Digitalisation shapes European citizen's work and life, the economy, society and politics. It is both often mentioned but rarely understood. It encompasses a) technological change through 3D printing, roboters, artificial intelligence, algorithms, etc. b) social change through deindustrialisation, disruption, unemployment, the creation of jobs, new and ongoing skill requirements, other communication practices including cyber-mobbing, life styles and attitudes, c) political change in terms of 1. new ways of mobilisation, information and participation but also fake news, Hacker attacks and cyberwars; 2. a structural change of the public sphere due to social media, blogs and the shrinking influence of 'traditional' media (newspapers, tv), 3. the poitical strategy to frame the digitalisation by setting laws and rules, etc. Digitalisation resp. the socio-economic and political transformation of the industrial and post-industrial societies is a European challenge. It can not be 'managed' by a state / society alone. As European countries are connected through the European Internal Market, there is a need to develop common strategies for analysing the developments, fostering critical understanding and strengthening digital competencies. This also matters adult education. Especially disadvantaged learners and parents are challenged by these radical changes. Educational offers shall focus on providing appropriate information reflecting the issues in a multi-perspective way. Moreover, digital learning does not only take place by better using the devices like smartphones or enjoying the 'Internet of Things'. It also requires a social context (seminars, workshops, etc.) for learning on digitalisation. The project resulted in a wiki on the described three dimensions of digitalisation, see http://digiwiki.weltgewandt-ev.de/. It contains both information on various issues related to digitalisation and teaching inspirations for trainers to arrange a common “analog” learning on these topics. The wiki's contents were discussed during one 'real' transnational project meeting and through online exchanges. The didactical parts were applied and tested in two 5-day workshops (LTTA) and parts of them presented in local events. The workshops gave the opportunity of exchanging good practises in teaching on digitalisation for adult learners, for intensive networking and intercultural learning between partners with various professional backgrounds.

Economy is more and more present in daily lives, politics and global developments.The context of work, health care, pension insurance, education and other spheres are progressively shaped by supply and demand, competition and efficiency. However, there is a lack of knowledge of how a market function. If markets fail like during the financial crisis 2008, questions raise but often too simple answers are given. Moreover, the European countries face economic instabilities but the problems of for example the euro project are not understood by many citizens. Economic issues such as inflation, deflation, the role of a central bank in a currency area, consumers' debts, etc. are often regarded as being too complex and complicated. This meets a widely spread feeling of uncertainty. As people normally refer to interpretations in public discourse, there is a threat that they may get attracted by nationalist perspectives on economic, social and political phenomenons. Democracy needs education. At least a basic economic education is indispensable that citizens learn overcoming uncertainty, finding orientation, developing their own point of view, and practicing tolerance, humanity and respect. In its practical dimension economic education enables to cope with challenges by strengthening initiative, social entrepreneurship, active citizenship, employability and individual management. The project “mind-opening to economy” aimed to provide methods and information to bridge the lack of knowledge. Its activities were addressed to trainers to enhance their basic skills in economic education and to encourage them implementing economic issues in their trainings. It was also addressed to the indirect target groups of learners – mostly disadvantaged who do not have the capacity of getting basic economic skills individually – who would benefit from more educational offers in this field. The project brought 4 NGOs from East, West and Central Europe together which act in the field of adult education and exchange good practises in socio-economic learning by combining a) creative approaches of civic education (free theatre, film making, role-playing games, outdoor activities), b) economic issues such as labour market and employability, money, management skills for life and environmental economics and c) a European perspective on recent socio-economic developments. It also aimed to create networks of organisations dealing with socio-economic issues in Europe. In order to allow democratic learning, partners sought to reflect economic questions in a multi-perspective way taking different economic “schools” into consideration. Partners came together during three transnational project meetings and two teaching/learning activities of 5 days in which they shared and applied methods, knowledge, and experiences in the field of socio-economic education. Moreover, the last transnational project meeting in Berlin was combined with a local dissemination event. The exchange resulted in a) a concept of teaching material which shall be developed and produced during an additional project; b) one example-chapter of such material ob „Future 4.0. The Digitalisation of Economy and Society. Challenges for Work and Education“ to be implemented in teaching practice and c) at least a small network of socio-economic education in Europe as well as systematic information on existing cooperations. The activities were filmed and documented at the project's website www.ecolit.weltgewandt-ev.de. The project had a tremendous impact on trainers' didactical skills and knowledge of socio-economic issues. The exchange of good practices enhanced the personal and professional development of all participants. We experienced a lively debating culture on various economic issues and balanced our different approaches through respect, good communication, and more and more mutual understanding. An open discussion culture is crucial in socio-economic education as it is sometimes necessary to bridge the very different interpretations of economy. The indirect target groups could benefit from an enhanced expertise of teachers/trainers, they were attracted and encouraged to open their minds to (socio-)economic issues. The staff of each organisation was informed on the project's progress regularly and got more and more interested in raising an understanding of several socio-economic topics. Stakeholders from the local and European networks of each partner's organisation were informed on activities referring to economic education for adults and our project. Each organisation could gain a higher reputation within the national networks. The collaboration allowed strengthening a European dimension beyond Euroscepticism.

