One of the current needs of the labour market in what qualified staff is concerned is the sector of Personal Caregiver/Geriatrics Technician. It is a fact that the world’s population is ageing. According to the United Nations, ‘virtually every country in the world is experiencing growth in the number and proportion of older persons in their population. Population ageing is poised to become one of the most significant social transformations of the XXI century, with implications for nearly all sectors of society, including labour and financial markets, the demand for goods and services, such as housing, transportation and social protection, as well as family structures and intergenerational ties’. On the other hand, there are many learners in VET, mainly in services sector, who have Special Needs or learning difficulties and that do not fit in the formal learning approach. They need to be prepared to integrate the labour market and answer their needs. It is thus the mission of VET schools to do this bridge and prepare all learners without exception to the current employment needs. Working with elderly people demands not only qualified people but specially caring and dedicated staff. So, this partnership is willing to help this target group integrating successfully in the labour market, enhancing their competences and skills and making them able to answer the needs of Day/Elderly Centres and contributing for their social and professional inclusion. Tackling with SEN individuals and individuals with learning difficulties and enhancing their competences and skills also means fighting poverty, social exclusion, racism and discrimination, and promoting social justice and gender equality. It provides a very strong basis to improve the socio-economic situation of many disadvantage people contributing better, at the same time, to the social, cultural and economic development of the community and country.Thus, it is not only about educating people in the identified sector, but also about empowering them to attain a better life for themselves and the society as a whole.The objective of this Project is to help transform groups of social and economic disadvantage (SEN and/or with learning difficulties students) into autonomous, useful people by providing a full range of innovative, appropriate and accessible Personal Care Assistance/Geriatrics education resources that can also be easily used in e-learning approach and to promote social inclusion and employability. The partnership will thus develop: Resources: a suite of appropriate learning resources that build literacy and technical competences related to the Sector of Personal Caregivers / Geriatrics Technician in 4 main areas - Diet & Nutrition; Basic health care; Community and social intervention; Animation activities - for the SEN or/and Learning Difficulties VET students, to include:•IO1: A set of 25 micro learning courses/curricula with a gamification strategy dealing with the above mentioned Geriatrics main areas, 2-6 for each selected theme (depending on the number of competences in each) for the development of competences in the respective professional area. It will include the e-curriculum, e-guidelines and e-contents (mainly e-presentations of easy understanding for each learning unit, according to the target group specificities). •IO2: A collection of 25 themed tutorial videos (2-4) for each selected theme, will be produced and upload in Youtube and in IO5 for viewing and use in the class or at home; they will support IO1. •IO3: a compendium of 25 inclusive web-quest challenge-based educational resources, (4-6) for each selected theme; they will support IO1. •IO4: a series of workshop lesson plans and tip sheets according to the curriculum /training programme designed in IO1. They will include concepts analysis, best practices and will play a crucial role in the understanding of the methodology and approaches used. They will allow the building of necessary skills to e- and bi-learning approaches, to understand Micro Learning Methodology, to learn how to develop and use the challenge-based educational resources and to create own challenge-based inclusive WebQuests.•IO5: A Bespoke Platform with a gamification methodology based on objectives and learning results achievement. It will contain at least the same number of games as the number of micro learning courses and will support IO1. It will be also developed and populated with all the innovative learning resources mentioned in the previous outputs. A short-training event for teachers/trainers so they can facilitate and manage the e-learning model developed, specially focused on micro-learning methodology, gamification strategies and webquests, as these are still quite new tools in pedagogical approaches. All resources developed will be in on-line formats in 5 partner languages and made available to all interested parties, with the open access requirements of the ERASMUS+ programme.

