Circular economy refers to production processes that reduce waste, emissions, and energy leakage through reuse, re-manufacturing, recycling, and up-cycling. In 2014 the EU set ambitions goals on waste management, aiming at a more circular approach to the economy. Circular models divert from traditional production where input resources result, after processing, to discarded waste, emissions, or energy leakage by keeping materials in the production loop. Circular production is related to the concepts of responsible production and consumption. It relies “living” systems that exploit closed loops in economy to, as much as possible, use waste in future production cycles. Well-designed circular processes do not affect consumer satisfaction, business costs, or revenues, but lead to a reduced environmental footprint. In the face of climate change, circular practices can contribute to environmentally friendly business processes that support the long term well being of individuals and communities.Circular practices span economic sectors. For example, materials used in the tourism sector are recycled in furniture manufacturing, coffee waste can be used in agriculture as fertilizer, food waste can be used for feeding animals, renewable energy and water management models can contribute to reduced emissions, etc. Circular design is highly relevant in the heavily production- or service-based TVET sector. Qualification needs in TVET are changing to reflect the societal shift and sensitivities towards a green economy (CEDEFOP). Green skills are high in demand in sectors ranging from computers to energy production, construction, waste management, transport, agriculture, and more (OECD). Most jobs require the “greening” of day to day skill sets, work methods, and occupational profiles (the Expert Group on Future Skills Needs). TVET students would be better placed in the job market through circular skills such as:-Understand the benefits of a circular economy, material reuse, and no waste cycles and strategies for achieving them.- Understand cross sector synergies towards a circular economy.-Be able to earn rapidly as technology evolves.-Have social competencies and collaborate effectively with individuals with diverse backgrounds.-Have circular mindsets on responsible consumption.-Practice empathy for understanding societal sensitivities towards climate change and environmental protection.-Think creatively to identify areas of potential improvement in production processes in terms of reducing emission and waste and reusing waste.-Be able to work within limited resources and timelines.Design4Climate aims to empower vocational education students aged 16-21 through effective training to redesign production towards a circular, environmentally sustainable economy. The project targets TVET in general, due to the cross-sector nature of a circular economy (i.e. waste from one sector being used in another). The project aims to build core green economy skills that are broadly applicable in TVET. Learners will be challenged to turn traditional production process to circular through design thinking principles in educational scenarios inspired by real world cases.The project uses design thinking as a learning methodology. Design thinking aims to best address needs by understanding how a user experiences a service. It is based on principles of empathizing with users, ideating for generating a plethora of ideas on tackling an issue, prototyping, and validating ideas through user engagement. When properly applied, design thinking has the potential of reaching solutions to challenges problems for which none appears to exist at first glance. Learning will be delivered through digital collaborative services that will support design thinking activities of understanding real rather than perceived needs, defining an accurate problem statement, brainstorming, reviewing, contributing to the enrichment of peer ideas, and validating solutions to ensure that user needs are effectively met. Gamification elements, such as clear objectives, timely feedback, recognition, and more, will promote reinforcement of knowledge and student engagement. Design4Climate will further support the integration of proposed design thinking approaches in learning through good practice guidelines targeting educators. The project promotes quality vocational education through innovative, digitally enabled learning design that links green educational activities to industry needs and societal demands. It empowers students to become active and civically minded professionals, able to design services better fitted for consumers. It contributes to long-term sustainable development by promoting core skills on environmentally responsible, human centered production. And it promotes responsible practices of TVET providers on social and environmental sustainability through learning activities that help mitigate climate change.

