Nowadays, basic actions in daily life need a minimum of digital command because they are becoming online increasingly. Nevertheless, according to Eurostat, 44% of the EU population has insufficient digital skills. Senior citizens are the lowest qualified group in society (36.1% of them have less than primary or primary/lower secondary education, and this is a factor why 22% of seniors use internet for banking (44% in general population), 23% makes online purchases, 25% reads newspapers online and only 10% participates in social media. However, once seniors “are confident enough to use technology, they start using the internet actively, just like younger generations” (Eurostat, 2014). Hence, low-skilled or low-qualified seniors need to: - Approach to internet as an easy and simple tool accessible for any person regardless of age - Being provided with a clear understanding about digital world and for what can be used - Develop the self-esteem and capacity to use internet in daily tasks through different digital devices (e.g. mobiles, tablets, PCs, etc.) On the other hand, it is necessary to promote and deepen the technological-pedagogical knowledge of all those who work directly with adults, in formal or informal contexts (Adult Digital Literacy, EPALE 2017). Therefore, the aim of TEA 4 SENIORS was to foster the digital literacy and understanding of the digital world among low-skilled or low-qualified senior citizens and their educators through an effective methodology, so they can improve their capacity to communicate, share, interact, learn and access to up-to-date information in today’s digital world by using ICT devices and internet. TEA 4 SENIORS activties combined the cration of innovative educational tools (O1-O5) with trainings (C1) and dissemination events (E1-E6) to increase the digital literacy among adult educators and low-skilled or low-qualified seniors, as well as to improve the capacity of adult educators to teach ditigal competences to low-qualified or low-skilled seniors. Activities have been targeting adult educators, low-skilles or low-qualified seniors, experts in adult education and digital literacy and stakeholders, such as educators working with other type of adults or even other tagerts (young people, students, etc.) as well as training companies or orgnisations and local authorities. The consortium TEA 4 SENIORS implemented actions aiming to : - produce a European online learning platform with specific content and materials for the development of digital competence in low-skilled or low-qualified senior population; - develop and implement an easy-to-understand learning methodology concerning digital competences, based on learning through analogies, adaptable and tailored to the needs of individual low-skilled or low-qualified seniors to use online with minimum assistance and/or previous knowledge; - improve the capacity of adult educators, who work with low-skilled or low-qualified seniors, to teach digital competences through analogies in participating countries; - increase the daily use of internet among low-skilled or low-qualified seniors to promote their social inclusion; - foster lifelong learning in adult education, especially among seniors. More exactely, the project results are: - Learning by Analogies and Gamification Digital Framework for low-skilled Seniors and Adult Educators - Methodology and Guidelines for Educators - TEA Open Badges System (OBS): a set of open badges will be developed by the partnership in order to be awarded among completion of the e-learning modules - TEA-Game e-learning platform for seniors - Handbook for Adult Educators

One of the growing sectors of digital government is about open data as an extraordinary tool to detect main trends, de-structuring aggregated data, empowering citizens to understand how funds, actions, public decisions of decision-makers are implemented and eventually implemented. In Europe, the Public Open Data service infrastructure implements one of the key actions included in the Commission communication on Open Data of December 2011, and many are the actual platforms where open data are stored and easily accessible. However, there is a spread lack of culture/competencies in converting open data into useful service and a real support element for inclusive decision-making. This is particularly referred to all those people who have a leading role in local communities, namely: public decision-makers, cultural practitioners, non-profit leaders [from now on public makers]. Open data mining, services, manipulation can create operating platforms for citizens, entrepreneurs as well as public makers to adopt strategic decisions and make more our societies more transparent and inclusive. There is a ramping discussion about refugees, but much of the democratic debate about accountability has been left apart in favor of social emergences. At the moment, open data usage is very limited and fragmented in Europe with diverse examples of good practices, but also their total absence in any curricular activities. What is more, a comprehensive strategy about open data has proven in some countries to create bottom-up movements of citizens and public makers involved in peer-to-peer learning and investigation, creating concrete ICT tools to support public administrations, to understand how local project are run and developed and how money is actually spent. Public decision-makers, cultural practitioners, non-profit leaders [from now on public makers] have a great role to start strategic change, but they need professional training within an adult education sphere of up-skilling. The project Open data e-learning platform and digital tools for participatory decision making [OpenMakers] is an adult strategic partnership focused on digital active citizenship that aims to foster the usage of open data among public makers supporting