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SCIENTIFIC ADULT EDUCATION ASSOCIATION HELLENIC ADULT EDUCATION ASSOCIATION HAEA

EPISTIMONIKI ENOSI EKPAIDEFSIS ENILIKON SOMATEIO
Country: Greece

SCIENTIFIC ADULT EDUCATION ASSOCIATION HELLENIC ADULT EDUCATION ASSOCIATION HAEA

9 Projects, page 1 of 2
  • Funder: European Commission Project Code: 2021-1-EL01-KA210-ADU-000034040
    Funder Contribution: 60,000 EUR

    << Objectives >>Since the beginning of the covid-19 pandemic we have experienced traditional learning turned digital without really providing high quality learning opportunities to adults. The SP2ACE project’s objective is to launch a dialogue amongst experts & professionals of the Adult Education, Game-based Learning & Digital Learning fields with the intend to communicate their experience and knowledge in successfully and joyfully adapting critically reflective learning into a digital gamified environment.<< Implementation >>The activities to be implemented are: a) The planning and development of a hybrid online Knowledge Community comprising 200 members of the Adult Education, Game-based Learning and Digital Learning fields.b) An open day online event in which motivated participants will join and find out about the objectives of this initiative.c) A two-day Hackathon (in Athens-Greece) is the core activity of the project. This is a creative problem solving event with a parallel trach of workshops.<< Results >>The expected results are:●to generate and discover new points of view regarding engaging digital learning in adult education●to facilitate knowledge exchange regarding the utilization of games in adult learning●to allow both organisations, - one of which is a newcomer in adult education funded opportunities - to extend their knowledge and understanding on digitalisation and game based learning practices.●to disseminate the Transferability toolkit to the partnerships networks.

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  • Funder: European Commission Project Code: 2017-1-DE02-KA204-004160
    Funder Contribution: 47,600 EUR

    Adult education is an important factor contributing to economic well-being and social inclusion in Europe. In many cases regional and national umbrella organisations as well as professional associations, universities and large education providers take on the task of providing adult education staff with sufficient high quality opportunities to maintain and extend skills they need to support and bring about positive economic and social developments. Those efforts are usually directed at (free-lance) teachers as well as pedagogical, administrative and executive staff in the organisations. These institutions thereby attend to the important tasks of quality assurance and professionalization of staff in adult education and they contribute to the development of the field of adult education as a whole. Train the Provider afforded staff training providers the chance to address some of their most prominent issues, search for solutions and exchange good practices with peer organisations from other EU countries. Main participating organisations:1. Lower Saxon League for Liberal Adult Education (GER): regional umbrella organisation responsible for centralised staff training programme 2. Hellenic Adult Education Association (GR): national professional organisation implementing train-the-trainer-programmes and developing key competences 3. University of Pitesti (RO): university active in adult education staff training 4. Folkeuniversitetet Øst (NO): adult education provider with internal staff training programmeIn addition, partners invited professionals and experts from the field of AE to their project meetings to gain further insight into strategies and practice from different angles. The transcultural approach offered partners the chance to gain new perspectives on the most pressing issues from their day-to-day working contexts. These included lack of national standards, high cancellation rates, low motivation among trainers to get further training and designing more relevant programmes for target groups. The discussions resulted in four short papers published via the project site (see below) as well as a short journal article published at https://www.futureacademy.org.uk/files/images/upload/EDUWORLD2018F004.pdfFour papers correspond with the Work Packages:A1: Reflexion, formulation and exchange of structural educational problemsPartners compiled a collection of central challenges they are facing in their day-to-day work and for which they were looking to brainstorm for solutions. Additional input was given by experts from regional organisations active in AE (LUH, Bildungswerk Ver.di, Landesverband der VHS in NDS). A2. Comparison of existing staff training programmes and identification of good practicePartners derived common ‘main topics’ from A1 and embedded them in the individual national AE systems they work in. Through the comparison, differences emerged in terms of standardisation and quality control, types of providers, target groups as well as ways of identifying their needs, evaluation of training results. Partners identified which mechanisms promote and which mechanisms hamper quality work in their institutions. Additionally, the consortium designed an online survey to gain further insight into these topics from a wider range of AE agents. An article outlining and contextualising the results was published as an OER (see link above).A3. Identification of relevant topics and target groupsPartners identified good practice examples from their current programmes, naming formats, methodology, target groups and learning outcomes and compiled the data into a table for consultation by third parties. These examples address the challenges outlined in A1 and give partners (as well as other AE agents) inspiration for their future programme development. The resulting cannon of good practice serves as reference to other AE staff training providers interested in expanding or improving their programmes. A4. Formulating benchmarksPartners identified success factors for their best practice programmes, outlining how others could adopt approaches they deem successful. This allows for comparison between partners’ approaches, programmes and target groups. The document can be consulted by other agents in AE to compare their programmes against and find inspiration for their development. The results have had and will have considerable influence on the partner organisations involved which have all found topics and approaches they are planning to adopt and try (see document for A4). Thus, lessons learned during the project will impact the quality and implementation of future programmes, creating staff training that is more focused on applicability and trainers’ real needs. Furthermore, the results have been distributed through partners’ networks and thus benefit the AE staff training sector as a whole. All results are available for download via https://www.aewb-nds.de/themen/eu-programme/train-the-provider/

