<< Objectives >>Promote youth sense of initiative on gender equality integrating ART/PSYCHOLOGY/ACTIVISM practices.SPECIFIC OBJ.1.Design and test paths where Art Therapy is explored for vulnerable women empowerment2.Facilitate youth workers/EU organizations competences to work on Art Therapy/Artivism from a gender perspective3.Design and test paths where Artivism is explored for youth active participation on gender equality 4.Promote youth engagement for gender sensitive communication and positive messages<< Implementation >>Act. 2.1: Peer-to-peer training on Art Therapy and GenderAct.2.2: Definition of ModulesAct. 2.3: Testing phase – Art Therapy workshopsAct.2.4: Final validation of the modules and translationsAct. 3.1: Peer-to-peer training on Artivism/Communication/GenderAct.3.2: Definition of the ModulesAct. 3.3: Testing phase – Artivistic residenciesAct.3.4: Final validation of modules and translationsAct. 4.1: The Take pART! Digital MapAct. 4.2: Online and offline campaignAct. 4.3: Multiplier events<< Results >>BOOKLET: GENDER AND ART THERAPY -Youth workers/organizations acquired methodologies/tools to work on Art Therapy for vulnerable women inclusion -Vulnerable women empowered on gender equalityBOOKLET:HOW TO DEVELOP A PERFORMANCE-Youth worker/organizations acquired methodologies/tools to work on Artivism and gender equality for the participation of youth-Youth empowered on gender equality and communicationDIGITAL MAP/CAMPAIGNYouth engaged in transformative social actions for gender equality

Over the course of the COVID-19 pandemic, two facts have become evident: there has been a widespread loss of jobs across Europe, and those who are currently without a job are now left with a unique opportunity to upskill themselves to find better employment. According to the University of Oxford, thousands of people have decided to learn or continue learning one of the most marketable skills for employment: foreign language. Many job search sites have also recommended that people not in employment should take the time to improve their foreign language skills to increase their employability, and many are attempting to do so. This is supported by evidence from Google: according to Google trends, between the start of the pandemic and now, Interest in “language learning with YouTube” has risen by 750%“Language learning solutions” by 450%“Best language learning tools” by 300% “Learning language with Netflix” by 250% The trends clearly demonstrate that not only would people like to learn a language online, but they are seeking particular types of tools to support them; tools that are free of charge, easy to use, and engaging. Unfortunately, many of the tools freely available online have not been designed by experts and are of poor quality, but this may not be visible to learners. Hence, learners may spend their time working with resources which are far from optimal and which may even contain erroneous information. On top of that, learners generally lack an understanding of how to structure and manage their learning to maximise learning outcomes. For example, some foreign language learners may see traditional grammar exercises as the most effective way to improve their foreign language skills and concentrate on these at the expense of other types of activities which an foreign language self-directed learning programme should include. The result is that, without the proper resources and guidance, learners may spend their time trying to improve their foreign language skills to no avail. This may, in turn, lead to frustration and low-motivation and can potentially disrupt the learning process. OBJECTIVESThe object of this project is to make it easier for foreign language learners to learn a language online. To this end, it aims to make a selection of high-quality resources freely available online (OERs) and compile them into an website. This will involve the assessment of resources by a team of experts to ensure that all the resources selected meet quality standards. This project also aims to produce guidance addressed to foreign language learners on how to use the OERs on the website for supporting foreign language self-directed learning. This will take the form of an e-course and will seek to ensure that our target groups know how to use the resources available on the website. It is hoped that this will make it easier for foreign language learners to engage in effective ways of learning and to ultimately upgrade their foreign language skills.NEEDSAs explained in the priorities and topics section above, while there there is a vast array of online resources available to independent learners, many of these are of poor quality and learners are generally not well prepared to make an informed choice of the best materials. It was also explained above that while online learning resources abound, there is a dearth of comprehensive resources freely available to language learners to support and guide them in managing their own learning. This project is underpinned by the assumption that learners need support in these areas to help them make the best use of their time. TARGET GROUPOur target group is adult foreign language learners, with