The aims of KA2 strategic partnerships are defined to create “a more modern, dynamic, committed, and professional environment inside the organisation: ready to integrate good practices and new methods including digital capabilities into daily activities; open to synergies with organisations active in different fields or in other socio-economic sectors; strategic planning of professional development for staff in line with individual needs and organisational objectives“. Furthermore, the “increased capacity and professionalism to work at EU/international level” is another issue in these types of projects.
The E4ALL – Project outcomes available are available now!
The project team
The coordinator FUNDACJA ALTERNATYWNYCH INICJATYW EDUKACYJNYCH (Poland) managed the development of the project’s outputs and cared for the publishing. Outputs have been created by Escuela Oficial de Idiomas Madrid-Villaverde (Spain), Challedu (Greece), ASSOCIAZIONE CULTURALE EDUVITA E.T.S. (Italy), Europäische Bildungsinitiative (Austria), and Ecological Future Education (Latvia)
The project team from six European counties developed several outputs. They are mainly published on YouTube or in EPALE, the European Platform for Adult Education.
The Learning Pills
The various teams developed several learning pills dealing with the objectives of the project. Here is the overview with the links to the original material.
Use of technology in trans-generational Trainings
This is the transcript of the Video: Kathrin: Hi Peter! Do you think that it might be possible to use technology in trans-generational Trainings? Peter: Hi Kathrin, nice to see you!
Yes – that’s possible. Nevertheless, there are some preconditions to be considered:
Select younger people and plan the training in a way where the younger ones may contribute actively to the training – for example, by tutoring the older people.
The older participants may show the younger ones how issues were solved in former times with paper and pencil.
An intergenerational discussion should close the training naming advantages and disadvantages of the used different approaches.
Kathrin: Oh, thanks Peter – enjoy your coffee.
How can we involve people with no experience in the game design process?
How to involve senior learners in active, non formal education?
How to attract multigenerational group through the use of internet?
How to ensure all the voices would be equally heard in an intergenerational group discussion?
How to get seniors more actively involved in language learning?
The articles were published in the BLOG of EPALE. You must not be logged-in to the platform to read the articles.
About the author: Peter Mazohl was the Austrian Project coordinator. Together with Sylvia Mazohl and Harald Makl he developed the training in Wiener Neustadt and all the other contributions to the project. Peter Mazohl is head of the Europäischen Bildungsinitiative, an experienced Adult Education trainer and researcher in the frame of modern and innovative learning and training approaches.
Digital Competences (DigComp) are crucial for citizens today and in the future. In Europe, the average level in DigComp of
well-educated citizens is approx. 56%. Several countries (Italy, Cyprus, Spain, and Greece) are below, and Austria is at the average (Source: DigComp Framework 2.0, P 19). To increase this percentage, the DigiComPass project has been brought to life.
The COVID-19 situation showed that digital competencies are a must for all people, in all generations, and in all living conditions and situations.
All involved adult education organizations are offering courses to increase the digital competencies of adults (of different ages, from 18 up to 70+, also at the university level). Consequently, all organizations agree that these digital skills are an absolute must in our society. If there is a lack of digital skills, in the worst case, people may be excluded from social or daily life. After a coherent concept for digital competencies (DigComp 2.1) existed, the project partners decided to develop a modular course offer tailored to adults using a modern training framework (Flipped Learning 3.0).
The project group identified general needs in digital competencies as well as the need to develop a modern course concept well-fitting to adults (of all ages). The modularity enables a selection of special content by the learners as well as to develop tailored courses.
Another need is a Europe-wide recognition method that fits modern requirements. This recognition method also corresponds to the typical learning behavior of adults, in order to cover the bandwidth from confirmation of participation to excellent participants.
To implement the worldwide accepted and proven “Flipped Learning 3.0” Framework the developer of the framework, Jon Bergman and Errol Smith from “Flipped Learning Global” are members of the consortium.
Applicant: UNIVERSITY OF CYPRUS
Europäische Bildungsinitiative (AT)
Cooperativa Sociale Prometeo onlus a Mutualità Prevalente (IT)
INICIATIVAS DE FUTURO PARA UNA EUROPA SOCIAL COOP (ES)
SOCIAL YOUTH DEVELOPMENT CIVIL NONPROFIT SOCIETY (GR)