Population ageing is one of the most significant demographic and social trends of the 21st century, affecting nearly all the countries in the world. Increasing life expectancy is indeed a remarkable achievement of development and health care. However, it also poses obvious challenges. Older people are coming to represent a proportionately larger share of the total population, presenting social, economic and cultural challenges to individuals, families, public welfare systems and societies. The Age on stage project aims at using theatre arts, as a tool to combat social exclusion and isolation as well as stimulating active citizen participation among elderly people and make them feel part of an inclusive Europe. The Age on stage project has the objective to develop a Theatre pathway focused on life Stories of seniors participants. Theatre Lab project will introduce acting and presentation skills to help older people shape their memories into stories culminating in a public performance for peers and others in the community. Trainers will encourage participants to recall sometimes rare memories stirred by a common item, such as a thimble, or a question such as “Can you describe the first kitchen you ever remember eating in ? Do you remember the first time you used remote control for television ? The Activities of the project are:1.Development of a common theatre pathway to involve elderly and help them to exit isolation, exclusion and feeling active citizens again. Result: an attractive and professional theatre art pathway.2.pathway into a virtual dedicated web portal, which will include the curriculum, graphics and videos, interactive material, games, and a dedicated chat rooms for participants to exchange ideas and practices. Result:interactive web portal4.Short staff training to train trainers on the use of the web portal in connection with the pathway: Result: certification of skills and competences acquired.5.Piloting the curriculum with seniors in France Italy, Spain, UK, Poland. Result: final piloting report6.Learning activity for seniors Learning activity for seniors to make them acquired with the Web portal.7.Writing of a pièce called “life stories” Performed by the elderly Result: Life stories performance 8.Dissemination activities - the project will be disseminated by using the web site, the brochures and dissemination meetings in each country. Results: dedicated web site, logo, information brochures, local dissemination conferences9.Evaluation and quality control. Evaluation and quality control: following the evaluation strategy the project will be monitored and controlled to see that resultsand activities are developed. Result: evaluation reports.10.Drowning of a dedicated logo and web siteTarget groups are:• elderly people living alone, isolated and excluded, or living in care houses. The project aims at reaching more than 60 people during its lifetimein each country.• educators who will benefit from new and dynamic training materials with a proven track record and the transfer of thesematerials. The project aims at reaching more or less 100 educators along the project.• public organisation: they may deliver the pathway for edelry people living in their communities.Throughout the lifetime of the project 50 educators across 5 countries will be directly exposed to these techniques throughtheir practical application. This is likely to impact on more than 500 elderly. The products will be distributed to over 300 organisations through web sites and various partner networks.

The Rock the Greens Hub project brought together French, Hungarian, Estonian, Spanish, Polish and Turkish partners around the issue of vegetarianism and veganism in the catering sector, with the main objective of strengthening the capacity of the sector to meet the customers' demands, whether they are vegetarians, vegans or fléxitairens, by offering high-quality products. The partnership aimed to strengthen the links between catering companies and vocational education and training institutions, by creating flexible learning pathways open to all learners, as well as training resources for trainers, teachers and internship tutors.This strategic partnership was born from a common observation: more and more customers are following a plant-based diet or wish to find quality vegan and vegetarian dishes in restaurants, while the training offer of the catering staff has not changed. Our ambition was therefore to contribute to the training offer for food and beverage trades to allow restaurants to meet consumer demands and favor training institutions' competitivity and adaptability to the job market.During the 36 months of project implementation, Rock the Greens Hub brought together a large number of stakeholders, from the business community and from the vocational training sector. Together, we have worked towards a series of tangible results:- A skills framework (curriculum) on vegan and vegetarian cuisine and sales strategy, allowing teachers, trainers and internship tutors to introduce the topic of plant-based cooking in VET pathways, - A series of 6 online training modules for trainers and internship mentors, - A Guide for trainers and tutors, to enable them to get accustomed with the RTGH tools and use them with their learners, - The Rock the Greens Hub quality charter and labeling process, leading to the development of a network of restaurants and training institutions that understand the importance of the vegan issue and wish to integrate the RTGH principles into their business strategy. These concrete project deliverables were accompanied by learning and training activities, including:- a training-of-trainer activity aimed at presenting the tools and resources developed, update and experiment via an evaluation activity according to the ECVET model,- a learning and assessment activity for learners, replacing the mobility of learners initially planned, but keeping the same objectives (having a common culture and understanding of the use of the curriculum and the implementation of the ECVET evaluation),- mentoring sessions between business and teachers / trainers, allowing the exchange of good practices in vegan cuisine,As well as transversal activities:- communication, dissemination, and exploitation of results (including creation of communication material and dissemination channels)- evaluation, quality approach, adaptation measures taken in the context of the covid19 crisis,- impact studies, research- coordination of activities, project management, organization of meetings, administrative and financial management.Results and impacts achieved:- a training offer more suited for the market requirements and the needs of professionals;- strengthened links between the hotel and catering sectors and vocational education and training;- awareness and better understanding of the ECVET system by trainers and internship supervisors and the opportunity to implement it in a specific course (facilitated by the Trainer's Guide);Long-term benefits:- increased awareness of the importance of the vegan and vegetarian market among companies in the countries concerned, which were informed during awareness-raising events, information sessions, or via online dissemination channels.- a strengthened capacity of the partners to face unforeseen events and to adapt, demonstrated in the way in which the partnership managed the situation generated by the covid19 crisis.- skills development in terms of management of Erasmus projects for all the partners and especially for the newcomers in this type of partnership (Hungary, Turkey).- sustainable partnership networks between representatives of the IVET and the CSPS and the mentors and chefs of the restaurants.