their local work through innovative training in digital literacy combined with open data learning/usage. OpenMakers aims to broaden ICT competencies and skills of public admins, non-profit leaders, young professionals, project managers etc. creating sustainable and needs-focused learning patterns, enabling non-profits/public bodies/informal ICT groups to act at the local level through open data interpretation and management. Three are the most important results of the project: 1. An innovative, comprehensive and simplified step-by-step web-program (OER) on digital financing to run on a platform in order to guide through simplified graphics and monitoring/validation mechanisms in terms of open data learning and experimenting. (O1) 2. The creation of learning material for trainers (O2) and for target users (O3) and its conversion as an e-learning course that it is suitable for public makers. In particular, O2 material will strengthen the digital and open data knowledge of trainers, making them prepared in a field that it is generally left aside in terms of activities. A pilot testing phase will be defined through a triple pattern: - C1 training of trainers, targeting educational staff of each participating organization, in order to reach common outreach & standards. It will be connected to the methodology work of IO1 and to the practical outcomes of O2 & O3. - C2 training of learners: this training will focus on the final users and it will be crucial in order to pilot test learning methodologies, define local activities, etc. - Local activities referred to a blended-learning test of O3 material throughout the e-learning platform (O4), putting together trained educators and users and multiplying the educational effects. The overall methodology is inspired by the living lab approach, so that the actual learning is connected to concrete local actions about open data experimenting and implementation as democratic tools, promoting ad-hoc services. Substantially, introducing open data should make citizens and public makers change the way they normally think and interact, also in terms of changing the perspective of accountability and digital citizenship.

Non-formal education has rising impact on young people all across Europe. European Union is supporting different forms of non-formal education, and includes it in its policies and structures. At the same time, this sector is not fully regulated, and formal approaches to professionalization of education and development of non-formal education staff are uncommon and limited. How to become a trainer? Who issues the certificate? What is the difference between junior and senior trainer? How to guarantee quality of delivered trainer’s work? There are many questions and issues for a debate... Youth organisations involved in this project implement majority of their activities through non-formal education and often face a difficulty to ensure sustainable, systematic and high quality education of their staff. Therefore, this project is developed in order to educate trainers with different levels of experience, provide them with an opportunity of professional development and space to contribute to quality of youth work in Europe. To achieve this goal, we have set the following objectives: - To provide training opportunities for future trainers, trainers with limited experience and trainers with significant experience which will contribute to quality of training delivery in Europe; - To empower involved organisations to implement local and international non-formal education activities and ensure sustainable education of their staff and volunteers; - To contribute to quality of non-formal education projects in Europe, quality of trainers’ work, recognition of non-formal education and create new approaches in non-formal education; - To create network of training providers in Europe and ensure communication and cooperation for exchange of good practices and improvement of quality of their work; - To establish partnership among involved organisation and share examples of cooperation with other organisations in Europe active in the field of youth. Project Training of Trainers and Active Leaders will be hosted by the TDM2000 Polska foundation between May 2016 and July 2017 and will include 3 mobility activities: TOTAL Basic, TOTAL Advance and TOTAL Lab. Project will provide 90 training placements for trainers from partner organisations from Poland, Croatia, Bulgaria, Romania, Macedonia, Malta, Cyprus, Portugal, Czech Republic, Slovakia, Lithuania, Spain, Greece, United Kingdom and Italy. Project will be hosted in Krzyzowa, Poland and in Uzana, Bulgaria with follow up activities implemented in local communities of partner organisations. TOTAL Basic (September 17th-24th 2016), Poland, will introduce participants the philosophy and principles of non-formal education, they will learn how to identify and use training tools, perform self-assessment, evaluate learning process, learn about human rights, entrepreneurship and active participation as topics on which they will develop and provide training during the practical part of the activity. TOTAL Advance (January 10th-17th 2017), Poland, participants will additionally understand, learn about and be ready to implement the knowledge about trainers’ portfolio, trainer’s development and competences, development of a learning plan, and other skills and knowledge relevant for professional trainer’s work. TOTAL Lab (April 3rd-10th 2017), Bulgaria, participants will learn how to contribute to policy drafting and policy reforms in the field of youth and training, create training strategies, and develop innovative and creative training approaches and tools. The project will be implemented with different non-formal education methods such as group work, presentations, discussions, debates, simulations, role play and brainstorming.

