CONTEXTADVANTAGE addresses critical EU-wide issues: innovative approaches to entrepreneurship learning, ageing population, gender/age discrimination, social exclusion. It proposes an EU-wide approach using a collaborative, inclusive digital e-community to match older women who are disadvantaged in the labour-market to business mentoring and other resources. Entrepreneurship is a growing option for many women aged 50+ in the EU although still fewer than men. ‘Policy Brief on Women’s Entrepreneurship,’ OECD/European Union, 2017, reports a cohesive approach is needed to encourage more women to be entrepreneurs and gain them more representation Europe-wide, that includes training, coaching and mentoring as well as support in building networks and facilitating access to finance. The number of older people in Europe is expected to grow - those aged 65 years or over will account for 29.1 % of the EU-28’s population by 2080, compared with 19.4 % in 2017(https://ec.europa.eu/Population_structure_and_ageing). An EU policy priority is to encourage Europeans to remain in work longer, to ensure the sustainability of pension sOBJECTIVES AND TARGET GROUPADVANTAGE will create an inclusive, collaborative peer-to-peer (P2P) ‘e-community’ for women aged 50+ offering online e-mentoring and coaching in entrepreneurship plus other related resources. ADVANTAGE will also provide education and careers orientation practitioners with resources to support their practice. It will include:1. P2P e-community (IO1) featuring: * Online P2P matching to mentoring/coaching. * Live-event streaming * Directory and downloadable coaching/training and other EU and local resources (IO2) * Pop-up screen tips for members * Networking * Online skills/personal development audit * Evaluation tools to measure quantity/quality of the digital tools and mentoring and other connections made.2. Peer-to-peer e-mentoring training programme (6-10 hours), blending online and face-to-face delivery with optional social media focus (IO3)3. 10 educators will be trained to deliver the mentoring training to participants and colleagues(C1)4. 40 participant women will be trained as peer mentors5. ADVANTAGE’s e-community framework and resources, P2P mentoring matching, peer mentoring training will be PILOTED with 200 women and 20 educators ACTIVITIES AND RESULTSIO1 – Develop e-community platform and interface based on partners’ feedback and results of needs analysis RESULTS - prototype for partners to pilot populated with content from IO2 and IO3IO2 – Create directory and identify resources to populate the platfomr, including publications, websites, links, organisations, discrete activities, required for the Directory. RESULTS: up to date, reliable content to support older women in developing entrepreneurship and supporting skills resulting in improved resources for older women to support their access to entrepreneurship mentoring, peer support and other resourcesIO3 E-mentoring training programme developed b based on results of needs analysis, with optional social media focused element. RESULTS: materials and methodology for 20 educators to train 40 women participants as e-mentors who in turn will be able to undertake training as e-mentors resulting in wider enterprise and support networks for women in partner countries and potentially beyond.PILOT – all products developed in IO1/2/3 will be tested by partners with 200 women aged 50+ and 20 educators. RESULTS: careful evaluation will assess effectiveness of products with indications of areas that need adjusting and validate quality to enable products to be made publicly available resulting in improved resources for older women to support their access to entrepreneurship mentoring, peer support and other resourcesC1. Joint staff training for practitioners: 2 practitioners per partner will attend e-mentoring training programme for 5 days in Perugia (most cost effective venueLONGER TERM IMPACTS•Enterprise and employment education staff and providers, local authorities regional business development centres and other agencies who are responsible for developing entrepreneurial opportunities and education will be offered new resources to support women aged 50+ and facilitate their ability to contribute to their personal incomes and local economies.•Policy makers at local, national and transnational level will gain insights and resources that address the needs and activities of this growing and currently under-utilised target group that could make a significant contribution to the EU economy.