The so called Pop-up restaurants or underground restaurants are quickly becoming an alternative to traditional dining out, particularly in this difficult economic era. A Pop-up restaurant offers many of the same benefits as a traditional brick and mortar restaurant, without the high cost of opening. This new tendency can be considered as a development of the “chef at home” phenomenon. Yet, these Pop-up restaurants are not only organising single dinners but real social events with places for numbers of up to 20 or more.The meeting places between Pop-up restaurants and customers come in special platforms. The widest Italian community is Gnammo.com, as well as the much appreciated KitchenParty.org. The growth of the Pop-up restaurants is increasing so much that also in the big worldwide platform of Airbnb a service for booking Pop-up restaurants will be active soon.The business catering training will be focused on sustainable food like zero miles and organic ingredients to give life to a zero impact and green business giving the opportunity to eat healthy. The possibilities of employment are many, which is why the Pop-up restaurant project is aimed at designing an on-line learning course. This will be available in all the languages of the partnership for use across Europe especially in partner countries to train long term unemployed to become self entrepreneurs wanting to start up their own business as a real and qualified job. The Pop-up restaurant curriculum was based on standards of the European Qualification Framework for lifelong learning (EQF) in line with the ECVET procedures. The experimentation was at a basic level but it was really useful for the assessment of the participants level.The activities and results of the project are:1.Common curriculum - a common route of the 100 hour curriculum for self entrepreneurship based on a Pop-up restaurant was leveled in accordance with ECVET procedures in partner organisations countries and provides leveling at around EQF level 2 or 3 which is equivalent to workplace level qualifications. Results: 100-hour ECVET certified training curriculum. The course was formed of 6 modules: Business Start Up, Marketing and Communications, Customer Care, Nutritional Aspects, Green and Zero Miles Provision, Cooking Green + legislation. The duration of each module varies accordingly.2.Adaptation of the curriculum in e-learning – Adaptation of the Model into 2 interactive, connected and open source platforms: The content one was http://myclyde.ac.uk/ The more interactive one was https://popup4all.eu/en The platforms material is in all the languages of the partnership: English, Italian, Spanish, German and Latvian3.Piloting the Pop-up restaurant curriculum - testing the model in Italy, Spain, Latvia, Germany and UK. 52 people were piloted. 10 to12 in each country. Results: evaluation questionnaires from trainees, the trainer and the partner. 5 evaluation reports, one for each country. Final piloting validation report in English plus a short summary of the report in all the languages of the partnership.4.Pop-up restaurant work-placement – placement of the trainees into business of the sector followed and supported by a project and business tutor. Results: 5 evaluation reports, one for each country. Evaluation questionnaires from Trainees, the trainer and the partner. Final validation report of the work-placement and a short summary in all the languages of the partnership5.Dissemination activities: the project was disseminated by using the dedicated web site (www.popuprestaurant.eu, the dedicated brochure in all the languages of the partnership, the Instagram for the Pop-up_restaurant profile and a facebook page https://www.facebook.com/popup.eu.project/. There were also dissemination meetings in each country. In addition there were stakeholder meetings, transnational meetings, articles, radio interviews and mail communications. Results: dedicated web site, pages in the social media platforms, information brochures, local dissemination conferences, interviews recordings, newspaper articles and reports.6. Evaluation and quality control: following the evaluation strategy the project will be monitored and controlled to see that results and activities are developed. Results: 4 evaluation reports plus 1 final evaluation report.Target groups are:• unemployed people who want to start up their own business. The project reached more than 50 people during its lifetime in each country.• trainers/teachers who will benefit from new and dynamic training materials with a proven track record and the transfer of these materials. The project reached around 100 trainers along the project.• employer associations: they may deliver the course for unemployed people giving them a strong base to start up their business.The creation of 2 platforms located in the free domain of Glasgow Clyde college gives the opportunity to go on distributing and delivering training transversally after the end of the project. Transferability of the products is one of the main characteristics.

