Asia is, by far, the continent which has registered the steepest growth in population and goods consumption in the last decades. It is a matter of fact that, however - similarly as other part of the World - the capability of the socio-economic system to address the need to dispose the corresponding generated waste is not as much rapid.The problem connected to the lack of dedicated professionals for solid waste management is pressing in many Asian countries and, in this sense, creating dedicated workforce and building knowledge by fostering specialization can be achieved only if specialised courses are offered at different educational levels and if targeted capacity building, governance models, educational and training programmes are conducted. New academic and TVET educational products (the latter to be addressed to informal workers as well) on sustainable solid waste management, health and environmental risks related to improper waste treatment, and business operation will encounter the needs of teachers and trainers, therefore indirectly of their students and trainees, educating them on the most critical areas of waste management. In this framework, the project will also provide them with the chance of a more concrete and practical experience in the Training Hubs to be established in during the SWAP Project.Therefore, the general aim of SWAP project is to contribute and support in building capacity at tertiary level as well as to support training addressed to the vulnerable group of informal waste practitioners. In this sense, the project has the purpose of improving entrepreneurship as well as the employability of university graduates of the HEIs from Southeast Asia in the sector of sustainable solid waste management, thanks to a close cooperation among all the actors of the “Quadruple-helix”. Thanks to this holistic structure, SWAP Project will pave the way to support relevant policies, providing with high quality educational products, strategies and tools.

The ArtS – Skills for the Creative Economy Project, following a waterfall approach, managed to identify current skill needs and shortages in the Cultural and Creative Sector (CCS) of Greece, Italy, and Spain, and develop a modern, flexible training programme that corresponds to those findings. Based on the results of the mapping and the needs assessment analysis of the CCS, the VET partners of ArtS designed nine modules, three of which address common needs (Business Administration, Entrepreneurial Skills and Social Entrepreneurship, Networking/Digital and Media Communication), while the rest six target sector-specific shortages (Craft, Cultural Heritage, Literary Arts, Multimedia and Audiovisual, Performing Arts, Visual Arts). All modules were designed according to the EQF/ECVET framework and are to be certified under the International Standard ISO 17024:2012 for Certification of Personnel Qualifications (pending approval of Hellenic Accreditation system, (ESYD)). The ArtS training programme is freely available in the ArtS Learning online platform (http://www.arts-project.eu/elearning/login/index.php), that will remain fully functional for five years after the Project’s end. In the same framework, the ArtS portal (http://arts-project.eu/) will, also, remain operable and updated for the same time period, as it has been proven very popular among the target group (more than 8300 unique visits), who seem to prefer it for getting informed about the project, interacting with each other through the featured ArtS Forum, and catching up with the latest news in the CCS.During the ArtS implementation period, more than 2000 people expressed their interest in participating in the ArtS training, either by registering to the Project’s platform or by filling in a relevant application (through Dropbox) that was used before the launch of the platform. The VET partners delivered the ArtS curricula through blended learning to 928 trainees in total, for both training rounds in all three consortium countries (Greece, Italy and Spain). A relevant certification procedure was, also, carried out and trainees had the opportunity to get certified as Cultural and Creative Sector Project Specialists (CCSP Specialists), a qualification that can surely contribute to the improvement of their employability potential. As this is one of the key objectives of the Project – to match labour market needs and improve employability of the CCS – the ArtS partnership assisted 352 trainees to find an internship, work or collaboration, providing them with the opportunity to put in practice their acquired through ArtS knowledge and skills, and gain useful professional experience to start or progress their careers.To ensure the quality of the ArtS’ results and activities, a quality assurance process was running in parallel with the Project’s implementation procedures. In brief, the quality assurance measures included internal and external evaluation (by the established Focus Group and Expert Advisory Board), biannual evaluation of Work Packages’ progress, and peer reviewing of results. As a result of this continuous process, the produced outcomes were of high quality, thus facilitating dissemination and exploitation activities, always in accordance with the elaborated Dissemination and Exploitation Strategies, respectively.

The current enlargement agenda of the EU that covers the region of the Western Balkans targets a variety of areas of interest that need to be addressed, based on the standard accession procedure. Even though the overall economic recovery in the region seems to be on track with foreseen requirements, the labour market situation remains challenging, in particular regarding the mismatch between skills and competences offered and the respective ones needed by businesses. Within reforms embarked under their accession process, the Wester Balkans seek to modernise the VET sector and its multi-dimensional components, focusing on building qualification systems, improving the quality of the learning processes, and most importantly ensuring the continuing professional development of VET teachers and trainers. The Project aims to address the needs of VET institutes located in third countries of the Western Balkans not associated to the Programme in developing concrete links with the labour market of the emerging green sector, so as to offer VET courses that are both attractive to learners and reflect the requirements of potential employers. Particular focus is placed on improving the knowledge and skills of trainers and teachers, introducing the general provisions of the European Framework for the Digital Competences of Educators (DigCompEdu) and promoting the development of digital microlearning resources.