a special focus on those from disadvantaged backgrounds.INTELLECTUAL OUTPUTSIO1: Compilation of OERs for learning foreign languages online for self-directed learners, organised by language, CEFR level, and area of language learning (grammar, vocabulary, pronunciation, reading, writing, listening, and speaking) on a websiteIO2: An e-course on how to learn foreign languages online for self-directed learnersEXPECTED IMPACT- Increased quality of the resources used by independent learners of a foreign language- Improved use of foreign language learners’ time and improved management of their own learning- Better learning outcomes in self-directed learning environments- Improved communication skills of language learners- Better preparation of language learners to meet the requirements of employers, educational institutions, and day-to-day life in settings where the foreign language is spoken

Autism Spectrum Disorder (ASD) is a disorder that affects every individual to a different degree. It is a lifelong complex developmental disorder, characterised by impairments in social communication, social interaction and social imagination (Wing & Gould, 1979). Representing an estimated 7 million people, ASD is labeled as the fastest-growing disorder with an annual growth rate of 10-17%, according to the Autism Society. The condition impacts how a person perceives the world and interacts with others, making it difficult for them to pick up social cues and interpret them. Therefore, social interactions can be difficult as they can have difficulty 'reading' other people and expressing their own emotions. However, people with ASD are often very thorough in their work, punctual and rule observant. Despite that, the current employment data for individuals with ASD are not encouraging, as they suggest that they are less likely to work than all other disability groups(Newman et al., 2009). Work is a very important part of life with numerous benefits, including participating and contributing to one’s community and the local economy. Many individuals with ASD, even those with the most severe challenges, express an interest in working (Targett & Wehman, 2009).In fact, young adults with ASD report that finding a job would improve their lives more than anything else (Barnard, Harvey, Potter, & Prior, 2001). When they have the dignity of gainful employment, they can contribute to essentials like housing, food, clothing and the supports and services needed in their lives. Although the challenges of ASD are significant, it is possible for those individuals to be employed and to live a life of quality where they actively participate in decisions that affect their lives. In fact, research and experience has shown that, with the right preparation and support, individuals with ASD can learn the necessary skills and utilise talents that lead to meaningful employment in a variety of community-based businesses and industries(Hillier, et al, 2007)It is therefore important to develop the potential for people with ASD to have meaningful employment and be contributing members of their society. As Grandin (2004) points out, “Work is more than just a livelihood or paycheck; it is the key to a satisfying and productive life.” With appropriate preparation and support, even those most affected by ASD can have gainful employment, and become reliable, hardworking employees that meet or exceed expectations, hold a job independently or with proper support from qualified staff to retain a position.Although it may seem obvious that those more severely affected by ASD need preparation for employment, it is not always as obvious for individuals with Asperger Syndrome or high functioning autism. Average to high IQ does not guarantee to obtain or maintaining employment for young people with ASD. In fact, without careful preparation and significant support, high functioning young adults typically have only marginally better employment outcomes than those who are more severely affected by ASD.Young adults with ASD need to make realistic career and employment decisions based on self-knowledge and awareness of career options. Instruction and practice in soft skills are imperative in being prepared for employment, (Mazefsky et al.2008) over 80% of jobs lost by young adults with ASD are a result of poor “soft” skills, especially poor social and communication skills. Therefore, people with ASD need instruction in developing soft skills focusing on one hand on skills involving job search skills (i.e. CV preparation, job interview skills, dress code, etc), and skills related to functional skills to survive and succeed in the labor sector (i.e. social and communication skills, building positive relationships and networking with colleagues, etc.).Intellectual Outputs:Joint curricula and training programme for soft skills development of young adults with ASD (IO1)Soft Skills development online tutorials for individuals with autism (IO2)e-learning platform (IO3)LTTs: 1 Short-term joint staff training events for educators and 2 Blended mobilities of young adults with autism6 multiplier events will be organised in order to promote the project, its intellectual outputs and its outcomes.