The Restart 3 Project addressed some of the multiple and complex barriers to employment faced by some of Europe's most vulnerable citizens - people with disabilities; people who face economic obstacles, including young people and the long-term unemployed; people facing cultural obstacles such as migrant workers; people who have health problems; people with social obstacles, such as lone parents; and people who face geographical obstacles. Developed in NI in response to the needs of lone parents, the innovative 'Restart' accredited employability programme combines: group work, individual life coaching, a work placement, practical help with CVs and job applications, with advice on personal finances, childcare and transport issues. Restart has already been successfully adapted for use with lone parents in 7 EU countries (including Poland and Italy) through the successful implementation and delivery of two separate EU projects funded through the LLP Leonardo da Vinci programme: Restart (2010 -2012) and Restart 2 (2012- 2014). The Restart 3 project adapted the Restart programme for use with other disadvantaged groups: people with disabilities in NI, people from migrant backgrounds in Poland, young people in Italy and lone parents in Spain, all of whom are at high risk of becoming excluded from education, training, employment and full participation in society. This project implemented the adaptation and evaluation findings from the previous Restart 1 & 2 projects and followed a similar methodology thus bringing added value to the new project in terms of its evidence base and lead partner Possibilities NI's experience of delivery in Europe using a tested and successful methodology. The project researched the needs of each of the target groups in their respective country contexts, the Restart programme adapted, translated where appropriate, pilot tested with a small group in each country (up to 10) and validated with methodology guidelines and reports created to document each stage of the project. Stakeholder seminars were held for relevant stakeholders to assist with the Restart 3 programme import, delivery and sustainability in each partner country. The project was evaluated and all of the reports have been combined to form the overall project report and final dissemination event was held in Belfast on 5 July 2016. A project website www.restart3.eu and a project film which is available on the Web-site was created and all the project outputs were disseminated widely by all the partners to national and international stakeholders. The project was link to the Europe 2020 Strategy (including headline education, employment and poverty targets) by ensuring that the most vulnerable people in society - young people, migrants, lone parents and people with disabilities do not get left behind or become further socially excluded. The Project related directly to the Erasmus+ objectives on equity and inclusion by promoting and facilitating access to the labour market, training opportunities to citizens from disadvantaged backgrounds at high risk of social exclusion. It contributed to the strategic framework for European cooperation in education and training by linking to ECVET and supporting the adoption of EU transparency and recognition tools such as EQF and ECVET. The project has had a positive impact in respect of employment outcomes and has contributed towards local regeneration and has impacted positively on beneficiaries taking part in the pilot in each transfer country by helping them move towards their goal of securing employment and achieving accreditation. The project has had a positive impact in terms of usefulness for VET providers, employers and agencies working to support each of the target groups and has helped reduce the number of unemployed persons within each of the partner countries by encouraging each partner to accredit and mainstream the programme for future and continued use. It has provided an opportunity for VET practitioners and managers to learn and develop new skills sets and areas of expertise with possible adaptation and use with other groups. The transfer and adaptation of the Restart model across Europe has contributed to a reduction in poverty levels among one parent families and the other disadvantaged groups at risk of social exclusion targeted by the project including economically inactive young people, people with disabilities and unemployed migrants. Restart 3 has improved access to employment for participants in each geographical area in which it was piloted. The project has also Increased cooperation of organisations and groups within Europe working with target groups and/or working in the field of lifelong learning and Erasmus+.

