Reducing youth unemployment is a big challenge for all MS in Europe. The improvement of career guidance (of which professional orientation is one part) is a very important task to improve the knowledge, skills and competences, in particular for adult learners in vulnerable situations.In line with the Europe 2020 Strategy and the European Agenda for Adult Learning, the ‘Professional Orientation of Vulnerable Young People’ project seeks to promote re-skilling and up-skilling across 8 Member States providing vulnerable young people with e-career guidance and improving the orientation measures offered by the AEPs in the field.The Specific objectives seek to:- identify and share good practices and experiences from 8 EU countries, which results will contribute to the overall improvement of professional orientation of vulnerable young people offered by adult education providers & educational institutions throughout EU- develop and submit policy recommendations at European, National, Regional and Local Level for better regulation of the career guidance provided in adult education- promote and support adoption of Open Educational Resource (OER) in 8 EU languages, providing access to learning to vulnerable young people, often in situation of discrimination and social exclusion, including people with fewer opportunities- develop e-career guidance tool, enhancing digital integration in learning, teaching, training and offering tailored learning opportunities to disadvantaged learners- promote professional development of Adult Education staff in ICT methodology, improving adult educators' teaching competences, enabling exchange of experiences and validation of the developed learning modules on career guidance at EU level- raise the awareness of vulnerable young people on new learning approaches aiming at re-skilling and up-skilling- develop and maintain educational portal as multiplier and sustainable learning tool at EU levelThe PROVYP project objectives could be achieved only by implementing the project activities at transnational level, as the cross-border cooperation is crucial for combating the youth unemployment at national and European level by exchange of best practices, common recommendations for better career guidance and joint development of high quality learning tool in different EU languages.The project will address VULNERABLE YOUNG PEOPLE between 18 and 30 years old - NEETs, low-skilled, unemployed. The partners consider it important to provide the group of vulnerable youth with new ways of learning and to improve their skills, promoting inclusion to the labour market, active participation in the social, political, economic and cultural life of the societies in which they live and promote self-employment solutions, including social economy tools.Another target group addressed by the project is of key professionals: AEPs, social workers, trainers, mediators, coaches, professional job counselors from different EU countries, who working in common EU context will be able to respond to the European market-related challenges, disseminate best practices, implement innovative models and jointly address policy objectives, challenges and needs of the AE field at European level.The suggested consortium brings together 10 organisations, each of them with special expertise. The PROVYP project will reflect on the strengths and weaknesses of different approaches in professional orientation applied in the partner countries and produce a consolidated European report and policy recommendations for improvement of the career guidance regulations.The partners will develop OER for the vulnerable young people to provide career guidance for their skills’ improvement by using multiplier and sustainable tools. The staff educators will also improve their competences by offering new ways of learning, as a result of the joint training and exchange of experiences at international level.The methodological approach taken by PROVYP to achieve the proposed objectives is one of mutual decision taking and regular exchange of information in order to ensure that all consortium members are involved in the project’s progress. All partners commit themselves to share their knowledge and experience within the action, being aware of specific strengths of particular partners. The whole project duration is 24 months, calculated in order to implement correctly the planned activities and achieve the project objectives. Total of 252 direct beneficiaries will be involved in the multiplier events + 80 participants with fewer opportunities. Additionally 30 adult educators will take part in Joint staff training and exchange of experience + 10 assistants with special needs (at a distance).The involvement of experts from 8 European Member States will consist an added value towards achieving the expected results and respond effectively to the initiatives and strategies undertaken by the European institutions in the field.

