The main aim of the project EU-StORe - European Standards for Open Education and Open Learning Resources is to conceptualise and implement a European inventory of open learning resources, to analyse open learning scenarios and open learning resources, and to create shared common European standards and guidelines for open learning.Open education and open learning resources are actually one of the main educational topics in the EU. In the vision paper on open education 2030 J. M. Pawlowski stated that education is distributed on a global market. Therefore, he argued it is crucial for Europe to engage a broadcommunity in cross-border collaboration to be successful in this field. In the vision paper ´Open Education 2030´ he comes up with six recommendations: (see Pawlowski, p. 78)1. to create an inventory of OER and OEP2. to integrate existing communities3. to integrate curricula4. to create regional networks5. to create global outreach programs6. to support open education policy building !One aim is, that like in a huge store, online learning resources and open learning should be provided all over Europe for free. Although it is a big chance to make education available for a broad European group of interested learners, teachers, and trainers, there is no quality assuranceof the courses, learning resources, and open measures. Pedagogical material and education will be risky, if there are no standards to make sure that the content is correct and didactically well-prepared concerning the aims of the project, the didactical methods, the structure, the level of difficulty, the provided information and tasks as well as concerning the needs of the target groups. In former educational concepts experts wereresponsible to design the curriculum, courses and the learning materials. Nowadays, with unstructured and widely varying creation of content we have to create standards and guidelines to ensure these quality aspects and foster quality to fight social disadvantages, which can occur via wrong, unstructured or misleading information and knowledge. Especially disadvantaged and marginalised groups in European society can suffer from misleading information due to the fact that they face lots of challenges. For example it might be possible that they have fewer chances to identify problems and quality deficits of provided open educational resources themselves. This is the point where EU-StORe comes into action. It is based on the recommendations of Pawlowski and the EU and builds an inventory of online learning resources. Moreover, experts analyse these materials and courses and create standards for open learning activities, which provide a high quality. This leads to guidelines and standards that can be used (a) to create open learning scenarios in the future and (b) to rate existing open learning activities and resources. To integrate this information in the European learning community the standards are provided on an online platform where the inventory is also accessible. This is a basis to foster curricular design and the work of regional networks. The guidelines and standards have to be combined with policy papers, which engage ministries, the European Commission and multipliers in the field of education in different European countries in the process of implementing the standards.In order to conceptualize the inventory, to analyse it and to create standards EU-StORe uses partners who are experts in:• Didactics and open learning / training courses• Developing e-learning concepts• Developing online technology and platform design, ICT design• Dissemination activities and exploitation• Standards and norm creating• Evaluating education programmes• Policy counsellingIn former times educational concepts experts were responsible to design the curriculum, courses and the learning materials. Nowadays, with unstructured and widely varying creation of content we have to create standards and guidelines to ensure these quality aspects and foster quality to fight social disadvantages, which can occur via wrong, unstructured or misleading information and knowledge. This was the point where EU-StORe comes into action. It was based on the recommendations of Pawlowski and the EU and builds an inventory of online learning resources. Moreover, experts have been analysed these materials and courses and created standards for open learning activities, which provide a high quality. This leaded to guidelines and standards that can be used (a) to create open learning scenarios in the future and (b) to rate existing open learning activities and resources. In order to integrate this information in the European learning community the standards were provided on an online platform where the inventory is also accessible. This is a basis to foster curricular design and the work of regional networks. The guidelines and standards have been combined with policy papers, which engage ministries, the European Commission and mu

The development of guidance services for adults within the workforce is a topical concern. Dramatic changes in work structures and social organization have occurred that are placing demands on adults to rethink their careers on an on-going basis. Added to this, are current EU policies that emphasise the need for continuous education for future economic and social mobility in an increasingly competitive global environment. The ACUMEN project consortium are of the opinion that traditional career guidance, although still relevant and important as a school-based or institution-based service, is wholly unsuitable to meet the needs of adults already in the workforce and that there is a considerable gap in the market for freely available and easily accessible career management training resources to help adults take control of their own career trajectory. Career management is a continuous process that occurs throughout one's career and not just at discrete times. It may be helpful to think of career management as a philosophy and set of habits that enable adults achieve career goals and develop career resiliency. Career management skills are like 'labour market literacy'. Adults in the workforce who have developed the necessary skills should be able to assess where the labour market is going; consider new skill areas that are appropriate to their own strengths and preferences; develop a personalized learning plan and map-out their career pathway to sustainable and rewarding work