Nowadays we face a lot of environmental concerns. The environmental problems like global warming, acid rain, air pollution, waste disposal, ozone layer depletion, water pollution, climate change and many more affect people in every country. Over the last few decades, the exploitation of our planet and the degradation of our environment have gone up at an alarming rate. Consistent, proper education and support of common people and citizens may result in raising their ecological awareness, changing their every-day practice, influence their neighbours, and pressurizing politicians into changing countries’ green policy. The Eco-Active for Planet project aims for inventing and disseminating a new model of eco- and climate adult education which will be focused on enhancing active citizenship for preventing climate changes and protecting the environment. It empowers and equips trainers and other education activists in necessary knowledge, skills, values, and attitudes to make citizens active for the planet's wellbeing. The project is to give the set of practical nuggets to professional adult educators and activists for the environment. It also aims at shaping their eco mindest and developing their professional competencies related to environment protection and supporting citizens in being active for Planet on the local level. Regarding all identified needs, the Eco-Active for Planet project’s specific objectives are as follows:- Identifying and describing the basic and advanced environmental competences consisting of knowledge, practical skills, and attitudes that adult learners need as citizens in everyday life to reduce their environmental footprint and have a positive impact on changes in their local societies/ groups- Elaborating the Planet Friendly Educators’ code of practice that will take into account European, national, local cultural aspects and implementing it among project’s partners- Elaborating the manual for trainers and education activists which will guide how to develop the eco competencies among adults learners and enhance civic activism for Planet on an individual and local level.This set of educational nuggets that is to be elaborated for trainers and education activist will focus on taking advantage of any opportunities to provide new environmental competences to adult citizens, to reduce the negative environmental foot-print that every person makes in everyday life.The Eco-Active for Planet will take into consideration following environmental concerns:- Climate change - Global Warming- Increased Carbon Footprint- Pollution of air, water and soil - Deforestation- Loss of Biodiversity- Household and Industrial Waste- Ozone Layer Depletion- Natural Resource Depletion- Acid Rain- Agricultural Pollution- Light and Noise Pollution- Littering and LandfillsPlanned Intellectual outputs: IO1 – Competences for the PlanetIO2 – The Code of Conduct of Education Activists for the PlanetIO3 – Toolkit for trainersIO4 - The Active Citizenship for the Planet manual for education activistsIO5 – “How it works” video-publicationThe project approach is be based on the UNESCO Climate Change Education (CCE) for Sustainable Development program (CCESD), and Education for Sustainable Development (ESD). The UNESCO Climate Change Education (CCE) for Sustainable Development program (CCESD), aims to help people understand climate change by expanding CCE activities in nonformal education through the media, networking, and partnerships. It is grounded in the holistic approach of Education for Sustainable Development (ESD), which incorporates crucial sustainable development issues such as climate change, disaster risk reduction, and others into education, in a way that addresses the interdependence of environmental sustainability, economic viability, and social justice. It promotes participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. The program seeks to help people understand the impact of global warming today and increase ‘climate literacy’, and aims to make education a more central part of the international response to climate change. The project aims are also in line with Sustainable Development Goals for 2030, especially with the goals: 11. Sustainable Cities and Communities 12. Sustainable Production and Consumption (in the theme of zero waste), 13. Climate Actions and also goal 4. Quality Education

UP-AEPRO (https://eaea.org/project/up-aepro/?pid=11709) aimed to address the constant need and interest of adult education (AE) trainers and staff to learn more about European developments in adult education and other countries’ systems and innovation. After more than 2 years, the project has effectively contributed to deepen the knowledge and foster the discussion about a recently launched European strategy in adult education: the Upskilling Pathways initiative (UP), which happened through the whole project and culminated with the project IO6 - The Advocacy Toolkit and its final conference/ multiplier event. The initiative, which approved by the European Council in December 2016 within the New Skills Agenda, aimed to tackle the need for basic skills and qualification in Europe through 3 steps: skills assessment; tailored-made learning offer; and validation and recognition of the skills acquired. After 4 years of implementation, the consortium members believe