"It is critical to get family support for people with disabilities to participate in social life. In order for individuals with severe physical / mental disabilities to exist in social life, their families need to be conscious because they need knowledge to be aware of some legal priorities due to disadvantages. In addition, it is known that families with disabilities who have problem solving skills carry disabled individuals to higher social standards. However, given the rationale and needs in this respect, there is not yet a training on the rights-based daily life practices of the project partners in their countries for such families. Daily life practices can be improved by writing a petition within the framework of the rights of the disabled and sometimes gaining the ability to communicate with authorized institutions that can solve their social problems.The main objective of the project is “to provide parental advocacy in daily life practices by transformative androgogical methods for the families of disabled”. The sub-objectives for this main objective are as follows:1) Families of disabled will identify the problems they face together and address the problems with a collective approach,2) Establishing a “right-based daily life practices” course module (Advocacy Course Module) for families of disabled,3) Making pilot applications embedded in daily life practices of course modules,4) Conducting social visibility studies with the participation of disabled people, their families, adult educators and city residents.5) Preparing an educational / guidance program for families of disabled and developing sustainable strategies.There are many families of disabled who need information, within the scope of the services to be provided to the public within the project. In particular, since course modules and pilot applications will require a limited participant, each partner is asked to reach 50 adult learners that can represent many families of severe mentally/physically disabled people . Volunteering is essential in participating in project activities.Project Activities (At Local Level)A1: Free Speech Meetings with Families of DisabledA2: Rights-Based Daily Life PracticesA3: Social Visibility ActivitiesA4: Meetings for Policy Recommendations.Transnational Project Meetings1)Elephant In The Room: KICK OFF FOR THE TRANSFORMATIVEMeeting Place: Ankara / Turkey2) Androgogical Steps: ""KNOW HOW"" MEETINGMeeting Place: Brusselles / Belgium3) No Stone Unturned: ""Detailed Analysis"" MeetingMeeting Place: Naples/ItalyIntellectual Outputs1)Analyse The Case2)Advocacy Course Module3)Cultural and Artistic Activites4)Policy RecommendationsExpected Results:1) During the project, families are expected to have “rights advocate” qualities for the disabled. However, providing a learning environment in which they can express their problems is the most important expected result regarding the first sub-objective of the problem. Thus, adults who define their problems and can create common meaning charts and they will create the opportunity to express themselves and to be positioned as subjects at the beginning of a learning process.2) In the process of applying transformative learning modules, families are expected to develop an innovative and creative perspective in bringing disabled people to the society. It is not just transformative; A learner-oriented approach will be adapted for families that are expected to have a leading position.3) Life practices in adult education are of great importance for the desire to apply new things learned by adults. Families of the disabled also tend to exchange ideas on concrete and realistic issues they can apply in daily life.4) Individuals with disabilities and their families, social participation is not only through applied education modules; It will also experience with social visibility studies (flash mob in urban spaces, social experiment videos with positive attitude, displaying posters, cultural / artistic activities with the leadership of the disabled ones and their families).5) The main target as a result is sustainability at the end of all educational modules, pilot studies and visibility activities. At the end of the project, a family education program will be prepared to be provided to policy makers in order to raise awareness of disability rights and turn them into action in defending these rights. This program, which will be created within the framework of transformative androgogical methods, will be associated with social participation and will be both a social policy and an educational strategy document. With its innovative structure of transformative learning theory that requires updating, this educational program will be an important step in reaching the families of many disabled people in the long run, so that ""no individual will be left behind""."

