The project “ Validation of transversal skills across Europe – TRANSVAL-EU ” is based on a paradox. On the one hand, employers place an increasing importance on transversal skills . Yet, on the other hand, transversal skills are only an implicit part of the existing validation and guidance processes. There is a need to make the validation processes of transversal skills acquired in non-formal and informal settings explicit and to embed the lessons learned in validation and guidance policies . What TRANSVAL-EU proposes is to experiment innovative approaches for the validation of transversal skills acquired through non-formal and informal learning (VNFIL) in five pilot countries – Austria, Italy, Lithuania, Poland and Belgium. TRANSVAL-EU aimed to : improve the knowledge and know-how on the validation of transversal competences train validation/guidance practitioners develop new tools for validation and guidance professionals and test them monitor and evaluate the experimentation’s outcomes and impact both on practitioners and on the adults, who will have their skills validated. The project partners developed and tested : a research base of good practices a set of training toolkits and programmes standardised competence profiles for validation/guidance practitioners with a specific focus on transversal skills TRANSVAL-EU intended to be one of the largest European policy experiments on VNFIL . The Project Output are: European State-of-the-Art Report incl. Country Fact Sheet State-of-the-Art-Report_EN Country-Sheets_Austria_(EN) Country-Sheets_Austria_(DE) Country-Sheets_Belgium_(EN) Country-Sheets_Belgium_FR Country-Sheets_Italy_EN Country-Sheets_Italy_IT Country-Sheets_Lithuania_EN Country-Sheets_Lithuania_LI Country-Sheets_Poland_EN Country-Sheets_Poland_PL   THE TRANSVERSAL COMPETENCY FRAMEWORK (TCF) Tansversal-Competence-Framework_EN Transversal-Competence-Framework_DE Transversal-Competence-Framework_FR Transversal-Competence-Framework_IT Transversal-Competence-Framework_LT Transversal-Competence-Framework_PL COMPETENCE PROFILE FOR VALIDATION AND GUIDANCE PRACTITIONERS Competence-Profile_EN Competence-Profile_DE Competence-Profile_FR Competence-Profile_IT Competence-Profile_LT Competence-Profile_PL TRANSVAL-EU European Policy Conference European Policy Conference_2023_Concept note (EN) European Policy Conference_2023_SaveTheDate (EN) Find more resources here . Project Newsletter: Transval-EU_Newsletter1_2022 For more information about the project, visit the website: www.transvalproject.eu .

Addressing the current and Future skIll needs for sustainability, digitalisation, and the bio-Economy in AgricuLture: European skills agenDa and Strategy – FIELDS. European agriculture is facing many challenges; the Food 2030 policy highlights the vulnerability of agri-production due to the globalisation of the markets, increasing competition, the prices volatility and the economic uncertainty along with the low incremental crop productivity. Those vulnerabilities are stressed by increasing demand for food and feed. On the other side, environmental concerns and climatic changes generate more uncertainties and. Moving from business-as-usual agriculture to Sustainable farming is a complex process which requires a system approach, including reshaping the role of the farmer: from a mere producer of food and commodities, into “wise manager of the natural capital”. This requires to profit of advances in sustainability, digitalisation and bio-economy .   However, transfer of these innovations and skills to farmers require synergy also of other actors in the agri-food sector , like food industries that could communicate to farmers and be partners in this process of knowledge transfer by showing the value to farmers of product derived from sustainable agriculture and forestry, that has also circular-economy loop with the industry itself. In today’s world, digitalisation is a driver to share knowledge easily, information, and to make better use of information available. This helps to provide information, reinforce links between partners and allows some optimisations. Today’s farmers undoubtedly have expertise yet they need help to gain additional skills to deal with new technologies and to meet the challenges of climate change and land management in the 21 st century. Also, the level of qualifications is low by comparison with other sectors; there is poor uptake of continuing vocational educational training, that needs to be addressed through appropriate VET training.   The purpose of the project is to answer those challenges through the skills prism. Indeed, the Organisation for Economic Cooperation Development (OECD) analysis of the factors which affect productivity identifies ‘People’ as one of the six factors. It states that: ‘Improving the skills of the workforce, and the ability to harness them via effective leadership are critical to productivity growth. A correlation exists between business performance and levels of skills and education .’ The project has eight work packages , and has the purpose of providing strategies and training in the fields of innovation in agriculture and forestry, with particular emphasis on sustainability, digitalisation and bio-economy. These are the main objectives of the work: Identify global trends and skill gaps Design a strategy at the EU and Country level to improve the skills Provide training material and training pilot to implement these strategies Allow transferability of the skills among EU countries following European frameworks (ESCO, EQAVET and so on) Provide sustainability and awareness of the project after the project ends For more information, check the official website of the project. Partners

