A. Background In order to face both the short and long-term consequences of the labour market, there is a need for adults regularly to enhance their personal and professional skills and competences. Given the current instability in the labour market and the need to reduce the risk of social exclusion, this applies particularly to the low-skilled and the low-qualified. However, all adults including highly qualified can benefit significantly from lifelong learning. According to statistic data (Eurostat) exist growing consensus among policy maker bodies of member states of EU that adult learning is currently the weakest link in developing national lifelong-learning systems. Participation in adult learning has continued to fall, from 9,8 % of the 25-64 year-old population in 2005 to only 9,1 % in 2010, thus making the increased ‘ET2020’ target of 15 % by 2020 an even greater challenge. Obstacles such as low motivation and a lack of care facilities to help women and men combine family and work responsibilities with learning therefore need attention. B. General objective Enhance possibilities for adults, regardless of gender and their personal and family circumstances, to access high-quality learning opportunities at any time in their lives, in order to promote personal and professional development, empowerment, adaptability, employability and active participation in society. C. Specific objectives 1. Identifying the educational needs of the target group in cooperation with the employment sector and educational providers in order to develop an inventory of long- and short-term courses to meet those needs. 2. Developing methods in the field of accredited adult education in cooperation with educational providers and communicating both national and international innovations to specialists. D. Target group and users In the POTA bridge project will participate 40 adults aged 18-64 from partner countries that aren’t in education and training and have only an education level - ISCED 2. F. Group Activities within to project 1. Group Activities A - Establishing of project management infrastructure. 2. Group Activates B - Preparation of intellectual outputs (O) 3. Group Activities C - Continuous trainings (C) for POTA - bridge project 4. Group Activities D - Project promotion and dissemination G. Methodology of the training process In this phase PMG will undertake several most important preparatory activities and necessary conditions for implementing of training process. • Founding of teams with experts for preparation of intellectual outputs through transparent procedure of their selection. • Preparation of 3 intellectual outputs • Analyzing of data related to targeted group as their specifics, needs and, recommendations. • Opening of procedure of selection of potential candidates, as participants in the continuing training process of „POTA - bridge“. • Preparation of training program accordance with analysed specifics and recommendations, determined and marked by the intellectual outputs and the base structure of The „POTA - bridge“. H. Results 1. Providing base for lifelong learning and mobility 2. Improving quality and efficiency of education and training 3. Promoting equity, social cohesion and active citizenship through adult learning 4. Enhancing the creativity and innovation of adults and their learning environments 5. Improving knowledge base on adult learning and monitoring the adult-learning I. Impact Representatives of these groups thatwill actively participate in the „POTA - bridge“ project will be addressed to meet needs ofadults in age 18-64 to enhance level of their personal skills and education in the area of business administration and financial literacy. The adultpeople, also can use „POTA - bridge“ final outputs, if they are interested in raising own entrepreneurial skills. Thanks to participation in the project, more adult people will be more aware of their potential: skills possessed, strong and weak points, areas that need to be improved and developed. Also, more adult people will be able to check their entrepreneurial knowledge, skills and competences not only within formal education. With the implementation of the training process and activities targeted group will be encouraged to introduce modern technologies in their daily work. They will become more familiar with using of modern technologies in everyday work and will have proactive attitude in non-professional life through raise of skills for business administration and knowledge for financial literacy.
A. BACKGROUND In order to face both the short and long-term consequences of the labour market, there is a need for adults regularly to enhance their personal and professional skills and competences. Given the current instability in the labour market and the need to reduce the risk of social exclusion, this applies particularly to the low-skilled and the low-qualified. However, all adults including the highly qualified can benefit significantly from lifelong learning. According to statistic data (Eurostat) exist growing consensus among policy maker bodies of member states of EU that adult learning is currently the weakest link in developing national lifelong-learning systems. Participation in adult learning has continued to fall, from 9,8 % of the 25-64-year-old population in 2005 to only 9,1 % in 2010, and it is still decreasing continually, thus making the increased ‘ET2020’ target of 15 % by 2020 an even greater challenge. Obstacles such as low motivation and a lack of care facilities to help women and men combine family and work responsibilities with learning therefore need attention. B. TARGET GROUP AND USERS Target group of the project are: unemployed adults aged 18-64 from partner countries that are not in education and training and have only education level - ISCED 2. Given the current instability in the labour market and the need to reduce the risk of social exclusion, this applies particularly to the low-skilled and the low-qualified. However, all adults — including the highly qualified — can benefit significantly from lifelong learning. Therefore, the project has recognized three problem areas: 1. Adult-learning reforms are increasingly anchored in overall development in education and training, notably the development of national qualifications frameworks and lifelong-learning strategies. 2. Outreach and learning opportunities are increasingly being targeted at those with the lowest levels of qualifications, thus giving them better prospects of integration into work and society. 3. Non-formal and informal learning, which represent much of adult learning, are increasingly being recognised and validated but take-up of validation opportunities is often still too low. C. GENERAL OBJECTIVE Enhance the possibilities for adults, regardless of gender and their personal and family circumstances, to access high-quality learning opportunities at any time in their lives, in order to promote personal and professional development, empowerment, adaptability, employability and active participation in society. D. SPECIFIC OBJECTIVES 1. Identifying the educational needs of the target group in cooperation with the employment sector and educational providers in order to develop an inventory of long- and short-term courses to meet those needs. 2. Developing methods in the field of accredited adult education in cooperation with educational providers and communicating both national and international innovations to specialists. E. PROJECT ACTIVITIES AND RESULTS ACHIEVED The project was carried out through the following group activities: Group Activities A - Establishing of project management infrastructure Group Activities B -. Organizing of transnational meetings for coordinators Group Activities C - Preparation of intellectual outputs Group Activities D - Continuous trainings (C) for POTA - bridge project Group Activities F - Project promotion and dissemination Each group of activities comprised number of specific activities distributed among the partner organizations. For the for which Action Plan was developed and was carefully monitored during the project implementation. Successful execution of the stated activities has lead to the achivment of the following main project results: R1. Prepared strategy for developing adults’ competence R2. Prepared a guidance for training - „Development of basic skills to find employment“. R3. Prepared a guidance for training - „Business administrator“. R4. Prepared a guideline - „Financial literacy“. R5. Created an official page of the project R6. Creating of official video of the project R7. Trained and certificated 60 participants-adults R8. Printed promotional materials F. PROJECT IMPACT: It was assessed that project has versatile impact in several areas of relevance: - Impact on the participants through improved knowledge, acquired skills, developed abilities and behavior - Impact on participating organizations through implementing good practices for learning, establishing standards for implementation mobility to gain knowledge, acquiring institutional capacity for managing mobility and establish work placement for adults, establishing modern, dynamic, committed and professional environment open to synergies with organizations active in different sectors and educational fields, improving management competences, reinforcing cooperation with partners from other countries, etc.. - Impact on target groups and other stakeholders