CONTEXTApproximately 90% of jobs today require some level of digital and both the Council Resolution on a Renewed European Agenda for Adult Learning and the Upskilling Pathways Initiative recommend adult education provision is strengthened to improve the digital skills of many millions of low-skilled or low-qualified adults who are most vulnerable in the labour market. In addition to the need for digital skills to be an OUTCOME of adult education, digital tools are also increasingly recognized as an effective MEDIUM for the teaching of all types of competences (literacy, numeracy, languages, civic participation etc.) Indeed, digital and mobile resources are ideally suited for adult education since they: - generate a significant increase in learner engagement and information retention; - extend and diversify the provision of learning and enable it to be tailored in content (personalization) and time and place (flexible or distant learners) - require no large investments in hardware (79% of European adults now own a smartphone).In reality, however, the integration of digital tools into adult education is lagging behind in France and our partner countries. France and Germany’s digital learning environment for adult education was characterized as “tentative” (and Greece “traditional”) by a 2015 Ecorys/Bertelsmann report which also noted that the most important driver of integrating digital technologies is teachers’ own digital abilities and confidence. In addition, even educators who are keen to use digital teaching face such a large number of digital and cloud-based educational tools, platforms and learning environments that it can be difficult to know where to start. OBJECTIVEFor these reasons, we have designed DIGITAL with a clear objective: increase the ability and motivation of educators working with low-skilled, low-qualified adults to use digital learning strategies and tools in order to make learning more attractive, relevant and boost their professional and personal development. ACTIVITIESTo achieve our objective, we will: a. Raise awareness of the benefits of digital learning by sharing leading examples of digital learning innovation for disadvantaged and marginalised adults through developing a Good Practice Compendiumb. Provide educators with practical guidance and tools to merge best practice pedagogy with 20 of the best digital learning resources in a DIGITAL Toolbox.c. Enable educators to grow in confidence and skills by developing the DIGITAL e-learning course.PARTICIPANTSDIGITAL involves the direct participation of:Adult education teachers and trainers, especially those working in nonprofit organizations and colleges, who need to become more proficient in digital teaching so as to remain relevant in an ever-evolving education sector;Adult education organizations, who need the vision and tools to support educators in implementing innovative teaching strategies within their organizations.Adult education stakeholders, from the public and private organizations that policy and practice, who need strategies to boost the quality and attractiveness of adult education at scale.RESULTSThe first results produced by the project will be the intellectual outputs. They include:- O1: Good Practice Compendium. A digital publication that encourages knowledge sharing and peer learning among Adult Education organizations and stakeholders by identifying and sharing leading innovative approaches in using digital teaching for adults, with a special focus on disadvantaged and marginalised adults and NEETs.- O2: DIGITAL Toolbox. An interactive publication featuring the 20 best digital learning resources, tested and tried by our team, with practical guidance on how to use them.- O3: DIGITAL Online Learning Course. A course that adult education teachers can use to strengthen their own digital skills. Uniquely, each module of the course will be taught using a different platform, thus integrating learning outcomes with the delivery mechanism.IMPACTThe overall impact will be an increase in the number of educators incorporating digital tools into their teaching/training programmes and becoming digitally competent in managing their own workflows and collaborative capacities using digital technologies. This impact will be visible: they will use more online tools, software from the cloud, and vary the delivery of the training from classroom and one-to-one, to more flexible distance training and self-led training for adult learners. In the long term, teaching professionals working in adult education will enhance their own career prospects in a knowledge based society.By improving the skills and attitudes of adult educators to increase the use of digital tools we will impact not only the effectiveness of training to individual trainees and groups, but be able to create waves of change regarding the use of digital technology in adult education as a whole.