As Europe isolates due to Covid19, the wellbeing cost on our population is yet to be determined. Huge and overwhelming worries envelop our communities, sudden unemployment, weakened social institutions and eroded social capital. Mental health support services are preparing for an unprecedented spike in demand. A study in The Lancet confirms that the loss of liberty, fear of infection and length of separation creates an environment conducive to post-traumatic stress, detachment, insomnia and anger - “the psychological impact of quarantine is wide-ranging, substantial, and can be long-lasting.”Social Prescribing is a powerful, proven community mechanism to improve the physical, emotional, mental wellbeing of adults by connecting them to non-medical community-based sources of supports. While the benefits of social prescribing are vast and the process relatively simple, social prescribing is still a relatively unknown community approach to embedding life-long learning as a resource for living. Using a cross sectoral, transnational approach, Activate Social Prescribing for Community Learning (ASPALE) promotes the principle of social prescribing to key adult education groups across the EU. A key impact of APSALE is the introduction and uptake of the social prescribing approach in 3 countries where it is currently just a concept - Greece, Spain & France and widening its practice in UK/Northern Ireland and Ireland.ASPALE PROJECT OBJECTIVES are directly linked to the needs of our target groups. ASPALE will:1) Introduce the powerful health and wellbeing concept of Social Prescribing as a lifelong learning tool in Europe 2) Empower at risk adults to improve their health literacy & take responsibility for their own health (IO2). Effective social prescribing is about providing the building blocks for personal learning & knowledge application in a wellbeing context. 3) Create tailored guides & supports (IO1, IO3, IO4) for social prescribing implementers to help them understand &embed social prescribing in their work4) Facilitate sustainable links between key local & regional social prescribing organisations via creating 5 ASPALE PARTICIPANT FORUMSEach ASPALE IO is designed to be used as an independent resource, but collectively, they are a 360 degree adult education initiative to empower and equip vulnerable adults, community care providers, health and care practices and social/cultural educators to understand and embed social prescribing in their work/offering. IO1: Health Literacy Empowerment Guide for Adults. A self-care guide to empower adults (particularly those suffering from poor mental health) to make sound health and wellbeing decisions and improve their personal responsibility and independence in everyday life - at home, in the community, at the workplace. It will improve the health literacy of at least 1,000 adults in vulnerable positions (those suffering from loneliness, depression or other issues such as social isolation). They will download or receive our ASPALE Adult Health Literacy Guide, a practical action orientated learning resource that will enable them to start making positive and pro-active decisions about their wellbeing and health.IO2: Compendium of Social Prescribing Community Care Projects. A Compendium and Implementation Guide of European Social Prescribing Best Practices and Inventions e.g Men’s Sheds, Social Farming, Community Gardening. At least 500 Community Care Organisations will download and use IO2 and begin the process of embedding social prescribing in their work with adults IO3: Social Prescribing Training Programme/OERs for Health and Care Practices. An Open Education Resource Pack for to upskill Health and Care practitioners with applied knowledge to embed social prescribing in their work with vulnerable adults. At least 500 practitioners will download and use IO3 and begin the process of embedding social prescribing in their work with adults IO4: Introduction to Social Prescribing Course for Social/Cultural Service educators. A training course on how to create new or tailored social /cultural adult education offerings e.g. art/creative wellbeing workshops, drama therapy, which uses storytelling, acting, and improvisation to encourage self-discovery and expression, music therapy, that deliver socially prescribed health and wellbeing benefits. At least 500 Social, Arts and Cultural Educators will download and use IO4 and begin the process of embedding social prescribing in their work with adults Activate Social Prescribing for Community Learning (ASPALE) provide a dynamic multi-resource adult education community learning programme to raise awareness, engagement and adoption of Social Prescribing across Europe. COVID19 is certain to cause long-term isolation, anxiety, depression and loneliness. We do not know when this crisis will end but we do know that new and varied social solutions are going to be required to help Europe and its citizens heal.

