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.