Internationalisation at present is primarily focused on the Higher Education (HE) staff and students as the target groups and on mobility as the main activity, however, internationalisation at home remains marginal. Higher Education Institutions are increasingly active, but in social engagement these activities are usually viewed as competing for priority and relevance with excellence in research and internationalisation. With many social challenges at hand, internationalisation will be in the need of string instruments to support change which at the same time would be considering social engagement and internationalisation at home. In addition, internationalisation and social engagement usually do not cooperate but compete for resources instead. Internationalisation in Higher Education for Society (IHES) aims to change this and activate the internationalisation potential for social engagement. This project aims to build activities concerning the real needs of society. IHES wants to test different approaches in two different regions, Catalonia and the Olomouc region, using a quasi-experimental design. It aims to generate knowledge that can be easily transferred from the regions and partners involved in the project. IHES focuses on ensuring that the entire project is based on a multi-level inclusive approach while targeting HE institutions and their networks, social actors and their networks, and regional governments. Project Objectives IHES has several key objectives, which will implement different intellectual outputs (IOs). The project aims: To build activities concerning the real needs of society. To define this, the Intellectual Output 1,2 activities will be implemented while analysing the needs of society and the already existing projects. To test different approaches in a “regional lab“ setting, thereby also using a quasi-experimental design by working in two different regions of Catalonia and the Olomouc region. Different approaches will be tested, compared and then set into context with findings related to the first objective. This will be also included in the Intellectual Output 3. To generate knowledge that can be easily transferred from the regions and partners involved in the project. As many Higher Education institutions as possible shall be able to learn from the experience and possibly prepare their own future IHES projects. The Intellectual Outputs 4-6 are related to and based on this particular objective as well. To ensure that the entire project is based on a multi-level inclusive approach that takes into account the main target groups of the project. All intellectual outputs and particularly the constellation of the consortium serve this goal, too. The five intellectual outputs (IOs) and multiplier events (ME) for IHES over the course of three years are: Intellectual Output 2: Report on current good practices in IHES across Europe Leading organisation – Academic Cooperation Association (ACA). Output type – studies/analysis and best practice guidelines/reports. IO2 will identify existing IHES practices through a mapping survey among HEIs, further desk research and two focus groups with representatives from civil society and regional authorities. Intellectual Output 3: Report on the concept, implementation and results of the regional IHES laboratories in Catalonia and the Olomouc region. Leading organisation – Universitat Rovira i Virgili (URV) Output type – studies/analysis and case study The core activity of IO3 is the creation and comparison of two regional IHES-Labs, one in Catalonia and one in the Olomouc region. Intellectual Output 4: Guidelines for implementing IHES Leading organisation – Global Impact Institute s.r.o. (GII) Output type – methodologies/guidelines and methodological framework for implementation The guidelines for implementing IHES form the basis for allowing the sustainability and distribution of the project results beyond the consortium and the project timeline. Intellectual Output 5: Developing a regional model for implementing internationalisation in higher education for society Leading organization – Grupo Santander (S Group) Output type – methodologies/guidelines and methodological framework for implementation. The main objective of IO5 is the elaboration of a general model focused on the regional implementation of IHES. Intellectual Output 6: Establishing an IHES network of organisations Leading organizations – Palacký University Olomouc (UP) Output type – network / interactive resource IO6 will set up IHES resource centre in the form of an online platform. It will feature information on the IHES Network of Organization that will be open to new members from Europe and across the globe Read more about outputs and results : https://ihes.upol.cz/outputs-and-results Project Partners This project includes eight partner institutions with Palacký University Olomouc as the main coordinator. Partner institutions include Universitat Rovira i Virgili, Departament D´Empresa i Coneixement, Generalitat de Catalunya and Grupo Santander in Spain, Academic Cooperation Association and Lifelong Learning Platform in Belgium, and Global Impact Institute s.r.o. and the Olomouc Region in the Czech Republic. Associate Partners This project also includes four Associate partners who will participate in Multiplier events, dissemination to and feedback from their members on developed products. Associate partners include Catalan Association of Public Universities (ACUP), Alliance of Centres for International Relations, The Czech Republic (ACIR CZ) and Erasmus Student Network on both national (ESN CZ) and local level (ESN UP Olomouc).