: Support mental health professionals in entrepreneurial activities and provide them with advanced clinical, social and management skills required for sustainable evidence-based mental healthcare innovation across Europe. Provide support for shifting partner countries’ hospital based models to community based models in mental health. The project will bring together higher education bodies and active mental healthcare professionals across 6 partner countries. A dedicated platform implemented by the leading vocational training centre will provide transnational joint e-training and mentoring programme. E-training will provide a robust introduction to entrepreneurial principles and best practices in the mental healthcare sector. It will foster collaborative learning activities on mental health care innovation with hands-on sessions performed simultaneously in all partner countries in English. Mentoring activities will couple mental health professionals with matching mentors from an existing pool of experts on community based mental health care and entrepreneurship, providing support tailored to their specific entrepreneurial aspirations and their particular needs and intentions. Learning pathways will be defined through the e-training and mentoring sessions in order for trainees to be able to follow a curriculum tailored to their needs and interests. Actions:•ECVET learning outcomes will be agreed among all partners• Introduction to current mental health care interventions - comparative review between partner countries• Profiling of mental health professionals, presentation of their existing activities and identification of skills candidate for reinforcement/development. • Methodology for developing innovative mental health interventions fostering transnational collaboration• Task based learning of social entrepreneurial skills –mental health professionals will engage in collaborative activities with their peers across all participating countries• Universities will provide the know-how and the training material will be jointly created with the vocational training centre• Higher education institutions will provide a pool of experts on community mental health model and entrepreneurshipResults• Transnational joint e-learning programme for mental health professionals that will originally be offered in groups and progressively become tailored to each participant’s particular needs • An e-learning curriculum that will be available both through the e-training program as well as through self paced learning. • Two cycles of e-training that will take place in four months each and will be based on synchronous participation and interactive sessions•An on line validation tool that will assess trainees' knowledge and understanding on the training topics and will motivate them to study/participate in the training activities or follow self paced learning based on their identified matching learning pathways by the tool• Knowledge flow based on mentoring activities• A pairing of health professionals and experts will take place in the second phase of the project when a “matching” mentor will be allocated to a subset of the original trainees based on particular needs and goal set in the course of the e-training .

Teaching basic skills to low skilled adults is probably one of the most difficult educational assignments in the field of adult education. Addressing the needs of the long-term unemployed; migrants; refugees; asylum seekers; and indigenous ethnic minorities like Roma demands considerable skill and dedication. And yet, anecdotally at least, educators working with these most marginalised groups tend to have fewer opportunity for CPD training and least well resourced. At the heart of the OutsideIN project is the belief that in-service training to support the continuous professional development of adult educators is essential if they are to develop new and innovative approaches to attract marginalised adults back to lifelong learning and education. The OutsideIN project consortium, lead by Meath Partnership and comprising Acrosslimits, RightChallenge, Siglo22 and Eurotraining, has developed, piloted and implemented a new in-service training programme complete with a training handbook to support the continuous professional development of adult educators working with the most marginalised adult learners. An educator's toolbox complete with a full suite of 16 digital mini-format resources in English, Portuguese, Spanish and Greek, addressing key competence areas is also available to these front-line adult education staff to support their work. All resources, including the training manual and resource toolbox, are available in all partner languages on an online learning environment at https://outsidein-project.eu. These resources will continue to be available until 2024 to all interested parties without restriction in keeping with the open access requirements of the ERASMUS+ programme. In 2019, the project partners hosted a series of major community learning festivals in their local areas with the specific task of engaging marginalised adults to interact and experiment with the digital tools created and provide access opportunities to re-engage with lifelong learning. The final conference which was held in Ireland on 18th September 2019 presented the resources developed by the consortium and engaged 104 marginalised learners and adult educators. 17 front-line adult educators from across the partner countries attended the Transnational Training Activity in Malta in April 2019. This event supported the realisation of a cascading model of training with a further 58 front-line adult educators completing the first iteration of the in-service training in Ireland, Spain, Malta, Greece and Portugal during 2019 with the support of those, that participated in the transnational training event. The local regions where partners work have benefited from the increased social inclusion achieved and the new opportunities to engage with the projects' target groups. The potential savings to service providers may well be significant for every marginalised person who has engaged with the OutsideIn project and may ultimately be reintegrated into lifelong learning. OutsideIN has developed, piloted and presented a best practice example and has demonstrated that even the most hard to reach target groups can be encouraged to get involved and participate in learning if the opportunities to engaged are well conceived and appropriately communicated. Increased participation rates of marginalised adults in education and training will have considerable effects on the social inclusion objectives of Member States and the realisation of a fairer and more equitable society for all in Europe.