<< Background >>We are social beings, living in social relationships and the most important is family relationships. Rapid changes in the world present increasing challenges for families to adapt and find fast solutions. Improvement of economic well-being affects all families unequally, often increasing the gap between urban and rural populations, migrants and the local population, families with different physical and mental health and different level of education. Families need special attention in addressing the problems and challenges they face and in finding the most appropriate solutions to improve their family’s physical, social, and emotional well-being. An educated and trained specialist – Family Mentor enables family to find internal resources, focusing on such areas: information, prevention, navigation, sustainability of family well-being, employment, education and social policy. Family Mentor can be a social worker, social educator, educator, adult educator, or other professional who can be a trustee and facilitator for each family, advising on day-to-day concerns and challenges.<< Objectives >>Due to the lack of specific training and / or availability, for professionals, some families do not receive the necessary and timely assistance. The biggest impact of projects innovative tools will goes to NGOs, as services to families are mainly provided by them. There is a need to improve FM training by strengthening the competences of professionals working with families looking for ways to increase the availability and accessibility of services. Most family support professionals work in the non-governmental sector, therefore, the capacity and the impact of the non-governmental sector family mentoring process necessary to be expanded. The activities of specialists applying preventive measures and methods are not structured, their level of preparation and competences are not assessed. It is necessary to assess and recognize the specific competences of Family Mentor and to develop methods that motivate the improvement of competences. Purpose of FM MENTORING project is to create upskilling mentoring for Family Mentors, improving and certifying competences by using innovative technologies. To this purpose the FM MENTORING project brings together four partners from Lithuania, Spain, Estonia and Poland, experts in adult education and family counseling. FM MENTORING will use the best experience of previous and additional partners' projects, create a new pedagogical approach and provide added value and all possible resources.<< Implementation >>The FM MENTORING project is innovative with complementary elements. Learners will be professionals in various helping families fields and who wants to become Family Mentor in the community (a social worker, social pedagogue, educator, adult educator or other specialist who helps the family). Educational innovations will be included in the Blended-Learning program on family mentoring.Based on Consortium experience, knowledge and feedback from stakeholders, participants, users and beneficiaries, the Consortium partners will develop a tool to help FM professional development and organizations ensure the quality of the process. The Methodological Framework for Quality Assurance of Family Mentors upskilling is dedicated to adult education organizations that raise the qualifications of individuals providing preventive family mentoring services to families.The project will apply European frameworks and instruments, like EQF, ECTS, ECVET, EQAVET, EQUASS Europass and EPALE, to promote and boost transparency, recognition, mobility and transferability to other adult education organizations, companies and intermediary bodies in Europe.<< Results >>Innovative outputs: Methodological Framework for quality assurance of Family Mentors upskilling, B-Learning mentorship training course, Guide for Family Mentors certification and Family Mentors Competences Framework defining levels of competences. Quality assurance of Family Mentors upskilling and assessment of Family Mentors competences will strengthen the interest and engagement of learners. The Consortium will also explore possibilities to adapt the project outputs to new educational sectors, targets users and/or beneficiaries. All outcomes, responding to objectives of strategic framework for EU cooperation in education and training, will be disseminated throughout international networks to which all partners already belong. Main target of the project sustainability is to engage new stakeholders, adult training associations communities through active dissemination of project results. The FM MENTORING project is planning to use the ERASMUS+ online platform EPALE. That will give possibility widely to spread the project's innovative outputs. That could help to build a culture of training and lifelong learning and more effective adult training for professionals - teachers, policy makers, any training providers. This would help to create a culture of lifelong learning and more effective adult training for professionals - teachers, policy makers, any training provider.

"The Europe 2020 strategy is the EU’s agenda for growth and jobs for the current decade. That is why the key policy component of the Europe 2020 strategy is poverty reduction. By setting a poverty target, the EU put social concerns on an equal footing with economic objectives. Achieving the target to reduce the number of disadvantaged people of poverty risk and social exclusion will depend on successful implementation of other priorities of the Europe 2020 strategy, such as providing better opportunities for employment and education. Keeping in mind the framework of the Strategic partnerships of the Erasmus+ programme, the specific priorities in adult education aim to reduce disparities in learning outcomes affecting disadvantaged learners. That is why the Key Tutors project wishes to promote the development, testing and implementation of innovative practices in the field of adult education: to develop basic and transversal skills among adult learners from disadvantaged backgrounds.6 partners from 5 countries (France, Spain, Lithuania, Finland and Poland), with actors in the field of adult education, working with learners far away from training and / or employment, worked collectively during two years.The Key Tutors project addressed two main publics, while taking into account the diversity of professional profiles and context of the partners and the tradition of adult education in their different countries.1. ""Direct"" Target public: Tutors (trainers & professional educators) working with learners away from training and / or employment on a temporary or permanent basis in associations, local authorities and small and medium-sized enterprises (SMEs) 2. ""Indirect"" target publics: Learners who are temporarily or permanently removed from employment or training, employed or not ...The Key tutors project has thus trained European trainers and tutors to evaluate and improve the key competences that are essential for the professional and social integration of their adult learners. The project reached nearly 120 trainers and tutors: social workers, socio-cultural animators, psychologists, trainers, etc .; and more than 300 learners encountering difficulties in accessing training and employment: employees and job-seekers from the field of socio-educational activities, migrants, home-care professionals, vulnerable families in rural areas, unemployed young adultsThe Key Tutors project was based on learning-in-action for tutors who are responsible for designing, testing and validating tools, teaching methods and practices to assess the key competencies of adult learners and thus promote the acquisition of these key competences. The project included national and transnational activities.The national activities consisted of 3 ""learning in action"" - sessions organized in each country for at least 10 tutors and 2 phases of experimentation with adult learners with particular difficulties of access to employment or training.At a transnational level, 2 European seminars (transnational training sessions) organized in Finland and Poland have made it possible to work on the results of the experimentation and to validate the tools.Three European meetings in France, Lithuania and Spain enabled good management and exchanges between the partners.These activities resulted in the development of an educational tool and approach for tutors working with learners away from employment and training to promote the key competency approach.Indeed, thanks to the project Key Tutors, tutors and trainers have at their disposal:- A tool & process for identifying and assessing key skills of learners away from employment or training. Each partner has experienced a combination of a basic key competence / cross-cutting or complex key competence (Eight Key European Framework Competencies published by the European Commission and the European Parliament, Brussels, 2006) chosen according to their field of activity.- A methodological guide to support learners far from employment or training in their return to the job market, taking into account their profiles (education / status) and their professional environments (private, public, non-professional, lucrative or associative ...)."

