<< Objectives >>Visegradopedia is a multilingual online encyclopaedia that brings together in one place the most important knowledge material about the Visegrad countries. It is a shared knowledge base that can be used by schoolchildren aged 10-18 for their school studies, where they may find accurate, professionally credible information in one place. In addition to supporting learning, the encyclopaedia can also be used for general information on specific countries.<< Implementation >>The project shall produce a self-developed website and mobile application. At launch, at least 200 articles shall cover the most important facts about the history, economy, culture and science of the countries. The textual information in the articles is complemented by illustrations, animations and photographs. All articles are available in English, Hungarian, Polish, Czech and Slovak, so users can choose between the languages.<< Results >>The project shall enable a deeper understanding of each other's countries, and the discovery of similarities arising from their common past and history. Multilateral cooperation helps to build mutual trust based on credible knowledge and to overcome remaining prejudices.The countries presented in the encyclopaedia give student users a more nuanced, broader view of the countries than available in their textbooks.

Adult basic education (ABE) forms a vital part of adult education, allowing adults with gaps in their basic skills to improve in reading, writing, calculating as well as in using IT in professional and everyday life. Moreover, ABE is helping migrants who have received only a rudimentary education prior to their move to acquire good skills in the use of the language of the receiving country Adult basic education isn't organised equally across Europe, reflecting different historical pathways, institutional environments and policies. Educators in adult basic education have entered the field based on a diverse set of educational backgrounds and experiences. Programmes preparing educators to teach adult basic education courses vary grossly between countries. In many European countries, teaching in adult basic education is not regulated as a profession and the principles of practice are characterised only in a rather vague way in policy documents and funding guidelines. Competences crucial for successfully helping adults to acquire basic skills are typically not described in a systematic manner. While it is well documented that educators in adult basic education capitalise on informal workplace learning induced when tailoring their provision to the diverse needs of their clients, there is no recognised approach to display the wealth of practical knowledge applied for ‘making learning happen’ in adult basic education. Prior learning of educators in ABE is, as a consequence, also not recognised and certified, putting practitioners at a disadvantage in their professional careers. Educators in adult basic education face a lack of opportunity for exchanges with practitioners working in other European countries. Currently, there is a lack of frameworks allowing for comparing the qualifications achieved and making visible the specific competences of educators in adult basic education. This limits the opportunities for gaining recognition for acquired competences when moving from one country to another, the mobility of educators in adult basic education is thereby clearly limited also. The project aims to contribute to the professionalism and professionalisation of adult basic educators in Europe by developing new approaches to make visible and systematise the specific skills and competences applied in adult basic education.The project’s key goals include- Support professionalisation of adult basic educators In Europe by exploring approaches to adult basic education in selected in European countries and developing a competence based training (curriculum, methodology, design and materials) for adult basic educators, spelling out educatos ability to help learners to overcome specific learning barriers- Enrich the visibility and systematisation of competences of adult basic eduators by developing a competence matrix for competences used in delivering adult basic education, applying proven approaches (VQTS) in the field.- Support the development of a European profile of asuld absic education by establishing a network of adult basic educators in Europe.The project comprises of three intellectual outputs (IO). IO1: Development of a competence matrix and IO2: Development of a competence-based curriculum for adult basic educators and IO3: a methodological handbook for a training for adult educators on how to help learners to overcome specific learning barriers, anchored in the competence matrix developed.Project outcomes aim at supporting professionalism of educators in the field and support the shaping of a distinct profile of adult basic educators in Europe. It will support adult basic educators to make explicit their specific competences and identify areas for further professional learning. It will expand the opportunities of organisations active in adult basic education to support the professional development of their trainers. By putting emphasis on the questions of how educators effectively help learners to overcome their barriers in their learning, the project gains the potential of improving the quality of provision of ABE courses across Europe, thereby supporting the achievement of the ET2020 goals to reduce the number of low skilled adults in Europe.

