The cultural and creative activities in our organizations play a key role in enhancing our adult students and participants innovation, creativity as well as enhancing the well-being and self-esteem of these adult students. This is especially true in the case of adult students with a disability or with limited skills from disadvantaged groups in society like migrants. The Covid 19 pandemic affected these activities drastically and, in some cases, brought them to a halt. Even our local networks partners belonging to the creative and cultural sector have suffered from the pandemic at a similar rate. The project will establish a partnership for creativity between our organisations that aim to: •Stimulate European awareness among our adult students •Enhance skills development and competencies that reinforce creativity and boost quality, innovation•Enhance the students' digital skills and competence in using online teaching tools and social networks •Enhance the students' communicative skills at the European and international levels•Contribute to the recovery resilience of the cultural and creative sectorsThe project will engage our students in several online and local activities in the form of:1.Design competition for projects logo, brochure, and handout calendar. Students at the classes where the project will be piloted can voluntarily participate in the design of the project’s logo and /or brochure. 2.Writing competitions where students write 1 A4 page about a fairy-tale from their own culture. Language Teachers in each partner choose 5 different students texts based on their quality to be read in public if the prevailing Covid 19 allows it or in an online event at each partner school, Three fairy tales will be voted to be published in the project blog and translated to English and PJM and the other partner's languages. The students will dramatize the winning fairy-tale from each school in cooperation with local cultural organizations. The role play will be presented at the partner school and published online i3.the projects promotional hand out calendar contest: participants from the courses\study groups will join a photo completion to choose several photos taken under the activities of the project by the participants using mobile phones for the projects handout calendar. 4.The project promotional video contest participants from the pilot courses\study groups will join a video completion to choose video clips taken of the project's activities by the participants using mobile phonesall the following competitions will acknowledge the EU and international personal integrity and privacy laws and rulesto enhance the capacity and share knowledge and good practice the project partners will attend 4 transnational meetings held at each of the partner organisation. each partner hosting the meeting will arrange a half-day workshop on a topic related to the project's activities as follows:1.Digital tools for learning contests in Sweden2.Digital Photography to enhance learning and self-esteem in Poland3.Roleplaying and dramatization as a learning tool4.workshop on elementary video- making for Students with low digital skills using BiteableAll the project activities will be documented and evaluated using different questionnaires to students/ participants and the teachers /instructors. To disseminate the project locally. regionally, nationally and internationally, the partners will use the following tools and methods: the project brochure in English and leaflets in partners languages, the projects half-annual newsletter, the projects promotional hand out calendar, the projects website, the projects promotional video and the project social media pages and channels in Facebook, YouTube, Instagram, LinkedIn and articles epale and Erasmus+ Project Results Platform

"TRODEU was born when a group of European teachers, after meeting and checking their common interests in reversing the current situation of adult education in their respective countries, decided to join together to achieve common goals. Previously it had been found that problems in their respective countries were similar and the work each partner performed separately towards this improvement was complementary.This association was established under the aim of improving the educational process in adult education through: progressing in teacher training, stopping school failure through a new methodology, and driving improvements overlooking the insertion both in the working and social world, especially in disadvantaged groups.With this transnational proposal we will provide: a methodological change in the teaching-learning process of adults; to know and provide solutions to address the real causes of failure and dropout at this level; an adult training according to the times we are living, to promote the use of ICT, language and integration into society for disadvantaged people. All this will be produced in order to create synergies to foster relationships between different areas: starting from results of school life we pretend to connect them with teacher training, research, continuing education, employment and social inclusion, in order to propose those results to different administrations, as the final aim.The association has proven that most of the problems adult European students currently have, are based on deficiencies in understanding and expression aspects, both oral and written, and this fact has a huge impact on performance in all other areas and therefore, in the subsequent insertion into the working field. That is why we have built a project which will design innovative activities using new tools and proposals for action in order to achieve progress in adult students, especially those students who have failed to achieve basic skills. We are very