Work-based learning is a powerful tool to help trainees to acquire knowledge, skills and competences with direct relevance for the labor market. Numerous training organisation in partners countries routinely organizes VET courses, but their procedures for VET planning, managing, monitoring and assessment are not formalized or, even if formalized need to be improved. The need for better organization of VET courses and related WBL experiences is also stressed by a number of policy documents such as the Riga Conclusions (2015) and the Bruges Communique (2010). This project contribute to improve efficacy of VET courses based on work based learning by: • describing the profile of competence of VET PLANNERS, that is to say instructors and VET trainers involved in planning, monitoring and assessment of VET courses (IO1) • helping VET Planners to identify the strong and weak points of their competence and get their competence validated (IO4) • training VET Planners face to face (IO2) or at a distance (IO3) so to fill their competence gaps. The consortium is composed by VET and research organizations based in FR, ES, IT, DE, RO. Long term benefits will be more effective planning, managing, monitoring and assessment of VET courses.

The reality of youth work has been increasingly more demanding, requiring more specialized competencies, reflective capacity and emotional resilience. Traditionally, youth workers (YW) have been providing psychosocial support activities. However, socio-political events, such as the recent refugee crisis, and the limited capacity of national mental health services to care for such vulnerable people, have profoundly changed the requirements of youth work. Most migrants who arrive in the EU are aged between 14 and 30. The Young Migrants, Refugees and Asylum seekers (YMRA) have been exposed to traumatizing experiences before and during migration and continue to suffer from the hardships and anxiety of settling under difficult conditions in the host countries. As a result, these young people are vulnerable to psychological disorders, such as depression, anxiety, and post-traumatic stress disorder. Some present high-risk for self-harming and suicide and aggressive behaviour problems. Linguistic and cultural barriers prevent access to available mental health support, leading to incomplete assessments and failed treatment alliances. YW are at the forefront of care, empowerment, and psychological support provided to YMRA. YW are expected to contribute to diagnosis and care planning along mental health professionals. They also need to plan what is the most appropriate psychosocial intervention, given the mental health state of YMRA, in combination with their developmental stage, their gender and their ethnic background. In view of these conditions, YW need to enhance their mental health assessment skills and engage confidently with mental health professionals. At the same time, they need to be mindful of their own wellbeing since the new conditions make them vulnerable to secondary trauma and burnout. AMORAY (Assessment of Mental Health of Refugees and Asylum seekers by Youth Workers) proposes a training and development program for YW, aiming to recognize their role in the mental health provision to YMRA. Based on a needs analysis at the beginning of the project, the partnership will develop the ‘Training Curriculum for mental health assessment of refugee and asylum seekers by Youth Workers’, following the European Credit System for Vocational Education and Training (ECVET) and ensuring that the training can lead to a vocational certification at EU level. The curriculum will set the groundwork for developing the content of the training. The AMORAY platform will provide access to the training content, introduce a communication forum, and a gateway to relevant psychoeducation material. In the second part of the 2-year project, 100 youth workers will be trained and 500 YMRA will benefit from mental health assessments and tailored psychosocial interventions. The implementation pilot will take place in the UK, Greece, France, and Spain. At least 1000 YW will be informed through dissemination activities. The beneficiaries will be primarily YW who provide care to YMRA (aged 16 to 25) in the EU. AMORAY aspires to make a significant impact.Firstly, it is expected to improve the position and the competencies of YW by -expanding their knowledge about the mental health of YMRA;-developing their reflective capacity, confidence, and resilience;-promoting self-care strategies and reduce probability of burnout;-improve cultural competences.Secondly, it aims to improve the position and the experience of YMRA through -augmenting the experience of YMRA in working with YW;-improving access to mental health treatments and reduction in self harm;-increasing their well-being and hence their chances to find a job and integrate in the host communityThirdly, it is anticipated that the AMORAY methodology will help Youth Organisations to -upgrade their quality of services and provide more effective and efficient psychosocial interventions;-establish a more productive collaboration with other services providers in the field of welcoming and caring for YMRA; -become familiar with participatory user-led design methodology leading to a solid experience of developing innovative services.The partnership is comprised by organizations that have extensive expertise in their domains and converge in their field of:-training in mental health assessment and psychological therapies (the Metanoia Institute- UK),-youth work and improving access to mental health and other support serviced for vulnerable young people (Youth Access)-vulnerable young people’s Mental Health including YMRA (IASIS-GR) -integration of YMRA through social and cultural intervention (LaBIenPaga, ES)-vocational training and social work (Institute for Training and Research in Social Work, Social Medicine and Health - FR)