<< Background >>Cities around the world have been affected by the global outbreak of coronavirus with the pandemic quickly exposing countries’ fragile social fabric. The multidimensional nature of the pandemic has left an indelible mark on the outlook of the cities and has led to rethinking cities’ development in different dimensions - social, cultural, economic, and environmental. Being at the forefront, cities have played a central role in the global response to the ongoing pandemic (UNESCO Cities Platform, 2020). More than ever, in such a challenging time, the collaboration of urban actors (including mayors, local policymakers, city council members, professionals and practitioners, NGOs, international institutions, city decision-makers) should be leveraged to strengthen cooperation among cities and reinforce ties between people and communities (Pazarbasioglu &Ayhan Kose, 2020). Cities should be mobilised to further enhance solidarity, cooperation, and collaboration by sharing valuable information, including their innovative measures and good practices taken before and during coronavirus, being implemented to cope with the global challenge that we are all currently facing and work towards building environmentally balanced, sustainable and resilient cities of today and tomorrow (Organisation for Economic Co-operation and Development (OECD), 2020).The project idea derived following an online focus group that was carried out in the form of an online thematic chat where a number of diverse urban actors of the project’s partner countries participated. The focus group aimed to investigate the impact of Covid-19 on the cities from the project’s participating countries and identify opportunities/solutions to overcome those impacts.The main conclusion derived were:- the territorial challenges each country is facing due to the Covid-19 pandemic and similarities of the issues among the countries- the participant interest in developing the skills and competences to deal with unexpected challenges - their willingness to obtain training to develop and/or enhance their skills and competences to mitigate occurring challengesThe activity shaped the project’s mission to develop the skills and competences of diverse urban actors in being capable of responding to unexpected challenges. In this framework, the CoopCities project will bring together partners from diverse backgrounds and fields of expertise, who aim to collaboratively work through an innovative training model for VET trainers/educators combining training materials with digital means (serious game and e-learning portal, video narratives, digital case study report cards) directed towards urban actors. Through this project and its results, the partnership will contribute in the urban context for the implementation of the 2030 Agenda for Sustainable Development (17 Goals of Sustainable Development) and support city decision-makers in mitigating the impact of the COVID-19 crisis with main focus on Goal 11 – Sustainable Cities and Communities and Goal 17 Partnerships for the Goals.<< Objectives >>The project’s mission is to develop the skills and competences of diverse urban actors in being capable of responding to unexpected challenges. In this framework, the project aims to develop an innovative training model for VET trainers/educators to assist them to acquire the skills and competences on how to deal, in their cities, with the unexpected global challenges faced, e.g. the COVID-19 pandemic. The training model will be combined with training materials with digital means, i.e serious game and e-learning portal, video narratives, digital case study report cards, all available as an OER in the project’s e-learning portal. The project’s results will contribute toward one of the most important global need of overcoming climate change and environmental protection. It will directly contribute to the 2030 Agenda for Sustainable Development (17 Goals of Sustainable Development) with main focus on Goal 11 – Sustainable Cities and Communities and Goal 17 Partnerships for the Goals. To achieve this, the following objectives are set:-To develop an innovative training model for VET trainers to give them the tools, guidance, and proper support to train urban actors (city decision-makers, mayors, city officials, city council members, local policymakers, city consultants, advisors, counselors, relevant authorities, NGOs, international institutions).-To directly train VET trainers to develop the knowledge, skills, and competences to train urban actors and enhance their future effect in training about sustainable cities.-To contribute to developing the urban actors' skills in building sustainable and resilient cities and have the flexibility on responding to challenges, e.g. the Covid-19 pandemic.<< Implementation >>CoopCities results are directly connected to the PRs and the activities carried out during the project implementation:1. CoopCities innovative training model which incorporates:- PR1: CoopCities state-to-the-art report, which will be the result of field research with data as emerged via questionnaires and interviews/focus groups with local public actors and authorities and citizens), and desk research, which will result in the identification of international best practices of cities towards their sustainable development. The data collected will be transformed into case studies (at least 1 local and 1 international case study per partner) and will be included in the report. Each of the local case studies will be accompanied by a video narrative as it will result in the cases investigated by the partners at the local level. The international case studies will be accompanied by digital case study report cards.- PR2: CoopCities Blueprint: This Blueprint will act as a guidebook that will provide guidance to city actors on how to develop sustainable and resilient cities that mitigate the impact of the Covid-19 crisis or other unexpected challenges to come. It will be based on the field research results and the best practices/case studies collected in PR1.-PR3: CoopCities Serious Game, which will support VET trainer in leading the end-users to build sustainable cities while faced with challenging social, economic, and environmental decisions when dealing with situations such as the Covid pandemic, sea-level rise etc.-PR4: CoopCities e-Learning portal as the virtual learning environment for VET trainers and city actors (mayors, local policymakers, city council members, professionals and practitioners, NGOs, international institutions, city decision-makers) as final beneficiaries. The products of PR1, PR2, PR3 will be incorporated into the portal after proper modification. Also, material from the previous PRs will become the MODULES for training purposes in the form of webinars/offline activities. It will also integrate a set of Open Badges sponsored by an Open Badge provider, which will automatically be linked with the assessment process of the courses/webinars so that, upon completion of a course, the trainee will receive an e-token that will be attachable to their e-resume in order to demonstrate the acquirement of the skill.-Ε1-6: Multiplier events. Each project partner country will organise a local event aiming to promote and disseminate project the PRs, with a special focus to promote Open Educational Resources (OER) produced in the project, to various stakeholders. The events will be implemented in the last months of the project.