The project EURehab Children has established an integrated approach towards Rehabilitation of Victim and Offender Children. During the search phase of the Project it has been understood that there is no common Rehabilitation model for the proffesionals which leads to unhealthy and ineffective rehabilitation. Besides, lack of integrated Rehabilitation system seems a Europe-wide issue. Thus, each partner across Europe (Diagrama- UK, CSCS- IT, FAMYLIAS- ES, Provest-TR), which has deep expertise in Juvenile Rehabilitation and VET, analyzed the current state of art and draw best practices across Europe. Then a handbook of best practices has been created with the contribution of all partners. Four different modules has been developed as; Module 1: Rehabilitation of Offenders and Victims Exposed to Violent Crimes, Module 2: Rehabilitation of Offenders and Victims Exposed to Sexual Crimes, Module 3: Rehabilitation of Offenders and Victims Exposed to Drug Abuse, Module 4: Rehabilitation of Offenders and Victims Exposed to Abuse and Neglect.Combining these modules and taking best practices into account, an innovative training materials and curriculum has been developed.These developed modules have been implemented twice in UK in coordination with Project partner DIAGRAMA and the evaluations have been made after each implementation. Regarding the modules a policy recommendation document created and distributed to relevant policy making local institutions and public authorities. Finally, an International Conference was held in Turkey with 6 foreign and 280 domestic participants. All dissemination channels has been used through the EURehab Children project; project website (www.eurehabchildren.com ), leaflets, social media, books, DVD etc. Including policy recommendation document, project outputs were translated into partners' national languages.The project has finally offered an integrated and innovative training and teaching method for Rehabilitation professionals, which benefits the social inclusion of the offender and victim children.

"Context: The Covid-19 crisis has changed the way we live, especially for those already marginalised by disability, ill-health & social exclusion. It has accentuated isolation & inequality and has resulted in compounding mental health issues & loneliness. It has also shown that the Care Sector must find ways to adapt to keep its clients active, safe & protected. The value of Care Workers has finally been recognised. The crisis has also accentuated skills gaps.The Covid-19 pandemic has accentuated the need to use digital skills in many aspects of people's daily lives, especially to communicate when physical visiting is not possible. People with severe disabilities & others in closed communities have no other way of keeping in touch with their families and support circles. Many do not have the capacity to use digital tools themselves and rely on residential staff to enable virtual contact. Many staff do not have the skills to perform the most basic digital tasks and are consequently frustrated by their own inability to ease the suffering of their clients. The limitations of our current digital preparedness have been revealed. Currently, at least 85% of jobs require some level of digital ability, while only 56% of adults had at least basic digital skills in 2019. In the Care Sector this is much higher.This project is led by Diagrama Foundation UK and brings together partners from Belgium, France, Spain & Italy. The partners create a new training course for workers in the Social Care Sector 'Digital Facilitator of Change' and a Digital Inclusion Toolkit. The Transnational Steering Group meets at regularly & there are 4 mini-seminars. Local Focus groups drive the project at local level.Objectives:1. Create a new professional profile for workers in the Social Care Sector by creating a new needs-driven vocational training course 2.Overcome social exclusion & isolation by opening digital communication pathways3.Influence public perception of Diversity as part of life in all life contexts 4. Foster “Professional Identity” for people with disabilities/other excluded groups, celebrating 'ability' and using cornerstones of Empowerment, Real Work & Quality5.Build & mainstream a Digital inclusion Toolkit with potential to transfer to other sectorsMethodology:Learner Participants are Social Care Workers, working directly with highly disadvantaged client groups, are trained to become Digital Facilitators of Change. After initial local digital preparedness sessions participants undergo specialist transnational training modules in Belgium to cultivate deeper digital knowledge and also studies ways in which the public's perception must be changed to endorse clients' ""ability"" rather than recognise disability using Professional Identity. At Salerno University further digital knowledge is built and the course promotes the inclusive improvement of people with disabilities in working contexts in particular addressing disability in the context of diversity. Training is concluded in the UK by pooling innovation and participative learning creates the Digital Facilitator Toolkit. The partners pilot the concept of ""Micro-credentials"" (New EU Skills Agenda) issuing units for each module of training completed, led by University of Salerno. Learner Participants use their learning to facilitate digital communication channels for clients and their family networks & support circles. Working alongside occupational tutors they also promote clients' work and employment opportunities through highlighting creativity and artistic talents. This includes virtual tutor sessions and online workshops with the public invited to interact or observe. Digital tools provide virtual shops, marketing products created by talented crafts-people further aiding clients' professional recognition & pathways to work. Impact includes Social Inclusion - new digital tools for promoting communication & well-being & access to work.Results include:1 new training course, 'Digital Facilitator of Change' piloting 3 Micro-credential units preparing the course for mainstreaming to impact on other communities. 