<< Objectives >>Smart Parenting is a 28-month project brining together a variety of EU partners and aiming to secure a more resilient and promising future for children with Adverse Childhood Experiences by establishing a comprehensive online model of parent-support grounded on the principles of informed decision-making and positive parenting, thus contributing to the reduction in short- and long-term trauma-related symptoms of the child, and creating an inclusive environment that fosters equity and equality.<< Implementation >>The project undertakes the following activities:a)desk-based analysis of evidence-based parenting programs possessing high likelihood of producing positive results in parent-child relationship at EU & national level,b)development of a core Curriculum focusing on ACEs and ways to mitigate troublesome behavior,c)design of a Platform with Audiovisual evidence-based messages on mental health improvement,d)share the Curriculum, tools and materials with stakeholders & make policy recommendations.<< Results >>The project constitutes an overall strategy to stimulate a positive parent-child interaction, increases parental knowledge of child development, facilitates parents to understand children with trauma can provide a buffer against children’s physical-emotional wellbeing and raises awareness across EU on positive coping which is associated with potentially resilient pathways, such as increased family cohesion, resulting in positive child and caregiver outcomes. Main results: Curriculum & Platform.

Assuming a lifelong learning perspective, this project aims to increase the intercultural competences of healthcare professionals in Europe, through non-formal training. According to EU SKILLS PANORAMA (2014) report on the prospects for health professionals, healthcare providers in Europe should develop their skills as far as societal trends and influences as well as human ethnicity and culture are concerned. The need for intercultural competences has been stressed out by a lot of academics and researchers in the field. Anand & Lahiri (2009, p.388) argue that the key to an efficient healthcare is the “skills to learn about cultural and personal beliefs in a respectful way”. Spencer (2014) emphasizes the teachable dimension of intercultural skills and the importance of this aspect of professionalism for the satisfaction of the patient and the provider, as well as for the health outcomes. The intercultural competences are a useful tool for all the healthcare providers (doctors, surgeons, midwives, dentists, pharmacists, psychologists, nurses, healthcare assistants) in all the stages of practice: prevention, treatment, management of illness and promotion of physical and mental wellbeing. The inability to cope with different perceptions about illness and health may result in misdiagnosis and mistreatment (Ahmed, 2015). Apart from the generally acknowledged need for development of intercultural competences in the healthcare sector, the current wave of refugees and immigrants towards and inside Europe underlines the need for provision of healthcare that is adjusted to the patients’ needs. The objectives of this project have been a) to equip healthcare professionals with the intercultural competences required in order to provide medical and healthcare services tailored to the needs of their patients, b) to provide non-formal educational methods that can be combined with the formal education of the healthcare professionals, c) to promote the efficient provision of healthcare to ethnic minorities that either inhabit or pass through the partner countries, taking into consideration the significance of different perspectives on health and illness for an efficient and cost-effective healthcare system, d) to sensitize the decision makers of educational and health policies in the partner countries concerning the needs of both patients and healthcare providers, e) to set off an international conversation and cooperation between healthcare professionals g) to address current needs and challenges of healthcare professionals.Project directly targeted all healthcare providers: doctors, surgeons, midwives, dentists, pharmacists, psychologists, nurses, healthcare assistants. Among the indirect target groups that are also addressed through this project are refugees, immigrants, asylum seekers, Roma, Pomaks and any other ethnic minorities treated by the western healthcare system. Consortium consists of six organizations from European countries. Partner organizations have a diverse background. Partners include one public Educational Institution, VET centers, NGOs and IT experts.Intellectual Outputs: IO1 - Baseline report on Intercultural competences for healthcare professionals: Quantitative, Qualitative and Context Analysis. The main result of the Intellectual Output 1 was the identification of the intercultural competences that should be enhanced from the point of view both of the healthcare providers and their patients. IO2 - The InterHealth (ECVET based) Curriculum for Intercultural Competences of Healthcare