In Digi4Adults, Adults Acquiring Digital Skills (Erasmus+ K2), there are five adult learning organisations in the partnership, two of which provide vocational adult education i.e. Tampere Adult Education Centre (Finland) and BFI Wien, Vocational Training Institute Vienna (Austria) and three of which basic and secondary adult education i.e. VUC Storstrøm (Denmark), Sundsvalls Kommun Adult Education (Sweden) and CEPA San Bartolome de Tirajana (Spain). The objective of Digi4Adults (Adults Acquiring Digital Skills) is to create an international on-going collaborative grassroots approach for trainers in adult learning in developing and sharing methods of teaching different aspects of digital competence to adult learners in need of such competence to improve their skills for life and their employability. The aim is to enhance the digital competence of trainers and their ability to apply methods of teaching digital competence. The project collects and develops methods adapted to adult learning which allow the development of various aspects of digital skills, and which are suitable for being embedded in most types of adult education. The approach integrates digital skills in learning the actual learning content and has similarities to content and language integrated learning, (CLIL), which in our case would turn to Content and Digital Competence Integrated Learning, CDCIL. In addition, the project pays attention to the organisational level knowledge management issues by adopting a model of a peer support in taking on new skills. The novelty of Digi4Adults is to adopt a wider (not focusing only on technical skills) and context and needs driven. in a way more functional, definition of digital competence which emphasizes its’ transversal nature. This approach brings the needs of the trainers to the light as a starting point. Generally, the focus and training for enhancing trainers digital competences is less transversal and needs focused. Digi4Adults in innovative in taking a grassroots approach in supporting the acqusition and develpment of digital skills together with peer teachers/trainers in other partner countries. Trainers work in transnational peer pairs using English not necessarily part of their local work routines as a trainer in adult learning. The need for enhancing digital competence is noted e.g. in the European Commision’s Open Up Education Initiative (2013) which points out that 70% of teachers wish to get more training in developing their ICT-skills and that there are not yet enough teaching content and applications in differrent topics in different European languages. Teachers and trainers are the primary target group of Digi4Adults. As teachers gain more confidence and competence, adult learners benefit in acquiring skills required in increasingly more digital working life. Trainers in adult learning organisations can play a key role in helping to meet the needs of the 64% of disadvantaged people i.e. aged 55+, low educated, unemployed or inactive who have insufficient level of digital skills. They give training in basics skills not only for inclusion in society but also to improve the employability of adults. Digi4Adults addresses the lack of collaborative methods on learning digital skills, which are predominantly conveyed in a manner of conventional staff training. In addition, the trainers are encouraged to develop content and digital competence integrated learning methods in collaboration with the adult learners, hence supporting the teacher's role shift from a leader to a facilitator where applicable.As the main output, the project produces the Digi4Adults Caselet Track, an ongoing blog-based and peer-supported collection of caselets (mini-cases) including methods for content and digital competence integrated learning, available for all interested trainers in all project languages. The blog is linked to European open educational resources on adult learnings (Open Education Europa and EPALE). A Digi4Adults Training Scheme and Digi4Adults Model for Digital Competence Development (as chains of peer trainers) with focus on systematic organisational competence development are also available through the blog. The Digi4Adults project activities towards the implementation of the intellectual outputs are designed so as to integrate the impact on digital competence development at various levels (local, regional, European), on various target groups and audiences throughout the project implementation not only at the final stage of the project. The impact is aimed at becoming sustainable by implementing some activities several times in order to create continuity, on the one hand and, to increase familiarity, on the other hand. Sustainability is built in the project design and implementation towards the completion of outputs.

This was a project between 5 schools across Europe focusing on raising attainment in basic skills in literacy, maths and science in pupils between the ages of 3 and 13. It also aimed to promote the exchange of good practice across the schools and develop a new approach to teaching which was cross-curricular and took as its core a book from each of the partner countries.We worked together to explore and develop pedagogical skills allowing children to facilitate and explore their own ideas. An entrepreneurial approach to learning was developed through providing children with opportunities for creative thinking, allowing them to develop their independent thinking skills and their ability to communicate. Children were encouraged to develop their own learning pathways and explore ways of solving problems and completing tasks both as individuals and in small groups. The transnational approach taken was to encourage children and staff to explore the nature of learning in different cultures and to appreciate the similarities and differences between us as learners, educators and citizens.The schools involved were:Pilton Bluecoat Academy, England - a junior school of 250 pupils, aged 7-11.CEIP El Penascal, Spain - a primary school of 450 pupils, aged 3-12.Istituto comprensivo XX Seppembre, Italy - primary/secondary school of 700 pupils, aged 3-13.Skonsomns School, Sweden - a primary school of 400 pupils, aged 6-13.Kuloinen School, Finland - a primary school of 220 pupils, aged 7-12.Through the two years of the project, work was undertaken in five units. Each unit took as its core a book chosen by one of the partner countries. The book was read in both mother tongue and English. From each book a number of different activities were planned which differed across partner schools. We also planned one or two core pieces of work for each book which was then shared or worked on collaboratively with all partners. These were:Unit 1 'The Happy Prince' (UK): a script of the story written, acted and filmed by pupils.Unit 2 'Pippi Longstocking' (Sweden): a story about a modern day Pippi character Ella-Bella, written and illustrated by pupils, and all pupils learned, sang and recorded the Pippi Longstocking theme song.Unit 3 'The Rainbow Fish' (Spain): illustrations of the story for the digital book.Unit 4 'The Moomins' (Finland): maths problems using Moomin characters, written by pupils and solved in partner schools; a board game with the theme of their country; and a joint study of daily weather patterns in their locality.Unit 5 'Pinocchio' (Italy): a chapter of a story about a modern day Pinocchio character, Pinuccio, set in their own country, written and illustrated by pupils.For each unit pupils also wrote book reviews. Ten words from each book were translated into all partner languages. These were recorded and made into a multilingual dictionary. For each book a mascot of one character was purchased which traveled, along with a diary, to all partner countries. This mascot and diary was taken home each night by a pupil of the school, who recorded what the mascot had done with their friend that evening. After one week the mascot was posted to the next country.Skype video conferences were held between the partner schools, 4 per project year. This allowed us to learn about life in our partner schools, to discuss the pupils thoughts about project activities and the books being studied and was used as a context for learning about the other countries in our project, as well as providing valuable real-time contact with our partners.Two main additional activities were also planned. In October 2017 we held a Friendship Day, linked to our work on 'The Rainbow Fish'. All pupils in all schools were involved in learning a dance to the song 'El Mismo Sol', choreographed by the Spanish school. This was performed and recorded on the same day in all schools and the video exchanged. Pupils also made friendship cards with messages in both English and one of the partner languages, sent via post to our partners.In summer 2018 we held a Business Enterprise. Pupils made products in groups which were exchanged with partners and sold in a European Market to families and friends.All planned activities had an impact in raising attainment in basic skills across all partner schools. The experiences increased children's motivation to learn, enabled them to become more independent in their learning and increased their confidence and ability to communicate successfully. Teachers were able to benefit from collaboration across Europe and have developed more successful teaching methods and strategies as a result of working on the project. Life long friendships have been made and further collaboration between schools is planned for. The entrepreneurial approach to teaching and working in a cross-curricular way through literature is one which is continuing to be developed within partner schools.