The project is based on a key idea: an innovative approach that seeks to promote and make visible good practices of entrepreneurs and innovative women, coming from vulnerable groups and / or the rural environment, training them to promote that they can be able to use all kinds of tools and digital services at their disposal, to help them to develop their skills, build and implementate these tools, generate opportunities, as well as stimulate the development of new solutions and alternatives in relation to entrepreneurship and employment. The aim is to encourage and improve entrepreneurship and employment of women from vulnerable groups and / or rural areas through training in the use and use of technological tools and services. In addition to this training to the educated, the project also seeks to train trainers and workers in the field of adult education, so that not only handle such tools, but at the same time, will be able to promote their use and expose their advantages. This project will also make visible the technological leadership of gender, promoting an accurate image of the innovative and entrepreneurial capacities of women. On the other hand, this project is based on an idea that is already underway in Spain at the national level, the InnovadorasTIC project, which can now grow and extend its reach, taking this proven methodology to other countries and women, achieving fruitful results. international contacts between beneficiaries and organizations, which will promote European culture, the exchange of ideas, experiences and knowledge, and solidarity between countries. Finally, the project fits in with the Sustainable Development Goals, and especially with objectives 5, 8 and 10. In particular, goal 5 (Achieving gender equality and empowering all women and girls) is the axis in around which the whole idea orbits, seeking to reduce the gender gap in the use and access to new information technologies. This only emphasizes the need for the project to be conceived transnationally, to help alleviate a gap, that of gender, which is presented transversally, and which coexists with inequalities of another type between territories. At the same time, work at European and international level allows improving management skills, cooperation between entities from different countries and promoting the integration and adaptation of various educational practices.

<< Background >>The recent pandemic has disrupted or halted critical mental health services across the EU (WHO, 2020); at the same time, the demand for mental health care has increased, as the effects from the pandemic on people’s everyday lives (such as isolation, loss of income, fear, bereavement) have triggered mental health issues and exacerbated existing ones. In spite of the endorsement of the remote provision of health services (where applicable) by medical communities, the mental health care sector has exhibited low readiness to fully exploit the potential of ICT-enabled counselling services, primarily due to a lack of mental health care workers with the required knowledge and skills on how to plan and run effective online sessions, creating a mismatch between increased demand for mental health support and current capacity of mental health workers.The prevalent mismatch can be attributed to a deficit in training offerings on remote-based mental health care provision, impending mental health workers’ capability to acquire relevant skills and competencies. The strengthening of both initial and continuous VET provision in the field is therefore essential so that the European mental health workforce can develop the mix of technical (e.g. using digital platforms), organizational (e.g. establishing a comfortable environment for the “beneficiary”) and communication (e.g. to communicating in a mediated environment) skills required to plan and run online counselling sessions optimally.<< Objectives >>The project aims to make available a curriculum with corresponding Open Educational Resources (OERs) for the continuous professional development of mental health workers, to address the emerging occupational & skills needs related to the provision of ICT-enabled remote counselling services. The project’s specific objectives are to:1.Document the skills required for providing online, remote mental health services2.Define learning outcomes for a C-VET course for mental health workers on effective remote mental health services provision3.Design, test and deliver a sector-validated online course for mental health workers to support digital, organizational and communication skills acquisition4.Provide ready to use tools for mental health workers to facilitate the roll-out and support the provision of remote counselling services.<< Implementation >>Systematic needs analysis and skills intelligence gathering activities leading to the development of learning outcomes that reflect sector specificities and skills requirements for remote mental health care services provision•Joint curriculum design of a continuing VET curriculum on remote mental health counselling for relevant occupations•Creation of corresponding educational materials, a trainers’ handbook and an electronic book for learners, to be offered as Open Educational Resources•Development, testing and delivery of a Massive Open Online Course, enhancing flexibility and openness in continuing vocational training •Development of a toolkit for assessing readiness and facilitating the roll-out of online, remote counselling services •Sharing of project results with multiplier events and dissemination activities, inviting target groups to uptake REMCO results and act as additional multipliers.<< Results >>1. Needs assessment analysis to define common skills/occupational requirements for mental health workers in providing remote mental health support services (R1)2. Evidence based, measurable and assessable learning outcomes for continuing VET provision (R1) on the knowledge and skills required by mental health workers to be able to plan and run remote counselling sessions. 3. Formal VET learning units on remote mental health service provision skills requirements for mental health care workers (R2)4. Open Educational Resources (R2) and a self-standing online course (MOOC) in 7 EU languages (R3)5. A self-assessment tool for mental health professionals and institutions to assess their readiness and skills for remote counselling 6. Best practice guide with remote counselling case studies (R4)7. Planning tools and protocols for the roll out of remote counselling practices (R4)8. 6 national information days in Austria, Croatia, Greece, Romania, Italy and Belgium to share & disseminate REMCO results (E1-6)Post-project sustainability-Uptake of project materials & OERs from relevant training providers across the EU-Participation of a growing number of initial and continuous VET learners in courses based on or integrating project outputs.