The main objective of ACTin’YouTH is to foster youth workers’ intercultural competences with theatrical methodologies aimed at creating local theatre workshops for the social inclusion of young people with different cultural background at risk of social exclusion. In fact, youth workers will gain competences also in the field of non-violent communication, conflict resolution, facilitation and will develop their communicative skills through theatrical methodologies as well as storytelling circles, thus improving intercultural communication competences and innovative approaches for the engagement of disadvantaged or underrepresented groups, in order to tackle discrimination and social exclusion. All the acquired skills will be used during the implementation of both local and blended theatre workshops. At the same time, there is a strong emphasis on the protagonism and leadership of the young participants in each phase of the project, as to boost their competences effectively. In nowadays interconnected world, it’s urgent to assure that younger generations really communicate and interact amongst them and it’s also important to search for methods improving mutual collaboration and participation. We believe that intercultural dialogue among young people can highly benefit from creativity and performing methodologies, since they learn how to put into practice intercultural dialogue and gain an alternative way of expressing themselves and the cultural features of the groups they belong to.In particular, theatre and performing arts can lead to an active experimentation of the intercultural dialogue power, experiencing the opportunity to work on self-knowledge, body-language and creativity, by acting and interacting together in the same framework, even though they don’t know each other, or they don’t speak the same language or share the same social and cultural framework.Specific objectives are: - develop a theatre-based training course for improving youth workers’ intercultural competences and social skills, aimed at engaging and involving young people- carry on local intercultural theatre workshops and related on-line activities;- create a cooperative final “digital performance”;- develop a collaborative interactive platform and tools;- produce a methodological manual with a collection of case studies based on local experiences.As a result, we will have:1) 24 TRAINED YOUTH WORKERS from 6 different countries on intercultural and theatre-based communication methodologies2) YOUNG PEOPLE with a different cultural background, taking part to the local activities, will experiment an engaging opportunity to interact with other young people, finding common ways of communication, interaction, mutual understanding and collaboration.So, they will gain- experience in a TARGETED METHODOLOGY to improve their intercultural communication competences that can be useful also for their future professional path and employability potential,- specific TRAINING in the methodology, that they will replicate in local activities led by themselves together with the Youth Workers,- TRANSNATIONAL LEARNING AND TRAINING EXPERIENCE which itself is a great way to make young people aware of the richness of the intercultural encounter.3) INTERACTIVE PLATFORM, to make participants from all partners countries exchange their ideas, their outcomes and their materials on the ongoing activities (at local and transnational level), that will remain after the project’s lifespan as a repository of good practices developed during the project and as e-training tool for further Youth Workers and Young People who’d like to approach the methodology. The platform will also be the digital environment where young people, led by youth workers, will develop, starting from inputs given by the non-formal education sessions, the open, transnational and collaborative theatrical performance online. 4) MANUAL that will collect the results of the projects, the specific challenges and solutions implemented, in order to further spread it at national and international level, particularly addressed to Youth Organisations and Public Authorities that should be interested in creating local intercultural workshops aimed at social inclusion of young people. 5) VIRTUAL NETWORK of all organisations, associations, informal youth groups working with theatre and performative arts as tools for social inclusion and intercultural dialogue.6) INTERNATIONALIZATION OF A NEW METHODOLOGY: through the project, the methodology developed by the partner organisations, gathering together their different experiences in the field of social inclusion, will be tested, qualified and recognised in a transnational context with specific target groups and thus become transferable and replicable in other contexts.

The Transversal Model project for migrants aimed to equip qualified trainers, educators and guidance counsellors to help and empower migrants to improve their professional situation and promote their economic and social integration in Europe. The two target groups are the professionals above, and then the migrants themselves. The project's 5 intellectual productions (responsible partners) developed are:-IO.1 (BFE) - Study report about the situation of migrants and their skills needs-IO.2 (Mindshift) - Training program consisting of training materials for trainers and educators accompanying migrants, in order to help them overcome occupational discrimination in terms of position, employment, salary, access to training, mobility, by developing the cross-cutting skills of migrants.-IO.3 (BAU) - Toolbox containing a set of tips, recommendations, practical guides, specific fact sheets, developed by the creation of innovative tools, new computer tools...-IO.4 (CSI) - A guide for trainers to immerse themselves in the process of training target audiences on cross-cutting skills.-IO.5 (SSF) - A set of training applications and learning platform for both target audiences.The project's productions are completed and translated into the different languages of the partnership:-The IO.1 study is synthesized into 49 pages in four parts: national situations, legislative framework and aid schemes, challenges and recommendations.-The IO.2 training program is synthesized on 53 pages and is constructed into 6 themes related to cross-cutting skills that correspond to the expectations of the Model in development: problem solving, decision-making, teamwork, resilience, creativity and agility. That IO. a was finalized with its training content based on the comments and feedback gathered by a) Activity C in Cyprus, and b) focus groups organized at each national level, in conjunction with relevant stakeholders to participate and meet cross-cutting deliverables. In addition, all necessary translations have been completed over the past period.-The IO.3 toolkit contains 8 to 9 activities per partner (9 for BFE, 8 for the other 5, or 49 activities in total), which were successfully tested in Cyprus (during C-Activity) and all of which were translated into national languages. A booklet allows trainers to find the exercises in a simple and orderly way.-The IO.4 Trainer Guide was produced and used during C-Activity in Cyprus; as with the O3, this document was tested and used for the piloting phase and has been translated into national languages. It integrates the recommendations and feedback of trainees and trainers, as well as the instructions related to the use of the platform. CSI has ensured that the content, examples and activities for the development of trainers' skills in the 6 areas covered in the project (problem solving, decision-making, teamwork, resilience, creativity and agility) are consistent and consistent.-Online applications (IO.5), which are self-assessment questionnaires for target audiences (migrants and professionals), are designed to be easily downloadable from the Project's website. SSF has drafted the IO.5 guidelines (using Google Forms and interactive links between the website and IO.5); the content was written at the rate of 4 questionnaires per partner (two for professionals in charge of migrants and two for migrants themselves), making 26 applications in total, covering all the themes of the Transversal project approach (see IO.2 at IO.4) by consistency. These applications are translated and available on the project's website. A user guide (translated into different languages) for IO.5 (Quizz-Assessment) applications and online questionnaires has also been created.Assessment).

