CONTEXT It is undeniable that a conscious, critical and participatory society encourages a society developed, cohesive and capable of generating positive social changes, influential in public policies. In this sense, in 2015, the General Assembly of the United Nations established 17 Sustainable Development Objectives (ODS) to create a new global model capable of combating the social problems transversal to all societies. However, European citizens tend to adopt unconscious attitudes rather than incite social change. In line with these causes, an OECD (2012) survey on adult skills has recognized that 4.9% to 27.7% of adults have the lowest level of literacy and 8.1% to 31.7% level in numeracy (PIAAC). OBJECTIVES General To be a project of adult education, training and training, with low levels of competence, articulating the theme of social responsibility before the ODS. Specific - Develop key lifelong learning skills for adults with low skills; - Disseminating the ODS of Agenda 2030; - Develop solutions at local level for national and European commitments; - Contribute to the development of participatory, co-built and socially innovative solutions and the sharing of best practices; - Design and implement a project that contributes to an active citizenship in the field of sustainability; - Design and implement participatory methodologies in an active participant citizenship perspective; - Contribute to the valorization of the territory, identifying problems, debating answers and presenting solutions as a cultural construction of each society; - Have a set of methodologies and tools that can be replicated by other organizations across Europe and in all communities interested in putting the issue on their agenda; - developing and strengthening networking, operational capacity and sharing of good practice at European level of organizations; - Promoting European values. ACTIVITIES AND PARTICIPANTS Transnational Meetings - 2 responsible of each organization; - Project planning, implementation, monitoring, evaluation and closure. TC - 3 technicians from each organization + 1 trainer; - Capacitation of the technicians to implement the LABS SDG (education methodologies in coordination with the ODS). SDG LABS - 25 adults with low levels of skills + 3 technicians (min); - Awareness raising and awareness of ODS, development of key lifelong learning skills and presentation of community-led proposals for local intervention. Blended Mobility - 5 of the 25 adults + 1 of the 3 technicians + 1 trainer; - Development and consolidation of competences. Presentation of local intervention proposals for each country. Local dissemination events - All involved in the project; - Dissemination and exploitation of the results and impacts achieved with the SDG LABS project. METHODOLOGY Articulation between the three existing methodologies: Formal Education, Informal Education and Non-Formal Education. EXPECTED RESULTS Main tangible results - Good Practices Guide; - Promotional kits; - Questionnaires and Reports. Main intangible results - 8 key competences defined in the European Framework for Lifelong Learning. EXPECTED IMPACTS Direct Beneficiaries The main impact of this project will always be the training and development of fundamental lifelong learning skills in adults with low levels of competence, through greater assertiveness, the quality of the technical staff of organizations and of the organizations themselves, procedures, methodologies and tools, in the activities of diagnosis, planning and participation, articulating the SDG. National and European At this level, we will feel a greater reflection and awareness of low-skilled adults, technicians, organizations and stakeholders about their responsibilities, duties and rights as agents of social and personal change and about the value of social and civic action in development sustainable development policies and strategies. POTENTIAL LONG-TERM BENEFITS - Increased public intervention capacity in policy decision-making, especially at local level; - Lower rate of adults with low literacy and numeracy skills; - Increased awareness of the goals of Agenda 2030 for ODS; - Greater articulation of EF, EI and NFE in the development of learning; - Greater articulation between policy makers and society at large; - Increased capacity of organizations at international level.
-To develop key competences for lifelong learning in adults with low levels of competences; -To develop solutions for the local contribution to national and European commitments; -To contribute to the development of participative, co-constructed and socially innovative solutions and sharing of good practices; -To design and implement a project that contributes to an active citizenship in the field of sustainability; -Contribute to the valorization of the territory, identifying problems, discussing answers and presenting solutions as a cultural construction of each society; -To provide a set of methodologies and tools that can be replicated by other organizations across Europe and in all communities interested in putting the issue on their agenda; Thus, we achieve a project of education, training and qualification of adults, with low levels of skills, articulated with the theme of social responsibility towards the SDGs (2030). In this way, we make visible a network of contacts, with an operational capacity and a set of good practices shared at European level and by organizations through participatory methodologies, in a perspective of active citizenship.
It is undeniable that an aware, critical and participatory society incites a developed, cohesive society capable of generating positive social changes, influential in public policies. In this sense, in 2015, the United Nations General Assembly constituted 17 Sustainable Development Goals (SDGs) for the creation of a new global model capable of combating social problems that cut across all societies. In this context, adults did not yet possess the participation and democratic awareness for the SDGs. This intervention falls short of what is desired for developed societies. As a result of this lack of knowledge, European citizens tend to adopt unaware attitudes instead of inciting social change. To minimize this fact, we responded to the needs to improve the fundamental skills of adults; to stimulate local commitment to the European SDGs; to instill the GLOCAL idea; to bring the citizen to the center of the discussion of the problem and the solutions; to raise awareness in the community at large. In this way, the project was based on an objective analysis and appropriated to the needs of the target group.