Mitigating the impact of substance abuse has been at the centre of front-line youth work for many years. While much attention these days is focused on climate change, fake news and radicalisation, the drug problems that were front and central of youth policy and action in the 1980s, 1990s and 2000s, are still considerable today and front-line youth workers are expected to respond to these persistent problems with little in terms of training support to develop new methodologies for addressing the problems that are somewhat exacerbated by the social media habits of youth today. For the youth of today technology is ubiquitous. Over time technology has fused itself with learning, both in education and personal development. Smart phones, tablets and laptops are just some of the devices that are frequently used by a large proportion of the population of Europe, particularly young people. In 2016, 91% of young people in the EU made daily use of the internet. (Euro Stat). As countries increasingly move toward more relaxed drug laws, the role of educators and in particular front-line youth workers will become the main focus of public services who wish to prevent drug abuse.The VIDA project will develop and pilot a completely new type of drugs awareness training through the provision of innovative interactive inforgraphics addressing the 3 key themes of Problem Definition, Appropriate Response Actions and Prevalent Problems Today. 4 infographics will be developed for each thematic area resulting in a suite of 12 infographics each one focusing on a clear, succinct message. While these infographics will obviously have a direct impact as simple posters or images to display or share through social media, the real innovation of the VIDA project is that each of the 12 infographics will contain a QR code which leads directly to a fully interactive version with a range of different learning resources embedded as videos, audios, quizzes, puzzles, digital breakouts, WebQuests, etc. Each of the 12 interactive infographics will comprise a combination of at least 3 or 4 different learning resources that address the specific topic chosen. This will help to ensure that all learning styles can be catered for and that the learning outcomes can be reinforced throughout the learning experience. To support the implementation of these resources the project will also develop an In-service training programme for front-line youth workers to build their skills to develop interactive infographics; a Peer leadership programme to support a new cohort of peer leaders to harness the full potential of the interactive infographics developed and build their knowledge about the key themes being addressed; an Online interactive portal - VIDA MOOC that hosts all the learning materials developed and is accessed through QR code contained on the hard copy infographics developed.By the end of the project:- 12 interactive infographics addressing drugs awareness issues will be developed in 5 partner languages- 30 front-line youth workers will complete the pilot of the in-service training programme- 30 young people will complete the peer leadership programme- 250 young people will engage with the interactive infographics developed through the online portal provided

The project idea came from the analysis of the personalised learning in the current European environment, and European national policies. Project partners noticed that there was a little focus on the personalisation of learning for adults, especially in informal environments. In view of the situation, the aim of PLGE project was to provide language teachers with a set of innovative tools in an individual platform, along with the skills and knowledge to be able to offer adult learners high quality, personalised learning opportunities in adult, group language courses. The objectives of the project were to:1. Form a holistic and innovative methodology and strategy to personalise for use in adult language learning environments, design and create a series of intellectual outputs.2. Increase the capacity of L2 language teachers [second language teachers] and educational staff to be able to apply the personalisation techniques currently being used and developed in public sector teaching, in adult learning environment.3. Increase the capacity of L2 language teachers to be able to offer high quality learning opportunities.4. Apply the benefits of personalised learning in an innovative way and in a different context: for adult learners, studying in group environments.The partnership consisted of language schools (Eurospeak, FORIUM) and adult education organisations (CWEP, FYG, QMED) also dealing with disadvantaged learners. Each member in the consortium either provides language courses or cooperates with language trainers and in addition, CWEP has IT expertise sufficient for development of digital part of the intellectual outputs. The direct target group of the project were language teachers and indirect target group were language learners, especially disadvantaged. The project directly involved over 2000 participants. The main undertaken activities in the project included work on the main results, meaning that the activities included searching for differentiation methods and techniques, for most frequently used LNA and ILP templates and OERs, work on content, digitalizing the materials and their extensive testing and improving. Important activities included quality assurance and dissemination of the outcomes in order to assure their exploitation also in other EU countries and other fields. The dissemination included Multiplier Events. The results of the project include tangible results which are three main intellectual outputs: IO1: Handbook/Guide on Differentiation (Differentiated Instruction) in L2 Learning Environments – handbook/guide based on the successful use and implementation of differentiation techniques in group learning environments, IO2: Standardised Modular ILP (Individual Learning Plan) Framework for L2 Learning Environments – a framework for designing ILPs based on student/class demographics, interests, initial level of knowledge etc.IO3: Interactive Electronic ILP and e-Learning Resource Platform – an automated type system, through which teachers and students can both log in to see their progression, short-term and long-term goals. It includes Interactive Electronic ILP System and Electronic Resource Library. Besides intellectual outputs, the project created dissemination materials (website, social channels, leaflets, newsletters, articles, presentations) and working materials including plans and very important intangible results in the form of benefits for direct and indirect target groups, participants and participating organisations. Among others, these are: increased capacity of L2 language teachers and educational staff for applying personalisation techniques, increased ability of adult education providers to offer high quality learning opportunities, increased awareness about various differentiation techniques of teachers, learners and stakeholders, and more effective work of teachers and learners as knowing which techniques makes their work more effective, improved awareness of self-study, long-term goal setting skills and ICT skills of learners. The impact of the project exceeded the expectations. It can be seen in partners’ organizations, their staff and learners, L2 language teachers, operators in the field of adult education. The most important is that all who participated in activities or at least heard about its results, have better awareness about the effective ways of teaching/learning the second language and available tools that can help in rising skills. Moreover the usage of the PLGE results itself helps in increasing ICT skills.