Take a look below at the upcoming events and opportunities offered by the European university college Association (EucA): Student Affairs Professionals, Researchers, Universities, and Colleges are invited to the 6th European Conference for Student Affairs and Services. NASPA and EucA just announced the 6th edition of ECSAS that will take place in Malta on 20-22 November 2024. The conference represents an opportunity for student affairs professionals to discuss, exchange, and network innovative programs, practices, and models aimed at advancing their mission to support students' success. Registrations are open here! EucA Entrepreneurship Bootcamp in Berlin EucA presents the Entrepreneurship Bootcamp that will take place in Berlin on 28 July- 3 August 2024. The program is designed to engage students and recent graduates in the entrepreneurial world through workshops, and a tailored mentorship to gain practical skills and cultivate an entrepreneurial mindset. Take a look at the program and download the brochure here! EucA Sustainability Summer School in the Azores Students and recent graduates are invited to join the EucA Summer School in the Azores, the first leading sustainable destination. From 1 to 6 September 2024, international participants will immerse themselves in an enriching educational and international experience that will allow them to assess their daily sustainability practices, acquire new skills, and explore innovative solutions through collaboration with peers. A great travel discovery program is also included! Discover more here! Share GenZ Votes content: Empowering Youth for European Change In preparation for the European Elections of June, EucA is partnering with the European Parliament to empower young people to raise their voices with their language. Which one? With Videos! GenZ Votes ! is a European Project in which students from the network create and publish videos on Instagram and TikTok to encourage civic engagement among their peers. You can join this exciting movement by following them, sharing the videos within your network, and help them go viral!

This month has been marked by LEVEL UP “I Care I vote”, an event organised by the European Youth Forum, aimed at gathering over 1000 youth activists in the European Parliament. With the upcoming elections in sight, this edition placed a specific focus on fostering youth participation in the democratic process. As an active member of the European Youth Forum (YFJ), YEU seized the opportunity to engage ten people in this crucial event. Beyond being a learning and educational opportunity, such events serve as avenues for networking and connecting with people from across Europe and beyond. Among the YEU team, Yağmur and Nikolina, as Board Members, together with our two volunteers and 6 participants from our member organisations, had the opportunity to attend this exciting event. At YEU, reaching out to young people and encouraging them to become active citizens is one of the key areas of our work. For that reason, YEU is honoured to have been invited to organise a workshop on the event's first day, facilitated by our team from the Governing Board and the Office. Drawing on YEU experience cultivated through various projects, the workshop introduced participants to “GamifyEU”, an innovative online platform featuring learning games about elections, which were created in the frame of the previous ones of 2019. Through engaging with the “MEP for a month” game, participants had the chance to delve into the journey of a Member of the European Parliament, while understanding and getting more familiar with the challenges and tasks associated with their job. Events like this underscore the importance of speaking up and actively participating in democratic processes. Using our vote matters: it is how we decide the kind of world we want for today and tomorrow.

As the EU elections 2024 approach, youth voting and engagement in democratic processes remains a critical focus for YEU . In light of this, YEU has chosen to address this goal within the framework of “Coffee with…” , a YEU initiative launched in the beginning of the COVID-19 pandemic. This initiative, consisting of a 1-hour online meeting, aims to foster dialogue between young people and several policy makers and stakeholders coming from institutions, organisations and other civil societies bodies. By providing a platform for direct interaction with decision makers, “Coffee with…” gives room to young people to express their opinions and make questions to the guests around political and social topics relevant to their needs, concerns and aspirations for participation in democratic processes. In line with this objective, YEU dedicated its first “Coffee with…” event of 2024, which took place on the 14th of February, to the theme of youth representation in the EU Parliament and youth democratic participation in general. The event featured the youngest member of the European Parliament, Ms. Kira Marie Peter-Hansen, who was elected at the age of 21 and represents a true example for youth engagement. During the event, which was moderated by our YEU friend who is also the board member at European Youth Forum, Ismael Paez Civico, the participants gained valuable insights into Ms. Kira Marie Peter-Hansen’s journey as the youngest MEP. Discussions also revolved around the existing obstacles to youth participation in European politics and strategies to foster greater interest and engagement, with a focus on the important role played by youth organisations. Strongly engaged in the strengthening of the connection between the Parliament and young people, Ms. Peter-Hansen will run for the upcoming elections in June 2024, embodying the idea that age is not a barrier to active citizenship.