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  • Funder: European Commission Project Code: 2020-1-SE01-KA227-ADU-092583
    Funder Contribution: 127,450 EUR

    The project ‘Digital Art Academy - cultural education for digital skills’ is a collaboration between four partner organisations who have both the Arts and education at their core: Intercult (SE), Hellenic Association of Adult Education (GR), City Culture Institute (PL) and Fablevision (SC). The project’s overarching goal is to support the growth and intertwining of digital and creative competences for both adult educators and artistic professionals. All our project partners have a common desire to explore and support digital innovation within the CCS. In Europe, artists are struggling to cope with the post Covid-19 world in which there is an imperative to find new ways of creating and delivering content, specifically for certain sectors within the CCS. Through a positive lens, the situation is also a breeding ground for opportunity which the open attitude and curiosity of creative practitioners also supports. In order to achieve this, the project partners have recognised a need for more cross-sectoral collaboration in order to nurture a thriving community of practice that can work effectively together and accelerate innovation through the open sharing of knowledge. This project brings together adult educators with creative practitioners who, in cooperation with multimedia experts, will use digital technologies to create new art forms. Layered on top of this, the educators observe this process of learning by doing and transmute the process into educational content which can support other educators in the creation of course content. Extending beyond the upskilling of the project’s direct participants, one of the project outputs is the development of curriculum guidelines to support other educators in the digital upskilling of CCS professionals seeking further training.Overall, this project will directly result in a growth in the digital and creative competences of the project participants. It will also indirectly impact the competence levels of those who are recipients of trainings developed out of the project’s intellectual outputs. Furthermore, integral to the project results, is the development of adult educators’ competences to create course material and teach course content on the topic of the use of digital tools in artistic production and broadcasting.

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  • Funder: European Commission Project Code: 2021-1-FR01-KA220-ADU-000033505
    Funder Contribution: 279,105 EUR