<< Objectives >>The CAMPS project aims to:- Promote an effective application of the CLIL approach in elementary schools, focusing on pupils aged 6 – 8 and on specific curricular subjects related to Arts and Music- Motivate primary schools to insert CLIL in primary education for an early start of language learning<< Implementation >>The CAMPS project will implement the following activities:- Providing primary school teachers with the necessary skills to effectively teach Arts and Music subjects according to the CLIL methodology and to design lessons that correspond with student’s individual needs - Enhancing the motivation of primary school education teachers and decision-makers to insert CLIL in primary education for an early start of language learning<< Results >>CAMPS creates three main deliverables:- Online training package on how to implement CLIL for teaching Arts and Music at the elementary school level. - Collection of CLIL based Educational Videos and related Teaching Sources providing primary school teachers with the necessary vocabulary for teaching specific arts and music-related topics. - Case studies and best practices to motivate primary schools communities on the successful applicability of the CLIL methodology at primary school level.

<< Background >>COVID19 emergency has dramatically increased the focus on the needs of educational institutions, and schools in particular, of being ready to make full use of digital technologies to provide accessible education to all. On the other hand schools experimented the difficulties and the challenges that the passage to a fully virtual lessons has caused in dealing with the equally important theme of inclusive education and management of diversity.During the lockdown period, the students that suffered more have been the ones that already before, were at risk of underachieving at school, students:- Coming from minorities or immigrants families, due to linguistic and cultural obstacles- With learning disabilities that need special support and attention- Coming from disadvantaged social and economic environments and/or less developed areasAll of them, regardless the nature of their difficulties, have in common the rapid emerging of a sense of isolation and consequential demotivation towards their participation at school activities.For this reason the IDEAS project, intends to provide school teachers with the skills to exploit innovative teaching practices and digital technologies to promote the delivery of high quality inclusive education.The needs the project aims at addressing are: - Need of Secondary school teachers to acquire a deeper understanding of how to make use of digital sources and technologies to improve their teaching methods, overcoming the potential obstacles that might lead students at risk of losing motivation.- Need of Secondary school students (aged 14-17) to benefit from a more inclusive educational offer, that combining and making full use of new technologies, is able to involve and motivate them in the at distance lessons regardless to their social, economic, cultural and physical situation.The specific identified needs of teachers are:- Need to improve the skills and competences to effectively make use of digital teaching resources and methodologies - Need to adapt digital skills to make sure to be able to prevent students, with special regards with those with disadvantaged conditions, from losing motivation and feeling excluded. - Need of adapting their teaching activities to the full potential of digital and ICT based approaches, effectively preventing and dealing with the problems that weaker and at risk of exclusion students might experience.- Need to implement digital education practices within their teaching activities without affecting the participation and motivation of students more exposed to underachieving and of feeling excluded.The specific identified needs of secondary schools students are: - Need to include students in school initiatives and to access all the educational opportunities, regardless their social, economic, cultural and intellectual personal situation- Need to overcome all those obstacles that could affect their motivation as a result of the intensive use of digital base / virtual educational solutions.<< Objectives >>The main objective of the project is making secondary school teachers prepared to cope in the short / medium term with the new ways of learning, teaching and communicating with students at risk of exclusion whose situation has been further endangered by COVID19 emergency and in the longer term to develop an aware capacity to use innovative ICT based methodologies (e.g. blended learning) guaranteeing full access and equal opportunities to learn to all students.On the matter the project aims to remove the potential barriers that students already at risk and underachieving, are experimenting in adapting to virtual lessons and at distance didactic.These barriers might have different motivations according to the conditions of the students (e.g. language barriers for migrants, technological barriers for social / economicdisadvantaged students, cognitive delays for those who have learning disabilities etc.), but do have a common consequence, the resulting lack of motivation and involvement in theeducational activities.For this reason the IDEAS project intends to provide teachers with skills, knowledge and practical oriented interventions patterns to combine advanced and effective digital educationwith appropriate and successful inclusive pedagogical solutions and strategies.The IDEAS project has identified the following objectives to be reached in order to answer to specific needs:- Improvement of the skills of secondary school teachers in identifying, using, creating digital technologies based teaching and learning sources to promote inclusion and prevent early school leaving.Provide teachers with technologically and pedagogically validated digital sources specifically adapted to address inclusion related issues.