The degree of digitization is steadily increasing in our society. European countries have multiple mandatory digital solutions regarding public services. As existing services, such as banking and shopping, move increasingly online, the likelihood of excluding certain demographic groups, such as the elderly and those living in rural areas, increases exponentially. Populations in rural and remote areas have less access to services and activities and their situation may aggravate further when combined with poorer socio-economic conditions. This puts rural populations at a disadvantage compared to urban ones and can be particularly problematic for older people who may face a greater risk of social isolation, reduced mobility, lack of support and health care deficits as a result of the place in which they live. (UNECE Policy Brief on Ageing No. 18, March 2017) Thus, rural areas require alternative solutions to be able to equally benefit from the remote public services, as well as a need to develop pedagogical strategies to teach digital literacy skills to older adults, particularly those living in rural and remote areas. Digital competence is one of the eight key competences and refers to the confident and critical usage of the full range of digital technologies for information, communication and basic problem-solving in all aspects of life. This may sound simple to many of us but, according to the Digital Agenda Scoreboard 2015, 40% of the EU population has an insufficient level of digital competence, including 22% who do not use the Internet. In rural areas, digital skills and competences of citizens are a significant aspect for a community. The demographic characteristics of a region influence the distribution of digital skills within a region, as the different age groups have different access and possibilities to gain digital literacy.The project ‘Digital Comminities’ aims to ensure that local communities and rural areas equally get the chance to develop digital skills, try new tools and technologies as well as build communities around this. It will apply an inclusive approach to include the local population of rural areas, not only in training activities but also in developing the activities to be offered. The project addresses senior citizens in rural areas and members of local rural communities - community volunteers, adult (volunteer) trainers and tutors, social and community development workers, community activists, by following actions:- Development of tailored digital skills of seniors in community, and making them able to effectively access and use different public services, to identify and take advantage of the internet services, and thus to better adapt to digital-oriented changing world and to feel confident using online tools to manage and improve their health and life quality.- Development of virtual assistance tool for digital inclusion of seniors based on older people’s real-life scenarios for the need of services and where and how they can be accessed online. - Development of trainers’ skills in local community members to provide digital competence trainings and support to the elderly people in their communities.The project creates easily adaptable and transferable outputs - research study on online public services available in partner countries and the skills to access them, virtual assistance tools for digital inclusion of seniors, and handbook for community digital trainers with high potential of transferability to other countries and environments.The consortium consist of 6 partner organisations from Iceland, Bulgaria, The Netherlands, Sweden and Spain, highly motivated in designing, testing and sustaining the project outputs, with complementary expertise and highly experienced in the project topics.A total of 75 targeted seniors/community members will benefit of the pilot activities; 32 community members will be identified and trained; 100 target groups representatives and stakeholders will be involved in research; 12 adult educators will be directly involved in the validation process of outcomes. Project results will directly reach at least 600 persons (citizens, adult educators, stakeholders) via project activities, multiplier events, creating a strong base for long term exploitation.The biggest impact is expected to be the strengthened networking and cohesion within the community. Networking, cooperation and linking people together in rural communities provide people with a sense of community spirit and local involvement, which in-turn enhances the longer-term prospects for rural areas to survive in times of economic austerity or population decline. Beside, the practical orientation of the methods and tools, the content uploaded within the website and available as Open Educational Resource, as well as the high flexibility and easy applicability of the approach, gives opportunity for use in different contexts and guarantees a long-lasting multiplication effect.

"The digitisation of the economy is one of the most important drivers behind the profound transformation of the labour market. Digitisation is seen to bring transformations in existing jobs, to impact working conditions, whereas it has resulted in an increased demand of digital skills which is expected to continue growing. Digital skills are required in many jobs and have become transversal skills to be acquired from an early age.The 2015 New priorities ET 2020 emphasise that “knowing how to code is empowering. It allows to understand the digital world we live in and to shape it"". Basic coding skills are essential for accessing the jobs of tomorrow and today …Coding is seen as the red thread that runs through future professions”. Similarly, the 2018 Digital Education Action Plan urges MS to ‘BRING CODING CLASSES TO ALL SCHOOLS ACROSS EUROPE’ (p.9) at an EARLY AGE either ‘AS PART OF EDUCATIONAL CURRICULA OR THROUGH AFTER-SCHOOL CLASSES’ (p.8) while ‘encouraging ALL SCHOOLS IN EUROPE to participate in the EU CODE WEEK by collaborating with authorities etc. The promotion of digital acquisition is evident, as MS are encouraged to organise ‘EU-WIDE AWARENESS RAINING CAMPAIGN targeting educators, parents and learners’.The CODESKILLS4ROBOTICS project joins the efforts of Member States to promote coding and STEM skills in primary schools through robotics while engaging in an effective and innovative way the local community of the school in an attempt to create a holistic approach into dealing with multiplex digital competences. Based on the above the direct target group is primary school children from 9 to 12 years old who will participate in a coding programme to learn how to code. The indirect target group is primary school teachers whose profiles will be upgraded and strengthened through the professional development programme to acquire the essential digital and coding skills.The consortium consists of 6 partners from 4 EU countries which cover a wide range of expertise, but with unique characteristics. They are all eager to promote the introduction of coding in primary schools, so that students benefit from the positive aspects early in their life. A geographical balanced representation, as well as representation from different types of organizations to meet the needs of the project, as shown in the distribution of tasks/roles (Research Center, NGO, NPO, HEI, ICT VET Provider, Educational centre) is ensured. All organizations possess the skills and competences required complementing each other.Various multiplier events will be organized in the school, regional, national and EU level, ranging from INFODAYS, SEMINARS, DEBATES, OPEN CONSULTATIONS, CONFERENCES and events during the CODE WEEK. It is expected that Coding will help students to learn the importance of clarity of expression, to develop skills such as analytical thinking, logical reasoning problem solving, and creativity, whereas their understanding of maths, science, language, or their ability to learn foreign language or musical instrument will be improved thus meeting MS urge for better learning outcomes (PISA 2013). Schools are key players in introducing programing to students in an engaging way, and helping break down the negative stereotypes around it."

