The initiative aims to implement a good practice exchange between AE bodies, in order to implement a set of useful tools, so-called Toolkit addressed to AE trainers who want to implement an innovative didactic model that can stimulate professional inclusion, competitiveness, entrepreneurship, social integration, active citizenship and personal development of adult learners, and that later can be used by other centers and be transferred to various sectoral and geographic locations. The targets are:
• Improve the digital literacy of teachers / trainers / educators / tutors in the AE field
• Increase the skills of teachers / trainers in innovative and participatory teaching methods (FAD, cooperative learning, L2L);
• Improve skills-orientation, guidance and accompanying to work
• Expand the offering of high quality courses and increase participation through effective awareness-raising, orientation and motivation strategies for groups of adult learners.
What results are expected during the project and on its completion?
INCOMING and OUTCOMING SURVEY: to be given to target groups to capture their professional needs and evaluate what their expectations are in terms of knowledge, skills and abilities of target groups: a checklist will be formed of open and closed questions; will be the tool through which the partnership will highlight the premises of the SEMALE project; will also constitute a European evaluation tool to measure the level of skills of educational staff; Based on the results of the checklist, the partnership will design a blended training course and guidelines for teachers / trainers in the Adult Education area.
TOOLKIT REALIZATION: A real “toolbox” for teachers / trainers in the AE field that is1) a blended course on innovative teaching methodologies and the use of ICT in didactics; 2) a set of guidelines for innovative and multimedia teaching; the toolkit will be implemented in English and will be promoted as an OER.
TEST OF DIDACTIC MATERIALS ( The teachers / trainers involved in the project will experience on their students the didactic materials they developed according to the Toolkit’s guidelines by organizing free pilot courses for adult learners.
OUTCOMING SURVEY: After the course and experimentation of the didactic materials, two checklists will be created: one for learning outcomes, in terms of knowledge, and skills and competences, KSC (knowledges, skills, competencies) of final user learners of didactic materials developed by the teachers / trainers and one for the recognition of the outgoing skills of the teachers / trainers who were the users of the Toolkit; in addition, the comparison of the results of the latter checklist with those from the checklist at the beginning of the project to all targe.
SEMALE’s activities are organized and fundamentally divided into 3 key phases that are:
STEP 1: ANALYSIS OF NEEDS, is a preliminary phase that will be articulated in:
a) Presentation of the project: this activity will characterize the month 1 of the project in order to ensure adequate information about the project to all involved and interested parties b) Identifying training needs among the target groups identified at the beginning of the project c) Creating checklists necessary to record incoming skills and expectations
STEP 2: DEVELOPMENT OF ACTIVITIES, is the central phase and it will take care of:
a) elaboration of the results of the first checklist that will give evidence of training needs in the various reference territories b) Creating a Toolkit for Teachers / Trainers according to a common layout shared by all project partners and delivered in English c) testing of the Toolkit with 28 AE sector teachers / trainers
STEP 3: DEVELOPMENT OF RESULTS: This is the final phase of the project in which it will be necessary to verify the project’s impact concretely, through
a) Promotion of the Toolkit at VET schools / institutions; the Toolkit will be promoted by following a. a sectoral perspective: the Toolkit diffusion will take place at AE centers, category associations, NGOs, NGOs, employment centers, etc., by promoting the use of the Toolkit also in non-formal and informal learning contexts; initially the partner organizations directly involved in the proposal will involve all individuals who are interested in project themes; Subsequently, the product and other project results will be presented to political decision makers in order to obtain formal recognition
b. Geographic Perspective: With a progression of concentric circumferences, the Toolkit will be first tested within each partner organization, later in adult education centers / training / schools / located within the scope of the partner organization so that support actions and, if necessary, rectification on how to use the Toolkit can be easily activated and eventually after any adjustments and / or additions made available to all interested parties such as the Open Educational Resource
b) the processing, application and evaluation of the checklists needed to record outgoing skills and the analysis of checklist results; the assessment of the impact of the project on the degree of satisfaction of the subjects involved and the effectiveness of the dissemination
Municipality of Alzira
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi¬ble for any use which may be made of the information contained therein.The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi¬ble for any use which may be made of the information contained therein.