En la última década,Europa ha sufrido grandes cambios.La actual crisis económica está ocasionando un incremento en los niveles de desempleo en todo el continente, especialmente entre los más jóvenes.Aunque en fase de leve disminución, en los países mediterráneos de la UE las tasas de desempleo juvenil siguen siendo notablemente mayores que en el resto de Europa,con un 40,5% de desempleo juvenil en España y con un 48% en Grecia,respecto a un promedio del 19.4% Europeo - Fuente: Eurostat Enero 2017.En este contexto, la demanda de movilidad de los jóvenes en busca de nuevas oportunidades es cada vez mayor, así como la necesidad de aprender un segundo o tercer idioma para mejorar la empleabilidad de los jóvenes.Por eso mismo se está prestando mayor atención por parte de Erasmus+ a proyectos destinados a mejorar las oportunidades de movilidad de los jóvenes en este contexto.El objetivo es que los jóvenes mejoren sus habilidades interpersonales y, por lo tanto,sus perspectivas de empleo, a través de la formación,tutoría y la creación de redes de oportunidades en Europa y más allá.El proyecto YOUth Have The Voice!: “European Voluntary Service to Overcome Youth Unemployment and Spread Awareness” ha sido pensado para que Aikaterini Symeonidou, una voluntaria de Grecia tuviera la oportunidad de participar activamente en la ejecución de las actividades de GoEurope,con el objetivo de crear nuevas perspectivas de empleo y de asesorar e informar a los jóvenes;acerca de las actividades que se realizan, así como colaborar en la implementación de las mismas, gracias a su implicación directa en tareas de apoyo a la comunicación y la información para los jóvenes.Además de ayudar en la preparación de proyectos de la UE para fomentar la movilidad,la formación y mejorar la empleabilidad en ambos países.La voluntaria SVE ha apoyado la asociación en el desarrollo de nuevas ideas de proyectos de movilidad y formación con enfoque a la lucha del desempleo juvenil sobre todo entre España y Grecia,además de haber apoyado la difusión de oportunidades tanto laborales como de formación o voluntariado; con el fin último de contribuir al desarrollo profesional de los jóvenes españoles y griegos.La voluntaria ha ofrecido su apoyo principalmente en las siguientes tareas:-Difusión de oportunidades e iniciativas europeas para los jóvenes y desempleados de la comunidad local;-Apoyar los servicios de tutoría ofrecidos por GoEurope a la audiencia juvenil y de desempleados,también con el fin de ayudarles en el desarrollo de las competencias digitales necesarias,como el uso de nuevas tecnologías,también con la edición/actualización de un CV formato Europass y ayudarles a familiarizarse con otras herramientas para la búsqueda de empleo,como Linkedin;-Ayudar a la población local a la hora de encontrar un empleo adecuado,prácticas y posibilidad de formarse en el extranjero;-Marketing Digital y Redes Sociales: apoyar la difusión del programa Erasmus+, SVE y de nuevas vacantes;-Colaborar con la preparación de nuevos proyectos de movilidad, formación y voluntariado con un enfoque directo a la empleabilidad y la lucha contra el desempleo juvenil;-Creación de un blog para compartir su experiencia de SVE y difundir el programa Erasmus+, SVE y el nuevo European Solidarity Corps (ESC)-Creación de un e-booklet en inglés para exponer y promover posibilidades que faciliten la superación del desempleo juvenil, también través de estrategias de colaboración entre España y Grecia;-Asistir la organización de eventos y talleres locales sobre oportunidades europeas y para promover el programa Erasmus+ y del SVE entre otras cosas;-Organizar talleres destinados a los jóvenes sobre concienciación intercultural y utilización de nuevas tecnologías, emprendimiento entre otras temáticas de interés;Además, YOUth Have The Voice! ha perseguido los siguientes objetivos en consonancia con las prioridades del programa Erasmus+:-Mejorar las competencias y las habilidades necesarias de los jóvenes, con el fin de aumentar su potencial de empleabilidad;-Promover la educación no formal y la cooperación en el ámbito de la juventud mediante la involucración de los participantes en el desarrollo de ideas de proyectos de movilidad y formación;-Integrar las buenas prácticas y nuevos métodos, aplicadas por otras organizaciones activas en diferentes ámbitos sociales,educativos y de empleo;-Descubrir herramientas digitales y online,para mejorar la gestión de proyectos, y que sean de utilidad para apoyar el emprendimiento juvenil,además de hacerlos participar en actividades de movilidad;-Mejorar las habilidades de comunicación y el aprendizaje de idiomas y promover la amplia diversidad lingüística de la UE y conciencia intercultural.En esta perspectiva, el desarrollo de un conocimiento técnico en estas herramientas es una característica imprescindible para desarrollar un concepto más desarrollado acerca de la ciudadanía europea.

