"European Union foresees the promotion of equality between men and women as a task of their members, but the statistics shows a slow progress. The project responds to this situation connected with social inclusion and employment.Project ""Innovative work-life balance tools to promote equality of men and women"" supports and tries to solve equality of women and men by creating innovative outputs focused on implementation of work-life balance into companies. Four partner organizations will participate in this project, the Czech Republic (AOA CR), the Slovak Republic (AIVD SR), Greece (DAFNI KENTRO EPAGGELMATIKIS KATARTISIS) and Portugal (EPATV). Chosen organizations have extensive experience with European projects and they deal with equal treatment problem solving in the area of research and by training activities.Examples of best practice will be intermediated in the form of video-interviews with 16 HR managers who use WLB tools in their companies effectively.In the second part of the project, partner organizations will create WLB Blended Learning tools - e-learning platform of Work-Life Balance Implementation in Companies and a Manual for Trainers of Work-Life Balance Implementation intended for trainers/tutors/consultants who will lead WLB Blended Learning with the aim to implement WLB tools into companies. WLB Blended Learning tools will be translated into Czech, Slovak, Portuguese, Greek and English to involve wider audience and target groups in most European countries. The innovative educational system will play an essential role in answering present and future demands of the gender equality education and support of employment and work-life balance in Europe. Trainers/tutors/consultants will attend a short-term joined staff training event to strengthen their lecturing skills and be trained for leading WLB Blended Learning which will be designed for HR managers, company management, company trainers, employees and other attendees who are responsible for implementation of WLB tools into companies. In WLB Blended Learning HR managers and company trainers will be trained. In Pilot Implementation activity there will also be students involved, from whose ranks there will future HR specialists be recruited. They will have an important role in sustaining interest and changing attitudes in future generations in Europe in the context of gender issues. Project results will then be sufficiently verified and evaluated.Project outputs will be disseminated at four conferences, through e-mailing to members and cooperating organizations and media (Facebook, Linkedln, EPALE, the Internet, youtube.com etc.). These effective disseminations will take place on the local, regional, national and EU levels. Sustainability of the project is given firstly by the chosen form of modern technologies and secondly by project objectives which support social inclusion and employability of persons endangered at labour market. The project responds to present need of European society to sustain balance between work and family lives. The interest and promotion of gender equality education is connected with gender strategical documents and will help to overcome significant challenges in Europe so it will still be up-to-date topic for target groups, stakeholders and European society generally."

"The project ""Education by the way"" results from the cooperation of organisations focused on adult education from Poland, Czech Republic, Italy, Finland and Belgium. The project focused on the needs of low-skilled people who avoid non-formal education. These people become a group of ""educationally excluded"" - in a sense double losers - first because of poor performance (or bad experience) in formal education and second because of lack of motivation to participate or lack of access to non-formal education in adulthood. The challenge is not only access but also the shape of non-formal adult education. Therefore, the Partnership dealt with this topic and developed new approaches, methods and educational tools in a form adapted to the limited time and specific expectations of the participants. Therefore, the direct recipients are trainers and educators who conduct educational activities for people with low competencies, low motivation, and reluctance to continue education. Each of the four partners (except EAEA) works with people with low competencies (target group of the project). Among the trainers and educators cooperating with each partner, there are people with different experiences working with various methods and tools in their work for the target group in the environment of non-formal education. The opportunity to exchange experiences, good practices, and tools was an essential part of the project and the starting point for producing results. It was possible thanks to three short-term learning activities and the testing phase.The project's implementation allowed to invent and popularise new forms of out-of-school adult education, emphasising inclusive education aimed at people with low competencies. Thanks to our project, educators are equipped with tools (toolkit, textbook, practical conclusion) that will allow them to more effectively and engage in work with people with different needs. Dissemination and national events allowed Partnership to share products with a wide audience. The partner from Belgium (EAEA) made it possible to disseminate results at the European level. Products (outputs) created during the project:O2 - Methodological nuggets - toolkit - Descriptions of the best consortium methods, approaches and good practices used in working with people with low educational skills and their surroundings (family, neighbourhoods) with peer review from our trainers and educators. O3 - Education by the way. Manual for education activists working with people with low competencies (English and national versions) O4 - How it works - Recommendations and description of the implementation of manual for education activists working with people with low competencies (publication and videos)"

