SKILLS, Several Keys In Learning to Learn Skills.

The short-term target groups, directly involved in the project, are:

• Adults with basic levels of education wanting to improve their basic knowledge or get basic qualifications
• Young adults coming from school failure who want to continue learning or must develop a basic vocational profile
• Minorities learning a second language, women and men with basic or poor education levels in their country who need to learn the language of their host country
• Adults with low professional profile wanting to improve it.
• Educators and trainers working with those groups, who need to complete or update or improve their training to develop the learning to learn competence in the learners and need precise and innovative tools to do it.
• People in charge at organizations and institutions who need to know the needs of the people in their environment to develop adequate learning offer, and who must also train educators.

Participants from all these target groups will validate the project’s outputs (30 learners + 3 educators / partner)

The medium and long-term beneficiaries will be:

• A larger number of the beneficiaries described above
• Close profiles, for example, adults wanting to strengthen their leaning competences in specific areas –educational or professional, I.e. learning second languages or ICT; learners with special learning needs, people with a moderate psychic disability for who functional learning methodologies are key; students at the final stage of compulsory education or young immigrants who gain access to the educational system and must learn how they will be asked to learn; adults learning in non-formal paths –leisure time-, old people seeking to keep their learning skills active; adults who want to improve their possibilities to accompany their children in the schooling process –when making their homework, enhancing their study habit…
• Educators with the described profiles or educators in general who wish to improve their learning to learn skill.
• Organizations and institutions –as identified within the exploitation and dissemination plans- who wish to improve their staff profiles –educators and trainers-, who want to find out the learning to learn level of competence in their environment to adapt their learning offer, or who want to make a learning to learn offer.

In qualitative terns, the impact for the learners will be an improvement of their learning to learn skills, a higher level of success in their learning processes, greater participation or continuity in the learning process; for organizations and institutions, they will be able to prepare a better and more appropriate learning offer; for educators, they will improve their teaching skills and the application of innovative methodologies with regard to the work subject.