"The SOFIA project focus on increasing EXECUTIVE FUNCTIONS in adult population. Executive Functions have recently occupied a central position in studies related to the improvement of adult conditions, after the new acquisitions in neuroscience and neuropsychology. The term ""executive functioning"" has become a common buzzword in psychology offices. This is more than just a passing fad. In fact, neuropsychologists have been studying these skills for many years and is believed that the focus on executive functioning represents a significant advancement in our understanding adults and their unique profile of strengths and weaknesses. According to recent studies it is clear that in order to help adult people to acquire new skills, trainers should develop custom-tailored courses and consider that adult learners often have to cope with specific issues and challenges. They in fact often lack the ability to hold information in mind for the purpose of completing a task, the abilities to shift from one situation to another and think in a flexible way, the abilities to plan and organise their works and manage current and future-oriented task demands and the abilities to ensure the emotional control. The GENERAL OBJECTIVE of the project is to enhance, strengthen, develop executive functions in adults in order to be equipped with abilities that are necessary to acquire new skills that are needed to find better jobs and improve their life chances, as abihelp them to be more integrated in the labour market and in the society, by enhancing their personal and professional skills and competences. So the SPECIFIC OBJECTIVES include on one hand the development of innovative methods and tools that enable adults in being more effective and improving their competences. PARTICIPANTS include: - ADULTS: 114 PEOPLE with executive function disorders (EFD) and adults with poor executive functions but without specific formal recognition and that represent the majority of the adults; - EDUCATORS/TRAINERS/COUNSELLORS that work with adult with executive function disorders (EFD) and adults with poor executive functions but without specific formal recognition (34 professionals) . The SOFIA project developed 4 Intellectual Outputs. The first intellectual output is a handbook on the needs of adult population in relation to the executive function disorders. The second intellectual output is a Toolkit of Methods for developing/enhancing/improving executive functions in adult population, constructed by the partnership on one hand, according to a revision of the state of the art in International scientific literature and especially focusing in the research produced in partner countries, and on other hand, according to characteristics and needs of the adults with EFD identified in handbook. Based on the findings and conclusions reached by the Intellectual Output 1 ( Report on the needs of adult population in relation to the executive function disorders) and Intellectual Output 2 (Compendium of Methods for developing/enhancing/improving executive functions in adult population), a program with specific techniques focusing mostly on self monitor/control, working memory and task monitor will be developed and later tested within Adult Education Training Providers. The fourth IO will include a program based on several strategies, exercises for improving 3 of the basic Executive Functions: working memory, self – monitoring, planning/organisation. The Project Coordinator, IFRTS, adopted a methodology based on PARTICIPATORY MANAGEMENT APPROACH in order to empower each partner and to comply with the commitments on which partners agreed during the project design phase and at the following check points. Each IO included a coordinator and the involvement of all partners. The SOFIA project result led at improving and enhancing teachers and trainers tools to help adults to improve attitudes and behaviours, increase their attention control abilities, inhibitory control, cognitive flexibility, social and life skills, enhance their motivation to learn, deeper their commitment to acquire new skills and increased their competences. Regarding the GENERAL RESULTS, the SOFIA project's expected results are in line with the strategic framework for education and training (Education & Training 2020 - ET2020) with regard to the following objectives: - Improving the quality and efficiency of education and training - Promoting equity, social cohesion, and active citizenship - Enhancing creativity and innovation With reference to other European policies, recommendations and programmes, this project aims at: - fostering inclusion of adults in the training paths - enhancing adults health and social wellbeing - enhancing the professional development of those working in the adult educational field - enhancing open access to new and innovative educational materials, tools and methods"

While access to technology was one of the first key measurements of digital inclusion in today's digital environment the focus has switched from access to competence; participation in the digital domain depends increasingly more on knowledge, skills and attitudes than it does on access to and use of digital technology. Being digitally competent is nowadays both a requirement and a right (COM/2018/ 22).Digital technology enriches education and offers new learning opportunities. It facilitates problem-based and interactive learning and enables a personalisation of the learning experience (SWD(2017)264). Digital technology can improve results in education, in particular by enabling access to additional learning resources, and supporting disadvantaged students, such as those from low socioeconomic backgrounds, or with disabilities, or living in remote areas.Effective eLearning represents an innovative way to bring technology and critical thinking into the students learning environment, and the benefits are twofold: digital engagement is a crucial basic skill and promoting engagement in a learning environment even among those for whom formal education has failed; the collaborative elements help students develop social and team-working skills.The objectives of the project are to:- Build the digital competence of young adults through engagement with bespoke learning tools and resources, including a mobile Application- Support VET providers to harness the potential of elearning environments to build high-value skill sets within their target groups- Help educators assess the Prior Learning Skills and Competencies of learners in VET environments- Prepare VET learners for the new demands of the labour marketYouth unemployment is one of the most persistent negative impacts of the financial crisis in Europe. Within the ranks of young people there are a considerable proportion of NEETs for whom future prospects are bleak. Visual Paths, project, formed by five committed partners from five EU countries, will promote an innovative methodology to re-engage marginalised young people and support them to build high-value transversal skills essential for employment and employers to recognise them.