- Improvement of awareness on the potential of digital technologies for the promotion of inclusion at school- Involvement of Public Authorities in charge of education making them aware of the project achieved results and outcomes, so that they will be able to take them into account for future policy planning- Providing teachers with the skills and competences to effectively make use of digital teaching resources and methodologies adapting them in order to make sure to be able to prevent students, with special regards with those with disadvantaged conditions, from losing motivation and feeling excluded.- Providing secondary school teachers with easy to use guidance tools (PR1) to be prepared to adapt their teaching activities to the full potential of digital and ICT based approaches.- Providing teachers with user-friendly teaching tools (PR2) selected, analysed and adapted in order to deal with the shift toward digital education while increasing self-awareness of students and make them ready to make full use of the resources according to an active participation to their educational path.- Providing teachers and educators through the online training package (PR3) with the skills to master all necessary processes to effectively implement digital education practices within their teaching activities without affecting the participation and motivation of students more exposed to underachieving and of feeling excluded.<< Implementation >>The following activities will be implemented before and during the project lifespan: Management and coordination of activities such as: - Participation of at least one representative for each partner in the 4 meetings of the steering committee - Coordination of the project activities of the international (mainly the University of Turku as applicant organization and Project Result leaders) and national workgroups (each project partner contact person/project manager)- Appropriate reporting activities and preparation of the Interim and Final reports- Monitoring of the respecting of deadlines - Constant sharing of information and solutions among the partnershipProject Web SiteThe project web site will contain main project information, a dedicated section for project results produced being introduced by explanatory texts guiding the target groups in making full use of them, dissemination and exploitation sections and a specific area to be used by the project partners to share the information about activities and results achieved.Monitoring and EvaluationMonitoring of the project achievements will be implemented through a detailed calendar of the activities also defining the indicators to assess the compliance of the activities and results with the expectations. Evaluation strategy that will involve representatives of the project partners and of the target groups (i.e. school teachers and students). The evaluation strategy will produce both qualitative and quantitative data, that, collected through questionnaires and testimonials and duly analysed, will be the basis of the final Evaluation Report.DisseminationA clear Dissemination Plan will be created committing, throughout the project period, the members of the Consortium to implement specific dissemination activities. The Dissemination plan will define the target groups to be addressed, and for each of them the most effective means of communication to be used. Exploitation and Sustainability Project partners will promote the project sustainability through the commitment of the partners, and more specifically the schools involved, to include the project results in their everyday activities. The deliverables produced, indeed, will be used by the schools involved for updating their teachers and as teaching sources for their students. Furthermore, the partners are committed to involve other schools as associated partners to be added to the ones already supporting this application and who will also use the project results.From the content development point of view the activities for the creation of the Project Results are believed to be the most appropriate to ensure the creation of innovative, consistent and transferable outputs and impact on the needs of the identified target groups.For each Project Results a clear methodology and set of activities have been outlined and are believed to be the most appropriate to ensure the creation of innovative, consistent and transferable outputs and impact on the needs of the identified target groups. The project will last for two years and the creation of the Project Results will be spread organically through the project period with a clear periodisation of the activities, according to which the end of the creation and testing of Project Results will lead to the starting of the production of the following one. During the whole two years, a constant transfer of knowledge among the different schools and language teaching institutions will be fostered being one of the most important methodological concepts of the project based on a peer to peer approach.<< Results >>The main result that the IDEAS project expects to achieve on its completion is making secondary school teachers prepared to cope in the short / medium term with the new ways of learning, teaching and communicating with students that are required and imposed by the COVID19 emergency and in the longer term to develop an aware capacity to use innovative ICT based methodologies (e.g. blended learning) guaranteeing full access and equal opportunities to learn to all students.On the matter the project focuses on the potential barriers that students already at risk and underachieving, are experimenting in adapting to virtual lessons and at distance didactic.These barriers might have different motivations according to the conditions of the students (e.g. language barriers for migrants, technological barriers for social / economic disadvantaged students, cognitive delays for those who have learning disabilities etc.), but do have a common consequence, the resulting lack of motivation and involvement in the educational activities.For this reason the IDEAS project intends to provide teachers with skills, knowledge and practical oriented interventions patterns to combine advanced and effective digital education with appropriate and successful inclusive pedagogical solutions and strategies.The expected result of IDEAS project is therefore a very tangible and important one in order to contribute to build resilient and