LLLP was a partner in the two-year Erasmus+ KA3 Social Inclusion project “ INSCOOL II ”, which took place in 2021-23 aiming at significantly increase the knowledge and skills of school leaders, teachers and student teachers to work inclusively with the increasing range of diverse learners in their schools. The project will scale up the good practice established in the methodology of the Inclusive Schools I project . Objectives To promote change in school culture to enable people to live, work and learn together equitably and peacefully, without fear of discrimination or bullying; To deepen educators’ knowledge and understanding of inclusive education policy, practice and culture; To influence policy change at school, local, regional and national levels; To contribute, through promoting a sense of belonging and the common values of respect, freedom, democracy and equality, to the decrease of radicalisation. Activities National focus groups with school leaders, teachers and student teachers in relation to inclusive education and inclusive pedagogies; An international trainers’ event to allow participants to familiarise with the materials of the project and tailor them for their contexts; Face-to-face courses for school leaders and teachers focused on changing culture and school practices, supporting the introduction of inclusive policies; Piloting training courses for student/newly qualified teachers to collect feedback on the training courses developed. Resources Face-to-face course material for the professional development in inclusive education of school leaders. Face-to-face course material for teachers to provide them with knowledge and tools to build a more inclusive school community. A Mass Open Online Course (MOOC) for students and newly qualified teachers. Impact An international pool of 12 trainers, who will act as multipliers, equipped to deliver CPD courses to school leaders and teachers; 130 school leaders with the knowledge and confidence to lead the implementation of inclusive education in their school; 120 teachers with the knowledge and confidence to embed inclusive pedagogies in their classrooms; Indirect engagement of 10,000 learners, through changes to policy and practice in their schools; 12 school leaders and teachers able to act as role models for their peers, and to influence policy makers both locally and nationally. Partners The British Council (United Kingdom, coordinator) Interactive UK Limited (United Kingdom) CESIE (Italy) European School Heads Association (Netherlands) Lifelong Learning Platform (Belgium) Universidad de Granada (Spain) Project Results Recommendations from advocacy groups The advocacy groups were formed by partners in the first half of 2022 in all participating countries (Poland, Italy, Hungary, Netherlands, Spain and the UK) in the project to support the achievement of policy change at different levels, from schools to the EU level.  Participants got a better knowledge of the project’s outcomes and discussed the further use of the tools and trainings implemented after the project ends. An important point of reflection was how the project results could support them in their own local advocacy for inclusive schools. Partners involved several stakeholders such as individuals taking part in the project activities such as school leaders, teachers, parents and teacher trainees or as well as representatives from other stakeholder groups in line with a whole-school approach such as project managers working on inclusion, non-teaching staff (i.e. psychologists), teaching training institutions and foster homes. The advocacy groups also included representatives from public bodies and private entities. The different backgrounds and places of origin of participants ensured a diversity of perspectives and experiences. Policy Recommendations The policy recommendations bring together the current policy context around inclusion in education, the results of the advocacy groups, the inputs from the Final Conference and previous projects focused on inclusion in relation to teachers, teacher trainees and school leaders. This document is focused on recommendations for EU institutions to work together with Member States in different areas: i) professional development, training offer, ii) shortages and wellbeing, iii) systemic cooperation and whole-school approach and iv) public funding to education.   Online publication – good practice summary This publication consists of a short description of the project, explaining how the consortium worked on collecting the policy recommendations – including the methodology applied and a summary of all the recommendations collected. The document is based on the advocacy groups reports, as well as the need assessment report’s conclusions. Find all resources: https://www.inclusiveschools2.net/download.html