conscious about that context has changed in the last times and that it is essential to be adapted to it, so TRODEU starts on that premise:""Teaching nice and make it nice while learning"" The more students have the feeling they are enjoying, the more they learn. Starting from knowing our students´ interests we will accordingly act, because that is the best way for motivation. We will create open, creative and diverse classrooms to encourage the development of the students´ skills through learning, being more practical, what will make easier for students to adapt the content to the real world. Students will co-design their own learning. Work will be based on competences and teachers will apply collaborative learning and the use of ICT. We assume that we live in a digital world in which students must be protagonists of their own learning; in this sense, technology is a great ally to get it. There will be closer relationship with direct experience, so a systematic opening to the environment will occur. Students will no longer be ""spectators"" and will become ""participants"". It will consolidate the competency approach, focusing education through skills and not just in knowledge. We aim to achieve: ""SCHOOLS OPEN ALL DAY""; for this we will promote ""hybrid learning"" and ""digital backpack"". All these proposals will shape the final result, the training course: ""Training proposal for improving the teaching-learning process in adults"".TRODEU will get: a) a methodological impact on the formation, b) a social impact in institutions and families, c) a scientific impact with different proposals which will generate success and d) a political impact, establishing a bridge between methodological, scientific and social field, proposing policies of governments, organizations and collectives actions to ensure real educational improvement.With all this, TRODEU will achieve profits during its development, but especially long-term benefits, mainly because the intellectual product will be expanded regionally, nationally and internationally. It will be available to anyone who requests it. Once the project is completed, cooperation with different administrations and institutions will be sought, offering them the organization of the training course.TRODEU components are: SOCAEAN (Spain) as coordinator country, ICE (Portugal), Finska Folkhögskolans Stiftelse (Sweden) and KU Leuven University (Belgium). All these institutions are working in adult education but in different fields. Each of them will bring their different but complementary work, enriching the association, achieving synergies which will converge in an innovative and open training proposal to improve the teaching-learning process in adult education."

The project aim was to share good practices and methods in foreign language learning. Foreign language learning has become a priority in our globalized world. For adult learners, this is true in the case of migrants learning the host country language. It is also true, in the case of adults, who have to learn a new foreign language to advance in life.Four Educational organizations participated in the project. All are adult education schools. They are: The Finnish Folk High School from Gothenburg, Sweden as coordinator. CFA Catolonia, L’Hospitalet de Llobregat, from Barcelona, Spain.Jazyková škola Poprad, Czech Republic Tartu Folk High School, from Tartu, Estonia as partnersThe project started on the 1st of October 2017 and ended 30 September 2019. The partners studied and discussed the implementation of three different language teaching methods: Method one: using the culture and tradition of the foreign language as a teaching methodMethod two: using digital learning methods to teach a foreign language.Method three: role-playing and other creative teaching methods The project had four transnational meetings. The hosting partner in each meeting, held a workshop to study one of the methods as follows:Meeting one: Drama and role-playing workshop in SwedenMeeting two: Method one workshop in SpainMeeting three: Method two workshop in EstoniaMeeting four: Method three workshop in the Czech RepublicForeign language teaching staff in each of the partner organizations implemented the discussed method. The teachers and students evaluated the effects of method implantation. The evaluation shows the project attained its desired goal of choosing, implementing and adapting a proper language learning methods to different learner group. Teachers reported even better motivation, engagement and social cohesion in the groups of students who participated in the project’s activities. The partners estimate that 400 students participated in classroom activities involving the three methods.As a result, the project enriched the teacher's toolbox with new tools that make learning more fruitful, fun and motivated. The main long-term impact on the students is that better language skills will lead to better job /study opportunities both at home and abroad. Acquiring higher skills in the host country´s language is essential for integration in the new society for immigrants. The project had an impact on the teaching culture in the partner organization. Foreign language teachers started to use a more innovative approach. This approach engages the students in learning in different ways than before. Through dissemination activities, the partners spread the lessons learned from the project which, In the long run, will lead to a more significant impact on the local, regional and national levels by inspiring peer organization to follow and test the three methods. The project's website provides some useful documentation of the methods used and successful stories from the partner organizations.The project´s web site address is http://finskafhsk.eu/LOGS/.