<< Objectives >>General: combat social exclusion, resulting from low economic and financial knowledge, of the adult populationSpecifics:Promote the empowerment of:- ADU educators to work with vulnerable ADU learners, through recognition, experimentation and validation of educ practices and knowledge. financial- Vulnerable ADU learners, through the development of key and entrepreneurial competences (especially economic and financial)<< Implementation >>1) PLANNING- Digital transnational meetings- Local face-to-face meetings2) PREPARATION- Adult educators- Adult learners3) EXECUTION- Virtual mobility- Review of practices and knowledge- Work session 1 - Educators- Training sessions- Work session 2 - Adult learners- Training sessions- Development of results4) FOLLOW-UP- Monitoring and evaluation- Dissemination and exploitation of results<< Results >>1) OUTCOMESComp. from the framework of:- Reference of the EU Council Recommendations- EntreComp (entrepreneurship - economic and financial literacy)2) OUTPUTS- Manual of good practices: identification/analysis of good European practices (financial education w/ ADU)- Guideline FLit – Financial education with adults in a broader context: theoretical and practical guidelines on how to intervene in favour of training ADU in vulnerability, at educ. financial

"Climate change happens here and now. It became evident by hot summers, extreme weather events, sea level rise, declining Arctic sea ice, etc. This will have a tremendous impact on natural cycles, water supply, food production, the conditions for human life in quite vast areas due to overheating and devastation and will thus push migration. These effects will challenge the cohesion of societies. They are likely to lead to conflicts that can also endanger democracy. With its Europe 2020 Strategy, the European Union has explicitly formulated the goal of ""Climate change and energy"" with a targeted reduction in greenhouse gases, a switch to renewable energies and increased energy efficiency (each by 20%). To “change the (climate) change”, to avoid destruction is therefore a task that concerns ALL citizens including non-privileged adults. Conventional educational offers on these topics do not reach them or only inadequately. This project brings four organisations from Bulgaria, Germany, Greece and Italy together which work with citizens 'at the margin' of society, mainly in suburban areas of big cities. The partners aim to empower adult educators who work with non-privileged learners through exchange of good practices. Each organisation contributes through its expertise so that the consortium combines participative civic education approaches with social work, community development, art (photography) and ICT skills. The exchange results in a MOOC for adult trainers and interested volunteers who mainly act in a context of precarity and social difficulties. The activities will be documented on the project's website. The partners take into account that 'changing the change' education should follow a multi-level approach. In this project, this includes a) activities to foster a general understanding of what climate change means and the profound transformation of our societies it will bring, thus coping with complexity, enhancing critical thinking in particular to right-wing answers and climate change denials, strengthening European cooperation and peaceful conflict solving. It also includes b) exploring fields of activities to counteract climate change regarding one's own behaviour and projects which might be put in practice locally by its citizens. The project therefore intends also to contribute to the Europe 2020 goal of reducing social exclusion."

<< Objectives >>This project aims to - raise awareness on climate change, its reasons, expected consequences, ways out and actions to be taken,- include learners with fewer opportunities at the periphery of European capitals as direct target groups in local and all transnational learning activities,- foster 'green' skills development,- practise digital learning and- enhance intercultural competences, democracy, tolerance, and human rights.<< Implementation >>The project encompasses these activities: - planning, preparation, implementation (communication, organisation of activities and results' production, evaluation, monitoring) based on work separation among the partners,- 4 transnational learning activities of 4 days with 4 participants per organisation (learners, staff member) at each partner, - local activities of project groups per partner,- dissemination and share of the results, - event with exhibition opening and theatre performance.<< Results >>The project activities result in:- an exhibition of learners'-made videos and photos regarding climate change and how to change it towards an eco-friendly good life for all,- theatre scenes, developed by learners on the topic,- event at the final transnational learning activity with a vernissage and theatre performance, - project webpage which documents the project's activities,- a module to be added to the MOOC on climate change developed by the consortium, see http://cc.weltgewandt-ev.de