professionals. The expected result of Intellectual Output 2 was a Curriculum for the development of the necessary know-how of the healthcare providers who treat patients with a culturally different background. IO3 - The InterHealth Forum for healthcare practitioners and patients in an intercultural setting. The InterHealth Forum aimed to promote the active communication among healthcare professionals themselves and among them and the patients on the common ground of the need for intercultural healthcare. IO4 - The InterHealth mobile training application for autonomous learners. The aim of this Intellectual Output was to provide an interactive application that promotes autonomous learning of healthcare professionals on the subject of intercultural perspective on health and illness. IO5 - The InterHealth policy recommendations report. The main aim of this Intellectual Output was to produce a policy, guidelines and recommendations report which among other matters reviews the use of intercultural training for the efficient delivery of healthcare to all patients.Results & Impact: The main results have been the provision of innovative training tools for the lifelong training of healthcare practitioners and the influence on policy makers related to healthcare education and training. Indirectly, migrants and refugees will have the opportunity to enjoy personalized healthcare which on the same time will be cost effective and ti

"A major concern regarding adult education is tackling unemployment and raising the adult participation rate in learning, particularly of low-qualified adults, older citizens and people vulnerable to social exclusion (Cedefop, 2015). Moreover, adult education supports greater social mobility and equalizes societies. Adult learning brings together people from different walks and stages of life. This benefits democracy and social peace (European Association for the Education of Adults, 2019). Throughout Europe, a large number of institutions, public or private, provide adult education. These include formal, non-formal and informal education and training institutions, chambers, trade unions, organisations, associations and many more. On the other hand, most of the education providers do not understand diversity or are not able to determine individual learning needs of their learners. To practice inclusion of learners, adult education providers need to adapt their curricula and their learning opportunities to vulnerable adults. Furthermore, adult educators also need to be empowered to work with vulnerable learners.The CONSIDER project aims at enhancing the quality of adult training services through cultivating the inclusion culture in adult learning organisations at managerial and training level. The adoption of techniques, methodologies and tools that facilitate equal access and successful implementation of adult training programmes transform the organisations into vehicles of inclusion of vulnerable groups that otherwise would be socially excluded or marginalised. The project will produce training and support tools for management and adult trainers of training organisations, which will support inclusion of all learners, regardless of their social/economic background, their age, their sex or their cognitive capabilities. The general objectives of the project are:- to support adult learning organisations for becoming more inclusive - to facilitate the outreach and access of adult education for disadvantaged members of society and - to promote inclusion and active engagement of all learners in adult education The specific objectives of the project are: - to set the Quality Framework of an inclusive training organisation from managerial to training - to design an assessment tool for the management of adult training organisations and an assessment tool for trainers of adults- To design e-learning courses for managers and adult trainers on how to promote inclusion in their organisationsTarget group of CONSIDER project are managers of adult training organisations, adult trainers, other personnel who support adult learning.CONSIDER project will include 3 Intellectual outputs:O1 Quality framework for inclusion of adult learning organisationsO2 Assessment tools for inclusion including an self-assessment tool for managers /training institutions as far as inclusion practices are concerned and another self-assessment tool for the use of trainersO3 E-learning courses for ""Promoting inclusion in adult learning organisations"" and for ""Inclusive adult learning methods and practices"" .The project will also include a short training of trainers event in Germany and multiplier events in France, Greece, Portugal, Germany, Italy and Slovakia.IFRTS, a French Institute in the areas of Training and Research in Social Work, Medico Social and Health is the project applicant. Partners are IDEC, a Greek adult learning and consultancy institution, ASTRA, a regional development agency in Slovakia, VHS CHAM a no-profit German organisation providing language training and VET to vulnerable learners, Eurocultura an Italian non profit organisation providing counseling and training to vulnerable groups aiming at their insertion in the labour market and INOVA, the leading Portuguese company for promotion of innovation and social development and assistance to third countries in these fields. Partners will contribute with their diverse expertise and experience to the quality, plurality, adequacy, transferability and fullness of CONSIDER project results."