"<< Background >>Eurostat estimates that the EU-28 population aged 25-54 shows that in 2017 just over one third (35.4 %) of non-EU-born migrants had successfully completed at most a lower secondary level of education. These results show a clear need for education, lifelong learning and upskilling for adult migrants (Eurostat, 2018). As explained by Eurostat (2015), the working age of the migrant population (15 to 64 years) is 78% of the total and migrants in the EU are mostly in the 18 to 35 age range The percentage of unemployed rate in the different countries of those born outside EU is: Italy 12,7%, France 14,6%, Spain 20,7%, Germany 13,4 UK, the lowest one, 5,2%. Yet the global COVID-19 pandemic has disproportionately affected vulnerable communities, including third-country nationals across the EU. The employment rate among migrants has dropped since the virus outbreak. In Spain, for example, unemployment in the migrant population had risen to almost 25% by early September 2020. The disproportionately high incidence on immigrants is also notable in Sweden, where 58% of recently unemployed since August 2019 are immigrants. In Austria, Norway and Germany, more than a third of the newly unemployed are migrants or foreign nationals. As one of the tools to combat unemployment and social inclusion, entrepreneurship is high on the EU political agenda. It is also a key competence in the European Reference Framework on Key Competencies for Lifelong Learning (2006) updated in 2018 https://eurlex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52018SC0014&from=EN. Within this framework, the entrepreneurship 2020 action plan is a blueprint for decisive joint action to unleash Europe's entrepreneurial potential, to remove existing obstacles and to revolutionize the culture of entrepreneurship in Europe as pointed out in the document ""the missing entrepreneurs 2017 - policies for inclusive entrepreneurship"" published by the OECD in 2017. https://www.oecd-ilibrary.org/employment/the-missing-entrepreneurs- 2017_9789264283602-en.This crisis of Employment in Europe has highlighted the major role which adult learning can play in achieving the Europe 2020 goals, by enabling adults to improve their ability to adapt to changes in the labour market and society. Adult learning provides a means of up-skilling or reskilling those affected by unemployment, restructuring career transitions, as well as making an important contribution to social inclusion, active citizenship, personal development and integration.In this context, the GREEN ANGELS project is focused on the development of a tested and validated educational format to teach basic, transversal and entrepreneurial knowledge specifically applied to the field of low-skilled labour opportunities to the target group of migrants. GREEN ANGELS project aims to generate a high quality learning opportunity, incorporating the development of essential skills for self-entrepreneurship involving motivation and social inclusion activities. These skills will be developed across the curriculum by using an innovative approach that combines classical learning with e-learning and media technology 2.0 through a web portal. In this way, the GREEN ANGELS project will design an interactive educational pathway available in all the languages of the partnership for use across Europe, to upskill low qualified and socially excluded migrants/BMEs and provide them with self-entrepreneurship competences giving them the opportunity to fight against exclusion and marginalization and enter the labour market.<< Objectives >>The GREEN ANGELS project builds capacities for self-entrepreneurship and promotes social inclusion of migrants in EU countries by empowering them to enter the job market through newly acquired or updated competencies and skills. More precisely, the project supports the re-skilling or up-skilling of migrants’ basic, transversal and entrepreneurial competencies through a new upskilling pathway to build their capacities as Social entrepreneurs while fulfilling a double objective: to promote the employability of migrants, and to meet the needs of their local communities. Additionally, the transversal area of the project will promote knowledge and competences for an environmental-friendly approach to small scale business activities, in line with the needs and requirements of the European Green Deal Communication https://ec.europa.eu/info/strategy/priorities-2019-2024/european-green-deal_en. There will be a transversal module focused only on the sustainable, green and sustainable materials and products that may be used in the delivering of the service, as well as indications on the differentiated waste as well as recycling and upcycling.<< Implementation >>The Green Angels Project will implement the following activities:1.Training Curriculum and training materials: – Identification of soft, core and green skills in 5 main areas + a transversal one: people care, house maintenance, landscaping as well as ICT Skills, Community Engagement and green and sustainable materials/products. Drawing a common route on educating, motivating, orienting migrants, updating old skills or giving them new ones in self-entrepreneurship following the principle of the community enterprise to act as “Green Angels” i.e. people with important skills to provide help, assistance and services in those areas most needed by their communities. The pathway will be in English and in all the languages of the partnership.2.GREEN ANGELS Web Portal: An interactive web portal for learning and promotion of services. It will contain a knowledge hub, including the curriculum and learning materials in all the languages of the partnership.3.GREEN ANGELS Service Hub: On the