Our project DILABS aims at supporting trainers/teachers, staff and organizations involved in adult education in the field of key competences, including literacy and digital skills, in an active process of developing European cooperation.The consortium is made of 8 partners:- Université de Lille 1 (HEI), Collegium Balticum (HEI), Oslo and Akershus University College (HEI), Futuro Digitale (Association), Centre de formation Dr. Rui Gracio (Public training center), Glafka SRO (Private agency for guidance and training center), IES Jacarandá (Public training center), Inercia Digital (Private training center)This project is developed in an intercultural context, and in an improving approach of programs dedicated to adults facing problems of literacy, early school leavers, and/or with low level of qualification and lacking of basic skills making it impossible for them to find a job or to face the technological evolutions to maintain their employability. It will be supported by research works from HEI and by practitioners’ point of view.The project activities of DILABS will provide specific outcomes on the following issues:- Raising awareness in the field of Key competences and identification of illiteracy situations, linked to the labour market, and/or social inclusion (production of tools kit, and methodological guides, and realization of videos to identify relevant basic skills at work)- Training of trainers of adults in the field of key competences, methodology to develop innovative and efficient training programs, digital skills to improve training programs, teaching literacy (methodological guides, realization of videos to analyse educational practices, student and teacher’s book, training sessions and study visit)- Development and support of a “learning community” and collaborative system in an evolutive and portable approachDirect target : staff from adult education, trainers, teachers, companies, socio-economic partners, regional and local authoritiesIndirect target : adults involved in training programs to improve their basic skills, and key competences (digital skills, functional literacy), low level qualified adult, early school leavers, and participant organizations. At last, according to the unprecedent context of migrants in Europe, key competences are at stake for this public at risk of exclusion, and training systems should benefit to them too.