Over 30% of EU citizens at vulnerable stages and situations in life are at increased risk to transgress from healthy weight to overweight and further to obesity. Though many interventions to tackle obesity have been proposed, they have rarely been effective. The aim of HealthyW8 is to advance the efficacy of current and future efforts and investments in obesity prevention initiatives across Europe. Most interventions suffer from not adapting to personal context (e.g. socioeconomic aspects, host-biological factors, environment, dietary preferences, fitness level etc.), focus only on diet or physical activity alone, do especially overlook emotional aspects, and fail to engage and motivate the user. Thus, initiatives on obesity prevention in policy and practice are often of marginal impact. HealthyW8 will address these shortcomings by iteratively developing, together with stakeholders, a digital-based healthy lifestyle recommender for evidence-based, tailored interventions and tools including a human digital twin to bridge the gap between science, societal actors and stakeholders (e.g. healthcare professionals, food industries, policymakers) and EU citizens. The targeted populations are those undergoing transitions, i.e. schoolchildren (5-10 y, and their parents), young adults (18-25 y) and the elderly (>65 y). In the mid-term, we estimate that with 200,000 HealthyW8 users, we will prevent 10,000 obesity cases/y. In the long run, the impact will be maximized through adopting the project’s proposed methodology, platform and tools by as many EU institutions and entities as possible. HealthyW8 is a highly experienced, synergistic and complementary consortium that will built on a previously developed digital dietary app (LIFANA) and draw on transdisciplinary research in pan-EU multicentre pilots and long-term randomized control trials to achieve its overarching objective of increasing impact of current and future obesity prevention interventions and policies in the EU.

Project Education for Deeper Social Integration – from theory to practice (from here onwards EDSI TP / project) is an organic continuation of Erasmus+ KA2 project EDSI, which discovered good practices in the field of adult education. EDSI TP continues with the basic aim of the previous project, only it is now focused on preparing intellectual results, which are key for development of competences of teaching staff and better addressing of needs of vulnerable groups. Project is prepared by the consortium of 7 countries (Slovenia, Bulgaria, Italy, Great Britain, Serbia, Germany and Poland) from different regions of Europe, which thus guarantee a mixture of various complementary perspectives at addressing of common challenges.Project primarily addresses development and spreading of competences of teaching staff, which is involved in projects and programmes of adult education. Based on our previous experience and experiences of our partner organizations in this field, there are numerous shortcomings, especially in relation to education of vulnerable groups that require differently structured approaches, higher level of empathy and good understandment of intercultural differences as well as possibility to solve conflicts, that can lead out of these conditions. In order to successfully integrate and socially activate vulnerable groups in partner countries, well-trained teaching staff and organizations with suitable capacities to carry out such operations, are required. Consortium EDSI TP is based on three pillars. First is knowledge and perspectives, that we have developed along previous project. Second is detailed conversations and interviews with persons with fewer opportunities. Third is needs of organizations and educators that work in the afore mentioned areas. Before we have prepared the projects we carried out some conversations with recipients of the project, so that we can take their actual needs and challenges into consideration. Aim of the project is to create an educational kit that will help educators of adults with fewer opportunities, to address the most crucial contents in the best possible way.Goals:-Create innovative educational programmes intended for improvement of competences of educators-Developing capacities of organizations that deal with education of adults-Improve educational programmes intended for people with fewer opportunities, especially in the field of digital literacy, capabilities of individual leadership, entrepreneurship and EU values,-Increase attendance at educational lectures and level of cooperation at them-Work on the inter-cultural dialogue, understanding diversity and fight discriminationGoals of the project will be achieved by developing 2 intellectual results:-Digital tool for educators that will allow them wholesome approach to adult education with fewer opportunities-Educational promo videos that are funny and innovative tool for getting across project contents to general public. Organization of 4 international learning activities that will have common role at developing digital tools and will address topics that the focus groups have pointed out as the most problematic:-Digital competences and functional literacy (14 attendants)-Individual approach and career guidance (14 attendants)-Entrepreneurship (14 attendants)-Common European Values (14 attendants)And organization of multiplication event which will serve as a catalyser of dissemination of intellectual result. We suppose that the event will be attended by some 70 people.Project will affect competences of educators, capacities of the organizations and over the latter also educational experiences and social inclusion of adults with fewer opportunities.