based on an understanding of potential future skill needs. Successful career management is accomplished through regular habits of building relationships, engaging in career development conversations, updating your career development plan, and setting new goals as life and career needs change. Being proficient at career management also means possessing basic skills related to job searching and managing change in a resilient manner.The Career Management Skills Framework for Scotland, published in July 2012, describes career management skills set around 4 themes of Self; Strengths; Horizons; Networks. This framework will be the basis for the ACUMEN project and consortium partners will develop a complete suite of tools and resources that address each of the above themes and support adults within the workforce or those seeking employment to identify an appropriate career progression pathway. The ACUMEN project will develop these new resources for adult learners in the UK, Ireland, Cyprus, Italy, Austria, Czech Republic, Germany and Finland. It will be the first project to comprehensively address career management skills in a European context and will provide tools and resources that are localized to meet the needs of adult learners in each partner country. Furthermore, ACUMEN will provide free on-line access through the most popular on-line platforms to all tools and resources developed. All resources and on-line platforms will be available in partner languages.

"The EU Climate Action Strategy considers young and childhood students a critical sector of civil society to promote Climate Action (CA). Youth and childhood ’s commitments (or lack of it) today will lead to institutional commitments (or lack of them) tomorrow. However, the Eurobarometer surveys highlight a noticeable gap between the concern of children and young Europeans for Climate Change (CC) and their personal commitments & skills on CA.Research conducted by education sciences experts confirm that scientific knowledge is not enough to change children and young attitudes to actively engage with CC. They require a social conscience and a citizen responsibility that emerge from values and education.In pre-school/primary formal education, the pupils are motivated about topics related to earth care and CC. But in the school´s curriculum these topics are only “touched on” and mainly in subjects related to science. Thus, motivation, opportunity and ability to act decrease when the pupils become aware that CC and CA seem not linked to their cultural, emotional and ethical values. Recommendations for new methods in young and childhood formal education are central to the EU Climate Action Strategy. With that on the mind, it is necessary that future teachers of pre-school & primary learn about how they can link the scientific knowledge about CC with cultural, emotional and ethical values to more effectively educate children’s minds and acts.The religious beliefs are some of the most powerful values to significantly influence a community’s understanding and experience of CC adaptation. Over the past years, most religious communities have released statements on CC and the need to educate in Climate Action. One of the most active religions is the Catholic one. The Francesc Pope´s encyclical LS 201 related to education on the UN Sustainable Development Goals has had a lot of impact on an international level in the context of the Agenda 2030.The CHANCES consortium is composed of 3 universities and a EdTech SME. These 4 organizations, expert in education sciences, catholic religion and sustainable development declare the ambition to innovate through a powerful tool: to construct a 3 ECTS itinerary for education degrees/masters coupled with new assessment mechanisms by means of digital OERs. With this itinerary, future teachers of pre-school & primary schools will learn how to bring the CC subject into the classroom linking Catholic religion values and science. These 4 organizations will work in association with several local working groups consisting of pre-school/primary schools and Catholic bodies which are responsible for the curriculum of the subject of Catholic religious education. The CHANCES methodology combines, for the first time, scientific knowledge with some of the most powerful values & beliefs, the religious ones, increasing the effectiveness of the formal education system’s understanding and experience of CC competences. The project aims to invest in HIE professors and students of education sciences degrees and postgraduate studies. Thanks to CHANCES, they will start and lead their CA venture for when the moment will come to teach in pre-school & primary schools.CHANCES develops next IOS:• An innovative METHODOLOGY will permit that the future teachers of pre-school/primary, who want to be specialised in the subject of catholic religious education, will learn how to bring the CC subject into the classroom linking religion and science.• By means of the new methodology, a new CURRICULUM on the topic ""How Catholic religion education can educate pupils on CC and CA"" will be developed for degrees/master´s in sciences education and Catholic religious education. The course will consist of 3 ECTS consisting of few face-to-face classrooms, most instruction being e-workshop and self-directed learning via e-portfolio.• A European E-PORTFOLIO will be adapted and improved. It will be used by students of the new CC curriculum to collect artifacts & reflections. The eportfolio will serve to:- Evidence of the new kind of competences & skills needed to link religion and science for CC teaching- Use it by HIE students during their practices at the schools. The result will be the first digital repository of best practices related to learning CA through religious education- Make HIE students more digitally literate when teaching religion related to CCThe IOs will be piloted in a degree and/or master at 3 universities and at pre-school/primary schools in Spain, Italy & Poland. Training & face to face or blending learning implementation actions, one transnational and several local ones, will ensure that the project is not only FOR professors, students & alumni but also BY them. CHANCES´ impact on deans, schools ‘principals & policymakers will make them permeable to the acquisition and validation of CC skills linked with the cultural and ethical values of students to increase their commitment towards CA."