    << Background >>Covid19 has accelerated the digitisation of every aspect of our lives. We’ve been forced into sudden digital usage in education and work, access to social networks, health services, cultural activities, banking and shopping. Our increasingly digital world has the potential to leave behind the most vulnerable of society. The inability to engage with digital media can accentuate disadvantage and exclusion for those with fewer opportunities. This is particularly evident among senior adults, migrants and refugees, even young people where a lack of digital skills is synonymous with social isolation and loss of autonomy. Rather than combating digital exclusion by more simply offering more digital opportunities, BESTIE will offer the most natural and socially beneficial method: community-based exchange in creating human interpersonal connections! The partner organisations will use the project to create the digital inclusion learning environments in their own organisations and develop digital and social skills of their own staff.ADULT EDUCATORS While some programmes have been developed to assist vulnerable community members to improve their digital skills, the pandemic has accelerated the speed of change and the need to help our at-risk groups is greater than ever before. To complicate issues, the social distancing rules and economic downturn caused by the pandemic now mean that when the need is greatest, many adult learning community centres are working with reduced staff and limited physical capacity. SENIORS (adults of 60+ years) Europe is ageing fast, and in the same vein, digitization is moving very quickly into citizens' routines. Our seniors are the largest group of citizens who are info-excluded. This reality is worrying because it will quickly make them socially excluded (Source: MEDCRAVE). BESTIE will benefit seniors with few opportunities to acquire the digital skills for better functioning in ever increasing digital world, as well as by developing social ties to the community, overcoming threats of loneliness and exclusion.MIGRANTS AND REFUGEES The pandemic has made displaced persons more vulnerable than ever with refugee and migrant communities suffering from the deterioration of their economic situation and lack of social connections in their new communities. The digital skillset of migrants & refugees is varied and greatly depends on their understanding of their new community’s language and access to learning pathways. Even when their digital competencies are high, digital exclusion of migrants and refugees still happens. Differences in the system in which their digital skills are now applied when combined with difficulties with the new language and a decrease in the accessibility to the digital world mean that they too experience digital exclusion.BESTIE will benefit migrants & refugees in two ways (i) by taking both roles of learners, they improve their digital competencies and social links, (ii) and mentors with advanced digital skills will. They will establish new befriending ties and links to the community, thus advancing their inclusion and integration processes and securing overall wellbeing.YOUNG PEOPLE -Particularly vulnerable because of Covid19 impact, across the EU, 49% of young people have their working hours reduced, over 23% lost their jobs and 50% are at risk of depression (SOURCE: EKCYP). While vulnerable in many ways, young people often have developed digital competencies. In 2019, 4 in 5 young people (80%) aged 16-24 in the European Union (EU) had basic or above basic digital skills. This was 24% higher than the share of individuals aged 16-74 (56%) (EUROSTAT). Young people will benefit by building their communication skills, leadership and mentorship skills, acquiring a reputation as educators and community support implementors, as well as build their networks and boost their confidence, which leads to better employment prospect in the future and better links to the community.<< Objectives >>The BESTIE - Befriending for Social and Digital Inclusion project will evoke cooperation within the community on an intergenerational basis, bringing together seniors, migrants and young people, with the help of adult educators, to overcome the digital and social exclusion of these groups, by allowing them to work together on bridging key skills gaps. It responds to a horizontal priority of Inclusion and Diversity, and 2 Adult education priorities: Improving the availability of high-quality learning opportunities for adults and Developing forward-looking learning centres.OBJECTIVE - BESTIE will provide a fresh and innovative model of cross fertilization of digital and social skills for three vulnerable groups: senior citizens, migrants/refugees and young people. Through a set of innovative, participatory, easy to access and inspirational Project Results, we will utilise communities’ strengths and opportunities to overcome weaknesses and threats in the social and digital inclusion sphere. We will also upskill adult educators to deliver digital skills education resources to adult learners. Digital progression can be a catalyst for social cohesion. Rather than combating digital exclusion by more simply offering more digital opportunities, BESTIE will combat digital exclusion by offering the most natural and socially beneficial method: community-based exchange in creating human interpersonal connections! The BESTIE - Befriending for Social Ties and Digital Inclusion will upskill adult educators to deliver digital skills education resources to adult learners , through a set of innovative, participatory, easy to access and inspirational Project Results that are all utilising communities’ strengths and opportunities to overcome weaknesses and threats in the social and digital inclusion sphere.This objective will be reached through 4 SPECIFIC OBJECTIVES, that completely correspond to 4 PROJECT RESULTS:1.PR1: A study of 30 good practices in intergenerational and community-based adult education (Befriending as an Intergenerational Approach to Digital Skills Development, downloaded/received by 500 adult educators2.PR2: Develop a methodology for creating network clubs – networking mechanisms for community-based, inclusive learning of digital competencies – 500 downloads-adult educatorsa.5 BESTIE Network Clubs (France 1, Ireland 2, Spain 1, Greece 1), 30 members each club (10 seniors, 10 migrants, 10 young people)=150 members founded that will cultivate a supportive, safe environment whereby members can gain confidence in new life skills: digital skills – seniors and migrants, mentorship and social skills: young people and migrants 3.PR3: A Toolkit – a learning resource that will show best tools for gaining digital competencies in information and data literacy, communication and collaboration, and problem-solving (Dig Comp Toolkit for Everyday Living) 1000 downloads and direct distribution4.PR4: An interactive learning platform - BESTIE Learning Platform - 500+ RECIPIENTS and accessed online by 1000 individualsBESTIE will inspire adult educators in local NGO’s, development centres, community centres, local authorities and other organisations with a new community based learning formula to deliver digital skills education to adult learners while simultaneously encouraging social interactions and social ties to tackle social isolation.