further multipliers.LONG-TERM IMPACT-Uptake and adaptation of the SpLenDEd Common Assessment Framework and tools by adult education providers across the EU.-Participation of a growing number of adult learners with SpLDs in lifelong learning programs that have been improved based on SpLenDEd outputs, resulting in social inclusion or persons with health issues.

Our society is an ageing on one. According to the 2011 year EU census the ratio of the 65+ citizens is 17% and this ratio will be 29.9% by the year 2050. This situation means a huge challenge to the society and to the social care system too. Elderly people easily lose their quality of life, can cope harder with every day challenges and also can lose their personal autonomy as they rely on the help of other people to secure their everyday needs. Also a big issue is the lack of personal connections, interactions. Elderly people often have problems with travelling and in a longer term it can lead to the loss of friends. These people are important members of our society. They gained valuable experiences in their work, part time activities, they were attendants of many interesting or important historic events and it would be a great loss if these experiences and memories would disappear with their owners. Modern ICT devices and online services can help to prevent or defer the above detailed difficulties. Today's internet based services can help to stay in touch with friends and relatives, can provide health preserving services, can give platforms to share memories, hobbies and knowledge. With our project we helped elderly people to use ICT services to support their everyday life, to raise their quality of life and to help them to prevent their personal autonomy as long as it is possible. To reach this goal we elaborated an intergeneration study concept. In the frame of this we prepared a video guide for the younger relatives of seniors about how to teach the basics of IT to seniors. This intergeneration study concept gives the foundations for further learning of senior persons. In addition to this we prepared 60 video-based learning materials for older adults covering everyday issues that can be solved or managed by the help of online services (online shopping, communication etc). 20 videos cover international topics with local language versions and the rest cover local, country specific themes with only local language version. We also developed a special web platform after an international survey and needs analysis to host the teaching materials and to serve as a community building and knowledge sharing platform. By the development of this platform the ergonomic needs of the target group were taken in account.Finally, we prepared a guide for the seniors how can they leave their digital footprint on the internet. This intellectual output covers the topics of blog writing, commenting, photo and video making and safe browsing on the internet.With the project we managed to drive the attention of younger generations to the importance of intergeneration solidarity. We also helped the older adults to understand the benefits of the modern online services and gave them useful curriculums that fit their learning needs.