Nowadays we face a lot of environmental concerns. The environmental problems like global warming, acid rain, air pollution, waste disposal, ozone layer depletion, water pollution, climate change and many more affect people in every country. Over the last few decades, the exploitation of our planet and the degradation of our environment have gone up at an alarming rate. Consistent, proper education and support of common people and citizens may result in raising their ecological awareness, changing their every-day practice, influence their neighbours, and pressurizing politicians into changing countries’ green policy. The Eco-Active for Planet project aims for inventing and disseminating a new model of eco- and climate adult education which will be focused on enhancing active citizenship for preventing climate changes and protecting the environment. It empowers and equips trainers and other education activists in necessary knowledge, skills, values, and attitudes to make citizens active for the planet's wellbeing. The project is to give the set of practical nuggets to professional adult educators and activists for the environment. It also aims at shaping their eco mindest and developing their professional competencies related to environment protection and supporting citizens in being active for Planet on the local level. Regarding all identified needs, the Eco-Active for Planet project’s specific objectives are as follows:- Identifying and describing the basic and advanced environmental competences consisting of knowledge, practical skills, and attitudes that adult learners need as citizens in everyday life to reduce their environmental footprint and have a positive impact on changes in their local societies/ groups- Elaborating the Planet Friendly Educators’ code of practice that will take into account European, national, local cultural aspects and implementing it among project’s partners- Elaborating the manual for trainers and education activists which will guide how to develop the eco competencies among adults learners and enhance civic activism for Planet on an individual and local level.This set of educational nuggets that is to be elaborated for trainers and education activist will focus on taking advantage of any opportunities to provide new environmental competences to adult citizens, to reduce the negative environmental foot-print that every person makes in everyday life.The Eco-Active for Planet will take into consideration following environmental concerns:- Climate change - Global Warming- Increased Carbon Footprint- Pollution of air, water and soil - Deforestation- Loss of Biodiversity- Household and Industrial Waste- Ozone Layer Depletion- Natural Resource Depletion- Acid Rain- Agricultural Pollution- Light and Noise Pollution- Littering and LandfillsPlanned Intellectual outputs: IO1 – Competences for the PlanetIO2 – The Code of Conduct of Education Activists for the PlanetIO3 – Toolkit for trainersIO4 - The Active Citizenship for the Planet manual for education activistsIO5 – “How it works” video-publicationThe project approach is be based on the UNESCO Climate Change Education (CCE) for Sustainable Development program (CCESD), and Education for Sustainable Development (ESD). The UNESCO Climate Change Education (CCE) for Sustainable Development program (CCESD), aims to help people understand climate change by expanding CCE activities in nonformal education through the media, networking, and partnerships. It is grounded in the holistic approach of Education for Sustainable Development (ESD), which incorporates crucial sustainable development issues such as climate change, disaster risk reduction, and others into education, in a way that addresses the interdependence of environmental sustainability, economic viability, and social justice. It promotes participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. The program seeks to help people understand the impact of global warming today and increase ‘climate literacy’, and aims to make education a more central part of the international response to climate change. The project aims are also in line with Sustainable Development Goals for 2030, especially with the goals: 11. Sustainable Cities and Communities 12. Sustainable Production and Consumption (in the theme of zero waste), 13. Climate Actions and also goal 4. Quality Education

There is a consensus in education policy that people need digital skills in order to be able to cope with the demands of this rapidly changing every day life and working environment and to be able to reflexively cope with this digital change and in some cases even shape it. In all European countries and at the level of the European Union (European Commission, 2014), the development of appropriate professional competencies as well as the development of basic digital competencies for all citizens is therefore on the education policy agenda. Adult education institutions are particularly challenged here. They have always focused not only on the preparation for certain demands of occupation and work, but in particular on the formation of a holistic personality who lives a successful life in a reflexive, self-determined and responsible way. Thus oriented, they are necessarily connected to a mediatized and increasingly digitized world of life and work. They continue to develop their offerings in terms of content and methodology and today - at different levels of implementation - use media and digital formats for competence assessment, knowledge transfer, learning process support and educational counselling. They are supported by the adult education associations, with national initiatives and offers or also with Europe-wide impulses, offers and aids on EPALE. Without questioning the importance of these supporting activities for the development of the vocational pedagogical competence of employees in adult education institutions, some challenges and questions remain on the agenda of each adult education institution. These concern all dimensions of adult education work, starting with target-group-specific addressing and the suitability of digital formats for specific participants through to the ethical and legal framing of teaching and learning. The European area of lifelong learning, with its cultural and organisational diversity, offers a very appropriate forum for discussion and exchange of ideas, methods and practices of digital education and integration of digital media into teaching/learning processes.This project of a strategic partnership in adult education with seven institutions from the eight European countries Austria, Belgium, Czech Republic, Germany, Hungary, Italy, Lithuania, and Poland focuses on the exchange of good practice. The primary objective of this project is to enable the exchange of ideas, methods and practices of digital education in a transnational network and thus strengthen their reflective professionalism. This process of exchange, critical discussion and reflection of existing approaches and practices will be thematically structured, recorded and disseminated in its main discussions and outcomes.The impact can thus be described as the increase in experience and learning of the organisations and their pedagogical staff, which is reflected as far as possible in innovation in the institutions. In this context, innovation means the reflexive digitisation of educational organisations and educational offers in order to take older people or target groups with an unfavourable educational biography into the digital age.