We are currently facing a transition in working life: professional requirements are changing, professional careers are evolving and employments get more and more periodic. Vocational education and training faces many expectations, e.g. personalised educational possibilities, flexible educational pathways and versatile learning solutions. Common and simultaneous development of education and working life is both a challenge and an opportunity. In this project the representatives of both education and working life jointly developed procedures to meet the needs of both sectors. The aim was to develop and implement together innovative and work-based learning experiences.Work for Adults 2.0 project has dealt with the questions of struggling with new digital tools or getting lost in social media when studying or creating educational material and how they can be used productively and effectively to help make Work-Based Learning (WBL) more transparent and goal oriented in the past years. Five partners from Finland, Estonia, Sweden, Basque country in Spain and from the UK have worked together to reach these specific goals: 1. On International level to create a description of best practices in Work-Based Learning in the partner countries and 2. Regionally to develop models for adult education that utilize e-learning and social media in the operational environment of early childhood education and support.At the same time we have developed adult educators’ and company representatives’ e-learning and digital skills in the learning process and in different learning environments and adult learners’ lifelong learning skills and competences and the ability to document their own learning processes.To achieve the above-mentioned goals we have organized workshops that enable teachers, learners and working life representatives to get to know and use different tools and applications of e-learning and social media.All participating organisations work on different areas of adult education. Mainly in Vocational education but also in Liberal adult education. The variety of offered qualifications and courses is vast. We have piloted some of the tools and social media applications in Early Childhood education, Business & Administration and ICT education as well as in preparatory and initial Vocational Education and Training for immigrants and even in Further Teacher Training. The outcomes and the procedure are however directly transferable to any chosen professional field and to any operational environment. The most important things are to create a positive attitude atmosphere and to link the working life into development of the operations.

Education and training is the most important way to active citizenship, better life and self-fulfilment. Migrants and refugees should integrate as soon as possible into our societies. This means not only the language skills, but also the possibility to enter educational programs as soon as possible, and be prepared for finding a job in our labour markets. Sharing experiences and best practices is vital in order to cope and to develop as we go along. Therefore the aim in Reshape the future –project is to systematically scrutinize adult education provision and training for migrants and refugees, from the perspectives especially chosen as necessary and interesting to all partners. The co-operation within Reshape-project helps us to plan the structure for our education and training provision for migrants.The themes in survey were the following:-Recognition of non-formal and formal learning of migrants and refugees-Competencies and continuous training of vocational adult educators and counsellors working with migrants and refugees-Guidance and counselling for migrants and refugees-Entrepreneurial training for migrants and refugees-Quality assurance of vocational education and training provision targeted to migrants and refugees“Reshape the future” has been a co-operation between six European countries - Keuda from Finland, Finska Folkhögskolan from Sweden, Istituto Formazione Operatori Aziendali (IFOA) from Italy, ROC Alfa College from Netherlands, Tietgen from Denmark and Slovenian Institute for Adult Education (SIAE) from Slovenia.The project comprised of five chosen themes, with each was studied in 5-days workshops organized by one partner by turn. The WS preparation was teamwork with those taking part to the WS in question. Each partner prepared a thorough presentation (paper + power point, video etc.) on the theme in their own country and organization. Making the presentations and papers meant a lot of studying around the theme and scrutinizing the practises in partner’s own organization. Every 5-day thematic workshop was a training period for teachers and counsellors taking part to the project. These workshops gave an excellent opportunity for adult educators to learn about education and training activities for migrants and refugees through the theme in question. The theme reports, prepared by the host partners, are products of the project and can be found annexed in this report and on the Erasmus+ Projects Results Platform. The theme report is a description of the current practices, key messages and next practices, based on presentations, visits, discussions and debates in workshops. Form of the reports is a pdf. The project has produced also an e-article, which is an abridged synthesis of the WS theme reports, added with the introduction and conclusion chapters. The main points of the project are presented in an explainer whiteboard video.Reshape the future –project with its five different themes is extremely current in the field of education and training. Through this project our staff in partner organizations had the possibility to bring out their experiences, doubts, uncertainty and expertizes. In the other hand they learnt to look the issue from new perspectives and get to know good practices. There are many challenges and matters to take into account in the education and training for migrants and refugees, but at the same time there are activities already in daily running and solutions to be found together. These were the aims for continuous training for teachers, counsellors and managers. Continuous training has been the most important value from the project. In addition to what have been mentioned above, partners’ aim was to create a strong and wide know-how concerning the educations and training of migrants and refugees.