According to the Eurydice Key Data on Early Childhood Education and Care (ECEC) in Europe 2014 report, 25 % of children under the age of six in the EU are at risk of poverty or exclusion. This number is likely to become higher with the current influx of refugees into Europe. To reach the aim of 95 % attendance for ECEC set out by the European Commission’s Strategic Framework for Education and Training 2020, we must develop and strengthen capacities to meet the extra demands of this vulnerable group. Family and community engagement is a necessary component in any strategy to tackle this challenge. As highlighted by the OECD report on Encouraging Quality in ECEC, strengthening links between ECEC programs and community services is an effective way to engage with disadvantaged groups. Through already established contact and cultural sensitivity they are valuable partners in developing and implementing strategies to improve attendance and quality. Therefore, this project focused on the possibilities of cooperation among informal education settings with the pre-schools aiming to support the inclusion of children from socially disadvantaged or culturally different environments. The project built on the outputs of the Strategic Partnership implemented in 2014-2016 focused on the support of social and emotional competencies of pre-school children. The goal of this project was to draw out innovative recommendations based on the best practices in partner countries on how they work with families and children from socioeconomically disadvantaged or culturally different environments, such as migrant and Roma families, in order to prepare children to enter formal education. The project also intended to prevent early school leaving (ESL) through engaging with socially and economically disadvantaged children at an early stage. This project was carried out by six partner organisations, each of which has rich experience in areas related to formal and/or informal education. Partners first conducted research into the current policies regarding ECEC in their respective countries (IO1), and then identified examples of successful inclusive strategies applied in their countries (IO2). Subsequently, training program for pedagogical as well as non-pedagogical personnel was implemented for participants from every partner country in order to facilitate an effective exchange of best practices. The practitioners were able to gather information on the methods and strategies used by various organisations in partner countries and bring this information back to pilot in their professional environments. The identification and exchange of best practices equipped organisations and professionals with new methods and a larger toolbox to tackle issues surrounding socially disadvantaged children. A strengthened cooperation and coordination among stakeholders such as families, pre-schools and informal educators is paramount to achieve a higher quality ECEC and to identify and support vulnerable cases at an early stage. Finally, a Good Practice Guide for effective inclusive ECEC was compiled describing the methods and strategies of involving children and parents from disadvantaged environments into mainstream education and the conditions needed for their implementation (IO3). The intellectual outputs were achieved successfully and were disseminated among the partners' broad network of contacts. In particular, the Good Practice Guide for effective inclusive ECEC (IO3) was translated into partner countries' languages (English, Czech, Slovak, Polish, and Swedish) and was printed out in 500 copies per partner to be distributed among relevant stakeholders and the general public with an interest in the topic. It was also planned that a large international conference would take place in Prague in May 2020. However, this was made impossible by the outbreak of the Covid-19 pandemic. Nonetheless, the partners organised an online conference instead, and are further working on dissemination of the results in order to ensure far-reaching and long-term impact of the project.