<< Background >>Our elder citizens have faced in the last year one of the hardest situations they could face. Many of them were isolated at home, but with no tools to engage with the outer world. While younger generations faced the restrictions with creativity. They created videos, songs, danced… and they shared it with their peers, their friends and families. Elder citizens do not have that opportunity. They do not have the skills to create and interact with others online. According to Eurostat - Community survey on ICT usage in Households there´s an essential need for digital education and training especially in our partner countries as most of them have a lower capacity than the European average. The priority of the partners is to establish a quality life of eldery and improve their lives in the home environment. The age structure of the population has been changing and society is becoming long-lived. Life expectancy has been increasing and the share of over 65-year-olds has been growing rapidly. This fact requires existing systems and arrangements to be adapted to leverage the capabilities of the altered age structure. Partners' goal is to create possibilities and opportunities for quality living for all generations, and for dignified ageing. We can already see that adjustments in many areas are required. Also, in the field of participation in society, focusing on intergenerational cooperation, volunteering, use of ICT in communication, etc. Some partners provide trainings for seniors and aim at raising awareness among them about the importance of ICT solutions for their social inclusion and for cognitive training. They are all involved in intergenerational activities bringing together disadvantaged groups, such as seniors, migrants and younger people with few opportunities, to promote social cohesion and solidarity. Digital generation project is perfectly in line with their needs and objectives and will bring an added value to partner's activities on national level and inspirations.<< Objectives >>This project was born as an opportunity to empower our elder citizens by training them to acquire the skills to be creative on the web and to interact with their peers. But we do believe that the best ones to do so are the younger generations. They use online creativity as a way of communicating. Spending an hour on Tiktok any adult can realize the creative potential and ability of the younger generations.This project will therefore generate the tools needed for young people to be able to train the elderly population on how they can be creative, express themselves, share their knowledge and interact with their peers in an online environment.Objectives: -To research the situation of isolation of elder citizens in the partner countries and collect examples of good practices of creative and digital activities.-To research and collect on intergenerational good practices in the partner countries.-To research and collect the digital tools that can be used for creative expression.-To create a training and mentoring methodology that is based in intergenerational training to support the creative process of elder citizens in the digital context.-To promote the social inclusion and good mental health of elder citizens.-To disseminate the project results beyond the partnership.-To create new synergies between adult education organisations and youth work organisations to promote intergenerational learning.-To promote the use of creativity amongst the elderly.-To promote active ageing.-To give guidelines for other municipalities and key organisations to implement such a programme at their local, regional or national level.<< Implementation >>WP0 - Management and coordination-A0: Management activities-A5: Activity and financial reports-A8: Management meetingsWP1 - Quality and Evaluation-A3: Quality Plan-A6 & A7: Quality reportsWP2 - Dissemination and Exploitation-A1: Dissemination plan-A2: Dissemination materials-A4: Dissemination reports-A9: Dissemination activitiesWP3 - State of the art research & good practices collection (R1)WP4 - Digital tools handbook (R2)WP5 - Training and mentoring methodologies (R3 & R4) and Guidelines for other municipalities and interested organizations across Europe.(R5) The pilotings, training activities and Multiplier events will enable us firstly to check the quality and adequacy of the materials. To upskill participants for them to share good practices, to enable intergenerational contact, training and interaction to happen. C1 short term training “Training methodology” The objective of this short-term joint staff training is to train the young people that will implement the training methodology on its use. A subsequent objective is that the young people participating in the event and have acquired the skills from the training, will be able to multiply the training methodology and boost the sustainability of the project.C2 short term training “Mentoring methodology”: This activity will include 3 participants per partner organisation. The participants of this training will be 2 young adults (18-30) who will implement the piloting phase and a person responsible from each organisation of creating the R4. The objective of this short-term joint staff training is to train the young people that will implement the training methodology on its use. A subsequent objective is that the young people participating in the event and have acquired the skills from the training, will be able to multiply the mentoring methodology and boost the sustainability of the project.<< Results >>• A Good Practices (R1), collecting the good practices carried out by and outside the partnership.• A handbook with video tutorials (R2) with a) the competences needed to be creative online; and b) the tools that can be used to achieve this aim, along with the guide on how to use them.• A guidebook with the training methodology developed that can be followed by young people to teach the elders how to use that tool (R3). This guidebook will be piloted in all countries, that will select at least 2 young people and 2 people over the age of 65 to test the guidebook.• A guidebook with the mentoring methodology on how to accompany an elder person to create artistic digital products and how to share them online (R4). This result will be piloted as well.• Guideline for other municipalities and interested organizations across Europe. (R5)