-LTTA1&2: The activity will provide training on the project’s results and become “ambassadors” of the educational material back in their country<< Results >>- 15 trained (LTTA1) VET trainers (3 per country) to train city actors as the final beneficiaries on how to build a sustainable and resilient city able to deal with the global challenges faced due to the Covid19 pandemic- 25 trained city actors (5 per country) on the development of sustainable cities capable to cope with situations such as the Covid crisis or sea-level rise events.- 5 multiplier events to promote the project, its intellectual outputs, and its outcomes among all interested stakeholders (E1-E5).Moreover, the project will result in:-Social Media Campaigns of CoopCities-Increasing the awareness of the existence of the innovative training model of CoopCities and its benefits to all interested stakeholders, and the general public-Generate new ideas related to sustainable cities and building of new partnerships to develop these ideas-Changed social, economic, and environmental expectations and city actors' attitudes.-Collaboration between key people (trainers, specialists, experts, representatives of city actors) to effectively face the unpleasant consequences of Covid in their respective cities and its effects on the EU societies, the economy, and the environment in general-European international mobility of project participants (field professionals, representatives of target groups)Additionally, the project also foresees a set of overall project management, time management, project evaluation and quality assurance plan, dissemination, and coordination results

CONTEXT: In September 2015, the General Assembly of United Nation adopted the 2030 Agenda for Sustainable Development that includes 17 Sustainable Development Goals. Building on the principle of “leaving no one behind”, the new Agenda emphasizes a holistic approach to achieving sustainable development for all. If we do not adapt and enhance adults’ skills, they will be left behind. This challenge is at the heart of UNESCO’s global mandate, as reflected in the Education 2030 Framework for Action for the implementation of Sustainable Development; Goal 4. Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (Annex I). The most recent document of the EU on education is Education and Training 2020. The main objective of the ET 2020 strategic framework is to support member states to further improve their education and training systems. In addition, within the strategic framework of the ET 2020, one of the common goals has been set is the improving the quality and efficiency of adult education in lifelong learning (epale.ec.eu).The adaptation of adult groups to technology and related scientific facts brings various problems. It is clear that the digital transformation experienced today will continue during the new normal period. This pandemic once again shown us that humanity needs more creative thinking and behavior. Especially adults who have not taken a formal or informal technical education in their lives more difficultly adapt to these processes. It is hard for these individuals to receive a formal education in terms of time, cost or life conditions. STEAM provide basic infrastructure, which becomes inevitable in the personal and social development of adult individuals, within the framework of creative applications, open a new way out at this point. Reconstruction of STEAM for adults will be able to prepare individuals for rapidly changing conditions quite quickly. The multidisciplinary understanding of STEAM present the difference in a systematic way, will open new doors for many adults who have employability problems, from retirees to low-qualified individuals and from disadvantaged groups. Creativity-based STEAM trainings will provide people new perspectives on their social lives, professional studies and problem solving skills.OBJECTIVES: Given that STEAM knowledge is constantly changing, it is critical that everyone, STEAM professionals as well as common citizens alike, is able to update their STEAM understanding. In fact, STEAM is a lifelong learning resource not only for children but for adults at all levels as well. Consequently, the objectives of the proposal for adults are: 1. To develop and practice lifelong learning skills in real world contexts.2. To learn and interact with family and other adults in increasingly meaningful ways, modelling adult thinking and social problem-solving including acceptance, self-confidence, self-monitoring and team play.3. To explore and experiment with efforts to be increasingly independent and responsible.4. To begin to master skills and interests, make initial decisions about the kind of life they hope to pursue, and to develop a sense of self.TRANSNATIONALITY: Transnationality has two main components. First, the phenomenon of globalization gains momentum with technology and the mobility of goods, services and labour increases. Each country within the STEAM concept develops various applications within the framework of universal criteria. The rediscovery of applications previously developed in different countries or regions carries an element of time and cost for other countries. Thus, the transfer of different applications can only be developed in transnational collaborations.Second, in recent years, the concept of localization has been gaining weight as a kind of opposition to globalization, especially in the context of the culture industry. In this phenomenon in which cultural differences and local elements are emphasized, local elements have started to take an important place in the goods and services markets.Sharing cultural differences is essential for the growth of creative industries, increase in product diversity and cultural diversity. In this respect, the transnational nature of the project is necessary in order to ensure intercultural interaction.TARGET GROUP: Mid-aged adults: 25-49 years old who are desired to be encouraged to participate in learning, have the potential to be employable and have low certified qualifications.Senior Adults over 50 years old who are long-term unemployed and/or who do not have the skills to meet the needs of the age and need to be supported towards active citizenship behaviour.INTELLECTUAL OUTPUTSiO1: Culture vs Creativity; STEAM Literacy QuestionnaireİO2.STEAM Module for Intergenerational LearningİO3. The Open STEAM plus Portal

<< Objectives >>To raise the level of the habits of ecological culture and pro-ecological attitudes as well as the sense of moral and civic responsibility; to develop young people's European competences and skills in a professional and social direction; to deepen young people's knowledge and skills on the values and principles of social entrepreneurship as a tool to combat social inequalities; to build the organization's ability to create cooperation networks at the local and international level.<< Implementation >>We intend to organize international meetings regarding project management and implementation; undertake a number of ecological activities in the form of, among others, social campaigns, green campaigns, ecological competition, ecological picnics; in the field of education, teaching and learning, develop young people's competences in the field of entrepreneurship, digital, language and journalism; to carry out promotional and advertising activities and disseminate the results of the project.<< Results >>There will be an increase in environmental awareness and attitudes among the target groups of the project and the social environment in the local and international dimension;establishment of the Transnational Ecological Editorial Board of Journalism and Social Communication with the publication of a digital journal called TIME PAPER 2022;the level of competences and skills among young people will increase;5 international meetings will be organized;9 green actions will be carried out;10 products