1 new European Digital Inclusion Toolkit 42 Care/Social Workers trained as Digital Facilitators of Change & Euro-Pass Certificates. Impact includes qualified, confident, empowered workers creating happier, healthier work environment20 local creative workshops are held resulting in high quality arts & crafts used & exhibited to promote clients' Professional Identity20 disadvantaged creative clients progress towards work, impact includes high levels of self esteem, empowerment and vision of new horizons, impacting on potential to find/sell work. 4 Transnational Steering Group meetings & mini-seminars promote societal change & drive diversity awareness & digital readiness initiatives.1 new Network to promote digital social inclusion 1 Evaluation Report led by Salerno University The project starts on 01.03.2021 and runs until 28.02.23"

"The GALA project was developed and delivered by a group of 5 European partners, led by Diagrama Foundation UK working closely with Groep Ubuntu Belgium, Asociata ProVita Romania, L'Art et La Maniere France and Fundacion Diagrama Spain. The project was based on empowerment and social inclusion and it created a new participatory teaching and learning arts-based training course, ""Gentle Art, Living Art"" with joint training workshops in each country on Artistic Mentoring using Groep Ubuntu's Gentle Teaching programme as a foundation. There was a travelling art exhibition staged in non-traditional venues.GALA was a project based on social inclusion, mutual respect, human dignity, equal opportunities and empowerment through social enterprise and community action. It was delivered by a diverse partnership of NGOs from 5 different EU member states who use Art and Creative Design as the key to inclusion. The project ran from September 2017 to the end of August 2019.Participant learners include staff in each partner organisation. Clients and volunteers collectively created a travelling art exhibition which they staged in non-traditional galleries in each country alongside the work of professional artists. The theme of the exhibition was ""Inside Out"". Most learner participant (clients) were highly disadvantaged and are in residential care or day care. Their fellow participants are drawn from the staff and volunteer team who act as Mentors to the learner group whilst also undertaking practial training themselves. Together they developed and achieved the Gentle Art, Living Art (GALA) Certificate which was awarded at the end of the project.Social Inclusion and Empowerment was the common theme throughout the project, focussed on skills for overcoming barriers to employability and social inclusion, using art and creative design as the basic toolkit for achieving results. The objectives included:1. Work with partners to raise awareness of and overcome problems faced by participants in overcoming social exclusion and discrimination.2. Share innovation and methodologies to develop staff competences and to raise standards in residential care settings3. Develop an Artistic Mentoring course to raise skills, build confidence in staff working with disadvantaged clients.4. Recognise and celebrate artist talent in client participants and in staff Mentors4. Work with partners to create the GALA Certificate to recognise new skills and empowerment and to build on to the Gentle Teacher programme.5. Create a Network for the promotion of Community Inclusion through Art.Each partner was responsible for one main issues relating to one specific client group and each brought innovation from their local practice to share with all other partners. The partners were led by Diagrama Foundation UK (focus all client groups); working closely with Groep Ubuntu Belgium (focus client group people with disabilities); ProVita Romania (focus client group disadvantaged women); L'Art et la Maniere France (focus client group older people); and Fundacion Diagrama Spain (focus client group young people in the juvenile justice system). Using the Gentle Teaching method of communication and tutoring, staff and volunteers from each organisation took part in initial training in Belgium. This was followed by workshops in each partner country. Each partner specalised in one important aspect of art and design and practical workshops were supervised by experts. Each workshop also followed the Gentle Learning methodology to enhance skills in communication and empowerment as well as art-based learning to create the GALA Artistic Mentoring module. In-between transnational events all partners worked directly with their own clients alongside volunteers and professional artists to continue to learn by on-line training sessions led by each partner . A common theme of arts and craft was followed in each country which resulted in a large-scale art exhibition held in Rochester Cathedral in June 2019 by invitation of the Diocese of Rochester.Results included:- 1 New Methodology (GALA) Artistic Mentoring based on the Gentle Learning framework- 1 new training and learning course for workers in the Care Sector - GALA Certificate to all participants- 35 Europass Mobility Awards achieved by participants - 5 new art exhibitions; Romania, Belgium, France, Spain and Rochester Cathedral, UK with a total 1000+ public viewing- 18 newly trained art tutors were created (existing staff with supplementary training through following the GALA course, receiving the GALA Certificate), - 75 participants were trained- Network for Community Inclusion through Art comprising 55 members."