"Sustainable transition(s) (covering social, economic, political and educational dimensions) is a world-wide challenge. Since this transition concerns all dimension of our modern life, the answer to these challenges should be holistic and global. It’s crucial “to understand” before “acting”, that’s why we think that sustainable transition(s) is also a question of education. Education contribute to the development of a culture of change and sustainability, creating the background for effective sustainable transition actions. A human rights-based approach to adult learning and education (ALE) aligned with the Sustainable Development Goals (SDGs) is one of our aims. Education for Sustainability and Education for Sustainable Development have been under discussion for some two decades. The UN Decade for Education for Sustainable Development 2004–2014 has provided a most important focus for this issue, and for its facilitation. However, while the Decade raised awareness of the need for Education to Sustainable Development, particularly in Higher Education, discussion of how this education can be effectively delivered to trainees in adult education settings is still at an initial phase. Although sustainability has become a key focus in higher education, developing a better understanding of how sustainability competencies can be cultivated in college and university courses and programs in adult training settings is still needed. Adult trainers who are to become capable of affecting holistic sustainable change, transforming values and culture, healing the earth and human communities, and designing creative solutions, must have the opportunity to engage in learning processes that reflect and emphasise these learning outcomes/objectives. Sustainability is a main concern of the EU explicitly expressed in its communication to the European parlement, the European Council , the European economic and social committee and the Committee of 11.12.2019 - COM(2019)/640, the EU said: "" ...The European Green Deal is a response to these challenges. It is a new growth strategy that aims to transform the EU into a fair and prosperous society, with a modern, resource-efficient and competitive economy where there are no net emissions of greenhouse gases in 2050 and where economic growth is decoupled from resource use"", The EU said also: ""It also aims to protect, conserve and enhance the EU's natural capital, and protect the health and well-being of citizens from environment-related risks and impacts. At the same time, this transition must be just and inclusive."" concluding that ""The EU has the collective ability to transform its economy and society to put it on a more sustainable path.""Adult educators and teachers can play a central role in providing learners with knowledge and practical information to help them understand the challenges and act as active citizens in their local communities, individually or collectively. We believe that Transformative learning theory and ecological design principles offer promising opportunities to create meaningful learning experiences that can develop the personal, intellectual, and socio-cultural skills necessary to create resilient and regenerative systems.SUSTAINABLE partners noticed that changing our ways of producing and consuming is notoriously difficult, but believing that education is a powerful tool in empowering individual and groups, boosting voluntary action and helping people and organisations through the transition so they understand and enhance sustainability in Everyday life.The following Intellectual Outputs will be developed:1. IO1 – LET’S UNDERSTAND: a guide on sustainable topics education including climate change, theoretical background and more (addressed to trainers/teachers/counsellors…)2. IO2 – LET’S PLAN IT: guide step by step to make training green addressed to trainers/teachers/counsellors to improve awareness about green topics by trainers starting from their personal life and going to their professional life. A quick and effective guide about good/bad habits/behaviors with effects on the environment in the training settings and in work areas, and how to design effective training contents to counter them.3. IO3 – LET’S BE PRACTICAL: Curricula, tools, methods and training materials on green topics to teach/train our target groups. The materials could be adapted to each national context according to the needs.4. IO4 – E-education Hub addressed mainly to the trainers/teachers including the above IOs’ contents and more, to raise awareness and develop knowledge on different elements related with Sustainability and SDGs."

