• Ambassador presentations and activities will be organised by the different partners, encouraging both team work and individual work.
• Ambassador training course assignments will be developed and implemented by each partner. Each country will describe a set of at least 8 assignments they have developed and worked with in the frame of this project and explain the rationale for their development and use. These assignments will develop the communicative and coaching skills, both personally and vocationally relevant,  that will enable the ambassadors to connect with the target audience and motivate the target group (disadvantaged adults). In addition to the assignments each partner will produce a guide for others based on their experience of using them in practice.
• Why this approach was used
• How to present them for best effect
• Pitfalls and problems to avoid
• Ideas on how they might be extended or developed

Each partner will construct these assignments based upon a minimum workload of 25 hours per student. Each will develop skills and knowledge that connect to the official qualification structure of the participating country. We will work together to identify core/key skills that are shared but recognise there will be differences of value and content. Given that qualification structures differ from country to country it will be the responsibility of each partner to map them onto their national system. 

• An ambassador e-portfolio will be developed and used by at least one of the partners as a training tool, using evidence gathering and assessment methods suitable to the target audience: including observations, interviews and tests relevant to the skills and knowledge being                    assessed.
• Criteria for a trans-national ambassador certificate will be drawn up
• A handbook containing the best practices and innovative strategies for recruiting, training, and using ambassadors to motivate learning and social engagement. It will contain pictures,     plans and design guides as well as written reports. It will contain a model of the ways in which ambassadors can be used to attract and retain disadvantaged learners.

Each of the partners mentioned in this application will both develop and use this handbook and detail their experiences for others. We aim to produce a booklet of some 30 pages. Each theme of this handbook will contain a section of essential points and issues drawn from the experiences of all the partners with separate sections giving the specific details of each country. The booklet can be used by other places across Europe if they want to implement the ambassador model in their local situation. It will be available in both paper and digital formats and will use visual imagery where appropriate. The handbook will focus on recruitment and selection, training, ambassador activities, motivation for using ambassadors.

• A DVD will be produced, containing presentations of ambassadors from each participating country, as well as arguments aimed at AE and other professionals, to use the ambassador model in their organisations. These presentations will be dubbed in the respective languages.
• A brochure (approx. 8 pages, full colour) will be drawn up detailing the ambassador model and how it can be implemented within Adult Education centres.
• For professionals working with disadvantaged adults, for whom the model might work on a different level, a separate brochure (approx. 8 pages, full colour) will be drawn up, detailing the ambassador model and its usefulness for other types of institutions such as workplaces. 
• A website will be developed to act as a reference and dissemination tool. The website content will include feedback mechanisms such as a web board aimed at ambassadors, a forum for trainers and other professionals, the ambassador e-portfolio, a contact list for ambassador providers, the brochures and handbook, and progress and analysis reports.
• Project progress reports and a final project analysis report will be written and published on the website. De project analysis will be based on a comparative study on the outcomes and impact of the project in different countries, and will contain:
• Profiles of the ambassadors as wel as their target audiences in each country and any issues that arose so others can use this as a short-cut in future planning
• A reference of critical entrance actions for potential ambassadors
• methods that were used to recruit, train and assess ambassadors

The progress and analysis reports will enable the partners to reflect on their experiences and achievements in the pilot situation, in order to compile the handbook detailing the ambassador model. During partner meetings these reflections will be assembled and constructed into a step-by-step analysis. The analysis will include a report on the ambassadors and their achievements:

• Skills and knowledge achieved/acquired
• Activities completed
• Personal perceptions of change
• Personal development plans

Pedagogical and didactical approaches
The project aims to provide a model for selecting and training students who will have the skills to describe their own experiences in order to encourage more adults to engage in learning.  These ambassadors will be trained to a high level in communication skills. Therefore the students of the centre will become a resource, creating a cycle of success. This is an innovative didactic model.  The model will detail the possibility of using an ePortfolio for the potential ambassadors as a controlled learning-by-doing tool.
The didactic model for each partner will depend on the different functions the ambassadors will have in their pilot, and will be adapted during the course of the project, based on experience gained in other European pilots.
Target groups
There are five target groups:

• The toolkit products from the project will be a resource for managers in adult education, and will be an incentive to work with the model developed in the project.
• Since the model is transferable, a second target group are professionals working with disadvantaged adults in a broader sense, e.g. social of health care sector workers, immigration officers, guidance or career counsellors, employment officers, or human resources officers. They can implement a model within their organisation.
• A third target group is formed by teachers in adult education, who will be given a handbook and a support group to set up and carry out an ambassador training programme.
• Next, ambassadors will benefit from training programme implemented in the model. They will acquire new skills on a higher level, and will
• Educationally disadvantaged adults, both national and non-national, are the ultimate target group who will benefit from the model when it is implemented. Adult individuals with educational disadvantages are understood to demonstrate one or more of the following:
• They belong to national and immigrant communities facing social exclusion,
• They are in the situation of partial employment (only have part time jobs) or are unemployed,
• They come from disadvantaged environments (e.g. low income, poor housing and facilities etc.)
• They are reluctant to engage in educational and/or professional development paths

Our objective is to work with at least 100 members per country of this final target group over the life of the project.
Analysis of potential output uses by target groups
The outputs will be used by both the managers, staff and students within the participating adult education centres. The model will be transferable to other adult education centres and other types of institutions such as workplaces. 
The ultimate group which will benefit are adult learners with educational disadvantage who would not normally have accessed education.

• Managers in adult education centres/training providers and can use the brochures, DVD, handbook, and analysis report to help them plan the use of ambassadors to attract and retain adult disaffected learners for their organisations. Adult Education managers can make decisions as to possible resource and financial consequences.
• Professionals working with disadvantaged adults will use the brochures, DVD, and handbook to help them plan the use of ambassadors to motivate or retain members of their organisations, as a reference to a strategy for how these adults’challenges may be overcome.
• Teachers in adult education will find the handbook, DVD, and website useful to recruit, train, and use ambassadors, where the handbook in particular can serve as a guide as to who to approach and how to do it.
• Ambassadors can use the training course, their e-portfolio, DVD, the certificate and website, to train various communicative, presentation and coaching skills, in addition to feeling part of a European community, which will also contribute towards raising their self-esteem levels.
• Disaffected adult learners will benefit from the presentations and coaching activities by the ambassadors.

Duration
Since the partnership can continue to build on the previous experiences we chose to work on a projec of two years duration. It enables all partners to go through a school year twice. The first year will be to experience and experiment. During the second year refinment will be possible. These refining activities will be the best process to share with others in new locations.