Nowadays, it is known and reckoned that entrepreneurial mindset is a transversal competence necessary not only in the sphere of work, but also in all the spheres of life, as it promotes in particular motivation, pro-activity, independence, initiative and innovation in personal and social life. Fostering and reinforcing such competence leads to an improvement of society especially for disadvantaged low-qualified people who face (re)integration problems. As a matter of fact, adults that do not take part in social life are left to their own devices. It is therefore of importance to promote models and new educational pathways aimed at integrating, transferring and promoting the entrepreneurial mindset.Moreover, knowing that digital competence is of major importance for learning, work and active participation in society, some European partners decided to work on a project which aim was to Reinforce Entrepreneurship in Adults through Communication Technologies : project REACT was born!The objectives of project REACT were: > to raise adult awareness of the importance of lifelong learning paths; > to promote among the adults a better understanding of the entrepreneurial skill; > to get a sample survey of the best projects and tools employing entrepreneurship skill; > to define and test innovative tools and practical methods that support educational paths for adults in order to improve their entrepreneurial skills; > to promote an innovative tool for the recognition of competence.The main target groups were: > Direct beneficiaries: low skilled adults who live in poor areas with geographical obstacles; unemployed people who do not succeed in re-entering in the society; adults with a migration background who need a support to integrate in their new host society; adults with low social background and with low basic skills due to school drop-out because of the need to start working at a young age; women as they face a higher risk-of-poverty than men. > Intermediary beneficiaries: staff, teachers, trainers, educators who work in Adult Education organizations, schools, associations, etc. who deal with adults and may be interested in knowing and using project results. > Policy makers in the field of education.REACT project has developed 4 outputs linked to the following activities: 1. Desk research about tools and projects dealing with entrepreneurship which enabled to define the best methodology based on teaching methods, didactics and conditions for adults to become entrepreneurial; 2. Development and testing of an Innovation protocol which found new educational paths to reinforce entrepreneurship among adults; 3. Creation of a Recommendation document presenting a new tool for the recognition of entrepreneurship competence in Europe; 4. Creation of an e-learning platform including a digital game to be used with the adults involved in the project. Through the game and the methodological approach of gamification, adults increased their motivation in learning.Moreover, REACT project has developed an ADULT CENTRED APPROACH which is considered crucial to empower adults and make them responsible for their choices. To be effective and develop tailor made tools, reinforcement of entrepreneurial competence among adults required a clear perspective of the adults’ needs: thanks to REACT, adults involved in the project were active in the investigation on their needs and proactive in the identification of solutions. Furthermore, REACT project outputs were developed to be in line with the “EntreComp” document in order to: - contribute to a better understanding and promotion of entrepreneurship skill; - support Adult European citizens to participate in all areas of society by transforming ideas into action; - enhance creativity and innovation.Finally, REACT project aimed at improving and enhancing teachers' and trainer’s performance through the creation of innovative educational tools which contribute to a better understanding of the importance of the entrepreneurial skill; give adults new motivation to improve their social and personal life; enhance adults’ motivation to learn and increase the time devoted to learn new skills.All REACT results are available with free access from the project platform: https://www.reactproject.online/. Outputs are all translated in English, Finnish, French and Italian and can be downloaded for free (choosing the correct linguistic version from the website). Due to its simplicity and easiness of use, REACT intellectual outputs are easily TRANSFERABLE and therefore ensure future sustainability.