Our project joins the Europe2020 Strategy in its proposal to reduce dropout rates, is a pathway to offer a second chance to the effort and ability of students who dropped out of school, thereby allowing their return to the education system to complete their studies and improve conditions for finding a job. Our target gruop is young people in Europe who are at particular risk, disadvantaged, immigrants,.... so they can stay in the mainstream school system in order to obtain basic qualifications, with special emphasis on training, language teaching, new technologies and employment as an important resource for socializing and having the opportunity to access the labour market or access a vocational training class. Our main objective is: Giving a second chance to students who left the studies for several reasons, allowing the return to the educational system of these people to complete their studies and improve conditions for finding a job. 6. Institutions: 1 a center for continuing education that focuses on the recovery of people and their reintegration into the education system. 1 social joined to the baboral life leadering the FP (profesional qualification). 1 Organization of qualification, accreditation or certification. 1 European NGO specialist in production of materials and immigrants integration. 1 organization of the civil society specialist in facing to the premature scolar abandon and a center specialized in the professional qualification We develop activities mobility, formation professorship and student body that answer to the design of improving the levels of acquisition and integration in the curriculum of the basic competences, the development of new approaches to strengthen the educators' formation, the digital integration and languages in the learning, the promotion of an European space of qualifications, the impulse of innovative projects directed to reducing the differences in the results of learning that concern the student body of disadvantaged environments and finally we are going to stimulate the development, the use of approaches and innovative tools. Contents are: - General theoretical and methodological framework. - Consequences and impacts generated by the truancy. - Study and analysis of early school leaving. - Educational Policies to reduce early school leaving. - Good dropout prevention practices. – Possibility to get a degree from age 16 - Key Skills - Professional qualification - innovative educational experiences - Educational Tools- Learning languages -Strategies to promote better an intercultural dialog - Processes of diversity inclusion. The methodology is based on the learning between equal, and the collaborative work across practices of success already confirmed and educational innovative experiences. We have considered to be offered some proposals from the import of these successful educational practices of the different social institutions. The results devolped are: 1.-Manual management 2-. A study of premature abandon school system. 3.- Institutional programs that are applied in every participant country. 4.-Examples of good practices: a. - prevention of scolar absenteeism, b. - The access to other levels of educational system c. – To promote active citizenship 5.-Reduction and improvement the programme of school failure in our institutions. - formal and not formal learning. 6.-To obtain collaboration of Town halls, institutes, equipments of orientation and teacher training colleges in the participant regions. 7.-Examples of good practices related to educational innovative experiences in education 8.-Strategies of intervention to disadvantaged groups. The impact of the project resides in the work with young in risk of social exclusion whose goal is to make easy the social, labor, educational and formative normalization of the living conditions by having favored the traffic and / or the permanency to normalized resources: formative, labor, on the base of itineraries of insertion. Institutions to European level centre on such a specific question how it is: 1.-The elimination of the school failure in Europe this way to contribute to an intelligent, sustainable and of integration growth 2.-To facilitate the exchange of good practices between European countries. The long-term benefits are: 1.-Set measures established directed to fight against the educational abandon in young people with the purpose of offering a new opportunity to take again their studies in order to obtain a title that improves the capability of getting a job. 2.- The creation of a network of learning that will last after the project.

"There are various unstructured attempts at municipal and EU level to build up an exchange of knowledge about Smart Cities. This is especially true for towns and municipalities of smaller size across Europe, although they are in need of digital innovations to stay attractive for citizens, enterprises and tourist. Apart from the „Nordic Smart City Network“, Smart City activities are more national based, there is no mutual learning from each other or the exchange is limited only to metropolises and larger cities. Despite the pressure especially on small and medium-sized cities in the course of digitization, the municipal administration employee level is not taken into account. But they are the implementers. For sinstance in Germany and Italy administrations have great decision-making power in and for digital projects, but are not sufficiently qualified for these strategic tasks and are therefore less able to act. To offer a solution the project aims at setting up a European training- and knowledge platform that makes the digitization of towns more tangible for the target group of administrative employees, administrative assistants as well as for stakeholders and citizens. Additionally partners will create a curriculum to qualify relevant actors in administrations to become ""Digital City Experts"" and thus build up in-house knowledge on the topic Smart City. To equip this process and also provide options for self-study, learning materials on relevant innovative topics will be developed, such as a MOOC, learning videos etc. During Smart City Bootcamps multipliers will be invited to discuss digital concepts for the future town and exchange experiences and good practices on the knowledge platform. Due to the rapid digital development and relevance for the climate discussion, Smart City as a topic has to be discussed at European level and can only make sense in cross-border exchange. With its efforts to bring people and opinions together to discuss the ""Town of the future"", the project activities also hold a strong macro-social component relevant for societies as a whole. As regards the impact partners seek to develop a general understanding about digital and smart innovations from northern to southern Europe beyond actual Smart City developments in the fast growing metropolitan areas. Before this background the training of administrative staff will help them understand Smart City concepts. The project will enhance their competences in terms of how intelligent, small and medium sized cities are operating; how they can organize, communicate and involve citizens in Smart City projects, how they can tackle different topics with intelligent solutions such as work efficiency of cities, sustainability and the quality of life but also matters of safety, transparency and data protection. In the long run there is no getting around the digitalization of towns and municipalities. Hence the project contributes to qualifying staff of towns by enabling them to understand technical implications as well as risks and translate Smart City development to citizens."