they have managed to contribute for its interim evaluation. The choice of the Upskilling Pathways initiative is due to an advocacy need, because AE providers and organisations (like the partner organisations) have the interest in knowing more about it. Thanks to UP-AEPRO, AE organisations and providers are now more capable in what concerns our advocacy skills and we feel empowered in being involved in the initiative implementation. The project activities managed to involve more than 60 different organisations, in different project phases. The initiative’s three steps will also provided the teams with the opportunity of an enriching deepening and exchange about their organisations’ and members states’ practices. Participants used from each other´s innovations and knowledge and thus the aim of a better professionalisation and quality of adult education staff will be reached. Thus, the project had the following objectives, which were met: - Increase the knowledge about the Upskilling Pathways initiative and other Lifelong Learning policies at the European level - Allow the exchange of innovation across Europe on the Upskilling Pathways initiative related topics - Improve quality, professionalisation and capacity building of AE staff and providers - Support UP-AEPRO learners and partners to develop online learning and introduce ICT tools into their daily work (this was especially useful with the boom of distance learning initiatives during the pandemic) - Increase the intercultural skills of AE trainers and staff - Strengthen the cooperation with peers and policy-makers in their countries and in Europe - Improve the UP initiative implementation at different level by enabling AE trainers and staff (and the organisations for which they work) to be involved The project results were the following: - An online course on the Upskilling Pathways initiative including four innovative modules on the following topics: Policy overview and European Advocacy (IO1), Skills assessment (IO2), Tailored-made offer (IO3) and Validation and recognition (IO4); - Five peer learning sessions (IO5) organised by the learners themselves with the support of the UP-AEPRO partners; - An advocacy toolkit (IO6) - A transnational learning activity (C1-2) - A final conference (ME1) The benefits of the project are already very visible. Thanks to extended and developed competences of educators, the learning provision is now more effective, meaningful and inclusive for all learners. After learning from each other's systems and innovation, trainers and staff are now able to improve their own practice and methodologies, which is fostering the supply of high quality learning opportunities tailored to their needs (low-skilled or low-qualified adults and the UP initiative potential users in particular). More coherent and grass-rooted education policies obtained through the engagement of trainers and staff into the UP initiative implementation, lead to an increase of participation (especially of disadvantaged learners) and the reaching of the ET2020 goals. An enhanced technical and ICT skills of trainers was both inspiring for them, enriching for their future learners and very valuable for the project sustainability. The fact that 2020 was the year where all the teaching/ learning methods were transformed due to the pandemic, made more visible the efficiency of our distance learning UP-AEPRO course and methodologies. Due to their online nature, the project outputs are open, free and highly sustainable. Partners are now working on a sound and effective dissemination and exploitation plan to reach the highest number of AE trainers and staff and thus maximise their impact. With a relatively low budget and in only two years, the project contributed to a better quality and an increased innovation in adult education that will support the progress towards a truly European area of lifelong learning.

<< Objectives >>The Tale project responds to the urgent need to transform into a more climate-friendly and sustainable society. Tale explores solutions to this challenge by engaging with communities, social movements, and grassroots initiatives to upscale innovative green practices. The main objective is to provide new insights in how to further sustainability and green transition in adult learning and education institutions and communities.<< Implementation >>The partners will run innovation groups using transformative learning methods and consisting of the staff from adult organisations and the activists from grassroots initiatives. The goal is to examine how we can learn from each other to further green transition. In addition, the project consortium utilises peer learning, organises events for adult education community and publishes recommendations to policy makers on how adult education can contribute to green transition.<< Results >>The Tale project will help adult learning and education organisations to adopt greener practices in their operations and find new ways to work with their surrounding communities to contribute to the green transition of our society. The project will produce knowledge, events, tools, experiences, methods and recommendations on how to use transformative learning to further green transition, and help mainstream the innovative bottom-up practices of the grassroots initiatives.