LLLP is partner in the two-year Erasmus+ KA2 project “ImproVal: Improving validation in the voluntary sector”, involving five partners from five European countries (Finland, Netherlands, Belgium, Germany, Slovakia). The project kicked-off in Helsinki, Finland on October 29-30th 2018 and aims to provide a synthesis of the work undertaken in the EU on the validation of volunteering experience. It will do so by bringing together the coordinators of a number of previous validation projects, making known the methods, tools and thinking behind validation of learning in the voluntary sector, in a validation compendium, conducting a small-scale study on the usefulness of validation for volunteers, and by encouraging a dialogue between relevant stakeholders locally, nationally and at European level. The main virtue of voluntary work, that is not always recognised, it is a great non-formal and informal learning opportunity for the volunteer. The ImproVal project starts from the statement that competencies acquired through volunteering activities need to be better recognised in the society. Indeed, the recognition and validation of non-formal and informal learning is highly relevant in the European educational area. This is widely acknowledged at EU level, for instance, in the 2012 Council Recommendation on the validation of non-formal and informal learning. More and more people and organisations are becoming aware of the educational value of volunteering, and of validation opportunities for the voluntary sector. At the same time, no bridges between projects have been created, which includes the risk of reinventing the wheel on one side, and ‘’missing links’’ on the other side, e.g. in connecting the validation methods with the European Guidelines or the European Qualification Framework for Validation and/or because some forms of volunteering would not be recognised. ImproVal project partners have developed three main outputs: Volunteering validation compendium: It is a synthesis of the tools and practices used in the voluntary sector to validate competences based on desk research and the results of partners’ previous project on validation. The compendium is available online here. It was presented in a webinar in June 2019. Study on validation in volunteering: The study looked at the outcomes of the validation of volunteers’ competences. The data was be collected through an online questionnaire and interviews and resulted in an article published in a scientific journal. Have a look on this page. Policy recommendations: Towards the end of the project, partners used the results of the two first outputs in order to provide recommendations for the European voluntary sector. They were finalised in June 2020. Multiplier events: Multiplier events took place in Finland, the Netherlands, Belgium, Germany and Slovakia. The purpose of the events was to present the project results and to engage relevant national stakeholders in a dialogue about validation in the voluntary sector. Coordinator: Sivis Study Centre, a nationwide non-formal adult education centre, whose mission is to foster citizens’ competences and promote active citizenship and voluntary work in cooperation with its members. Partners: the University of Bamberg (Germany), Edos Foundation (Netherlands), Platform of Volunteer Centres and Organisations (Slovenia) and the Lifelong Learning Platform (EU).

DIGIT is a European project funded under Erasmus+ KA2 ‘Strategic partnerships’ and coordinated by Polish company INnCREASE. With partners stemming from seven different countries (Belgium, Spain, UK, Poland, Greece, Italy and Slovenia), the project will last for two years (2017-2019) and will seek to boost digital competences for a responsible use of online identity. Through this project the consortium aims to investigate digital identity implications for adults and provide the necessary educational instruments and supporting tools for adult educators. Digital competences are one of the current key educational priorities of the EU institutions. While digital skills are considered necessary in order to meet labour market needs, the concepts of ‘virtual citizenship and identity’ pose a growing challenge for society. Individuals that may or may not be digitally literate, including the so-called ‘digital natives’ (a person born or brought up during the age of digital technology and so familiar with computers and the Internet from an early age), all need to be informed and aware of how their identity and footprint are being tracked on the internet. Aiming to develop comprehensive materials that analyse the issue, the DIGIT project will inform digital users about all aspects that come with having a digital identity, and provide some elemental guidelines to minimise cyber threats to one’s data and to one’s public image. In this respect, it will also deal with aspects of cyber bullying and hate speech. The consortium, led by an innovation consultancy (INnCREASE, Poland), is further formed of a lifelong learning centre (Platon, Greece); a European NGO working on all aspects of lifelong learning (Lifelong Learning Platform, Belgium); a mentoring and consultancy agency working with SMEs (Inova, United Kingdom); an adult education and training centre (DomSpain, Spain); a European network of organisations active in the field of education which promotes digital skills (DLearn,Italy); and a public organisation in lifelong learning education (UPI, Slovenia). Overall, the project intends to develop two main outputs: The DIGIT Manifesto and guidelines for adult educators, which will result from partners’ research and information gathered through Focus Groups, where our target groups (adult educators, adults and other relevant stakeholders such as digital experts and public body representatives) will be brought together to discuss the issues, dangers and opportunities of the digital world. The DIGIT training strategy, which sees the development of training materials for adult educators that will be available on our online platform, tested in a series of pilots. Results from these pilots will feed into a report with policy recommendations targeting policy makers at EU level that will be presented at the project’s final conference in November 2019. For more information about the project, visit the website: https://digitproject.eu/