<< Implementation >>All partners will:-contribute to all 4 project results, responding collaboratively to each project result lead and giving inputs where needed, with for example: research, case studies, identification of tools, contributions of content for the all the PRs in accordance with the PR leading partners plan, -form partner country Learning Centres in the form of Bestie Intergenerational Network Clubs-conduct Dissemination and other tasks in accordance with the Project management handbook and other tangible management outputs produced at the project outset-participate in partner meetings, multiplier eventsparticipate in user testingBESTIE will overcome dated and inflexible methods of simply presenting information and knowledge to those who lack digital skills and turns the education process into a socialization method, social treat, befriending and social ties bringing activities. We will implement the following activities to support the above statement: -Facilitate knowledge exchange in the field of digital competencies, mentoring, peer to peer support, -Foster regular communication among these groups to form befriending relationships and -Form social ties through enabling regular contact of social groups who otherwise would not have mutual social connections-Link vulnerable social groups to adult learning providers such as NGO’s, development centres, community centres in the process of organising education, mentoring and knowledge exchange-Conduct research and compose a study of 30 good practices in intergenerational and community-based adult education, that makes the case for the need to evolve practices further and respond to challenges through creative approaches (PR1), reviewed by 20 ADULT EDUCATORS-Develop a methodology Guide for creating network clubs – networking mechanisms for community-based, inclusive learning of digital competencies (PR2)-Found 5 INTERGENERATIONAL BESTIE Network Clubs that will cultivate a supportive, safe environment whereby members can gain confidence in new life skills: social skills, digital skills, intercultural and intergenerational communication, mentorship (PR2)-The Network Guide and BESTIE Clubs will be tested by 20 ADULT EDUCATORS/experts and BESTIE clubs also by 60 ADULT LEARNERS (30 seniors, 30 migrants, 30 youth)-Compile a Toolkit – a learning resource that will show best tools for gaining digital competencies in information and data literacy, communication and collaboration, communication and collaboration and problem-solving (PR3), tested by 20 ADULT EDUCATORS experts and 60 ADULT LEARNERS (30 seniors, 30 migrants, 30 youth) utilizing members of BESTIE clubs-Produce interactive learning platform working as both, content dissemination platform as well as interactive exchange tool for digital competencies knowledge and social skills ideas, ensuring wide and free access of all produced resources - BESTIE Interactive Learning Digital Platform (PR4), tested by 20 ADULT EDUCATORS experts and 60 ADULT LEARNERS (30 seniors, 30 migrants, 30 youth) utilizing members of BESTIE clubs-We will evaluate the project across impacts identified by the project partnership-We will communicate the project values and results to the target groups, ensuring the impact and sustainabilityThis set of combined activities, implemented by the partnership mutually and collaboratively, will bring the added value at EU level, bringing results that would not otherwise be obtained at all individual countries and with all individual partner perspectives.<< Results >>Project Result 1: Befriending as an Intergenerational Approach to Digital Skills Development - A study that collects 30 good practices in intergenerational and community-based adult education practices and makes the case for the need to evolve practices further and respond to challenges through creative approaches. Whereas nearly all previous approaches have focused on ways to approach digital skills in seniors, this report will analyse benefits and skill development (real and potential) from the perspective of the young people and migrants involved and will focus on challenges and opportunities in the context of the pandemic. The study will also show examples of community-based mentorships.Project Result 2: Bestie Intergenerational Network Guide and ClubsOur first action of the output will be to develop a comprehensive Network Guide, which will assist in the creation of our Bestie Intergenerational Network Clubs and ensure widespread uptake of this approach in recruiting young people, migrants and seniors into mutual support and cooperation learning clubs. The Network Guide will have the roles in the community-based learning explained so that both learners (seniors and migrants) and mentors (young people and migrants) know what to expect and how to fulfil their roles. The Network Guide will also explain the skills, pedagogy, communication tools and creative problem solving, so that the facilitators can successfully organise the Clubs.Our second action will be the creation and launch of our Bestie Network Clubs with our target group, young people, migrants and seniors. Community-based learning creating inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community. The Club will cultivate a supportive, safe environment whereby members can gain confidence in new life skills: digital skills – seniors and migrants, mentorship and social skills – young people and migrants. Providing and receiving peer to peer mentoring and support, members can use this network to gain a deeper understanding of the issues they may face and insights into how to overcome them. Project Result 3: Dig Comp Toolkit for Everyday Living – aimed at main target groups directly and based on sections of the The Digital Competence Framework 2.0: Information and data literacy, communication and collaboration, Communication and collaboration and Problem Solving. This toolkit will bring a set of practical everyday tools, easily applicable to everyday citizens digital life, used to improve the quality of life, raise digital efficiency and reduce technostress. The toolkit will come with the Educator’s guide, since the adult educators will be empowered to deliver the toolkit to the final target groups (seniors and migrants) with the help of the peer to peer support of the young people.Project Result 4: Create BESTIE Interactive Learning Digital Platform working as both, content dissemination platform as well as interactive exchange tool for digital competencies knowledge and social skills ideas, ensuring wide and free access of all produced resources - BESTIE Learning Platform. It is not enough just to understand the problem, see a good example and have tools. Adult Educators need the go to place to connect the steps and implement the change, the transformation and that is what this platform will provide.