BACKGROUND & OBJECTIVESDigital sovereignty is a new concept in the digital era suggesting that parties should have sovereignty over their own digital data. On an individual level, digital sovereignty demonstrates the capacity of individuals to own their personal data and control its use. According to relevant empirical privacy studies (Acquisti et al., 2015), it is very clear that individuals find it difficult to make reasoned and rational decisions on their personal data due to behavioral bias and the complexity of the issue. Moreover, individuals demonstrate significant uncertainty about the importance of privacy due to difficulties in evaluating the relevant consequences derived from the intangible nature of the privacy harms. When it comes to VET teachers / trainers and their activities, the aspects of digital sovereignty and data / privacy protection become of even higher importance. Therefore, supporting VET teachers/trainers in becoming sovereign of their digital data and in enhancing their digital security skills serves a two-fold purpose:1.On an individual level, VET teachers/trainers will improve and enhance their knowledge and the available tools that will help them control and evaluate the use of their personal digital data and history.2.On a societal level, VET teachers/trainers will be enabled to teach and promote safer and more responsible use of digital technology.And this is exactly where DiSCVET project steps in aiming to develop a new innovative form of training content along with an online simulation platform that will empower VET teachers/trainers throughout Europe to develop and enhance their digital sovereignty and digital security skills as well as to enrich their portofolio with relevant training materials for teaching others on digital security topics. Moreover, through the improvement of the VET teachers/trainers’ skills, the enhancement of VET organizations’ capacity for providing safer and more responsible digital education.The project’s main target groups will be:VET teachers/trainers (direct target group)VET organizationsEducation providers and organizationsExperts and decision makers at regional/national/European level and relevant networks of interest.ACTIVITIES & METHODOLOGYDuring the initial planning phases of this project and application, a detailed need analysis supported the fact that there is currently no single digital sovereignty and security competence framework for Europe. Therefore, the Framework of Digital Security Competences (IO1) will define the key components of competences needed by VET teachers/trainers to effectively integrate digital sovereignty and security protocols into their localized contexts, as well as to provide and validate an EU reference framework for developing and evaluating digital security competences. Based on the key skills and competences recognized and included in the VET teachers/trainers Digital Sovereignty Competences Framework, IO2 activities will focus on the development of an innovative training material aiming to enable VET teachers/trainers develop the necessary competences in order to increase the level of their digital sovereignty as well be able to train other people within their work.Last, but not least, through IO3project’s target group will have the chance to put the knowledge they acquired into practice by trying to successfully cope up with the interactive digital security simulation exercises.RESULTS & IMPACTDISCVET project’s tangible results will be:- A newly established framework of the necessary digital sovereignty and digital security skills and competences for VET teachers/trainers and other individuals;- An innovative micro-learning training material on Digital Sovereignty Competences;- An online platform through which VET teachers/trainers will be able to respond and react to various scenarios of cyber-attacks and digital security breaches;- An interactive Digital Sovereignty Toolbox for VET teachers/trainers which shall include all aforementioned tools and materials and ensuring a high level of accessibility and transferability of the project’s outputs and outcomes.Moreover, DiSCVET project is expected to have significant intangible results:- Increased capacity of VET teachers/trainers to develop more secure and fortified digital education environments and services;- Increased capacity of VET teachers/trainers for promoting and teaching a safer use of the digital technology;- Increased capacity of VET teachers/trainers for ensuring the protection of their and others’ personal digital data;- Increased self-awareness and critical thinking relating to the use of digital devices and the forms of digital communication;- Understanding and awareness of the effective application of digital security measures in day-to-day work and specific situations.