CONTEXTThe Europe 2020 strategy calls for efforts to reduce to less than 10% by 2020 the proportion of people aged 18-24 who leave education and training with lower secondary education at most. According to the main statistical findings (Eurostat) in the EU as a whole the rate of early leavers from school and education is much higher for disabled people, especially for those with specific learning difficulties and autistic spectrum disorders, than for those not having a disability: 31.5 % compared with 12.3 %.As the EU population is getting older, the number of Europeans with disabilities is rising significantly. They remain consistently disadvantaged in terms of employment, education and social inclusion, as discrimination is still a major obstacle.OBJECTIVES The main aim of the IDEA project is exchange of best practices and knowledge on innovative work-based learning methodologies (school-work programs, internships, apprenticeships etc.) for VET teachers, trainers and mentors to increase the current percentage of young people with disabilities who come to qualification and who enter in the labour market for the first time.By implementing this project, among Italian, Spain, French, Romanian, Finnish and Belgian organisations, we aim to discover our neighbours context, practices, challenges and initiatives, regarding the access of disabled learner on vocational training. During the length of the project, especially during the meetings among the partners, the partnership intends to:- Develop the knowledge of partners’ staff on the local contexts abroad (social, economical, cultural and legal perspectives) and approaches facilitating disabled people inclusion in each partner’s place.- Create awareness and interest among organisations dealing with European mobility (VET centers, Mobility agencies...) so that they consider disabled learners as potential beneficiaries.- Develop the confidence of European staff dealing with learners with disability, especially regarding European opportunities like ERASMUS, by discovering successful initiatives.TARGET GROUPS:The direct target groups will be institutions and professionals in vocational training system and in employment services directly involved in the partnership or in the second level network which, thanks to the European exchange, will be able to innovate their practices and methodologies. The indirect target groups, therefore, will be young people with disabilities ((learners, recent graduates of a VET provider and unemployed).DESCRIPTION OF ACTIVITIES AND METHODOLOGY# 3 Transnational project meetings:- The first Kick off meeting in Italy to set up the partnership; - Intermediate meeting in Belgium (at the end of I year) to evaluate the realization of the first project activities and developing the second part of project activities (the second kick off meeting)- The final kick off meeting (place of venue yet to be agreed) to evaluate the results of all the activities realized and discuss follow up# 5 Short-term joint staff training events to exchange practices and to allow peer-learning about:- Innovative work-based learning methodologies (school-work programs, internships, apprenticeships etc.) for teachers/Vet provider to increase the current percentage of young people with disabilities who come to qualification and who enter in the labour market for the first time;- identifying the most innovative best practices which may be transferable to other European countries in national / local context on assistive technologies and inclusive methodologies for young people with disabilities.EXPECTED IMPACTS• on the participants involved in the short-time joint staff training events: improvement of the hard skills and competences of training and job service providers in terms of methodologies to foster the first flow of young people with disability into the labour market. Furthermore, project participants will discover new environment and work cultures. It also will strengthen transversal key competences, such as learning-to-learn and communication skills, a sense of initiative and European citizenship.• participating organisations and their professionals – not directly involved in the project - will improve the quality of services and the adoption of innovative work practices, organisational learning by discovering new and different methodologies for the employment of people with disability. This will open their perspective and increase their self-confidence in a basilar understanding of European Union Programmes, especially in Erasmus Programme.• indirect target groups young with disabilities benefit from the best practice exchanged in terms of new approaches, new methodologies in order to increase their employability, self-confidence and economic and social independence.• other relevant stakeholders will involve in each short-time joint training to reinforce the mutual enrichment of practice and networking at bilateral, regional/national.