"Sustainable development of each country rests on three fundamental pillars: economic growth, ecological balance, and social progress. The social progress of a country depends on the role of people living in society. In today’s increasingly global and high-tech economy age sometimes caused us to forget that not all people and places have shared in the benefits of resent economy growth and personal incomes. The most sensitive are rural areas. Most of all rural families facing poverty, social exclusion, especially their children, often become the cause negative phenomena. The lack of mental health specialists in rural areas also contribute to the emergence of delayed and deep problems in some families. Family Mentor, specialist in local community, can react earlier, provide needful help for family, and use community resources helping families. Family Mentor in community is simply vital to any family in difficulty. Specialists, in direct contact with families, do not have necessary comprehensive approach (emotional, social, practical) to encourage family members to seek help, identify their real needs and solve problems. Project outputs development will support policy developments and strengthen possibility to become constructive mentor in emotional, social, and practical support and how to encourage family members to identify their real needs and find internal resources to solve problems. The project activities complies with Europe 2020 strategy initiative ""An agenda for new skills and jobs"" empowering people by developing their skills and competences throughout the life learning with a view to increase labour participation, help to ensure social and territorial cohesion and people in rural areas getting help are enabled to live in dignity and take an active part in society. The Family Mentor project by promoting cooperation, exchanging transnational good practices, pooling joint initiatives developed and implemented innovations in adult education and readiness for competencies recognition at local, national and European level. The Family Mentor project aimed, by pooling partners experience and practices, to develop innovative Outputs for Family Mentor in community, training, assessment of competencies and readiness for recognition. The project consortium consists of 6 European partners: Skudutiskio akademija (Lithuania) as Lead partner, Fédération régionale Familles Rurales des Pays de la Loire (France), Fundacja Agencji Sluzby Spolecznej (Poland), Vilnius family psychology center (Lithuania), OÜ Vestifex (Estonia), Instituto para el fomento del desarrollo y la formación SL (Spain).The FAMILY MENTOR project was designed to provide long-term benefits to the socio-educational system and to develop innovative intellectual products. Prepared Guidelines for the recognition of Family Mentor competencies and Self-reflection tool for Family Mentor meet the strategic goals of all partners who have developed them and contribute to their implementation. Both products were developed using good partners practices and tested in partners countries.The consortium of partners has been formed on the basis of complementary competencies, so this partnership is sustainable. From an internal perspective, the partnership has worked positively and as expressed, it’s already looking for new opportunities to keep working together. Externally and from the results obtained, the products will become part of the reality of the professionals involved and they will be disseminated guaranteeing the sustainability of the project products and the efforts made."

<< Objectives >>FAMILY CARE aims to work hand in hand with the Adult Educators, Counsellors and Guidance professionals to support the validation of competencies acquired by Family Caregivers in non-formal and informal learning through digital badges and micro-credentials in their transition back into the labour market.<< Implementation >>- Project Management implementation- Develop the European Framework of Competences in digital validation of competences for Family Caregivers - Create the Family CARE Virtual Campus and the Mobile Assessment App for adult teachers, counsellors and guidance professionals and Family Caregiver- Pilot the project results with users and beneficiaries- Produce the Guidelines and Recommendations reference document- Carry out the sharing, promotion and exploitation of the project results<< Results >>- Quality and Evaluation Plan- European Framework of Competences in digital validation of competences for Family Caregivers- Family CARE Virtual Campus for adult teachers, counsellors and guidance professionals and Family Caregivers- Mobile Assessment App on digital validation of competences for Family Caregivers- Pilot actions in Lithuania, Spain, Poland, Turkey and Greece - Report of Guidelines and Recommendations - Sharing and Promotion Plan- Exploitation and Sustainability Strategy