"In 2016, more than 700 000 refugees were granted asylum in Europe. These people face challenges gaining new knowledge and new skills, in a new country. Successful integration requires learning resources that take into account the refugees’ background, and the needs of the country in which they have arrived or in which they are transiting. The project ""Developing Online Training Resources for Refugees"", known as Advenus, has redesigned existing material drawn from the LIBE project (http://www.libeproject.it/) and developed innovative e-learning resources that improve the basic (literacy, numeracy) and transversal skills (problem solving and digital competence) of adult refugees in the age-group of 18-40. These resources foster the lifelong learning passage through training, university and the workplace. They are easily accessible and responsive to the cultural origins of adult refugee learners and different cultural contexts in EU countries. All courses exist in five languages, and can easily be translated into more. The project targets adult refugees in the EU who face significant challenges in adapting to their new countries. In part this challenge is about improving basic literacy, numeracy and transversal skills, and in part the manner in which available resources are not sufficiently culturally sensitive to their needs. With the large number of refugees entering the EU, access to e-learning resources is imperative and traditional face-to--face learning is not enough to meet refugee needs. Adult refugees and their trainers and teachers need access to open on-line learning resources to improve the attainment of high-level basic and transversal competences in a lifelong learning perspective. Advenus improves and extends the offer of high quality, culturally sensitive e-learning opportunities to adult refugees in EU countries. The e-learning resources in this project are trialled and validated so that they are interculturally sensitive to the needs of different refugee groups and to cultures of the countries in which they find themselves. The project promotes the Erasmus+ objective of equity and inclusion by addressing cultural differences faced by refugee adult learners. The Advenus project partners are well recognised for their work in the field of adult learning and the development of innovative e-learning for different stakeholders. They are: Inland Norway University of Applied Sciences (former Lillehammer University College) (Norway): Centre for lifelong learning - LUMSA University (Italy): The Department of Human Sciences, the working group on Educational Research and Multimedia learning - University of Porto (Portugal): The Faculty of Psychology and Education Sciences (FPCEUP) and The Centre for Research and Intervention in Education (CIIE) - The Association Community Development Institute (CDI) in Macedonia. We have developed a suite of culturally sensitive e-learning courses, and these courses are now open available in five languages (English, Italian, Portuguese, Macedonian and Norwegian). Further, to ensure dissemination and sustainability, a webinar and a MOOC for teachers and trainers have been developed (also open access). A key methodological aspect has been the involvement of the adult refugee target group from all partner countries in the project, and as members of the Advisory Board. This group has been of particular value during the needs analysis stage because one of the aims of the project has been to ensure its capability of fulfilling the learning needs of refugees and the demand of stakeholders involved in education and training. The refugee target groups have been involved in piloting sessions, a crucial factor in the overall evaluation of the Advenus e-learning courses, and in terms of final achievement levels, motivation to learn and self-efficacy levels in ICT. In order to map and benchmark the cultural needs of adult refugee learners, 12 focus groups with 64 participants have been undertaken in Norway, Italy, Portugal and Macedonia, where adult refugee learners comment on cultural component of the existing LIBE courses. Based on the findings from the four countries the LIBE e-learning courses have been redesigned and adapted to take account of cultural needs of different refugee groups. The e-learning courses, MOOC and webinar has been trialled and validated in the four countries by 267 refugees from 35 different nationalities and 102 educators from the four partner countries. Their feedback has been overall positive. Updates, information and course access have been shared with hundreds of relevant organisations at a local, national and international level. The courses are now taken into use by learning centres and asylum reception centres in a number of different European countries. Also, seven scientific articles about the project results are published or in progress, and the project results have also been shared on a number of conferences."