There are some emerging trends worldwide, among which this Strategic Partnership spots the so-called global citizenship education and education for sustainable development, whose synergy and interactions can attempt some responses to existing global challenges, in a world increasingly interconnected, aiming at empowering learners of all ages to understand interconnection between local and global issues, letting them become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies. Global citizenship is defined by UNESCO as a “sense of belonging to a broader community and common humanity”. As such, global citizenship education concerns learning to recognize and respect multiple levels of identity, overcoming cultural, religious, ethnic and other differences, assuming a long-term, root cause approach to the issues related to sustainability in current societies. On the other hand, the overall objective of education for sustainable development is to equip people with knowledge of and skills in sustainable development, making them more competent and confident while at the same time increasing their opportunities for leading healthy and productive lifestyles in harmony with nature and with concern for social values, gender equity and cultural diversity. There’s a growing conviction among scientists, practitioners, policy makers, and relevant stakeholders how deeply the three areas of sustainability, namely economic growth, social inclusion and environmental protection, rely on the contribution of educated and informed citizens, which requires a lifelong learning perspective, beginning in early childhood and continuing through all levels of education into adulthood, including both formal and informal approaches. While some important steps have been made to promote global citizenship education and education for sustainable development in schools and formal education, with progress being made, the Partner Organizations are aware of the importance of promoting them in lifelong learning, focusing on adult learning, with further efforts to be made.The new 2030 Agenda for Sustainable Development clearly reflects this vision of the importance of an appropriate educational response, explicitly formulating education as a stand-alone goal (SDG 4), due to global issues, such as for instance climate change, urgently requiring a shift in lifestyles and a transformation in the ways citizens think and act, to be achieved through the acquisition and development of new skills, values and attitudes. In fact, the Sustainable Development Goal 4, devoted to education, call on Member States to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In this perspective, education is considered both a goal in itself and a means for attaining all the other Goals, being not merely an integral part of sustainable development, but also a key enabler for it.By the same token, we’re witnessing a growing interest of policy makers, both at EU and Member States levels, towards lifelong learning in general and adult education in particular, culminating in the adoption by the Council of the European Union, of a renewed European Agenda on Adult Learning (EAAL) as part of the strategic framework for European cooperation in education and training, which has determined the uptake of initiatives in support of the implementation of the Agenda by EU member States.The Partner Organizations intend to frame this Strategic Partnership’s scope and activity within some major initiatives undertaken at world level in recent years such as, for instance, the “2030 Agenda for Sustainable Development”, which includes a set of 17 Sustainable Development Goals or the Council of Europe “Charter on Education for Democratic Citizenship and Human Rights Education”, underlining a growing awareness of education’s essential role in a sustainable future, an important reference point for all those dealing with citizenship and human rights education, providing a catalyst for action.By the same token, the Partner Organizations are persuaded there’s an obvious link between adulteducation and achievement of the Sustainable Development Goals. In the light of adult education’s purposes of providing skills, knowledge and competences, promotion of social inclusion, active citizenship, health and personal well-being, its role towards the Sustainable Development Goals is twofold: on one hand it is transversal and a precondition for the achievement of the goals, while on the other hand it is a goal in itself: SDG 4 ensuring inclusive and equitable quality education and lifelong learning opportunities for all.Adult learning contributes to the achievement of all SDGs by building the foundations of change in thesocial, political, economic, ecological and cultural spheres.

