Europe is in a time of profound transformation. As a consequence, divisions in society are growing, including stereotyping and criticism of minorities or those who are perceived being different. Women’s rights and the advances towards gender equality are under threat. Adult educators and staff of educational organisations need to be proactive and to respond appropriately when these issues arise both in the physical and online learning and environment and in learning materials. This applies to certain contents, but also to the handling of situations in which, for example, feelings of uncertainty or powerlessness may arise.This project aims to improve this situation by supporting and enhancing educational practice that explores gender equality in a clear, peaceful, and democracy-sensitive manner. This will be achieved in two ways: By empowering women and men to explore and express their perspectives, perceptions, questions, and hopes resulting in a series of stories that can be widely used. By developing a Guide to Making the Case for Gender Equality. The stories and guide will be developed during two 5 day exchanges of good practice, designed to enhance educators’ skills in working with disadvantaged learners in the area of civic education. Direct online and offline activities will bring learners from partner organisations in five European countries together to test the educators’ methods, and increase their skills and knowledge in civic education, critical thinking, and intercultural dialogue. They will also experience what is possible through participating in a European project and build relationships that will endure beyond the project. All outcomes will be documented on the project's website, thus widely accessible.Ongoing monitoring and evaluation activities will ensure high-quality results. It is expected that the non-formal methods will be applied in the participating institutions and beyond at the local and regional levels and in the case of some institutions at national and international levels. It is also expected that the Making the Case for Gender Equality Guide will attract broad interest. Educators and project managers will increase their European networks. Learners will be confident in participating in community and public discourse on this issue. They will be motivated to engage in the struggle for gender equality, democracy, and human rights even in times of crisis.

<< Objectives >>In the “Bodywise-wise body” project 3 partners from Estonia, Italy and Austria explore different art and theatrical methods to improve body-awareness with trainers form marginalised groups. The main objectives are 1) Body Awareness - improving skills and competences, 2) Connecting with marginalised and discriminated people and 3) Release mental stress<< Implementation >>There are 3 activities planned: 1) Bodywise monitoring including the Kick-off-meeting and the management of the project 2) Bodywise-Laboratory, where the partner share onsite and online their knowledge and experience on body-sensing methods and will test it with vulnerable groups they are working with and 3) Wise body Sharing phase, where a manual, audios and videos will be produced and the results will be presented in a dissemination event and on different social media channels.<< Results >>There are 3 activities planned: 1) Bodywise monitoring including the Kick-off-meeting and the management of the project 2) Bodywise-Laboratory, where the partner share onsite and online their knowledge and experience on body-sensing methods and will test it with vulnerable groups they are working with and 3) Wise body Sharing phase, where a manual, audios and videos will be produced and the results will be presented in a dissemination event and on different social media channels.

"In the context of lifelong learning (formal, non-formal, informal learning, work-based learning etc.) more types of learning and learning environments are emerging. The growing use of ICT tools, blended learning, e-learning and distance learning is demanding digital competencies of educators. Lack of educator’s digital competencies is acknowledged in many levels. There is a shortage of people who’d support, advise and facilitate educators with competence in andragogy as well as in using ICT in education. The development of e-learning to support adult learners requires an understanding of the principles of andragogy and learning design. Based on the characteristics of the adult learner, it is important to design e-learning - an accessible and comprehensible e-learning environment, e-learning materials that support learning, and e-learning process assessment attributes. The goal of the project is to support the growth of instructional design in adult education and develop a base of training for Instructional Designers in Adult Education (IDAE). The need for IDAE-s is in educational institutions, training centers, private companies (in HR and learning-training departments), third sector organisations etc. Current curricula and training of the instructional designers focus on formal education and the principles of pedagogy. Therefore, it is important to develop a curriculum to support the competencies of instructional designers in adult education, along with pilot training (recommended e-learning environments, e-learning materials and assessments) that can provide training for people who work or want to start working as IDAEs. The main outcomes of the project are three intellectual outputs: the curriculum of instructional designers, Instructional resources that include learning materials, learning and teaching methods, digital tools and IDAE educator’s handbook.Direct target group of the project is educators (teachers, adult educators etc.), who want to acquire the competencies of IDAE and educators from partner organisations who want to become IDAE educators. Indirect target group contains adult educators, adult learners, representatives of educational institutions and training departments of other organisations. The main objectives of the project are:1. Good quality of adult training.2. Efficient and purposeful use of digital tools in the learning and teaching process.3. Digitally competent educators.4. Cooperation between educators and instructional designers.5. An opportunity for educators to become an IDAE - a „supportive figure“, a facilitator between an adult educator and a learner. ParticipantsProject EDIT has 4 partners: *OÜ Innowise, Innowise Training and Development (Estonia) (leading partner) is a private adult education and training company. *Pucko otvoreno uciliste ANTE BABIC Umag - Universita popolare aperta ANTE BABIC Umago (Croatia). ""Ante Babić"" Open University Umag is an adult education institution.*Arbeit und Leben DGB/VHS NRW e.V. (Germany), is an institution for further adult education supported by the German Federation of Trade Unions (Deutscher Gewerkschaftsbund - DGB) and the German Associations of Adult Education (Volkshochschule - VHS). *Cead Profesor Félix Pérez Parrilla (Spain), a distance learning school for adults that depends on the Education Department of the Government of the Canary Islands. The important principle in achieving the objectives is including the phases of testing (e.g IDAE pilot training), collecting and analysing feedback from participants and other groups and complementing IO-s based on these results. The main results of the project are three intellectual outputs.IO1 Curriculum of Instructional Designer in Adult Education (IDAE) (includes pilot training in each partner organisation)IO2 Instructional resources (based online). Instructional resources include learning materials, student’s manual, instructional assignments, learning and teaching methods, recommendations for digital tools to support learning (based online) IO3 IDAE Educator’s Handbook (based online), (includes IDAE educators training).Completion of the project:*raises the awareness to use digital tools and e-learning purposeful ways and facilitates the competences of adult educators;*develops further understanding of the competencies of instructional designers in adult education;*creates opportunities to further educate instructional designers in adult education - not only among partnership and in partner organisation, but widely as the intellectual outputs are available in five languages on the project website.*supports adult educators in their teaching activities and helps to create high quality adult training in various learning environments."