"Nowadays we are called to create a culture in which people are invited to understand other people’s points of view or ideas that are different to their own. To nurture this trustful and respectful culture, it is critical to ensure a safe environment for disadvantaged people. Listening to people, understanding and solving problems collectively, taking advantage of all the experience of aged people are all essential elements that contribute also in creating the sustainable development which purpose Agenda 2030. In this sense, the partners institutions, which have ample experience working with the elderly, and exactly because of this background, it has been detected that the level of personal satisfaction of the elderly significantly increases when they carry out volunteering activity. Therefore, the partners institutions of the project have identified the need to foster the elderly to carry out volunteering activity. In this way, a twofold aim could be reach, on the one hand, the diverse associations of disadvantaged might benefit from these collaborations with the elderly but, in turn, they obtain as a reward an increase of their personal satisfaction since are aware of their contribution to community and they can feel the are much more useful people to society.The main goal of the project is to support older people to connect to society and to develop an open attitude towards other people, stimulating and enabling older people to remain actively engaged in society. The project aims to increase the learners competences in new technologies and improve social awareness, which involve the ability to understand and empathize with others, particularly with people from different backgrounds than one’s own. Participation in the project will cause the learners to open up to other cultures, increase their knowledge about other communities and the change of view on the reality that surrounds us improving integration and contributing to overcome stereotypes. They will build and solidity social inclusion of different target groups by exchanges of innovative experiences using new technologies. All this will make them strengthen their social sensitivity and sense of ""European community"". Therefore, one vehicle to get older people to be volunteers is the new technology, it will make easier the participation in the activities of all the community for an inclusive society that will increase the number of people connected and integrated in the society.The partnership is made up of UCLM University (coordinator) and 3 other institutions from Poland, Chipre and Italy : Foundation AKTYWNI XXI, SYNTHESIS Center for Research and Education Ltd and LUMSA University.The main outcomes of the project will be the following:- Curriculum for Mentors: the first outcome will be the creation of an innovative training methodology and training program for older volunteers supporting the integration of disadvantaged groups. It will have an user-friendly downloadable format to develop and training courses organized in each partner country (O1).- AID-Software App Tool is an online web app, which offers support to mentors through at least 8 podcasts, 12 tools/practices and 12 reflection questions for the implementation period in their context from adult learners will be created “Adult Inclusive Design"" (O2).- AID-Multimedia Tool awareness-raising film reflecting the unique experiences of the project participants - elderly volunteers and disfavored people - and aimed at reducing existing misconceptions, combating society stereotypes (O3).- AID-testing: questionnaire on personal satisfaction of older people acquiring the skills as volunteers and electronic database of responses collected from volunteers before, during and after training and practice with disadvantaged groups (O4).The main results that we intent to achieve after the project include:- To raise digital competencies of those who work with the different target groups of vulnerable adults (50+ and staff of companies and organisations).- To increase the ability to understand and empathize with others.- To have and use and volunteering innovative method, which all partners can use.- To increase the social integration through ICT skills.- To Improve the skills of teaching staff at participating institutions.- One training event will be organized for the staff of all the partners.- 4 multiplier events will be organized in all of the partners countries.The project is likely to produce outcomes that will be relevant also for other fields of education, such as migrants/disfavored people training, than the field that is expected to be most impacted by the project. The project will have a substantial positive impact on the participating organizations and on their staff and/or learners, and this impact of the project on the participants and organizations involved is likely to occur during and remain after the lifetime of the project."