The project “Building learning societies: Promoting Validation of Non-formal and Informal Learning” aimed at developing an awareness-raising campaign for the validation of learning outcomes of non-formal and informal learning as a tool to further improve adults’ career perspectives and stimulate their further education and training. Partners have been exchanging on existing validation practices and developed methods for the identification, documentation, assessment and certification of the learning outcomes of non-formal and informal learning. Together they launched a EU-wide action campaign to promote validation amongst adult education and training providers, employers, trade unions, civil society organisations, and learners themselves. By bringing together different actors who are stakeholders in the validation process, the long-term cooperation has been established, both at national and European level to further work on supporting the process of implementation of Council Recommendation on the validation of non-formal and informal learning. Moreover this project seeks to contribute to diminishing inequalities within society and to unlocking its full potential through the aim of promoting the concept of “learning societies” where each personal contribution is being utilized, and skills and competences are recognised and further developed. To better reach out to those who wish to advance their knowledge on validation, the “European strategic guide for fostering the participation and raising awareness on validation of learning outcomes of NFIL” publication was prepared with an ambition to to improve ones’ career perspectives and stimulate lifelong learning. Main results: 2 European seminars-workshops, 8 national workshops (1 per country), 8 policy papers (1 per country), a conference and an European guide. Building learning societies: Promoting validation of non-formal and informal Learning – 539962-LLP-1-2013- FR-GRUNDVIG-GAM Implementation period: 11/2013 - 11/2014

GR-EAT (2014-2016) aims to propose a comprehensive tool for the implementation of recognition systems and contribute to the overall advocacy process toward the recognition of non-formal and informal learning (NFIL) taking place within youth organisations. Led by AEGEE, the Lifelong Learning Platform is one of the six partners (KA2 Strategic Partnership, Erasmus+) and is responsible for conducting research among employers in order to find out about their needs and expectations regarding the recognition of NFIL and will draft a study report. The objectives of the project are to create common guidelines for recognition of NFIL acquired in a volunteering context, supporting youth organisations in providing internal validation systems which can be recognised externally. The project also wants to support longterm volunteers in raising their awareness of competences acquired and their value in an employment context as well as in acquainting them with the identification and documentation procedures that are useful to go through national validation systems. Another objective is to raise the awareness of companies on the benefits and impact of long term volunteering for transversal competence development. In the framework of the GR-EAT project (AEGEE), the LLLP led a survey approaching employers on how they value volunteering in recruitment. Led from February to April 2015, it gathered 131 responses destined to evaluate the recognition of non-formal and informal learning prior, for and during employment. Three mismatches were revealed: first, between the value employers give to volunteering and their capacity to assess it; second, between assessment tools and employer’s knowledge of their existence, as well as correspondence to their needs; third, between the competences gained by volunteers and their capacity to highlight them to employers. Read the Full Survey! Find more information on the official website on: Guidelines for Recognition: How to make your volunteer experience count in the eyes of your future employers? Study report on self-assessment of non-formal and informal learning Study research on expectations from external stakeholders regarding competences and recognition processes of Non Formal and Informal learning (NFIL)

LLLP was partner in the 30-months Erasmus+ KA2 project “Tracking and monitoring the progress of adult learners” (TaMPADA), which is involving five partners from five European countries (Greece, United Kingdom, Belgium, Sweden, Slovenia). The project kicked off on the 20-21st of November 2018 in Chesterfield, UK and aims to develop an outreach mechanism for tracking and monitoring long-term outcomes of disadvantaged learners’ participation in adult education (AE). The project is the follow up of a previous project called “IMPADA”, that aimed to develop a (self-)assessment methodology for adult education providers on the effectiveness of AE provisions for disadvantaged adult learners while TaMPADA sets out to develop further instruments of measuring the impact and effectiveness of adult education. IMPADA focused on the educational impact on disadvantaged learners and a main finding was the identification of outcomes-tracking of learners’ lifelong educational journeys as a challenge that the sector is currently facing. The premise of TaMPADA is that tracking and monitoring lifelong progress would function as performance enabler for adult education providers by increasing data inflow for the elaboration of evidence-based strategies aiming at increasing supply quality, demand and regulatory effectiveness in adult education. In TaMPADA, the partners are foreseeing four main outputs: Assessment toolkit for disadvantaged learners’ lifelong and lifewide progress Outreach tracking and monitoring framework for disadvantaged learners’ lifelong and lifewide progress Digital lifelong and lifewide progress assessment tool Survey report and policy recommendations Coordinator: Derbyshire County Council (UK) Partners: PROMEA (Greece), Folkuniversitetet (Sweden), AZM-LU (Slovenia) and theLifelong Learning Platform (EU).