Digital Competences Recognition Framework for Adult Education - NEU

<< Background >>In these last few years, all sectors of education and also sectors across the labor market have been undergoing an unprecedented digital transformation that has shifted the landscape for educators and learners towards a new digital reality and has placed new demands on them. The average level in digital competencies in Europe is approx. 56% while several countries (including four of the project’s partners) are below the average. The pandemic at the turn of the decade amplified the importance of digital competencies for all people, in all generations and in all living conditions and situations. Therefore, one of the main needs of this project was to improve the availability of high-quality learning opportunities for adults and to provide them with a toolset that would advance their digital competencies, therefore leading to more digital readiness and overall capacity, thus helping institutions manage an effective shift towards digital education which is fast becoming more of a need than a choice globally, especially in tertiary and adult education environments. To align with this context, there was also a pressing need for the development of innovative or joint curricula or courses.<< Objectives >>The main objective was to enhance adult learners' digital skills and competences and provide them with innovative, impactful training, not only informative but also transferable to real-life contexts, fostering digital resilience and readiness. The goal was to help adult learners cope with the emerging digital challenges and enable them to be more competitive in the labor market but also as a means of self-development, through the improvement of their digital skillset. Also, the aim was to create an engaging and interactive learning environment, providing an efficient and accessible experience. Furthermore, we aimed at developing the competencies of educators and other adult education staff, enabling them to provide effective adult education. Such competencies range from assessing learners’ prior knowledge and skills to developing and applying more innovative teaching methods and strengthening the educators’ role in motivating, guiding and advising learners in challenging learning situations.<< Implementation >>Activities in WP1 focused on Project Management. Deliverables included the Project plan (implementation, monitoring, timelines and milestones), Dissemination plan, Communication plan, Quality assurance and Budgeting.Activities in WP2 focused on Dissemination. Deliverables included branding, a website, production of dissemination materials, promotion of the project, the development of the association and network and a conference. Activities in WP3 focused on the Flipped Learning (FL) 3.0 framework. Deliverables included documents on the Recognition model, Assessment and the Flipped instructional design, training, an Update process Guide and the Manifest on FL 3.0. Activities in WP4 focused on Course design and training content development. Deliverables included content development of course modules, pilot testing, guidelines for creating multimedia-based, interactive content, a Mindmap and a Guide for course building in the platform, pilot testing and amendment, and an Evaluation Guide of the pilots.Activities in WP5 focused on Trainer Handbook, Evaluation and Transferability Guide. Deliverables included a peer-reviewed Trainer’s Handbook, Handbook and Evaluation Guide translations, and a workshop on the latter.<< Results >>•Pilot courses were created and evaluated on specific digital competency items, along with a recognition model for adults to define the curriculum, training context, evaluation and grading, and certification process. •A pedagogical framework (Manifest) was developed, based on FL 3.0, to act as a guide for educators. •A quality enhanced framework was designed, aiding in course creation, implementation and evaluation. •To help in adapting the framework for future developments, a floating guide was created. •A transferability guide for School Education was produced, rendering the model and its components wide-reaching and applicable in contexts beyond adult education. •The 5-Module DigiComPass course was fully developed.•The course was integrated as an Open Educational Resource in a Learning platform (Moodle), developed for this purpose. •A website was designed, with materials and resources. •A number of papers and publications were produced.•The non-profit DigiComPass Association was formed, aiming at managing, further developing and promoting the training course, facilitating networking and providing ongoing education. All materials were produced in English and translated to partner languages.