web portal local entrepreneurs can offer their services and provide contact details to potential customers. This section will be the meeting point between entrepreneurs and customers.4.Report of the short staff training activity. Description of the activity carried out, implemented and developed. Evaluation of the 3-day development activity.5.Testing report: Testing the GREEN ANGELS pathway in Italy, France, Spain and 36.6 (PL)Validation of the testing activity through the preparation of questionnaires delivered ex ante, in itinere and ex post piloting to edit a report showing criticisms, positive and negative aspects.6.Dedicated Project web site, logo, information brochures7.Dissemination activities: the project will be disseminated by using the dedicated web site, the brochures, articles, press releases and dissemination meetings in each country and other local partnership meetings.8.Evaluation reports - Evaluation and quality control: following the evaluation strategy the project will be monitored and controlled to see ensure that results and activities are developed. The reports will be issued by the project evaluator (36.6 – PL).9.Project Management Plan: will be implemented at the beginning of the project. It will include a financial manual, a dissemination plan and strategy, a quality assurance plan, a monitoring and evaluation strategy detailing the project's evaluation process.10.Stakeholder forum: each partner will establish a stakeholder forum to support the development of the project, the drawing in of complementary support services. The inclusion of local stakeholders all feeds into the sustainability strategy of the project It will be composed of at least 2 people that will be involved and addressed during the project. They will meet every 6 months.11.Organisation of the transnational meetings: each partner organising the meeting at home will be responsible of the organisation. The agenda will be decided together with the applicant and agreed upon by partners. Activities, costs and facilities selected by the hosting partner and agreed upon by partners. Once again, in case of Covid 19 restrictions, seminars will be organized on line using webex and hoping conferencing software.<< Results >>Green Angels project will produce the following project results:Project Result 1- GREEN ANGELS educational pathway for sustainable entrepreneurshipProduction of a target oriented module sustainable pathway for the start-up of a self-employment activity or business for dynamic new multi-skilled green entrepreneurs. The work load will be divided among partners equally Task 1 –Sustainable pathway development. The Task Leader will prepare special templates and forms to give all the units the same structures. The duration of each module will be decided by the partnership. A specific template for the collection of ideas, proposals and suggestions for training content. Task 2 - GREEN ANGELS guidelines for pathway A guide to analyse learners' profile, the competence/skills already gained and their potential, will be created in view of tailored pathways. This hard skills curriculum will consist in the identification of basic skills, competences and knowledge necessary for the basic interventions for entrepreneurs. Partners will identify blocks of basic skills to see if it is relevant to define areas of specialisation (basic construction maintenance, basic gardening/landscaping, basic homecare maintenance service) which would lead to different kinds of businesses according to the profiles of learners and their potential. It will include performance indicators and methods to assess the knowledge skills and competences gained.Task 3 Testing the GREEN ANGELS pathway-To validate the pathway, the GREEN ANGELS model will be tested in each country and a final general report will be issued. It will concern the testing of the pathway in their own country starting from a common report model. Reports will be collected and put together in a final and common report describing the activities, results, actions, problems and central further changes suggested for the curriculum delivered through the Web portal. Participants and trainers will provide feedback and concerns to the partners. Each partner will test the programme with a group of at least 10 learners. This report will outline the process used and the main results and outputs for the organisations, staff, target groups and other stakeholders involved in the pilot delivering. Task 4: Co-Design through “Expert Committee”, Employing the method of co-design ensures the quality and relevance of the pathway for the target group and is central to its development and validation. It ensures that the training modules are developed in accordance with the needs of the target group. Project Result 2-GREEN ANGELS interactive web portal developmentThe GREEN ANGELS project is characterized by a series of multimedia and interactive tools to support adult learning. The Material produced in the Project Result 1 will be adapted and uploaded in the GREEN ANGELS Web portal. The GREEN ANGELS web portal allows free access to teaching materials to promote distance learning (FAD) and also allow the implementation of materials according to an Open Source / Open Content modality.This open and interactive system aims to promote involvement and daily participation of beneficiaries in non-formal learning activities, encouraging them to adopt new behaviors in their everyday learning, social and working life and develop a vibrant innovation communityThe Web portal will be divided into 2 main sections:1. The e-learning pathway (Knowledge Hub)2. The service portal, (“Green Angels for you section) were users will be registered and can advertise their services"