"Le vieillissement démographique rampant est l’un des principaux facteurs déterminant le futur de l’Europe et le développement de l’économie globale. L’espérance de vie a fortement augmenté aussi pour les personnes handicapées, menant à un défi majeur pour la société, mais aussi de grandes opportunités pour la croissance économique et l’emploi, dont ce qu’on appelle la ""Silver Economie"". Les adultes vieillissants et les plus âgés peuvent être considérés comme des ressources précieuses qui peuvent contribuer à la société et vivre de manière active tout en générant de nouveaux emplois et de la croissance. Ils peuvent être considérés comme un atout sur un marché du travail en berne et comme des bénévoles, qui fournissent des services précieux à la société et à l'économie. Cela s’applique aussi aux personnes handicapées, puisque souvent en Europe ils bénéficieront plus tôt (autour des 60 ans) d’une pension minimum qui dans la plupart des cas ne fournira pas assez de revenus et de ressources pour leur propre subsistance & soins médicaux, il est donc nécessaire de créer des mécanismes pour les encourager et leur permettre de rester actif le plus longtemps possible dans un environnement professionnel. De plus, selon la publication du CE en 2017 “Growing the European Silver Economy” , on estime qu’aux environs de 2060 un Européen sur trois sera âgé de plus de 65 ans, en raison du départ à la retraite d'une main-d'œuvre vieillissante et du manque des nouvelles recrues, on prévoit une pénurie d’environ 2 millions de professionnels de santé dans l'UE d'ici 2020. Dans ce cadre, le projet SILVER+: “Silver Economy as a new pathway to foster entrepreneurship and facilitate the disabled persons’ insertion and reinsertion in labour market” a pour but de développer une méthodologie de formation innovante et de fixer un ensemble d’outils en ligne, qui permet à ces personnes travaillant avec les personnes handicapées de s’adapter aux nouveaux défis posés par l'augmentation de leur espérance de vie et donc, cela répond au besoin de les maintenir autant que possible dans un travail actif, évitant ainsi leur retrait prématuré du travail. De plus, SILVER+ améliore ainsi le potentiel d'employabilité, tant au niveau national que transnational, des éducateurs et des professionnels de santé ainsi que des personnes désireuses de créer de nouvelles entreprises dans le cadre de la ""Silver économie"" (notamment les entreprises sociales). Dans son ensemble, le projet relies s'appuie sur 7 organisations complémentaires représentant la France, l'Espagne, l'Italie, la Belgique et la Pologne et, s'engage dans le développement des principaux résultats suivants (tous disponibles en EN,FR,ES,IT,PL): a) Développement de 2 cadres de compétences spécifiques : (1)Le Cadre de Compétences Entrepreneuriales de la Silver Economie adressé aux professionnels de santé et aux éducateurs impliqués dans la formation et l’insertion/réinsertion par le travail des personnes handicapées vieillissantes et des personnes âgées (2) Compétences numériques, financières et d'employabilité pour les jeunes et les adultes handicapés b) Une plateforme d’apprentissage en ligne conçue pour former les professionnels de santé et les éducateurs en favorisant l’insertion et la réinsertion par le travail à la fois des jeunes et des personnes âgées qui vivent avec des handicaps physiques et/ou mentaux . Les modules d’apprentissage en ligne seront aussi conçus afin de favoriser l'employabilité et le potentiel entrepreneurial dans ce secteur de la Silver économie des travailleurs déjà impliqués ainsi que des nouveaux arrivants et des parties intéressées. c) Un toolkit de renforcement des capacités : Développement d’une Méthodologie et de Lignes Directrices en complément de la mobilité mixte de 20 Membres du personnel (Formation de formateurs) , au cours de laquelle les modules d'apprentissage en ligne font également partie des activités de formation et d'essai. d) Un manuel de projet adressé aux Educateurs et aux Professionnels de Santé en plus de résumer et de promouvoir les résultats du projet auprès d'un public plus large, il est conçu comme un guide facilement accessible rempli d'outils, de stratégies, d'approches, de bonnes pratiques et de ressources en ligne/hors ligne pour les éducateurs et les professionnels de santé au sein de l'industrie sociale et travaillant avec des personnes handicapées. e) Cours pilote sur le groupe cible secondaire de 50 personnes handicapées. L'objectif principal sera de tester les compétences acquises par le groupe cible direct et de les mettre en pratique auprès des bénéficiaires finaux, ce qui permettra d'accroître la portée et l'impact du projet sur les jeunes et les personnes âgées handicapées, qui seront formées et dotées de tous les outils nécessaires pour être et rester actives."