"In order to reduce unemployment, the entrepreneurial education is considered a key factor for competitiveness and employment, social inclusion and personal development. The rapid changes in the information society continuously require new skills and new information. In order to adapt to this need, a new type of attitude, initiative and responsibility was needed. The valorisation of entrepreneurial attitude has the potential to improve traditional education, preparing people for life and offering the opportunities to adult people to find their place in the labour market, either by more easily finding a new job as a result of having an entrepreneurial attitude and mindset, or by starting and running their own business. The role of education as a foundation for the future and as the main factor responsible for the development of professional skills is to encourage adult learners to practice by developing innovative ideas centered on creativity, through a process of ""learning by doing"".Learning though ecosystems of entrepreneurship will be even more urgent in the near and more distant future, because low-skilled jobs are systematically disappearing from the European labor market. Unfortunately, at the moment the education systems across Europe are not delivering this, as they are either based on traditional general empowerment or on the training of specific skills. Therefore they are not responding to the need for entrepreneurial learning, innovative learning settings and interaction with real-life situations. In order to address the above, the ENTRELAB project focused on the promotion of the entrepreneurial spirit through the development of a model ecosystem with the ultimate goal to stimulate creativity and entrepreneurship. The main aim of the project was to empower trainers to create ecosystems of entrepreneurial learning for adult education, by assuming the role of the drivers of such ecosystems, with the following specific objectives: -Promoting entrepreneurial culture by creating an entrepreneurial ecosystem, oriented to change, innovation and creativity -Developing entrepreneurship at different levels of training as an incentive for people through strengthening entrepreneurial initiatives as a source of progress -Developing entrepreneurial skills among people by raising awareness towards entrepreneurial culture The project outcomes published on the project online platform offer scenario-based guidance to help trainers and adult educators across Europe to create entrepreneurial education and learning. The Intellectual Outputs of the project are listed below: -ENTRELAB multilingual online platform with different interactive functionalities (https://www.entrelab.eu/); - ENTRELAB entrepreneurial guide “European opportunities in entrepreneurial education”; - ENTRELAB training kit ""Entrepreneurial learning in adult education""; - eBook ENTRELAB ""Enhanced ENTREpreneurial attitude in adult education for a better LABour market integration"" (with ISBN) The primary target group of the ENTRELAB project consists of trainers selected from/by the partner organisations and local partners (stakeholders). Due to their specific skills and competencies gained through their involvement in the project activities, the primary target group uses the peer training method to mentor the secondary target group which will consist of larger group of trainers from the partner communities - decision makers in the field of education– who were involved in developing the local ecosystems of entrepreneurial learning."

Several studies show that technology has been actively used in everyday life, but much less in the learning context (The 25th International Conference on Computers in Education, 2017). According to our preliminary research, there are no European projects focused on teaching non-STEM subjects (e.g. history, social sciences, geography, arts, music, literature, foreign languages, religion) by using STEM, nor projects focused on using interdisciplinary approach, STEM and serious games at the same time, in teaching non-STEM subjects in compulsory education. In the light of the current situation in Europe, the InterSTEM project is innovative as it aims to use the inquiry-based learning approach in compulsory education at all levels by linking pedagogy, technology and STEM for more successful school results in learning non-STEM subjects. Moreover, as a result of the project, the role of the teacher shifts from delivering classroom instruction to giving guidance and support students’ self-regulated learning. Furthermore, InterSTEM project aims to support the development of innovative teaching strategies, increase the students motivation and the quality of education, as well as promote strategic cooperation between schools and other educational organizations. It is for all these reasons, the partners from France, Netherlands, Spain, Greece and Romania gathered to attempt to make the most of modern technology to develop a user-friendly, engaging and interactive digital tool for teaching and learning non-STEM subjects in compulsory education.The InterSTEM project targets firstly non-STEM teachers involved in compulsory education and secondly teachers of all subjects and educational staff from all compulsory education levels (e.g. primary, secondary and VET), as well as their students.The project intends to gather about 250 stakeholders during the national and European dissemination events (with an average of 50 per partner), as well as at least 150 people involved in compulsory education at all levels during the multiplier events (with an average of 30 per partner).The participants will be selected and involved in the different project activities according to the project needs, as well as to their background and experience in compulsory education.The main focus of the InterSTEM project is on the use of digital technologies, interdisciplinary teaching methods, gamification and STEM for teaching non-STEM subjects in compulsory education, with the following objectives: develop innovative didactic strategies and creative resources for teaching and learning non-STEM subjects in a more motivating way in compulsory education; build educators’ awareness on the advantages of using combined interdisciplinary teaching methods, storytelling and STEM in teaching non-STEM subjects in compulsory education; empower non-STEM teachers with the necessary soft skills to support students’ self-regulated learning, digital competence and autonomy in learning so that the student will have an increased learning motivation, will be able to lead the own learning process and choose the way of reaching the learning objectives required by the curriculum.The InterSTEM project starts from the experience of Quarter Mediation in the creative use of interdisciplinary teaching methods, storytelling, serious games, science and technology, as well as the experience of Cookie Box in creating computer games and using gamification techniques to create interdisciplinary games based on all of the above and STEM for teaching non-STEM subjects at different levels of pre-university education. The project includes two short-term training events: “Interdisciplinary methods of teaching based on storytelling and gamification” to be organised by Quarter Mediation in the Netherlands in May 2021, in preparation of the work to the InterSTEM game, and “Testing and fine tuning of InterSTEM serious game” to be organised by Cookie Box in Spain, after the creation of the InterSTEM game. During the entire project, the five organisations involved in the InterSTEM consortium will create interactive interdisciplinary InterSTEM serious lesson-games adapted to different levels of compulsory education and to teaching various non-STEM subject. It is expected that the 5 Intellectual Outputs of the project will have a significant impact on the teachers of non-STEM subjects and their students, as well as on teachers of other subjects involved in compulsory education at all levels. Moreover, they have a big transferability potential, as they will allow teachers to choose different levels of the lesson-game, depending on the students' level of education and the lesson-games will be available in 5 languages. Furthermore, the InterSTEM serious game will be optimized for mobile access and will function equally well on desktop computer, laptop, tablet or smartphone.