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  • Funder: European Commission Project Code: 2017-1-DE02-KA204-004242
    Funder Contribution: 53,030 EUR

    Our experiences from implementing learning mobilities for adult educators show that within our existing European network learning mobilities lack transnationality. We implement workshops together with our European partners within the Erasmus+ program since 2014, and we were only able to arrange groups of participants from one country for our fields of activity and requested learning topics in adult education. From the first day on we tried to organise learning activities with transnational participants. But we failed. Despite of intensive promotion and offers to our network partners to support them by applying for mobility projects it was not possible to allure participants for our transnational learning opportunities abroad. It seems that within the Erasmus+ programme there are too many hurdles for adult education organisations in Europe. Especially small and unexperienced organisation are shy of applying for own mobility projects. Quite often time and efforts are too considerable, and the prospects of success are valued too low. This lack of transnationality within learning mobilities doesn’t satisfy the idea of European learning in the context of the Erasmus+ programme. We wanted to change this actual situation for our future participants of learning activities and for our European partners in adult education in Europe and offered a possible approach with this project.We used a structured process and a collaborative approach. It connected the know-how and the strengths of European adult education organisations for application and implementation of learning mobilities. Our project partners have several skills referring to learning mobilities. At the end of the project all partners benefitted from the structured collaboration process and had the same knowledge available that is necessary to apply for and implement learning mobilities.Due to our project objectives – development of project proposals for mobility projects in a collaborative way to be able to organise learning activities transnationally - it was necessary to bring the persons together, who will be involved in this process. The partner organisations came together in a learning activity. It was a combination of structured course and workshop. Partners gave inputs and exchanged their experiences. With support of the collaborative partnership every partner gained firsthand information about how to apply for a mobility project as well as how to act as a sending organisation and how to implement learning activities as a hosting organisation. Each project partner applied for a learning mobility project as part of this project. In a structured way we planned concrete learning offers in the project partner countries and agreed on participant numbers to reach our main objective of implementing transnational learning activities and experiences for adult educators to support the strengthening of their intercultural competences intensely. The participants of this project were the 6 projects partners and their organisations.We chose adult education organisations as project partners referring to our objectives and referring to their experiences in the different stages from developing a learning mobility project to running a learning activity. Offline in project meetings and online via email we planned and organised the learning activity together. Inputs and expert knowledge were prepared to ensure a successful learning activity. In a collaborative way we learned from each other to reach our common results and objectives. The project depended also on a close cooperation with future learners – adult educators – in each partner country. With the input of adult educators to their interests and needs for learning opportunities we developed 6 project proposals together in cooperation. Furthermore 10 planned structured courses should be implemented by the partners as learning opportunities during the 12 months of the applied projects (minimum one course in each partner country) participated by learners from the partner countries. This plan, of course, depends on the funding decision of our six application. At this point of time our project and the Italian one are approved. The Bulgarian project was not approved, as they already expected because of the national system. The learning network established from the partnership will maintain after the end of the EU funding. In the long-term we try to include more European adult education organisation than just the participating organisations of this project. The learning activities planned and applied for within this project will be implemented after the end of this project. Furthermore, as adult educators we intend to develop a curriculum for further education opportunities out of the content and results of our learning activity to offer adult education organisations a structured further qualification course. This course can be offered national and international.

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