The aim of the project is to give effective tools to young women living in rural areas to take up their lives thanks to specific entrepreneurial training in sustainable development, to foster their employability, socio-educational and personal development. Through the promotion of green thinking, raising awareness of sustainability, promoting the development in rural and/or isolated areas, exchanging good practices, providing expertise and knowledge for women from rural areas, the project will considerably promote the entrepreneurship education and activities amongst young women. As stated in the European Green Deal for the European Union (2019), the future development of the EU must be green and sustainable, or it shouldn’t be at all. Offering young people and particularly young women, tools, to improve their potential in the labour market and, at the same time, find sustainable solutions to support the local development of their rural communities, is a good strategy to have a “greener” Europe. This is also in line with the 2030 Agenda and the Sustainable Development Goals and with what is called for in the UNESCO’s Global Action Programme (GAP) on Education for Sustainable Development (ESD). Addressing sustainability, development of rural areas and capacity building/training opportunities for young people is the key to make sure that younger generations, even in disadvantaged conditions, can be the real change-makers.In fact, YOU_WEEN! focuses on young women as they suffer from a particularly challenging set of educational barriers, due to cultural, political, social reasons that leave them out of education or job market: nearly 14% of world’s young women are unemployed (UNESCO, 2016) and are considered globally as a vulnerable youth category, having limited knowledge of their civic and political rights, including the capacity to express their political and social views (UN Interpeace).On the other hand, it has been shown by numerous studies and field researches that working with young women becomes particularly effective thanks to the social role played by women since when they have the opportunity and the skills to do it, women take the lead of the social change (UN Womenwatch Organization).YOU_WEEN! objectives are:- train the trainers about instruments for rural development, (social) entrepreneurship, women empowerment, and sustainable ideas- start rural development local grass-roots initiatives lead by young women- Inspire rural communities for agro-economic and social change- Share good practices of rural development and women empowerment in Consortium countries- develop 3 I.O.:1- Set of educational videos2- Virtual Interactive Network and platform3- Exploitation roadmap and guidelines for policy influence- Strengthen Consortium partnership by developing common events and activitiesTherefore, at the end of the project, we’ll have:- 280 young women involved, that will have, as results:- empowered entrepreneurial and managerial skills;- discovered insights and knowledge about different rural life, hidden opportunities and organizational structures (in terms of business and entrepreneurship);- improved communication, interpersonal and foreign language skills;- refined and increased teamwork capacity, social skills, cultural awareness, acceptance of cultural diversity, increased tolerance to others and gender equality;- raised awareness and knowledge about environmental issues and good practices as well as sustainable solutions;- better ICT competences thanks to the use of the platform and the creation of innovative content;- increased self-confidence and self-worthiness;At the end of the project the 56+ Youth workers will have:- improved competences in non-formal training methodologies;- improved communication, interpersonal and foreign language skills;- improved ICT competences;- experience in leading youth groups in sustainable grass-roots projects.The intellectual outputs are all addressed to foster the long-term impact, as they will remain available for further training and bottom-up projects, as well as the Virtual Network that should become a reference for young women all over Europe.Moreover, each community will have trained youth workers that will continue applying the acquired competences with other young women willing to improve their entrepreneurial potential in the framework of sustainable development. At the same time, we hope and seek out that the young women that had participated to the project will continue their path in promoting sustainable development, as well as involving their peers and their communities. The effectiveness of the bottom-up approach is a fundamental pillar for guaranteeing the project sustainability over time, while the tools such as the educational videos will remain at disposal and eventually updated by the youth workers.