future-looking education systems, as a key strategic feature of the European Education Area.The project also expects to achieve, as a result of the involvement of different partners in 4 European countries, a transnational and inter-sectoral cooperation among experts in the field of digital education, experts in the field of inclusive pedagogical strategies and practices and teachers and school leaders, so to pilot and mainstream solutions that are at the same time consistent, technologically advanced and tailored made to the needs of the end users and students.The cooperation pattern will be exploited to achieve the fundamental results of providing teachers with skills and appropriate training materials to use digital teaching solutions while ensuring full inclusiveness and motivation to learn to their students.For the purpose the IDEAS will develop and test 3 project results:1) Methodological Guidelines for promoting inclusion of students at risk and underachieving via the application of digital technologies and virtual teaching and learning. Methodological Guidelines will take account and transform in easy to use and applicable solutions, based on best practices and in depth exemplary real life case scenarios, the different perspectives (e.g. students, teachers, directors) of the actors involved.2) A Repository of quality, OER, digital based teaching sources to foster inclusion at secondary school level. The sources will be selected according to their digital standards, thanks to the technological experts, their pedagogical consistency and their inclusive potential, through the contribution of pedagogues and adapted to the specific needs of the teachers with the contribution of schools staff.3) Online course for teachers focusing on three main issues:a. How to identify and assess quality digital technologies based teaching sources in the field of school inclusion.b. How to implement and effectively use them in a blended/online based environment.c. How to create new digital technologies based teaching sources for promoting inclusion.

"The “DS4All” project develops over two years, during which the Partners will activate a virtuous circle of exchange, which will have as its primary focus the experimentation of innovative teaching methodologies integrated with digital tools, in an inclusive perspective; together with a reflection on didactic programming capable of ""changing the rules of the game"", making distance learning agile and light, without giving up its important educational task.The ""DS4All"" project was born from the experience of digital distance learning required during the covid-19 pandemic, and tries to respond to the need to convey a critical use of a resource prescribed for a specific need, transforming it into a new opportunity for the entire context educational. At the basis of the project is the idea that thanks to the experience of people with Learning Disabilities we will be able to bridge the digital gap, which has grown over the years, in fact, even before distance learning, children were, in any case, present in our schools and young people who not only could have used the computer as a support tool for their study activities, but who specifically need it. When a student with specific difficulties is found in the classroom, the technological tool takes on the guise of a resource whose use arises from a special need and therefore cannot depend on the good will of the teacher, as well as during the pandemic, the use of digital it was an essential decision. But in both cases, what is evident is that without a critical, conscious and, let's add, creative use of technology, without a strategic and methodological approach, the risk of ineffectiveness of the technological equipment is high, a consequence that often causes further frustration, malaise, lowering of motivation and self-esteem. From the design point of view, the added value that the training exchanges will bring is attributable to the possibility of experimenting, by didactic leaders, teachers, educators, didactic tutors, trainers and VET designers, new digital tools and methodologies to enhance teaching integrated for the benefit of its students, especially those with specific Learning Disorders or Special Educational Needs.The dialogical meeting between VET operators and experts in the digital sector will allow the VET staff to be updated on new strategies for an increasingly effective and inclusive teaching, which is able to profitably use the advantages offered by new technologies. The “DS4All” project develops over two years, during which the Partners will activate a virtuous circle of exchange, which will have as its primary focus the experimentation of innovative teaching methodologies integrated with digital tools, in an inclusive perspective; together with a reflection on didactic programming capable of ""changing the rules of the game"", making distance learning agile and light, without giving up its important educational task.Thanks to ""DS4All"" a real dialogic meeting will take place, a contamination between professionalism, needs and intentions: the consequence of this integration will consist in a shift of teaching teaching on more experiential and proactive ways, able to promote effectiveness beyond that students' reflexivity in learning also thanks to the strengthening of their digital skills. The outcome of these exchanges will flow into:• Benchmarking analysis about the use of distance learning in partner countries and the integration of compensatory software;• “Webinar DS4All”, free webinars for direct target of the project;• Report on the applicability of the ""Flipped Classroom"" in the VET field;• Toolkit on didactical planning strategies in the VET field, able to integrate not only digital and IT resources but also a different temporal programming.Thanks to the constant collaboration with Associations and public bodies that support families and students with learning disabilities or from vulnerable groups, the project partners will have the opportunity to enhance a more sensitive approach to these needs in the Vocational Training Centers involved, this will create a positive impact on openness to change, so that new learning can be drawn from it."