The FutureLabAE project tackles two key challenges in Europe and how adult education and learning (ALE) can pro-actively help to change them. 1. Europe experiences a shift away from democratic systems towards consumerism or post-democracy (Crouch 2000) and uncertainty (Bauman 2007). 2. Citizens lack basic skills and in particular digital skills. The project partners strongly believe that adult education has a role to play in supporting societies and individuals to cope with these challenges. That said, they recognize the difficulty among adult education organisations and providers (including trainers) in doing it effectively and strategically. Indeed, adult education organisations are often compelled to be reactive rather than to be pro-active and change-oriented and adult education staff and trainers are often themselves not prepared for changes in societies. This project provides adult education organisations, staff and trainers with the resources; the space for discussing with and learning from each other; the knowledge, expertise and tools to become more pro-active in order to develop innovative, change oriented provision which will have, on a medium-term, an extremely positive impact on low-skilled learners and the society as a whole. In particular the project aims to collect, reflect upon and design new ways of working in adult education in order to increase people's digital skills and their adaptability in an increasingly digitised and automated world. It also suggests new ways of promoting democracy and European values. At the same time, through the same bottom-up and practice-oriented approach partners developed very concrete recommendations that allow policy-makers to support the AE sector in the challenges above as well as to draft policy initiatives on digitalisation and democracy more coherent and impactful. The project's outputs are now available here: https://eaea.org/project/future-lab/. They include firstly, a collection and analysis of resources on change-oriented practice in the fields of digitalisation and democracy. It has been designed to be a source of inspiration not only for AE organisations, staff and trainers, but also for policy-makers at the local, national and European level. Two online courses (which include live and interactive webinars) on digitalisation/democracy and adult education addressed to AE organisations, staff and trainers have also been created. Live sessions happened and the courses are now available online. Two hands-on methodologies for change-oriented workshops on digitalisation and democracy have been designed and tested in workshops organized in the frame of the project. Guidelines for AE organisations and staff on how to work with the topics, in order to successfully reach out to and support people with low ICT and civic skills have also been designed. Finally, a document which gathers conclusions and recommendations for policy-makers and stakeholders (on European, national, regional and local levels). Five dissemination events have been organized by partners in order to share all those positive results. It is expected that this project will improve the competences of adult educators to work on democracy and digital challenges among other topics, by introducing new methods, new approaches and new provision. At the same time it will enable adult education organisations to reflect upon those issues in a more forward-looking and proactive way and thus to contribute more and better to policies and practices on digitalisation and democracy. Policy-makers will receive concrete suggestions on how to foster their citizens’ digital and democracy capabilities (especially the low-skilled) and thus help to solve the major challenges Europe is facing. They will also gain a better understanding of how adult education could contribute to the up-skilling and social inclusion of people from a disadvantaged background and be willing to cooperate more with AE organisations. The project consortium gathered seven partners from six different countries (FR, IE, FI, SK, PT, AT), which represent all European regions (Southern, Central Eastern, Western and Nordic regions) and thus all understandings of adult education will be taken into account in the development of the project activities.

By adopting the holistic concept of ‘Bildung’ rather than ‘education’ and exploring its political and practical potential for adult learning and education (ALE) systems in Europe, this project will contribute to innovation in the sector and promote social inclusion as well as address key challenges for European society. New developments - be it in terms of new technologies or dealing with a changing climate, among many others - leave many people feeling overwhelmed and uncertain. In many European countries, traditional education prioritises labour-related competencies and skills over other important aspects of life, namely striving to unfold one’s unique potential and taking responsibility as an active and empowered citizen. ALE, based on Bildung, has the power to help people navigate increasingly complex environments and the unknown future as well as stimulate tolerance, curiosity and promote interpersonal and civic skills. BILDUNG will contribute to a holistic provision of ALE in Europe by providing civil society-led research on the relevance of Bildung to current ALE provision, by exploring more in-depth four critical themes, namely democracy, sustainability, digitisation and basic skills, and by providing a political and practical roadmap for the implementation of Bildung in ALE systems in Europe. In the understanding of this project, Bildung is learner-centred learning that is not only transmitting skills and knowledge, but is, first and foremost, an empowering approach that enables people to steer their personal development and to become active members of their communities and society. Bildung is a concept that is not only relevant for the development of ALE as such, but, when implemented, also has a deep impact on a large number of other policy sectors and fields. This makes it highly topical within the current political context in Europe.