For the last few years, more than half the world’s population has lived in cities; a turning point in society has been reached and humanity has changed its ancestral way of living especially in view of the general digital development. These epochal social, cultural and economic changes are under research and a cognitive framework, through which we can discover the cultural and gastronomic heritage of our own territories as trajectories for a creative future, should be outlined. A 2020 EU-wide #Eurobarometer survey on food & farming was conducted and 95% of people say agriculture is important for our future. The collection, survey and communication of the cultural data–in our case the traditional agri-food resources–can be a precious capital of knowledge, resource of memory, identity and heritage for the present which, now as never before, feels the need to digitally connect with its analogical past.Our partnership for Creativity has engaged organizations in the fields of Agri-food, Youth, Non-formal Education & Digitalisation (GR), Agri-food & Entrepreneurship (BG), Agri-food & Tourism (SI), together with a Grass root Agri-food Cultural Association (IT) and has organized a vast, in-depth European youth project aiming to address the 2nd priority of the KA2 Erasmus+ Call, launched in light of the exceptional circumstances presented by Covid-19, whose objective is to enhance Creativity in the field of Youth. AHEAD, in total line with the EU Green Deal, is facing the challenges of Agri-food Cultural Heritage preservation in the age of digital technology we live nowadays, while raising awareness on the importance of promoting our agri-food traditions (traditional foods, techniques & methods of their preparation, acquaintance with local Agri-food organizations etc.) with the ultimate aim of enhancing the cultural tourism & agro-tourism sector of the regions involved.AHEAD's main aim is to enhance skills development and competences of young people (18-30) that reinforce creativity, as well as to boost quality, innovation and recognition of youth work, thus contributing to the recovery resilience of the Agri-food Cultural Heritage sector by making them Agri-food Cultural Heritage Ambassadors.AHEAD will organize the following IOs, all included in the project's Website, all in digital form addressing the needs of distancing given the backdrop of the COVID-19 pandemic crisis, using non-formal educational methods & game-based learning:1.Methodological Handbook (e-Book) with all the necessary information on agri-food traditions for the research/promotion/preservation of the ivolved countries’ heritage.2.Video Tutorials development for local agri-food products agricultural processes using innovative agricultural methods.3.Digital Agri-food Serious Game design within which the participating youth can interact with each other and put into practice the Tutorials learned in IO2.4.Online Seminar (e-Course) Curriculum development with the method of a living Lab for the selection of the Agri-food Cultural Heritage Ambassadors.We aim to involve at least 150 young people (age 18-30), youth workers & youth leaders who are working directly with disadvantaged youth in underprivileged rural and urban areas, and representatives from the participating bodies, all with a source need for their local agri-food heritage preservation. The project will engage a variety of local stakeholders in all project stages to increase their understanding on the challenges faced and thus boost their motivation to participate in similar initiatives.Objectives:•identify the traditional agricultural & food resources of local areas•raise awareness of youth on the significance of their preservation•equip young people with the necessary tools & competences needed to come up with creative, innovative solutions to promote their local heritage•acquisition of specific technical skills (cultivation, harvesting, management of an agricultural enterprise, marketing in a farm etc.)•provide opportunities for disadvantaged youth to understand their cultural heritage as a driving force of local development•fight back Agri-Food Cultural Heritage devaluationResults:•accessibility on cultural heritage knowledge•improve creative skills on local heritage preservation•raise awareness on its importance among youth of different origins•make them advocates of their local agri-food heritage, active, healthy living in their local communitiesImpact:•visitors' number in the countries involved increase through the agri-food value chain exploitation•establish EU partnerships•expand involved bodies' networks•participation of youth with fewer opportunities in international projectsLong-term effects:•Covid-19 effects on cultural sector reduction•cultural tourism & agro-tourism sector of the participating regions enrich•digital agenda provision through which other cities all over the world can set up processes of capitalization of ther agri-food resources.