CONTEXT‘Considerably lower employment rates are observed for women than men’ .. ‘Particular attention needs to be given to women [and] older workers.’ (Eurostat, December 2014). Older women are disadvantaged in the labour market for complex reasons that include age and gender discrimination, low skills/qualifications, caring roles etc. BREW aims to improve older women’s economic inclusion through its training Toolkit that combines training in entrepreneurship and digital skills with resilience and confidence building supported by a guide on engaging this target group. OBJECTIVES* Creation of the BREW Toolkit, comprising: - Training in enterprise and digital skills that embed resilience and confidence building (IO1)- BREW's Outreach, Engagement and Planning Guide (IO2 and incorporating element of IO3)* The pilot of the toolkit with 178 older women and 16 practitioners for an average of 25 hours per learner (IO1/IO2)* Creation of the project platform for the Toolkit * Delivery of a training workshop for to enable partners’ staff to carry out the BREW programme.* Wide dissemination via the project’s website, social media, multiplier and other events: reaching an audience of 12,000+. * Securing BREW’s sustainability through: 1) a follow-on project, ‘ADVANTAGE’ inspired by BREW which includes the BREW toolkit as part of the resources available through its peer mentoring community platform for older women; 2) further related programmes aimed at this target group. PARTICIPANTSOlder women who experience many barriers to economic inclusion, e.g.:* Discrimination (gender/age)* Caring responsibilities* Lack of visibility to policy makers* Lack of confidence and ambivalent relation to ambition, money and risk,* Low skills and lack of up-to-date training and qualifications* Less willing to take risks because of financial commitments* Lack of relevant information/ advice and participation in business networks* Social and economic isolation DESCRIPTION OF ACTIVITIES AND METHODOLOGYBased on the research carried out for the application, we knew that that women in this age group are often neglected in terms of training tailored specifically to their needs. We had already identified enterprise skills, social media and self-confidence and resilience as key areas for the project’s ‘toolkit’ as well as information and advice on engaging this often hard-to-reach target group. We carried out further needs analyses in each country to refine those topics most needed in these main areas of the toolkit. Each partner then took responsibility for creating a specific aspect of the kit: ALPE for social media and marketing, SEC for enterprise and WCLL for confidence building and resilience. ABN took on the development of the project’s Guide to Engagement including advice on setting up similar programmes. The first year of the project was spent in researching and developing the Toolkit and training programme, culminating in a joint staff training workshop in October 2019 for 10 trainers. The final year was spent in piloting and refining the toolkit. The Covid 19 pandemic meant that ABN and WCLL were unable to complete all of their planned pilot workshops within the original timeframe of the project and a 6-month extension was approved to enable them to do so. The budget for the proposed project platform (IO3) was not approved by the UKNA. It therefore consists of a Google Site linked to the basic project website and is not as versatile as originally foreseen. However, the tools and resources are freely and readily accessible to all and are having a real and lasting impact on many of our participant’s lives. The project has been particularly important to many of them throughout the pandemic which affected the second half of the project as one of its key pillars – building resilience – has been an essential part of everyone’s lives throughout the past very challenging 15+ months.KEY RESULTS AND IMPACTS* The BREW toolkit - a model of training and development that is economic, sustainable and transferable to other sectors and disadvantaged groups. * Partners’ deepened understanding of the importance of embedding resilience generally in teaching and learning.* 100% of participants felt their resilience and confidence had been improved and a range of progression outcomes into enterprise and training also achieved.* Development of educators’ professional competences and understanding of this group* Wider understanding of the application of engagement strategies for this target group. * The potential to extend the length of some participants’ working lives * Potential improvement wellbeing of participants * Enrichment of aspects their personal lives * contribution to partners’ local and regional objectives of widening the participation of disadvantaged groups in education and the labour market: * potential savings in pension/unemployment benefits by providing more opportunities for older people to work.