<< Background >>According to UNESCO-UNEVOC, the introduction of entrepreneurial learning in VET institutions is an effective and practical means of cultivating transferable skills, that are essential and in high-demand, in a constantly changing world. In this context, the European Commission has published the “Entrepreneurship Competence Framework” and has highlighted the value of entrepreneurial competences in the Skills Agenda, so as to raise consensus about entrepreneurship education. Nevertheless, the VET system is yet to adapt, so as to promote the competences that graduates will need to be equally integrated in the labour market. In addition, the competence of entrepreneurship, as well as the entrepreneurial readiness among VET graduates is low, as only an average of 32,6% of VET students participate in entrepreneurial learning programmes, that in most cases are not a compulsory part of their studies. Based on the above and in a logic of lifelong learning, the following needs (Ns) are created:N1: Upskilling of VET graduates so as to be capable to launch their own business, and to ensure their equal and seamless access to the labour marketN2: Transformation of the training system, in terms of entrepreneurial capacities N3: Design and development of resources and good practices for the active support of VET students in entrepreneurial initiatives (entrepreneurial methodology tools, networking opportunities, hackathons ect.)N4: Inclusion of the fostering of the entrepreneurial spirit in VET, in mainstream policies.<< Objectives >>This project is focused on the fostering of the entrepreneurial spirit among VET students, so as to improve their integration in the labour market. This will be achieved through the:•Upskilling VET staff and teachers on key entrepreneurial skills and competences (Result 2)•Improvement and update of the operations, procedures and practices of VET institutions, in terms of entrepreneurship, based on the Model Institution, to be developed in EntreVET (Result 1). On this basis, the main objective of the EntreVET project is to create an open and entrepreneurship-friendly environment in VET institutions, which will enable VET students to start new business ventures and start-ups and improve their employment opportunities, within the EU labour market.In order for this objective to be achieved, two specific objectives are set, that cover the two levels of action to be undertaken, during the EntreVET project. In detail, the first specific objective is to boost the entrepreneurial skills and competences of VET students, so as for them to be capable to engage in entrepreneurial initiatives. The second one, is to upskill the VET staff and teachers with key entrepreneurial capacities and competences, so as for them to transfer their entrepreneurial skillset to VET students, through their practices and working culture.<< Implementation >>A number of activities, procedures and steps have been planned to be implemented, under the EntreVET project. In detail, the partnership is going to:•Implement 3 Results, comprised by 13 Activities, where we are to develop1.One Assessment Tool, which will be comprised by an assessment and evaluation methodology of the entrepreneurial practices of VET institutions, as well as a certification scheme for the award of a label of entrepreneurship. The award will be received after both the evaluation of the VET institution in question and the upskilling of the VET staff and teachers, via the OER developed (see next point)2.One OER tailored to the entrepreneurial needs of the VET staff and Teachers, comprised by one core curriculum and two specializations (one for each type of learner, VET Staff/Teacher)3.One Policy Recommendations Report, which will be communicated with both stakeholders and policy makers. •Organise 4 Transnational Project Meetings, the first two (kick-off meeting and TP2) are to be held online, due to the restrictions of the Covid-19 pandemic, while the TP3 and TP4 are to be face-to-face meetings. •Implement a total of 4 Multiplier Events, to present and disseminate the project results to relevant beneficiaries and stakeholders, the forth one being a Final Conference in Brussels (organised by EVBB), so as to reach more policy makers at an EU level.<< Results >>The following results are being expected, during and after the implementation of the EntreVET project:R1: Boosting of the employability of VET students, via their upskilling on the entrepreneurial competences needed to become self-employedR2: Enhancement of the attractiveness of VET education, due to the improvement of the employability of VET graduates and the adoption of innovative practicesR3: Increase of the position of VET institutions in ranking systems, due to the adoption of entrepreneurial practices, through the evaluation and award of a label of entrepreneurial competencesR4: Upskilling of VET staff and teachers, through the use of innovative, e-learning material in the form of Modules, leading to better understanding of the entrepreneurial skills and behaviour R5: Increase of the entrepreneurial spirit among VET students, through their exposure to the entrepreneurial practices and support implemented by their institutionR6: Mainstreaming of the good practices of the project, at an EU level, through the reaching out to respective stakeholders and policy makers. Based on the above qualitative results the following tangible results are to be achieved:•One (1) Model Institution (available online as an interactive resource) of entrepreneurial capacities, covering the design, development and updating of Offices of Entrepreneurship of VET institutions (see R1/A1)•One (1) Assessment Tool comprised by an assessment methodology of the entrepreneurial capacities and a certification scheme for the award of a label of entrepreneurial capacity in VET institutions (see (R1/A2-5))•One (1) Core training curriculum addressed at VET staff and teachers on the topic of entrepreneurial behaviour and competences (see R2/A2)•Two (2) specialized training modules, based on a 2-dimensional approach, each one addressed to VET staff and teachers respectively (see R2/A3)•One (1) MooC platform, for the publishing of the developed OER (see R2/A4)•Ten (10) policy recommendations on the current entrepreneurial practices and needs of VET institutions based on the data of the Assessment tool (see R3/A1)•One (1) Final Policy Recommendations report, after consultation with stakeholders and policy makers (see R3/A2-4)