Specific Learning Disabilities affect about 15 % of the general population, unfortunately teachers are scarcely aware of the impact of such disabilities on school life. Additionally, families are unprepared to cope with the specific needs and obstacles of their children with SLD.The ways of support vary in each country of the EU but all share similar challenges with a lack of open and reliable material for the general public. For example: online training about dyslexia is hardly accessible and only in English.To provide a better answer to that problematic reality, we have created the project “MOOC Dys”, an international and multilingual MOOC. Its 1st edition has provided:-online training for teachers-reliable information on how to cope in the daily life and school obstacles-free and usable resources for families and teachers-space for expression for all involved -testimony of coping strategies Mooc participantsWe have attracted 12.373 users in 3 categories:-Parents of children and teenagers with SLD-Teachers and professionals who face students with SLD-Paramedical professionals (speech therapists, occupation therapists, etc.)Activities The MOOCDys was organize around 7 weeks of classes: -Introduction to the course itself (week 0)-Common body for all the participants (4 weeks)-Specific set of modules for teachers and professionals (2 weeks)-Specific set of modules for parents (2 weeks)The collaborative aspect of this MOOC was very important, and we have therefore made it mandatory. In order to obtain a certification, learners had to discuss, exchange and contribute to the content through testimony about the SLD challenges they face and the solutions and strategies they implemented to overcome their situation.In addition, 7 webinars have been organised in French (the largest learning community), one each week, to deepen some topics by inviting expert to interview.There were 2 types of certification: one for the parents’ module and one for the teachers and professional module. The delivery of those certificates was based on the full completion of the course (all modules and exercises) but also on a set a participation criteria.In addition to the MOOC itself, several other activities and OER have been made:-Conferences in all the partner countries gathering over 301 participants -42 workshops with parents and specialists to go over the content of the MOOC and beyond-1 syllabus gathering all the resources of the online course to ensure the sustainability of the content and its transferability-2 toolboxes, one for each module, with a total of 60 tools to help learners with SLD MethodologyThe methodology we have used for this project is a mix of the ADDIE method and the Design Thinking: -first identified the learners’ needs via surveys in SLD social media groups,-empathized with them and their condition-brainstormed during the M2 with experts about the best solutions to meet those expressed needs -created a prototype and test it with a panel of learners with the end users’ profile-distributed the content of the MOOC through a collaborative virtual learning environment-engaged a group of 106 ambassadors (active parents and professionals) that supported the community around the MOOC.All along during the project, we have used online collaborative tools (SLACK and ZOOM) and live meetings to coordinate and structure the partnership work according to the general plan.Long term impactsOn the learners: - the participants who have used and who will use the online and on-site tools will be able to support better the learning of pupils with SLD, at home and in the classroom;- the provided material delivered under the Creative Commons Licence 4.0, allows everybody to use and modify those contents according to their specific needs- the learners have and will continue to disseminate acquired knowledge in their own environment and network, even years after the MOOC, thanks to materials on the website- participating in the discussion on the multilingual MOOC forum allowed learners to create a sense of community and mutual support while sharing their experience with SLD and their methods to cope with the challengesOn the partner organizations:- the partners organizations are quite different and complement each other very well: we have all learned from each other’s experience and specific skills- the experience gathered during this project has already proven and will continue to be reusable by each partner for new projects, internationally as well as at home.- the partner organizations and several experts form an informal European network of experts and professionals which is lasting after this particular project- collaborative work during the content creation phase for MOOC allowed partners to acquire new digital skills like: creating videos with multilingual subtitles, animated content and infographics

The tourism/wellness sector (one of Europe’s biggest markets) becomes more complex - it employs people with various educational backgrounds (from 1 to 3 years of training) and different qualifications (e.g. beauticians, therapists, hairdressers etc.). Keeping up with current developments requires increased levels of skills for people who are/will be working in the sector. The project Skills for Wellness aims at designing transnational sector-wide occupational standards for these professions and developing and assessing competences of employees. To manage this, it is necessary to cooperate with experienced partners to translate a sectoral growth strategy into an approach that adequately addresses skills needs. This project consists of VET providers, including further education and sector representatives from Finland, Germany, Italy, Spain and Cyprus working together to share experiences and identify occupational profile standards (in line with ECVET, EQF) to respond to sector’s needs. The standards will be described as learning outcomes to facilitate transparency and comparability, as well as to increase the recognition of qualifications at European and national level within the sector. It is planned to create training resources focusing on work-based learning activities in line with common profile standards to better equip (future) employees. The training resources will have a modular structure covering all relevant professional skills combined with transversal skills (e.g. communication, ICT, green skills). They will be available in all partner languages plus English.The project addresses the following target groups: (1) VET providers, managers and curriculum designers; (2) Tourism/Wellness sector employers; (3) Tourism/Wellness sector employees (or persons willing to work in this area). The envisaged total amount of participants will exceed 2600 people. Additionally, an assessment procedure with tools for the validation of competences defined in the professional profile will be created. The assessment will be two-fold: first, the (future) employee is tested on their basic theoretical knowledge of the sector. Second, there are work-based learning activities (e.g. simulation, job shadowing) relating to all modules covered within the training resources. To sum up, the project focuses on designing and delivering common occupational standards and training resources (with assessment) in all partner languages plus English.These activities will contribute to the achievement of the following results:- the occupational standards universal for the wellness sector contributing to more synergies and unified approach towards assessment of the skills of employees not only in participating countries but throughout Europe also. - improvement of vocational educational training paths in the context of skill demands on the wellness sector's labour market and matching with new trends/developments through implementation of common occupational standards;- improvement of the quality and achievement of vocational education trainings paths through more effective ways to train, re-train and upskill current and future employees of the wellness;- facilitation and promotion of assessment measures and recognition of professionals and transversal skills and competences to support mobility for work and learning;- strengthening cooperation between VET providers and representatives of the wellness sector (employers) including relevant stakeholders (associations, organisations working on promotion and sectoral development) through involvement in developing and achieving common results, including piloting activities. - increased capacities of employers in the wellness sector to extend their offers to the global market, which will contribute to increased workers’ skills and therefore extend their employability and key competences; - better understanding and recognition of skills and qualifications in Europe and beyond among respective target groups due to the use of common European transparency instruments (ECVET, EQF).- increased quality of wellness services with focus on clients' needs, expectations and current trends of the wellness.