The basic aim isTo reinforce professional development of teachers of students up until 7 years old through an online course, in order to effectively promote positive behaviors in classroom and future school attendance and achievement.Objectives:• Educate teachers regarding the processes and methods of teaching.• Provide teachers with valuable non-formal education methods in working with children towards the promotion of a positive school climate.• Arm teachers with basic soft skills in order to prepare children to enter and succeed in the classroom.• Improve teachers’ quality in monitoring and detecting risk factors of school attendance.• Assist children’s’ self-development and enhance motivation of learning.Our target groups are: a) preschool teachers b) teachers of first two classes of elementary school (48 teachers totally)Regarding the activities of the project those include:• Needs Assessment Survey.• Interviews with teachers working with children up until 7 years old.• Desk research regarding teachers’ professional development.• Focus groups.• Development of online courses draft.• Development of online courses electronic environment.• Distribution of link of online courses.• Evaluation of final product.• Dissemination activities such as Roundtables and Final Conference. Regarding the results of the project we expect:• The creation of an online course which will be developed during the project from specialized in working with children professionals and non-formal educators. The final product regards an online course that will provide knowledge and techniques regarding early childhood education and learning through play, which aims to promote positive behaviors in classroom and student’s motivation in learning. A mobile application with the activities of the e-platform will also be available to those who work with children up until 7 years old.The expected impact of the project refers to:• Participants: “THRIVE”’s direct target group and participants are teachers working with children up until 7 years old who wish to be engaged in adult learning and develop competencies via non-formal learning through online courses, as well as schools and preschool structures locally/regionally/nationally. The impact for this group will be the development of their learning in terms of the use of non-formal education techniques as a method to improve teaching quality. Moreover teachers will acquire a facilitated tool in order to develop basic teaching competences. Furthermore teachers will enhance their leadership skills and act as a role model for their students, communicating positive behaviors in school. Teachers will be able to improve their capacity to develop new exercises and teaching strategies following non-formal education methodology. Educators will be able to monitor and be aware of warning signs and factors that may intervene in school attendance. Finally teachers’ well-being will be improved too. Through professional development, teachers will feel the support of a tool that will enhance their efficiency and confidence when working with toddlers and children. Enhancing their teaching quality, teachers will become competent to deal with daily challenges occurring within school and preschool structures.• Participating Organizations: The expected impact on the partner organizations will be direct and will include the development of learning in terms of professional development, non-formal learning, early childhood education and specifically how to combine the three elements, as well as the provision of a new offer for their beneficiaries.• Target groups: The direct target group, as mentioned above, will benefit in a strong way. Regarding the indirect target group which is children up until 7 years old, those will be able to receive a better quality of education. Students will improve their self-development and learn how to actively participate in learning process. Through non-formal education directed to promoting positive behaviors and active participation, children will succeed to be better prepared in order to enter classroom. The early prevention strategy will positively affect learning to later educational stages too. It will also prevent early school leaving and therefore social inclusion will be promoted. • Entire Community: “THRIVE” project targets policy makers both domestically and within the EU. “THRIVE” act as supplementary to usual training courses regarding professional development. “THRIVE” consists a cost-effective alternative that facilitates the education of teachers, in case of limitations of time or space. “THRIVE” suggests a linkage of formal education with non-formal education methodology. The project will designate the importance of teachers’ professional development in preventing low school attendance and early school leaving.